1. 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 WinS for Girls E-Course:

2. WinS for Girls: Advocacy and Capacity Building for MHM through WinS Module 2: Gender Considerations for Menstrual Hygiene Management Research and Programming Facilitator: Sue Cavill Content: Amritpal K. Sandhu Photo credit:

3. WinS for Girls3 Throughout the course you will see: Questions in Red When 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 Green When 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 Gender Participation Encouraged!

4. WinS for Girls4 WinS for Girls Module 2: Incorporating Gender Learning 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 MHM 3.Understand the steps in integrating gender considerations into MHM research and program planning 4.Cite examples of good practices in gender-sensitive MHM programming and research

5. WinS for Girls5 WinS for Girls Module 2: Incorporating Gender Why? 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

6. WinS for Girls6 WinS for Girls Module 2: Incorporating Gender Understanding Gender Terminology

7. WinS for Girls7 WinS for Girls Module 2: Incorporating Gender Understanding Gender Terminology When you hear the world gender, what does it mean in the context of your work?

8. WinS for Girls8 WinS for Girls Module 2: Incorporating Gender Understanding 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/scien ce-news/9099939/Male-chromosome-is-not- doomed-say-scientists.html Source: http://www.dailynews.gov.bw/news- details.php?nid=6649

9. WinS for Girls9 WinS for Girls Module 2: Incorporating Gender Understanding 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/

10. WinS for Girls10 WinS for Girls Module 2: Incorporating Gender Understanding 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/

11. Gender norms The expectations for how women or girls and men or boys are supposed to behave, think and feel The 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 Gender Understanding Gender Terminology WinS for Girls11 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

12. 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 Terminology WinS for Girls12 Source: http://blogs.reuters.com/photographers-blog/2014/03/05/banished-once-a-month/

13. Gender and Power Gender 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 Gender Understanding Gender Terminology WinS for Girls13 Gender-based opportunitiesGender-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

14. Gender Equality and Gender Equity Gender equality: Equal enjoyment of goods, opportunities, resources and rewards Gender 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/

15. Test your gender knowledge! SexGender 1) Girls menstruate and boys do not 2) 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 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 Gender Understanding Gender Terminology WinS for Girls15

16. WinS for Girls16 WinS for Girls Module 2: Incorporating Gender MHM: Gender Roles and Norms

17. 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 Gender MHM: Gender Roles and Norms WinS for Girls17 Gender and diversity

18. 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 Norms WinS for Girls18 Source: http://www.buzzle.com/articles/labeled-diagram-of-the-female-reproductive-system.html

19. 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 Girls19 http://hopebuilding.pbworks.com/w/page/43662461/Making%20sanitary%20pads%20l ocally%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:

20. WinS for Girls Module 2: Incorporating Gender MHM: Gender Roles and Norms WinS for Girls20 What does the photo say about Gender roles? Gender norms? Discrimination? Gender equality and equity? Power? Photo Credit: Nora Fyles

21. WinS for Girls21 WinS for Girls Module 2: Incorporating Gender Integrating Gender into MHM Research and Program Planning

22. 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 Analysis WinS for Girls22

23. The Gender Analysis involves three steps: 1.Identify information 2.Collect the information 3.Analyze information WinS for Girls Module 2: Incorporating Gender Components of a Gender Analysis WinS for Girls23

24. (Source: E. Doggett and T. Medrano, 2014. FHI 360) WinS for Girls24 WinS for Girls Module 2: Incorporating Gender Components of a Gender Analysis

25. (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 WinS for Girls25 Where can gender be considered in an MHM program cycle? WinS for Girls Module 2: Incorporating Gender Components of a Gender Analysis

26. WinS for Girls26 WinS for Girls Module 2: Incorporating Gender Examples of Good Practices

27. 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/

28. 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

29. What comments or questions do you have regarding gender and menstruation? 29 WinS for Girls Module 2: Incorporating Gender Questions WinS for Girls

30. 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.htmlhttp://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.pdfhttp://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/1289www.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.pdfhttp://www.who.int/gender/mainstreaming/GMH_Participant_GenderAssessmentTool.pdf WinS for Girls Module 2: Incorporating Gender Readings WinS for Girls30

31. For more information or support contact: Nora Fyles, Head, United Nations Girls' Education Initiative (UNGEI) Secretariat, UNICEF NYHQ: nfyles@unicef.orgnfyles@unicef.org Mita Gupta, Programme Specialist, Gender and Rights, UNICEF NYHQ: mgupta@unicef.org mgupta@unicef.org Sue Cavill, UNICEF consultant WASH section: scavill@unicef.orgscavill@unicef.org Marni Sommer, Grow & Know, Inc.: marni@growandknow.orgmarni@growandknow.org WinS for Girls Module 2: Incorporating Gender Contact info WinS for Girls31