Ladies and Gentlemen,

Let me begin by thanking you for the invitation to speak at this important conference and to share my input on GREVIO’s country monitoring work, as well as on the role of the educational and academic system in implementing the Istanbul Convention, as identified so far in GREVIO’s reports.

The aim of the Istanbul Convention is to ensure a holistic response to all forms of violence against women. To this end, GREVIO works in a country-by-country basis, carrying out assessments and evaluations, collecting data from various sources and finally adopting and publishing relevant evaluation Reports.

I’m pleased to share with you some recent developments starting by saying that GREVIO is now close to complete its baseline round of evaluations, which covered the full spectrum of the Articles of Istanbul Convention. Till today 36 reports have been adopted and 32 reports have been published. This monitoring cycle will be finalised once the United Kingdom, Ukraine and the European Union are evaluated, alongside any new Party that may ratify the Istanbul Convention in the coming months and years.

This year, GREVIO started its first thematic evaluation round on the overarching topic of “Building trust by delivering support, protection and justice” to women victims of domestic and gender-based violence.[1] This first thematic evaluation round focuses specifically on the implementation of selected provisions and the time scope is 2023-2031. Currently, this new round of evaluations has been launched in 8 Parties. 4 of them (Albania, Austria, Denmark and Monaco) have already undergone an evaluation visit by GREVIO, and next States to follow are Finland, Montenegro, Portugal, Spain and Sweden.

At the same time, on the 1^st of October 2023 the Istanbul Convention came into force in respect of the European Union. Following this important accession, GREVIO is expected among others to define the scope of the monitoring of this international organisation and to consider its evaluation tools.

Moreover, GREVIO’s 4^th General Report of activities was published last September.[2] It cover’s GREVIO’s work in 2022 and this year’s focus section addresses legal and policy changes on the criminalisation and prosecution of sexual violence, including women’s access to justice and specialised support services.

Having briefly mentioned recent developments in the monitoring process and work of GREVIO, I would like to address now specifically the important role that Academia can play in the implementation of the Istanbul Convention, a role which has both procedural and substantive aspects.

At a procedural level, in its evaluation process, GREVIO can be assisted by NGOs, members of the civil society and national human rights institutions. Along with other organisations and agencies, Academia can contribute to the evaluation procedure of a State party either by submitting a Shadow Report to GREVIO or through meetings with the GREVIO’s delegation during the evaluation visit. The Academia is in a position to greatly assist and enhance GREVIO’s work and monitoring, and their findings and input on issues related to gender equality and gender-based violence are taken into consideration and are given due weight in GREVIO’s evaluation reports.

Many of you will be aware of this already, as the Network of Universities against Gender-based Violence (UNIRE) sent a written submission to GREVIO during the evaluation of Italy (back in 2019). At the same time, some members of the Academia including from the UNIRE network held meetings with GREVIO’s representatives during the evaluation visit to the country. The relevant Report, which was published in January 2020, contains specific references to the Academia, its role and valuable input. This kind of exchanges set an example of good practice and source of inspiration.

Now, regarding the substantive provisions of the Istanbul Convention, the role of Academia provided under the Istanbul Convention is decisive. In this regard, I would like to draw your attention primarily to Articles 11, 14 and 15 of the Istanbul Convention.

Article 11 – Data collection and research

Article 11, paragraph 1b, of the Convention requires that Parties support research to deepen knowledge of the root causes and effects of violence against women, incidence and conviction rates, as well as of the efficiency of measures taken in implementation of the convention.

Commonly, academic institutions, research institutes and/or individual researchers will be in charge of conducting the research in the field that is relevant first of all for awareness raising. But beyond this, research also can – and indeed should – be used to inform evidence-based policy-making in the relevant country.

The explanatory report to the Convention highlights that it is essential that Parties base their policies and measures to prevent and combat violence against women on state‑of‑the‑art research. Research can contribute greatly to improving day‑to‑day, real‑world responses to violence against women and domestic violence by the judiciary, support services and law‑enforcement agencies[3].

GREVIO has identified both good practices and deficiencies in the support, including financial support, given to academic institutions and members of the Academia by Parties. A good practice example in this regard was noted in the baseline evaluation of Sweden, where considerable amounts of funding were allocated to different actors for research projects on a wide range of issues in the area of violence against women.[4] There were also examples where the findings of the studies actually feed into the designing of public policies to prevent and combat violence against women.

