Introduction

Name of the project: Sexual reproductive rights project 

The primary goal of the project is to remove one of the critical barriers to education for these girls, enabling them to attend school confidently and consistently. Additionally, the long-term effect of this initiative is to decrease absenteeism in schools situated in the Cape Flats through the short-term goal of distributing sanitary pads every month. This will restore and uphold the dignity of the young girls and ensure they have free access to essential menstruation hygiene products. 

The sanitary pads project was born out of acute recognition of the challenges faced by girls within 14 Municipal renewal programs in areas where the Whitaker Peace and Development Initiative organisation is active. Through the conflict resolution and psychosocial departments’ extensive work with 40 schools in the underprivileged region, the organisation observed a disturbing trend.  Which showed that numerous girls were unable to attend schools due to lack of access to menstrual hygiene products. Therefore, this was highlighted as a prioritized need through engagements with individuals and community members and direct feedback from schools within the Cape Flats. Moreover, the qualitative method was used during group discussions in peace-building dialogues with the community. The recurring absenteeism during menstrual periods highlighted a dire need for intervention, inspiring the inception of this project. Our goal was not merely to provide sanitary pads but to support these young girls in continuing their education uninterrupted thereby fostering a more inclusive and equitable learning environment. As part of creating an inclusive and equitable learning environment, it was later decided that the boys would be part of the dialogue.

Intervention

Firstly, the project was successful because the learners showed up, but there were absent learners on some days due to various circumstances and the pads were left with the teacher or the trainer of the trainee. In addition, they were eager and enthusiastic to engage by asking questions and answering when the students and teachers were asking questions. The stakeholders were actively involved and assisted the students in each activity. In May, the students were able to distribute sanitary pads to 40 schools making sure that 4,448 girls were given a pack of pads and were educated about the process of menstruation in their bodies and menstrual hygiene. Although boys were not given anything they were included in dialogues to foster a supportive and understanding environment. Where menstrual health is openly discussed, and taboos are challenged. 

The student discussed with the learners the importance of having free access to sanitary pads ‘some of them mentioned that this helps them feel comfortable at home and school’. Secondly, during the presentation, learners were open and free to share their understanding of menstrual health management. In addition, during the last activity, the students discussed questions for evaluation, this was an open discussion with both girls and boys giving feedback on the impacts of the project on their daily living highlighting what they learned and why it is essential to access free sanatory products each month as a girl. Overall, the awareness was successful. Through this project we strive to empower young girls, affirming their rights to education and equal opportunities in a supportive and stigma-free environment. 

During the implementation of this project, the students experienced various challenges. These include miscommunication between the staff; some of the trainees of trainee did not communicate with the schools to inform them about the project which led to delays in distribution. Moreover, the student assessed that some of the schools were not aware that they were coming for distribution and did not make any arrangements, so the students had to start with arrangements’ and do the distribution which was time-consuming to cover all the schools allocated for the day especially if its Friday as school are out early on Fridays. Financial costs: due to financial constraints the project was on pause for August it will continue in September. The student learned that communicating information is essential when working as a team. Using social work skills made it easy for people to promote community inclusion. These include collaboration, effective communication, flexibility, negotiating with community members and stakeholders, maintaining a holistic approach, and cultural sensitivity showing responsibility toward professional conduct.

THEORY The student used the empowerment theory. 

Empowerment theory seeks to enhance individuals' or communities' ability to control their own lives. It emphasizes strength-based approaches that recognize the inherent capabilities of individuals. The theoretical framework is a set of theories that guide intervention. The interdisciplinary team utilized empowerment theory to uphold the dignity of school children in the Cape Flats community ensuring that they have access to menstrual hygiene. The study by Joseph (2020), highlights that empowerment theory is a comprehensive framework that addresses human problems within the context of stratified and oppressive social, political and economic environments.

Using this theory is crucial in sexual reproductive health projects in schools as this focuses on enhancing individuals' control over their own lives, decision-making, and actions. Empowerment plays an important role in promoting autonomy, agency, and rights among adolescents and young adults. This theory aims to equip individuals, especially young girls, with the knowledge, skills, and resources needed to make informed choices about their sexual reproductive health for example providing them with sanitary pads monthly. By fostering empowerment individuals are better equipped to make informed choices about their sexual lifestyle including access to services (clinics), using contraceptives, and understanding their rights. In addition, using this theory, the community development team aims to also address the stigma and norms associated with sexual reproduction. This is done by educating both boys and girls in school about why women undergo menstruation. Overall, by working collectively with men inequalities and patriarchy will be reduced 

Reference

Joseph, R., 2020. The theory of empowerment: A critical analysis with the theory evaluation scale. Journal of Human Behavior in the Social Environment, 30(2), pp.138-157.