Survey Context

 Gender-based violence (GBV) is defined by UNICEF (2022); (under the program Gender based violence emergencies) as the most pervasive yet least visible human rights violation in the world. United Nations Population Fund (2020) also share the same sentiment by defining Gender based violence as; an umbrella term for any harmful act, perpetrated against a person’s will; based on socially ascribed differences between males and females. It includes physical, sexual, mental or economic harm inflicted on a person because of socially ascribed power imbalances between males and females. GBV also affects both school going boys and girls, especially the vulnerable ones in society in terms of sex, race, disability, class, and age in their gender diversity. The social context is influenced by cultural traditions/norms that places expectations based on gender.

Male children are groomed to conduct in manners considered manly. This is often associated with doing livelihood chores in the home like tending to life stock, or working in the fields. Young boys learn from a young age that violence can be used to settle disagreements. In most cases as they become teenagers they are also sexually active, with limited knowledge on importance of things like age, consent, legal age for sex etc. In most cases at this age a significant increase in male perpetrated gender based violence related incidents begins to occur.

Females on the other hand are raised to be submissive and resilient to hardship. The norm is that from a young age girls are socialised to be subservient to males in particular older men. This learned perspective unintentionally prepares them to be tolerant of degrading, devaluing and humiliating actions by males. In schools girls can easily be assaulted by their male counterparts, and also sexually, emotionally and psychologically abused. Most girls will not report these incidents in order to avoid being ostracised by their peers and the community.

Problem Statement

Every year, more children and youth are dropping out of schools on the account of various reasons including poverty and abuse (human trafficking, child-marriages, under-age pregnancies, sexual assault, sexual harassment, Bullying, gangsterism and substance abuse, and child labour). These challenges affect school going children and youth in; primary and secondary schools; urban and rural areas; as well as government, private and church schools. The government has made notable strides with support of critical stakeholders like the World Bank to improve education outcomes, however abuse inspired dropouts remain a significant challenge. The United Nations Education, Scientific and Cultural Organization (UNESCO) 2020 report listed Lesotho among the leading countries on early and unintended pregnancies. Six out of 10 girls (60 per cent) aged 15 to 19 are mothers or pregnant with their first child, which places Lesotho second to Namibia (seven out of 10 girls) for high rates of unintended pregnancies among the East and Southern African countries, the report stated.

Survey Scope

The purpose of this survey is to conduct a preliminary study, using a sample group of 20 schools to establish the following:

• Assess historical experiences on sexual, physical, psychological GBV in schools
• Assess the human resource capacity in schools to effectively educate, and respond to GBV in schools
• Assess the formal systems established to guide GBV management

The aim of this preliminary survey was therefore to establish an evidence backed case, to the need for enhanced safe-guarding measures in Lesotho’s schools.

 Survey objectives

• The main objective of this preliminary survey is to bring awareness about the importance of schools safe-guard system.
• To establish if there are schools safe-guard policy, and if existing, whether they are implemented or not in use.
• To give guidance in a form of workshops that teacher may acquire full knowledge about the safe-guard policy and its importance.
• The survey will promote a safe and conducive environment for the learners to study and empower the teachers or facilitators to safe-guard the children.

Methodology

Sampling Method

Random Sampling method was used to identify at least 20 schools to take part in the survey. These schools were disaggregated based on location (urban and rural), education level (primary and secondary), Ownership (church, government and private). The schools were identified from the districts of Leribe, Mohale’s Hoek and Mafeteng.Data Collection Tools

 A questionnaire sheet was developed comprising of structured and semi-structured questions. These questions were divided into two sections, Section 1 whose aim was to assess the history of GBV in these schools and section 2 where the safeguard systems were being assessed.

Data Collection Method

 The data collection was conducted using the interviews method. Interviews were conducted with the school representatives/ principals from 20 schools. A total number of 5 schools declined to take part in the interview, and therefore the questionnaires were successfully administered to 15 principals representing 15 schools, with a capacity of at least 3,799 students collectively.

Data Analysis Method

 For the purpose of analysing the data from the survey, both the quantitative and qualitative data collection method was utilised. For the purpose of a clean analysis, the responses of 10 schools were utilised for key information.