On other cases, GREVIO was led to a different conclusion. In the case of Belgium, for example, although a large number of research projects had been conducted, GREVIO noted that there was no indication that these studies had a concrete impact on policy making.[5] In other cases, such as in Albania, no support appeared to have been given to universities in order to conduct research on relevant issues, despite the known interest of the academic environment.[6]

Another important aspect of Article 11 is the one included in paragraph 2, according to which States shall endeavour to conduct population-based surveys at regular intervals to assess the prevalence of and trends in all forms of violence covered by the scope of this Convention. Such surveys, often carried out by Academia, are an extremely important source of information. In the case of victims of violence who do not seek assistance, it is basically the only way of obtaining representative information. More specifically, victims can provide reasons for not reporting, information about their personal experience and the services that they received, as well as their attitude towards such violence. Prevalence surveys also help raise public, political and professional awareness. Combined with academic research, they constitute a key element of effective policy making. GREVIO has noted, in quite a few baseline reports, the contribution of universities or independent research centres on conducting surveys, such as in the cases of Sweden[7] and Iceland[8].

To sum up the requirements stemming from Article 11 of the Istanbul Convention which are relevant to the Academia: State parties should support research and should use this research for policy making and policy evaluation. There need to be actual links between the findings of research and policy-making as well as policy evaluation. In addition, trends and prevalence in forms of violence against women should be assessed in light of population-based surveys.

Article 14 - Education

Allow me now to continue with Article 14 of the Istanbul Convention which is a key article that has to do with education.

Article 14 stipulates that Parties must take the necessary steps to include teaching material in formal curricula and at all levels of education (i.e. primary, secondary, tertiary), adapted to the evolving capacity of learners, on issues such as equality between women and men, non‑stereotyped gender roles, mutual respect, non‑violent conflict resolution in interpersonal relationships, gender‐based violence against women and the right to personal integrity.

The Convention also requires that Parties promote the above‑mentioned principles in informal educational facilities, as well as in sports, cultural and leisure facilities, and the media.

Of course, it must not be left to individual teachers and professors’ initiative to integrate these topics into their curricula. Instead, it is the State’s responsibility to provide teaching material and guidance to teachers. Any initiative of individual teachers should not substitute for the State’s responsibility to provide teaching and educational materials, tools and guidance to teachers.

In this context, GREVIO has encouraged States to incorporate teaching about the various forms of gender-based violence against women and girls in curricula at all levels of formal education from pre-primary to higher education and to develop relevant pedagogical resources on such issues. In Albania, for example, GREVIO noted that steps had been taken to endow pupils with skills and competences which can help them recognise, understand and condemn violence against women.[9] This was done by mainstreaming gender-related issues in educational curricula, textbooks and other pedagogical material.

In the same regard, in France, the issue of gender equality is mainstreamed into the common core curriculum in the fields of literature, history, moral and civic education, and life and earth sciences.[10]

Relatively, in its baseline evaluation report on Portugal, GREVIO noted positively that teachers are provided with a wide-ranging and in-depth material, which promotes an education free from gender stereotypes.[11] More specifically, this material was found to include practical activities which combined the topic of gender equality, with a series of cross‑cutting thematic areas, such as sexual and reproductive health, security (including internet security), sexism and stereotypes, and non‑violent dating/sexual relationships.

Another aspect that can be addressed here, is the children’s need to be empowered regarding their rights, including the right to say “NO”. GREVIO has noted (in the case of Denmark, for example)[12] that, since boys and girls experience such violence differently, the gender dimension must be reflected in the teaching material. Linkages should be made to gender roles and stereotypes. GREVIO thus urged the Danish authorities to complement their focus on children’s rights by paying special attention to the gender dimension.

In terms of the implementation of Article 14, it also seems critical to monitor how teachers make use of the existing teaching materials and how they approach gender-based issues in class. GREVIO was concerned (in the case of the Netherlands)[13] that the lack of quality standards for the implementation of the core objectives of the teaching material, and the lack of knowledge as to how they are actually implemented in practice, could lead to some children not receiving education compliant with the requirements of the Istanbul Convention. In this respect, GREVIO encouraged the Dutch authorities to ensure that the teaching and implementation of the sexuality and gender equality educational objectives is standardised across all schools.[14]

Another aspect to consider in relation to the implementation of Article 14 is the prevention and response to violence against women and girls that might happen in the context of education. To this end, alongside the proper training of the professionals, due regard must be paid to the creation of appropriate facilities and settings, capable of encouraging and facilitating the reporting of gender-based violence (sustained in educational environments) and adequately equipped to fully support victims of such incidents.

