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The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia, Zambia, Côte d’Ivoire and Togo

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  • Parkes, Jenny
  • Ross, Freya Johnson
  • Heslop, Jo

Abstract

While school-related gender-based violence (SRGBV) is increasingly on the agenda of international development agencies and national governments, there is little evidence on the policy processes that can more effectively address violence. Drawing on data from studies conducted during an innovative three year action research project with UNICEF and governments in Ethiopia, Togo, Côte d’Ivoire and Zambia, this paper explores the struggles of actors and organisations engaged in developing and implementing policies linked to SRGBV at national, mid and local levels. We examine interlinked political, conceptual and resource challenges that frequently hinder the multi-dimensional work needed to respond to and prevent the many forms of everyday violence in girls’ and boys’ lives. Finally, we explore the potential for strengthening government structures, and networks across sectors and state and non-state organisations, that are able to support the creative work of school communities to recontextualise policies, in order to generate more effective multi-dimensional policy enactments.

Suggested Citation

  • Parkes, Jenny & Ross, Freya Johnson & Heslop, Jo, 2020. "The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia, Zambia, Côte d’Ivoire and Togo," International Journal of Educational Development, Elsevier, vol. 72(C).
    • Handle: RePEc:eee:injoed:v:72:y:2020:i:c:s0738059319304249
    DOI: 10.1016/j.ijedudev.2019.102133
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    References listed on IDEAS

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    1. Vanner, Catherine, 2018. "‘This is a competition’: The relationship between examination pressure and gender violence in primary schools in Kenya," International Journal of Educational Development, Elsevier, vol. 62(C), pages 35-46.
    2. Mitchell, Rafael, 2017. "Democracy or control? The participation of management, teachers, students and parents in school leadership in Tigray, Ethiopia," International Journal of Educational Development, Elsevier, vol. 55(C), pages 49-55.
    3. Kendra E Dupuy & James Ron & Aseem Prakash, 2015. "Who survived? Ethiopia's regulatory crackdown on foreign-funded NGOs," Review of International Political Economy, Taylor & Francis Journals, vol. 22(2), pages 419-456, April.
    4. McLaughlin, Colleen & Swartz, Sharlene & Cobbett, Mary & Kiragu, Susan, 2015. "Inviting Backchat: How schools and communities in Ghana, Swaziland and Kenya support children to contextualise knowledge and create agency through sexuality education," International Journal of Educational Development, Elsevier, vol. 41(C), pages 208-216.
    5. Leach, Fiona & Fiscian, Vivian & Kadzamira, Esme & Lemani, Eve & Machakanja, Pamela, 2003. "An Investigative Study of the Abuse of Girls in African Schools," Education Research Papers 12849, Department for International Development (DFID) (UK).
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    1. Bhana, Deevia & Janak, Raksha & Pillay, Daisy & Ramrathan, Labby, 2021. "Masculinity and violence: Gender, poverty and culture in a rural primary school in South Africa," International Journal of Educational Development, Elsevier, vol. 87(C).

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