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MENSTRUALHYGIENEMANAGEMENT(MHM)for

EDUCATIONinEMERGENCIES(EiE)

AStudyfor

PLANINTERNATIONALTANZANIA

_______________________________________________________________

Preparedby:

ZeynepM.TurkmenSanduvac,EiESpecialist

MaryloemaPanga,EiEFieldOfficer;BarakaBanekwa,EiEFieldOfficer;CeciliaCharles,MEALOfficer

_______________________________March2017

Kigoma-Kibondo,Tanzania

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TableofContents

ListofFigures

ListofAbbreviations

ExecutiveSummary

1.Introduction

2.Objectives

3.Methodology

3.1.Methodologyoverview

3.2.AssessmentTools

4.Findings

4.1.MHMindailyschoollife

4.2.TheimpactofMHMonadolescentgirls’schoolattendance

4.3.AlignmentofsupportsourcesforMHM

4.4.Additionalsupportforadolescentgirlsattendingschool

5.ConclusionsandRecommendations

5.1.Minimisingrisksassociatedwithadolescentgirls’education

5.2.Minimisingnegativeeffectsofmenstruationongirls’dailyschoollife

5.3.MaximisingthesupportresourcesalignedwithMHM

6.Annexes

Annex1:FGAQuestionnaireMHMinEiE

Annex2:FAQuestionnaireMHMinEiE

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ListofFigures

Figure:1KibondoMap

Figure2:Mostusefulitemsindignitykit

Figure3:Thesupportofmenstruatinggirls’parents/caregivers

Figure4:Thesupportofmenstruatinggirls’teachers

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ListofAbbreviations

CNOCanadaNationalOffice

ECCDEarlyChildhoodCareDevelopment

EiEEducationinEmergencies

FAFieldAssessment

FGFocusGroup

FGAFocusGroupAssessment

HSSHopeSecondarySchool

MEALMonitoring,EvaluationandLearning

MHMMenstrualHygieneManagement

RARapidAssessment

RNARapidNeedsAssessment

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ExecutiveSummaryAs per the Global Goals (SDG 4- 4.1), Plan International has been strategically supporting girls’secondaryeducationandworkingtoeliminatethebarriersthathinderoneofthesignificantbarriersthat Plan International Tanzania identifiedwas a lack of support for Burundian refugee girls duringtheirmenstruation. Thiswas seen as a contributor to both girlsmissing several days of school permonthordroppingoutaltogether.Femalestudentsdon’thaveadequatefacilitiestowashthemselvesduringtheirmenstruationcycle,andthattheyuseoldclothestostoptheflow.Inaddition,theydon’thaveadequatespaceinwhichtochangeorwashtheirclothes,and,becauseofthesedifficulties,theyfeltittoochallengingtoattendschoolduringmenstruation.TheobjectivesweretoconductathoroughassessmentofPlanInternationalTanzania’sMHMprogramforadolescentgirls, to identifygapsandtoadviseonwhichadditional subjectsgirlsneed inschool.The study’s four objectives were to: • Identify the meaning of menstruation in the daily lives ofadolescentgirlsinNdutaCamp;•AssesstheimpactofMHMonadolescentgirls’schoolattendanceinNduta Camp; • Assess the support resources (parents, teachers, community) align with MHMpromotestheadolescentgirls’schoolattendanceinNdutaCamp;•Identifyotherpossiblesourcesofsupport-fromtheviewpointsofthegirlsthemselvesAmixed-methodassessmentwasusedforthisstudy;suchasdeskreviews,existingprojectdocumentreviews, key informant interviews, focus group assessments (FGA) and field assessments (FA)wereincorporated. Inparallelcombinations,methodswereusedseparately,and theFGAandFA findingswereintegratedafterthedatawasanalysed.KeyFindings:Whenadolescentgirlsdon’t feel clean, theyareonly focusingon this,andnoton thelessonatall.ThelackofMHMseverelyaffectsthedailyschoollifeofthesegirls.BytheprovidedMHMtrainings, they are now prepared for menstruation by having dignity kit. The relevancy andeffectivenessofdignitykitsandMHMtrainingsdirectly impactsadolescentgirls’ schoolattendance.MHM training teach adolescent girls how tobest take careof themselves during their period.Girlsoverwhelmingly do not have any reliable support from families, teachers – except a few femaleteachers- or the community. They are essentially on their ownwhen theyhave their period, and itjeopardizestheirschoolattendanceandsocial interactions.Adolescentgirlsare indangerofseveralrisks, the most important one dropping out of school. Additional supports for adolescent girlsattendingschoolarerequired,suchasgirls’clubactivities,remedialclasses(includingfortheNECTAexam),scholasticmaterials,andalsocommunityawarenesscampaignregardinggirls’education.Key recommendations:Within the context of these recommendations are outlined in three subjectareas: a. Minimise the risks of adolescent girls’ education, such as providing community basedmentorshipprograms,positiveenvironmentforsupportinggirls’academicsuccessbeprovided,etc.b.Minimising thenegative effects ofmenstruationon girls’ daily school lives, such asprovidingMHMtraininganddignitykit,gender-friendlylatrinesintheschoolsbebuilt,etc.c.MaximisingthesupportsourcesalignedwithMHM,suchasconducting informational training sessionsonMHMforparentsand teachers (for bothmale and female, implementing youth-centredMHM trainings and activitiesabout the importance of girls education. At the same time, it is expected that educationalstakeholdersbemoreproactive;theyshouldbemoretimelyandneedbasedintheirresponsessoastoreducetheminimizerisksandnegativeeffects,andalsotomaximisethesupportsourcesalignedwith MHM. Educational stakeholders should be supported technically and financially for these intermsoftheirqualityandaccountableresponse.AspertheGlobalGoalsaswellasthe INEEMSHandbook,childrenwhoexperienceconflict,naturaldisasters or complex emergencies have a right to education and protection, and to have theircommunitiesmakeeducationacontinuingpriority.Providing quality education for all is the primary responsibility of the national authorities, and iscarriedoutbytheministriesofeducationandlocaleducationauthorities.The importanceofeducation shouldbegivenpermanentprioritybyall related stakeholders, ratherthantheGovernmentofTanzaniasimplyrespondingtotherefugeecrisis.

