School Drop Out inPhilippi - Menstrual Health andHygiene as a Reason?Pilot-Project "Nenekazi"a Possibility of Change

Keywords:Township Philippi, South Africa, SchoolDrop Out, MHH, MHM, Menstrual Cups,Concept of Agency, Social Movement,Project "Nenekazi"

by Susanne Bayer

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

M.A. Childhoods Studies and Children's RightsUniversity of Applied Sciences Potsdam

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

This paper reviews the causes and course leading to thesignificantly high school drop-out- rate in the TownshipCommunity "Philippi", Cape Town. It deals with thehypothesis that a limited access to menstrual articlesaffects the agency and school performance of younggirls, which is often ignored due to tabooing the subject"menstruation" in general. Preventive and interveningwork can be viewed from different perspectives.Therefore both, the "Concept of Agency", and themissions and goals of the UN, UNICEF, the NGO AmandlaDevelopment in Philippi and the social movement"Nenekazi" are introduced here. To develop a strategy ofchange the pilot project, of "Nenekazi" was designed.Menstrual-cups were distributed, workshops related tothe topic "sexuality" were facilitated to girls in Philippi.Also information was gained through interviews,observations, discussions and research and used toidentify achieved measures, difficulties and openquestions. These amount of information reviewed andstructured in order to restart the project on a adequatescientific base in future projects.

Abstract in Academic language:

This paper is about the significantly high school drop-out- rate in the Township Community „Philippi" in CapeTown (South Africa). The paper tries to find out if thedrop-outs and bad school performance of girls areconnected to the lack of access to menstrual articles andto the tabooing of the topic menstruation. There areseveral projects and ideas on how to change the situationfor girls in the area, for example the project „Nenekazi“.The paper looks how this project is working and if it is auseful idea. Information on that was collected in the formof interviews, observations and literature research. In theend, this paper can be a basis to continue the project„Nenekazi“ and for other new projects.

Abstract in Everyday language:

Table of Contents

1. Abstract ------------------------------------------------------------------------------- 3

2. Introduction -------------------------------------------------------------------------- 4

3. Absenteeism and Drop Out ------------------------------------------------------- 5

3.1. Causes and Course ----------------------------------------------------------------- 6

3.2. Causes to order in Sexual Education -------------------------------------------- 8

4. MHH ----------------------------------------------------------------------------------- 9

5. Concept of Agency ------------------------------------------------------------------ 11

6. Prevention and Intervention ------------------------------------------------------ 13

6.1. Mission from Amandla Development ------------------------------------------- 14

6.2. Project Nenekazi -------------------------------------------------------------------- 16

6.3. Results of Nenekazi ---------------------------------------------------------------- 19

7. Conclusion ---------------------------------------------------------------------------- 22

8. References ----------------------------------------------------------------------------- 23

9. Appendix ------------------------------------------------------------------------------ 26

Interviews

Declaration of Authorship

2

1. Abstract

This paper reviews the causes and course leading to the significantly high school drop-out-

rate in the Township Community "Philippi", Cape Town. It deals with the hypothesis that a

limited access to menstrual articles affects the agency and school performance of young girls,

which is often ignored due to tabooing the subject "menstruation" in general. Preventive and

intervening work can be viewed from different perspectives. Therefore both, the "Concept of

Agency", and the missions and goals of the UN, UNICEF, the NGO Amandla Development in

Philippi and the social movement "Nenkeazi" are introduced here. To develop a strategy of

change the pilot project, of "Nenekazi" was designed. Menstrual-cups were distributed,

workshops related to the topic "sexuality" were facilitated to girls in Philippi. Also

information was gained through interviews, observations, discussions and research and used

to identify achieved measures, difficulties and open questions. These amount of information

reviewed and structured in order to restart the project on a adequate scientific base in future

projects.

