LICUNGO UNIVERSITY

FACULTY OF ARTS AND HUMANITIES

ENGLISH LANGUAGE TEACHING COURSE

CHAPEPA JOAO LUIS

SEXUAL HARRASMENT IN SCHOOLS

Beira

2021
 CHAPEPA JOAO LUIS

SEXUAL HARRASMENT IN SCHOOLS

Research Project plan Submitted to the

licentiate in English Language Teaching
Course of Faculty of Arts and Humanities, as
a requirement for assessment in MEIC
discipline

Lecturer: dr. Félix Marecha

Beira

2021
Índice

1. chapter i...............................................................................................................................5

1.1. introduction..................................................................................................................5

1.2. theme framework......................................................................................................5

1.3. theme delimitation....................................................................................................5

1.4. justification...............................................................................................................5

1.5. problematization...............................................................................................................6

objectives................................................................................................................................6

1.6.1. general objectives......................................................................................................6

1.6.2. specific objectives.....................................................................................................6

1.6.3. hypothesis......................................................................................................................7

2. chapter ii..............................................................................................................................7

2.1. sexual harassment.........................................................................................................7

2.2. types of harassment......................................................................................................7

2.2.4. harassment and sexual abuse in the community...........................................................8

2.2.5. harassment and sexual abuse in the school environment..............................................9

2.3. abuse and sexual harassment in the school context in mozambique..............................10

2.4. causes of sexual abuse and harassment in the school context........................................12

2.5. consequences of sexual abuse and harassment in the school context............................13

2.6. consequences of sexual abuse and harassment in the school context............................13

2.7. legal and regulatory framework for referring cases of sexual harassment and abuse in
the school context..................................................................................................................15

3. chapter iii...........................................................................................................................16

3.1. research methodology....................................................................................................16

4. chapter iv...........................................................................................................................17

4.1. Conclusion..................................................................................................................17

4.2. Recommendations..........................................................................................................18

4.3. Prevention to have a healthy school environment.........................................................19

Bibliographic References......................................................................................................20
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1. CHAPTER I

1.1. Introduction
This project was created in a perspective that consists of evaluating and identifying aspects
related to the theme: The Causes of sexual harassment at Escola Secundaria Mateus Sansão
Mutenmba and also talk about the impact it has in the school context and in the community.

The first phase focuses on concepts of sexual harassment in the school environment and in
the educational area, evaluating the relationship between Teachers and Students in the
School context. It has been observed that sexual harassment can occur in several ways
Forms: of verbal and physical forms of abuse; and Abuse and harassment involving sexual
intercourse, Abuse and harassment not involving sexual intercourse.

I will also speak, Objectives; Types of Harassment; Community Sexual Harassment and
Harassment: Sexual Harassment and Sexual Harassment in the School Environment: Types
of sexual abuse and harassment in the school context: Causes of sexual abuse and
harassment in the school context: Consequences of sexual abuse and harassment in the
school context: Teacher statute; National dynamics of the response to sexual abuse and
harassment in Mozambique.

1.2. Theme Framework

This theme fits into a line of research related to the chairs and the course in Education
Sciences, with regard to talking about sexual harassment and abuse, in the community and
in the school environment, and especially at the Mateus Sansão Mutemba Secondary
School and knowledge of current research in the Education Sciences course.

1.3. Theme Delimitation

The study focuses on having up-to-date information on the phenomenon of sexual and
moral harassment at school, in particular at the Mateus Sanção Mutemba Secondary
School, to raise awareness of harassment in schools, whether for victims or potential
victims, or for agents who work in the Educational area

1.4. Justification
Since sexual harassment has influenced people, in this case they stop behaving normally,
either at work or in their daily life. Harassment can cause stress as it traumatic loss of self-
 6

esteem, anxiety, depression, heritability, memory disturbance, sleep disturbance and

digestive problem, and may even lead to suicide.

It has devastating consequences in schools, and in recent years harassment has taken shape
in schools across the country, and especially where cases of involvement between teachers
and students are multiplied. This is mostly a phenomenon, teachers aged 30 years and
students aged 13-17, on the other hand, the numbers show that in this practice the age of the
victim can reach up to 23.

