Shockingly enough, I've never been a big fan of my period. Cramping, bloating, pms, leaks - none of this is fun. I've also been particularly mad at it lately because it can't seem to stick to a schedule since being in Ghana, and I'm not too big on surprises of that sort. But next time it shows up (whenever that is) I've made up my mind that I'm going to consider myself lucky. Lucky that I have a diva cup which is comfortable, and hygienic and that I only have to change every 12 hours. Lucky that even if I didn't, pads or tampons would be well within my budget and easily accessible to me. Lucky that I knew all about menstruation long before my first period and was pretty much prepared for it when it came. And Lucky that, with the exception of a few skipped classes in high school, and possibly a pool party or two in those early years, my period has never significantly stood in the way of my experiences. Certainly, it has never been a barrier to my education. These are a few more items in the long list of things which I have taken for granted for so long, and for which I'm really grateful. On that note, let me tell you all about AFAWI's Sexual Maturation and Menstrual Hygiene Project! (funded, btw, by CIDA).
In 2007-2008, AFAWI conducted a research project to determine to what extent the onset of menstruation in young girls contributed to the low performance and attendance rates of junior high school girls in three of Ghana's northern regions. The findings revealed several challenges facing young girls, including a lack of education prior to the onset of menstruation. In the schools studied, sexual education was found to focus primarily on factual descriptions of the reproductive system, with little or not attention paid to practical elements of menstrual management, providing little help to girls learning how to cope with their periods hygienically. Attitudes towards menstruation in these communities have generally been negative, with 98% of girls surveyed saying that they felt bad when they menstruated. Of the three major religions in the areas - Christianity, Islam, and African Traditional Religion - all viewed menstruation as "impure", and restricted the activities of girls who are menstruating, albeit at varying levels. While these beliefs did not explicitly keep girls out of school, they did contribute to an overall negative attitude towards menstruation and a lack of willingness to address the topic openly. Education was also difficult as some teachers were embarrassed to teach about menstruation, or were insensitive to girls who came to them for support. It is also worth noting, that traditionally, when girls started menstruating, the Queen Mother would take them aside and educate them on their sexual maturation, as well as how to fulfill their roles as women in the community. With the breakdown of this traditional system, education falls primarily on the shoulders of the family, and has not been substantially aided by the education system. This had led to gaps in girls education, who are often not informed about menstruation until their first period.
In addition to these gaps in menstural education, the study found specific challenges which kept menstruating girlsout of the classroom, or which affected their classroom performance. One of the most significant is the lack of proper toilet facilities and waste disposal systems in schools, which make it difficult or impossible for girls to change their menstrual hygiene products at school. Girls will thus often stay home when on their period, or will only change their materials before or after school. This can also lead to the problem of leaks, the fear of which directly affects girls' confidence and participation. As Ghanaian students are often required to stand when speaking or answering a question in class, fear of leaks has been identified by girls themselves as a barrier to their participation and performance. Access to hygienic sanitary materials are also limited, being either unavailable or too expensive. Most girls surveyed were using toilet paper or old cloth, contributing to the problem of controlling leaks, made worse by their inability or discomfort in changing their products at school. Finally, 86% of boys surveyed admitted to teasing girls who are menstruating, further adding to these girls' discomfort and lack of confidence.
These are all things which I didn't realize were very real barriers to education. They may not seem like huge problems, but for junior high school girls, they can have significant impacts. Given these problems, and the importance of keeping adolescent girls in school, finding solutions is extremely important. AFAWI's Sexual Maturation and Menstural Hygiene Project arose out of the results of their initial research activities. It was funded by CIDA, as well as Abantu for Development; the latter providing sanitary pads for distribution among female students. The project focused on two main areas - enhancing education and sensitization, and providing adequate physical facilities for girls' use. The latter included the rehabilitation of urinals and toilets, providing added privacy for girls as well as hand washing basins. The project also built incinerators in two of the schools, to allow for proper disposal of sanitary products. Educational and sensitization projects were run, and a training manual produced to give teachers the training and resources needed to educate girls and offer them a more supportive school environment. Educational workshops targeted both boys and girls, and emphasized the positive elements of menstruation - such as its necessity as part of the reproductive cycle. The training manual also incorporates units on STIs, HIV/AIDS, gender equality and empowerment and lobbying practices. Tied into the project, and to the problems facing girls are more overarching issues such as waste management, garbage disposal and gender roles and expectations. Like so much in development, the interconnectedness of these issues can create additional challenges. For instance, the lack of latrines and toilets in one of the targeted communities has meant that community members are using the facilities, and the latrine has filled earlier than expected. There have been challenges associated with emptying the latrine, meaning that girls in that school are again facing a lack of proper facilities (as is everyone else in the community). While these interconnections are challenging, I think they also provide opportunities for creative solutions that tackle more than one issue at once. It's unfortunate that CIDA is no longer funding this project, as AFAWI had plans to expand the project into 17 more schools. However, they are not the only organization that is addressing this issue, in Ghana nor in Africa. I'm a fan of the project because it represents some of the ways organizations are finding solutions to concrete problems which seem small, but which in reality create barriers to gender equality and women's development. It's unfortunate I won't have the opportunity to travel up north and visit these projects, as I would love to see them and hear some of the positive feedback the program has recieved. I really hope that AFAWI is able to get funding for the continuation of this project, or that they are able to find a partner organization to work with, because I think it's something that can really make a difference for girls in Ghana. That being said, its also an issue I'm going to keep looking into once I'm back in Canada and back in school. My Mum already sent me some information on girls in Uganda - which I can't wait to look at (but which I haven't yet because of my limited internet time)
So, that's a brief, simplified overview of that project. Feel free to ask me any questions - that was mostly written off the top of my head but I have access to reports and things if anyone is interested. You can read a brief description of the project as well at www.afawigh.org.
P.S., not to take away from this post but for those who are interested I got into University of Leeds for Postcolonial Literary and Cultural Studies! Whoot!
Oh, and Happy Belated Valentines Day!
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