Policy Brief: Online Gender-based Violence on Young Women and Girls in Cambodia

* This brief is a part of the book chapter of the World We Want project of Future Forum, Cambodia.

Copyrights to UNWomen

I. Introduction

Since the introduction of digital technology, the world has been modernized and transformed. Cambodia is no exception, trying to embrace technology for better development. Technology has facilitated the everyday lives of people, for instance in communication — FaceTiming. Yet, problems enabled by technology do come along — an important example being online gender-based violence (eGBV).

During the Covid-19 pandemic, for young people especially, technology has become an indispensable tool for them to keep up with their education and stay connected with the world. Many young people spend much of their Ome online. With this disruptive development, comes issues like online child safety. A recent interview with children by Joining Forces and CRC- Cambodia found that 15% of all children interviewed reported having been contacted by strangers on social media, while 2% reported having been asked to share intimate pictures or videos or to perform inappropriate acts in front of their webcam (Child Fund et al., 2020, p.5). In the first quarter of 2021 when the pandemic surged strikingly, there were at least 30 reported cases of child exploitation and the sharing of pornographic pictures of young girls and women via the internet in Cambodia (APLE, 2020, p.32). Technology-facilitated gender-based violence against women and girls has proven to be difficult to combat, as perpetrators could commit violence from anywhere in the world and are able to remain anonymous (Fialova and Fascendini, 2012). Moreover, given better accessibility and affordability of digital technologies, abusers can commit violence with less effort, and more rapid multiplication makes abuses difficult to trace or stop further circulation.

What will be the future of online gender-based violence in Cambodia? And what will it take to free Cambodians from online gender-based violence? This book chapter will review and analyze existing literature in order to answer the above questions and shape a better future for gender equality in Cambodia. The chapter will look at the creation of the tech industry from a gender perspective in the first section of context analysis. In the next section, the practice of online safety will be discussed, followed by the third section on capacity building of internet users. In the last section of context analysis, national policies and the governance of cybercrimes against children will be reviewed, followed by policy solutions.

II. Context Analysis

A. Gender and Technology

As the tech industry has been monopolized and dominated by mostly straight, white, middle-class, Euro-American males (Reed, 2018), its cultural assumptions, values, and ideas have been unintentionally and intentionally built into the hardware, software, and digital cultures. Accordingly, digital infrastructures are gendered, material, and embodied (Easter, 2018) in ways that enable online gender-based violence to exist, reflecting and reinforcing inequality and hierarchy that subordinate women, girls, and other marginalized groups (Citron, 2009; Wajcman, 2004). As part of the tech industry, social media platforms bodies, structure, and management have shaped the functions of technology to create what Chang (2018) has described as “brotopia”. In 2020, about 23% of the tech roles at so-called GAFAM companies were held by women (Google 23%, Apple 23%, Facebook 23%, Amazon not reported, Microsoft 20%) (Richter, 2021). This gender gap in the tech industry translates into negligence of the experience of women, girls, LGBTQ+, and other marginalized users, and helps to perpetuate technology-facilitated harassment, abuse, and harm.

In 2018, Amnesty InternaOonal released a report showing that “Twi%er can be a toxic place for its female users” from the UK and the US and showing various forms of abuse such as targeted harassment, doxing, and sharing sexual or intimate images of a woman without her consent (Amnesty InternaOonal, 2018, p.7). In 2017, a year before the release of the report, notably Twi%er’s workforce was 38.4 percent women of which 17.3 percent were technicians (Twi%er, Inc, 2019). Similarly, in Cambodia, Telegram groups were found to be selling pornographic pictures and videos of both children and adults, most of which were girls and women (APLE, 2020). In those online groups, there were pornographic materials already stored in shared folders on Google Drive or Dropbox for offenders to preview before purchasing at prices ranging from USD 30 to USD 100 (Li, 2021). Though Telegram has adopted a ‘zero tolerance’ method towards such crimes, there is still a loophole; child sexual abuse materials (CSAM) which are distributed and shared between two users in private conversation cannot be reported and are therefore not subject to being banned by the service (Cyber Peace FoundaOon, 2020). In other instances, perpetrators use end-to-end encryption or delete the groups aKer giving the members enough Ome to download the content (Taing, 2020). These digital violations —online gender-based violence included— are part of the continuum of violence that is the cause and effect of inequalities and social control women and girls and other marginalized groups experience both online and offline.