1.5. Problematization
The Mozambican government and partner are concerned about several cases of sexual
harassment against girls in schools in the country. More than 1500 (one thousand and five
hundred) girls will have been victims this year in many Mozambican schools.

My focus with this research is to talk about sexual harassment between teachers and
students at Escola Secundaria Mateus Sansão Mutemba. With this research I want to know
the following:

What are the causes of sexual harassment between students and teachers at Escola
Secundaria Mateus Sansão Mutemba?

Objectives
1.6.1. General Objectives
 Discover the causes of sexual harassment between students and teachers at Escola
Secundaria Mateus Sansão Mutemba.

1.6.2. Specific Objectives

 Reduce the problem of sexual harassment in schools;
 Collect results on study results;
 Relate study habits to the results obtained.
 Diagnose and characterize the phenomenon of sexual and moral harassment in the
workplace in Portugal;
 Raise awareness of the existence of harassment practices in the workplace;
 Identify and analyze situations of sexual harassment and abuse in the school
environment.
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1.6.3. Hypothesis
Dressing improperly is the main cause among students and teachers.

In the case of students, short skirts must be prohibited, so this is one of the reasons or
causes of harassment and sexual violation at Secundaria Mateus Sanção Mutemba school

2. CHAPTER II
2.1. Sexual harassment
Sexual harassment is any unwanted behavior of sexual characters in a verbal, non-verbal or
physical form, with the purpose or effect of disturbing or embarrassing the person, affecting
their dignity, or creating an intimidating, hostile, degrading environment, humiliating or
destabilizing.

Elis emphasizes that sexual harassment can be verified in different ways and in different
degrees of severity. "Any type of discharge of a sexual nature and not previously authorized
(without consent) can be considered harassment"

2.2. Types of Harassment

According to lawyer Elis Marina Bonin Barbieri, there are several types of harassment.

"in its most basic notion, the harasser, usually in a position of power, seeks to humiliate,
denigrate, undermine the victim, attacking his personality, intellect or even physically."
Explain.

The most common and visible forms are Stalking, Bullying, bullying and sexual
harassment.

2.2.1. Stalking

It is the persecution resulting from an obsession that invades the victim's intimacy,
including insistent contact over the phone and over the internet.

2.2.2. Bullying

It happens most often in school settings. Bullying is the practice of violent, intentional and
repeated acts to cause harm to victims.
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"In Bullying there is a systematic intimidation of the individual, usually with physical or
psychological threats perpetuated through acts of public humiliation, with action and
discrimination", emphasizes Elis.

2.2.3. Moral Harassment

Moral harassment is exposure to a humiliating and embarrassing situation, repetitively or

not, which aims to humiliate, coerce and denigrate the individual. Examples: Exhaustive
and excessive workdays, control of trips to the bathroom, application of penalties without
public environments, forcing the worker to resign, removing the work tool necessary for the
worker's activities; between others.

This type of harassment is quite common in the work environment but it can also happen in
other contexts.

What should the victim do?

The victim must seek psychological help, medical care and report the aggressor to the
police, making a complaint. "In certain cases, victims can also make some sort of redress in
a judicial manner, through a lawyer or process", Barbieri.

2.2.4. Harassment and Sexual Abuse in the Community

In the community context, Barros and Tajú (1999) analyze prostitution, sexual abuse and
child labor in the provinces of Maputo, Tete and Nampula. With regard to sexual abuse,
this study reveals that it occurs both in the urban and rural context and is associated with
political, socioeconomic, cultural, educational and magical-religious factors.

The high number of children orphaned as a result of the civil war in the country means that
many of them do not live with their direct parents, which makes them vulnerable to
harassment and sexual abuse. Unemployment, lack of attention from families and/or the
absence of one of the family members also allows the occurrence of situations of
harassment and sexual abuse, especially in single-parent families and in those where one of
the parents is constantly absent.

The belief that sexual intercourse between an adult and a child can prevent certain sexually
transmitted diseases and increase the pleasure that the child is a virgin, as well as the belief
 9

that the realization of a goal or desire such as financial fulfillment is associated with
involvement with someone pure, and in this case a child, are some factors that also lead to
sexual abuse.