Key Words: Township Philippi, South Africa, School Drop Out, MHH, MHM, Menstrual

Cups, Concept of Agency, Social Movement, Project "Nenekazi"

In the chapters focusing on "school-drop-out" and "agency" of all genders, falling in the

category "children and adolescents", are included. As it comes to the topic "MHH" all people

who menstruate and therefore need menstrual health and hygiene, are meant, regardless of

gender identity, but for reasons of simplicity and readability the term "girls and women",

"female", etc. will be used.

3

2. Introduction

The significantly high school drop-out-rate is an immense issue in the Township Community

"Philippi". Philippi is located near Cape Town Airport and is one of the largest and most

dangerous townships in South Africa. The mainly black, Xhosa speaking community has to

deal with great difficulties such as health, unemployment, poverty, crime, etc. (see interview 1

& 2). These and further problems affect the children living in Philippi and can therefore be

considered as causes for the school drop-out. In 2018 I founded a social project, "Dance for a

Chance" at the so called AYFS (Adolescent Youth Friendly Space). During this time I got an

insight into the childhood and everyday life of the children and young people of Philippi.

Limited access to menstrual articles and the resulting missed school lessons, as a serious

problem was often mentioned by young girls and members of various social organisations. As

a consequence, I founded the social movement and pilot project "Nenekazi" (Xhosa for lady)

with my partners Anna Weinert (high school graduate) and David Tang (M.A. Business

Management). Nenekazi had the vision to overcome this limitation and to achieve gender

equality by distributing menstrual-cups and facilitating related workshops (cf. Concept Note

2019, p.1). The project ended in April 2019 with a lot of newly gained information. Open

questions and opportunities achieved through interviews, observations, co-operation and

research which, however, are mostly unsorted and not reflected. The objective of this paper is

to review, refresh, sort and structure all the information and look at them from different angles

in order to restart the project on a adequate scientific basis.

First of all, the term "school-drop-out", it´s causes and the course the phenomena takes will be

defined and described. Since there are hardly any useful sources from South Africa, western

findings have to be reviewed and then compared with a statistic that was surveyed in Philippi

in 2014. In the following, "Philippi-specific" problems, which most likely also lead to school-

drop-out, but do not seem to matter in western society, because they are not or hardly

mentioned in the literature reviewed, will be described. These problems, HIV and teenage-

pregnancy (see 3.2.), are relating to the girls sexuality and health and affect the girls' agency.

As well as MHH, "Menstrual health and hygiene" (see 4.). MHH is the basis of the Nenenkazi

project and, as a "taboo subject", an important field that is hardly studied yet. Preventive and

intervening work is needed in order to fight the school-drop-out-rate and girls limitation and

can be viewed from different perspectives. Therefore the theoretical instrument "Concept of

4

Agency" (see 5.) will be presented briefly. In the next chapter the global "sustainable

development goals" (SDG's) developed by the UN will be shown, followed by the

contribution that the worldwide organisation UNICEF intends to offer in terms of "MHH"

(see 6.). In the further course of the paper the NGO Amandla Development, which focuses on

school-drop-out in Philippi, their mission and Recource-Access-Programme (RAP), will be

explained (see 6.1.).

The "Nenekazi" project was also to be integrated into RAP and will be introduced in its vision

and implementation. In this context, the solution strategy plays a role and the arguments for

the chosen product "menstrual-cup", as well as vision, goals, etc. of Nenekazi, and the course

the project took in practice. The whole concept and the outcomes of the project, divided into

targets that have been achieved, difficulties and open questions, will be presented and

reflected (see 6.2. & 6.3.).

To stay as close to the reality of the girls living in Philippi, as possible, and not being tempted

to simply transfer Western concepts to their lives, statements from the written and auditory

interviews I have collected from the years 2017 to 2019 will be added in the appendix and are

numbered there as well as in the text as followed: (interview 1 - 23).

3. Absenteeism and Drop Out

More then 50 Percent of the children, living in the Township Community "Philippi", drop out

from school (cf. Amandla Development 2016). According to Article 28 of the UN Convention

on the Rights of the Child, every child has the "right to education". But every right is also

associated with a duty. Children and adolescents are obliged to attend school (cf. Bibow 2017,

p.4).