Findings

 Section 1: GBV Profile in Surveyed schools

Type of GBV	Have Experienced It	Have not Experienced it
History of Physical Abuse cases in the last 5 Years	47%	53%
History of Sexual Abuse cases in the last 5 Years	60%	40%
History of Psychological Abuse cases in the last 5 years	80%	20%

Section 2: Safeguard Profiles of Surveyed schools

Safeguard	YES	NO
Schools conduct awareness to students on GBV	80%	20%
Students report GBV	60%	40%
Availability  of a    specific  focal  teacher responsible for GBV cases	30%	70%
Focal Teacher poses a psychosocial support Qualification	0%	100%
Focal    Teacher    attends    psychosocial trainings in the last 5 years	27%	73%
Formal    Safe    Guard    Measures   and Procedures are in Place	20%	80%

 Safeguard Analysis

 Gender-based violence

 Gender-based violence is a globalproblem that limits the benefits of education, causes poor health and psychological trauma (Dobbert, 2021). In most of the schools in this survey, it was proven that there is GBV in the schools. At least of the schools had experienced 80% psychosocial abuse, 60% of sexual abuse and 47% of physical
abuse in the last 5 years. Both girls and boys are victims of verbal abuse,
bullying, harassment and rape.

In the three districts where the assessment was conducted (Leribe,
Mafeteng and Mohale’s Hoek); Gender Based Violence is a challenging phenomenon.
When assessed the schools safe guard systems do not match the urgency of the
situation. Though commendable that 80% of the schools do conduct some form of
GBV awareness to their students; gaps were found in their safeguard systems.
Only 30% of the schools interviewed have a specific focal person to be managing
GBV cases. Out of those schools with focal persons
none of the focal teachers
have a psychosocial qualification. However the 27% of the focal
teachers have been attending trainings relating to gender and life skills. Only
20% of interviewed schools have formal safe guard systems/ procedures.

In the management of Education as stipulated above it is
pertinent for the Schools Management Teams to be ready to face and curb GBV.
The School Management Teams (SMTs) formation is the empowerment of management
in the schools, as the principal shares the administrative roles with other
professional colleagues in the school.

 

Safeguarding children and child protection

All schools from kindergartens to secondary that work with or come into contact with children should have safeguarding policies and procedures to ensure that every child, regardless of their age, disability, gender reassignment, race, religion or belief, sex, or sexual orientation, has a right to equal protection from harm. The schools management and the communities must consider be reminded and consider human dignity even when it comes to children, and how precious their life is.

Children’s upbringing should be inherent to right to dignity of life and bodily integrity which shall be respected, nurtured, liberated, healed, guided and protected by all.

As to highlight the importance of human dignity, the survey will cover and reveal the following issues:

• Bring awareness to the schools that safeguarding of children is highly important.
• In all matters concerning a child, the child’s best interest is of paramount importance.
• Recognise that children have a right to be protected from maltreatment, neglect and abuse;
• Ensure that the rights to protection, the right to participation and to have their best interests considered in all circumstances in which children interact with the community and schools are given priority.

Founding Principles for Safeguarding Children in the Schools

Good safeguarding policies and procedures means children are safe from adults and other children who might pose a risk. This includes voluntary and community organisations, faith groups, private sector providers, as well as schools.

What is safeguarding?

 Safeguarding is the action that is taken to promote the welfare of children and protect them from any harm.

Safeguarding means:

• Protecting children from abuse and ill-treatment
• Preventing harm to children’s health or development
• Ensuring children grow up with the provision of safe and effective care taking action to enable all children and young people to have the best outcomes.

Child protection is part of the safeguarding process. It focuses on protecting individual children identified as suffering or likely to suffer significant harm. This includes child protection procedures which detail how to respond to concerns about a child.

What are child protection systems and why are they important in the fight against child labour?

It takes a village to raise a child, but it takes a whole eco-system to keep them safe to help them grow.

Every child has the right to grow, learn and play safe from any form of harm. Each and every country has a duty, under international law, to establish a system to prevent and respond to cases of child abuse, neglect or harm. Guided by the Convention of the Rights of the Child, a Child Protection Eco-System goes beyond the consideration of one specific issue, such as street children, child marriage or child labour for example, to prevent and respond to these in a wider context to make sure that no child is left behind.

What are child protection eco-systems?

 

How do we build stronger eco-systems?

Civil Society Organizations (CSOs) like Sesotho Media & Development (SM&D) have a role to play in engaging government and other like-minded stakeholders to increase support for a strong child protection eco-system within the schools and communities in Lesotho. Participating in strengthening the system through the workshops that will strengthen and establish child protection skills amongst the teachers and education officials.

The Schools contact person or community’s contact person and all who interact with children are required through the guidance of this survey to practice, these seven standards, all in accord with the Policies of the Country.

