HTAC have developed a school-based peace education, peaceful conflict resolution and community social norms change intervention with multiple components. It focuses on play-based learning and transformation, working with both pupils and teachers in the schools. They work with and empower girls and boys in the schools.

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HTAC have developed a school-based peace education, peaceful conflict resolution and community social norms change intervention with multiple components. It focuses on play-based learning and transformation, working with both pupils and teachers in the schools. They work with and empower girls and boys in the schools.

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Jewkes, R., Corboz, J., & Gibbs, A. (2018). Trauma exposure and IPV experienced by Afghan women: Analysis of the baseline of a randomised controlled trial. PLoS one, 13(10), e0201974.  

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Many Afghan children experience violence both at home, at the hands of parents, and at school, both from their peers and from teachers inflicting corporal punishment. This report examines the effectiveness of HTAC’s school-based Peace Education scheme, as implemented across 20 schools in the Jawzjan province. HTAC also implemented community-based activities aimed at preventing violence, through the training of community leaders and parents in conflict resolution and women’s rights, reinforced with positive radio messaging. The report presents the final of Help the Afghan Children’s (HTAC’s) school-based peace education and community-based social norms change intervention and is intended to raise awareness among governmental and non-governmental organisations, donors and policy makers about what works to prevent violence against children.

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In Afghanistan, more than 50% of married women report experiencing emotional, physical and/or sexual violence from an intimate partner. Violence against women is associated with intergenerational effects such that the experience and perpetration of intimate partner violence is linked to individual childhood abuse. Furthermore, evidence suggests that children’s exposure to various forms of violence, such as family violence in the home and corporal punishment at school, are strongly linked to children’s perpetration of violence against their peers, suggesting that children learn and reproduce violent norms and practices from adults. In order to prevent violence against children and lay the foundations for a more peaceful society, Help the Children Afghanistan (HTAC) implemented a school-based peace education and community social norms change intervention reaching 2000 boys and 1500 girls.

This evidence brief presents the findings from an evaluation of the programme. The evaluation demonstrated that conducting peace education with children in schools, coupled with activities aimed at changing community social norms, can lead to a reduction in various forms of violence, including children’s peer violence, corporal punishment of children both at school and at home, and domestic violence against women at the household level.

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Corboz, J., Hemat, O., Siddiq, W., & Jewkes, R. (2018). Children's peer violence perpetration and victimization: Prevalence and associated factors among school children in Afghanistan. PLoS one, 13(2), e0192768.

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Baseline Evaluation of a Peace Education and Prevention of Violence Program in Jawzjan province, Afghanistan

This report presents the findings of a baseline study conducted to evaluate a peace education and prevention of violence intervention implemented by Help the Afghan Children (HTAC) in Jawzjan province, Afghanistan. This intervention is being implemented and evaluated as part of the What Works to Prevent Violence Against Women and Girls? Global Programme, funded by UK aid.

HTAC’s intervention aims to prevent violence perpetrated against children and between children by implementing peace education programming in schools and communities based on a comprehensive peace education curriculum and complemented by interventions aimed to reduce teacher use of corporal punishment, and work with families and communities to promote more equitable gender norms and reduce the use of violence against women and children.

The baseline study involved surveying 770 students (350 boys and 420 girls) in grades seven and eight, and 400 teachers (85 male teachers and 315 female teachers), in 11 schools in Jawzjan province where HTAC is implementing its peace education curriculum.

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Gibbs, A., Corboz, J., Shafiq, M., Marofi, F., Mecagni, A., Mann, C., ... & Jewkes, R. (2018). An individually randomized controlled trial to determine the effectiveness of the Women for Women International Programme in reducing intimate partner violence and strengthening livelihoods amongst women in Afghanistan: trial design, methods and baseline findings. BMC Public Health, 18(1), 164.

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Gibbs, A., Jewkes, R., Karim, F., Marofi, F., & Corboz, J. (2018). Understanding how Afghan women utilise a gender transformative and economic empowerment intervention: A qualitative study. Global Public Health, 1-11.

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