When the Malawian Government introduced free primary education in 1994, Joyce Mhango, then 13 years old, was in the same class as her brother in Mzimba, a small town in the north.
Background: Kinshasa’s peri-urban settings have a low rate of water access, which has significant consequences for the WASH infrastructures in schools and preventative measures against the spread of waterborne diseas...Background: Kinshasa’s peri-urban settings have a low rate of water access, which has significant consequences for the WASH infrastructures in schools and preventative measures against the spread of waterborne diseases and pathogens. This study aimed to assess the availability, functionality, and gender sensitivity of WASH infrastructures of Kinshasa’s peri-urban schools. Methods: A cross-sectional study was performed in three of the four educational provinces of Kinshasa, targeting 165 peri-urban schools. Data were collected using a questionnaire and an observation grid. Results: An overall proportion of 10.9% of schools possessed a water point, and therefore time-consuming water chores are a necessity in 89.1% of schools. Girl students provided 30% of the labor collecting water during punishments. A total of 98.2% of schools had functional latrines of which 3.6% were found hygienic, associated with water reserve next to the latrines (P = 0.040). Only 2.4% of schools displayed posters raising awareness of latrine hygiene, and 3.6% displayed posters on hand hygiene. The ratios of latrines units for girls were 58:1 for toilets and 115:1 for urinals, justifying open defecation and urination reported in 62.4% of schools. Also, 43% of schools had hand-washing facilities whose functionality was significantly associated with the presence of water points in the school’s inner courtyard (P = 0.032), with water (P P Conclusion: The majority of schools had limited drinking water services, which negatively impact the functionality and gender sensitivity of other WASH provisions. The current evidence as a public health concern would raise government and school authorities’ attention to address these environmental threats.展开更多
This study on Menstrual Hygiene Management (MHM) was carried out in two secondary schools in the Bamako district, “Chaine Grise” and “Cheick Modibo Diarra” located respectively on the right bank and the left bank ...This study on Menstrual Hygiene Management (MHM) was carried out in two secondary schools in the Bamako district, “Chaine Grise” and “Cheick Modibo Diarra” located respectively on the right bank and the left bank depending on the geographic position of the Niger river. This work took place over a period of 6 months from January 2019 to June 2019. The objective of this study was to study menstrual hygiene management in school?setting for girls aged 16 to 18 in two secondary schools in Bamako. It was a transversal and qualitative description. The study population consists of girls aged 16 to 18 years enrolled in one of the selected secondary schools.?At the end of this study, we arrived at the following results:?*50% of the girls in our study have poor knowledge about menstruation;?*10% of girls miss school at least one day a month during menstruation;?*90% of girls use hygienic cotton to absorb menstrual blood;?*90% of the sources of supply for hygienic products are?mothers.?The unsanitary conditions of the toilets, lack of light and the non-separation of the toilets according to gender guidelines were found in 99% of the cases: *99% of girls say that the poor state of health infrastructures was one of the causes of genital infections linked to poor management of menstrual hygiene;?*lack of water in the toilets (99%). Through these results, we conclude that,?in our context,?menstruation remains a taboo and shameful subject for girls. In addition, some of their menstrual hygiene practices are a real danger to their health.展开更多
This paper explores the relationship between girls’schooling and empowerment in western China in the first decade of the 21st century.This paper adopted a capability-empowerment framework based on Sen’s capability a...This paper explores the relationship between girls’schooling and empowerment in western China in the first decade of the 21st century.This paper adopted a capability-empowerment framework based on Sen’s capability approach into which were integrated concepts by Bourdieu,Appadurai,Nussbaum,Kabeer,and Unterhalter,to help to understand the tenacity with which village girls pursued schooling.In interviews with a group of 23 girls and young women,several valued functionings of intrinsic capability sets in the freedom dimensions of well-being and agency and their association with rising levels of school attainment were found.The girls were found to be gaining empowering capabilities through schooling,but that these were not equally distributed,neatly slicing the group into two sharply defined groups with different life paths.One set dropped out in the middle school years with a smaller set of empowerment capabilities to work in low-skilled jobs in cities,which offered them new places to change.The other set remained in school longer to achieve a larger set of empowering functionings that they converted into more substantive freedoms in a variety of settings.展开更多
In March,the Zhuhai Girls’Middle School,the only girls’middle school in south China’s Guangdong Province,began its first enrollments.Although tuition fees for the establishment are high,it was seen by many parents ...In March,the Zhuhai Girls’Middle School,the only girls’middle school in south China’s Guangdong Province,began its first enrollments.Although tuition fees for the establishment are high,it was seen by many parents as a choice for their daughters.The school was invested in by Zhuhai Henglong展开更多
THIS old photograph, taken in the early 1920s, was passed down to me by my eldest sister, an educator. It is a group photo of students from Fanzhen Girls’ Primary School, a church school in Xinan Township, Anxin Coun...THIS old photograph, taken in the early 1920s, was passed down to me by my eldest sister, an educator. It is a group photo of students from Fanzhen Girls’ Primary School, a church school in Xinan Township, Anxin County in Zhili (now Hebei) Province. In the school, which was located by my hometown of Baiyangdian, 43 students of varying ages and grades studied in a single classroom. The展开更多
THE main difficulty developing countries have faced in making primary education universal is its education of girls. In Gansu and Qinghai provinces and the Ningxia Hui Autonomous Region of China, experimental schools ...THE main difficulty developing countries have faced in making primary education universal is its education of girls. In Gansu and Qinghai provinces and the Ningxia Hui Autonomous Region of China, experimental schools for girls sponsored by education workers have seen inspiring results. In 1993, 96.4 percent of girls continued their schooling. According to 1990 statistics, more than 180 million Chinese were illiterate; two-thirds of them were women. Also, of children aged 7-11 who hadn’t yet gone to school, girls accounted for 81 percent. Currently, provinces and autonomous regions with the lowest enrollment rate for girls are all located in remote, poor展开更多
THE China Central Television cameras were rolling on evening of December 19, 1994, when hostess Ni Ping ushered nine young girls to Chen Muhua, Vice Chairperson of the Standing Committee of National People’s Congress...THE China Central Television cameras were rolling on evening of December 19, 1994, when hostess Ni Ping ushered nine young girls to Chen Muhua, Vice Chairperson of the Standing Committee of National People’s Congress and president of the All-China Women’s Federation, who was sitting in the audience. The展开更多
文摘When the Malawian Government introduced free primary education in 1994, Joyce Mhango, then 13 years old, was in the same class as her brother in Mzimba, a small town in the north.
