The Relationship Between Education and Gender-Based Violence

Abstract

This article is about relationship between education and gender based violence.

Full text

The Relationship Between Education and Gender-Based Violence
Muhammad Akram, Umme Laila
Department of Eastern Medicine, Government College University Faisalabad-Pakistan
Abdalah Amiri
World Wide Evangelical Seminary (WWES), Canada
10/20/2020
Abstract
Keywords:
Gender Based Violence. Impacts on education, Muslim, Religious, SRGBV
Gender based violence become a serious issue all around the world and for public
health. Usually this GBV common in those areas where disease like human
immune deficiency syndrome present. In this article we discuss how the education
effects on gender-based violence and their reduction. In this violence not only
includes sexual violence but in this includes non-sexual, emotional, physical,
psychological and many more. All these types influence the health of peoples and
make them less confident. As a Muslim society we forgets our norms and religious
value, the social life, internet, media etc. made our minds dirty because many
young and teenagers don’t know who to use these apps so, these sins are very
common now a days due to our sociality and we far away from our religions. From
the all point of view give equality in both gender and the other important role
which plays government, educational institutes, teachers and family member is
more to stop this violence.

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Introduction:
From the world discussion the role of GBV (Gender Based Violence) in our society is very
serious basically it define as on huge or massive scale the destruction and abuse of human rights
it also impacts both economically and socially, health related, also influences the population and
individual by the educational attainment (Lilja, 2011). In GBV the psychological, sexual and
physical violence influences on people as they present individually or in the form of groups
because these people plays effective role as a specific gender or biological sex in society(Ward
2002), like assault sexually, partner rape, partner intimate violence, genital female mutilation,
child forced marriage, stalking, trafficking, exploitation sexual and harassment sexually(Walby
2006).
Sida (2015) defines GBV as “any harm or suffering that is perpetrated against a woman or girl,
man or boy and that has a negative impact on the physical, sexual or psychological health,
development or identity of the person. The cause of the violence is founded in gender-based
power inequalities and gender-based discrimination”.
Gender-based violence (GBV) is the most extreme expression of unequal gender relations in
society and one of the most widespread violations of human rights. While GBV disproportionally
affects women and girls, it also affects men and boys. These abuses take place all over the world
in homes, schools, work-places and communities. But GBV is preventable and education and
educational institutions can play a central role in ending GBV. This brief provides an overview
of the relationship between education and GBV (Fergus & Van’t Rood, 2013).
Usually gender based violence affects girls and women’s ad commonly perpetrated by victim
(male) but usually in the settings conflict it affects boys and men. The violence becomes gander
based when the use of violence in way of tactic disciplining or punishment on both male and
female because the behavior they used for this purpose is not acceptable. The chances of GBV
for women and girls increase during group and incident of GBV increase around intersex and
transgender, bi-sexual, gay, lesbian, school. The chances of harassment, violence and
discrimination increase in students. The relation between GBV and education comes in both
sides. Those people which suffered with violence’s shows negative outcomes for education so,
from the research and experiment it was resulted that those students who suffered in past with
GBV have more prone to shows adverse impacts for education. Government of Pakistan and all
around the world’s peoples do efforts to stops this violence around young girls, women’s,
children by doing all these the negativity around these people and adverse effects on education
their social life may be reduced (Flood and Fergus 2008).
Types of gender-based violence:
Some important types of gender-based violence includes
Sexual violence
Physical violence
Economic violence
Psychological violence