B. Online Safety and Its Practice

In 2018, slightly more than one in four or 26 percent of people, mostly young and adult female users aged 15 to 65 years old, experienced harassment online including being called offensive names and cyberstalking (LIRNEasia, 2018, p.63). Cyberstalking is the most common type of online harassment while Facebook was the most frequently used platform. Almost half of the online harassment cases were committed by someone the victims did not know (LIRNEasia, 2018, p.62). Regarding online violence against children, a report by the Cambodia NaOonal Council on Children (2019) strikingly showed there was a 490% increase in the reporting of child sexual abuse materials, from 25,332 in 2017 to 123,896 in the first 11 months of 2018 (p.10).

In the first quarter of 2021, there were at least 30 reported cases of child exploitation and the sharing of pornographic pictures of young girls and women via the internet, while in 2020 there were 64 reported cases of distribution of CSAM and adult pornography for online grooming (cyber solicitation of children for sexual purposes), sexting and sextortion, and other forms of online abuse — commi%ed by local and foreign perpetrators (APLE, 2020, p.32). Recently there was an online sextortion case found by AcOon Pour Les Enfants (APLE). The teacher of a 15-year-old girl started to groom her online, then asked for nude pictures of her, and forced her to give him a large amount of money in return for not posting her photo publicly online (APLE, 2020, p.30). In another example, a girl in elementary school, in addition to experiencing sextortion, was threatened in order to coerce her to perform sexual acts in front of a webcam by a man in Turkey who contacted her through social media (Li, 2021). With social media usage increasing among the younger population and education shifting online, cases of online child abuse would be expected to surge as well. Vann Khemreth, a child protection specialist from Friends- InternaOonal, told Khmer Times that “many children and parents do not have enough knowledge on internet literacy and ethics which have been driving online child abuse” (Taing, 2020). Parents are often not aware of the effects that social media websites, online games or chat rooms have on the sexual beliefs and practices of children (Baury, 2018).

Whether online safety is an important topic for youth varies according to the region. In the capital, young people between 15 and 35 years old seem to be aware of their safety online, a report on Digital Economy found (Chan et al., 2021). Of the respondents, 43.1 percent strongly agree, 34.9 percent agree, and 18.0 percent somewhat agree with having a concern regarding potential hacking with the intent to steal personal data while using digital platforms, goods and services. Similarly, 40.7 percent strongly agree, 37.3 agree, and 16.4 percent somewhat agree with having a concern regarding possible scams that can emerge from using digital platforms, goods, and services (Chan et al., 2021, p.29). In rural areas, a different story is unfolding. Though internet usage is surging, many Cambodians sOll lack basic awareness of what the internet is, based on the AKerAccess report (LIRNEasia, 2018, p.30). In practice, young people’s ability to safeguard themselves, their peers, or colleagues against harmful digital adversaries such as scams, phishing, or security breaches is low—especially compared to other ICT skill areas according to a UNDP report 2020 (see Table 1). The low rate of safety skills reflects challenges in the formal education system including limited class hours, insufficient facilities, and unsuitable curricula (UNDP, 2020, p.8). In addition, the report revealed that insufficient English capability is the top challenge for young people related to ICT learning followed by the lack of internet connectivity and hardware facilities (p.8).

C. Users’ ICT Capacity Building

Formal education plays a role in building and enhancing youth’s capacity in ICT skills. In 2015, the Ministry of Education, Youth and Sport (MoEYS) started to incorporate new ICT-related subjects in the curriculum from grade 4 to grade 12, while at the same Ome technology-related learning platforms were introduced and integrated into classrooms for educators and students (Heng, 2018). For instance, MoEYS App Scan is a tool for students to independently learn different subjects such as mathematics, physics, chemistry, history, and so on to complement in-class learning (APKPure, n.d). Furthermore, teachers are equipped with resources to improve their lesson plans on the Krou Website which hosts resources covering topics such as science, language, mathematics, social science, and others for levels from primary to higher education (MOEYS, n.d).