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1.Introduction

http://www.franklinexpeditions.com/tanzania.htmlhttp://www.weather-forecast.com/locations/Kibondo

Figure:1Kibondomap

DuetocontinuedtensionandwidespreadviolenceinBurundi,theinfluxofrefugeesinto

neighbouringcountries,includingKigoma,isexpectedtocontinueasthecountryenduresa

major,protractedcrisis1.

Genderdiscriminationremainsanoverridingfactorintheprohibitingofgirlsfromreceiving

thesameeducationalrightsasboys.However,anumberofotherfactorsplayacriticalrolein

whetherfamiliesdecidetosendtheirdaughterstoschool,including:povertyandlimited

employmentopportunitiesforgirls;culturalpracticesandtraditions;exclusionofpregnant

adolescentandyoungmothers;andschoolsthatareveryfarfromhome.

Evenwhengirlsmakeittoschool,itisdifficulttoretainthembecauseofthepoorqualityof

theeducationtheyreceiveandthefactthattheeducationsystemoftendoesnotmeetthe

needstheirgenderrequires.Someofthechallengesgirlsfaceare:poorteachers,curricula

andtextbooks;classroomenvironmentsthatreinforcegenderstereotypes;sexual

harassment;lackofsecurity;andinappropriateschoolfacilities2

InJuly2016,PlanInternationalTanzaniaconductedaRapidNeedsAssessment(RNA) inthe

Mtendeli and Nduta Camps, and was conducted in line with Plan International Tanzania’s

overallmission to improveeducationalquality forBurundianrefugeechildren inNdutaand

Mtendeli.FindingsfromtheRNAdeterminedthefollowingdiscrepancies:

1UNHCRTanzaniaFactSheet,June20162http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/Education2/$file/Educ-girls.pdf

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• Lackofschoolaccess

• Lackoflearningenvironments(schoolbuildingsandclassrooms)

• Lackofgender-friendlyWASHfacilities

• Lackofteachingandlearningfacilities,teacheroffices,laboratoriesandlabequipment

• LackofECCDfacilities

TheRNAidentifiedsignificantbarriersthatpreventadolescentgirlsfromgoingtoschoolon

eitherapermanentorsemi-permanentbasis.

