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.
Right to Play is a global organisation that uses transformative power of sport and play to educate and empower youth. This report indicated the importance of their work in Pakistan (143rd of 144 in the Gender Inequality Index) and outlines how a program of sports and play in Hyderabad is helping to prevent VAWG. Featuring a look at the activities, outreach and scope of the program, and its expected outcomes.
Is Right to Play effective in reducing peer victimisation in Pakistan and also in improving attitudes towards gender roles, and improving youth mental health and school performance? This informative brief includes methodology, findings regarding the relationship between disability and violence, and also the intersection of corporal punishment by teachers and peer violence, and makes policy recommendations.
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.
Violence against women (VAW) and violence against children (VAC) are violations of human rights and global public health priorities. Historically, work to address VAW and VAC have often occurred separately or in silos. This evidence note, however, draws attention to the growing body of evidence on the intersections of VAW and VAC, including risk factors, common social norms, co-occurrence, and the intergenerational cycle of abuse. It presents promising programmatic approaches to prevent and respond to both forms of violence; and policy recommendations, which include prioritising prevention efforts with adolescent girls that challenge gender norms and build girls’ agency.
Karmaliani, R., McFarlane, J., Somani, R., Khuwaja, H.M.A., Bhamani, S. S., Ali, T.S., Gulzar, S., Somani, Y., Chirwa, E.D. & Jewkes, R. (2017). Peer violence perpetration and victimizaion: Prevalence, associated factiors and pathways among 1752 sixth grade boys and girls in schools in Pakistan. PloS one, 12(8), e0180833