Violence in Schools in Zambia

Background:
The study on violence in schools is part of the Plan Zambia / Plan Norway NORAD funded Child Survival project under the 2008-2010 Plan Norway/NORAD Framework Agreement. As observed in this study, violence in school affects participation and attainment levels of school going children and has a direct negative effect in realization of the millennium development goal for universal primary education for all. Plan’s global campaign against violence in schools focuses on three forms of violence i.e. sexual violence, bullying and corporal punishment. The study also observes other negative effects of violence against children in relation to fulfillment of children’s right to life, survival and development.

Purpose/objective:
The objectives of the study were to:

• Gain understanding of the status of violence and try to establish the interventions that have already been designed as well as the gaps that might still exist.
• Mark out of the nature of violence against children in schools in four Plan Zambia operational districts namely Chadiza, Chibombo, Mansa and Mazabuka.
• Get opinion, recorded facts and informed guesses about possible causes of violence against children in schools
• Investigate the degree of violence against children in Zambian schools; and
• Explore, on one part, the consequences of violence in schools and, in second part, the benefits of reduced violence in schools

Methodology:
The study employed methodologies that involved extensive literature review which included review of existing studies on the subject of violence in schools, review of existing laws and policies. Procedures used in various legal and administrative systems were also reviewed as to how issues of violence against children are followed up on. A field study was also conducted field and used Focus Group Discussions and semi-structured interviews to collect more quantitative data. Case stories recounted by children were also collected during this study. The study was carried out in four districts of four different provinces namely: Chadiza in Eastern Province, Chibombo in Central Province, Mansa in Luapula Province and Mazabuka in Southern Province.

Key findings

1. The study’s review of specific laws and policies shows how the system in some ways falls short of ensuring protection of children from violence, to a maximum extent possible. For instance, while corporal punishment is prohibited[1] in e.g. schools, it is somewhat permissible in the home and other alternate care systems (Child Care facilities) and its practice in schools, still remains. On the other hand, this study observes that legislation against corporal punishment needs to be more specific and complete as to also cover other areas of painful and degrading treatment such as situations where children are forced to e.g. stay in uncomfortable positions etc.
2. The study has also observed the poor enforcement of laws, where they exist, e.g. ensuring that perpetuators of sexual violence are brought to book. On the other hand, reporting on e.g. bullying remains limited for fear of reprisal. Again dealing with sexual violence / defilement of smaller children is more complex as protection of the potential victims and reporting on the same is dependent on the parents / guardians.
3. The study observes that some forms of violence go unnoticed or are still under cover as the stakeholders i.e. teachers, parents, communities, remain ignorant and illusive about their prevalence e.g. sexual violence against children (especially girls) in school. The same applies to bullying, which is considered as a socialization issue by the pupils and school authorities don’t feel quickened to deal with it until situation gets out of hand and becomes disruptive to school undertakings.
4. The study has also revealed some social economic trends in prevalence of certain forms of violence e.g. by age, sex, gender, economic status and grade. For instance, it was observed that girls in higher grades are more prone to sexual assaults than any other pupils. Again, boys in higher grades were also found to be more exposed to corporal punishment. On the other hand, the longer the distance from / to school, the more susceptible to violence and sexual assault were the pupils. Children from poorer families were more susceptible to sexual advances by teachers. The latter use their social economic standing in the community to advance their sexual interests especially towards girls.

Recommendations
Scoping the fight

The fight against violence in schools should be broad based and linked to other related efforts like fight against gender bias, the fight against child abuse,  the fight against child marriages, child trafficking and child labour and other retrogressive traditional and cultural practices, the fight against HIV/AIDS and the right to play. Plan Zambia is encouraged to explore possible linkages / cooperation with potential partners already working in these areas, as suggested in the evaluation report, appendix 1.

Ongoing Monitoring and Reporting
Plan Zambia should work with government to ensure that there is sustained on-site monitoring of schools and ensure effective links and sharing of up to date information between schools and District Education Board Secretaries in as far as school violence is concerned.

Reporting and Documentation
Plan Zambia should therefore support government in building capacity to report and document on status of violence in schools.

Training of Teachers
There is need for training of teachers in alternative forms of discipline to ensure that they have tools for dealing with indiscipline amongst pupils and also to raise teachers’ awareness of existing education policy(s).

Stakeholder Mapping
Plan is encouraged to conduct a more extensive stakeholder mapping to draw actors from both inside and outside the education system that could add value to the fight to reduce violence in schools, in supplement to the mapping provided through this evaluation.

Community Advocacy and sensitisation
Plan Zambia should design advocacy interventions that will put the community and parents at the centre of advocacy to ensure that it is sustained and affective. There is evidence given in Chadiza of community led advocacy that got the community to act as one in a case of sexual violence by a teacher. The case was being heard in court. The initial thought can be to build a cohort of community activists around the theme Communities against Violence in the Education System (CAVES) or Parents against Violence in the Education System (PAVES).

There is also need for continued sensitisation of communities on the need and the channels to report cases of violence against children as well as the consequences it has not only on the children but on the communities, schools and families.

Report Sharing
It is recommended that Plan Zambia disseminates the findings of this study widely with government and other stakeholders to ensure that there is a common understanding of what is prevailing in schools as regards violence in schools.

Comments from the organisation
Plan’s Campaign project on Learn without Fear has direct connections to the UN Study on Violence against Children (2006) which can be also be accessed at http://www.unicef.org/violencestudy/reports/SG_violencestudy_en.pdf

Plan places great importance to the need to address the issue of violence against children and in this context in as far as it threatens children’s right to life, survival, and development and it affects their overall well being of children, in the long term, causing physical injuries, harm and also emotional pain and fear. It is in this light that this study is also considered useful for the safety and protection of children where all societies embrace non violent values towards children. It is sad to note that many school settings including alternate care environments do not necessarily prohibit use of force / violence against children.

In view of the foregoing, we regret that this study did not include the Early Childhood Care and Development Centres (i.e. the children, parents and the caretakers) in the sampled participants to this study. We acknowledge that inadequate care and supervision of children in such centres can be a potential risk to an environment that can hatch some forms of violence against the children themselves or by overworked care givers. We also believe that Child Care Centres could also be important spaces where non violent values can be promoted amongst child care workers, parents and the children themselves.

We recommend to our readers to take note of the Convention for the Rights of the Child (CRC) definition of violence i.e. Article 19 of the CRC defines violence as: “all forms of physical or mental violence, injury and abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse.” Which also draws on the definition in the World Report on Violence and Health (2002): “the intentional use of physical force or power, threatened or actual, against a child, by an individual or group, that either results in or has a high likelihood of resulting in actual or potential harm to the child’s health, survival, development or dignity.” (UNICEF, 2006, Violence against Children)

(http://www.unicef.org/violencestudy/1.%20World%20Report%20on%20Violence%20against%20Children.pdf)