2023 GBV Report

2023 Annual Institutional Gender-Based Violence Report

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V RE

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Justice, Safety, Protection

ENTION

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03

Economic Power

TY

RESPONSIVENESS

AC

Research and Information Management

I

LI

Prevention and rebuilding Social Cohesion

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01 P

Accountability, Coordination Leadership

C O U N TA B

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Response, Care Support and Healing

Harness ALL to respond to crisis

Provide victim-centered, survivor-focused, accessible quality services

Harness ALL to respond to crisis

Enhance strategic, institutional and resourcing coherence

Address the structural drivers of GVBF

Elevate accountability at all levels

Enforce, implement and adopt laws & policies

Deepening understanding and knowledge

CONTENTS FOREWORD BY THE VICE-CHANCELLOR: PROF CHRIS NHLAPO.....................................4 SECTION 1. INTRODUCTION...............................................................................................6 SECTION 2: KEY INSTITUTIONAL STRATEGIC PARTNERSHIP SUPPORTING THE IMPLEMENTATION OF GBV AT CPUT..........................................................................7 2.1.

CPUT’s Partnership With The Sexual Offences Community Affairs of The National Prosecuting Authority (NPA)..................................................7 2.2.

CPUT’s Linkages with Thuthuzela Care Centres.......................................................8 2.3.

CPUT’s Partnership with the Family Violence, Child Protection and Sexual Offences Unit of The South African Police Services.......................................9 2.4.

SAPS Fcs Units Supporting Cput in Western Cape................................................10 2.5. Other Key Stakeholders that Provide GBV Intervention Programmes to Students....................................................................10 3.

SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV..........................11 3.1.

Pillar 1: Accountability, Coordination and Leadership.............................................11 3.2.

Key Highlights.......................................................................................................11 4.1.

PILLAR 2: PREVENTION AND REBUILDING SOCIAL COHESION..........................16 4.2.

Key Outcomes for Pillar 2......................................................................................17 4.3.

Key Highlights for The Year Under Review.............................................................17 5.

PILLAR 3: JUSTICE, SAFETY AND PROTECTION.................................................26 5.1.

Key Highlights.......................................................................................................27 5.2.

Statistical Reporting on The GBV Occurrences for Staff.........................................28 5.3.

Recommendations by The IGBV Committee..........................................................28 6.

PILLAR 4: RESPONSE, CARE, SUPPORT AND HEALING.....................................29 6.1.

The Overall Focus of Pillar 4 is Threefold:..............................................................29 6.2.

Key Highlights.......................................................................................................30 7.

PILLAR 5: ECONOMIC EMPOWERMENT..............................................................33 7.1.

Key Outcomes Include:.........................................................................................34 7.2.

Financial Support to Economically Disadvantaged Students .................................34 PILLAR 6: RESEARCH AND INFORMATION MANAGEMENT SYSTEMS...................37 8.

8.1.

Key highlights.......................................................................................................37 8.2.

Enhancing Communication and Information on GBV at CPUT................................37 9.

PLANS FOR 2024 TO TACKLE GBV ON AND OFF CAMPUS................................41 10.

REFERENCES..................................................................................................... 48 11.

ACRONYMS/ABBREVIATIONS..............................................................................50 12.

APPENDIX 1.........................................................................................................52

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C O N T EN T S

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FOREWORD BY THE VICE-CHANCELLOR: PROF CHRIS NHLAPO This Annual Gender-Based Violence (GBV) report is the second stand-alone consolidated GBV report, following the promulgation of the National Strategic Plan on Gender-Based Violence and Femicide (NSP-GBVF,2020-2030) which led to the Policy Framework to Address Gender-Based Violence in the Post School Education System (PSET) in 2020/21. This policy compels South African universities to not only raise awareness of GBV but to actively prevent it. I am aware that students and staff members who are escaping abuse at home or in their communities or are dealing with trauma from GBV, often turn to universities with the expectation of finding empowerment to overcome these challenges.

The Cape Peninsula University of Technology (CPUT) has institutionalised the elimination of GBV as one of the cross-cutting transformation signifiers of CPUT’s One Smart Vision 2030 Strategy. Our Strategy is anchored on two dimensions of “Oneness” and “Smartness” within the institutional values of “Ubuntu” (Human centricity), “Ubunye” (Oneness /Unity) and “Ukungafani” (Diversity).

We have adopted a “zero-tolerance” approach to GBV which is aligned with the six pillars of the NSP-GBVF as it directly impacts on the CPUT community. The localisation of the six pillars of GBVF is also informed by evidence indicating that educational institutions using participatory or engagement approaches to GBV, as we do, create positive, safe, and violence-free learning, teaching, and research environments. Additionally, we have displayed banners across all our campuses stating our institutional response to GBV.

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We commit ourselves to support survivors; hold alleged perpetrators to account; expose transactional and coercive relationships that may render staff or students vulnerable to abuse; develop a foundational module on GBV that is educative and preventative and protect rights in human capital and students.

We are thus a public institution and an agent of social and gender- justice.

CPUT Executive Management and Acting Director of CDISC at the unveiling of the GBV position statement banner on Bellville campus

It is within this context that the Institutional Gender-Based Committee (IGBVC) was established to institutionalise or formalise the university management and leadership’s commitment to combat GBV. I chair the IGBV Committee together with my Executive Team to enhance GBV leadership and accountability. It ensures accurate reporting, and reliable data management through various champions of the pillars which include, staff (academic and support), students, SRC, psychologists, social workers, labor, Campus Protection Services, Legal Services, Human Capital, Faculties, Research, ICT units that are spread across the six-pillar coordination. This localisation of GBV pillars helps us to deepen participation, engagement, and social accountability across the university.

We acknowledge our external partners, amongst others, the Western Cape Sexual Offences and Community Affairs Unit of the NPA, SAPS (Family Violence, Child Protection and Sexual Offences Units).

This report details initiatives and strategies that have been engaged by the CPUT community, together with our external partners, in the fight against GBV and live up to our value statement of zero tolerance to this scourge.

F O R E W ORD

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SECTION 1. INTRODUCTION

The Policy Framework to address Gender-Based Violence in the Post-School Education and Training System is the Department of Higher Education and Training’s (DHET) response to the multi-sectoral, policy and programming framework provided by the National Strategic Plan on Gender-Based Violence and Femicide (DHET, 2020). This annual report is based on the implementation of the Policy Framework to address Gender–Based Violence (GBV) at the Cape Peninsula University of Technology (CPUT).

In response to the Policy Framework on addressing GBV in higher education (2020), and achievement of SDG 5 on Gender Equality and Women Empowerment, the Vice Chancellor localised the GBV National Strategic Plan on GBV to respond to the Vision 2030 Strategy by: • Establishing the Institutional GBV Committee (IGBVC) in response to the Pillar on Accountability, Coordination, and Leadership, the pillar that sets out to ensure accountability at the highest level of organizations. The Committee comprises of Executive Management (EM), Management Committee (ManCom), and Student Representative Councils (SRCs) to enhance leadership commitments, coordination, and management of GBV at CPUT. • The Department of Higher Education and Training’s 2020 Policy Framework on addressing Gender Based Violence in the Post Education and Training System further compels us to act, by developing and implementing policies that communicate a Zero tolerance approach, further indicating that policies must contain a clear statement by institutions rejecting all forms of GBV. CPUT remains steadfast in its zero-tolerance on all forms of GBV. The commitment was further demonstrated when management led by example by receiving GBV training which was subsequently extended across the university. The GBV reports are coordinated through: • The Institutional Transformation Forum (ITF) that coordinates quarterly GBV reports from faculties, divisions, departments, units and centres; and • The Institutional Gender-Based Violence Committee (IGBVC) coordinates GBV reports in line with the six GBV Pillars of the of the NSP-GBVF.

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SECTION 2: KEY INSTITUTIONAL STRATEGIC PARTNERSHIPS SUPPORTING THE IMPLEMENTATION OF THE FIGHT AGAINST GBV AT CPUT The following key strategic partnerships support the implementation of the fight against GBV across the university.

2.1. CPUT’s Partnership With The Sexual Offences Community Affairs Of The National Prosecuting Authority CPUT has established a partnership with the Sexual Offices Community Affairs (SOCA), a division of the Special Director of Public Prosecutions of the NPA. The SOCA division of the NPA is tasked with eradicating all forms of GBV, facilitating and formulating research techniques for prosecuting sexual offences, domestic violence, developing and implementing training, capacity building and community awareness programmes on GBV. The key areas of collaboration with CPUT include: • rolling out of GBV Training across the university; • developing the GBV Reporting Procedures; and • developing the Sexual and Gender-Based Violence (SGBV) policy by integrating the Sexual Harassment Policy and the Gender-Based Violence Policy.

KEY INSTITUTIONAL STRATEGIC PAR TNERSHIP |

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2.2 CPUT’s linkages with Thuthuzela Care Centres PROVINCIAL MANAGERS

THUTHUZELA CARE CENTRE (TTC) HOSPITAL SITE

CASE MANAGERS

SITE COORDINATOR/ SURVIVOR ASSISTANCE OFFICER

Adv Mark Kenny Cell: 0842514417 mkenny@npa.gov.za

George TCC George Provincial Hospital, Davidson Road, Glen Barrie, George

Ms Gerda Marx

Ms Angelique Vezasie (SC)

Karl Bremer TCC Karl Bremer Hospital, Corner Mike Pienaar Boulevard & Frans Conradie Avenue, Belville Khayelitsha TCC Khayelitsha Hospital Khayelitsha Community Health Centre Lwandle Road, Site B, Khayelitsha Mannenburg TCC GF Jooste Hospital, Duinefontein Road, Mannenburg

Ms Waldette Packery

Ms Nobuhle Malunga (SC)

Ms Audrey Ziervogel

Ms Boniswa Mogale (SC)

Mr Deon Ruiters

Ms Mandisa Ngonongono (SC)

Worcester TCC Worcester Hospital, Murray Street, Worcester Wesfleur TCC Wesfleur Hospital, Wesfleur Circle, Atlantis

Ms Cindy Abdol

Ms Cindy Williams (VAO)

n/a

Ms Avril Losper (SC)

Adv Lizelle Africa Cell: 0842612641 iafrica@npa.gov.za Adv Garry Titus Cell: 0724566746 gtitus@npa.gov.za

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Thuthuzela Care Centres (TCCs) are one-stop facilities introduced as a critical part or element of South Africa’s anti-rape strategy, aimed at reducing secondary victimisation to ensure successful prosecution.Services offered at the TCCs that CPUT benefits from: •w elcome and comfort from a site coordinator or nurse; •a n explanation of the medical examination process and which clothing might be taken as evidence; • a consent form to sign permitting the doctor to perform the medical examination; • a nurse in the examination room; •a fter the medical examination, baths or shower facilities are available for survivor’s use; •a n investigation officer will interview the survivor and take his/her statement; social worker or nurse will offer counselling; •a nurse arranges for follow-up visits, treatment and medication for sexually transmitted infections •a (STIs), HIV, and AIDS; referral letter or appointment will be provided for long-term counselling; •a • t he survivor is provided with transportation home either via the ambulance or by the investigating officer; rrangements for the survivor to go to a place of safety, if necessary; •a onsultation with a specialist prosecutor before the case proceeds to court; •c ourt preparation by a survivor assistant officer; and •c case manager provides an explanation of the trial process outcome and updates •a This means that all CPUT GBV victims have direct access to any Thuthuzela Care Centre in the Western Cape.

2.3. CPUT’s Partnership with the Family Violence, Child Protection and Sexual Offences Unit of the South African Police Services The main mandate of the Family Violence, Child Protection and Sexual Offences (FCS) unit of the South African Police Services (SAPS) is to ensure survivors of the heinous crimes of rape, murder and child pornography, amongst others, are treated with the utmost care to avoid secondary victimisation. This includes ensuring the effective prevention and investigation of GBV-related crimes, excellence in service delivery to victims of GBV, family violence, crimes against children, and sexual offences, and enhancing the detection rate of domestic violence crimes.

The key areas of collaboration with CPUT include: • referral system for CPUT on GBV cases; • provision of psycho-social support to victims of GBV; • ensuring arrest and conviction of perpetrators of rape and GBV; and • ensuring effective prevention and investigation of GBV-related cases between students and external partners (e.g. students and outsiders).

KEY INSTITUTIONAL STRATEGIC PAR TNERSHIP |

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2.4. SAPS Family Violence, Child Protection and Sexual Offences Units (FCS) units supporting CPUT in Western Cape CPUT CAMPUS

FCS UNIT SERVING AREA

COMMANDER’S NAME

COMMANDER’S CELL NUMBER

OFFICE NUMBER

STANDBY PHONE NUMBER

Bellville

Delft FCS

0822628897

0219183699

0823348772

District Six

0823347523

0214678081

0825221085

0216571975

0825221078

0825221072

0216571975

0825221078

Athlone

Nyanga FCS

Warrant Officer Sonday Warrant Officer Sonday Lieutenant Colonel Swigelaar

0825221072

Wellington

Cape Town FCS Claremont FCS Paarl FCS

Lieutenant Colonel Van Niekerk Captain Reyneveld

0823019851

0213769855

0825594621

Mowbray

This means that all CPUT GBV victims have direct access to any SAPS (FCS) in the Western Cape, as indicated above.

