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Feasibility of Addressing Gender-Based Violence by Creating Digital Gender Hubs in Mixed Secondary Schools in the Nyalenda Informal Settlement in Kisumu, Kenya
Abstract
Gender-based violence (GBV) among adolescents in informal urban settlements significantly hinders student safety, gender equity, and educational outcomes. This proof-of-concept study explored the feasibility of implementing Digital Gender Hubs—school-based, youth-responsive digital platforms aimed at addressing GBV through reporting, education, awareness, and support services—in secondary schools within the Nyalenda informal settlement in Kisumu, Kenya. The study covered six objectives: to assess the prevalence and forms of GBV among students; evaluate knowledge, attitudes, and practices (KAP) regarding GBV and digital literacy; determine institutional and infrastructural readiness for implementation; explore the potential of digital platforms as safe spaces for GBV response; identify key stakeholders and assess their support; and develop evidence-based recommendations for the design and sustainability of the hubs. A mixed-methods approach was used, combining quantitative surveys, qualitative focus group discussions (FGDs), and key informant interviews (KIIs). Participants were drawn from three mixed public secondary schools, one special school for the deaf, two NGOs, one community-based organization, and a government GBV recovery centre, all selected for contextual relevance. Gender Transformative Theory informed the study framework, allowing for critical analysis of structural and normative drivers of GBV. Ethical considerations included informed consent and assent, protection of confidentiality, prevention of re-traumatization, and provision of referral services for affected individuals. The study prioritized inclusivity, particularly for students with disabilities, and responsible design of digital tools to prevent misuse. Ethical approval was obtained from the relevant authorities, with all procedures aligned to principles of child protection and cultural sensitivity. Generative AI tools, specifically ChatGPT, DeepSeek, and TurboScribe were used. The study found that Gender-Based Violence (GBV) is widespread in mixed secondary schools within the Nyalenda informal settlement, with girls experiencing sexual exploitation and boys facing physical abuse and neglect. While schools have functional guidance departments and dedicated teachers, they lack training, private counselling spaces, and digital infrastructure. Students and staff have limited digital literacy, and no schools currently use digital platforms for GBV response. Stakeholder engagement is fragmented, with minimal NGO involvement and weak coordination with government actors. However, there is strong support for digital gender hubs that offer anonymous reporting, inclusive design, and integration with legal, health, and psychosocial services. Recommendations emphasize staff training, peer-led programs, community sensitization, and aligning digital hubs with existing policy and data systems for long-term sustainability.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5723
Subject
Country
Kenya
Region
Africa
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Adobe PDF, 396.62 KB
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)