School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias.
In 2020, a diagnostic tool was developed by Safe to Learn partners to track countries’ progress toward achieving the objectives of the Safe to Learn Call to Action at the national, district and school-level and establish a baseline from which to measure progress.
In 2018, the Literacy Achievement and Retention Activity embarked on a longitudinal study to better understand how the Journeys intervention positively shifts its intermediate results and the related retention and learning outcomes.
The Education International (EI) initiative 'Education Unions Take Action to End School Related Gender Based Violence', is part of more than 30 years of international advocacy to advance gender equality in education and in unions. In 2016, 7 teacher unions i.e.
The primary objective of the study is to evaluate the success of the Journeys intervention in improving school climate; shifting gender attitudes toward more gender equality; strengthening student’s social and emotional learning; and reducing the prevalence and extent that pupils experience bully
Violence against children from school staff is widespread in various settings, but few interventions address this.
The objective of the current study is to explore the use of Rasch scaling technique to construct a Perceived School Disorder Index (PSDI) in order to see if there are ‘stages’ of evolution in a school climate.
Special attention was given to the issues related to school violence in the studies conducted by a consortium known as Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ).
Gender-based violence (GBV) is a pervasive human rights issue with public health consequences.