2.5. Other Key Stakeholders that provide GBV intervention programmes to students The following serve as examples.

Higher Health: https://higherhealth.ac.za/, UN Women: https://africa.unwomen.org/en/where-weare/eastern-and-southern-africa/south-africa-mco, Department of Social Development: https:// www.dsd.gov.za/, Department of Health: https://www.health.gov.za/, Commission for Gender Equality (CGE): https://cge.org.za/, Sonke Gender Justice: https://genderjustice.org.za/, NACOSA: https://www.nacosa.org.za/, Soul City: https://www.soulcity.org.za/, Rape Crisis: https://rapecrisis. org.za/, Ilitha Labantu: https://www.ilithalabantu.org.za/ , Snake Nation: https://snakenation.co/ , and PlanetUni Church.: https://www.planetshakers.com/church/cape-town-church/ skills, attitudes and knowledge of prospective students. In the absence thereof, HEIs, through their faculties of education, will have to play a much more strategic, proactive and leading role to transform education on all levels in South Africa, on the African continent, and globally.

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SECTION 3: CPUT’S RESPONSIVENESS IN ADDRESSING GBV 3.1.Pillar 1: Accountability, coordination and leadership Specific focus The Accountability, Coordination and Leadership Pillar (Pillar 1) aims to ensure accountability at the highest level of governance across the university through individual and collective leadership by establishing an institutional architecture that would ensure a well-coordinated multisectoral response to GBV. The key priorities for this pillar include setting up an Institutional Gender-Based Violence Committee (IGBVC), which would serve as the custodian for the institutionalisation of GBV across the university .

GBV Pillar 1 has key outcomes which include: • bold leadership and strengthened accountability throughout the university, strategically supported by clear communication and sufficient technical and financial resources; • strengthened multisectoral coordination and collaboration across the university; • integration of GBV across the seven Focus Areas of One Smart Vision 2030 Strategy; and • accountability by submitting reports to Management and the Council of the university.

3.2. Key highlights Pillar 1 remains a top priority, as institutionalisation involves an ongoing process of constructing, strengthening, and enhancing an architecture that effectively addresses the GBV crisis at CPUT. Key highlights include the following:

PI L L AR 1 : AC C O UN TAB I L I T Y, C O O R DI N AT I O N AN D L E ADERS H I P |

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3.2.1. The GBV accountability at CPUT CHAIRPERSON OF IGBVC: PROF CHRIS NHLAPO, VICE-CHANCELLOR AND PRINCIPAL SECRETARIAT: MS VALMARIE CORNELIUS GBV PILLARS

GBV EXECUTIVE LEADERS

GBV TECHNICAL LEADERS

Pillar 1:

Delft FCS

Accountability, Coordination and Leadership Pillar 2: Prevention and Rebuilding Social Cohesion

Mr Sello Mokoena (Registrar)

Lieutenant Colonel Van Niekerk

Prof Driekie Hay-Swemmer: (ED: OVC)

Prof Paul Green (Chairperson of ITF & Dean FBMS)

Pillar 3: Justice, Safety and Protection

Prof Gilingwe Mayende (DVC: Operations)

Ms Kuselwa Marala (Acting Director: Centre for Diversity, Inclusivity & Social Change (CDISC) Ms Carol Booyse (Deputy Registrar: Governance and Legal Services)

Pillar 4: Response, Care, Support and Healing

Prof Gilingwe Mayende (DVC: Operations

Mr Simphiwe Nkosa (Director: Risk and Protection Services)

Pillar 5: Economic Empowerment

Mr. Peter du Plessis (ED: Finance)

Mr. Mandla Maseko (Director: Advancement)

Pillar 6: Research and Information Management

Dr David Phaho (DVC: RTIP)

Dr Xena Cupido (Director: Fundani)

Prof Rishi Balkaran (DVC: Teaching and Learning

Prof Judy Peter (Director: SIP)

3.2.2. Coordination of Pillar 1 The Institutional Gender-Based Violence Committee (IGBVC) Task Team was requested to: (a) Explore solutions and procedures to ensure that victims feel protected by CPUT authorities, enabling them to feel secure in pursuing their cases; (b) Examine and delve into the underlying reasons for hesitancy in reporting incidents, analyzing trends and patterns; (c) Develop an estimated budget for these interventions; and (d) Provide concrete action plans and report back on these plans.

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In this regard the IGBVC Task Team quarterly meeting highlighted the following key questions namely: a) What are the current trends? b) What are the reasons? c) Why are victims hesitant to pursue cases?

During these quarterly meetings, the Task Team formulated the approach outlined below to address GBV across all campuses: i) Awareness strategies to prevent and report GBV cases (strategies- e.g., pamphlets, videos, etc.); ii) Guidelines and procedures of reporting incidents of GBV; iii) Safe and secure victim-friendly rooms; iv) Training for individuals who assist victims; v) Confidentiality requirements for handling GBV cases; and vi) Addressing stigma and its management.

3.2.2.1. Steps Taken: During its meeting on 20 February 2023, the IGBV Task Team reviewed its previous action plan and noted that while verbal feedback was provided in some cases, reports were still pending for a few projects from earlier resolutions. This delay was attributed to critical vacancies in key departments such as Employment Relations, Campus Protection Services and the Centre for Diversity, Inclusivity and Social Change, which have greatly hindered the Task Team’s progress. The Chairperson of the Task Team committed to issue correspondence to each of the line managers of the vacant positions, with a request to urgently delegate a member of their department with a vacancy, to ensure that representatives from the relevant and critical departments are present at the upcoming Task Team meeting.

3.2.2.2. As a way forward, the Task Team thus resolved on the following activities: • A high-level position paper outlining CPUT’s strategy to enhance the visibility of the LGBTQIA+

community on our campuses. The paper will incorporate key guiding principles addressing stigma, such as Confidentiality, Safety/ Safe spaces, Respect, Non-Discrimination and Privacy. It will also evaluate the necessity of a Policy Guideline within the broader CPUT community. Additionally, the paper will articulate CPUT’s position regarding the LGBTQIA+ communities, aligning with national and global trends.Regularly provide updates on the latest trends in GBV-related matters at other institutions in South Africa and abroad.

• The Draft Position Paper will be discussed at the next IGBV Task Team meeting and then presented at the 2nd IGBV committee of 2023.

The Task Team members assigned activities will be reported on during the next Task Team meeting.

This report will include considerations, amplifications as needed, and feedback regarding progress or recommendations discussed during the IGBV meeting held on 22 June 2023. During the Task Team meeting, it was observed that victims might hesitate to report GBV cases due to concerns about confidentiality in handling information related to GBV cases. Concerns about potential information leaks may contribute to victims withdrawing cases, leading to feelings of isolation or impacting students’ academic progress. The meeting decided to draft a proposal outlining confidentiality requirements for handling information related to GBV cases.

C PUT ’ S R E SPO N SI V E N E SS I N ADDR E SSI N G GBV |

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The CPUT GBV Position Statement captured high-level GBV trends that are consistent with the broader HE sector. The table (Figure 1) below presents the trends and possible interventions that can be considered to mitigate the rise of GBV cases on campus shown in (Figure 2). The table below provides the trends, narratives and some GBV factors.

GENERIC GBV TRENDS

TRENDS ATTRIBUTES

FACTORS OF GBV

• Domestic Violence

• Physical abuse.

• Gender Differences in Perceptions

• Intimate Partner Violence

• Sexual abuse. Emotional, verbal,

• Rape

and psychological abuse.

• Economic abuse.

• Intimidation.

• Harassment.

• Stalking.

• Damage to property.

• Entry into the complainant´s residence without consent.

• Any other controlling or abusive behavior

of Safety and Fear of Crime on Campus (This is more common among women than men) • Risk Factors for GBV on Campus (whereby GBV instances are accepted and normalized on campus) • Individual Level Factors (victimization & perpetration • Gender-inequitable attitudes and beliefs (domination and incorrect use of societal norms) • Alcohol and drug consumption • Institutional Level Factors (victimization & perpetration musculinity that influence the GBV influence) • Institutional factors in terms of clarity when it comes to handling GBV cases.

• Lack of effective policies and structures to prevent and respond to GBV.

• Sexual Assault • Harassment • Sexual Harassment • Homophobic Bullying

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GENERIC GBV TRENDS

TRENDS ATTRIBUTES

FACTORS OF GBV • Perpetration with impunity • The nature of campus spaces -

environment design • Consequences of GBV on Campus

- this may lead to suicidal and esteem challenges.

• Under-reporting of GBV. • Gender-discriminatory nature of measures to address GBV. • Anxiety - informed by how the university deals with GBV cases.

• Lack of confidence in institutional response mechanisms - in terms of support and clarity when reporting cases.

Figure 1

C PUT ’ S R E SPO N SI V E N E SS I N ADDR E SSI N G GBV |

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POSSIBLE AWARENESS

ACTION

Increased awareness and activism

Advocating for policies and initiatives • Partnerships with local service that address GBV more effectively and providers • Community engagement provide support for survivors - Joint awareness programs Understanding the unique challenges • Collaboration with law enforcement faced by marginalized groups and and legal institutions. ensuring that support services are • Collaboration with healthcare inclusive and Accessible providers Implementing mandatory consent • Research collaborations education programs, bystander • Establish inclusive advisory groups. intervention training, and workshops • Foster campus-wide dialogue. on healthy relationships Implementing mandatory consent education programs, bystander intervention training, and workshops on healthy relationships Developing anonymous reporting platforms, mobile apps, and online resources to make it easier for survivors to seek help and report incidents

Intersectionality

Prevention and education

Survivor-centric approaches

Use of technology in addressing GBV

POSSIBLE ACTIVITIES

Figure 2

4. PILLAR 2: PREVENTION AND REBUILDING SOCIAL COHESION Specific focus Pillar 2 sets out to turn the tide of GBV by focusing on eliminating the social acceptance of all forms of violence against women and lesbian, gay, bisexual, transgender, intersex, queer, asexual and other sexually or gender diverse (LGBTQIA+) persons through the development and implementation of long-term, comprehensive, adaptable, context-specific and holistic approaches to prevention. The focus is on transforming harmful social and structural norms that feed GBV while intentionally reshaping the values and norms in ways that build positive social cohesion and restore human dignity.

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MAGNITUDE OF THE PROBLEM

HISTORY OF INSTITUTIONAL VIOLENCE

GBVF CRISIS WHOLE OF SOCIETY APPROACH

OVERALL LEVELS OF CRIME AND VIOLENCE

4.1. Key outcomes for Pillar 2 • Strengthened delivery capacity in South Africa to roll out evidence-based prevention programmes; • Changed behaviour and social norms within key groups as a result of the rollout of evidence-

based prevention interventions; • Shifts away from toxic masculinities towards embracing positive alternative approaches for

expressing masculinities and other sexual and gender identities, within specific communities/ groups; • Increased cross-fertilisation and integration of prevention interventions on violence against LGBTQIA+ persons with broader GBVF prevention and violence prevention interventions; • Strengthened programming that addresses the restoration of human dignity, builds caring communities and responds to historic and collective trauma; and • University spaces are made safe and violence-free for all.

4.2. Key highlights for the year under review emanating from the Institutional Transformation Forum Reports on GBV activities from faculties, divisions, departments, centres, and structures were regularly submitted to the Institutional Transformation Forum (ITF) on a quarterly basis.

The significant transformation activities related to GBV carried out by these components were as follows:

PI L L AR 2 : PR EVEN T I O N AN D R EB UI L DI N G SO C I AL C O H ES I ON

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4.2.1. Faculty of Education • The faculty is dedicated to maintaining a safe, inclusive, and culturally sensitive space that

opposes xenophobia. The faculty transformation committee aims to facilitate ongoing engagement for students and staff.

• GBV awareness posters were distributed on both the Mowbray and Wellington campuses, providing essential information about GBV. These posters also include helpline contact details that student-teachers, whether living on or off campus, can use in the event of a GBV incident.

• In terms of GBV awareness at Wellington, a total of twenty-five posters addressing various respective themes of GBV [including anti-sexism, anti-xenophobia and sexual rights awareness] have been displayed on campus.

4.2.1.1. Key Issues Included: • Safe and inclusive language spaces; • Safe and inclusive race, cultural and anti-xenophobic spaces; • Safe & inclusive spaces for gender + sexuality; and • More interventions are to be formulated through collaboration with other departments.

4.2.2. Faculty of Business and Management Sciences (FBMS) 4.2.2.1. GBV Webinar

• As part of the Final Year Experience (FYE) program of the Department of Retail Business Management, a GBV webinar was hosted via Blackboard Collaborate, and all departmental staff were invited.