The issue of sexual abuse is also brought up by Baleira (2001) who, in addition to the
factors that influence its occurrence in the border town of Ressano Garcia, also addresses
the potential places where it occurs, among which the following stand out: discos,
tents/kiosks , hotels, guesthouses, places of border violation and other places of
entertainment. As a consequence of the sexual abuse of minors, the same study mentions
the contracting of sexually transmitted diseases, including HIV, pregnancy, abortion and
poor impression within the community.

2.2.5. Harassment and sexual abuse in the school environment

With regard to the school environment, sexual abuse and harassment is referred to as a
reality in Mozambican schools. Sexual abuse in schools can be practiced by teachers, staff
and the girl's peers. A study carried out by ActionAid (2005) on sexual abuse in
Mozambican schools, which addresses the forms, manifestations and perceptions of the
student population, concluded that sexual abuse is not seen in the context of violation of
women's human rights, but rather of a breach of expectations. related to the social role
attributed to women in gender relations, where traditional education foresees their
transaction as an object.

Osório (2007) analyzes gender and sexuality among secondary school youth and finds that
sexual harassment is widely known, debated and rumored by young people (of all ages) and
is recognized as an act aimed at establishing an exchange of sexual favors in exchange for
the students' academic achievement. In this study, three positions were identified in the
interviewees' discourse regarding the profile of girls in the context of sexual harassment:
those who are harassed and conform (70%), those who harass (10%) and those who resist
harassment (20%) .

Analyzing sexual abuse from the perspective of corruption, Mosse & Cortez (2006) draw
attention to the fact that one of the major forms of extortion in the education sector in
Mozambique is through sex. Referred to as sexual extortion, this study mentions that
teachers use intimidation and threats to get students to give them sexual favors in exchange
 10

for a passing class. In some cases, the charge for sex happens when a certain student does
not have the money to pay the teacher. If the student refuses to drop out of class, which
makes her choose to change schools.

However, the authors report that there are cases in which students who get involved in
sexual extortion situations with less resistance, seeming to accept the situation more easily.
In these cases, the students openly discuss the forms of payment of favors with the teacher
(prior access to tests or obtaining positive marks on the guidelines) in order to improve
their grades. Regarding the teachers, according to the study data, they justify their
involvement with the students due to their clothes, which, according to them, leave the
private parts of the body visible.

Mosse & Cortez (2006), resort to other studies such as that of Walker (1996) carried out in
Nampula province, which identifies the sexual exploitation of girls and corruption as one of
the main obstacles for girls to stay in school. According to this study, parents preferred to
keep their daughters away from school so that they would not run the risk of losing their
virginity and becoming pregnant. This attitude was a reaction to corruption, as girls are
forced to offer sexual favors to move from class and failing to do so.

Another referenced study was that of Bagnol (1996) carried out in Tete, whose girls from
2nd Grade Elementary Education (EP2) interviewed stated that they had repeated the 6th
grade because they refused to have sex with the teacher, and that the teachers refused girls'
money and demanded sex, contrary to what happens with boys.

Arthur (2003) presents and discusses a series of informative articles published in the main
news outlets on cases of abuse and sexual harassment that occurred in different schools
across the country. The article also makes reference to the opinions of readers,
problematizing the lack of legislation that allows for clear sanctions that penalize teachers
who have sexually abused students.

2.3. Abuse and sexual harassment in the school context in Mozambique

2.3.1. Types of sexual abuse and harassment in the school context

ActionAid (2008) states that sexual abuse in education consists of:

 11

 Sexually molesting or attacking a girl or allowing this act to occur at school or

outside it, carried out by their teachers or other school employees, in exchange for
material benefits, passing grades, registration, among others;
 Encouraging or forcing a girl to be used for the sexual satisfaction of teachers,
school staff, or even community members in a situation of inequality and coercion;
 Involvement of a girl in any sexual act or activity with an adult or other older
person, linked to the educational establishment she attends, prior to age or legally
recognized consent.

Matavele (2005) makes a detailed analysis of the forms and contours in which sexual+
abuse manifests itself and presents three situations, namely: verbal form, physical contact
without sexual intercourse and forced sexual intercourse.

2.3.2. Verbal Forms of Abuse

Verbal forms of abuse include indecent proposals and insinuations and are generally not
recognized by the abused as sexual abuse, and the principle of transition to other forms of
abuse involving physical contact and sexual intercourse can be considered. Matavele (2005)
states that persuasion involving argumentation seems to be the most frequent form. This
persuasion is often motivated by some inferiority complex and low self-esteem in the face
of the abuser's arguments.

