[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-610460-105":59,"doc-detail-610460-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","genderations-part-6-caring-school-communities","Genderations - Part 6 - Caring School Communities","","Genderations Part 6 focuses on preparing educators and schools to protect learners from sexual violence and harassment. It outlines professional, moral, and legal duties of educators, and clarifies roles for teachers when victims are learners or colleagues. The text explains how the Department of Education’s Guidelines help prevent incidents, and manage them fairly if they occur, including complexities created by different legal statuses and 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duty do educators have regarding sexual violence and harassment in schools?","Question",{"text":112,"@type":113},"Educators have a professional, moral and legal duty to protect learners from harm while at school, including preventing and responding to sexual violence and harassment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the Department of Education Guidelines support educators?",{"text":117,"@type":113},"The Guidelines set out ways to stop incidents from occurring, and how to manage them fairly and effectively if they occur.",{"name":119,"@type":110,"acceptedAnswer":120},"Why can managing incidents be complicated?",{"text":121,"@type":113},"It can be difficult to determine the truth of an incident, and procedures differ depending on the legal status of the complainant and perpetrator (learners, educators, or both).",{"name":123,"@type":110,"acceptedAnswer":124},"What policies and structures should schools have in place?",{"text":125,"@type":113},"Schools should build a strong human rights culture, maintain a Code of Conduct for learners, and set up a school care committee/support team with trusted adults and relevant 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while they are at school.  \nThey therefore have a leading part to play in protecting learners from sexual violence and harassment – which is currently occurring at too many of our schools.  \nTeachers also have primary roles to play should any of their learners, or colleagues, become victims of sexual violence and/or harassment.  \nSupporting good work  \nThe Department of Education recognises the challenges this represents to educators and have developed Guidelines for the Prevention and Management of Sexual Violence and Harassment to support them in dealing with such difficult issues.  \nThe Guidelines set out ways to stop such incidents from occurring, as well as how to manage them fairly and effectively should they occur.  \nComplex and challenging  \nManaging such incidents can be complicated in a number of ways.  \nIt is not always easy to get to the truth of such an incident, and therefore arriving at a fair judgment can be very challenging.  \nAnother complex area is that there are different procedures to be followed, depending on the legal status of both the complainant and the perpetrator (ie whether it involves learners or educators or both) .  \nFor example, if a learner sexually abuses another learner, the procedures will be different to those that must be followed if an educator is involved.  \nBe ready  \nand officials from relevant professions, such as health and social welfare.  \nThe committee/team should have clear lines of communication and responsibility. It should be prepared to act when incidents of sexual violence and harassment occur, and should also playa role in managing other sensitive issues, such as learner pregnancy.  \nMake the most of these resources  \nFind out more about strategies to prevent sexual violence and  \nharassment from  \nhappening at your school in previous editions of Genderations.  \nIn Genderations 4 we focused on:  \n• Understanding the types of behaviour considered to be acts of sexual violence  \nand/or harassment;  \n• The importance of a clear learner’s Code of Conduct to express types of behaviour that are unacceptable,  \nas well as consequences a learner faces should  \nhe/she break these school rules; and  \n• The Code of Ethics applicable to educators, as well as the legal obligations and restrictions concerning the actions of educators. In Genderations 5 we focused on strategies  \nSchools must ensure that they have certain policies and structures in place so they are prepared to manage incidents of sexual violence and harassment, should they occur.  \nThese include:  \n• Building and maintaining a strong human rights culture at school that is practiced by learners and teachers alike. By doing this, the whole school community will clearly understand that each of its members is to be treated with dignity and respect at all times;  \n• Ensuring there is a Code of Conduct for Learners that sets out kinds of behaviour that is unacceptable and appropriate measures that will be taken against anyone who acts in unacceptable ways. See “Setting out school rules for learners” in Genderations 4 for more.  \n• Setting up a school care committee/support team. These committees/teams should include trusted adults from the school itself, such as educators and/or members of the School Management Team (SMT); parents and/or members of the School Governing Body (SGB);  \nschools can use to help prevent incidents of sexual violence and harassment from occurring. These included:  \n• Identifying the role that gender stereotypes and inequalities play, and looking at practical steps to shifting one’s own attitudes;  \n• Ways of sensitising the whole school community to these dangers linked to gender, from the staffroom to the classroom;  \n• The role of Life Orientation in this process of deepening learners’ understanding and awareness of issues linked to gender; and  \n• Practical ","cbCaigi0qK7SNrAk","https://ap.wps.com/l/cbCaigi0qK7SNrAk","pdf",3165684,"English","# Be prepared\n## Supporting good work\n## Complex and challenging\n## Be ready\n# Make the most of these resources\n## Previous editions and focus areas\n# School policies and structures\n## Human rights culture and codes of conduct\n## Care committee/support team\n# Gender education and safety measures\n## Gender stereotypes and inequalities\n## Life Orientation role\n## Learner pregnancy information","[{\"question\":\"What duty do educators have regarding sexual violence and harassment in schools?\",\"answer\":\"Educators have a professional, moral and legal duty to protect learners from harm while at school, including preventing and responding to sexual violence and harassment.\"},{\"question\":\"How do the Department of Education Guidelines support educators?\",\"answer\":\"The Guidelines set out ways to stop incidents from occurring, and how to manage them fairly and effectively if they occur.\"},{\"question\":\"Why can managing incidents be complicated?\",\"answer\":\"It can be difficult to determine the truth of an incident, and procedures differ depending on the legal status of the complainant and perpetrator (learners, educators, or both).\"},{\"question\":\"What policies and structures should schools have in place?\",\"answer\":\"Schools should build a strong human rights culture, maintain a Code of Conduct for learners, and set up a school care committee/support team with trusted adults and relevant stakeholders.\"}]","Genderations - Part 6 - Caring School Communities | PDF",1792378709]