• The faculty together with the SRC engaged students in discussions on eliminating toxic masculinities and GBV both on & off campus.

4.2.2.2. GBV Focus In the Public Administration and Governance Department, first year and Post Graduate Diploma orientation programs included an overview of the Policy Framework to address GBV in the PostSchool Education and Training System. In the same department, Mr Leslie Siegelaar and Dr Stanford Cronje presented a paper titled, “A Developmental Approach For The Prevention of GBVF” at the ‘CPUT Gender-Based Violence Indaba’.

4.2.2.3. Diversity Champions Students are included in the program and receive training from Student Counselling and the Disability Unit.

Their role is to assist departments and students with challenges related to diversity and inclusion, as well as to support students with disabilities who request assistance. Departments are encouraged to connect with these Champions and provide opportunities for conversations and engagement.

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4.2.3. Faculty of Applied Science 4.2.3.1. GBV And Young Women Empowerment • Staff members were encouraged to attend the “Prevention and Elimination of Harassment in the

Workplace” workshop that took place on 24 February 2023. A staff member who attended the workshop presented a summary report of the outcomes at the departmental meeting.

4.2.3.1.1. Key Issues Included: • Launch of ‘EmpowHerSA-CPUT’ an undergraduate women’s mentoring programme, the first South African Chapter of ‘EmpowHer International. The launch was done in collaboration with HC Development and Training Unit.

• Ongoing meetings between staff and student counseling to assist students with various issues, including GBV and psychological issues.

• Honour and appreciate women students who have excelled in academics, leadership, sports, entrepreneurship and environmental initiatives • The first cohort of women includes students across faculties that signed up for EmpowHerSA-CPUT. The department, through the Dean and WIL Coordinator, has been supporting a student who was allegedly sexually harassed during her Work Integrated Learning placement. The HoD represents the university in this ongoing case (July 2023).

4.2.4. Faculty Of Informatics and Design (FID) • The journalism programme hosted a workshop on Gender Equity in Newsrooms on 13 March

2023, supported by Norwegian Federation of Journalists for 30 students. It also hosted a seminar supported by the South African CPUT Vice-Chancellor Broadcasting Corporation (SABC) and and Mr Buti Manamela, the South African National Editors’ Deputy Minister of Higher Forum (SANEF) on 100 years of radio Education and Training in and the role of the media in fostering the forefront of the GBV diversity and inclusion in the South Research Indaba African context.

• Prof Tembisa Ngqondi presented a paper titled “Creating GBV Awareness using Research and Digital Skills in the Basic Education Curriculum” at the CPUT GBV Indaba. Dr Sisanda Nkoala was awarded the Digital Humanities award for her work on the Early South Africa Black Press as a tool for a multilingual and interactive digital archive and presented a paper titled “Twitter as a site for deliberation on gender-based violence: A case study of three South African Universities” at the CPUT GBV Indaba.

• A pilot project is underway where students will develop products to be sold at the faculty’s Women’s Month event in August. This initiative, titled “Building a better future through entrepreneurial creative technological design”, also includes the creation of a podcast by the faculty.

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4.2.4.1. Key issues included:

• Empowerment of women in educational and professional environments.

• Importance of women speaking in one voice.

• Safe spaces for women in the workplaces.

•W omen committing to excellence.

•T he importance of mentoring, coaching and intergenerational conversations

in the educational and professional spaces.

• Research on GBV to expand knowledge and safe spaces for women in the workplaces.

4.2.5. Faculty of Engineering And The Built Environment (FEBE) 4.2.5.1. Sanitary Towel Drive The Chemical Engineering department is championing a sanitary towel drive. Through this project, sanitary towels are made available to female students once a month. This project will extend to the wider CPUT community.

4.2.5.2. GBV and Food Security

T

• he Food Security Program, spearheaded by the Chemical and Civil Engineering Departments,

has been active for the last 3-4 years. Every Saturday and Sunday, warm meals are provided to residential students through donations from an organization known as ‘Share of Taste’.

• These meals are prepared by students as part of their community outreach efforts.

• GBV awareness initiatives to be led by staff and students within the faculty.

• Regular meetings are scheduled to take place to plan GBV initiatives.

4.2.6. Faculty Of Health And Wellness Sciences 4.2.6.1. GBV across the Curriculum GBV, diversity and inclusivity are integrated into the curriculum across all four years of programs within the departments of the faculty. This integration aligns with the implementation of the GBV Rollout Plan and the Diversity & Inclusivity Rollout plan implementation for the year 2023.

4.2.6.2. GBV and Sexual Reproductive Rights The faculty is actively involved in promoting the sanitary dignity program to students in need.

4.2.6.3. GBV and Food Security Through partnership with the Gift of Givers, the faculty is providing food to students on a regular basis.

4.2.6.4. GBV, Diversity & Inclusivity Workshops It is a priority to include workshops on GBV , diversity, social justice, sexual harassment, inclusivity, gender equality, and other relevant topics to raise awareness. These workshops are organized for both students and staff throughout the academic year.

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Initiatives led by the CPUT transformation office play a crucial role in engaging students and raising awareness about their environment. This ensures that they receive support from faculties and departments throughout the academic year. Collaborating with NGOs to present a variety of transformation topics to first-year students is also being considered. Programmes led by the CPUT transformation office are crucial in raising students’ awareness to ensure that they can be supported by faculty and departments throughout the academic year. Collaboration with NGO’s to present various transformation topics to first year students is also considered.

• In June, during Pride Month, students were invited to provide suggestions on how to celebrate.

Focus groups were organized to facilitate healthy discussions on the significance of Pride.

• Students expressed that they continue to encounter difficulties in establishing a safe space for open communication channels or groups. They suggested that monthly meetings to discuss and find solutions would be beneficial.

• Students have requested separate bathrooms for the LGBTQIA+ community, distinct from those designated for males and females. Additionally, they have suggested the establishment of a CPUT residence specifically for the LGBTQIA+ community, as they believe it is unethical for individuals who identify as gay, lesbian, etc., to share living quarters with someone who is straight and possibly homophobic.

4.2.6.5 Research Projects The following transformative research projects are underway in the faculty as indicated below: Faculty Research project: Towards a gender parity in Science, Technology, Engineering, and Mathematics (STEM) in the Africa Context.

Objectives: • Review of current policies in support of gender parity in STEM • Exploring the orthography of the STEM language • Determining culture, stereotyping, career gaps in STEM • The impact of COVID-19 on gender parity in STEM • The impact of 4IR gender parity in STEM.

4.2.7. Student Representative Council (SRC) Report The SRC has continuous engagement with students on: Toxic masculinities,GBV, Gender issues in collaboration with DSA and the CPUT Queer Unicorns.

4.3.7.1. Key Issues: • More collaboration to be fostered to enhance participation from all students; • CSRC to spearhead continuous GBV awareness campaigns for all campuses; and • Funding and support from faculties

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4.2.8. Division of Student Affairs • 24-hour GBV emergency WhatsApp line and a strong social media presence and interactions.

• GBV Awareness raising initiatives such as ‘No to Substance Abuse’, ‘Mental health’ and Arts

and Culture as a tool for raising GBV awareness.

• Inclusive Technopreneurship Forum- graduate employability.

• Continuous Campus exhibition on healthy living with health screening and resources on substance, GBV, wellness and mental health.

• District Six Campus exhibition, with health screening and resources on substance, GBV, wellness and mental health before exam break.

• Printed posters were distributed on campus focusing on substance use and abuse and Department Social Development GBV Command Centre information.

• The Student Governance Department organized a roundtable discussion titled “Inclusivity at Higher Education Sectors for LGBTIQA+ Students and Staff,” which received positive feedback from both students and staff. The department plans to continue this initiative further.

• Training sessions for Diversity Champions are conducted as part of the Diversity & Inclusivity Champion Program, which operates as a peer support initiative. This program operates under the premise that students are more likely to approach their peers with concerns and difficulties.

• Substance and GBV Creatives challenge, partnering with Snake Nation.

• Students are challenged to use digital media and visual arts to illustrate the effects of substance abuse.

• Arts and Culture as a tool for raising GBV awareness.

• GBV Training: 18 – 20 July 2023.

• Peer-to-Peer programmes have increased with participation.

4.2.9. Marketing And Communication Department (MCD) 4.2.9.1. Gendered Pronouns in Style Guide to Enhance Inclusivity • CPUT seeks to create gender inclusive academic, living, and work environments by encouraging

the campus community to indicate the pronouns they use for themselves if so desired in classes, workplaces, residences, and social settings.

• MCD also encourages all members of our campus community to respect these pronouns, and to help educate those who are not familiar with our stance on gender inclusivity, to advocate for inclusive campus spaces.

• C PUT style guide make provision for gender pronouns and fosters an inclusive environment and affirms a person’s gender identity through uniformity guide for writing university documents.

• A dvocating for inclusive campus spaces.

• E ducate those who are not familiar with our stance on gender-inclusivity and pronouns.

• P rovision for gender pronouns and fosters an inclusive environment and affirms a person’s gender identity through a uniformity guide for writing university documents.

• A dvocating for inclusive campus spaces.

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4.2.10. Community Engagement And Work Integrated Learning (CE & WIL) 4.2.10.1. GBV in Service Learning (SL) and Community Engagement (CE) In SL and CE students are provided with authentic learning experiences through communitybased projects and programmes. These projects respond to the many societal challenges and issues faced by communities such as social cohesion, diversity and inclusivity (race, gender, language, disability, GBV, HIV/AIDS sexual harassment etc.)

4.2.10.1.1. Key Issues included: • Societal challenges and issues faced by communities like social cohesion, diversity and inclusivity.

• Enhancing mentoring, coaching and intergenerational conversations in the learning and working spaces.

4.2.11. Library Services • Exhibition of reading material that students can take out on the topic of LGBTQ+ in the Bellville

campus Library. This is a very popular topic and more than 60% of the books were taken out within the first day, therefore more books on this topic are needed in all Libraries. Some e-books are available and will be marketed as part of further planned activities later this year.

• Library staff attended webinars and other training events to develop skills for working in a diverse environment.

• The trainings included Health, Diversity in Research, Emotional Intelligence, Ethics in Artificial Intelligence (AI) and Coaching during the period of April – July 2023.

4.2.12. Office of the Vice – Chancellor: Centre for Diversity, Inclusivity & Social Change (CDISC) 4.3.12.1. EmpowerHerSA-CPUT Induction Training The Faculty of Applied Sciences hosted the EmpowHerSA-CPUT programme, in collaboration with the Division of Student Affairs’ (DSA), the Centre for Diversity, Inclusivity and Social Change (CDISC), Vice Chancellor’s Office, SRC and The Environment, Research, Climate Change and Sustainability Research Focus Area, Faculty of Applied Sciences hosted the EmpowHerSA-CPUT programme.

On 6 May 2023 an induction training was done for the mentors who volunteered to be leaders of the various initiatives driven by EmpowHerSA-CPUT programme.

The programme aims to empower female participants with hard and soft skills for career development and success. A network of young women was created, and mentoring opportunities were provided. An appreciation ceremony coincided with the launch of EmpowHerSA-CPUT, where female students or women who had outstanding academic and leadership qualities across faculties and Student Affairs were honoured by the Office of the Vice Chancellor.

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The EmpowHerSA-CPUT is an annual award ceremony aimed at encouraging female students to excel in academic life and in-residence life through intellectual and leadership skills. CPUT is the first university in South Africa to sign up for EmpowHer International, which is a mentoring programme that is aimed at empowering undergraduate young women until they graduate. EmpowHerSA-CPUT mentees were required to participate in training workshops including an induction inorder to share the knowledge and interventions acquired with the greater CPUT community.

4.2.12.2. Research Indaba on Gender-Based Violence in Higher Education On 8 and 9 March 2023, the CDISC in collaboration with RTIP, DSA, MCD, HERS-SA, HSRC hosted a GBV Research Indaba, at the Auditorium, Bellville Campus. The main purpose was to share lessons, strategies, interventions, practices, and research agendas on holistic, integrated, multi-sectoral coordination and collaboration on gender equality and women empowerment to combat GBV in higher education. This included evidence-based research and realist evaluation approaches aimed at developing GBV interventions to existing social problems to bring about social change.

• C andle Lighting in Honour of GBV Victims was done

during the last session of the Research Indaba Additionally, CPUT partnered with the HSRC for the publication of the papers presented at the Indaba and this is currently ongoing a rigorous peer review. This was an exciting ground-breaking journey and CPUT was honoured to receive Deputy Minister of Higher Education, Mr Buti Manamela, who delivered the key-note address to mark the International Women’s Day and eradicating GBV in Higher Education.

