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"Girls Violence against Pakistan."
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Malala Yousafzai
\"In this book, early readers will learn about the life, accomplishments, and contributions of activist Malala Yousafzai\"-- Provided by publisher.
BOOK
What will it cost to prevent violence against women and girls in low- and middle-income countries? Evidence from Ghana, Kenya, Pakistan, Rwanda, South Africa and Zambia
Abstract
Violence against women and girls (VAWG) is a global problem with profound consequences. Although there is a growing body of evidence on the effectiveness of VAWG prevention interventions, economic data are scarce. We carried out a cross-country study to examine the costs of VAWG prevention interventions in low- and middle-income countries. We collected primary cost data on six different pilot VAWG prevention interventions in six countries: Ghana, Kenya, Pakistan, Rwanda, South Africa and Zambia. The interventions varied in their delivery platforms, target populations, settings and theories of change. We adopted a micro-costing methodology. We calculated total costs and a number of unit costs common across interventions (e.g. cost per beneficiary reached). We used the pilot-level cost data to model the expected total costs and unit costs of five interventions scaled up to the national level. Total costs of the pilots varied between ∼US $208 000 in a small group intervention in South Africa to US $2 788 000 in a couples and community-based intervention in Rwanda. Staff costs were the largest cost input across all interventions; consequently, total costs were sensitive to staff time use and salaries. The cost per beneficiary reached in the pilots ranged from ∼US $4 in a community-based intervention in Ghana to US $1324 for one-to-one counselling in Zambia. When scaled up to the national level, total costs ranged from US $32 million in Ghana to US $168 million in Pakistan. Cost per beneficiary reached at scale decreased for all interventions compared to the pilots, except for school-based interventions due to differences in student density per school between the pilot and the national average. The costs of delivering VAWG prevention vary greatly due to differences in the geographical reach, number of intervention components and the complexity of adapting the intervention to the country. Cost-effectiveness analyses are necessary to determine the value for money of interventions.
Journal Article
Malala Yousafzai : fighting for an education
Through narrative nonfiction, tells the story of Malala Yousafzai, a young woman from Pakistan who stood up to the Taliban and risked her life to advocate for education for girls.
BOOK
Attitude towards gender roles and violence against women and girls (VAWG): baseline findings from an RCT of 1752 youths in Pakistan
Background: Violence against women is driven by gender norms that normalize and justify gender inequality and violence. Gender norms are substantially shaped during adolescence. Programs offered through schools offer an opportunity to influence gender attitudes toward gender equity if we understand these to be partly shaped by peers and the school environment.
Objective: We present an analysis of the baseline research conducted for a randomized controlled trial with 1752 grade 6 boys and girls and their attitudes toward gender roles, VAWG, and associated factors.
Methods: We used baseline data from a cluster randomised control study. Interviews were conducted in 40 public schools in Hyderabad, with 25-65 children per school. Questions were asked about attitudes toward gender roles, peer-to-peer perpetration, and victimization experiences, and family life, including father- or in-law-to- mother violence and food security. Multiple regression models were built of factors associated with gender attitudes for boys and girls.
Results: Our result have shown youth attitudes endorsing patriarchal gender beliefs were higher for boys, compared to girls. The multiple regression model showed that for boys, patriarchal gender attitudes were positively associated with hunger, depression, being promised already in marriage, and being a victim and/or perpetrator of peer violence. For girls gender attitudes were associated with hunger, experiencing corporal punishment at home, and being a perpetrator (for some, and victim) of peer violence.
Conclusion: Youth patriarchal attitudes are closely related to their experience of violence at school and for girl's physical punishment, at home and for boys being promised in early marriage. We suggest that these variables are indicators of gender norms among peers and in the family. The significance of peer norms is that it provides the possibility that school-based interventions which work with school peers have the potential to positively impact youth patriarchal gender attitudes and foster attitudes of gender equality and respect, and potentially to decrease youth victimization and perpetration.
Journal Article
Who is Malala Yousafzai?
Malala Yousafzai was a girl who loved to learn but was told that girls would no longer be allowed to go to school. She wrote a blog that called attention to what was happening in her beautiful corner of Pakistan and realized that words can bring about change. She has continued to speak out for the right of all children to have an education. In 2014 she won the Nobel Peace Prize.
BOOK
Peer victimization and experiences of violence at school and at home among school age children with disabilities in Pakistan and Afghanistan
Background: Children with disabilities are more likely to experience violence or injury at school and at home, but there is little evidence from Central Asia.
Objective: To describe the prevalence of disability and associations with peer violence perpetration and victimization, depression, corporal punishment, school performance and school attendance, among middle school children in Pakistan and Afghanistan.
Method: This is a secondary analysis of data gathered in the course of evaluations of interventions to prevent peer violence conducted in Pakistan and Afghanistan as part of the 'What Works to Prevent Violence against Women and Girls Global Programme'. In Pakistan, the research was conducted in 40 schools, and disability was assessed at midline in 1516 interviews with Grade 7s. In Afghanistan, the data were from the baseline study conducted in 11 schools with 770 children. Generalized Linear Mixed Modeling was used to assess associations with disability.
Results: In Afghanistan, the prevalence of disability was much higher for girls (22.1%) than boys (12.9%), while in Pakistan 6.0% of boys and girls reported a disability. Peer violence victimization was strongly associated with disability in Afghanistan and marginally associated in Pakistan. In Pakistan, perpetration of peer violence was associated with disability. In both countries, disability was significantly associated with higher depression scores. Food insecurity was strongly associated with disability in Afghanistan.
Conclusion: Disability is highly prevalent in Afghanistan and Pakistan schools and this is associated with a greater risk of experiencing and perpetrating peer violence. It is important to ensure that all children can benefit from school-based prevention interventions.
Journal Article
Malala Yousafzai
\"Tells the story of Malala Yousafzai, who has campaigned for education for all children across the world despite being shot by the Taliban for her belief that everyone, including girls, has the right to education\"--Provided by publisher.
BOOK
PAKISTAN IS A DANGEROUS AND INSECURE PLACE FOR WOMEN
This article discusses the mistreatment of women in Pakistan, including practices like the \"marriage\" of a young girl to the Quran, requiring her to spend her life at home reciting the Quran or be killed. The authors argue that the oppression of women in Pakistan does not have its roots in the Quran, but in pre-Islamic tribal customs, especially popular in rural areas. Many of today's Islamists and hardliners justify their treatment of women by claiming they are taught by the Quran. To the contrary, this article explains that many policies and laws on marriage and women's education are methods of control to protect power and property. Those who label these policies as promoted by the Quran are ascribing a false legitimacy, because they are not promoted by the Quran. In addition to describing many women's rights violations, the article promotes a few of a modern Islamic society that both retains fidelity to the Quran and provides equal rights to women.
Journal Article
Malala Yousafzai
\"At the age of 11, Malala Yousafzai began writing a blog in support of education for girls in Pakistan. As the blog gained popularity and Yousafzai became famous, she faced opposition from religious extremists who were against womens right to education. Readers will discover how Yousafzai stood her ground against terrorist activists, even after being shot for her beliefs. They will also learn how Yousafzai achieved international recognition and how she continues to support the rights of women in her home country.\"--Provided by publisher.
BOOK
Malala Yousafzai : shot by the Taliban, still fighting for equal education
Sixteen year old Malala Yousafzai is an international advocate for the right for education for all, especially girls. At age 15, the Pakistani youth survived being shot by the Taliban on her way home from school.
BOOK