Making a comparative analysis by the provinces of Maputo, Gaza, Inhambane, Sofala and
Manica, it is observed that indecent insinuation manifests itself in 61%, 66%, 63%, 65%
and 61% respectively, with the province of Gaza displays the highest percentage.
Regarding indecent proposals, Maputo has an occurrence percentage of 70%, Gaza 76%,
Inhambane 67%, Sofala 71% and Nampula with the highest percentage of 76%36. An
important aspect to consider is the fact that close to 38% of girls do not consider petting
without consensus as a manifestation of abuse, as she may be interpreting the
gesture/attitude as an expression of affection for the abuser, as this is usually hers. known,
not being aware of the real intentions of it.

2.3.3. Abuse and harassment involving sexual intercourse

 12

As for forced sex, 78% of girls acknowledge that it is abuse and 22% do not. Maputo
province has the highest percentage with 81%, Gaza and Nampula with 78% and
Inhambane and Sofala with 77%. The analysis of 117 cases reveals that more than 64%
involve sexual intercourse, and in general no measures are taken against it (84%) and
recurrence is not frequent (87.5%).

2.4. Causes of sexual abuse and harassment in the school context

According to ActionAid (2008), there are several causes of sexual abuse of girls in schools
among which the following stand out:

 The fact that the personality and convictions of girls at this age are still in the
process of developing, meaning that they do not have the capacity to defend
themselves against the situation of abuse;
 Poverty and economic vulnerability;
 Girls living with separated parents, divorced or with other relatives, therefore, in a
situation of vulnerability;
 Degradation of moral values by abusers;
 Cultural beliefs, norms and social institutions that legitimize and perpetuate
violence against women in general;
 Inequalities in gender relations.

Three main scenarios are presented when addressing sexual abuse and harassment in
schools. In the first scenario, the girl has difficulties in her school performance and the
teacher offers her the opportunity to be approved in exchange for sexual relations. In the
second scenario, the girl is blackmailed by the teacher to have sex, and if she refuses, she
will be disapproved (regardless of whether her achievement is positive or negative). The
third scenario involves the teacher assaulting and sexually violating students.

The study carried out by Save the Children in Morrumbala and Mopeia found that
community members' perception of sexual abuse is greatly influenced by the position that
teachers occupy within these communities. This situation can be explained by the fact that
the majority of the population in these districts is poor (living from subsistence agriculture)
and the teacher has a social status associated with the benefits of their profession,
contributing to their being considered good candidates for marriage by both parents and /or
 13

guardians, such as girls42. The lack of distinction between what is considered “lucky” and
sexual abuse can lead to girls being advised to accept the teacher's inappropriate behavior.

2.5. Consequences of sexual abuse and harassment in the school context

The consequences of sexual abuse and harassment of girls are manifold. At the time of
occurrence, the girl may have palpitations and fear of dying. After the act, she may
experience shock, loneliness, insomnia, loss of appetite, aggression and depression. The
body can present damage such as injuries, fractures, various pains, intestinal disorders,
menstrual and muscle problems, high or low blood pressure, unwanted pregnancy, sexually
transmitted diseases, including HIV and AIDS.

From a psychological point of view, the girl can be invaded by feelings of guilt, injustice,
impotence, anger, aggression, loneliness, memory loss, concentration difficulties, loss of
self-esteem, sleeping difficulties, irritability, nervousness

excessive, bad dreams, nightmares, fears. Socially, girls feel humiliated and degraded
before their families and society, there are family tensions, girls temporarily or permanently
interrupt their studies. There is a level of insecurity on the part of parents and guardians to
send their daughters and students to school.

The study by Matavele (2005) states that there are victims who are aware of their
psychological state, 42% feel guilty, depressed, with an inferiority complex. As for the
psychologically affected, they stated that they had problems related to inflammation in
Organs genitals, abdominal pain, Sexually Transmitted Infections (STIs) and unwanted
pregnancy. A percentage of 46% of girls revealed not to have been affected, corroborating
the fact that abuse is not a problem, therefore it does not affect the victim. A total of 12%
reported being physically affected.

