Advocacy and Capacity Building for Menstrual Hygiene Management through Water, Sanitation and...
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Transcript of Advocacy and Capacity Building for Menstrual Hygiene Management through Water, Sanitation and...
Advocacy and Capacity Building for Menstrual Hygiene
Management through Water, Sanitation and Hygiene in School
Programs
A distance learning course organized by Emory University & UNICEF
Photo credit: Alexandra Fehr
Photo credit: Alexandra Fehr
WinS for Girls E-Course:
WinS for Girls: Advocacy and Capacity Building for MHM through WinS
Module 2: Gender Considerations for Menstrual Hygiene Management Research and Programming
Facilitator: Sue CavillContent: Amritpal K. Sandhu
Photo credit:
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Throughout the course you will see:
Questions in RedWhen there are questions in red, we pause from the course lecture so all can participate and add responses or ideas in the chat window
Questions in GreenWhen there are questions in green, we will not pause from the course lecture, but all are still welcome to add responses or ideas in the chat window
WinS for Girls Module 2: Incorporating GenderParticipation Encouraged!
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WinS for Girls Module 2: Incorporating GenderLearning objectives
At the end of the lesson participants should be able to:
1. Understand key gender terms that relate to MHM 2. Appreciate the effects of gender roles/norms in relation to MHM3. Understand the steps in integrating gender considerations into
MHM research and program planning4. Cite examples of good practices in gender-sensitive MHM
programming and research
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WinS for Girls Module 2: Incorporating GenderWhy?
Why consider gender in MHM projects?
• More effective and sustainable WASH programmes;
• More targeted services that meet the different WASH needs of boys and girls;
• A more efficient approach by maximizing the contributions that both boys and girls can make to WASH programmes; and
• A strategic opportunity to promote gender relationships that improve equity between boys and girls and within schools, families, communities, and societies
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WinS for Girls Module 2: Incorporating Gender
Understanding Gender Terminology
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WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
When you hear the world gender, what does it mean in the context of your work?
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WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Gender and Sex: Is there a difference?– Sex is biological and physiological characteristics that define men, women
and intersex (differences based on genitalia, chromosomes, hormones)
– Gender is the economic, social, political and cultural attributes and opportunities associated with being male or female
Gender underlies assumptions regarding appropriate behaviour for boys and girls (men
and women)
Source: http://www.telegraph.co.uk/news/science/science-news/9099939/Male-chromosome-is-not-doomed-say-scientists.html
Source: http://www.dailynews.gov.bw/news-details.php?nid=6649
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WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Gender and Sex: Does it matter for MHM?• Menstruation is a biological
process
• Gender roles and norms can make the practical aspects of menstrual hygiene management a challenge, particularly for some girls Source: http://plan-international.org/where-we-work/africa/news/improving-menstrual-
hygiene-for-ugandan-girls/
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WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Gender Roles
Gender roles are behaviors deemed appropriate for women or girls and men or boys in a given culture
The pictures illustrate:
(1) girls conforming to traditional gender roles by collecting water or cleaning boys urinals
(2) a man challenging traditional male gender roles
Source: http://www.romancemeetslife.com/2013/01/can-domestic-nigerian-men-please-stand.html
http://www.washuganda.net/
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Gender norms The expectations for how women or girls and men or boys are supposed to behave, think and feelThe pictures show illustrate a gender norm on sanitation (1) Men build toilets (2) Women use the toilets men provide (3) Women challenging traditional gender norms
WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Source: Cartoon by Neelabh in Times of India, 23 Mar 2009
Source: http://www.formad-environnement.org/img/fabrication_sanplat2.jpg
Source: http://www.nepadriversstate.org/gender.htm
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Gender discrimination Gender discrimination is the systematic, unfavorable treatment of individuals on the basis of their gender
• The pictures shows the example of Chaupadi where girls and women are discriminated against because of their gender
Chaupadi is a custom that has existed for centuries in isolated areas of Nepal: women and girls who observe the tradition are forbidden from entering their home when menstruating and sleep inside a chaupadi shed.
WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Source: http://blogs.reuters.com/photographers-blog/2014/03/05/banished-once-a-month/
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Gender and PowerGender differences and relations influence people’s ability to make decisions about their bodies, relationships, resources, income, education, employment, mobility …
Attention to MHM has implications for changing power relations between girls and boys, men and women
WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Gender-based opportunities Gender-based constraints
Gender relations that facilitate boys’ or girls’ access to opportunities of services
Gender relations that inhibit boys’ or girls’ access to opportunities or services
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Gender Equality and Gender Equity Gender equality: Equal enjoyment of goods,
opportunities, resources and rewardsGender equity: The process of being fair to women and men
An equitable outcome might require more inputs for some than others
WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
Source: http://www.afriem.org/2014/12/government-blamed-bad-gender-equity-2014-activists/
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Test your gender knowledge! Sex Gender
1) Girls menstruate and boys do not2) Girls miss school because they are teased or embarrassed during their period3) Girls miss school because of menstrual pain 4) Male household head make the decisions on purchasing sanitary products5) Girls and women shouldn’t cook or touch food during menstruation 6) Girls and women stay/sleep away from the family home during menstruation
Do the following statements primarily refer to sex or gender?
WinS for Girls Module 2: Incorporating GenderUnderstanding Gender Terminology
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WinS for Girls Module 2: Incorporating Gender
MHM: Gender Roles and Norms
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• Gender depends on where you are: Gender differs within as well as between countries, cultures and societies • How you experience gender depends on who you are:
Gender is never separate from socioeconomic class, race, ethnicity, age, language, disability, income, or other diversities• Gender depends on when you are living: What it means
to be a girl/boy or woman/man can vary over time
WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and Norms
Gender and diversity
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• Menstruation is a natural part of the reproductive cycle but … • Menstruation-related
beliefs or MHM practices vary ..• depending on gender roles and
norms • which are influenced by
location, culture, race, ethnicity, age, religion, socioeconomic class, and other characteristics
• … and can determine coping mechanisms and challenges
WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and Norms
Source: http://www.buzzle.com/articles/labeled-diagram-of-the-female-reproductive-system.html
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Men and boys have to overcome additional barriers to discuss and promote solutions to the challenges facing women and girls relating to menstrual hygiene
But there are increasing numbers of male champions around the world working on this issue
Hygiene promoters
WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and Norms: Men and Boys
http://hopebuilding.pbworks.com/w/page/43662461/Making%20sanitary%20pads%20locally%20keeps%20northern%20Ugandan%20girls%20in%20school
http://www.femmeinternational.org/the-blog/putting-the-men-in-menstruation-why-including-men-in-the-conversation-is-essential
Photo: UNICEF, Bangladesh
https://jman.tv/film/5017
Advocates
Inventors and manufacturers Pad makers for girls in schools:
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WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and Norms
What does the photo say about
• Gender roles?• Gender norms?• Discrimination? • Gender equality and
equity? • Power?
Photo Credit: Nora Fyles
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WinS for Girls Module 2: Incorporating Gender
Integrating Gender into MHM Research and Program Planning
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Gender analysis looks at the differences in:
• Roles and identities • Needs and interests • Access to and exercise of power
And the impact these differences have in the lives of women and men and girls and boys
WinS for Girls Module 2: Incorporating GenderComponents of a Gender Analysis
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The Gender Analysis involves three steps:1. Identify information2. Collect the information3. Analyze information
WinS for Girls Module 2: Incorporating GenderComponents of a Gender Analysis
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(Source: E. Doggett and T. Medrano, 2014. FHI 360)
WinS for Girls Module 2: Incorporating GenderComponents of a Gender Analysis
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(Source: E. Doggett and T. Medrano, 2014. FHI 360)
Design • Address harmful MHM practices• Include indicators on gender • Design facilities to include waste
disposal, water access, and private, safe and clean latrines.