The term "drop-out" describes the early termination of a child's or adolescent's school career

(cf. Ricking et al. 2009, p. 24). Such a drop-out often develops after a long period in which

the student distances herself from school (cf. ibid.). Since this process of dissociation can be

very different in each case, as well as different amplifiers play a role, there are also various

terms describing the possible types of "school absenteeism" (cf. Sälzer 2010, p.14). "School

absenteeism" describes any form of physical absence from school (cf. Seelinger 2016, p.32).

It is the pre-stage to "drop-out" and can be interpreted as a generic term for "school distance",

"truancy", "refusal to attend school", etc. (cf. Sälzer 2010, p.14), which describe the school-

avoiding behaviour in more detail (cf. Sedlacek 2015, p. 146).

5

Due to different psychosocial consequences, which can develop in children who have

dropped-out of school, parents, social institutions, etc. are under great pressure to react

preventively and interventively (cf., p. 146). One reason would be, that if students stay absent

from school they are more often involved in delinquent criminal activities (cf. Bibow 2017,

p.4). According to Mareike Bibow, school absenteeism is the "most negative form of

participation" (Bibow 2017, p.4). Neither the ICD-10 nor the DSM-V makes an independent

diagnosis for "school absenteeism", but often other diagnoses go along with it (cf. Sedlacek

2015, p. 146).

To tackle the problem preventively and with intervention, it is necessary to comprehend the

"broadly diversified" causes as well as the course from the absence from school to the final

dropping-out.

3.1. Causes and Course

In Philippi not even half of all pupils manage to complete their schooling until they graduate.

The NGO "Amandla Development", which focuses on fighting against the high number of

drop-outs in the township, was able to identify, through surveys, which grades are particularly

affected by the drop-out. In 2014, young people aged 15 to 25 were interviewed. 81% of the

students left school in grades "8" to "11". Almost half of these pupils had already repeated a

school year before they were dropping-out of school (cf. Amandla Dropout Survey 2014, p.5).

The main reasons for dropping-out are poverty, crime, security concerns, school failure,

conflicts of interest, health problems and teenage pregnancies (cf. ibid., p.7).

Poverty

38% of the adolescents and young adults surveyed in Philippi named financial difficulties as

the reason for their dropping-out of school (cf. ibid., p.6). Even though school attendance

mostly is free of charge, every family needs money to pay for school materials, school

uniforms and the transfer to and from school.

Crime and Fear

"Fear", divided into "school phobia" and "school anxiety", such as fear of gangs and bullying

(cf. interview 2) or fear of failure, of exams or of their future, is another factor for children to

6

quit school prematurely (cf. Bibow 2017, p.12). Fear can arise, for example, when the travel

to school is perceived as dangerous. This is also the case in Philippi: 22% of the young people

surveyed, dropped-out of school early, because they are afraid of gangs they might be

confronted with on their way to school (cf. Amandla Dropout Survey 2014, p. 6; Interview 2).

Conflict of interests, unemployment and boredom

Often after successfully completing school, other difficulties arise, such as similar difficulties

when it comes attendance of university (cf. Interview 3) or the high rate of unemployment. If

there are no possible jobs, a school-leaving certificate seems unimportant, for young people. A

research by the national charity "Rathbone" resulted a "direct link between learning and

earning" such as a paid job as a major motivator for pupils. (Emerald Group, 2002)

Further catalysts that can lead to school absenteeism can be a conflict of interests or boredom

through a lack of participation, poor or barely existing communication between teachers and

parents, a lack of recognition, teacher-centred and practically less active teaching, etc. (cf.

Bibow 2017, p.12). Eight percent of youths in Philippi said that they dropped out of school

due to their lack of interest (cf. Amandla Dropout Survey 2014, p.7).