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Sexual Violence
The World Health Organization (WHO) in its 2002 World Report on Violence and Health
defined sexual violence as: "any sexual act, attempt to obtain a sexual act, unwanted sexual
comments or advances, or acts to traffic, or otherwise directed, against a person's sexuality using
coercion, by any person regardless of their relationship to the victim, in any setting, including but
not limited to home and work"(WHO, 2002). WHO's definition of sexual violence includes but is
not limited to rape, which is defined as physically forced or otherwise coerced penetration of the
vulva or anus, using a penis, other body parts or an object. Sexual violence consists in a
purposeful action of which the intention is often to inflict severe humiliation on the victim(s) and
diminish human dignity. In the case where others are forced to watch acts of sexual violence,
such acts aim at intimidating the larger community (McDougall, 1998).
Such broader definitions of sexual violence are found within international law. The Rome Statute
of the International Criminal Court (ICC) has established in article 7(1)(g) that "rape, sexual
slavery, enforced prostitution, forced pregnancy, enforced sterilization, or any other form of
sexual violence of comparable gravity" constitutes a crime against humanity (Rome Statute of
the ICC). Sexual violence is further explained in the ICC's Elements of Crimes, which the Court
uses in its interpretation and application of Article 7. The Elements of Crime establishes that
sexual violence is:
Physical Violence
Physical abuse means any non-accidental act or behavior causing injury, trauma, or other
physical suffering or bodily harm. Abusive acts toward children can often result from parents'
attempts at child discipline through excessive corporal punishment (American Humane,(…),
Giardino et al.2008).
Economic Violence
Economic violence is a type of violence committed by individuals or groups preying on
economically disadvantaged individuals. In some circumstances the individuals may be service
workers such as undocumented workers and food service workers (Kaurr & Amardeep (2007),
Business Insider (2014), Bellafante, 2014), in others they may be spouses (NITA
BHALLA,2014), or closeted gays (Shelley, 2014). The World Health Organization defines it as
being a form of collective violence, committed by larger groups towards individuals (World
Health Organization, 2015). The term is frequently associated with, or credited to, feminist
"An act of sexual nature against one or more persons or caused such person or
persons to engage in an act of sexual nature by force, or by threat of force or
coercion, such as that caused by fear of violence, duress, detention, psychological
oppression or abuse of power, against such person or persons or another person, or
by taking advantage of a coercive environment or such person’s or persons’
incapacity to give genuine consent." (Elements of Crimes, Article 7(1)(g)-6 Crimes
against humanity of sexual violence, elements 1.)

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theory, who terms it as a broader form of violence beyond use or threats of physical force, to
include sexual, psychological and economic violence (Claire, 2008). In Argentinean law, it is
defined as a form of domestic violence (Report on Human Rights Practices, 2006).
Psychological Violence
Psychological violence or abuse, often called emotional abuse, is a form of abuse, characterized
by a person subjecting or exposing another person to behavior that may result in psychological
trauma, including anxiety, chronic depression, or post-traumatic stress disorder (Dutton (1994),
Dutton et al.(2000), Thompson, et al.(1996)). It is often associated with situations of power
imbalance in abusive relationships, and may include bullying, gaslighting, and abuse in the
workplace (Dutton et al. (2000), Thompson et al. (1996)). It also may be perpetrated by persons
conducting torture, other violence, acute or prolonged human rights abuse, particularly without
legal redress such as detention without trial, false accusations, false convictions and extreme
defamation such as where perpetrated by state and media ( Wikipedia, the free encyclopedia).
Causes of Gender-Based Violence:
Causes of GBV are several in which includes un-equal power between the male and female. in
some points society give more attention and participation to women than men but in political
phase the power distribution is more in men than women, so this create GBV (Awori, Lutz et al.
2013, Kim, Wang et al. 2013). Commonly as we know the gender base violence usually comes
due to gender dominance in our society male have power to do anything and no restriction
present for him, so fist of all justice system of our county become powerful that give women’s
and men’s equal rights on the equality bases (Organization 2010, Fergus and van’t Rood 2013).
Many factors involve in this includes community, social, individual, relationship and many other
factors. War and conflict, gender and their harmful norms, hunger all these causative factors for
this GBV. Some other factors include intoxication, personality traits, situational urge, and
hostility for women, victim’s provocation all factors involve in this process. So, at that time the
government of Pakistan needs to take steps to overcome these problems. The role of whole
society, teachers and individual are important (Oladepo, Yusuf et al. 2011). From the previous
researches it was resulted that those countries which have high ratio of human immune
deficiency virus like south Africa have more chances to develop gender-based violence so,
gender-based violence stop by doing some health care (Andersson, Cockcroft et al. 2008).
Role of GBV in the Children and Young People Lives:
In various and layered ways the people and children all around the world faced GBV which may
show negative influence on their lives. The first thing they face, people usually suffered GBV
directly in communities or at home in which includes sexually assaultment of child by the
member of family, female genital mutilation and corporal sentence when they refuse from
acceptance of gender standard. The study which done in 2005, world health organization
collected all data and then the result after all the discussion was achieved is that almost seventy-