OneofthesignificantbarriersthatPlanInternationalTanzaniaidentifiedwasalackofsupport

forgirlsduringtheirmenstruation.Thiswasseenasacontributortobothgirlsmissingseveral

days of school per month or dropping out altogether. Some of the female students

interviewed stated they don’t have adequate facilities to wash themselves during their

menstruation cycle, and that they use old clothes to stop the flow. In addition, they also

statedthattheydidn’thaveadequatespace inwhichtochangeorwashtheirclothes,and,

becauseofthesedifficulties,theyfeltittoochallengingtoattendschoolduringmenstruation.

Considerable gaps ineducationadministration ledPlan International Tanzania todevelopa

three-year Education in Emergencies (EiE) strategic plan that would help provide better

accesstoqualityschoolsandamoreequitableeducationforall refugeechildren,especially

adolescentgirlsenrolledinsecondaryschoolsintheNdutaandMtendelicamps.

AspartoftheEiEstrategicplan,PlanInternational’sCanadaNationalOffice(CNO)supported

theprojectontheimprovingqualityofeducationforsecondarystudentsinNdutaCamp,with

afocusonadolescentgirls,tobesubmittedbyFebruary2016.

Between February 2016 and April 2017, the Plan International Tanzania team focused on

threeshort-term,criticalinterventionareas:

1. Lackoflearningandteachingmaterials

2. Lackofgender-friendlyWASHfacilities

3. Lackofaccesstoschoolandretentionofadolescentgirlsinsecondaryschool

PlanInternationalTanzaniacarriedoutseveralactivitiestoimproveWASHfacilities,withthe

hope it would reduce the number of girls missing or dropping out of school due to

menstruation.

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Since February 2016, Plan International Tanzania distributed “dignity kits” to adolescent

refugeegirls.Thesekitsincludedan“AfriPad,”asanitarypadthatcanbewashed,dried,and

re-used for 12+ months. MHM training was also given to girls attending Hope Secondary

School(HSS).

PlanInternationalTanzania’sMenstrualHygieneManagement(MHM)programatHSSandits

consequentialimpactonreducingschoolabsenteeismanddropoutratesdueto

menstruationareoutlinedinthisproposal.

2.Objectives

TheobjectivesweretoconductathoroughassessmentofPlanInternationalTanzania’sMHM

programforadolescentgirls,toidentifygapsandtoadviseonwhichadditionalsubjectsgirls

needinschool.

Thestudy’sthreeobjectiveswereto:

•IdentifythemeaningofmenstruationinthedailylivesofadolescentgirlsinNdutaCamp

•AssesstheimpactofMHMonadolescentgirls’schoolattendanceinNdutaCamp

•Assesstheavailabilityofsupportsources(parents,teachers,community)alignwithMHM

promotestheadolescentgirls’schoolattendanceinNdutaCamp

•Identifyotherpossiblesourcesofsupport-fromtheviewpointsofthegirlsthemselves

3.Methodology

A mixed-method assessment was used for this study. A few different methods were

systematically integrated into the process, and were generally data-driven. Other data

collection sources, such as desk reviews, existing project document reviews, key informant

interviews,focusgroupassessments(FGA)andfieldassessments(FA)wereincorporated.

Inparallelcombinations,methodswereusedseparately,andtheFGAandFAfindingswere

integratedafterthedatawasanalysed.

3.1Methodologyoverview

Themethodologiesutilizedwere:

a. DeskReviews(secondarydata):ImprovingqualityofeducationforSecondaryStudentsin

NdutaCamp,withafocusonadolescentgirls’projectdocumentsandrelatedliterature.

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b. FocusGroupAssessments(primarydata):

Primarydatawastakenfromdirecttargetgroupmembers;theywereadolescentgirlsat

HSSthatparticipatedinanFGAinNdutaCamp.TheFGwascomprisedof15girlsfromHSS

with two girls from each grade. Prerequisites for FGA participantswere that theymust

haveownedadignitykitandmusthaveattendedtheMHMtraining,bothofwhichwere

providedbyPlanInternationalTanzania.

c. FieldAssessments(primarydata)3:

Datacollectedfrommobilephones(from20girlsrepresentingallgrades)wasalsotaken.