Family

Difficulties at home or in the family setting, due to various life challenges, can result in a

transfer of the "adult tasks" to the children (cf. Bibow 2017, p.12). A 17 year old V. from

Philippi confirms: "[...] the mother is drunk, the father is somewhere in the way, and the kid

and the oldest sister is cooking for the young ones, and she has to wash the dishes, and she

still has to study. So you end up getting a household where the child is actually doing the

duties of the parents [...]" (Interview 3) He declared that the greatest challenge would be to

get parental support. In addition young people in Philippi often worry about violence at home

(cf. Interview 2). Also "absent or insufficient satisfaction" of the basic needs plays a relevant

role. 33% of the youths in Philippi, stated that they did not eat any food in the morning before

going to school (cf. Amandla Dropout Survey 2014, p.17).

Peer Groups

36% of all youths and adolescents surveyed in Philippi stated that their school friends had also

dropped out of school and 47% were their best friends and 44% their siblings (cf. ibid. p.10).

From this data, a correlation between peer groups and drop-outs can be assumed.

7

Migration

Migration could also be a cause, due to many refugees from neighbouring countries, such as

Zimbabwe, are coming to Philippi. If integration does not function sufficiently and

discrimination problems or linguistic difficulties arise, this can lead to absenteeism (cf. Hintz,

et al. 2009, p.53 & 57).

It is not only one factor that leads to school absenteeism. Often several difficulties come

together. Especially in Philippi many problems influence each other. In this context, it is

necessary to refer to further factors that play a very minor or irrelevant role in Western

society.

3.2. Causes to order in Sexual Education

HIV

According to the organization UNAIDS, in 2018, 7 700 000 HIV positive people lived in

South Africa. Affected are 20.4% of the adults living in South Africa, aged 15 - 49 years. In

the same year, "71,000 people died from an AIDS-related illness". (UNAIDS, 2018)

Especially in the township communities in South Africa, all age groups, from infants and

children to adults, are affected by HIV, which is one of the biggest problems and a risk for the

entire population of South Africa (cf. Attree 2010, p.3). The NGO Amandla Development

found that one in three women and one in ten men are currently infected with HIV and the

social organization "Sizakuyenza", which specializes in testing people, between 9 and 19

years, found that the HIV rate in Philipi is about 30 percent (Zukiso 2018).

The problem especially affects children who become or have already become "AIDS-

orphans". These children are initially "forced" to drop-out of school. Re-entering school,

especially after experiencing "death" and being stigmatised, is very difficult for them. If HIV-

positive parents are still alive, no support can be expected because they are seriously ill and

need help themselves (cf. Sauermann 2009, p. 47).

Teenage Pregnancy

Another Factor, dropping-out of school due to pregnancy, is mentioned by eight percent of the

young people surveyed in 2014 (cf. Amandla Dropout Survey 2014, p.6). A study by the IEA

in 2015 focused on the relationship between school-drop-out and teen-pregnancy among

8

young South African women. It has been found that in South Africa about a third of young

women at the age of 20 have already given birth to a child. This is often accompanied by

stigmatization and reprisals within the families (cf. Rosenberg 2015, p. 929). It was found that

the pregnancy rate among women enrolled in a school is 50 percent lower (cf. ibid., p.932).

When dealing with both topics, the high importance of education is to be mentioned. Good

education can, for example, destroy false beliefs, like the assumption that sexual intercourse

with virgins can heal HIV, which is why some children and even babies are raped (cf. Rühle

2016, p.26). About every 35 seconds a woman in South Africa becomes a victim of sexual

abuse (cf. ibid.), which not only has psychological effects on her, but can also lead to HIV

and/or teenage-pregnancy. In both cases one possible consequence is "drop-out".

