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This was the first UNICEF in-house capacity building workshop on the subject of adoption. It was neccesitated by the situation in UNICEF offices in all regions where abusive and illegal practices on adoption of children internationally have been alleged or proven. In such circumstances UNICEF offices are faced with continuous challenge of stating and/or defending UNICEF position on intercountry adoption. It was organised by International Child Development Center.
This article discusses the impact of HIV/AIDS on education in South Africa. South Africa has the fastest growing HIV/AIDS epidemic in the world. In 2001 over 4 million people were already HIV positive, 56% of them women. It is not yet possible to determine rates of HIV infection in schools and other learning institutions - among educators and among learners. The HIV/AIDS projection model commonly used in South Africa suggests that among 15-19 year olds almost 16% of African females are likely to be HIV positive, compared with about 3% of African males. …
This article promotes the need to urgently look at the scope of sexual abuse occurring in schools and its significant repercussions. Emphasizes need for standard procedures governing how schools address allegations and treat survivors of this violence. Summarizes research in SSA that looks at role of school culture and society in defining gender identities, the centrality of violence in adolescent sexual relationships and in schools and the contradicting messages of empowerment in schools health curricula against the behaviours with the school itself.
This paper examines data for 30 Xhosa youth aged 16 to 24 from township schools in South Africa. Major findings focus on the pervasive nature of violence for young people today: beating is the normative response in their homes, at schools and in their relationships. Masculinity is defined by th number of sex partners, choice of main partner and ability to control girlfriends. Feminity is based on girls desirability to the opposite sex. Concludes with suggestions for policy changes, emphasizing the need for government to promote accountability for its behaviour.
This paper offers needed statistics on the extent of sexual abuse in schools. It analyses 246 reported cases of sexual abuse in schools in Zimbabwe into 3 categories: sexual abuse, physical abuse and emotional abuse. Key findings: 81.6% of sexual abuse was perpetrated by trained teachers and 65.5% of the perpetrators had had sexual abuse with their pupils
Introduces a manual developed for South Africa on how to hold 8 interactive workshops with school management to increase awareness and mobilise action towards gender violence in schools. This paper discusses current challenges for government to prioritise the problem including making it part of the national curriculum
This paper summarises research findings that male sexual aggression against girls is endemic and institutionalized in Zimbabwe. Specifically, findings suggest that adolescent peer group culture in schools encourage students to conform to stereotypical behaviours that make girls vulnerable to sexual abuse. It concludes with a list of strategies for implementation and at schools within communities.
This paper summarises findings from Malawi regarding transactional sex between young girls and older men and offers a list of possible contributing factors. Possible actions for mitigating focus on highlighting the issue in communities, provisions of alternative education, and increasing lifeskills education (including teacher training)
This paper summarises major findings from a Human Rights Watch report that documents the scope of sexual violence in South African schools. It identifies the lack of accountability among school officials, police and prosecutors which leaves perpetrators unpunished. It encourages governments to create and enforce guidelines for appropriate responses to sexual violence in schools.
