Abstract
Abstract
This paper presents the evidence base on an innovative teacher professional development (TPD) project tackling school-related gender-based violence (SRGBV) in primary and lower secondary schools in Cambodia. The core activities of the TPD project are discussed, focusing on teachers’ changes in attitudes and beliefs towards emotional abuse and physical violence against boys and girls and gender equity. Further, we conducted a baseline and post-intervention study in two provinces in Cambodia between 2018 and 2020. This indicates that teachers from primary schools seem to benefit the most of the TPD in terms of performing less SRGBV. In secondary schools, the effects on performing emotional abuse or physical violence are not significant.
Authors
Authors
- Sofie Cabus, Research Institute for Work and Society (HIVA), University of Leuven, Leuven, Belgium
- Serey Sok, Research Office, Royal University of Phnom Penh, Phnom Penh, Cambodia
- Lotte Van Praet, VVOB - education for development, Phnom Penh, Cambodia
- Sarym Heang, VVOB - education for development, Phnom Penh, Cambodia