Table 2: Factors contributing to SRGBV

PREPARATION NOTES FOR THE FACILITATOR:

1) Be familiar with the four types of GBV (psychological/ emotional, physical, sexual and economic).

2) Prepare some examples of the definitions of the four types of GBV on flipcharts, slides or online white board.

3) Prepare causes, manifestations of GBV and the possible perpetrators on flipcharts, slides or online white board.

SUPPORT NOTES FOR THE FACILITATOR: Gender Based Violence (GBV)

This is violence or abuse that is based on gender roles and relationships. It can be either psychological/emotional, physical, sexual and economic, or combinations of the four. In the following section are brief descriptions of the types of GBV with a few examples. The examples are by no means exhaustive and participants can add to them based on their communities and experiences.

Psychological/emotional Violence: This is any act that causes psychological harm to an individual. Examples are: bullying, making threats, teasing; intimidation, lying about someone, insulting someone, humiliation and ignoring someone.

Physical violence: It is any act which causes physical harm as a result of unlawful physical force. It can take the form of: corporal punishment, holding/ restraining a person against their will, punching, kicking, hitting, shoving, wrestling, throwing something at someone, pinching, scratching, biting, burning or scalding and forcing to swallow food or liquid.

Sexual violence: This constitutes any sexual behaviour or act performed on an individual without their consent. It can take the form of: rape, defilement, intimate partner violence, sexual harassment, indecent touching and exposure, sexually explicit language, sexually suggestive remarks or offers, sexual and inappropriate material (pictures, videos etc.).

Economic violence: This is any act or behaviour which causes economic harm to an individual. It could be in the form of: not providing adequate shelter, food, clothing and other basic necessities; exploiting others for economic gain; property damage; restricting access to financial resources, education, labor markets etc.

Causes, manifestations and perpetrators of GBV

There are several causes of GBV in the community. The causes are usually rooted in socio-cultural norms and beliefs. The abuse of power and exploitation of unequal power relationships also contribute to GBV. Note that whether the power is real or not; the victim always perceives the perpetrator as more powerful. GBV in the community has many causes, manifests in many forms and anyone can be a perpetuator as outlined in Table 1 below.

Table 1 Examples of GBV causes, manifestations and perpetrators

Causes Peer pressure.

Poverty and misuse of cultural norms, traditional family structures. Poor legal systems and structures; corruption; pressure from cultural and religious institutions.

Poor enforcement of the law. Alcohol and substance abuse. Manifestation Bullying, intimate partner abuse, sexual harassment. Control of access to goods, services, money, favour etc. Implementation of discriminatory laws. Impunity or lack of legislation and sanctions against perpetrators. Use of excessive force to maintain order and or security. Use of arms or force to inflict physical harm and access goods or services. Perpetuator (more “powerful” person) Peers, older children, both males and females. Husband, father, head of household, clan heads. Justice law and order duty bearers. Elected leaders, village elders, religious and cultural leaders.

Soldiers, police, robbers, gangs.

ACTIVITY 1: INTRODUCTION TO GENDER BASED VIOLENCE (GBV) (30 MINUTES).

1) Introduce the participants to GBV using the definition in the facilitator notes. Ask participants for some examples of violence suffered by women because they are women and by men because they are men. Note their answers and thank them.

2) Use the flipchart, slide/ notes on power and introduce how GBV is due to abuse of power and unequal power relations. Go through each type of power and ask participants if they know anyone who has experienced GBV because of the abuse of the power. Note the answers, as they may guide future sessions. 3) Introduce participants to the four types of GBV using examples in the notes. 4) Divide the participants into 3 groups or online breakout rooms and ask them to come up with 5 examples of GBV in the community and what causes them.

5) Ask each group to make a presentation after which the wider group responds and discusses the causes and types of gender in the community.