Other Notable Presentations • Eradicating GBV through Research, Technology, Innovation and Partnerships aligned to Vision 2030 – One Smarts CPUT – Dr David Phaho: DVC: RTIP • Enhancing Girls Economic Empowerment to Eradicating GBV: CPUT’s STEM/STEAMI Flagship Project – Prof Driekie Hay-Sw emmer: ED: OVC • Women empowerment – A proposal for conducting monitoring and evaluation of the mentorship programme at a Higher Education Institution – Dr Nelisiwe Maleka: RTIP & Co-Author: Mr Tumiso Mfisa: CDISC • Insights from community-based research for GBV in Higher Education – Adjunct Prof Engel-Hills: CPUT & Prof Hilde Ibsen: Karlstad University • The evaluation of a men’s programme in eradicating GBV in a selected higher education institution in South Africa – Mr Tumiso Mfisa: CDISC • Localising response to National Strategic Plan on GBV and Femicide in Higher Education: A CPUT Case Study – Ms Nonkosi Tyolwana Acting Dean of Students & Co-Author: Ms Kuselwa Marala (Acting Director: CDSIC) • GBV Reporting protocol and training approaches to enhance the implementation of the GBV Policy: A CPUT Case Study – Adv Lizelle Africa: Sexual Offences & Community Affairs: NPA The Indaba Evaluation Report is included as Annexure 1.

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4.2.12.3. Diversity & Inclusivity Champions On 2 and 3 March 2023, the Disability Unit in collaboration with the Division of Student Affairs Disability Unit offered training for Diversity & Inclusivity Champions. The Diversity & Inclusivity Champion Program is a peer support program, based on the notion that students approach other students speak openly about their concerns and difficulties. The training was followed by another virtual training on 20 April 2023.

4.2.12.4. Promotion of Vision 2030’S Values of ‘Ubuntu’, Ubunye’ and ‘Ukungafani” Lunch Hour Conversation: Promoting Diversity and Inclusion. This is an initiative by the CDISC and Strategic Initiative and Partnerships (SIP). A webinar took place on 23 August 2023 and the keynote speaker Dr Nyx McLean, a Research Associate at Rhodes University, gave a 20-minute talk on: “An inclusive university is an ethical university”. This was followed by responses of representatives from 2 x Central Student Representative Council (CSRC) and 1 x Executive: Association of International Students (AIS). The engagement proved to be necessary as ongoing conversations that can potentially influence institutional policies were encouraged.

4.2.12.5. CPUT Men’s Conference On 1 September 2023, the Men’s Conference was hosted by Centre for Diversity, inclusivity and Social Change (CDISC) in collaboration with the Division of Student Affairs (DSA). The theme was ‘Shaping our lived experiences to redefine our role as men in society’.

CPUT Executive members and the Student Representative Council leading the mens conference

The conference was aimed at promoting men’s development through mentorship; equipping CPUT men with different tools through Health, Mental Health, Education & Business, how to handle societal norms, and acknowledging men who have been making a difference in CPUT and the broader society.

A medium-term objective is the proposition of a CPUT Men’s Charter – Men’s Forum.

Other key stakeholders that we collaborated with for the Men’s conference are, the National Association for Student Development Professionals (NASDEV), South African National AIDS Council (SANAC) Men’s Sector, Sonke Gender Justice, Medical Male Circumcision (MMC), Rape Crisis, Higher Health, Gender Dynamix, to mention a few.

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4.2.12.6. EmpowHerSA-CPUT Conference On 2 and 3 September 2023, the Centre for Diversity, Inclusivity and Social Change (CDISC), in collaboration with the Division of Student Affairs (DSA), hosted the EmpowHerSA-CPUT conference.

This conference was rescheduled from the initially planned dates of 12 and 13 August 2023 due to the Taxi strike in Cape Town.

The Conference Theme was “Creating supportive networks for young women to succeed.” EmpowHer is CPUT’s Young Women’s network that is aimed at transforming young women’s lives through mentoring, coaching, and training to reach higher levels of personal growth and development.

After the successful hosting of the CPUT Men’s Conference and the EmpowHerSA-CPUT conference, we reemphasised the GBV Position Statement that CPUT has zero tolerance when it comes to any form of violence. EM, led the unveiling of the banners in the following campuses: Bellville Campus, District Six Campus, Mowbray Campus and Wellington Campus.In attendance were staff and students, including GBV Champions who also form part of the Campaign.

4.2.12.7. Transformation Webinar On 16 October 2023, the Centre for Diversity, Inclusivity & Social Change partnered with the Disability Unit and the CPUT Queer Unicorns to host a Transformation Webinar, to address gaps identified in relation or regarding issues faced by staff and students living with disabilities and the LGBTQIA+ community.

The main objectives of the webinar was : • To provide awareness and sensitization around issues of diversity.

• To identify, address and begin the process of undoing systematic exclusion.

• T o have an honest conversation about the experiences and challenges of diverse staff and students.

• To engage on the institutional culture and redefine the status quo.

5. PILLAR 3: JUSTICE, SAFETY AND PROTECTION Specific focus Pillar 3 sets out to address the systemic challenges that have resulted in an inadequate response to the management of GBV cases, particularly domestic violence, sexual offences, child homicide, human trafficking, and other related matters. It aims to facilitate access to justice, safety and protection in response to the needs of survivors of GBV using domestic legislation, policies, national and regional protocols, and to address the infrastructural and resourcing challenges that have obstructed the optimal delivery of justice to different survivors.

This Pillar identified the following key outcomes to be realised from the date of implementation of the strategy: • Improve access to survivor support services through a survivor centric criminal justice service that is sensitive to and meets their needs.

• Strengthen capacity within the CPS to address impunity and facilitate justice for the GBV survivors.

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5.1. Key Highlights

5.1.1. Case Register and Statistics • C PUT is a microcosm of what is happening in the broader society.

These included:

5.1.2. Rape Cases • T wo rape cases were reported, and one opted to open a case at the

South African Police Services (SAPS).

• T hese cases were under investigation and the survivors all received counselling

from the Student Counselling Department.

• T he investigation for the rape case reported on 24 February 2023 was completed,

and the complainant withdrew the case.

• T he case reported on 3 March 2023, the investigation

for the rape case reported on 3 March 2023 was completed, and the accused attended court proceedings and was served with a Suspension Order.

5.1.3. Sexual Harassment Cases • O ne sexual harassment case was reported.

• A case was opened at SAPS. The survivor received counselling and the final witness statement

was obtained but is awaiting signature.

• Three cases of harassment were reported, and the victims received counselling.

All three cases were referred to Legal Services and will be dealt with internally.

5.1.4. Sexual Assault

• Four sexual assault cases were reported and the victims were referred to student counselling.

• On 7 July 2023, a case of sexual assault was reported. The incident occurred at Cape Suites

Residence. The investigation was completed, and the suspect was suspended by CPUT. • On 9 August 2023, a case of sexual assault was reported. The incident occurred at the New

Markert Junction Residence. The investigation was completed, and the Case Docket was submitted to legal services.

• On 9 September 2023, a case of sexual assault was reported. The incident occurred at Bellville Campus, and the matter is still under investigation.

5.1.5. Concerns from the Committee The IGBVC expressed concern about the GBV related cases at the University and further noted that: • Cyberbullying was a form of domestic violence and victims were not forthcoming in reporting such cases.

• The university only has a few counsellors who could deal with GBV cases.

• Numerous GBV cases occurred at both CPUT owned and privately-owned residences.

• The safety and protection of students should be the University’s top priority.

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5.2. Statistical reporting on the GBV occurrences for staff There are currently no reported GBV cases in the Wellness and ER units. All 5 outstanding matters were resolved with the respective staff members being dismissed following a process of discipline.

The ER and Wellness units and the Student Counselling Service are equipped to support all staff and students who report or have raised GBV related matters. The Wellness Unit within Human Capital is engaging with our EAP service provider, Momentum to strengthen awareness and visibility campaigns on GBV matters.

5.2.1. Key issues related to GBV reporting and occurrences Key issues include the following: • T he reluctance of survivors to report and pursue these cases is a huge concern, that gives

perpetrators the notion that they can get away with GBV. • A wareness campaigns and training to persuade survivors to come forward and pursue their cases is critical.

• S urvivors needed to be assured of CPUT authorities’ protection and that their cases would be handled with absolute confidentiality and sensitivity.

5.3. Recommendations by the IGBV Committee The following recommendations were made to the Pillar 3 team: • GBV processes should be thoroughly explained to staff and students to build trust and to assist with addressing reluctance in pursuing such cases.

• Having a dedicated individual specialist in GBV to engage with survivors to ensure } survivors do not relive their trauma by speaking to too many people.

• Unpacking and researching the root causes of hesitancy, studying the trends, patterns and reasons.

• Establishing key interventions involving male students to bring about behavioural changes and crucial conversations on masculinity and manhood in eradicating GBV. • Establishing an anonymous 24-hour digital emergency system dedicated to reporting incidents and dealing with GBV cases. The anonymity potentially creates some comfort for survivors.

• Posters emphasising the reporting of GBV, related processes, and a zero-tolerance attitude could be helpful. These should be displayed in classrooms, residences and notice boards across campuses.

• Self-defence classes for women and other vulnerable groups were also recommended.

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6. PILLAR 4: RESPONSE, CARE, SUPPORT AND HEALING Specific focus This pillar sets out to ensure that every survivor of GBV has access to appropriate and sensitive response, care and support that facilitates immediate containment, medium to long term healing, and agency towards reclaiming their bodies, mental and physical health, well-being, and lives. All survivors should be able to access care and support services to reduce the impact of GBV 24 hours a day and seven days a week. A survivor-centred approach to the provision of services, underpinned by feminist principles, must be applied in the provision of: • Survivor Empowerment Centre – a holistic, comprehensive, consistent, confidential, equal and equitable quality service responsive to the diverse needs of women across ages, sexual and gender diversities, including the need to provide support to their children; • A standardised core package of services by trained, skilled, compassionate and competent staff which includes access to health and mental care, appropriate after-care services and referrals/feedback systems; • The active engagement of communities, including women, children and LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual and other extension) persons to end GBV and to promote survivors’ access to services.

6.1. The overall focus of Pillar 4 is threefold: • S trengthening and overhauling services and systems.

• I mproving relationships between stakeholders.

• B uilding and bolstering resilience through harnessing the capacity of institutions, households, and

communities to play important roles in responding to and supporting survivors.

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6.2. Key Highlights During the period under review, the following progress can be reported:

6.2.1. The statistics table below gives an overview of the clients seen at Student Counselling: GBV STATISTICS: 5 OCTOBER 2022 - 10 FEBRUARY 2023 NEW CLIENTS

MAIN REASON FOR COUNCELLING

Rape Sexual assult Adult abuse (recent) History of adult abuse History of child abuse Perpetrator

3

INCIDENT PERPETRATOR ON TYPE CAMPUS

3

2

0

Student Staff

CAMPUS

YEAR OF STUDY

1 Belville 5 First 1 District Six 1 Second 4 Mowbray

GENDER

ACCOMODATION TYPE

1 Female 5 RES Male Private 3 1

Self Student Affairs Lecturer

4 2

0 Third

1

REFFERAL SOURCE

4 0 0

0 Wellington

0

0 Postgrad/ Fourth

Class Rep/ 0 Mentor/ helper CPS 1

2

1 Other

1

1

During 2023, psychoeducational resources on intimate partner violence, consent, and rape, were shared on social media along with information on support services. Sexual harassment awareness is included in the Workplace Conduct module of the Final Year Experience Programme. This programme is offered to senior and final-year students to provide essential information and skills in preparation for the world of work.

GBV STATISTICS: 25 FEBRUARY 2023 TO 23 APRIL 2023 NEW CLIENTS

10

MAIN REASON FOR COUNCELLING

Rape Sexual harassment Adult abuse (recent) Sexual Assult

3 4

INCIDENT PERPETRATOR ON TYPE CAMPUS

2

CAMPUS

YEAR OF STUDY

Student Staff

2 0

Belville 5 First District Six 3 Second

Other

8

Mowbray

2 5

1 Third

2

1

GENDER

ACCOMODATION TYPE

Female 5 RES Male Private 5

5 5

REFFERAL SOURCE

Self Student Affairs Lecturer

8 0

Class Rep/ Mentor/ helper CPS

0

1

2 Granger Bay

1 Postgrad/ Fourth

1

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1

• Out of the ten new cases, two allegedly involved CPUT students as perpetrators. Three rape, four

sexual harassment, 2 sexual abuse and a sexual assault case were noted. Student Counselling also noted 13 cases where students presented with a history of GBV, seeking support.

GBV STATISTICS: 24 APRIL 2023 TO 1 SEPTEMBER 2023 NEW CLIENTS

3

MAIN REASON FOR COUNCELLING

Rape 4 Sexual 3 harassment Adult abuse 6 (recent) Sexual Assult

INCIDENT PERPETRATOR ON TYPE CAMPUS

2

CAMPUS

YEAR OF STUDY

Student Staff

1 Belville 0 District Six

First Second

Other

8 Mowbray

Third

GENDER

ACCOMODATION TYPE

2 Female 13 RES Male Private 8 0

7 6

REFFERAL SOURCE

Self Student Affairs

10 1

Lecturer

3

Class Rep/ Mentor/ helper CPS

0

1 Tygerberg

0

Postgrad/ Fourth

2

• 283 students attended the Workplace Conduct workshop offered as part of the Final Year

Experience Programme. Awareness on workplace bullying and sexual harassment is discussed as part of the content.