The Seven Standards

Modeled from the South African Catholic Bishop Conference’s standards on safeguarding children (2002), the following standards can also be applicable within the upbringing of children in Lesotho:

Standard 1: CHILD SAFEGUARDING POLICY STATEMENT

• The purpose of the Policy is built on the overarching recognition that: “in all matters concerning the care, protection and wellbeing of a child, the standard that the child’s best interest is of paramount importance, must be applied” (Children’s Act 175 of 2011, Section 1)
• The Policy should been written for publication to provide a visible commitment to safeguarding for the schools.

The structure of the Policy and its implementation is to ensure that all members of the school board or communities become aware of safeguarding issues and the role they can play in the effective implementation of the Policy.

Standard 2: PROCEDURES

 Every school shall be required to hold that the safety and wellbeing of children shall be the supreme consideration and at no time will children be put further at risk of harm by procedural delay or inaction.

Standard 3: PREVENTING HARM TO CHILDREN

 The schools are committed to encouraging a culture of safety and preventing or reducing the risk of harm to children.

This culture shall be supported by:

• Safe recruitment
• Code of behavior
• Safe activities

Standard 4: TRAINING AND EDUCATION

 Schools with support from CSOs and other experts, should assist the Ministry of Education and Training (MOET) to recognise that appropriate child safeguarding training for all those who work with children or have a designated child safeguarding/welfare role is an integral and vital element in ensuring best practice.

• Everyone who comes into contact with children has a role to play in their protection. It is held that in order to carry out this role effectively and confidently such persons need to be aware of child protection issues and have the necessary knowledge and skills.
• All who work with children in the schools shall be inducted into the Child
• Safeguarding Policy, in a manner appropriate to their different responsibilities.

Standard 5: COMMUNICATION

• The Child Safeguarding Policy is to be communicated to all the school members, to all other persons involved in the schools as well as to parents and children. It is understood that policies and procedures are effective only if everyone, including children, knows of their existence and how to apply them.

Standard 6: ADVICE AND SUPPORT

• The schools shall facilitate access to advice and support for anyone especially their students who has been abused or who has perpetrated abuse.
• The Contact Persons (Trained Persons) shall maintain a list of appropriate services, authorities and organizations that can be accessed by anyone who has a concern about abuse.
• The schools shall maintain a supportive environment, particularly for vulnerable children, so that they are able to report abuse, access information and get.

Standard 7: IMPLEMENTATION AND MONITORING

The schools shall devise a strategy to implement and disseminate the Child Safeguarding Policy. In addition, a plan of action shall be developed to monitor the effectiveness of the steps taken to safeguard children.  

In order to implement and disseminate this Policy, the schools shall utilize both formal and informal procedures. Such procedures will include policy documents, notices, newsletters, meetings, workshops and training (SACBC, 2022).

Way Forward

 Summary of Survey Findings

• In the context of this document a child is a person under the age of 18 years
• No safeguard polices in most of the
• Some school principals were not ready to take part in the
• Children and young people may be suffering from abuse which has taken place in their families,
• Most of the teachers are not aware of the safeguard
• Of all schools that indicated they have the safe guard policies, none of the schools were able to present a physical or soft copy document for evidence.

Recommendations

• Workshops on GBV and safeguard of children need to be This can be greatly achieved through collaboration of individual schools, through the MOET, and CSOs already working GBV issues and advocating for human rights.
• Schools’ administrations and governing structures should establish and communicate safeguarding policies to their ecosystems, and ensure their full implementation at all levels.
• Awareness on children and human rights should heavily be instilled, also, on parents and guardians, so as for safeguarding policies to have an intended purpose on children.

Conclusion

It is an opportunity for CSOs to partner MOET to make awareness workshops and teach all the schools teachers about safeguard policies and bring awareness to the communities about GBV and safeguard of children in schools. The workshops will be an opportunity for CSOs to assist schools to implement safeguard policies in the country.

Bibliography

1. Dobbert, S (2021). How does Spatial Heterogeneity affect inter-and intraspecific growth patters in tundra shrubs?. Research Article. Journal of Ecology. University of Bonn, Germany.
2. Child safeguarding Policy, Archdiocese of Johannesburg, 2020.
3. The Constitution of Lesotho, Children’s Act 175 of 2011, Section 1. Maseru, Lesotho.
4. The South African Catholic Bishop Conference, Safe guarding our Children. 2022.
5. United Nations Education Scientific and Cultural Organization (UNESCO) (2020). /Inclusion and Education. Global Education Monitoring Report.
6. UNICEF progress report, (2022). Progress on the Sustainable Development Goals: The gender snapshot 2022.
7. United Nations Population Fund. (2020). Humanitarian settings reporting on gender-based violence a journalist’s handbook.