WRAP UP: Thank participants and summarize the causes and types of GBV in their community. Give out the pink and green manila cards and ask participants to write down on the pink cards a form of GBV they have been knowingly or unknowingly encouraging and on the green cards one kind of GBV they have been knowingly preventing. Collect the cards in the containers marked, GBV and PREVENTION. With the co-facilitator, pass the containers round and ask each participant to read out one act of GBV and one act of PREVENTION. Tell them that we can all be perpetrators knowingly or unknowingly but we can also all prevent GBV. For virtual training, ask the participants to share with the facilitator only on in-meeting chat, one kind of GBV they have been knowingly preventing. After a few minutes, ask them to share a form of GBV they have been knowingly or unknowingly encouraging. Record the types of GBV and prevention raised by participants on flipcharts or slides marked WRAP UP SESSION 2 UNIT 1.

Session 3: GBV effects on developmental domains, learning, teaching and school environment

TIME: 60 MINUTES

LEARNING OBJECTIVES:

By the end of this session, participants should be able to show how GBV affects developmental domains (physical, mental, social, emotional and linguistic), learning, teaching and school environment.

METHODS USED:

1) Brainstorming. 2) Small group discussions. 3) Role plays. 4) Discussion.

MATERIALS NEEDED:

• Flipcharts or chalkboard. • Masking tape. • Markers or chalk. • Sticky notes or • Manila pieces (15 by 10 centimetres). • Slides • Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATOR:

1) Ask participants to give an example of GBV and how it can affect learning, teaching and the school environment. Get about three examples and discuss them as a group.

2) Have 3 to 4 scenarios of how GBV affects learning, teaching and the school environment typed and printed out on a sheet of paper.

SUPPORT NOTES FOR THE FACILITATOR:

While GBV happens in the community, it can affect the school environment. This is because the pupils, students and teachers and other duty bearers come from the community and move between school and home every day, or go home for holidays. Below are some scenarios that show GBV can affect developmental domains (physical, mental, social, emotional and linguistic), learning, teaching and the school environment.

Scenario 1:

Jane is 10 years old in primary four and is always late for class. Her mother is a single parent who has three other children to look after. Jane has to do house work and help her mother make pan cakes before she goes to school each day. This often makes her worry because no matter what she does to try to get there on time, her mother always has something for her to do before she leaves for school, and it makes her late. Sometimes she does not even want to go to school because of the punishment she receives from her teacher. She makes her stand at the front of the classroom, and the other children laugh at her. After sitting down, Jane finds it difficult to concentrate in class. She has not reported anything to her mother, who only gives her money for exercise books when they sell pancakes.

Scenario 2:

Tom is 12 years old and lives with his father and four sisters. His father lost his source of income when his hardware store closed down during the country wide lock down due to the COVID-19 pandemic. As a result, he started drinking heavily. Due to the curfew and lockdown, he now drinks from home. He sends Tom to the shopping centre to buy him alcohol. Tom does not like buying alcohol for his father because when his father gets drank, he sometimes verbally abuses them and at times beats their mother. Tom has now become angry and he beat up a boy at school who said his father is a useless drunkard. He used to perform very well but his grades have steadily kept going down. He tried to raise the issue with his uncle, but the uncle rebuked him saying a son cannot report his father’s behaviour and that as a man, he should not whine but be strong.

Scenario 3:

Tony who is 15 years old has a disability and because of his disability, he finds it difficult to walk fast or ran. At home, when he was younger, his parents used to tell him to hide when visitors came over. He was also not allowed to go to church and to the shopping centre with his sisters. At school, he often sits alone while other children play during the school breaks and finds it very difficult to climb the stairs to his classroom. Some children tease him because of his disability. Tony dreads going to school because his legs hurt when he climbs the stairs to his classroom and the children laugh at him.

Scenario 4:

Dinah a refugee is 5 years old, she is in top class in the infant section of the community school which she attends with her older sister Mary. There is a child in Dinah’s class who pinches her when teacher Ida is not looking in their direction. This child who is much bigger than Dinah sometimes drinks her porridge and eats the snack that World Food Programme provides for her, saying refugees are bad people who eat their food. Dinah used to perform very well but because of the bullying, she has started forgetting the things she is taught in class. Dinah is afraid to report the child whose father is the village chief.