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three millions boys and hundred-fifty millions girls under the age of eighteen experienced sexual
and GBV and usually the victims of these cases present in family members(Goldson 2006).
The second thing which comes partner violence, many children and young people usually
exposed or witness to PV (partner violence) alongside care givers female or their mothers. From
the report of UNICEF, it was also confirmed that almost 133 to 275m children faced GBV
during the protection of mothers or other females(Unicef 2006). Many of these children exposed
to violence in educational institutes by preventing the teachers and students from these GBV.
From the world report it was also finalized that almost 3rd of the girl is rape during route and at
school (Pinheiro 2006).
One of the other common violence includes relationship and dating violence so, these all types of
violence common all around our society. So, many people face difficulties during this violence
because physical insult is common issue during GBV. Some people develop anxiety and
depression after the GBV because sharing and security issues are common people thing after
sharing all the incident they might be neglected from the society and their family members
(Heise 1998,Campbell 2002, García-Moreno, Jansen et al. 2005). Some other factors also
involve in this like early marriage and then early pregnancy increase the chances of health and
mental problems (Heise, Ellsberg et al. 1999),(Ellsberg, Peña et al. 2000).
School Related Gender-Based Violence (SRGBV)
School-related gender-based violence (SRGBV) refers to acts of sexual, physical or
psychological violence inflicted on children in and around schools because of stereotypes and
roles or norms attributed to or expected of them because of their sex or gendered identity. It also
refers to the differences between girls’ and boys’ experience of and vulnerabilities to violence.
In most societies, unequal power relations between adults and children and the gender
stereotypes and roles attributed to girls and boys leave school girls especially vulnerable to
sexual harassment, rape, coercion, exploitation and discrimination from teachers, staff and peers.
Boys and girls who do not conform to dominant notions of heterosexual masculinity or
femininity are also vulnerable to sexual violence and bullying (Margaret et.al.2013).
The failure to protect children from all forms of violence, including in their school lives, is a
violation of their rights, compromising their development and well-being. SRGBV is correlated
with lower academic achievement and economic security, as well as greater long-term health
risks. It perpetuates cycles of violence across generations. Without addressing it, many countries
will not only fall short of meeting their international human rights commitments, but will also
compromise the world’s capacity to achieve the development goals we have set for ourselves
(MDGs Conference, 2000).

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The Prevalence of Gender-Based Violence Experienced By School Children
Between 500 million and 1.5 billion children experience violence every year (UNICEF,
2009), many within schools (Plan International,…).
Worldwide, an estimated 150 million girls and 73 million boys have experienced sexual
violence (World Health Organization (2002).
Nearly half of all sexual assaults are committed against girls younger than 16 years of age
(World Health Organization (2005).). Reports indicate that children as young as six are
victims of rape (Chinyama, V. & Mwabe, J. (2007).
Bullying is also pervasive: surveys show that between one-fifth (China) and two-thirds
(Zambia) of children reported being victims of verbal or physical bullying (World Health
Organization, 2012).
Millions more children live in fear of being physically abused under the guise of discipline;
more than 80 per cent of students in some countries suffer corporal punishment at school
(NGO Advisory Council, 2011).
Gender Based Violence and Their Impact on Education:
The GBV consequences influences developmental-impacts on young and children that spread
negativity and bad impacts on their education (Frederick and Goddard 2007). The result of
violence shows adverse impacts indirectly and directly on the health of students and their
education and their organization. Anti-social and fearful behavior develop during domestic
violence when children protect their mother during this action(Kitzmann, Gaylord et al. 2003), so
due to all these factors they develop low performance in school, decrease cognitive function
(Edleson 1999).
Their attitude and behavior towards their peers becomes more aggressive it all proved from the
recent studies which done in US that those people exposed during this violence experience have
more aggressivity and cruelty in their personality(Osofsky 1999, Carrell and Hoekstra 2010).
Their academic performance affected badly, they mentally remain disturb(Pinheiro 2006, Fergus
and van’t Rood 2013). As we already discussed one factor early marriage also influences the
education of young generation, those who used violence as a war this violence not only made
young children to go into psychological situation but also develop fear of abasement in future.
So, all these factors lose the confidence of children and put their educational condition at the
high risk (Fergus and van’t Rood 2013).