However, these open educational resources, which have been endorsed by MOEYS for educators and students to access digital and multimedia teaching and learning materials, seem to exclude the subject of digital safety for users. At the university level, basic digital literacy is provided as a one-semester subject covering mostly basic computer operations (UNDP, 2020). Moreover, the ICT curriculum at the university level is not standardized, leaving each university the freedom to develop its own curriculum and standards. Most of the available ICT learning materials are English-based resources, making it challenging for Cambodian youth due to their low level of English proficiency (Chan et al., 2021). All in all, ICT knowledge of safety skills provided by formal schools does not meet the demand of internet users, resulting in low rates of users’ digital literacy skills on ICT safety.

Limitations in the provision of safety knowledge from formal education results in users’ shift to informal sources such as Youtube tutorials, online documents, and website exploration. Learning occurring through other platforms is mostly through self-study, and through the use of YouTube video tutorials mostly (UNDP, 2020). Youth from urbanized areas have a much higher rate of regular self-learning than their rural counterparts due to better Internet connection, easier mobility, and wider exposure to learning resources. Another platform youth are pursuing is private ICT tutoring, for similar reasons — to gain more advanced ICT knowledge where schools did not provide enough (UNDP, 2020). However, there is a lack of emphasis on safety skills in these private courses. Private ICT tutoring almost always concentrates on increasing the youths’ capability in content creation rather than safety skills. This reality presents a constraint, which is a cycle of low ICT skills in safety because youth continue to teach safety skills to themselves and therefore obtain shallow knowledge of such skills.

D. National Policy and Governance

Cambodia has started to pay attention to online child abuse and thus begun to develop policies and laws to combat such crime, yet those policies currently contain gaps that must be filled. Cambodia's Law on Suppression of Human Trafficking and Sexual Exploitation, ArOcle 41, for instance, criminalizes acts in distributing, selling, leasing, displaying, projecting or presenting child sexual abuse materials in a public place (UNICEF, 2008). This law, however, does not address the distribution, sale, lease, displaying, projection or presentation of CSAM in private places, nor the intentional consumption, access and viewing of such materials through the use of information and communication technologies. Moreover, the law does not address online grooming, which creates a major legal gap in the growing space of online child sexual exploitation in Cambodia.

Another gap is the vague definition of child pornography. While Article 40 of the Law on Suppression of Human Trafficking and Sexual ExploitaOon defines child pornography as “a visible material such as a photograph or videotape, including a material in electronic form, depicting a minor’s naked figure which excites or stimulates sexual desire”, the new draK Cybercrime Law (Council of Ministers, n.d) lists child pornography as pornographic material that visually depicts “a minor engaged in sexually explicit conduct, a person appearing to be a minor engaged in sexually explicit conduct, and realistic images representing a minor engaged in sexually explicit conduct”. These definitions fall short of fully protecting children because they do not include reference to images of the sexual parts of a child’s body for primarily sexual purposes, nor do they cover child sexual abuse material in the form of written materials. In addition, Cambodia has no policies requiring online child abuse cases found by Internet Service Providers (ISP) to be reported or for those providers to hand related materials to law enforcement (UNICEF, 2016, p.27).

Just as there is a gap in the policy framework, loopholes exist in governance as well. Interviews with law enforcement conducted by the Cambodia NaOonal Council for Children in 2019, show a knowledge gap on digital violence among law enforcement officials working on online child abuse — including national police, Cybercrime Unit, AnO-Human Trafficking and Juvenile ProtecOon Department who are all unfamiliar with new ICT devices and technology. Some officials have limited knowledge of sexual abuse and violence on the internet while some know only of traditional cases of online abuse, in which offenders use Facebook to arrange a meeting with victims for offline abuses. Among law enforcement, the CyberCrime Unit was initially formed as the Cybercrime InvesOgaOon SecOon of the Cambodia NaOonal Police. Its purpose is to cooperate with other government agencies in conducting forensic investigations of electronic devices (Cambodian National Police, 2016). The unit does not work independently; it can only operate when receiving requests from the anO-human trafficking department to search seized electronic equipment for documents, images, or other files to prosecute a case (Cambodia National Council on Children, 2019). The Cambodian Cybercrime report in 2016 showed a limited number of online pornography cases reported to the unit, precisely 3 cases per year (Cambodian National Police, 2016). Some cases of online child abuse were reported through victim complaints and reports from the community (Blomberg, 2019).

