Assessments

From April 11 – 22, 2005, a four-person team from the Washington, D.C.-based Safe Schools (DevTech SSP)1 traveled to Malawi to conduct a school-related gender-based violence (SRGBV) assessment. The DevTech Safe Schools Team was comprised of four DevTech Systems, Inc. employees: Program Director Maryce Ramsey, Youth and Reproductive Health Specialist Cate Lane, Education Specialist Nina Etyemezian, and Qualitative Researcher Ji Sun Lee. Also participating in the assessment was Julie Hanson Swanson, DevTech SSP’s Cognizant Technical Officer from the U.S. Agency for International Development (USAID), Economic Growth, Agriculture, and Trade/Office of Women in Development (EGAT/WID).

Objectives
The overall objectives of this first exploratory trip were to:
• Assess existing programs for their capacity to address SRGBV;
• Understand the nature of SRGBV in Jamaica; and
• Identify individuals and organizations from the key informant interviews to serve as local
partners.

Methodology
Over the course of the visit, the Team collected data, reports, and materials, conducted openended interviews, and semi-structured focus groups with key stakeholders recommended by the USAID/Jamaica and/or other informants. The Team examined programs and structures at multiple levels: national, institutional, community, and individual. The Team interviewed representatives from the Ministry of Education, Youth and Culture (MoEYC), the Ministry of Health (MoH), the Ministry of National Security (MoNS), USAID partners, other international donors and organizations, local non-governmental organizations (NGOs), and community level
organizations (e.g., Parent Teacher Associations [PTAs]) to identify:

(a) Types of gender-based violence;
(b) Issues and gaps;
(c) Promising programs and organizations; and
(d) Recommendations.

This white paper discusses the systemic change in the behaviors and attitudes of CETT stakeholder groups, including school administrators, teacher trainers, teachers, parents, and students. CETT’s teacher training model stressed the inclusion of stakeholders at all levels to promote the importance of reading and writing. Achievement of the program’s intended effects depended on the willingness of the institutions and individuals involved to change their behaviors. This paper highlights the lessons learned and best practices in promoting this change.

A stratified survey in 3 areas in June 1993 to determine the existing attitudes and knowledge about disability prior to commencing a public education programme. The 3 areas had 300 persons each, of 5 age (15 to 59) and 12 occupational groups with a minimum of 30 in each group. The questions were divided into 5 main categories, namely, supernatural beliefs, misconceptions about behaviour and expectations for people with disabilities, denial of human rights, feelings of competency and willingness to help people with disabilities, and knowledge about disability services.

Supernatural beliefs were held by a significant minority of Jamaicans, with superstitions less prevalent (18%) than the idea that disabled children are "sent by God" (40%). These beliefs are significant if held by parents, because they may interfere with intervention efforts or may encourage isolation and "putting away the child". Perhaps these are also the reasons for some of the most pervasive misconceptions, that is, the preference for special schools and special homes. The most negative misconceptions were rejected by an average of 68% of persons, though a realistic 26% thought that disabled persons could be a burden sometimes. People are not aware that people with disabilities can get adequate training and rehabilitation in their own homes. The need for training seems to be well accepted, but the rights to full participation and equality of opportunity are not. Questions on job opportunities and the cost of services showed that only 50% of the respondents recognised the equal rights of people with disabilities to education and jobs. The positive assertion by 96% that programmes should be shared by the government and the community, was accompanied by an expression of personal willingness to help a neighbour or to volunteer if training was provided. It was concluded that the most significant barriers will be some persistent supernatural beliefs, lack of awareness of the possibility that community and home based services can be effective, the persistent belief that special institutions are best, and the lack of recognition of some human rights, particularly full participation, integration and equality of opportunity. There does however, appear to be a willingness to help.

Compilation of the work carried out by Dasmine Kennedy between January 2002 and March 2003 to support small-scale action research projects, which aimed to address student under-achievement in 15 remote rural schools. Highlights the positive impact on teachers, schools, families and communities as well as students. Includes reports from the action researchers themselves.