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Education and Their Impacts on GBV:
The influence of education on GBV is very significant it shows positive impacts with secondary
education or above because education reduced the level of oppressions. From the international
organization it was resulted that schooling of children impacts good on their life increase
confidence able to protect themselves from sexual and physical abuse(Prezenszky, Galli et al.
2018), this can be only happening when they give lessons about the GBV(Barkvoll 2009). So,
the role of education as socio economically are very effective(Cervantes-Soon 2012). Education
not only increase the employment of women but also once the empowerment related to socially
and economically(Painter 2004), so women’s able to perform their social tasks well, boost
confidence level and also able who to use resources and information so, all these shows
protective effects against GBV (Fergus and van’t Rood 2013),(Flood and Webster 2007).
Education also plays protective effects for future GBV(Fergus and van’t Rood 2013). By
education the negative impacts like stereotypes, discriminatory and in-equalities all are reduced.
In all around the world many countries which do not give attention on the children study so, at
these countries the gender-based violence is more, from the previous searches many countries are
seen which shows GBV on children. The countries where social violence is seen includes south
Africa (Beyene, Chojenta et al. 2019), Brazil, India, Libera (Parkes 2015).
The number of years a person spends in school has been shown to have a positive correlation
with a decrease in both future victimisation and perpetration of physical and sexual violence
(Plan International, 2012). Education increases women’s employment opportunities and socio -
economic status. The empowerment of women reduces the unequal power relationship between
women and men which has been identified as the root cause of GBV. However the level of
education is a very blunt measurement, and if not properly addressed, schools can instead turn
into reproducers of harmful societal norms and practices and become unsafe.
It is therefore necessary for schools and other educational institutions to apply strategies to
prevent and respond to violence. Here, teachers play a key role and the introduction of gender-
responsive pedagogics in the education process, as does sexuality education in the school
curricula. This can help unlock the potential of schools as sites for empowerment of girls and
boys and for the prevention of GBV (Sida, March 2015).
Role of educational institute for the prevention of GBV:
The role of education from long term consider as novel setting for the reduction of GBV. With
the passage of time many advancement made to implement and develop those society women
programmed and organization that enhance the awareness rate in women’s and children’s related
to dynamics and nature of GBV, also built those skills in students that provide and create good
and respectful, equitable relation to understand the discrimination, stereo-typing and violence
attitude(Organization 2010). So, this all done by education and proper management which
reduced this violence(Fergus and van’t Rood 2013). Role of education and school significant
sites to stop this violence, because these institute give productive environment to
children(Antikainen, Houtsonen et al. 2012). In the reduction of gender-based violence the role
of education both in length and quality wise is significant. Across school, classroom,