2.6. Consequences of sexual abuse and harassment in the school context

The consequences of sexual abuse and harassment of girls are manifold. At the time of
occurrence, the girl may have palpitations and fear of dying. After the act, she may
experience shock, loneliness, insomnia, loss of appetite, aggression and depression. The
body can present damage such as injuries, fractures, various pains, intestinal disorders,
 14

menstrual and muscle problems, high or low blood pressure, unwanted pregnancy, sexually
transmitted diseases, including HIV and AIDS.

From a psychological point of view, the girl can be invaded by feelings of guilt, injustice,
impotence, anger, aggression, loneliness, memory loss, concentration difficulties, loss of
self-esteem, sleeping difficulties, irritability, excessive nervousness, bad dreams,
nightmares, fears. Socially, girls feel humiliated and degraded before their families and
society, there are family tensions, girls temporarily or permanently interrupt their studies.
There is a level of insecurity on the part of parents and guardians to send their daughters
and students to school.

The study by Matavele (2005) states that there are victims who are aware of their
psychological state, 42% feel guilty, depressed, with an inferiority complex. As for the
psychologically affected, they stated that they had problems related to inflammation in
Organs genitals, abdominal pain, Sexually Transmitted Infections (STIs) and unwanted
pregnancy. A percentage of 46% of girls revealed that they were not affected. corroborating
the fact that abuse is not a problem, therefore it does not affect the victim. A total of 12%
reported being physically affected.

2.6.1. Teacher statute

As part of the measures taken by the Education sector with a view to avoiding violations of
the moral and professional ethics of teachers in their relations with students, the Teacher
Statute was approved in 199048. In chapter 3 on duties and rights, article 11 defines the
general duties, and paragraph 13 establishes that teachers must fight for the dignity and
emancipation of women and paragraph 17, that the teacher must not go beyond the nature
of their professional relationship. with students for any purpose. In chapter 4 on
disciplinary responsibility, article 20 in paragraph 3 states that teachers who violate moral
and professional ethics in their relations with students will be dismissed from their duties as
a teacher. Article 21 on expulsion also defines in paragraph 3 that the teacher who, after the
penalty of dismissal, repeats the acts penalized by paragraph of article 20 will be expelled.

2.6.2. Teachers' Code of Professional Conduct

 15

Also within the scope of preventing cases of sexual abuse and harassment in schools, the
National Organization of Teachers (ONP) prepared, with the technical support of the
Center for Public Integrity (CIP), the Code of Conduct for Teachers, a public declaration
establishing the guiding principles and the professional practice of teachers in
Mozambique. The code makes reference to some cases of teachers who are connoted with
deviant practices such as charging bribes and rents, trading in notes and tickets, sexual
harassment of students, many of whom end up having early pregnancies and are also
subject to contracting HIV .

The code in its principle 5 on the Integrity Commitment states that teachers know that the
above mentioned practices undermine the quality of teaching in the country so they should:

 Refrain from using your profession for unlawful and immoral advantages;
 Refrain from charging students, parents and guardians, amounts in cash or in kind
and sexual favors, in exchange for class tickets or admission to the education
system;
 Refrain from manipulating notes with the aim of taking illegal advantage;
 Refrain from sexually harassing students.

2.7. Legal and regulatory framework for referring cases of sexual harassment and
abuse in the school context
At the level of the Education sector, the main legal and regulatory mechanism for the
referral of cases of sexual harassment and abuse is the aforementioned Dispatch
N°39/GM/2003. This Order defines in its 3 paragraphs the procedures that must be taken in
case of sexual abuse and harassment for both the abusers and the abused student.

From a legal point of view, with regard to sexual abuse, the Penal Code provides for crimes
of indecent exposure, rape and rape punishable by law and with increased penalties if the
victim is a minor. Indecent exposure occurs when there is sexual intercourse with an
individual under 16 years of age, who is not a virgin, or another act that attacks the person's
modesty. This criminal act is punishable by a prison sentence of 3 days for 2 years.

Rape of children under 12 is punishable by imprisonment from 2 to 8 years; and sexual

intercourse with children under 12 years old (regardless of their consent) is punishable with
a greater penalty of 8 to 12 years52. Rape occurs when an individual has sex with a virgin
 16

woman over 12 years old and under 18, without her consent or with her consent through
seduction53. In this situation, consent is considered to have been vitiated by seduction, via
the promise of marriage or life in common. The penalty for this crime is 2 to 8 years in
prison.