• Student Counselling had 458 views of our online GBV resources on the Student Counselling Blackboard portal.

During the year 2023, 13 students reported incidents of GBV. The statistics table below gives an overview of the clients seen at Student Counselling: Two of the cases (rape and sexual assault) were alleged to have taken place at CPUT premises, and one perpetrator was alleged to be a student.

Both cases were reported internally.

The Department furthermore hosted or participated in the following activities: • 27 July- Gender Justice Forum - Student Counselling attended the forum meeting convened by

Department of Justice, to discuss matters pertaining to GBV reporting, survivor support etc.

•F inal Year Experience Programme- facilitated the Workplace conduct workshop which included the

topic harassment and sexual harassment.

• On 1 September, the Peer Helpers participated in the Amajita’s Men’s Conference where various

issues and challenges related to GBV, masculinity and patriarchy were discussed.

• Between 1-3 September 2023, the Peer Helpers participated in the mens conference and Women

Empowerment conference, where various issues and challenges related to GBV and sexual health were discussed.

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0

6.2.2. GBV Training in partnership with the National Prosecuting Authority • Between October 2022 and February 2023, 76 Staff members from the CPS and Property

Services Departments have attended the GBV training. Out of the 450 security personnel, only 24 have not yet attended the training. These staff members will be invited to a future training scheduled to take place between April and September 2023 which was well attended.

• The Learning and Development unit, in partnership with the Sexual Offences & Community Affairs Unit of the National Prosecuting Authority continues to roll out the training of key university staff to assist in supporting the university community in its efforts to address instances of GBV on our campuses. To date, 542 staff within the Campus Protection Services team and the Gardening and Cleaning teams have benefited from the training. Initial feedback from the training has indicated that through engagement at the training, the awareness created has resulted in staff considering their own behaviours and attitudes and how these can contribute to reducing GBV in our community. The university continues to consult with the National Prosecuting Authority to deliver information and training sessions for staff across the faculties and departments at the university.

• The Institutional Transformation, Social Cohesion & Diversity Department (changed to Centre for Diversity, Inclusivity & Social Change), in conjunction with the relevant CPUT role players on GBV, decided that the first group to be trained was the Campus Protection Services, which consists of approximately 450 members of staff. The reason for the latter was because the institutional Student Affairs Department requested that all incidents of GBV should be reported to the Campus Protection Services. 94% of the CPS Staff were trained, by the NPA over three days, with a maximum of 50 participants per training session.

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The three-day training programme, for the CPUT Service Staff, focused on the following GBV aspects.

DAY 1 DAY 2 DAY 3

Expectations & participation of participants Social Context of GBV Introduction to the South African criminal process (which includes the relevant legislation) The Thuthuzela Care Centre Model (TCC Model) which focuses on an integrated approach to rape care management emphasizes respect, comfort, dignity restoration, and justice for women, gender non-binary and men who have been victims of sexual abuse. Is utilised by the NPA in their response to GBV - Cyber Crime Act/ Trauma /Containment

TRAINING DATES: JUNE – SEPTEMBER 2023 1

26-28 June 2023

Auditorium Bellville Campus

60% attendance

2 3

29-31 August 2023 26-28 September 2023

Training cancelled Training cancelled

The NPA postponed the trainings which were scheduled for September - December 2023 to early 2024. CPUT is in the process of developing a train-the-trainer programme to capacitate staff members to assist with the broader rollout of this training next year.

6.2.3. Momentum Employee Assistance Programme 6.2.3.1. Cases – Momentum Employee Assistance Programme

One staff member accessed the Employee Assistance Programme regarding emotional abuse. The staff member was referred to face-to-face counselling. As this matter was of a personal nature no further intervention is needed at this stage.

7. PILLAR 5: ECONOMIC EMPOWERMENT Specific focus This pillar sets out to transform the structural make-up of the CPUT community by systematically increasing access, control, and ownership of productive resources to women, as well as strengthening the participation of vulnerable students in various economic opportunities such as bursaries and financial assistance to achieve their study goals. This pillar is underpinned by the role that social and economic inequality play in driving gender inequality and GBV at the university. Key to this is the acceleration of initiatives to address women’s unequal economic and social position

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7.1. Key Outcomes Include the Following:

Accelerated initiatives that address women’s unequal economic and social position, through access to education, bursaries and other financial inclusion opportunities; • persons, including but not limited to sexual harassment.

The pillar Economic Power, focuses on financial resources and other resources raised in support of anti GBV programmes or programmes focused on services and the economic empowerment of vulnerable groups such as women, youth and people with disabilities. It is essential in achieving the Sustainable Development Goals (SDGs). Women and young people as depicted in South Africa’s National Development Plan (NDP) are lagging in accessing jobs, job security, pay parity, economic empowerment and property rights, compared to male counterparts. Therefore, the empowerment of female students at CPUT is an essential contributor to SDG Goal 5: Gender Equality and Goal 10: Reduced Inequalities.

7.2. Financial Support to Economically Disadvantaged Students Between January and December 2023 CPUT received R164 million from donors. Ninety percent (90%) of the funding directly benefited students. More than 3000 students benefited from the funding. Sixty percent (60%) of the beneficiaries were female students.

FUNDING CATEGORY

DONATION TOTAL

% OF TOTAL

DONOR COUNT

Student Support

147 174 785.90

90

108

Research Projects Other

2 227 812.14 14 535 201.67

1 9

9 24

77 703.94

0

1

164 015 503.65

100

142

Teaching & Learning Projects TOTAL

7.2.1. Debt relief and missing middle CPUT received R33.9 million in funding for student debt in 2023. The funding benefited almost 700 students, with debt. Sixty percent (60%) of the beneficiaries of this funding were female students.

More than R73 million in funding was committed by CPUT donors in 2023 but was not received before the close of the financial year. This funding will be received in the 2024 academic year.

ENTITY Government USAf Commitments TOTAL

COMMITTED TOTAL R 118 762 151.94 R 56 839 962.97 R 175 602 114.91

RECEIVED R 25 272 126.17 R 20 647 258.39 R 45 919 384.56

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OUTSTANDING R 89 012 025.77 R 36 192 704.58 R 125 204 730.35

7.2.2. Vice-Chancellors Prestigious Achievers Award

This Prestigious Award is a contribution to the building of a research pipeline of the university and a contribution to the next generation of academics and the transformation of the education sector. When the Prestigious Award Programme was launched in October 2018, the only beneficiary was Zamavangeli Mdletshe. In April 2023, Dr Mdletshe graduated with a PhD in Mechanical Engineering. She is one of the 10 graduates of the programme (five doctorate and five master’s graduates).

The Prestigious Awardees have since increased from one to 21, which is 16 (76%) females and five (24%) male students. This is a true commitment to the transformation agenda of the country, aimed at funding more female students. Over and above the 21 Prestigious Awardees, the programme has also provided top-up support towards tuition fees only to 24 master’s and doctorate students. The programme spent R4.1 million since its launch. The Mauerberger Foundation Fund provided R3 million in funding and CPUT, through the Advancement Department, contributed an additional R1.1 million. The programme has a 77% completion rate. This is an extremely high completion rate for master’s and doctorate studies when compared to the completion rates of these levels of study across the entire Higher Education Sector in the country. Three of the 10 graduates of the programme are now employed.

7.2.3. Students with disabilities

CPUT received R50,000 funding from Fuchs Foundation in 2022 for students with disabilities.

The funding was provided to the Disability Unit to purchase assistive devices and software needed by students with disabilities.

7.2.4. Socio-Economic Development Investment

• Over and above funding of bursaries or WIL stipends, some donors give the Advancement

Department a percentage (generally 7,5%) as an administrative cost for the management of the funded projects. In 2022, the Advancement Department funded R1 million for various projects across faculties and departments with these funds.

• For the current academic year 30 students have been assisted with tuition fees and food allowances totaling over R650 000.

7.2.5. STEM community engagement

• CPUT supports feeder schools with Maths and Science extra

lessons. The university has opened its doors for high school learners from poorly resourced schools who come to the CPUT campus to use the labs of the university to conduct their Science experiments.

• In 2023, we implemented R1.9 million STEM and digital literacy community engagement project. Over 400 basic education learners benefited, with 70%of them being female. These projects targetd under-resourced schools in townships and rural areas.

• I n August 2023, the VC’s STEM Committee held a workshop where CPUT discussed its niche areas and unique selling points in implementing STEM community engagement projects. The committee acknowledged the challenges posed by the lack of science laboratories and limited equipment in school labs. To address this, they planned to develop a virtual reality science lab. An IT lecturer at FID was assigned to research this initiative and will present the findings to the STEM Committee.

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7.2.6. Digital Literacy Project This project was implemented at Cofimvaba Secondary School, Eastern Cape. CPUT received R1.5 million funding from BANKSETA.The project was an IT literacy programme for Matric learners, benefiting one hundred (100) students, of whom 70% were females. CPUT and the donor hosted a certificate award ceremony on 6 December 2022, where the learners were also given the tablets they used during the training. In February 2023, CPUT returned to the school and recruited 100 learners for the second phase of the project.

7.2.7. Systems, Applications and Products in Data Processing (SAP) training 69 Students received SAP training, with 70% of them being female. CPUT secured R889,410 in funding from BANKSETA to offer this extracurricular skill, enhancing students’ work, readiness and improving their employability prospects.

7.2.8. Green Fashion Show

In September 2023, Student Affairs hosted the Green Fashion Show. The show promotes environmental awareness while providing students with an opportunity to compete in fashion design using waste or recycled materials. The 2023 show featured partners like Woolworths and Cana Walk Shopping Centre and was broadcast by ETV.

7.2.9. Student Leadership Academy CE&WIL hosted the 2023 Student Leadership Academy which exposed students to social entrepreneurship, entrepreneurship, personal and organisational financial management, environmental management, fundraising, etc.

The final Community Engagement International Student Leadership Conference was held on the 6th of October 2023.

7.2.10. Students in distress The Mauerberger Foundation contributed or donated R500 000 towards students in distress. The funding will benefit students facing hunger, and other social ills.

7.2.11. Matric 2nd Chance CPUT continues to implement the Matric 2nd Chance. CPUT offers Matric subject lessons at the Bellville Campus on Saturdays, which is a well-attended program. Additionally, CPUT is an approved Matric exam writing center. In 2018, CPUT accommodated 520 Matric exam writers, the largest number in the entire Western Cape. The Western Department of Education refers individuals who did not pass Matric to CPUT. In 2023, CPUT received over 600 applications. Due to limited funding, the 2nd Chance team, led by Ms. Jacqui Scheepers, selected 250 learners.

7.2.12 WIL and Internship

In 2023, the university received R24.6 million in funding for WIL and internship students. The funding provided monthly stipends or wages to over 700 students during their placements, creating opportunities for unemployed youth. Sixty percent (60%) of the funding supported female students.

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8. PILLAR 6: RESEARCH AND INFORMATION MANAGEMENT SYSTEMS Specific focus Pillar 6 is about having access to critical data that will inform GBV interventions, policy and practice.

This includes strengthening and aligning management information systems across the university to strengthen both response and prevention efforts. This Pillar, therefore, focuses on expanding and deepening the existing GBV knowledge base in universities through consolidating and widening a pool of interdisciplinary specialists able to support by continuing to shape a response that is rooted in global evidence, while at the same time generating new knowledge that is specific to understanding the impact of current and historical factors shaping the manifestations and mutations of GBV in universities and South Africa.

Key outcomes include: • Improved understanding of the extent and nature of GBV, broadly and in relation to specific groups and forms across the university.

• Adoption of GBV policies and programming interventions that are informed by existing evidencebased research.

• Ready use of GBV related information across different university management information systems to address systemic challenges and facilitate effective solutions and responses.

Pillar 6 commitment is:

• To work across other pillars to enhance GBV research implications for scholarship of teaching and

learning, and ensure the dissemination of GBV research agendas, lessons and practices, including data information management; • To collaborate with other pillars on GBV, as well as research initiatives and CPUT GBV Indabas and other partnerships to establish a future GBV research hub; and • To submit quarterly reports to the Institutional GBV Committee.

8.1. Key highlights On 8 and 9 March 2023, members of Pillar 6 collaborated with the committee to organise a first-ofits-kind Research Indaba on Gender-Based Violence In Higher Education with the theme: “Crafting trends, patterns, and awareness intervention to combat GBV”. This initiative supports one of the key objectives of GBV Pillar 6: to enhance the research implications of GBV for the scholarship of teaching and research. Among other anticipated outcomes are academic papers and/or book chapters, which are expected to stimulate discussions on the direction of teaching and research in response to the growing and concerning incidents of GBV in broader society.