Concerning the invesOgaOon of online child abuse cases, key informant interviews with law enforcement indicate that they simply refer cases such as these to Facebook’s public content reporting mechanism (Cambodia NaOonal Council on Children, 2019). If the child-protecOon case involves a particular webpage, the CyberCrime unit would then refer the IP address of the website to the private ISP to provide information on the end-user in question. However, unlike in the United States where all ISPs are required to save these logs for a minimum of 6 months so that law enforcement can investigate online child abuse cases, in Cambodia, there is no standard for saving IP Assignment Logs. Some ISPs may save logs for a matter of weeks, others for a matter of days, and others for only a matter of hours, making the incident virtually impossible to trace (Cambodia National Council on Children, 2019).

III. Policy Recommendation

Upon scrutinizing the scale of online gender-based violence on young women and girls in Cambodia, below are policy recommendations to combat the problem.

• Enhance the capacity of related authorities in combating online violence and abuse using child-sensitive approaches to deal with child victims and witnesses. One way to achieve this is to provide guidelines and training to law enforcement units to increase their knowledge and skills to better respond to online child abuse. Annual capacity building and guidelines on new updates of technology will also be needed. Another way is to recruit new, younger, more tech-savvy, and female Cambodians who already have knowledge and skills related to technology to join the force.

• Foster international cooperation between local and international technology experts on identifying and removing potentially abusive content as more and more cases are seen of foreign perpetrated online sexual abuses and violence. CooperaOon in sharing resources for the invesOgaOon of cases and prosecuOon of perpetrators is needed.

• Involve private sectors in combating online child abuse to promote robust collaboration between private industry and law enforcement as key to ensuring early detection of cyber cases and the effective blocking and removal of child sexual exploitation material online. Planorms should be created to help children to deal with online threats they may encounter and understand what to do if they become aware of any abuse of their friends and family members. These platforms should be promoted by the relevant companies in collaboration with the government. Private internet service companies can also support child and youth parOcipaOon through creative and positive engagement on important topics for protection, including the promotion of digital literacy to children and their parents.

• Disseminate programs targeting parents and caregivers who play a critical role in preventing online violence and exploitation involving children. Caregivers should be provided targeted age-appropriate and child-friendly resources, information, and skills to discuss sensitive technology-related sexual violence and exploitation issues with their children. Those programs could include creative and child-friendly contents such as body safety rules, how to spot signs of potential abuse/abusers, links to a national hotline, and child-friendly games to help parents discuss sensitive issues with their children.

• Collect data on online gender-based violence systematically. It is apparent there is a lack of data on eGBV in Cambodia. The one exception may be online harassment for which we have some figures but unfortunately it is binary and insufficient. To make this data meaningful the intersectionality of online gender-based violence with gender identity, sexual orientation, age, class, race, people with disabilities, and other marginalized identities should be taken into account. Data collection can be a part of a national survey, such as the Demographic and Household Survey, which already includes a section on violence against women offline. This will provide the Cambodian government with a picture of the current state of online gender-based violence to inform future designated policies.

• Update laws and policies to fit the current situation. The Law on Suppression of Human Trafficking and Sexual ExploitaOon should be amended to criminalize solicitation for sexual purposes (online grooming), possession of online child abuse materials, and accessing those materials through the use of information and communication technologies, extending it to private space. Also, written online child abuse materials and images of the sexual parts of a child’s body should be included in the definition of child pornography.

• Create a sound participatory policy-making process regarding online child abuse. Children and young people should be systematically involved in the monitoring and implementation of policies and programs related to child rights, including those related to their recovery and reintegration.