GREVIO has positively noted that in Monaco there is a Law[15] that provides that “all schools are to report on an annual basis, pursuant to the legal provisions applying to educational institutions, on measures for the prevention and early detection of violence [...] and on proposed victim support services”.[16]

Moreover, France is also considered to have adopted some good practices. GREVIO welcomed the French initiative to set up and develop a Network of “persons responsible for the prevention of discrimination”, which is present in most higher education institutions.[17] These persons are officials who have been trained both in gender equality and anti‑discrimination and in how to prevent and handle sexual and gender‑based violence and harassment.

Towards this direction, the Marangopoulos Foundation for Human Rights[18], an INGO based in Greece, has recently concluded a memorandum of cooperation with the University of Athens (NKUA) with a view to ensure the provision of legal aid and support to individuals who fall victims of any form of violence within the university sphere.

So, to sum up the principles stemming from article 14 of the Istanbul Convention: inclusion of teaching materials in formal curricula and at all levels of education on issues such as equality between women and men and other relevant topics, monitoring of its implementation, provision of quality standards, measures and appropriate facilities for the identification of VAW and girls in educational settings, as well as measure to increase the accessibility of reporting and provision of services to victims.

Article 15 – Training of professionals

Article 15 of the Istanbul Convention calls on States to provide or strengthen appropriate training for the relevant professionals dealing with victims or perpetrators of all acts of violence covered by the scope of the Convention.

The training should cover a broad range of relevant issues such as the prevention and detection of such violence, equality between women and men, the needs and rights of victims and the prevention of secondary victimisation.

Such training can be provided by members of the Academia to other professionals, including law enforcement officials, judges, lawyers and health professionals. In general, the aim of the trainings is to expand the capacity of professionals to identify victims of violence and to respond effectively. The role of Academia in the achievement of this difficult task is pivotal. It is necessary to include compulsory modules, specifically devoted to violence against women, in undergraduate and postgraduate university programs as well as judicial schools and police academies.

At the same time training can be provided to members of the educational system, including teachers. We know that teachers play a crucial role in identifying children who may be living in a violent home, either as witnesses or direct victims. In addition, gender based violence can also occur in the school setting. It is therefore important that teachers receive the necessary training and knowledge in order to be able to deal with an affected child.

In Albania, GREVIO noted with satisfaction that teachers are being sensitised to gender-related matters through university study programmes of the Faculties of Education and Social Sciences, as well as through various teacher training programmes.[19]

On the contrary, GREVIO has highlighted that in France, despite the existence of specific tools provided by the national education system, teachers’ sensitivity to equality issues varies greatly because their training on these subjects is not compulsory.[20]

So, to summarise my points on article 15 of the Convention, States have to provide compulsory training of a certain quality for all professionals dealing with victims or perpetrators of acts of violence covered by the scope of the Convention. Initial and in-service training will provide professionals with all the appropriate tools in order to identify victims of violence and manage cases effectively.

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I have mentioned specifically articles 11, 14 and 15 of the Istanbul Convention, but I would like to underline that Academia plays an important role in the implementation of a number of other provisions of the Convention.

For example, academic publications are a useful tool for the fulfilment of the obligation under Article 12 to take the necessary measures to prevent all forms of violence against women. More specifically, they can promote changes in mentality and attitudes which are influenced by stereotypes and gender-biased traditions.

What is more, Academia can be relevant in the implementation of Article 4 which concerns the right of equality and non-discrimination. An example can be found in the case of Slovenia, where an advisory body consisting of members of Academia, amongst others, was responsible for monitoring the implementation of the relevant policies.[21]

The Academia’s role is important with regard to the implementation of other provisions as well…

Ladies and gentlemen, the educational and academic systems produce knowledge and data, can inform national policies, can raise awareness, can educate future generations and train professionals. As we all understand, it’s important that Academia be supported in assuming its significant role in implementing the Istanbul Convention. We have all the tools available. We have the guidance. We have the people. And today’s conference is a testimony of the commitment of the members of the Academia to contribute to making possible a life free from violence, for all women and girls.

Now it’s about time that we saw all countries taking steps ahead in supporting further their educational and academic systems.

Thank you for your attention. I am of course happy to answer any questions that you may have.