Khuwaja, H. M. A., Karmaliani, R., McFarlane, J., Somani, R., Gulzar, S., Ali, T. S., ... & Jewkes, R. (2018). The intersection of school corporal punishment and associated factors: Baseline results from a randomized controlled trial in Pakistan. PLoS one, 13(10), e0206032.
This section of the Manual contains 100 games. These games promote learning and growth for every child who participates. The games have been revised and tested in order to ensure that each game is easy to follow and contributes to the holistic development of the child.
Right to Play Pakistan designed and implemented a school-based programme that used sport and play to reduce peer violence and corporal punishment, improve mental health, and change social norms in support of gender equality and non-violence. The programme reached 8,000 children in 40 public schools, with an equal number of boys and girls benefitting. It was rigorously evaluated by Aga Khan University.
This Evidence Brief presents the findings from the end-line evaluation. These show significant reductions in both boys’ and girls’ perpetration and victimisation of peer violence, experience of corporal punishment both at home and in school, and witnessing of acts of domestic violence. Levels of depression and patriarchal gender attitudes have also improved. The positive results demonstrate the potential of investing in sports and play based learning in schools and communities to prevent violence.
12-year-old Mahnoor – clad in a simple blue and white uniform with the usual head-scarf -skipped home happily after a regular day at school in Hyderabad, Pakistan. With mundane thoughts of school and homework on her mind, she did not focus on the shadow closing in behind her. It was only when a rough hand grabbed her from behind the neck dragging her towards a deserted, dead-ended alley, does Mahnoor realize that she is being assaulted. Realizing the stranger’s ill-intent, Mahnoor snapped out of her reverie, and fought back. Kicking, biting, screaming – she continued her struggle eventually managing to break free from her assailant, and sprint home.
Faiza, Manzil , Nazreen, Saima, Anmol Rani and Nimra from class 7th of girl’s government school in, Hyderabad are best friends. The six girls are Junior Leaders of their school-based programme, Right To Play. This programme and their friendship is built on the opportunities for interaction that emerged through the Right To Play activities in their school.
A bright prospect for district Hyderabad’s under 17 girls cricket team, 14-year-old Hira, who goes to a girls’ secondary school in Pakistan, is an exceptional player despite her extremely poor background, and lacking basic resources.
Hira’s parents are illiterate; her father works as a mechanic in a workshop and so spending even the minimum on education was a luxury.
The What Works to Prevent Violence Against Women and Girls Global Programme has carried out research to better understand how to prevent violence against women and girls living with disabilities, who are at an increased risk of violence, abuse, neglect, maltreatment and exploitation. Women and girls with disabilities also face additional pressures because they are regarded as unable to meet the social roles and expectations on women and girls to attract men, marry, bear children, or care for families. This can result in further social exclusion, which may contribute to development of depression or other mental illness, in addition to increasing their physical and economic vulnerabilities. While the evidence base is limited, this evidence brief identifies promising strategies to prevent violence against women girls with disabilities.