Another existing legal provision that condemns sexual abuse is the Law on the Protection
of Children approved in 2008, which determines that every child has the right to protection,
health and quality of life that allows for their harmonious development, in conditions of
dignity and respect for physical, mental and moral integrity. Therefore, no child may be
subjected to negligent, discriminatory, violent, abusive treatment, nor subject to any form
of exploitation or oppression, by their parents, relatives, friends, teachers or anyone else.

2.7.1. National dynamics of the response to sexual abuse and harassment in

Mozambique

Some initiatives have been developed in Mozambique by the Mozambican State, civil
society organizations, community-based organizations and organizations of the United
Nations System with a view to combating the sexual abuse and harassment of girls. An
important aspect to highlight is the fact that most of the interventions developed occur
outside the school environment, which will greatly influence the information collected for
this literature review.

The activities carried out by the different actors are essentially aimed at raising awareness
and raising awareness, referring cases through legal assistance, technical support. In the
area of mitigation, the integration of victims of abuse is highlighted through the reception
centers. Regarding the coordination of activities in the area of sexual abuse and harassment
by civil society and the government, the creation of the National Campaign Against the
Sexual Abuse of Girls in Education and the Joint Civil Society and Children's Rights
Program should be highlighted.

3. CHAPTER III

3.1. RESEARCH METHODOLOGY

The study was essentially based on the existing document review on sexual abuse and
harassment in the school environment. However, it is important to point out that although
 17

this bibliographic review has established the school environment as a field of analysis, a
large part of the consulted bibliography and the actions of organizations are focused on the
sexual abuse and harassment that occurs in the community.

The analysis was based on the collection of information from primary sources (books, study
reports, journals of specialized articles, bibliographic reviews, quantitative surveys and
legislation and programmatic strategies) from libraries of educational institutions,
governmental and non-governmental entities that intervene about the phenomenon.

Documentary information was later complemented by semi-structured interviews. These

were addressed to key informants representing institutional actors directly involved in
actions aimed at responding to sexual abuse and harassment, whether in the school
environment or at the community level.

The interviews were conducted using a script that contained aspects relevant to the analysis,
namely, legal/regulatory mechanisms and procedures to prevent and refer cases of sexual
abuse and harassment in schools, initiatives developed by organizations, mechanisms used
at the family and community level to face abuse and sexual harassment, among others.

4. CHAPTER IV
4.1. Conclusion
The bibliographical review reveals that the analysis of the problem of sexual abuse and
harassment in Mozambique cannot only be analyzed in the school environment, as most
interventions take place at the community level. Another fact that contributes to this
situation is the existence of little bibliography that studies this phenomenon in the school
environment.

Harassment and sexual abuse in the school environment are practiced by teachers, other
school staff, and peers. The most common types of sexual harassment and abuse identified
were physical contact involving sexual intercourse and physical contact without sexual
intercourse, which includes, caressing without consent, kissing with the use of force,
indecent insinuations, attempted kissing with the use of force, proposals indecent,
attempted sexual intercourse using force.
 18

There are several causes of sexual abuse and harassment, highlighting the girl's lack of
defense capacity, the girl's difficulties in school achievement, teacher blackmail regardless
of school performance, girls living in a vulnerable situation, among others. Regarding the
consequences of sexual abuse and harassment, we can mention the physical, psychological
and social level.

There are some mechanisms for prevention and referral of cases, namely, Dispatch
N°39/GM/2003, the General Teacher Statute, the ONP Code of Conduct, the Penal Code
and the Law on the Protection of Children. Although these devices define prevention and
referral measures, it appears that their operation has been very weak, thus allowing cases of
sexual abuse and harassment not to be properly punished. On the other hand, there is a lack
of knowledge of these devices, either by the school board, or by the students themselves, in
order to allow the referral of cases that have occurred. The institutionalized culture of
silence in the education sector in general and more specifically in schools is another
important factor for the inoperability of existing mechanisms.

