Safe Schools: Child Protection, Prevention of School-Based and Gender-Based Violence, and the Duty to Report

Rationale

The Ivorian national child-protection policy establishes detection-and-reporting duties for all adults in contact with children, and teachers as fonctionnaires under the Statut général (loi n° 92-570) carry these duties. The strategy names *"la prévention des conflits et des violences, l'égalité de genre, le respect d'autrui"* as a core CPD priority, and the UNGEI/UNESCO harmonised manual documents school-related gender-based violence as a recognised national problem. The Penal Code (Loi n° 81-640, rev. 2019) penalises failure to report abuse of a minor, and the 116 "Allô enfants en détresse" green line provides a functioning referral route. This course equips teachers with the legal knowledge, detection skills, and reporting procedures to fulfil their safeguarding obligations and to build a calm, protective school climate. Certification at pass ≥12/20 feeds the four valorisation domains (promotion, certification, accelerated advancement, distinction).

Part I: Foundations (Lessons 1-4)

Lesson 1. The Ivorian child-protection landscape

Participants examine the national child-protection policy and its institutional actors, including the Ministry of Women, Family and Children, the judicial child-protection services, and the 116 green line. The lesson situates the teacher within this landscape as a frontline duty-bearer. Participants map the referral chain from classroom detection to formal report, using the policy's own framework. They can identify the key state and non-state actors in the Ivorian child-protection system and explain the teacher's position within it.

Lesson 2. The child's right to protection

This lesson grounds protection duties in the legal and rights framework. Participants study the child's right to protection under Loi n° 2015-635 (compulsory schooling as a protective measure) and the broader child-rights framework. They analyse how the compulsory-schooling law itself functions as a protection instrument by keeping children in a supervised environment. Participants can articulate the legal basis for the child's right to protection and connect it to the teacher's daily responsibility.

Lesson 3. Recognising abuse, neglect, and exploitation

Participants learn to identify the signs of physical abuse, sexual abuse, emotional abuse, and neglect as defined in the national child-protection detection guidance. The lesson uses case vignettes drawn from Ivorian school contexts to practise recognition without over-diagnosis. Participants can distinguish between types of maltreatment and recognise indicators that warrant a report.

Lesson 4. School-related gender-based violence (VBGMS)

This lesson addresses the specific phenomenon of school-related gender-based violence (VBGMS) as documented in the UNGEI/UNESCO harmonised teacher-training manual and Ministry of Women 2020 prevalence data. Participants examine forms of VBGMS including sexual harassment, intimidation, and discrimination based on gender. They can identify VBGMS in its various manifestations and understand its prevalence in the Ivorian school context.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Early pregnancy, HIV, and vulnerability in schools

Participants explore the heightened vulnerability of adolescent girls and boys to early pregnancy and HIV infection, and the teacher's role in protecting at-risk pupils. The lesson draws on national VBG/HIV school sensitisation programmes and the strategy's inclusion of life-skills competencies. Participants can recognise vulnerability markers and apply protective classroom practices.

Lesson 6. The teacher's duty to report (l'obligation de signalement)

This lesson establishes the legal and professional obligation to report suspected abuse or neglect. Participants study the Penal Code provision (article number to be confirmed at production) that penalises failure to report abuse of a minor, and the Statut général de la Fonction Publique (loi n° 92-570) that binds fonctionnaires to this duty. They can explain why silence is not an option and describe the legal consequences of non-reporting.

Lesson 7. Using the 116 "Allô enfants en détresse" line and referral pathways

Participants practise using the 116 green line and the formal referral pathway to judicial child-protection services. The lesson covers what information to provide, what to expect after a call, and how to document the report. Participants can make a simulated report using the 116 protocol and describe the post-report process.

Lesson 8. Confidentiality, professional secrecy, and the child's safety

This lesson addresses the tension between professional secrecy and the duty to protect. Participants examine the boundaries of confidentiality: when to keep information private and when the duty to report overrides secrecy. They can apply a decision-making framework that prioritises the child's safety while respecting professional discretion.

Lesson 9. Ending corporal punishment and humiliating discipline

Participants study the prohibition of corporal punishment and humiliating discipline under the national child-protection framework and the strategy's *"prévention des violences scolaires ordinaires."* The lesson presents positive discipline alternatives that maintain classroom order without physical or psychological harm. Participants can replace punitive practices with positive behaviour management strategies.

Lesson 10. Positive behaviour and a calm classroom (vie scolaire apaisée)

This lesson builds on Lesson 9 by developing a whole-classroom approach to preventing everyday school violence. Participants learn routines, rules, and relational practices that create a calm, safe learning environment as described in the strategy's *"vie scolaire apaisée et stimulante."* They can design a classroom management plan that prevents conflict and promotes respect.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Gender equality and equity in daily practice

Participants translate the transversal GIS (Genre et Inclusion Sociale) competency into concrete classroom actions. The lesson covers equitable treatment of girls and boys, challenging gender stereotypes, and using inclusive language and materials. Participants can audit their own practice for gender bias and implement equity-promoting strategies.

Lesson 12. Preventing conflict and bullying between pupils

This lesson addresses peer-to-peer violence, including bullying, cyberbullying, and physical aggression. Participants learn prevention strategies, mediation techniques, and how to respond when bullying is reported. They can implement a classroom anti-bullying protocol and facilitate peer mediation.

Lesson 13. Teacher conduct and safeguarding boundaries

Participants examine professional conduct standards that protect both the pupil and the teacher. The lesson covers appropriate boundaries in relationships with pupils, use of social media, physical contact, and private communication. Participants can articulate a personal code of conduct aligned with the Statut général FP obligations and the national child-protection framework.

Lesson 14. Building a whole-school protection and reporting culture

This lesson moves from individual practice to school-level systems. Participants learn how to establish a functioning reporting route within their school, including a designated safeguarding lead, a confidential reporting mechanism, and staff training. They can draft a school-level child-protection policy and a reporting flowchart.

Lesson 15. Certifying your safeguarding competence

Participants prepare their evidence portfolio for the certified assessment. The lesson covers the certification mechanics: the mean of an online academic assessment and a practical in-person assessment, with a pass mark of 12/20. Participants compile case analyses, reflection logs, and a personal safeguarding action plan. They can submit a complete certification dossier that demonstrates competence across all course domains.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.