Violence as a barrier to education in three regional countries: the Democratic Republic of Congo (DRC), Mozambique and Namibia
Within the SADC and Sub-Saharan Africa region, very little nationally representative data on the experiences of violence against children as a barrier to education and as an infringement on human rights, exists.

Where studies have been conducted, these have tended to focus on largely quantitative methodologies or very limited qualitative methodologies that do not provide the real scale of the problem, or more importantly, allow for the formulation of a coherent, integrated strategy to deal with violence and so enhancing access to schooling. Recent experience in South Africa has pointed to the importance of an informed, locally-specific and evidence-based approach to formulating interventions to address violence in schools, and so enhancing the access of children to the education system.

Local (national) data such as this can be a pivotal tool for advocacy and lobbying purposes. Advocacy most often depends on qualitative data, which while essential fails to provide an accurate and empirical representation of the status-quo. This study contributes to the body of knowledge and informed arguments that are required to effect meaningful change, as well as drawing out consequences and long-term implications of prevailing circumstances. A coherent and powerful education advocacy lobby exists within the region, and the comprehensive data collection and analysis exercises within this study contribute meaningfully to this process, providing a very useful tool to bolster the movement for quality education for all.

Further, the findings of a study of this kind can, through a planned and comprehensive dissemination process, engage and be used by the full range of civil society, and academic structures that work within the sector, as well as by the public sector. In each of the country studies, qualitative and quantitative research methodologies entail capturing information from learners, out of school youth, parents and caregivers and educators and principals. In-depth interviews with key national and regional stakeholders are also included, and a series of roundtables with stakeholders prior and following the research are also underway.

For more information on this project, please contact the CJCP office