Implementation and monitoring • Nos latrines for girls that
provide privacy, water, soap and disposal facility for absorbents
• MHM taught on the school curriculum
• Information given to girls regarding MHM in school before the onset of menarche
Evaluation• Evidence of change or
transformation in gender norms and stereotypes?
Assessment • % of girls who feel they can
go to school when they are menstruating
• % of girls who can access menstrual materials during their menstrual cycle
• % of schools with adequate WASH facilities that facilitate menstrual hygiene
Where can gender be considered in an MHM program cycle?
WinS for Girls Module 2: Incorporating GenderComponents of a Gender Analysis
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WinS for Girls Module 2: Incorporating Gender
Examples of Good Practices
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Zambia – SPLASH (Schools Promoting Learning Achievement through Sanitation and Hygiene) found boys were the most enthusiastic makers of reusable pads! They were thrilled to be fully included and eager to show their sisters how to make pads.
India – Water for People: Involving girls as ‘child engineers’ in planning, designing and monitoring WASH infrastructure in schools
WinS for Girls Module 2: Incorporating GenderExamples of Good Practices
Photo Credit: Water for People Credit: http://www.washplus.org/
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Multi-country – Grow and Know: Girls' puberty books based on participatory research with girls and contains information about female puberty, menstrual onset and management. The book also include girls’ menstrual stories.
There is also a puberty book for 10-14 year old boys in Tanzania. The book is also based on participatory research with adolescent boys. The book contains guidance on boy’s body changes and healthy gender dynamics
WinS for Girls Module 2: Incorporating GenderExamples of Good Practices
Credit: Grow and Know
Credit: Grow and Know
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What comments or questions do you have regarding gender and menstruation?
WinS for Girls Module 2: Incorporating GenderQuestions
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Key Reading:
United Nations Children’s Fund (UNICEF). 2011. Promoting Gender Equality: An Equity-Focused Approach to Programming. Operational Guidance Overview.
Water and Sanitation Program (WSP). Gender Roles and Impact. http://www.wsp.org/Hygiene-Sanitation-Water-Toolkit/BasicPrinciples/GenderRoles.html
Water Supply and Sanitation Collaborative Council (WSSCC). 2006. For Her it’s the Big Issue – Putting women at the centre of water supply, sanitation and hygiene. Evidence Report. Geneva
UNESCO booklet, Puberty Education and menstrual hygiene management, Good Policy and Practice in Human Health Booklet 9. http://unesdoc.unesco.org/images/0022/002267/226792e.pdf
Supplementary Reading:
Unilever Domestos, WaterAid and the Water Supply & Sanitation Collaborative Council (WSSCC). 2013. World Toilet Day Advocacy Report. We Can’t Wait: A report on sanitation and hygiene for women and girls.
Leduc, B. and F. Ahmad. 2009. Guidelines for Gender Sensitive Programming. The International Center for Integrated Mountain Development (ICIMOD).www.icimod.org/resource/1289
United Nations Children’s Fund (UNICEF). 2013. Snapshots of WASH in Schools in Eastern &Southern Africa: A review of data, evidence and inequities in the region.
WHO Gender Assessment Tool, WHO Gender Mainstreaming Manual for Health Managers: a practical approach: http://www.who.int/gender/mainstreaming/GMH_Participant_GenderAssessmentTool.pdf
WinS for Girls Module 2: Incorporating GenderReadings
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For more information or support contact:
Nora Fyles, Head, United Nations Girls' Education Initiative (UNGEI) Secretariat, UNICEF NYHQ: [email protected]
Mita Gupta, Programme Specialist, Gender and Rights, UNICEF NYHQ: [email protected]
Sue Cavill, UNICEF consultant WASH section: [email protected]
Marni Sommer, Grow & Know, Inc.: [email protected]
WinS for Girls Module 2: Incorporating GenderContact info