8.2. Enhancing Communication and Information on GBV at CPUT 8.2.1. GBV awareness and prevention programmes

• The tangible effects of GBV awareness and ongoing communication campaigns

are extensively recorded worldwide.

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To this end, the team is devising a strategy to showcase best practices to the broader CPUT community from global sources via platforms like Newsflashes and, where feasible, monthly posters throughout the year.

• The intended result is to foster sustained dialogue and messaging on GBV throughout the year, rather than confining vital discussions to the 16 Days of Activism against Gender-Based Violence in December annually.

8.2.2. Benchmarking of Management Information Systems – Developing Standards and Principles Desk-top benchmarking of GBV data collection practices and sharing as part of information management systems aligned to international policy frameworks and toolkits.

GBV DATA COLLECTION AND SHARING PRACTICES Habits to break

Habits to Cultivate

Clients are not provided the opportunity to give their informed consent before their information is shared

Service provision must be available to GBV survivors/victims if data is to be gathered from them

Clients are not aware of how their information is shared

Survivor/victim incident data must be non-identifiable

Information on individual clients that includes their names and other identifiable information is often shared

Survivor/victim incident data can only be shared with the informed consent of the Client

Submission of individual client files (i.e. intake or incident report form) as routine reporting, including identifiable information and details only useful to the service provider

Client case files (i.e. intake or incident report forms) are only shared within the context of a referral and with the consent of the survivor

A causal approach to storing data – for example, client files are kept in piles on a desk – or electronic files with sensitive information are sent to multiple people

Client data must be protected at all times and only shared with those who are authorised

Overall lack of clarity about how and why data is shared and with whom

An agreement must be established in collaboration with service providers to determine how data will be shared, protected, and used for what purpose – before data is shared

Emphasis is placed on the quantity of data vs. quality and appropriateness of data collected and shared

Table 1Data Collection and Sharing Habits

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8.2.3. Proposed Outcomes for GBV Information Management Systems

•A standard tool and methodology for data collection and analysis •S tandardisation of terminology •U niform classification of GBV incidents across the university •M ore reliable information about reported GBV incidents •C oncrete guidelines for sharing GBV data based on key ethical and safety considerations

8.2.3.1. Identifying Key Role Players and Responsibilities

STEERING COMMITEE/ GBVIMS GLOBAL TEAM

REGIONAL OR HQ FP

GBVIMS LIASON

GBVIMS W.G.* DECISION MAKERS FOCAL POINTS

STEERING COMMITEE/ GBVIMS GLOBAL TEAM SERVICE PROVIDERS & CASE MANAGERS

KEY STAFF

Content Specific* Table 2 UNHCR https://www.gbvims.com/gbvims-tools/

The implementation of a GBV Information Management System follows a phased approach. This may include an initial assessment phase, which includes a consultative process to analyse the context. A subsequent phase would involve mapping the organizational flow of information, through the identification of key staff members or students.

PHASE 1

PHASE 2

PHASE 3

PHASE 4

ASSESSMENT

PLANNING

IMPLEMENTATION

MAINTENANCE

- Map Organization & Information Flow - Identify Focal Point and Key Staff - Assess Data Protection Measures - Plan Implementation

- Train Staff - Collect and Complete Data - Analyze Data - Develop Information Sharing Protocol

- Analyze the Contex - Consultation Process

- Maintain the Incident Recorder - Ensure data quality - Use GBVIMS Generated Information - Maintain Staff Skills

Table 3 Phased Approach to implementation of GBV IMS

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8.2.4. Institutional Position Paper on GBV

• An institutional position paper on how to address the challenges of GBV within our fence line is

being drafted. A team comprising representatives from the Office of the Registrar, Community Engagement, Fundani and RTIP has been duly constituted.

• As a starting point, a comprehensive review of national and international strategies is ongoing to ensure that the envisaged output is relevant, current, implementable and in the long term impactful. These include a review of the updated National Strategic Plan 2020-2030 for GBV as well as global best practices in Higher Education. It is acknowledged that the successful embedding of a zero-tolerance culture of GBV at CPUT will require more than a position paper. It is hence hoped that some of the findings codified in the position paper can find practical applications to enhance our efforts to combat GBV at CPUT and beyond.

• A draft of the paper will be presented for discussion and input by the IGBVC in due course.

8.2.5. CPUT’ Men’s Conference

• M embers of the Pillars 6 participated in the recently held CPUT Men’s Conference held under the

auspices of the Centre for Diversity, Inclusivity & Social Change. The theme of the much-attended conference was “Shaping our lived experiences to redefine our role as men in society • K ey topics addressed pertinent to our campaign against GBV included the hurdles women encounter in reporting GBV incidents. In addition to tackling societal norms surrounding men, the conference emphasized the proactive role men can play in combating GBV. Another issue raised was the delicate topic of men reporting instances of GBV inflicted upon them by women • T he general lukewarm response by authorities to GBV was identified as a key societal impediment to holistically addressing and reducing the horrific levels of GBV in our society.

Conclusion

In conclusion, the Cape Peninsula University of Technology (CPUT) has demonstrated unwavering dedication to addressing GBV)within its community. Through the implementation of the Policy Framework and alignment with national strategies such as the National Strategic Plan on GBV and Femicide, CPUT has taken decisive steps towards creating a safe and inclusive environment for all.

The establishment of the IGBVC underscores CPUT’s commitment to accountability, coordination, and leadership in the fight against GBV. By engaging Executive Management, the Management Committee, and Student Representative Councils, CPUT ensures that all levels of the institution are actively involved in managing and preventing GBV. Furthermore, the institution’s proactive approach to training and awareness-raising, exemplified by Management’s participation in GBV training and subsequent dissemination across the university, reflects a culture of continuous learning and improvement.

Through the coordination efforts of the ITF and the IGBVC, CPUT ensures that GBV reports are collected, analysed, and acted upon in alignment with the pillars of the GBV Policy.

Moving forward, CPUT remains steadfast in its commitment to maintaining a zero-tolerance approach to all forms of GBV. By fostering a culture of accountability, collaboration, and education, CPUT endeavours to create a campus environment where every member feels safe, respected, and empowered to thrive.

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9. PLANS FOR 2024 TO TACKLE GBV ON AND OFF CAMPUS ACTION

National Strategic Plan- DIRECT RESPONSIBLE Gender-Based Violence Faculty, Department, & Femicide Unit, Centre Pillars

COLLABORATIONS

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

2024-2025 2026-2027 Pillar 1: Accountability, Faculty: Health and 1. Review the Wellness: Nursing Nursing Curriculum Coordination and Leadership.

Department to include GBV and practical aspects thereof.

2. Develop a protocol to deal with international students in relation to serious transgressions committed in South African Universities.

Pillar 6: Research and Information Management

3. Advocate for processes to prevent GBV/ Harassment perpetrators from entering the system/ HEI’s, *CPUT focus.

Investigation processes, sanctions, false accusation etc

Pillar 1: Accountability, Coordination and Leadership.

Pillar 2: Prevention and rebuilding Social Cohesion Pillar 3: Justice, Safety and Protection

4. Provide leadership support to the CPUT Men’s Programme (Amanita) to maximise impact and to ensure visibility through online platforms among others.

Pillar 2: Prevention and rebuilding Social Cohesion

International Office

Pillar 1: Accountability, Coordination and Leadership

Centre for Diversity, Inclusivity & Social Change Registrar’s Office Human Capital Division of Student Affairs

Pillar 4: Response, Care, Support and Healing

Pillar 4: Response, Care, Support and Healing Pillar 6: Research and Information Management

Centre for Diversity, Inclusivity & Social Change

• Centre for Diversity,

Inclusivity & Social Change • DVC Teaching and Learning • FUNDANI Centre • DVC: Research, Technology Innovation and Partnerships • Centre for Diversity, Inclusivity & Social Change • Universities South Africa (USAf) • Registrar’s Office: CPUT Legal Services • Centre for Diversity, Inclusivity & Social Change • Institutional Platforms • NGO Partners • Higher Health • Government Partners • Human Capital • Division of Student Affairs

• Centre for Diversity,

Inclusivity & Social Change • Institutional Platforms • NGO Partners • Government Partners • The Whole of CPUT Community • Human Capital • Division of Student Affairs

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PLANS FOR 2024 TO TACKLE GBV ON AND OFF CAMPUS continue...

ACTION

National Strategic Plan- DIRECT RESPONSIBLE Gender-Based Violence Faculty, Department, & Femicide Unit, Centre Pillars

COLLABORATIONS

5. Embed GBV in the CPUT Curriculum, the Faculty of Health and Wellness Sciences and Faculty of Business and Management Sciences can be used as a best practice for this exercise.

6. Address University accommodation challenges at Institutional level (CPUT) and strengthen Community engagements.

Pillar 2: Prevention and rebuilding Social Cohesion

All faculties and Departments at CPUT

• Centre for Diversity,

Division of Student Affairs

• Division of Student

7. Strengthen Peer Educators and Student Leader’s roles through the certification Programme offered

by The Quality Council for Trades and Occupations (QCTO) and the Health and Welfare SETA, Higher Health level-5 National Vocational Qualification (NVQ).

Pillar 2: Prevention and rebuilding Social Cohesion

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

2024-2025 2026-2027

Pillar 6: Research and Information Management

Inclusivity & Social Change • Institutional Platforms • FUNDANI Centre

Pillar 1: Accountability, Coordination and Leadership.

Pillar 3: Justice, Safety and Protection Pillar 4: Response, Care, Support and Healing

Pillar 4: Response, Care, Support and Healing

Division of Student Affairs

Affairs

• Centre for Diversity,

Inclusivity & Social Change • Campus Protection Services • Community Engagements & Work Integrated Learning Unit (CE&WIL) • Division of Student Affairs • Centre for Diversity, Inclusivity & Social Change • Higher Health

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ACTION

National Strategic PlanGender-Based Violence & Femicide Pillars

DIRECT RESPONSIBLE COLLABORATIONS Faculty, Department, Unit, Centre

8. Provide clear disciplinary processes in dealing with perpetrators of GBV and Harassment who are found guilty, the involvement of Unions and Labour relations in these processes is critical.

9. Strengthening of SGBV Champions through training opportunities

Pillar 1: Accountability, Coordination and Leadership.

Human Capital (Labour Relations)

• Division of Student

Division of Student Affairs

Inclusivity & Social Change • Higher Health • Human Capital • Registrar’s Office: Legal Services

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

2024-2025 2026-2027

Pillar 2: Prevention and rebuilding Social Cohesion Pillar 4: Response, Care, Support and Healing Pillar 2: Prevention and rebuilding Social Cohesion Pillar 3: Justice, Safety and Protection

Human Capital

• Division of Student

Division of Student Affairs

• Centre for Diversity,

Centre for Diversity, Inclusivity & Social Pillar 4: Response, Care, Change Support and Healing 10. Development of CPUT social media policy to address the issue of cyberbullying and other forms of online sexual harassment. (To be addressed in the Sexual and Gender Based Violence Policy & CPUT Social Media Policy) 11. Implement vetting processes for employees, students, service providers and those who are in contact with students and staff in various capacities.

Affairs

Inclusivity & Social Change • Human Capital • National Prosecuting Authority • NGO Partners • Division of Student Affairs •C entre for Diversity, Inclusivity & Social Change • Human Capital • Compliance Office • Marketing and Communications Department

Pillar 2: Prevention and rebuilding Social Cohesion

Centre for Diversity, Inclusivity & Social Change

Pillar 1: Accountability, Coordination and Leadership.

Division of Student Affairs

•D ivision of Student

Human Capital

Inclusivity & Social Change • Human Capital •C ompliance Office •M arketing and Communications Department

Pillar 2: Prevention and rebuilding Social Cohesion Pillar 3: Justice, Safety and Protection

12. Increase survivor support through the advocacy of the Employee Wellness Programme and Student Counselling Services

Affairs

• Centre for Diversity,

Pillar 3: Justice, Safety and Protection Pillar 4: Response, Care, Support and Healing

Division of Student Affairs

Affairs

• Centre for Diversity,

• Division of Student

Affairs

• Centre for Diversity,

Inclusivity & Social Change • Campus Protection Services • Community Engagements & Work Integrated Learning Unit (CE&WIL)

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PLANS FOR 2024 TO TACKLE GBV ON AND OFF CAMPUS continue...

ACTION

National Strategic Plan- DIRECT RESPONSIBLE Gender-Based Violence Faculty, Department, & Femicide Unit, Centre

COLLABORATIONS

PILLARS

13. Explore increasing the current maternity leave provisions (months) to promote Gender Mainstreaming.

(Linked to the basic conditions of employment) 14. Review the policy on eligibility for family responsibility leave in relation to children, given the societal realities of a typical South African family, where child/ren are not reared by a biological parent (Linked to the basic conditions of employment).

15. Review processes / policies on sabbatical leave to minimise the current practice in relation to waiting for 6 years to qualify.

Pillar 2: Prevention and rebuilding Social Cohesion

16. Conduct an assessment to identify Early Childhood Centres close to CPUT campuses, recommend these to staff, the first prize would be having an ECD centre on campus, where possible.

