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A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries

Author

Listed:
  • Helen Cahill

    (Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC 3010, Australia)

  • Babak Dadvand

    (School of Education, Latrobe University, Bundoora, VIC 3086, Australia)

  • Anne Suryani

    (School of Educational Psychology & Counselling, Faculty of Education, Monash University Peninsula Campus, Frankston, VIC 3199, Australia)

  • Anne Farrelly

    (Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC 3010, Australia)

Abstract

Studies investigating the effectiveness of school-related gender-based violence prevention programs seldom report on the extent to which students themselves value and recommend such programs. Yet, along with evidence about effectiveness in relation to shifts in knowledge, attitudes, or intentions, student-valuing is a significant indicator that the programs can make a positive contribution to students’ lives. This mixed-method study analyses survey and focus group data collected from ninety-two schools in three African countries (Tanzania, Zambia, and Eswatini). Students found the program contributed to improved peer relationships and identified the five most useful components as learning about gender equality and human rights, learning how to obtain help for those affected by violence, understanding and communicating about their emotions, strategies to avoid joining in with bullying and harassment, and understanding the effects of gender-based violence.

Suggested Citation

  • Helen Cahill & Babak Dadvand & Anne Suryani & Anne Farrelly, 2023. "A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries," IJERPH, MDPI, vol. 20(15), pages 1-19, August.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:15:p:6498-:d:1208494
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    References listed on IDEAS

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