Reducing gender-based violence at the great Zimbabwe University

Abstract

Globally, institutions of higher learning are exposed to gender-based violence (GBV) and are feeling the impacts of its consequences, even though they are less willing to acknowledge its existence. Gender forms a fundamental component of both personal and collective distinctiveness, and disturbingly, GBV maintains a relentless presence in education. GBV is a global scourge, more specifically for educational institutions, habitually assumed to be peaceful ‘ivory towers’ and invulnerable to actions of violence. Across the globe, GBV cases continue to turn up at startling rates, and Zimbabwe is not exempted. The study sought to examine the nature, causes, extent and effects of GBV and devise, and implement an intervention plan (an action research component) at an institution of higher learning. This was achieved through focus group discussions with 10 male and 10 female undergraduate students and interviews with 5 male and 5 female undergraduate students. GBV was found to be prevalent and mainly existing as sexual harassment (transactional relationship between lecturers and female students, student to student intimate partner violence), cases of physical, emotional and spiritual abuse were also indicated to exist at the institution. Though GBV is prevalent, few cases are reported, which may be the reason for failure by authorities to acknowledge its existence. The study adopted the Participatory Action research method in trying to reduce GBV. After exploring and expounding the GBV phenomenon, an action team with five male students was formed to answer the second part of the study. The team agreed it was best to conduct an educational training workshop with first year male students to impart positive attitudes and constructive masculinities that encourage gender equality and discourage violence perpetration. A one-day gender transformative workshop was, therefore, conducted with 15 first year male students. This helped them unlearn toxic attitudes and some myths associated with GBV. There is need for HTEIs to put in place efficient, accessible and trusted 24 hr crisis response system to encourage reporting of cases and prompt case solving. Universities should also develop GBV sensitive budgeting and advisory boards with the aid of government to secure sufficient and adequate information and funding for preventative programmes