17. Promote an enabling environment by developing a breastfeeding policy, this will further provide an impetus for lactation rooms at CPUT

Pillar 2: Prevention and rebuilding Social Cohesion

Pillar 4: Response, Care, Support and Healing Pillar 2: Prevention and rebuilding Social Cohesion

2024-2025 2026-2027 Human Capital (Labour Relations)

• Centre for Diversity,

Inclusivity & Social Change

Division of Student Affairs

Human Capital

• Centre for Diversity,

Inclusivity & Social Change

Pillar 4: Response, Care, Support and Healing

Pillar 1: Accountability, Human Capital Coordination and Leadership.

• Centre for Diversity,

Inclusivity & Social Change

Pillar 2: Prevention and rebuilding Social Cohesion

Pillar 5: Economic Empowerment

Pillar 4: Response, Care, Support and Healing Pillar 6: Research and Information Management

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

Division of Student Affairs

• Early Childhood

Centres • DFM

Human Capital

• Faculty of Education • Department of Basic

Centre for Diversity, Inclusivity & Social Change Division of Student Affairs

Education

•W estern Cape

Department of Social Development • Centre for Diversity, Inclusivity & Social Changen

Human Capital

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ACTION

National Strategic Plan- DIRECT RESPONSIBLE Gender-Based Violence & Faculty, Department, Femicide Unit, Centre Pillars

COLLABORATIONS

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

2024-2025 2026-2027 18. Explore a partnership with the Department of Social Development to strengthen counselling services for students and staff.

19. Liaise with the HSRC to assist in steps towards publishing a book after the GBV Research Indaba, further forming a CPUT Team for this task.

Pillar 4: Response, Care, Support and Healing

Pillar 6: Research and Information Management

Centre for Diversity, Inclusivity & Social Change

20. Strengthen Research initiatives targeted at addressing issues of GBV.

Pillar 1: Accountability, Coordination and Leadership

Research, Technology Innovation and Partnerships: Directorate Strategic Initiatives and Partnerships (SIP)

Pillar 6: Research and Information Management

Pillar 2: Prevention and rebuilding Social Cohesion

Division of Student Affairs Human Capital

• Centre for Diversity,

Inclusivity & Social Change • Department of Social Development

• Research, Technology

Innovation and Partnerships: Directorate Strategic Initiatives and Partnerships (SIP) • Higher Education Resource Services South Africa (HERS-SA) • Centre for Diversity, Inclusivity & Social Change • Advancement Office • FUNDANI Centre • All CPUT Faculties

Pillar 3: Justice, Safety and Protection Pillar 4: Response, Care, Support and Healing Pillar 5: Economic Empowerment Pillar 6: Research and Information Management

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PLANS FOR 2024 TO TACKLE GBV ON AND OFF CAMPUS continue...

ACTION

National Strategic Plan- DIRECT RESPONSIBLE Gender-Based Violence Faculty, Department, & Femicide Unit, Centre

COLLABORATIONS

PILLARS

21. Implement effective Institutional Monitoring and Evaluation of SGBV/ Harassment related activities.

Pillar 6: Research and Information Management

22. Provide access to GBV statics by campus to assist with developing interventions that are fit for purpose.

Pillar 3: Justice, Safety and Protection

2024-2025 2026-2027 Centre for Diversity, Inclusivity & Social Change

• Human Capital • Division of Student

Affairs • Institutional Platforms

Pillar 6: Research and Information Management

TIMELINES Some actions will be covered over the entire 2024-2027 and are continuous.

Centre for Diversity, Inclusivity & Social Change

i.e., - Institutional Gender Based Violence Committee (IGBVC) - Institutional Transformation Forum (ITF) - Directorate Institutional Planning •C ampus Protection Services •H uman Capital • D ivision of Student Affairs • D irectorate: Institutional Planning

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COFEM. n.d. Feminist Pocketbook: Tip Sheet #1: Why does a feminist perspective matter in work to prevent and respond to Connell, R. 1987. Gender and Power: Society, the Person, and Sexual Politics. Sydney, Stanford University Press; CPUT Position Statement on Institutional Response to Gender-based Violence (GBV),2018 Davids, N, (2019) Gender-based violence in South African universities: an institutional challenge, Research Gate Department of Higher Education and Training. 2020. Policy Framework to address Gender-Based Violence in the Post-School Education and Training System. Pretoria: Government Printer.

Department of Justice and Constitutional Development. 2020. National Strategic Plan on GenderBased Violence and Femicide: Department of Social Development. 2011. Integrated Social Crime Prevention Strategy. Available: https://www.gov.za/sites/default/files/gcis_document/201409/integratedscpstrategy0.pdf. document/201409/whitepaperonsocialwelfare0.pdf. https://www.gov.za/documents/criminal-lawsexual-offences-and-related-matters-amendment-act-0.

Human Dignity and Healing, Safety, Freedom & Equality in our Lifetime. Pretoria: Government Printer Human Rights Council. 2018. A/HRC/38/47. Report of the Special Rapporteur on violence against women its causes and consequences on online violence against women and girls from a human rights perspective edited version 14 June 2018.

Makhene, A. (2022) Gender-Based Violence in Higher Education: An Integrative Review. Open Journal of Social Sciences, 10, 234-247 MEASURE Evaluation. Available: https://www.measureevaluation.org/publications/pdf/ms-08-30. pdf.html.

Office for Victims of Crime Training and Technical Assistance Centre. n.d. Victim-Cantered Approach. Available: https://ovc.ojp.gov/training-and-technical-assistance OHCHR. 2006. Frequently asked questions on a Human Rights-Based Approach. New York, Geneva: United Nations.

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ovcttac.gov/taskforceguide/eguide/1-understanding-human-trafficking/13-victim-centered-approach/.

Planned Parenthood. n.d. What’s transphobia, also called transmedia? https://www. plannedparenthood.org/learn/sexualorientation-gender/trans-and-gender-nonconforming-identities/ whats-transphobia.

Planned Parenthood. n.d. What’s transphobia, also called transmedia? Available: https://www. plannedparenthood.org/learn/ sexual-orientation-gender/trans-and-gender-nonconforming-identities/whats-transphobia South African Government. 1997. White Paper for Social Welfare. Available: https://www.gov.za/ sites/default/files/gcis_ South African Government. 2012. Criminal Law (Sexual Offences and Related Matters) Amendment Act 6 of 2012. Available: https://www.gov.za/xh/documents/criminal-law-sexual-offences-andrelated-matters-amendment-act-0 South African Government. 2016. White Paper on the Rights of Persons with Disabilities. Available: https://www.gov.za/sites/default/files/gcis_document/201603/39792gon230.pdf.

UN Women. n.d. Gender Mainstreaming. Available: https://www.unwomen.org/en/how-we-work/ un-system-coordination/gender-mainstreaming.

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Von Meullen, N, Van Der Waldt, G. (2022) Promoting Gender-based Violence Awareness in Higher Education Institutions: The Case of Student Representative Councils in Selected South African Universities, Administration Publica 126 | Vol 30 No 3 September 2022 Watts, C. and Zimmerman, C. 2002. Violence against Women: Global Scope and Magnitude.

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11. ACRONYMS / ABBREVIATIONS • BANKSETA - Banking Sector Education and Training Authority •C CMA - Commission for Conciliation, Mediation and Arbitration •C E & WIL – Community Engagement and Work Integrated Learning •C ET - Community Education and Training •C GE – Commission for Gender Equality •C HIETA - The Chemical Industries Education & Training Authority •C PS – Campus Protection Services •C PUT – Cape Peninsula University of Technology •D HET – Department of Higher Education and Training •D SA – Division of Student Affairs •D VC – Deputy Vice-Chancellor •E D – Executive Director •E M – Executive Management • ER – Employee Relations •E TDP SETA - Education, Training and Development Practices Sector Education and Training Authority •F BMS – Faculty of Business and Management Sciences •F CS – Family Violence, Child Protection and Sexual Offences •F EBE – Faculty of Engineering and the Built Environment •F ID – Faculty of Informatics and Design •G BV – Gender-based violence • GBVF – Gender-based violence and Femicide •G CI - Green Campus Initiative •G EWE – Gender Equality and Women Empowerment •G PI – Gender Parity Index • HC – Human Capital • I GBVC – Institutional Gender-Based Violence Committee •T F – Institutional Transformation Forum •L GBTIQA+ – Lesbians, Gays, Bisexual, Transgender, Intersex, Queer, Asexual plus •M anCom – Management Committee •N ACOSA – Networking HIV and AIDS Community of Southern Africa •N GO – Non-governmental Organisation •N ICDAM – National Institute Community Development and Management •N PA – National Prosecuting Authority • NRF – National Research Foundation •N SC – National Senior Certificate •N SPGBVF – National Strategic Plan on Gender-Based Violence and Femicide •O VC – Office of the Vice-Chancellor • RRT - Rapid Response Teams • RTIP – Research, Technology, Innovation and Partnerships • SAASTA - South African Agency for Science and Technology Advancement

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•S APS – South African Police Services •S DG – Sustainable Development Goal/s •S EC - Survivor Empowerment Centre •S IP – Strategic Initiatives and Partnership •S OCA – Sexual Offences Community Affairs •S TEAMI – Science, Technology, Engineering, Arts, Mathematics and Innovations • STEM – Science, Technology, Engineering, Mathematics •S RC – Student Representative Council •T CCs – Thuthuzela Care Centres •T RIP – Technology, Research, Innovations and Partnership •S DG – Sustainable Development Goals •S TIs – Sexually Transmitted Infections •U N Women – United Nations Entity for Gender Equality and the Empowerment of Women • UWC – University of the Western Cape

ACRONYMS / AB B R EVI AT I ON S

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12. ANNEXURE 1:

Evaluation Report: Research Indaba on Gender-Based Violence in Higher Education Theme: “Crafting trends, patterns, and awareness intervention to combat GBV” Date: 8 - 9 March 2023 Venue: Auditorium, Bellville Campus, Cape Peninsula University of Technology

Contents 1. Introduction......................................................................................................................... 1 2. Results................................................................................................................................ 2 2.1. Level of satisfaction........................................................................................................... 1 2.2. What did you like most from the GBV Research Indaba and why?..................................... 2 2.3. What did you find least useful from the GBV Research Indaba and why?.......................... .4 2.4. Suggested topics to be covered in the future GBV Research Indaba.................................. 5 2.5. What can be done to improve future GBV Research Indabas?........................................... 5 2.6. Additional comments........................................................................................................ 7 3. Conclusion........................................................................................................................... 8 4. Appendices....................................................................................................................... 12 4.1. Appendix A: Other suggested topics by respondents to be covered in the future GBV Research Indaba.............................................................................................................. 8 4.2. Appendix B: Questionnaire disseminated to participants.................................................. 10

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1. Introduction The GBV Research Indaba took place on 8-9 March 2023 at the Cape Peninsula University of Technology (CPUT) Bellville campus. The purpose of the GBV Research Indaba was to share lessons, strategies, interventions, practices, and research agendas on: • Enhancing, integrated, multi-sectoral coordination and collaboration on gender equality and

women empowerment to combat GBV in higher education.

• Dealing with changed behaviours, social norms and interventions that drive GBV for students and staff.

• Enhancing sustainable and survivor-centred response, care and support services for students and staff.

• Sustaining, efficient, safe, and responsive campus protection.

• Ensuring evidence-based research and integration of research focus areas; and • Integrating realist evaluation approaches aimed at developing GBV interventions to existing social problems to bring about social change.

A questionnaire consisting of quantitative and qualitative questions (Appendix B) was disseminated among participants on the last day of the GBV Research Indaba to establish areas of success and improvement. Of the 277 participants who attended 27% (75/277) completed the questionnaire.

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2. Results 2.1. Level of satisfaction Overall, the respondents were satisfied with communication about logistics of the conference, registration process and the venue. Respectively above two-thirds (67%, 69%, 73%) of the respondents indicated excellent and none said poor (Figures 1, 2, 3).

Level of satisfaction with the logistics of the conference

Level of satisfaction with the regsitration process

Average: 2%

Average: 4%

Good:

Good:

31%

27% Excellent:

Excellent:

67%

69%

Figure 1: Level of satisfaction with communication about logistics of the conference, n = 75

Figure 3: Level of satisfaction with the registration process, n = 75

Level of satisfaction with the venue Average: 3%

Good:

24% Excellent:

73%

Less than half (42%) of respondents felt the venue was excellent, 31% good, 12% average and 1% poor (Figure 4). Regarding the overall Research Indaba, 55% indicated it was excellent, 24% good, 2% average, and 1% poor (Figure 5).

The results on the level of satisfaction with the meals indicate a need for improvement.

