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Analysis of experience & outcomes of Connect w/Respect violence prevention program : 5 country study

Updated: Jul 10, 2023




This report is prepared by experts from the Melbourne Graduate School of Education at the University of Melbourne in consultation with UNESCO and UN Women. It presents an overview of the findings from the analysis of data collected as part of the piloting of the Connect with Respect (CWR) programme in countries in eastern and southern Africa and the Asia Pacific region, including Zambia, Tanzania, Eswatini, Thailand, and Timor-Leste. The overall aims of the pilot were to determine the extent to which the programme was delivered across schools, the factors that constrained or enabled provision of the programme, the professional readiness among teachers who delivered the programme, the impacts of the programme on peer relationships as well as teacher-learner relationships, students’ experiences of safety, fair treatment and violence, their knowledge and skills in seeking help, as well as teacher and student perceptions about the usefulness of the CWR programme. In addition, this report provides recommendations and implications for future programme implementation.

Connect with Respect is a curriculum tool to assist teachers. It draws on research on violence prevention, gender norms, and the programmatic experience of school-based interventions. The programme toolkit includes a learning tool for teachers to build their own knowledge and awareness on related topics, as well as a series of learning activities teachers can use to increase knowledge, positive attitudes and skills among students. Designed for lower secondary school learners, activities can be integrated within a range of subjects, including literacy, social studies, civics/citizenship education, health, life skills and sexuality education.



UNESCO Analysis of experience and outcomes of Connect with Respect violence prevention pro
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Author : Melbourne Graduate School of Education at the University of Melbourne, UNESCO and UN Women Publication date : 05/06/2022

Theme : General

Document type : PDF files

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