Turning the PAGE: working collaboratively to reduce GBV in Malawi schools
| Authors | Type | Stream | Full Paper |
|---|---|---|---|
| Anderson Kumpolota, Victoria Machakaire, Kaia Ambrose | Open call | Violence |  en |
Aim of the research
The aim of this research was to investigate the extent to which school and home related gender based violence affects girls’ access to equitable quality education. The research, which was in the form of a baseline study, was also conducted to inform the design of a set of initiative to address the impact of such violence that impedes girls from enjoying their tight to (basic) education. The baseline was conducted by CARE International Malawi in Kasungu district in central region of Malawi in 2008.
Participants or sample strategy
The sample population was defined as all primary school pupils above the age of 10 years enrolled in Standards (Grades) 5 to 8. The sample population for pupils was stratified by standard and sex and a total sample of 480 pupils was drawn but managed to interview 437 pupils (224 girls and 213 boys). Sampling was done by grade level with the target sample of two girls and two boys per class giving an overall sample of 16 pupils per school, eight girls and eight boys.
27 schools were selected from a total of 100 which was a pre-determined target to project’s lifespan. The schools were also purposely sampled, taking into consideration various parameters that differentiated them e.g. proximity to semi-urban areas; proximity to the District Education Office; location of the school in relation to what were perceived to be areas where child labor was high as a result of being close proximity to tobacco estates. The sample size was designed to provide estimates of school-related gender- based violence (SRGBV) incidence and other related demographic indicators at the school level but also be large enough for results to be valid at area and sub-district level.
Apart from pupils, other participants in the research included the following: i) Six (three male and three female) teachers in each school; ii) Nine (six male and three female) members of school management committee; iii) Ten (six male and four female) members of parent teachers associations. The research team included an external consultant, CARE staff and government staff from community Services and Social welfare departments.
Methodology
This study used pre-coded structured quantitative questionnaires to collect primary data from students and teachers in the sampled schools. In addition to quantitative data collection methods, the research also utilised qualitative methods for data collection in order to gain an in-depth-understanding of the topic in question. These include Focus group discussions which were held with members of school management committees (SMC) and parent teacher associations (PTA) using a checklist as guide during discussion. The baseline survey also collected secondary data through literature review and from the head teachers’ and primary education advisors’ offices using data forms that were designed to capture data on enrolment and pass-rates of pupils.
Limitations
The paper will highlight limitations faced during the study and most which were encountered during data collection. One of the challenges was that girls that were respondents were shy in communicating their views. For instance when girls were asked to “agreed’ or “disagreed” with particular statements the responses were generally that they “agreed”. This could be partly due to cultural upbringing where children are not generally expected to challenge what adults say, as a sign of being polite.
Another limitation to the study was the tendency by teachers to manipulate data on pupils’ enrolment and pass rates because teachers mostly felt such information was attached to resources to be allocated to their schools. The girls that were interviewed during the interview were not open enough to speak their mind. One of the possible reasons was that the issues that were asked during the study were sensitive and touched on their relationship with teachers as result girls were afraid to put their teachers in trouble. In addition, issues pertaining to sexuality are not usually freely or publicly discussed in most rural areas, let alone when they involve girls and adults, especially their teachers.
On the other hand teachers that participated in the study were somehow defensive especially when answering questions that attached on sexual violence. Finally some of the sampled schools were located in the remotest of the rural areas as such travelling to such schools was very difficult due to bad roads. This resulted into research team arriving late and reducing interview time with respondents.
Findings
The paper will present the key findings of the study and how these informed the design and implementation of the project. The study revealed that there are different forms of violence that occur to both female and male pupils while on school compound, to and from school, at home, in the woodlots and bushes. The pupils experienced physical, psychological and sexual violence that was perpetrated either by fellow male pupils, male teachers, female teachers, male adult family members or fellow female pupils. This study recoded a total of 1014 incidences of physical violence, psychological violence and sexual violence experienced by the 437 pupils sampled. Specifically girls reported 61.4% of the total physical violence, 54% of psychological violence and 56.7 % of sexual violence.
Cases of sexual violence were reported to be rampant, 22% of the pupils interviewed (both boys and girls) reported that they had experienced sexual abuse. 56.7 % of the sexual violence was reported to be experienced by girls. Of these, 12.4 % were rape cases, which occurred in different forms. Other forms of sexual violence were exposure of genitalia (11.3 %), sexual comments (18.6%), cases of peeping (16.5 %), being forced to remove clothing, (3.1%), incidents of touching/pinching of breasts, buttocks or genitalia (20.6%) and being forced to look at sexual acts or pornographic material (13.4 %). 53.3% of sexual abuse incidents occurred within the school premises than at home or village (40%). It also transpired that about half of the cases of violence (physical, psychological, sexual) went unreported. The most common reaction from the pupils who experienced this violence was that they preferred to stay quiet. Close to a third (29.4 %) of the pupils who were abused through touching or pinching their breasts, buttocks or genitalia did nothing in response. About a quarter (24.3 %) of the pupils interviewed felt that it was unsafe traveling to and from school because of the possibilities of being raped, sexually abused, or have their private parts touched or grabbed. Of those who felt unsafe 67.8 % were girls.
The findings from the study helped to inform the design and implementation of a project known as Partnership for Addressing Gender in Education (PAGE). The goal of PAGE is “To improve the quality of, and access to equitable basic education for all by addressing GBV”. The project has three objectives namely; i) To increase capacity of children, especially girls, to recognize, address and report GBV; ii) To improve learning environment in schools and households through better understanding and protection of child rights, especially girls’ right to education; iii) To enhance development and implementation of policies relating to GBV in the basic education sector. PAGE is a three year project (2007 to 2010).
