Table 9: Factors in and around the school that contribute to SRGBV

Table 8 Checklist for developing and implementing the school SRGBV policy

Component Key areas of interest

Defining a code of conduct The objectives of the code clearly stated. The public targeted by the code is clearly identified. The code should focus on teachers, but also include other school staff and anyone invited to work on school property (e.g. head teachers, administration, support staff, school-board members, contractors and inspectors).

Formulating the content • The code takes into consideration essential themes and questions around SRGBV. • The code is applicable to the daily working life of teachers. • The code is formulated in specific terms. • The code addresses gender and SRGBV issues.

Developing the code • Adequate resources, sufficient time and local expertise and provided to develop the code. • Major players are consulted on the design of the code. Learners should be involved in the formulation of the code of conduct, where possible. • Major players agree to be involved in the process, including teachers and teachers’ unions and school communities (parents, pupils etc.). • Much effort has been put into reconciling the different views of the parties involved. • The code does not only reflect the government’s perspective.

Adopting the code • The implementation of the code is supported by the law. • Pre-primary, primary and secondary/school teachers officially adhere to code.

Disseminating and promoting code • The code is easy to understand, with visual illustrations e.g. posters with key messages and local language translations. The code should be distributed widely e.g. through workshops, drama, songs, radio, the internet, newsletters etc. • There are sufficient resources and or innovative ways for wide circulation of the code. • Pre-primary, primary and secondary school teachers know about the code. • The general public also know that there is a code, what it says and how to hold teachers and other school staff to account. It is particularly important that learners of different ages can understand the code. It should be worded in an age-appropriate and childfriendly way.

Implementing the code effectively • The implementation of the code is supported by public authorities and by teachers (or their representatives). • There are no bureaucratic delays or biases in the application of the code. • The necessary resources for the implementation of the code has been mobilized.

Reporting and sanctioning misconduct • The code is considered effective with complaints investigated and appropriate sanctions and penalties. • Violations of the code can lead to legal proceedings. • The general public knows (or is familiar with) the procedures for lodging a compliant. • Plaintiffs are not afraid to file a complaint. Risk assessments to ensure protection of both parties during an investigation. • Appropriate and sufficient sanctions are applied in a format that is understandable to them.

Reviewing the code and evaluating is impact

• The revised version of the code is available to all stakeholders. • Assessment reports on the implementation of the code made public. • Investigation reports on cases of breaches of the code are available. Adapted from Posson 2009, as cited by UN Women, 2016

How to assess a school for SRGBV responsiveness and safety

Leadership should have accurate, context specific information and in-depth understanding of issues to be tackled, people involved, relevant policies, implementation or non-implementation of those policies, role of other key stakeholders, and if the environment is conducive to identify and address SRGBV. School governance structures along with management should therefore ensure that periodically, the school goes through an SRGBV and safe school audit. All members of the school community should be involved with a core team of teachers, learners and external stakeholders properly trained and equipped to spearhead the assessment, using a lens that is gender sensitive, inclusive and child friendly. The knowledge and skills acquired in units 1-3 are very important to this exercise. Therefore, it is important to incorporate the training into the school calendar and cascade it down to as many members of the school community as possible. With more members of the school community trained in SRGBV, its consequences and the importance of a safe school; it will become easier to involve them in assessing the school environment and owning the teachers’ CoC and SRGBV policy.

There are a number of ways to analyse the school for SRGBV responsiveness in each of the four areas: political, physical, academic and social as well as looking at monitoring and evaluation and sustainability. This unit shares two methods including using: a transect diagram or a participatory map (in session 2). Both methods have been used in organizational and programme planning, with great success across several organizations globally and across Africa.

ACTIVITY 1: QUALITIES OF A SAFE SCHOOL (20 MINUTES)

1) Ask each participant to write five qualities of a safe school environment in their notebooks. 2) Split the participants into working pairs or in online breakout rooms.

3) Give them approximately 5 minutes to introduce themselves to each other and share their ‘qualities for a safe school environment.’

4) Back in the wider group, ask for as many volunteers as possible to mention the many qualities of a safe school environment.

5) A co-facilitator will note these ideas on a flip chart, slides or online whiteboard.

6) Conclude by asking participants, ‘What is your role in building a safe school environment and how does a safe school support learning and learner development”?

ACTIVITY 2: LEADERS, LEADERSHIP AND DIVERSITY (30 MINUTES)

1) Divide the participants into 4 groups or online breakout rooms and ask each group to list five good leadership qualities and five bad leadership qualities. 2) Ask each group to include how each of these qualities can support or discourage forming an SRGBV policy in the school.

3) Ask each group to present their group work and discuss how they could address these issues in their schools.

4) After the presentation, tell them that leaders and the people they lead have good and bad, or likeable and dislikeable traits. That is why we must appreciate each other’s differences and the different choices that others make especially when making important decisions like creating a safe environment in and around the school. 5) Lead a discussion about appreciating differences as a leader: For example: • Ask participants to think about and discuss a situation in which people in the school may have different opinions and make different choices about how to identify and address SRGBV. (You can also add examples like addressing sexual violence and teenage pregnancy throughclubs like FAWE’s

Tuseme clubs; having girls do a pregnancy test at the beginning of every school term; having role models speak to girls; expelling girls who get pregnant, etc.). • Ask participants to think about and discuss ways in which being different as a leader and an individual can be a good or a bad thing.

WRAP UP: Tell participants that different people like different things and make different choices from all of us. Mention that one’s relationships with others is more positive when we understand and appreciate the different opinions and choices of others. This is important as we go into creating a safe school environment.

Session 2: Identifying areas that need addressing in and around the school

TIME: 2 HOURS

LEARNING OBJECTIVES:

By the end of this session, participants will be able to: • Guide team members to identify SRGBV issues that need addressing and around the school. • Facilitate a discussion on how to address the issues identified through the participatory activities.

METHODS USED:

1. Brainstorming. 2. Small group discussions. 3. Transect diagram. 4. Participatory mapping. 5. 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) Be familiar with key steps and guidelines in developing an SRGBV policy. 2) Prepare a transect diagram focussed on SRGBV on the way to and from school. 3) Prepare a map of the school communities’ environment highlighting “black spots” for SRGBV.