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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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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
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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.