Safe Learning Model Sierra Leone November 2016 Presentation

Safe Learning Model Sierra Leone November 2016

Presentation Overview 1. Why do we need the Safe Learning Model? 2. Addressing the problem – Promising Practice 3. Overview of the Safe Learning Model

Physical Violence 9 in every 10 pupils in primary and secondary school in Sierra Leone have experienced at least one form of physical violence (National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

Psychological Violence “It is common that teachers yell and throw such words as ‘you fool!’, you’re stupid! Whenever a student gives a wrong answer. Such statements make a student shy and ashamed to answer any question again” (Pupil from FGD, National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

Sexual Violence Two thirds of girls interviewed reported that they have experienced at least one or more forms of sexual violence (Concern 2013 Baseline Study)

Sexual Violence “I tried to fight him, but I do not have strong feet. He raped me until I…I was not able to attend school since then. The exam is going on and am missing it. I ranked first in my class in first term. . I am very annoyed and frustrated” A 12 year old student in Kono district (Pupil from FGD, National Study on SRGBV in Sierra Leone, African Child Policy Forum, Sept 2010)

Sierra Leone – Mean Reading Fluency 50 % Reading Score 40 30 20 10 0 Class 2 Class 4 Class 2 2013 Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013 -2016 Class 4 2016

Sample size Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013 -2016

Mean Reading Fluency Score 50 % Reading Score 30 10 boy girl boy Class 2 -10 girl Class 4 boy girl boy Class 2 2013 Source: Concern Worldwide (2016) EGRA Sierra Leone Report 2013 -2016 girl Class 4 2016

Presentation Overview 1. Why do we need the Safe Learning Model? 2. Addressing the problem – Promising Practice 3. Overview of the Safe Learning Model

Postive Male Role Model Campaign § Text

Student Council from Mpepe School, Nsanje, Malawi

MACRO MESO MICRO The Ecological Model CHILDREN

Presentation Overview 1. Why do we need the Safe Learning Model? 2. Addressing the problem – Promising Practice 3. Overview of the Safe Learning Model

Safe SRGBV Learning Literacy Model Research

Programme Focus Education Programme A programme with the primary aim of improving student education outcomes SRGBV Programme A programme with the primary aim of preventing and responding to SRGBV Safe Learning Model A programme with the primary aim of improving student education outcomes, which does so by addressing SRGBV

Research Question Hypothesis: “An education programme that systematically addresses SRGBV will achieve better outcomes for children than an education programme that does not systematically address SRGBV”

Research Question Literacy School GBV Naomi Davis, Robertlyn N. Davis, Mary Davis – students at St. John River Elementary School, Grand Bassa, Liberia (2010) Literacy School GBV Community GBV

Control Treatment 1 Treatment 2 Treatment 3 No SRGBV Light SRGBV Full SRGBV 25 Communities No intervention Literacy + SRGBV school level + SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres

Control Treatment 1 Treatment 2 Treatment 3 No SRGBV Light SRGBV Full SRGBV 25 Communities No intervention Literacy + SRGBV school level Literacy + SRGBV (school level) + SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres

Treatment 3 Full SRGBV 25 Communities Literacy + SRGBV (school level) + SRGBV community level (CCs, Living Peace, Life skills) FIM, ASRH services in Health Centres • • Teacher training Coaching Reading materials Teacher Learning Circles • • • Teacher training Life skills SEL – 6 -8 SMC – school plans Education R&R • • • CC Living Peace Life skills SEL – 6 -8 SMC – community plans • PHU/FSU/Edu R&R

Thank you! Questions?

Research Question Hypothesis: “An education programme that systematically addresses SRGBV will achieve better outcomes for children than an education programme that does not systematically address SRGBV” Specific research questions are: • How effective are SRGBV interventions at school-level in improving (a) participation in education, (b) learning outcomes, and (c) well-being of girls and boys? • Is there a positive interaction effect by providing the SRGBV interventions at both school-level and community-level in improving (a) participation in education, (b) learning outcomes, and (c) well-being of girls and boys?