Violence Against Women and Girls : Education Sector Brief

Gennari, Floriza; Urban, Anne-Marie; McCleary-Sills, Jennifer; Arango, Diana; Kiplesund, Sveinung

Violence Against Women and Girls : Education Sector Brief

Autores

Gennari, Floriza

Urban, Anne-Marie

McCleary-Sills, Jennifer

Arango, Diana

Kiplesund, Sveinung

Editor

World Bank, Washington, DC

Descripción

Experiencing violence in schools can negatively impact girls' enrollment as well as the quality of the education they receive. Evidence suggests that sexual harassment is widespread in educational settings in many parts of the world. Children who have witnessed violence at home or experienced violence have lower educational attainment. In Zambia, girls who experienced sexual violence were found to have more difficulty concentrating on studies, some students transferred to another school to escape harassment, and others dropped out of school because of pregnancy. Few ministries of education around the world have explicit policies on sexual violence and harassment as unacceptable, and few have developed guidelines on the definition of harassment and how educational institutions should respond.
Esta nota sectorial examina la integración de iniciativas de prevención y respuesta a la violencia contra mujeres y niñas en los proyectos de educación. La educación es un instrumento poderoso para el empoderamiento y las escuelas pueden contribuir a forjar relaciones respetuosas entre niños y niñas. El ambiente escolar también puede ser un reflejo de las características de las comunidades en las que se ubican, incluidas las normas de género y los niveles de violencia. En todas partes del mundo hay niñas que confrontan violencia en las escuelas, sus alrededores y en el camino entre su casa y la escuela. Esto incluye casos de acoso y agresión sexual e intimidación (bullying), y los actores son otros estudiantes, jóvenes que no van a la escuela, maestros y administradores escolares, entre otras personas. A las escuelas se les plantea un doble desafío: el primero es reducir todas las formas de discriminación que contribuyen a la violencia contra las mujeres y las niñas (VCMN) en su entorno y, el segundo, reforzar la capacidad de las escuelas para promover la no violencia en las familias y las comunidades. Además, los ministerios de educación y las personas responsables de formular políticas, con el apoyo de las comunidades y las escuelas, pueden involucrarse en la prevención de la VCMN mediante la reforma de las leyes y políticas por las que se rige el sector de la educación, el mejoramiento de la respuesta institucional a la VCMN desde los planteles escolares y la promoción de la movilización comunitaria a favor de la seguridad y los derechos de las niñas.

Palabras clave

ABUSE OF GIRLS, ABUSED WOMEN, ABUSIVE RELATIONSHIPS, ACHIEVING GENDER EQUALITY, ADOLESCENT, ADOLESCENT GIRLS, ADOLESCENT MEDICINE, ADULTS, AGE GROUPS, AIDS EDUCATION, APPROPRIATE SERVICES, CHANGING ATTITUDES, CHILD ABUSE, CHILD MALTREATMENT, CLASSROOM, CLASSROOM SETTING, CLASSROOMS, CODES OF CONDUCT, COMMUNITIES, COMMUNITY MOBILIZATION, COMPLETION RATES, CONDOM USE, CONSENSUAL SEX, CONTINUING EDUCATION, COURSE CONTENT, CRIME VICTIMS, CURRICULA, CURRICULAR REFORM, CURRICULUM, CURRICULUM FOR TEACHERS, DISTRICT EDUCATION, EARLY MARRIAGE, EDUCATION CURRICULUM, EDUCATION INITIATIVES, EDUCATION LEVEL, EDUCATION OFFICES, EDUCATION PERSONNEL, EDUCATION POLICY, EDUCATION PROGRAMS, EDUCATION PROJECTS, EDUCATION SECTOR, EDUCATIONAL ATTAINMENT, EDUCATIONAL CURRICULA, EDUCATIONAL INSTITUTIONS, EDUCATIONAL SETTINGS, EDUCATIONAL STATUS, EFFECTIVENESS OF PREVENTION INTERVENTIONS, ENROLLMENT, ETHICS, FAMILIES, FAMILY VIOLENCE, FEMALE TEACHERS, FORM OF VIOLENCE, FORMAL EDUCATION, FORMAL EDUCATION SYSTEM, FORMS OF DISCRIMINATION, FRIENDLY SCHOOLS, GENDER, GENDER DISCRIMINATION, GENDER EQUALITY, GENDER EQUITY, GENDER NORMS, GENDER RELATIONS, GENDER ROLE, GENDER SENSITIVITY, GENDER SENSITIVITY TRAINING, GENDER STEREOTYPES, GENDER-SENSITIVITY TRAINING, GIRLS, GIRLS IN SCHOOL, HIGHER EDUCATION, HIV/AIDS, HUMAN RIGHTS, INTERGENERATIONAL RELATIONSHIPS, INTERNATIONAL HUMAN RIGHTS, LEARNING, LIFE SKILLS, LIFE-SKILLS, MANUALS, MIDDLE SCHOOL, MINISTRY OF EDUCATION, NATIONAL GENDER POLICY, NON-FORMAL EDUCATION, NONGOVERNMENTAL ORGANIZATIONS, NUMBER OF SCHOOLS, OUTREACH ACTIVITIES, PARENT TEACHER ASSOCIATIONS, PEACE, PEER EDUCATORS, PHYSICAL VIOLENCE, POLYGAMY, PREGNANCY, PRIMARY SCHOOLS, PRIVACY, PSYCHOLOGY OF WOMEN, RADIO, RAPE, REPRODUCTIVE HEALTH, RISK ASSESSMENT, RISK REDUCTION, SAFE SEX, SAFER SEX, SAFETY, SANITATION, SANITATION FACILITIES, SCHOOL ACTIVITIES, SCHOOL ADMINISTRATORS, SCHOOL COMMITTEES, SCHOOL COMPLETION, SCHOOL CONSTRUCTION, SCHOOL CONTEXT, SCHOOL CURRICULUM, SCHOOL ENROLLMENT, SCHOOL ENVIRONMENT, SCHOOL ENVIRONMENTS, SCHOOL INFRASTRUCTURE, SCHOOL LEVEL, SCHOOL SETTING, SCHOOL STAFF, SCHOOL YEAR, SCHOOLS, SERVICES FOR YOUTH, SEX EDUCATION, SEXUAL ABUSE, SEXUAL ASSAULT, SEXUAL HARASSMENT, SEXUAL HEALTH, SEXUAL VIOLENCE, SEXUAL VIOLENCE AGAINST WOMEN, SEXUALLY ACTIVE, SEXUALLY ACTIVE YOUTH, SIGNIFICANT IMPROVEMENTS, SOCIAL JUSTICE, SOCIAL NORMS, SOCIETY, STATUS OF WOMEN, SUBSTANCE ABUSE, TEACHER, TEACHER CERTIFICATION, TEACHERS, TEACHING, TEXTBOOKS, TOLERANCE, TRADITIONAL PRACTICES, TRAINING FOR TEACHERS, TRAINING MANUAL, TRAINING PROGRAMS, TRAINING TO TEACHERS, TRANSPORTATION, UNICEF, UNITED NATIONS, USAID, VIOLENCE, VIOLENCE AGAINST CHILDREN, VIOLENCE AGAINST GIRLS, VIOLENCE AGAINST WOMEN, VIOLENCE IN SCHOOLS, VIOLENCE PREVENTION ACTIVITIES, WORLD HEALTH ORGANIZATION, YOUNG PEOPLE, YOUNG WOMEN, YOUTH