and Capacity Building for Menstrual Hygiene Management through Water Sanitation and Hygiene in School Programs A distance l earning c ourse organized by Emory University amp UNICEF Photo credit Alexandra Fehr ID: 490455
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Advocacy and Capacity Building for Menstrual Hygiene Management through Water, Sanitation and Hygiene in School ProgramsA distance learning course organized by Emory University & UNICEF
Photo credit: Alexandra Fehr
Photo credit: Alexandra Fehr
WinS
for Girls E-
Course: Slide2
WinS for Girls: Advocacy and Capacity Building for MHM through WinSModule 2: Gender Considerations for Menstrual Hygiene Management Research and ProgrammingFacilitator: Sue CavillContent: Amritpal K. Sandhu
Photo credit:Slide3
WinS for Girls3Throughout 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 windowQuestions 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 windowWinS for Girls Module 2: Incorporating
GenderParticipation Encouraged!Slide4
WinS for Girls4WinS for Girls Module 2: Incorporating GenderLearning objectives
At the end of the lesson participants should be able to:
Understand key gender terms that relate to MHM
Appreciate the effects of gender roles/norms in relation to MHMUnderstand the steps in integrating gender considerations into MHM research and program planning
Cite examples of good practices in gender-sensitive MHM programming and researchSlide5
WinS for Girls5WinS 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 societiesSlide6
WinS for Girls6WinS for Girls Module 2: Incorporating GenderUnderstanding Gender TerminologySlide7
WinS for Girls7WinS for Girls Module 2: Incorporating GenderUnderstanding Gender TerminologyWhen you hear the world gender, what does it mean in the context of your work?Slide8
WinS for Girls8WinS for Girls Module 2: Incorporating GenderUnderstanding Gender TerminologyGender 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=6649Slide9
WinS for Girls9WinS 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/Slide10
WinS for Girls10WinS for Girls Module 2: Incorporating GenderUnderstanding Gender TerminologyGender Roles
Gender roles are b
ehaviors deemed appropriate for women or girls and men or boys in a given culture
The pictures illustrate:
girls conforming to traditional gender roles by collecting water or cleaning boys urinals
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/Slide11
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 Men build toilets Women use the toilets men provide Women challenging traditional gender norms
WinS for Girls Module 2
:
Incorporating Gender
Understanding Gender TerminologyWinS for Girls
11Source: 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.htmSlide12
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 Gender
Understanding Gender TerminologyWinS for Girls
12Source: http://blogs.reuters.com/photographers-blog/2014/03/05/banished-once-a-month/Slide13
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
WinS for Girls
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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 Slide14
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 Gender
Understanding Gender Terminology
WinS for Girls14
Source: http://www.afriem.org/2014/12/government-blamed-bad-gender-equity-2014-activists/Slide15
Test your gender knowledge!SexGender1) Girls menstruate and boys do not2) Girls miss school because they are teased or embarrassed during their period
3) Girls miss school because of menstrual pain
4) Male household head make the decisions on purchasing sanitary products
5) Girls and women shouldn’t
cook o
r 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 Gender
Understanding Gender Terminology
WinS for Girls
15Slide16
WinS for Girls16WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and NormsSlide17
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 diversitiesGender 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 Gender
MHM: Gender Roles and
Norms
WinS for Girls17
Gender and diversity Slide18
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 Gender
MHM: Gender Roles and N
ormsWinS for Girls18
Source: http://www.buzzle.com/articles/labeled-diagram-of-the-female-reproductive-system.htmlSlide19
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 Gender
MHM: Gender Roles and Norms: Men and Boys WinS for Girls
19
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: Slide20
WinS for Girls Module 2: Incorporating GenderMHM: Gender Roles and NormsWinS for Girls20
What does the photo say about
Gender roles?
Gender norms?Discrimination?
Gender equality and equity? Power?
Photo Credit: Nora Fyles Slide21
WinS for Girls21WinS for Girls Module 2: Incorporating GenderIntegrating Gender into MHM Research and Program PlanningSlide22
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 Gender
Components of a Gender AnalysisWinS for Girls
22Slide23
The Gender Analysis involves three steps:Identify informationCollect the informationAnalyze informationWinS for Girls Module 2: Incorporating GenderComponents of a Gender Analysis
WinS for Girls23Slide24
(Source: E. Doggett and T. Medrano, 2014. FHI 360)WinS for Girls24
WinS for Girls Module 2: Incorporating Gender
Components of a Gender AnalysisSlide25
(Source: E. Doggett and T. Medrano, 2014. FHI 360)Design Address harmful MHM practicesInclude 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 curriculumInformation given to girls regarding MHM in school before the onset of menarche
EvaluationEvidence 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
WinS for Girls
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Where can gender be considered in an MHM
program
cycle?
WinS for Girls Module 2
:
Incorporating Gender
Components of a Gender AnalysisSlide26
WinS for Girls26WinS for Girls Module 2: Incorporating GenderExamples of Good PracticesSlide27
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 Gender
Examples of Good
Practices
WinS for Girls27
Photo Credit: Water for People
Credit: http://www.washplus.org/Slide28
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 Gender
Examples of Good
Practices
WinS for Girls28
Credit: Grow and Know
Credit: Grow and Know Slide29
What comments or questions do you have regarding gender and menstruation? 29WinS for Girls Module 2: Incorporating GenderQuestionsWinS for GirlsSlide30
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. GenevaUNESCO 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 Gender
ReadingsWinS for Girls30Slide31
For more information or support contact:Nora Fyles, Head, United Nations Girls' Education Initiative (UNGEI) Secretariat, UNICEF NYHQ: nfyles@unicef.org Mita Gupta, Programme Specialist, Gender and Rights, UNICEF NYHQ: mgupta@unicef.orgSue Cavill, UNICEF consultant WASH section: scavill@unicef.org
Marni Sommer, Grow & Know, Inc.: marni@growandknow.org
WinS for Girls Module 2
:
Incorporating GenderContact info
WinS for Girls31