8
environment the requirement of special intervention is necessary so, all these impacts positivity
on children(Organization 2002, Organization 2010). The role of intervention in the violence of
gender nature and gender roles and important build up of social and masculinity shows more
importance. To create behavioral, attitudinal and cognitive needs to reduce the discrimination
and violence to create good, intimate, sexual relation so, for this purpose students should
challenge and decodes the GBV. Role of schooling in the stop of this violence is significant. To
stop the presence of violence outside or inside from the institute’s education is effective. The
policies, practice, and structure address by school which support both the explicitly and
implicitly to decrease the inequality of gender and sexes un-equal power, between students and
staff.
For this purpose, the development of institutes, staff training, in school staff the presence of
female staff, implementation of policies and protocol for GBV, discrimination and harassment all
these are essential to reduce this violence. Good physical infra-structure is necessary like for
girls sanitary and safe toilets, proper counseling is very effective to decrease the violence (Bott,
Morrison et al. 2005). Those programmed arrange in school which influence positivity on
children minds and in these programmed targets the whole population not certain. Those
programmed in which the focusing point is women or young girls shows negative impacts so
involve whole population and teach the women’s and girls’ how to remain safe during this
situation (Flood and Webster 2007, Imbesi 2008).
School Approach to Prevent and Respond to SRGBV
The success of a whole school approach is dependent on actions at the school level but also on
how well these are connected with national policy frameworks and ongoing systems of planning,
reporting and monitoring that links schools with the provincial education departments (UNGEI,
2015).
Elements of a Whole School Approach
A whole school approach includes developing and strengthening in-school policies and
procedures, training and capacity building, as well as building school-family-community
partnerships (Pearce, Cross, Monks, Waters, & Falconer, 2011). Based on the existing literature,
eight key elements of a whole school approach (see Figure 3).
1. Effective school leadership and community engagement to create safe, gender-sensitive
learning environments;
2. Establishing and implementing a code of conduct;
3. Capacity building of teachers and educational staff;
4. Empowering children on child rights, participation, and gender equality;
5. Improving reporting, monitoring, and accountability;
6. Addressing incidents;
7. Strengthening physical learning environments; and
8. Engaging parents.

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It is important to remember, that this is not a one-size-fits all approach. School leadership,
students, teachers, parents, community leaders, and other education authorities will need to work
together to tailor the strategies to their context, and monitor and evaluate its implementation.

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A Global Framework for Government Action on SRGBV
Several governments have taken concerted action to support effective strategies against SRGBV.
Drawing from these promising practices, from recommendations by the CRC Committee, and
from research initiatives around the globe, this section outlines eight key principles framing
effective government action to end SRGBV (Margaret et. al 2013).
Call to action
Eight principles for government action to prevent and reduce school-related
Gender-based violence.
1. Comprehensive and integrated action
Governments must adopt a comprehensive, integrated, and multi-sectoral action
plan to prevent and respond to gender-based violence. The plan should be gender-
responsive, take into account the diversity of experiences and needs of
marginalised girls and boys, and look specifically at the school context.
2. Effective legislation and regulation
Laws must explicitly protect children from violence, ensure accountability, and treat
all children equally.
3. Safe and effective reporting and response
Reporting and response mechanisms must be clear, confidential, proportionate,
and consistent with the Convention on the Rights of the Child.
4. Evidence-based policy
Policy interventions must be supported by sufficient and credible data on the nature
and scope of school-related gender-based violence.
5. Well-trained, well-supported personnel
Teachers and school administrators must be well-trained, equipped and supported
to prevent and respond to gender-based violence in and around schools.
6. Partnership
Law enforcement, the judiciary, child protection authorities, the transportation
sector, and civil society organisations must be partners in addressing the
vulnerability of children en route to and from school grounds.
7. Inclusiveness
Whole communities, including men and boys, must be involved to change harmful
attitudes and shift social norms. Emphasis should be placed on issues of sexual
health and sexual rights.
8. Participation
Girls and boys must be recognised as key participants in developing solutions to
address school-related gender-based violence.

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Role of Government in Gander-Based Violence:
As we already studied educational and school institutes effective for the reduction of GBV, but
they completely not overcome this problem. So, to stop this violence role of government, social
structure and community is significant. The role of each and every aspect is more like the
relation of children with their parents; media reports related to incidents, portrays roles of
gender, work-places, and public services all are significant. Government should make affective
programmed to reduce this violence from the society.
Conclusions:
The conclusion which made from all the discussion is that the gender-based violence increase
day by day. But doing some necessary things we prevent from this violence. In GBV both
genders are involved in this. So, the influence of this violence on the lives of human is very
significant. If effects mentally, physically, socially, psychological and many more. So, to stop
this violence role of education and government is effective.
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