Thesurveyquestionnaire,downloadedonmobilephonesand tablets,wasadministered

by the refugees’ data assistants, who conducted the survey with technical assistance

providedbyMEAL4staff.The20girlsmet theMEAL teamatanFA regarding theuseof

AfriPads.TheEiETeamprovidedqualitativequestionsaboutMHM inEiE toMEALTeam

membersfortheirdatacollectionprocess.

d. Observations(Primarydata):TheHopeSchoolinNdutaCampwasregularlyvisitedbythe

EiE Team regularly; the EiE Specialist interviewed school administrators and teachers.

General observations regardingWASH facilities for Burundian refugee girls at HSSwere

recorded.Datawasgatheredthroughdeskreviews,FAs(donebyMEALteam),FGAs,and

dataanalysisandtriangulationprocessobservationswrittenbytheEiESpecialist.

3.2AssessmentTools

Twotypesofquestionnairesweregivenduring thedatagatheringstage.First, theEiE team

developedasemi-structured(quantitative)questionnaireonMHMinEiE,andwasusedbythe

EiEteamduringtheFGA.(SeeAnnex1:FGAQuestionnaireMHMinEiE.)Additionally,theEIE

teamprovidedqualitativequestionstotheMEALTeamfortheirmobilephonedatacollection

processduringtheFA.(SeeAnnex2:FAQuestionnaireMHMinEiE.)

The assessment tools were designed in accordance with the survey objective to obtain

reliabledatafromtheadolescentgirlsatHopeSecondarySchool.Thequestionsfocusedon:

MHMfactorsinadolescentgirls’dailyschoollifeintheNdutaCamp;theimpactofMHMon

adolescent girls’ school attendance in the Nduta Camp; their support sources (parents, 3FieldAssessment(primarydata):FAwasconductedbytheMEALteam.MEALteamconductedaKAPSurveytodetermineadolescentgirls’knowledge,attitudesandperceptionsontheuseofsanitarypads(AfriPad)duringmenstruation.EiETeamprovidedqualitativequestionsregardingMHMinEiE.4MEAL:Monitoring,EvaluationandLearning

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teachers, community members) and how they align with MHM’s mission to encourage

adolescentgirls’schoolattendance;andadditionalfactors,asofferedbythegirlsthemselves,

onhowtheyseeattendingschool.

4.Findings

TheoverallfindingsoftheMenstrualHygieneManagement(MHM)programatHope

SecondarySchoolareoutlinedbelowinfoursections.

4.1.MHMindailyschoollife

ThemeaningofMHMtothegirls,theavailabilityofgender-friendlylatrines,theimpactofthe

lackofgender-friendlylatrinesatHopeSecondarySchool,andotherrelatedfindings,are

detailedhereinthefollowingcomments.

WhenaskedwhatMHMmeanstothem,mostsaid:“beingclean,”;“havingapadandbeing

clean...,”;“havingsoapandbeingclean…”;“havingpantiesandbeingabletogotoschool,”;

“washingmyself,beingclean,andabletogotoschool...”;“bathingmyselfthreetimes,

washingpadseverytimeIchangedit…”;“keep(pad)inamannerthatnoonewillrealizethatI

ammenstruating...”

Theavailabilityofgender-friendlylatrines:Allgirlscomplained/reportedaboutthelackof

genderfriendly-latrinesatHopeSecondarySchool.Thegirlssaythefollowing:“thereareonly

threetoiletstalls;wearemorethan150girls...”;“thereare)onlythreetoiletstallswithno

doors,nobuckettowashourselveswith...”;“thelatrinesdonotprovideprivacyorspaceforus

totendtoourselveswhileweareonourperiods...”

Duringmenstruation,thegirlsreportthefollowing:

“wetrytousenearbyresidents’toilets...”;“wearerequestingsomeneighbours’permissionto

usetheirbathroomstowashandchangeourpadsin…”;“itisembarrassingtorequest

permissionfromstrangerstousetheirtoilets,butIhavetodoit…”

Thereisnotareliablecopingmechanismforgirlswhentheyaremenstruating,asthereisan

absenceofgender-friendlylatrinesatHopeSecondarySchool.

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ItwasfoundthatrespondentsalignedMHMwithboth‘beingclean”and“havingapad”

becausetheyhatefeelingdirty.Itwasdiscoveredthat,whenadolescentgirlsdon’tfeelclean,

theyareonlyfocusingonthis,andnotonthelessonatall.Itwasdeterminedthatthelackof

MHMseverelyaffectsthedailyschoollifeofthesegirls.

