Advocacy and Capacity Building for Menstrual Hygiene Management through Water, Sanitation and Hygiene in School Programs A distance learning course organized.

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)

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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