Violence against women in Melanesia and East Timor - Office of ...
Violence against women in Melanesia and East Timor - Office of ...
Violence against women in Melanesia and East Timor - Office of ...
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122 v i o l e n c e a g a i n s t w o m e n i n m e l a n e s i a a n d e a s t t i m o r<br />
Invest <strong>in</strong> capacity development for organisations provid<strong>in</strong>g critical support services.<br />
Numerous organisations <strong>and</strong> <strong>in</strong>dividuals are provid<strong>in</strong>g ‘counsell<strong>in</strong>g’ or other support<br />
services <strong>in</strong> cases <strong>of</strong> violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong> <strong>in</strong> ways that can exacerbate the problem<br />
<strong>and</strong> <strong>in</strong>crease <strong>women</strong>’s exposure to violence. Competency-based tra<strong>in</strong><strong>in</strong>g is urgently<br />
required to develop specific skills to address cases <strong>of</strong> violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong> <strong>and</strong><br />
children. A st<strong>and</strong>ardised <strong>and</strong> accredited program <strong>of</strong> tra<strong>in</strong><strong>in</strong>g could target pr<strong>of</strong>essional<br />
<strong>and</strong> lay counsellors; health workers, <strong>in</strong>clud<strong>in</strong>g staff at Stop <strong>Violence</strong> Centres; clergy<br />
<strong>and</strong> pastoral workers; VCT counsellors; social workers; community development<br />
workers; welfare <strong>of</strong>ficers (government <strong>and</strong> private sector); youth workers; school<br />
guidance <strong>of</strong>ficers; <strong>and</strong> peace mediators.<br />
Assess the effectiveness <strong>of</strong> justice-sector actors <strong>and</strong> <strong>in</strong>itiatives, such as village courts,<br />
community justice tra<strong>in</strong><strong>in</strong>g, peace mediation tra<strong>in</strong><strong>in</strong>g (through Peace Foundation<br />
<strong>Melanesia</strong>), community polic<strong>in</strong>g, <strong>and</strong> the restorative justice approach generally, <strong>in</strong><br />
address<strong>in</strong>g <strong>women</strong>’s needs, improv<strong>in</strong>g gender parity, address<strong>in</strong>g potential backlash<br />
<strong>and</strong> promot<strong>in</strong>g human rights. This requires the application <strong>of</strong> a gender lens to the<br />
key concepts <strong>and</strong> underly<strong>in</strong>g values <strong>and</strong> field research to underst<strong>and</strong> the processes<br />
affect<strong>in</strong>g, <strong>and</strong> potentially distort<strong>in</strong>g, implementation, as well as the development <strong>of</strong><br />
clear monitor<strong>in</strong>g criteria <strong>and</strong> procedures.<br />
Create a focus on prevent<strong>in</strong>g violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong> <strong>and</strong> girls through support<br />
to the education sector. Exist<strong>in</strong>g procedures to prevent <strong>and</strong> respond to sexual<br />
harassment <strong>of</strong> students <strong>and</strong> staff, to tra<strong>in</strong> guidance counsellors, <strong>and</strong> to conduct<br />
safety audits <strong>of</strong> facilities cont<strong>in</strong>ue to be poorly implemented. The capacity <strong>of</strong> the<br />
District Women’s Education Facilitators system to address violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong><br />
requires strengthen<strong>in</strong>g. This would enable more effective advocacy <strong>in</strong> schools <strong>and</strong><br />
communities.<br />
The most glar<strong>in</strong>g gap at present, however, is the dearth <strong>of</strong> core curriculum materials<br />
explicitly promot<strong>in</strong>g the right <strong>of</strong> <strong>women</strong> <strong>and</strong> girls to be free <strong>of</strong> gender violence, <strong>and</strong><br />
teacher tra<strong>in</strong><strong>in</strong>g to facilitate both the appropriate use <strong>of</strong> materials <strong>and</strong> the ability <strong>of</strong><br />
teachers to identify <strong>and</strong> provide support to students experienc<strong>in</strong>g or at risk <strong>of</strong> violence,<br />
whether at school or <strong>in</strong> the home. This will become <strong>in</strong>creas<strong>in</strong>gly necessary as more<br />
students lose one or both parents to AIDS-related illnesses.<br />
Support political empowerment <strong>of</strong> <strong>women</strong> at the national, prov<strong>in</strong>cial <strong>and</strong> community<br />
levels, draw<strong>in</strong>g on the positive experience <strong>in</strong> <strong>East</strong> <strong>Timor</strong>.<br />
Support economic empowerment <strong>of</strong> <strong>women</strong> through equality <strong>in</strong> l<strong>and</strong> rights, property<br />
<strong>and</strong> <strong>in</strong>heritance rights, <strong>and</strong> <strong>in</strong>come-generat<strong>in</strong>g opportunities, while <strong>in</strong>corporat<strong>in</strong>g<br />
education around violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong> <strong>and</strong> gender relations <strong>in</strong> all relevant<br />
empowerment <strong>in</strong>terventions to m<strong>in</strong>imise short-term spikes <strong>in</strong> violence <strong>aga<strong>in</strong>st</strong> <strong>women</strong>.