Therefore,itissuggestedthat,atleastinitially,continuousperiodicMHMtrainingsand

installinggender-friendlylatrineswouldincreaseadolescentgirls’schoolattendancenumbers.

4.2.TheimpactofMHMsupportonadolescentgirls’schoolattendance

TherelevancyandeffectivenessofMHMkitsandMHMtrainingsdirectlyimpactsadolescent

girls’schoolattendance;therelatedfindingsareoutlinedhere.

Theitemsinthedignitykitandtheirimportancewererankedasfollows:30%reported

sanitarypadsasthemostcrucialduringmenstruation;30%mentionedsoap;and22%

reportedthatthepantiesarethemostimportantitemduringtheirperiods.Additionally,the

bodylotionandthewrapcloth(kitenge)werereportedasusefulitems.

Figure2:Mostusefulitemsindignitykit

Sanitarypad31%

Soap31%

Girlspants21%

Wrapcloth10%

Bodylotion7%

Mostusefulitemsindignitykits

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Girlsexpressedtheirfeelingsontheirschoolattendance,andhowtheMHMkitsandtraining

affectedthat.

Before:

“thefearofbleedinginschoolisnightmarish...”;“Iwanttocometoschool.Noway…howcan

Icomeandstayinclassduringmyperiod…”,“beforeMHMtrainingandhavingthese

materialsIhadabigfearofbleedinginschool…”;“theboysarelaughingandsaying…oh,you

donotknowyourself…lookatthat…youshouldnotcometoschool...”;and“beforeIwasn't

awareabouthowtousepadsproperly…”

After:

“I knowmymenstruation days and can get ready for it..”; “I have learned about personal

hygieneduringmenstruation,andIknowhowtousesanitaryproducts…”;“Icanattendschool

duringmy period, and I canmanage the process bymyself…”; “I confidently know how to

handlemenstruation.Myunderpantsarenotdirtyanymore...Ihandlethemcarefullyandwash

themproperly...”;“Iknowhowtousesanitarypads,andIalsorealizethatmenstruationisa

normalthing. I’ve learnedtobeclean,whichIdidn’tfeel Iwasbeforethetraining…”;and“I

nowknowitthatImustchangemypadafter4hours…”

Respondents confirmed the effectiveness of MHM trainings, as they are now prepared for

menstruationbyhavingdignitykits(Inc.sanitarypads).

ItremainsclearthatprovidingMHMtrainings,gender-friendlylatrines,andsanitarypads

wouldestablisharelativelymoregender-friendlyenvironment,andwouldencourage

adolescentgirlstocontinuetheirstudies.

4.3.AlignmentofsupportsourceswithMHM

Parents,teachers,andcommunitymembersthatsupportMHMpromotesbetterattendance

ofadolescentgirls.Exactlywhichtypesofsupportthatwouldbemostusefultostrengthen

schoolattendanceofadolescentgirlsintheNdutaCampareoutlinedhere.

Thesupportofmenstruatinggirls’parents/caregivers:

It was determined that 60% of girls were unsupported by parents/caregivers during

menstruation;40%receivedsomesupport.

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Figure3:Thesupportofmenstruatinggirls’parents/caregivers

Allrespondents(40%)whoreceivedsupportfromparents/caregiversduringtheir

menstruationclarifiedthatthesupportwasdefinedas“providingthemwithsoap.”

Thesupportofmenstruatinggirls’teachers:

Itwasfoundthat65%receivednosupportfromteachersduringmenstruation;35%received

someformofsupport.

Figure4:Thesupportofmenstruatinggirls’teachers

Yes40%

No

60%

Parentsupport

Yes35%

No

65%

Teacherssupport

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Allrespondents(35%)whoreceivedsupportfromteachersduringmenstruationclarifiedthat

thissupportmeant“providingasanitarypadifthegirlsdon’thaveit”and“letthegirlgo

hometogetasanitarypad”.Athome,theyarealsoabletowashthemselves.

Mostoftherespondentsindicatedthatmaleteachersarenotmostlyawareof,orunderstand

theimportanceofMHM.Thegirlsareaccusedbymaleteachersastobe“liars”whenthey

requestpermissiontogohomeiftheirperiodhasstartedoriftheyareexperiencingcramping.

