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Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia

Received: 7 January 2022     Accepted: 27 January 2022     Published: 16 February 2022
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Abstract

The purpose of the study was to explore the types, causes, and actors of violent acts and its impact against girl’s educational achievement at secondary schools, in Ethiopia. To carry out this study, a descriptive survey method was employed. The data was collected using questionnaire, interview, observation checklist and document analysis. Descriptive and inferential statistical analysis and interpretation was employed in order to come up with result. The finding of the study revealed that physical, psychological and sexual violent acts against girls in secondary schools are alarmingly continued. The types of physical violence practiced were beating with sticks, kneeling down, and sportive punishment. Whereas, threatening, mockery, spreading rumors, verbal assaulting and name calling are types of experienced psychological violence. Moreover; intimidation, sexual harassment and seduction are experienced types of sexual violence. Furthermore, Mal-examination practice, need for good grade, failing to observe anti violent regulations by school leaders, overcrowded classroom, lack of separate latrine for girls, teachers punitive attitudes, lack of counseling on sexual education, dressing in a peculiar manner are the cause for violence. Perpetrators of violent acts on their way to and from school are taxi or Bajaj drivers, out of school boys, male peers and teachers. Besides to this, the impact of violence on girl’s educational achievement are low self-esteem, low academic performance, school dropout and retention. To mitigate the existing problems, empowering girls club, developing anti-violent rules and regulations, awareness creation training should be arranged for concerned stakeholders. Appropriate and educative punishment should be taken upon perpetrators of violence by judicial authorities and school administrators to protect girls from violence and to ensure the rule of law. And also income generating activities should be established by NGOs and governments for girls from poor families.

Published in International Journal of Secondary Education (Volume 10, Issue 1)
DOI 10.11648/j.ijsedu.20221001.15
Page(s) 35-46
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Violence Acts, Girl Students, Secondary Schools, Students Achievement, Perpetrators

References
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[3] Bagarukayo et al (993). Increase sexual abstinence among in school adolescents as a result of school health education in soroti district, Uganda, https//scholar.Google.com/school
[4] Botswana Gazette, 2000. Sexual abuse of school children wide spread in Botswana. November 15. Retried April 2003 from http://www.Afrol.com/Nedus boots girls abused html
[5] Crawford, M. and Unger, R. 2000. Women and gender; a feminist psychology (3rd ed.) MC Graw hill: Boston.
[6] Dereje Terefe and Dersse Megistu, 1997. “Violence in Ethiopian schools: Some schools in Addis Ababa.” Ohsako. T. (ed.). Violence at school girls: Global issues and interventions. Paris: International Bureau of Education, UNESCO.
[7] Ermias Mulugeta, 1996. Prevalence, attitude, and factors related to sexual violence among high school students (Master Thesis, A. A. U) Ethiopian Journal of Health Development, 2003. V. 17.
[8] Fisher, B. S. 2000. The sexual victimization of college women. Washington, D. C.: National Institute of justice.
[9] Hallam, S., 1994. “Crimes without punishment: sexual harassment and violence against female students in schools and universities in Africa.” Discussion papers No. 4 London Africa rights.
[10] Heise, Lori, L, with sacquerine pitangul and admenne germain, 1994. Violence against women the hidden health burden. Washington, DC: World Bank. Http://www.WedsWorldBank.Org/external/default.
[11] Hendrie, C. 2003. “States Target sexual abuse by educators.” Education week April 30: 1.
[12] Human rights Watch, 2001. Scared at School: Sexual violence in South African Schools. New York: Human rights Watch.
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[17] Panos, 2003. Beyond victims and violence: Addressing sexual violence in the Education sector. Panos Report No 47, London: Panos.
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[19] Parkash (2005). Fundamentals of survey research methodology. https.//www.mitre.org
[20] Rossetti, S,. 2001. Children in schools: A Safe place? Botswana: UNESCO.
[21] Save the children Denmark Ethiopia, 2007. Terms of reference for a study on Violence on girls in schools. Addis Ababa.
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  • APA Style

    Addisu Shanko Wamako. (2022). Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia. International Journal of Secondary Education, 10(1), 35-46. https://doi.org/10.11648/j.ijsedu.20221001.15

