Understand the topic
What this means in daily life
Work with men and boys should address respect, consent, nonviolence and shared responsibility. Participation in a session is not proof of changed behaviour, so the proposed work combines learning with clear institutional duties and follow-up.
Everyday conduct is shaped by peers, coaches, teachers and supervisors as well as formal lessons. The proposed programme would connect learning to those adults’ responsibilities and assess sustained conduct without making women responsible for supervising change.
Data reference table
Evidence Snapshot
Read each value with its reporting period, population and limitations. A historical national reference is not a local baseline or proof that an IFT proposal works.
5 measurement records still need data and a review of their relevance.
| Signal | Reference Value | Period / Population | How to Read It | Source Status |
|---|---|---|---|---|
| Safe-route coverage | Not established Data required — not zero | Reporting period: Information Required Population and geography: Information Required | Proposed measure; no observed value is established here. Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number. | Source organisation: Information Required Direct source URL: not yet verified Source publication date: not established Verification status: Data required |
| Complaint acknowledgement and closure | Not established Data required — not zero | Reporting period: Information Required Population and geography: Information Required | Proposed measure; no observed value is established here. Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number. | Source organisation: Information Required Direct source URL: not yet verified Source publication date: not established Verification status: Data required |
| Retaliation reports | Not established Data required — not zero | Reporting period: Information Required Population and geography: Information Required | Proposed measure; no observed value is established here. Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number. | Source organisation: Information Required Direct source URL: not yet verified Source publication date: not established Verification status: Data required |
| Girls’ attendance and retention | Not established Data required — not zero | Reporting period: Information Required Population and geography: Information Required | Proposed measure; no observed value is established here. Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number. | Source organisation: Information Required Direct source URL: not yet verified Source publication date: not established Verification status: Data required |
| Institutional audit compliance | Not established Data required — not zero | Reporting period: Information Required Population and geography: Information Required | Proposed measure; no observed value is established here. Limitations: Define the measure, unit, reporting period and covered population; obtain a traceable dataset and review its suitability for this topic before using a number. | Source organisation: Information Required Direct source URL: not yet verified Source publication date: not established Verification status: Data required |
Different surveys, administrative records, estimates and reporting years are not interchangeable. No combined IFT score is calculated from these rows.
Evidence coverage and review log (CSV) · Structured evidence register (JSON)
10 ideas for this topic
What could be done — and what needs testing
These are proposals for research and local testing. They are not claims that a project has been funded, implemented or proved successful.
Age-appropriate respect lessons
Use qualified educators and fictional situations to discuss consent and equality.
What to check: Check understanding without collecting personal disclosures.
Bystander response practice
Rehearse safe ways to seek help or interrupt harmful behaviour within institutional procedures.
What to check: Avoid encouraging confrontation that increases danger.
Care-sharing commitments
Invite households and organisations to examine how unpaid care is distributed.
What to check: Assess sustained practical change rather than public pledges.
Peer group facilitation
Use trained facilitators to discuss pressure, stereotypes and respectful conduct.
What to check: Review whether sessions challenge rather than normalise harmful beliefs.
Coach and supervisor training
Help adults recognise their responsibility for safe learning and work settings.
What to check: Check how concerns are referred and addressed.
Digital conduct learning
Discuss permission, sharing, harassment and responsible online participation.
What to check: Test responses through fictional examples.
Institutional consequence clarity
Explain the relevant complaint and response process through current verified guidance.
What to check: Keep consequences fair and independent of popularity or status.
Women-informed programme design
Invite safe voluntary feedback without assigning women responsibility for teaching offenders.
What to check: Protect participants from exposure and retaliation.
Behaviour follow-up research
Use ethical methods to assess whether everyday conduct changes.
What to check: Do not substitute attendance or self-praise for evidence.
Independent facilitation review
Examine whether the programme remains inclusive, safe and accountable.
What to check: Stop methods that shame, excuse harm or pressure disclosure.