Manymaleteachersdonotbelievethegirls,whooftenfirstexperiencemenstruationat10-

or11-years-old.

Asolerespondentmentionedthatsomefemaleteachersprovideadviceonpersonalhygiene

andcounselthemonhowtomanageherperiod.

Allrespondentsstatedthattheydon’treceivepositivecommunitysupportduringtheirperiod.

Theyreportedthatthecommunityexpectthemtostayhomeduringthelengthoftheir

menstruation,and,furthermore,thecommunitydoesn’tsupportgirls’educationat

secondaryschool(andbeyond)tobeginwith.

It was found overwhelmingly that girls do not have any reliable support from families,

teachersorthecommunity.Theyareessentiallyontheirownwhentheyhavetheirperiod,and

itjeopardizestheirschoolattendanceandsocialinteractions.

Itisrecommendedthattheimportanceofgirls’education,includingMHM,isneededto

disseminateinformationwithinthecommunityandbeincludedinfuturehouseholdand

school-basedprojectsintheNdutaCamp.

Parents’reactionsafterthedistributionofthedignitykits:

Allrespondentsreportedthattheirwholefamilywashappyandthattheyhadexpressedtheir

appreciationtoPlanInternationalfordistributingthedignitykitsandprovidingtheMHMinfo.

Somedirectquotesfromtherespondents:

“myparentswereveryhappytoseethatIreceivedthedignitykits.Previously,itwasvery

difficultformeastheycannotaffordtobuysanitarypadsorsoapforme,butIhavepads…”;

”Ihavesoap,sanitarypads,andevenbodyoil.Theyfeltveryhappyandtheirstresswillbe

reducedwhenmyperiodstarts...”;“whenmyparentssawthatIreceivedsanitarypadsand

mostimportantly,soap,theywereveryhappy,andtheysentmetothePlanofficetopass

theirgratitudeontothem…”.

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4.4.Additionalsupportforadolescentgirlsattendingschool

Respondentsstatedthatadolescentgirlsareindangerofseveralrisks,themostimportant

onedroppingoutofschool.Ideastosupportadolescentgirls’educationareoutlinedbelow.

Girls’clubactivities:Thegirlsmentionedthattheycaneasilybesexuallyabusedand/orforced

togetmarriedduetoeconomichardshipsinthecampandthusdropoutofschool.

Additionally,theyreporteddifferentchallengesandcopingmechanismsfordealingwith

thoseproblems,suchasdomesticviolence,heavydomesticresponsibilities,poverty,

problemswithparents,etc.

Inthissense,theyarethankfultoPlanInternationalforestablishinggirls’clubactivitiesand

havesincerequestedmoreactivitiessothattheycanfurtherlearningandsharedifferent

progressiveideas,lessons,experiencesandwisdom.

Remedialclasses:Thegirlsmentionedtheirstruggleswithcertainclassesandwithadvanced

concepts.Theydesiretofullyunderstandsubjectbasicsandneedextrainstruction/tutoring

afterschool.Additionally,theymentionedthattheyneedextrasupportfortheNECTA5exam.

Inthissense,theyarealsothankfultoPlanInternationalforprovidingremedialclasses.

They’veaskedformoreremedialclasseswhichtheybelievewillremedyastudent

environmentthatsuffersfromlowself-esteem.ThegirlsareencouragedbyPlanInternational

toaskasmanyquestionsasnecessarysoastounderstandasubject,andnottogiveintothe

pressuretolearneverythingimmediately.

Scholasticmaterials:Thegirlsreportedthattheirfamilieshavestruggledtoprovidebasic

scholasticmaterialssuchasworkbooks,pens,complementarymathandsciencematerials,as

wellasdifficultybuyingschoolbags,clothes,andshoesforschool.

Tothatend,thegirlsthankedPlanforprovidingtheirscholasticmaterials,andhavealso

requestedschoolsupplies,clothesandshoesinthenearfuture.