文摘Background: Kinshasa’s peri-urban settings have a low rate of water access, which has significant consequences for the WASH infrastructures in schools and preventative measures against the spread of waterborne diseases and pathogens. This study aimed to assess the availability, functionality, and gender sensitivity of WASH infrastructures of Kinshasa’s peri-urban schools. Methods: A cross-sectional study was performed in three of the four educational provinces of Kinshasa, targeting 165 peri-urban schools. Data were collected using a questionnaire and an observation grid. Results: An overall proportion of 10.9% of schools possessed a water point, and therefore time-consuming water chores are a necessity in 89.1% of schools. Girl students provided 30% of the labor collecting water during punishments. A total of 98.2% of schools had functional latrines of which 3.6% were found hygienic, associated with water reserve next to the latrines (P = 0.040). Only 2.4% of schools displayed posters raising awareness of latrine hygiene, and 3.6% displayed posters on hand hygiene. The ratios of latrines units for girls were 58:1 for toilets and 115:1 for urinals, justifying open defecation and urination reported in 62.4% of schools. Also, 43% of schools had hand-washing facilities whose functionality was significantly associated with the presence of water points in the school’s inner courtyard (P = 0.032), with water (P P Conclusion: The majority of schools had limited drinking water services, which negatively impact the functionality and gender sensitivity of other WASH provisions. The current evidence as a public health concern would raise government and school authorities’ attention to address these environmental threats.
文摘This study on Menstrual Hygiene Management (MHM) was carried out in two secondary schools in the Bamako district, “Chaine Grise” and “Cheick Modibo Diarra” located respectively on the right bank and the left bank depending on the geographic position of the Niger river. This work took place over a period of 6 months from January 2019 to June 2019. The objective of this study was to study menstrual hygiene management in school?setting for girls aged 16 to 18 in two secondary schools in Bamako. It was a transversal and qualitative description. The study population consists of girls aged 16 to 18 years enrolled in one of the selected secondary schools.?At the end of this study, we arrived at the following results:?*50% of the girls in our study have poor knowledge about menstruation;?*10% of girls miss school at least one day a month during menstruation;?*90% of girls use hygienic cotton to absorb menstrual blood;?*90% of the sources of supply for hygienic products are?mothers.?The unsanitary conditions of the toilets, lack of light and the non-separation of the toilets according to gender guidelines were found in 99% of the cases: *99% of girls say that the poor state of health infrastructures was one of the causes of genital infections linked to poor management of menstrual hygiene;?*lack of water in the toilets (99%). Through these results, we conclude that,?in our context,?menstruation remains a taboo and shameful subject for girls. In addition, some of their menstrual hygiene practices are a real danger to their health.
文摘This paper explores the relationship between girls’schooling and empowerment in western China in the first decade of the 21st century.This paper adopted a capability-empowerment framework based on Sen’s capability approach into which were integrated concepts by Bourdieu,Appadurai,Nussbaum,Kabeer,and Unterhalter,to help to understand the tenacity with which village girls pursued schooling.In interviews with a group of 23 girls and young women,several valued functionings of intrinsic capability sets in the freedom dimensions of well-being and agency and their association with rising levels of school attainment were found.The girls were found to be gaining empowering capabilities through schooling,but that these were not equally distributed,neatly slicing the group into two sharply defined groups with different life paths.One set dropped out in the middle school years with a smaller set of empowerment capabilities to work in low-skilled jobs in cities,which offered them new places to change.The other set remained in school longer to achieve a larger set of empowering functionings that they converted into more substantive freedoms in a variety of settings.
文摘In March,the Zhuhai Girls’Middle School,the only girls’middle school in south China’s Guangdong Province,began its first enrollments.Although tuition fees for the establishment are high,it was seen by many parents as a choice for their daughters.The school was invested in by Zhuhai Henglong
文摘THIS old photograph, taken in the early 1920s, was passed down to me by my eldest sister, an educator. It is a group photo of students from Fanzhen Girls’ Primary School, a church school in Xinan Township, Anxin County in Zhili (now Hebei) Province. In the school, which was located by my hometown of Baiyangdian, 43 students of varying ages and grades studied in a single classroom. The
文摘THE main difficulty developing countries have faced in making primary education universal is its education of girls. In Gansu and Qinghai provinces and the Ningxia Hui Autonomous Region of China, experimental schools for girls sponsored by education workers have seen inspiring results. In 1993, 96.4 percent of girls continued their schooling. According to 1990 statistics, more than 180 million Chinese were illiterate; two-thirds of them were women. Also, of children aged 7-11 who hadn’t yet gone to school, girls accounted for 81 percent. Currently, provinces and autonomous regions with the lowest enrollment rate for girls are all located in remote, poor
文摘THE China Central Television cameras were rolling on evening of December 19, 1994, when hostess Ni Ping ushered nine young girls to Chen Muhua, Vice Chairperson of the Standing Committee of National People’s Congress and president of the All-China Women’s Federation, who was sitting in the audience. The