4. Menstrual health and hygiene (MHH)

Another difficulty that can lead to school absenteeism and drop-out is under the term

"Menstrual health and hygiene" (MHH). MHH involves all systemic factors relating to

menstruation, including health, well-being, gender equality, education, empowerment and

rights, and the management of hygiene in relation to the menstrual process (cf. UNICEF 2019,

p.8)

A definition by UNICEF and WHO describes in depth what the "Menstrual Hygiene

Management" (MHM) of a girl or woman should look like and at the same time clarifies why

this is often not found in practice:

"Women and adolescent girls are using a clean menstrual management material to absorb or

collect blood, that can be changed in privacy as often as necessary for the duration of the

menstruation period, using soap and water for washing the body as required, and having

access to facilities to dispose of used menstrual management materials. They understand the

basic facts linked to the menstrual cycle and how to manage it with dignity and without

discomfort or fear" (UNESCO 2014, p. 31)

In 2017, the "Brand South Africa" reporter led by the Minister of Communications published

an article entitled "Free sanitary pads for girls in KZN schools". Here the urgency was

described that school-girls get free access to hygiene products. The Education MEC

9

Mthandeni Dlungwana from the Department of Education wants to "ensure that girl learners

[...] will not have to miss school simply because they are menstruating." (Brand South Africa

2017) The aims of the project are to reduce the number of girls who drop-out of school, to

educate girls on the topics of puberty, hygiene and menstruation, and to eliminate myths,

taboos and misinformation (cf. ibid.). This necessity, to start such projects, is justified on the

basis of statistics published by UNICEF in 2013, which shows that girls stay away from

school when they menstruate (cf. ibid.).

UNICEF conducted research in three South African high schools. 99 schoolgirls were

interviewed anonymously on the subject of "MHM". A third of the girls reported to miss

school at least one day a month due to their menstruation. The main reasons were the fear of

having an "accident" in school, so others would see their blood, physical pain, discomfort,

tiredness, a lack of sanitary products and the fear that other pupils would assume the girl

being on her period (cf. UNICEF 2013, p. 44).

This was also confirmed in an interview was initiated in Philippi in December 2018. The 12

female adolescents surveyed from the AYFS stated the following facts: Girls in Philippi

sometimes, do not have access to sanitary products, can´t afford sanitary products, don´t

know about reusable and sustainable products, such as cups and reusable pads. They have a

lack of knowledge about menstrual period, feel scared or uncomfortable about usage of

menstrual products and feel embarrassment when going to school without sanitary products

(cf. Concept Note 2019, p.3). Also one of the Amandla Development workers said that he

wishes for the moment when young girls don't have to worry about where they get their pads

so that they don't have to miss school five days a month because of their menstruation (cf.

interview 2). This informations led me to the hypothesis: "The lack of menstrual products

leads to a disadvantage of the girls school participation", which is why the project "Nenekazi"

(see 6.2.) was implemented in 2019.

UNICEF was able to identify additional difficulties when it came to MHM. One challenge is

the education of mothers and teachers. They often don´t have the necessary knowledge about

menstruation and therefore can´t give correct explanations to the girls (cf. UNICEF 2013,

p.44f). In addition, observations revealed a very poor condition of the school toilets. There are

no garbage cans in which used pads can be thrown and no toilet paper or soap (cf. ibid., p.45).

The consequence of all these problem issues, from the girls' prevalent fear, to bad conditions

of school toilets, to financial difficulties that lead to a lack of menstrual articles or pain killers,

10

is that young girls don´t attend school at regular periods (cf. ibid.). This increasing frequent

absence from school can, as already described, ultimately lead to a permanent school-drop-

out.

Amandla Development found out that 92% of the young people who dropped out of school

still plan to rejoin in the first year after school. After one to three years this rate is already

falling by 11%, and after three years only 58% of young people plan to re-enter school (cf.

Amandla Dropout Survey 2014, p.14). It is essential, therefore, to intervene as early as

possible (cf. ibid., p.20). Of course, preventive work would be the best way to prevent a drop-

out in the first place.

Since the success of both, prevention- and intervention-measures, in the social sector, is

related to the possibilities for action based on resources and resilience factors of the individual

and his social environment, it makes sense to consider the "concept of agency" here.