5NECTA(TheNationalExaminationsCouncilofTanzania(NECTA)Registrationofcandidatesisundertakenforbothschoolandprivatecandidatesdependingonthetypeofexaminationsandexaminationseason.ThetypesofexaminationsprivatecandidatescanregisterforaretheCertificateofSecondaryEducation(CSEE),AdvancedCertificateofSecondaryEducation(ACSEE)andQualifyingTest(QT)

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Communityawarenesscampaignregardinggirls’education:Thegirlsmentionedtheirneed

forfullcommunitysupportoftheirattendanceofsecondaryschoolintheNdutaCamp.

ThegirlsexpressedgratitudetoPlanInternationalforlaunchingacommunityawareness

campaignabouttheimportanceofgirls’educationinNduta,andwanttheawareness

campaignstocontinue.

Interestingly,theyalsoaskedPlantoprovideMHMawarenesstrainingtomale(andfemale)

teachersatHopeSecondarySchool.Theyhopetogarnerbettersupportfromtheirteachers

duringtheirperiods,andspecifically,maleteachers.

5.ConclusionsandRecommendations

AspertheGlobalGoals(SDG4-4.1)6,PlanInternationalhasbeenstrategicallysupportinggirls’

secondaryeducationandworking toeliminate thebarriers thathinder it.Onekeyelement

Plan International identified in Kibondowas that the overall lack of support of girls during

theirmenstruationisoneofthemostsignificantbarrierstotheireducation.Eversince,Plan

InternationalhasadvocatedtheempowermentofgirlsatHopeSecondarySchoolonMHM,

whichemphasisesandencouragesgoodpersonalhygieneandregularschoolattendance.

Withinthecontextofthesethreesubjectareas:

5.1.Minimisetherisksofadolescentgirls’education

Adolescentgirlsfaceseveralrisksthatleadtothemdroppingoutofschool,suchassexual

abuse,earlymarriage,domesticviolence,heavydomesticresponsibilities,andpoverty.They

needbettersupportfordevelopingcopingmechanisms.

Additionally,theyneedextratutoringforbothbasicandadvancedconceptsorforwhen

they’vemissedclass.

Recommendations:

• Itisrecommendedthataknowledgeableandexperiencedsupervisorbeinstalledto

ensureasafeenvironmentfortheestablishmentofagirlsclub,peersupportprograms,

andcommunity-basedmentorship.

6SDG4–4.1Goal4.Ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall4.1By2030,ensurethatallgirlsandboyscompletefree,equitableandqualityprimaryandsecondaryeducation.

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• Itisrecommendedthatremedialclassactivitiesinapositiveenvironmentfor

supportinggirls’academicsuccessbeprovided.

• Itisrecommendedthatscholasticmaterials,schoolsweaters,wrapcloths(kitenge),

andshoesforgoingtoschoolareperiodicallyprovided.

• Atthesametime,itisexpectedthateducationalstakeholdersbemoreproactive;

timelyresponsescanminimizerisks.

• Educationalstakeholdersneedtechnicalandfinancialassistanceforthis.

5.2.Minimisingthenegativeeffectsofmenstruationongirls’dailyschoollives

ThelackofMHMseverelyaffectsgirls’dailyschoollife.

Recommendations:

• ItisrecommendedthatperiodicMHMtrainingsandthedeliveringofdignitykits

continueandthatgender-friendlylatrinesintheschoolsbebuilt.

• Atthesametime,itisexpectedthateducationalstakeholdersbemoreproactive;they

mustbemoretimelyintheirresponsessoastoreducethenegativeeffects.

• Educationalstakeholdersneedtechnicalandfinancialassistanceforthis.

5.3.MaximisingthesupportresourcesalignedwithMHM

The girls do not have any reliable support from their families, teachers or from the

community.Thegirlsneedfullsupportfromtheseentities.

Recommendations:

• Itisrecommendedthattheimportanceofgirls’education,includingMHM,needstobe

disseminatedthroughoutthecommunity.Additionally,informationaltrainingsessions

onMHMforparentsandteachers(forbothmaleandfemale)shouldbeconducted.

• It is recommended that youth-centred MHM trainings and activities about the

importanceofgirlseducationbeimplemented.

• Atthesametime,itisexpectedthateducationalstakeholderswillbemoreproactivein

theirconductinordertomaximisethesupportresourcesalignedwithMHM.

• Educationalstakeholdersneedtechnicalandfinancialassistanceforthis

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Afinalnote

AspertheGlobalGoalsaswellastheINEEMSHandbook,childrenwhoexperienceconflict,

naturaldisastersor complexemergencieshavea right toeducationandprotection, and to

havetheircommunitiesmakeeducationacontinuingpriority.