The resolution of cases of sexual abuse and harassment at the community level is based on
negotiation between the abuser and the family of the abused for the payment of a fine or
even marriage. In case of lack of consensus, the competent authorities are involved. The
literature review found that this community response completely ignores the individual
wishes of the abused girl.

In general, it was found that there is a weak documentation of experiences on the part of
implementing organizations and their actions are essentially aimed at advocacy and
lobbying, awareness campaigns, which highlight the national campaign against sexual
abuse of girls in education coordinated by ActionAid and the Joint Civil Society and
Children's Rights Program.

In addition to these actions, others stand out, such as the referral of cases through legal and
psychosocial assistance, awareness-raising activities that materialize through lectures,
debates and cultural activities. Technical support is another initiative that essentially aims
to empower implementing organizations. Also in this area, it is important to mention the
training of members of school councils on gender and mechanisms for reporting and
referring cases of sexual abuse and harassment in the school environment.
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4.2. Recommendations
1. Perpetrators of sexual harassment and abuse in school must be removed from the
education system once their involvement is confirmed as a way of discouraging this
practice and ensuring zero tolerance.

2. Improve the capacity of school councils to develop actions to prevent and refer cases of
sexual abuse. The issue of sexual abuse must be one of the priority points on the agenda of
these councils.

3. Capacity building and strengthening of the Gender Units at all levels on issues of gender,
sexual abuse and harassment so that this body is better prepared to respond to this situation.

4. The Inspectorate must include sexual harassment and abuse in its inspection, monitoring
and action plan at school.

5. Creation of incentive mechanisms for the best teachers (diploma of honor, awards,
etc…). This activity should start with establishing the criteria to be evaluated and teachers
should be involved in identifying them.

4.3. Prevention to have a healthy school environment

1. Creating a favorable environment for discussing gender, sexual abuse and harassment in
schools. These discussions should privilege the involvement of boys for an open discussion
about gender relations and factors that influence girls to be more vulnerable to sexual abuse
and harassment.

2. Inform girls about their rights and what constitutes sexual abuse, how best to avoid
putting themselves at risk, and the options available if they or a friend or relative is the
victim of abuse. This action can be done via lectures or using peer education strategies.

3. There is an urgent need to allocate funds for the printing and dissemination of the
teacher's code of conduct and other applicable legislation and to ensure its distribution in all
schools.

4. Carry out ongoing sensitization activities with communities to encourage collective

condemnation of all forms of sexual abuse to end the stigma and social rejection that inhibit
people from reporting these cases. This awareness should prioritize individuals in the
 20

community who occupy positions of symbolic, political, moral and religious power and
who have the possibility of influencing the perception and behavior of the community.

5. Train key professions such as teachers, other staff, students and police in matters relating
to children's rights, the causes and consequences of sexual abuse, child participation and
legal norms related to sexual abuse and exploitation of children.

Bibliographic References

Barros, João Gabriel de & Tajú, Gulamo (1999). Prostitution, Sexual Abuse and Child
Labor in Mozambique: The Specific Case of Maputo, Tete and Nampula Provinces.
Campaign Against Sexual Abuse of Minors. Terre des Hommes, p. 13.

Osório states that the speeches about girls who harass and those who are harassed (and
conform) are always made in the third person, that is, no situation was found that could be
described by young people who have lived through this experience. What is sought to
reflect in these cases are the representations of the interviewees about sexual harassment.

30 Mosse and Cortez (2006). Minor Corruption in the Education Sector in Mozambique, p.
23.

ActionAid (2008), Campaign Handbook. No to Sexual Abuse against Girls in Education,

p.10.

Arthur, Maria José. Sexual Harassment and Rape in Schools. Press clippings. Published in
“Other Voices”, No. 3, May 2003, at www.wlsa.or.mz.
 21

ActionAid (2008), Campaign Manual. No to sexual abuse of girls in education, p.22

35 Matavele, Joaquim (ed) (2005). Report of the Study on Sexual Abuse of Girls in
Mozambican Schools, p.42.

Matavele, Joaquim (ed) (2005). Report of the Study on Sexual Abuse of Girls in
Mozambican Schools, p.30.

Code of Conduct of the National Teachers' Organization.

Article 36 of the Constitution of the Republic of Mozambique establishes that men and
women are equal before the law in all areas of social, economic, political and cultural life.