• Integrate digital safety skills into the school curriculum and materials for both students and teachers at all levels. Students and teachers are already familiar with online resources on other subjects, yet we lack resource materials on safety skills. First, applications on learning safety skills should be created similar to MOEYS App Scan as a complement to other applications for various subjects. Young students should be encouraged to download and play along. Second, teachers should be learning and distributing online safety practices for both themselves and students through accessing materials on internet safety that could be put on the Krou Website.

• Adopt a school approach to tackle gender-based violence. Since children and youth are vulnerable to online violence and exploitation, schools can incorporate toolkits to combat those crimes. For instance, in Uganda, an NGO, Raising Voices, developed the Good School Toolkit which includes over 60 acOviOes for teachers and school staff, focusing on creating a positive school environment, based around an understanding of respect and power dynamics, pedagogy, accountability, and learning non-violent methods of discipline (Kangas et al., 2020). A study found statistically significant positive effects of the program on reducing physical violence perpetrated by teachers towards students, which occurs in Cambodia as well (Devries et al., 2017).

• Adopting both the English and Khmer languages in learning materials related to digital safety skills in both in-class and online platforms. Since a lack of English language skills has been noted as a barrier by Cambodian youth for learning ICT and safety skills (Chan et al., 2021), an immediate solution is to translate materials into the Khmer language. Yet, the English language should be sOll encouraged.

• Develop curricula-based programs for violence prevention in schools. Since online gender-based violence is part of offline gender-based violence, notions of gender equality and power dynamics should be taught to students. These programs should focus on gender norms, gender equality, children’s well-being, skills, and coping mechanisms for unsafe situations. These programs will enable children to critically reflect on the gender norms that influence roles and behavior in their school and community settings. They may involve an analysis of different types of gendered discrimination, intersectionality, and the gendered impact of social and structural disadvantage (UNFPA, 2015). Moreover, the contents of these programs should be tailored to the age range targeted.

• Integrate popular informal learning platforms on digital safety into public schools. Messaging on digital safety should be targeted towards the learning platforms currently favored by young people. YouTube tutorials, Massive Open Online Course (MOOC)-like models, and other digital learning tools could be employed as students are increasingly using them already for other skills. Either public-private partnerships can be established, or state-sponsored application developers can create platforms for the purpose of integrating informal education in public schools. This should be done as early as students start to use technological devices and the internet.

• Diversify ICT skills among private tutoring. Youths seek self-learning platforms to improve their knowledge of topics related to ICT (UNDP, 2020). Among other options, youth pursue private tutoring. With the increasing popularity of private tutoring among youths, safety skills—not only content creation—should be encouraged. MOEYS should incentivize private tutoring by providing free online safety skills training to private educators and create more job opportunities related to online safety skills to raise demands for these skills.

IV. Conclusion

Gender-based violence has long persisted in Cambodia and now has moved to the online space as digital technology is embraced by more and more Cambodians—especially among young people. The issue of online violence against young women and girls has become prevalent and alarming during the Covid-19 pandemic. Online space as an extension of the real world, can be a dangerous place where young women and girls experience harassment, violence, bullying, and abuse in part because of how digital infrastructures are gendered, material, and embodied in ways that enable online gender-based violence to reflect and reinforce inequalities and hierarchies that subordinate them.

Insufficient provision of safety skills in formal education means that young users lack the ability to safeguard themselves against scams, phishing, or security breaches while informal learning and training platforms are sOll underdeveloped in Cambodia. Looking at the national level, despite a fair number of laws and policies regarding online violence and abuse, loopholes are still present. Moreover, much is needed when it comes to the enforcement of the laws and policies which is still dependent, weak, and outdated. Law enforcement needs to enhance their capacity while newcomers should be encouraged to join the force. Alongside fostering international cooperation to combat cross-border online crimes, additional stakeholders should be brought into enforcement processes including private internet service companies, parents, and young people themselves. Standard procedures for data collection related to online violence should be put in place in addition to updating laws and policies to fit the current situation. Finally, there should be adjustments in the school curriculum and bilingual materials prepared for digital safety skills, eGBV prevention programs, and MOOC-like courses. Only when all stakeholders are involved, will we see a safe future for Cambodian women and girls online.

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