Providingqualityeducationforallistheprimaryresponsibilityofthenationalauthorities,and

iscarriedoutbytheministriesofeducationandlocaleducationauthorities.

Theimportanceofeducationshouldbegivenpermanentprioritybyallrelatedstakeholders,

ratherthantheGovernmentofTanzaniasimplyrespondingtotherefugeecrisis.

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6.Annexes

Annex1:FGAQuestionnaireMHMinEiE

Annex2:FAQuestionnaireMHMinEiE

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Annex1:FOCUSGROUPDISCUSSIONwithADOLESCENTGIRLSin

HOPESECONDARYSCHOOLTopic:MHMSupportinEiEVenue:HopeSecondarySchoolDate-Time:1:00-14.30pm.onFebruary16,2017.Participants:16femalesecondaryschoolstudents(2students/grade)Pre-requisite:MusthaveaDignityKitandinformativebriefonMHMfromPlanInt.Facilitator(s):MaryloemaPanga,EiEFieldOfficerZeynepM.Sanduvac,EiESpecialist

SEMISTRUCTUREDQUESTIONNAIRE

1. Whatdoyouknowabouttheterm“menstrualhygienemanagement”?Areyoufamiliarwithit?

2. ConsideringtheMHMtrainingsession,couldyoupleasesayabitaboutyourattitudetowardsmenstruation:a.Beforethetrainingb.Afterthetraining

3. Haveyoueverhadadignitykit?a.Yesb.No

4. If“Yes”:a.Wheredidyougetitandhow?b.Whatweresomeoftheitemsthatwereinit?

5. IfNo.Howdidyoumanageyourmenstrualcycleduringschoolhours?

6. WasthelackofatDignityKitandMHMtrainingoneofthereasonsthatyouhavemissed

school?a.Yesb.NoPleaseexplain…

7. NowthatyouhaveaDignityKitandhavehadsomeMHMtraining,areyoubetterabletoseethebenefitsofattendingschool?a.Yesb.NoPleaseexplain…

8. WhichitemsinyourDignityKitarethemostusefultoyou?Pleaseexplain…

9. WhichitemsdoyouthinkshouldbeaddedtotheDignityKit?Pleaseexplain…

10. Doyoufindthelatrinesatyourschool“friendly”duringyourmenstrualcycle?a.Yesb.No

11. IfNo,pleaseexplain,”howdoyoumanageyourmenstruationcyclewhenyou’reatschool?

12. Areyourparentsorcaregiverssupportiveofyouwhenyou’regoingthroughyourmenstrualcycle?a.Yesb.NoPleaseexplain…

13. Areyourteacherssupportiveofyouwhenyou’regoingthroughyourmenstrualcycle?a.Yesb.NoPleaseexplain…

14. Whatwasyourparents’reactionwhenyougotaDignityKit?Pleasedescribe…

15. Whatkindofsupportdoyouthinkadolescentgirlsneedinordertoregularlyattendschool?

16. Othersuggestionsorideas? THANKYOUFORYOURPARTICIPATION

21

Annex2

FOCUSGROUPDISCUSSIONwithADOLESCENTGIRLSinHOPESECONDARYSCHOOL

QUESTIONSforFA

1. Haveyoueverhadadignitykit

a.Yesb.No(ifNO-stoptheinterview)

2. Whatdoyouknowabouttheterm“menstrualhygienemanagement”?Areyoufamiliarwithit?

3. ConsideringtheMHMtrainingsession,couldyoupleasesayabitaboutyourattitudetowardsmenstruation:a.Beforethetrainingb.Afterthetraining

4. WhichitemsinyourDignityKitarethemostusefultoyou?Pleaseexplain…

5. Areyourparentsorcaregiverssupportiveofyouwhenyou’regoingthroughyourmenstrualcycle?a.Yesb.NoPleaseexplain…

6. Areyourteacherssupportiveofyouwhenyou’regoingthroughyourmenstrualcycle?a.Yesb.NoPleaseexplain…

7. Whatwasyourparents’reactionwhenyougotaDignityKit?Pleasedescribe…

8. Othersuggestionsorideas?

THANKYOUFORYOURPARTICIPATION.