Figure 3: Level of satisfaction with the venue, n = 75

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Level of satisfaction with meals Poor: 1%

Level of satisfaction with the overall Research Indaba experience Average: 2% Poor: 1%

Average:

2%

Good:

24% Good:

31%

Excellent:

Excellent:

56%

73%

Figure 4: Level of satisfaction with the meals, n = 75

Figure 5: Level of satisfaction with the overall experience, n = 75

2.2. What did you like most from the GBV Research Indaba and why?

Over and over, the respondents liked the variety of presenters, topics covered and interactions. Some of the comments from respondents are presented verbatim below.

“All the presentations were quite informative. I like the different stalls with information, I, collected a lot of pamphlets, stop bullying, domestic violence etc” (Respondent) “The topics. Very informative and eye-opening. I have a homework now to learn more about different topics. You can see that a lot of effort was put in planning the INDABA” (Respondent) “Presenters were excellent, as the overall theme spoke to the current issues many universities face, getting new ideas and having a slot to think for our students” (Respondent) “The passion all speakers showed in their presentations and the high participation rate of the audience” (Respondent) “What I like about Research Indaba were interaction between the panelist and people, it’s very informative and good to know that institutions are trying to fight GBV in institutions” (Respondent) “I liked the open discussions and the engagement in and outside of the conference room.

It showed that the people that attended had a genuine interest in what was being discussed and thought-provoking opinions. It was a great atmosphere overall” (Respondent)

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“The level of presentations and robust discussion were really insightful. It provided us with some practical examples to possibly implement in our own spaces” (Respondent) The respondents indicated that to have learned new information about GBV. Some of the comments: “The GBV Indaba was very informative about things that I did not know and questions that I had was made clear to me” (Respondent) “Their research they know what is going on out there they understand situations that we go through. They are also not excluding and one give us knowledge of things we didn’t understand and things that we took for granted” (Respondent) “Yes, what I learned and liked most from this is getting to learn more and be aware of GBV. I liked how women who spoked gave us powerful words” (Respondent) “Understanding the different contributions to GBV, I didn’t know some the contributions so t was a learning experience” (Respondent) The results further indicated that the involvement of students was noted and appreciated.

Some of the comments in this regard: “It was a profound Indaba for students and all speakers were very clear during their presentations” (Respondent) The SRC is very happy to have this conference and form part of it” (Respondent)

2.3. What did you find least useful from the GBV Research Indaba and why?

Most respondents stated that there was nothing found to be least useful.

Below are some few comments noted for improvement: “The presentations focused more on the problems and not the solutions. While they made us aware of what was going on, there was little to no evidence on how we could better those circumstances to make our everyday life easier and safer” (Respondent) “The problem has been identified yet I have not heard any solutions so far” (Respondent)

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2.4. Suggested topics to be covered in the future GBV Research Indaba Summary of topics suggested more than once by respondents to be covered in the future GBV Research Indaba is presented in Table 1. Other topics listed are in Table 2 under Appendix B. These topics are critical in planning future GBV interventions and awareness initiatives.

Table 1

TOPIC

SOME COMMENTS FROM RESPONDENTS

GBV against men emotional abuse

“GBV towards man because I felt like the whole conference focused mostly on GBV towards women which is understandable because it has a higher prevalence but man also do get abused and focus also needs to be shifted to them. Their abuse could be contributing factors as to why they abuse women so that cause be useful if it could be unpacked in the future GBV research indaba” “Focus more on man being abused and violented by women” “Does the fight against GBV “legalise” violence against men” “I think GBV on males need more attention as I believe that it is one fact that there are more cases of male abuse by females and are rarely reported” “Focus more on the GBV based on man and try to find organisations that could help guys affected by GBV” “Male empowerment…young male grooming”

More on religion, tradition, and culture

“More voices of males/perpetrators (both male and female). Religious leaders-balanced scripture, voice of psychologist/healers” “More on Religion,Tradition and Culture” “Sexuality in the perspective of African tradition” “GBV and spirituality / culture”

Abuse within the LGBTQ+

“Be more broad on how GBV is affecting also the gay and lesbian people” “More conversations regarding the LGBTQI+ in workspaces”

Cyberbullying

“Campus toxic masculinity and work-based cyber stalking and bullying” “The importance of using social media and how people should be treated online”

2.5. What can be done to improve future GBV Research Indabas?

Involving more students, academics and researchers from various disciplines was strongly suggested by respondents. Other suggestions focused on marketing widely, having build-up programmes prior and allocating more time for presenters. Below are some of the comments from respondents:

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“I feel like since we are trying to have a minimised GBV future, it would be best if more of the young ppl could be invited to such conferences. The knowledge gaps will be filled and they’ll get to do things the right way and correct their peers and friends regarding GBV” (Respondent) “The people that need to hear what is being said are rarely present. If ways of engagement could be created to bring in the youth, the future to listen and share their input, we might finally get somewhere in this changing world” (Respondent) “Strengthen interdisciplinary approach: Encourage interdisciplinary collaboration and exchange of ideas, bringing together experts from various fields such as sociology, psychology, public health, law, gender studies, and anthropology” (Respondent) “Collaborating with alternative international HEIs and bringing world-renowned specialists into the CPUT space” (Respondent) “Having more presenters with more different themes and encouraging more men to engage in such programmes so that we can find more solutions to curb this scourge” (Respondent) “Events like this one should be more often and it should include everyone, it should not have space limitation as most people were not able to attend it because of space and also because of connectivity issues” (Respondent) “Publish it early, because not all stakeholders attended” (Respondent) “There must be build-up programmes before…pre-conference seminar” (Respondent) “I would appreciate if GBV research Indaba would visit each residence and speak more about GBV” (Respondent) “More time for speakers and more time for engagements” (Respondent) “Less speakers and more time allocated to the presenters” (Respondent) Suggestions about improving time management and the movement of speakers were noted as reflected by two respondents…”I presume there can be improvements, but I cannot think of any :) I just enjoyed that everything was accessible. I do not like parallel sessions which could have addressed the time issue” (Respondent)

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“Just the respect in the movement of the speakers everything else was good.. once again congratulation on this historical event” (Respondent) Other respondents thought the GBV Research Indaba was well coordinated and encouraged having it again. Some comments in this regard: “It is at a level where least or nothing can be improved.

Very well organised” (Respondent).“Carry on arranging such events, they are great” (Respondent)

2.6. Additional comments Respondents were asked to provide additional comments. Overall, they conveyed their appreciation and felt that the GBV Research Indaba was a great initiative and educational. Some of the comments from the respondents: “This is a great initiative, I learned a lot personally and gained new perspective on a lot of things” (Respondent) “Thank you to the organisers for such an educational Indaba. To more of these” (Respondent) “Was a great initiative overall, very informative” (Respondent) “I wish to see this kind of GBV indaba involving more institutions and also see other h\institutions of higher learning copying the best practices from CPUT” (Respondent) “We thank you for the nice and productive conference. Hopefully, we have something like that one soon” (Respondent) “I wish to congratulate the GBV Research Indaba Committee for delivering a world-class conference. Thank you” (Respondent) “This was a very useful presentation and Thanks to the organisers (CPUT Staff)” (Respondent) “Thank you for this lovely experience. I applaud your boldness in starting your 1st GBV Research Indaba” (Respondent) “Well informative. Students had a platform to voice their opinions without feeling intimidated. There was less attendance from residence staff which was alarming for me. Maybe they watched online” (Respondent) “As SRC we speak one language and that is zero tolerance to any form of violence and discrimination” (Respondent)

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3. Conclusion Gender-based violence Research Indaba provided a platform to exchange knowledge, ideas, practices, and awareness about GBV. Strategies involving interventions and initiatives to provide solutions to combat the scourge of GBV are needed. These require a collective effort from all stakeholders including listening to the voices of students. Strengths and lessons learned from the feedback of respondents will be considered for future GBV Research Indaba. Furthermore, in planning, implementation, monitoring and evaluation of GBV prevention interventions and awareness initiatives.

4. Appendices 4.1. Appendix A: Other suggested topics by respondents to be covered in the future GBV Research Indaba The topics are presented verbatim.

Table 2

- Best practice in dealing with potential perpetrators toward GBVF prevention - Social cohesion promotion by CPUT explaining its meaning and impact to the students who are preparing themselves to be community members - How the justice system can be improved to deal with GBV in the country - Human trafficking of women and children - Infertility- someone being bullied because of s/he can’t produce babies - Parents forcing you to marry someone because the person comes from a well-known/ advantaged family - Mental illness in the workplace - GBV not my Heritage - Community participation to provide a wider perspective - Eradicating ‘othering’ within the university - Building Sustainable development through our alumni - Interrogating Vision 2030 for the ordinary undergraduate student - How to accomodate our own colleagues and students that are in the situation and need immediate counselling/safe place and medical assistance - Racial disparities - How African culture encourages GBV - Gender Oppression - Mental health and how it affects students and adults as they transition through life - How to empower yourself as a person and as a student - The monitoring of all the suggested solutions for the previous GBV indaba. Just a reflective session - Analyzing the economic costs and consequences of GBV on individuals, families, and society - Exploring the role of bystander intervention in preventing and responding to GBV incidents - PTSD in relation to GBV and trauma associated with such GBV

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- GBV in reses and about students - Physical violence - Sexual, emotional or psychological violence - Intimate partner violence - Honour killings - Trafficking - Child, early and forced marriages and unions (CEFMU) - Female genital mutilation (FGM) - GBV and Sexual Violence’s implementation strategies including reporting and accountability measures within higher education institutions - What is the understanding of GBV in government, as it became clear that most people don’t understand - Policy framework addressing GBV & combating GBV - Behavioural of men and women under one roof - More on monitoring and evaluation or impact studies of the interventions that have been implemented esp prevention programmes - Gender Equality - The procedures to follow after being bullied or harrassed should be explained and accessible to all students.

- The “rape culture” is out of hand so we need voices and need to know the procedure.

- More research on boys & men socialization and how it contributes to GBV. - The mind of perpetrators so we can understand why they do what they do - A deep research on what cause GBV in our campus, and also what the institution due to avoid the accommodation issue which leads to females being targeted in universities early childbearing - How parents should treat their children (groom) in a good waysexual violence as a weapon of war - Creating or increasing objects that can hold students like the one mentioned in session 2 - How to solve the GBV issue in effective way - The role of interest groups and church organisations - GBV directed specifically to females - Changing roles of GBV victims from victim to becoming the perpetrator - GBV on females perpetrated by lovers - Exploring the domestic violence e.g., the empirical study of women changing roles experiences - What intrigues GBV? - What are the solutions to these SGBV matters - Implementation strategy?

- Cultural impact on GBV - How do institutions help students with no accommodation when their institutions are full (residences) - Financial exclusion as this leads to GBV - GBV and women - Involve Student Voices - Safety and security - Student residence crises with regards to space - Student leaderships role to address GBV - Managements role to address GBV and faculties orientation topics or focus areas

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4.2. Appendix B: Questionnaire disseminated to participants RESEARCH INDABA ON GENDER-BASED VIOLENCE IN HIGHER EDUCATION

Overall Evaluation Form Thank you for participating in the 1st Cape Peninsula University of Technology RESEARCH INDABA ON GENDER-BASED VIOLENCE IN HIGHER EDUCATION. To improve future Research Indaba, kindly complete this evaluation form.

1. Please rate your level of satisfaction: ITEM

EXCELLENT

GOOD

AVERAGE

Communication about the logistics of the conference Registration process Venue Meals Overall Research Indaba

2. What did you like most from the GBV Research Indaba and why?

3. What did you find least useful from the GBV Research Indaba and why?

4. Please suggest topics to be covered in the future GBV Research Indaba.

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POOR

5. What can be done to improve future GBV Research Indabas?

6. Additional comments

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The Council and Management of the Cape Peninsula University of Technology (CPUT) are guided by the Strategic Plan 2030 Vision, Mission, and Values:

Vision CPUT is Africa’s leading Smart University of Technology, globally renowned for innovation, with graduates that shape a better world for humanity

Mission CPUT transforms its students, through world class researchers who inspire knowledge production and innovation that are cutting edge

Values CPUT agrees to oneness and smartness by: • Embracing a culture of Ethics and Integrity; • Seeking Kindness and showing compassion (human heartedness) for the well-being of all our

students, staff, stakeholders and the CPUT community, as expressed in ubuntu as a way of living; • Embracing Restoration as we deal with the legacy of our past and as we redress issues of equality,

gender-based violence, and any form of discrimination; • Being a testimony of Unity (ubunye), whilst embracing diversity (ukungafani) in all its forms by being

honest, transparent, credible and respectful; • Showing Passion and demonstrating enthusiasm, devotion, intensity, tenacity and total commitment

to everything that we undertake as a university of technology; delivering uncompromising quality service, and always searching for better ways of doing things; • Taking Accountability and accepting responsibility for all our actions and the actions that we

commit to; • Being Technologically Astute and understanding, as staff members or students of CPUT who

aspire to become technologically astute, that we will embrace and take ownership of and experiment with the possibilities technology offers. These attributes facilitate the novel application of modern technology, enabling the enhancement of productivity and efficiency, whilst always focusing on innovation that is centred on a better world.

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