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    ACS Style

    Addisu Shanko Wamako. Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia. Int. J. Second. Educ. 2022, 10(1), 35-46. doi: 10.11648/j.ijsedu.20221001.15

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    AMA Style

    Addisu Shanko Wamako. Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia. Int J Second Educ. 2022;10(1):35-46. doi: 10.11648/j.ijsedu.20221001.15

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  • @article{10.11648/j.ijsedu.20221001.15,
      author = {Addisu Shanko Wamako},
      title = {Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia},
      journal = {International Journal of Secondary Education},
      volume = {10},
      number = {1},
      pages = {35-46},
      doi = {10.11648/j.ijsedu.20221001.15},
      url = {https://doi.org/10.11648/j.ijsedu.20221001.15},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221001.15},
      abstract = {The purpose of the study was to explore the types, causes, and actors of violent acts and its impact against girl’s educational achievement at secondary schools, in Ethiopia. To carry out this study, a descriptive survey method was employed. The data was collected using questionnaire, interview, observation checklist and document analysis. Descriptive and inferential statistical analysis and interpretation was employed in order to come up with result. The finding of the study revealed that physical, psychological and sexual violent acts against girls in secondary schools are alarmingly continued. The types of physical violence practiced were beating with sticks, kneeling down, and sportive punishment. Whereas, threatening, mockery, spreading rumors, verbal assaulting and name calling are types of experienced psychological violence. Moreover; intimidation, sexual harassment and seduction are experienced types of sexual violence. Furthermore, Mal-examination practice, need for good grade, failing to observe anti violent regulations by school leaders, overcrowded classroom, lack of separate latrine for girls, teachers punitive attitudes, lack of counseling on sexual education, dressing in a peculiar manner are the cause for violence. Perpetrators of violent acts on their way to and from school are taxi or Bajaj drivers, out of school boys, male peers and teachers. Besides to this, the impact of violence on girl’s educational achievement are low self-esteem, low academic performance, school dropout and retention. To mitigate the existing problems, empowering girls club, developing anti-violent rules and regulations, awareness creation training should be arranged for concerned stakeholders. Appropriate and educative punishment should be taken upon perpetrators of violence by judicial authorities and school administrators to protect girls from violence and to ensure the rule of law. And also income generating activities should be established by NGOs and governments for girls from poor families.},
     year = {2022}
    }
    

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    T1  - Impact of Violence Against Girls on Their Educational Achievement: The Case of Government Secondary Schools in Harari Regional State, Ethiopia
    AU  - Addisu Shanko Wamako
    Y1  - 2022/02/16
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    AB  - The purpose of the study was to explore the types, causes, and actors of violent acts and its impact against girl’s educational achievement at secondary schools, in Ethiopia. To carry out this study, a descriptive survey method was employed. The data was collected using questionnaire, interview, observation checklist and document analysis. Descriptive and inferential statistical analysis and interpretation was employed in order to come up with result. The finding of the study revealed that physical, psychological and sexual violent acts against girls in secondary schools are alarmingly continued. The types of physical violence practiced were beating with sticks, kneeling down, and sportive punishment. Whereas, threatening, mockery, spreading rumors, verbal assaulting and name calling are types of experienced psychological violence. Moreover; intimidation, sexual harassment and seduction are experienced types of sexual violence. Furthermore, Mal-examination practice, need for good grade, failing to observe anti violent regulations by school leaders, overcrowded classroom, lack of separate latrine for girls, teachers punitive attitudes, lack of counseling on sexual education, dressing in a peculiar manner are the cause for violence. Perpetrators of violent acts on their way to and from school are taxi or Bajaj drivers, out of school boys, male peers and teachers. Besides to this, the impact of violence on girl’s educational achievement are low self-esteem, low academic performance, school dropout and retention. To mitigate the existing problems, empowering girls club, developing anti-violent rules and regulations, awareness creation training should be arranged for concerned stakeholders. Appropriate and educative punishment should be taken upon perpetrators of violence by judicial authorities and school administrators to protect girls from violence and to ensure the rule of law. And also income generating activities should be established by NGOs and governments for girls from poor families.
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Author Information
  • College of Education, Hawassa University, Hawassa, Ethiopia

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