5. Concept of Agency

The understanding of what childhood means and what skills and resources children have, are

widely varying in the different scientific theories. With the term "agency" and the

implementation of participatory research methods, the child is seen for the first time as a

subject and no longer just as an object of research (cf. Liebel 2014, S.1). The view changes

from the child as a human being, who is in a " pre-stage " to adulthood, to a person with his

own individual competences, resources and resilience factors (cf. ibid.). A person who can

already act in a self-determined way and manage conflicts. They are seen as active and no

longer merely a passive recipient of messages from society (cf. James & James 2012, p.5).

"The child" has its own rights, since the UNCRC was developed in 1989 (Esser, Baader, Betz

& Hungerland 2015, p.4). From an early age on it also contributes as a "pioneer of social

change - protagonism". (Liebel 2014, S.1) Accordingly, "agency" means "the capacity of

individuals to act independently". (James & James 2012, p.3)

Although children, since they are minors, are restricted by law in their freedom to act and are

made dependent on adults, according to the UNC, every child is given rights and duties and

thus no fundamental limits are set to their agency (cf. Esser et. al 2015, p.4).

11

In debates concerning the concept of agency, there are differences in theories at national and

transnational level. Despite all the differences, it is certainly clear that the concept of agency

strongly influences research activities in childhood studies (cf. ibid., p.1).

On the one hand, the Agency concept functions as a link between the large field of social

sciences and the relatively new interdisciplinary field of "Childhood Studies". On the other

hand, a greater understanding for children is created by studying new ways of thinking from

different perspectives. Such a broader view creates further advantages for children (cf. James

& James 2012, p.4.). In general, there are many various arguments and opinions of different

theorists when it comes to the actual ability of children to act and their effectiveness in society

(cf. ibid., p.5). The question of how independently the individual, and here not only children

can act from social structures, institutions and value systems, was already discussed in the

past by Karl Marx, Max Weber and Emile Durkheim and is still of great relevance until today

(cf. ibid., p.4). As opinions differ widely on the relative importance of the impact of the social

structure on people's ability to act, theorists have agreed "that both structure and agency are

important". (ibd.) The sociologist Anthony Giddens assumes that agency and structure are

linked and can´t be seen independently of each other, but the exact impact depends on the

actions of the individual. That means, the form structures take, i.e. the environment in which

people find themselves, can be changed, by themselves being active (cf. ibd., p.4f). However,

although there are so many different views on the agency of people and especially on the

agency of children, this is not seen as a disadvantage at all. Rather, it is a dynamic concept

that has a particularly great potential for further development (cf. Esser et. al, p. 12).

Although according to the "Concept of Agency", children are self-determined individuals who

can be active in society and manage conflicts themselves, there are restrictions that can hinder

them, for example from going to school (see 3.). The school-drop-out and its causes influence

the entire population of the township. 86% of young people are worried when they have their

future in mind (cf. Amandla Dropout Survey 2014, p.19). MHH in particular concerns the

agency of young girls in Philippi and is a topic which, due to the inequality of gender and

therefore great consequences for half of the population, certainly requires preventive and

intervention measures in order to provide sustainable solutions.

12

6. Prevention and Intervention

From a global perspective, the United Nations, addresses the issue of MHH on a political

level with the development of the so-called SDG's (Sustainable Development Goals). In its

2019 composed "Guidance on Menstrual Health and Hygiene", UNICEF clearly associates six

of the SDGs in particular with MHH (cf., p.15) The objectives which are of greater

importance here, whereby many different topics are interlinked and it is often impossible to

draw a clear line, can be found under points 3. "Good Health and well-being, 4. Quality

Education, 5. Gender Equality, 6. Clean water and sanitation, 8. Decent work and economic

growth and 12. Responsible consumption and production". (ibid.)

Although children as independent social actors (see 5.), have the ability to make their own

decisions and express their own ideas (cf. James & James 2012, p.3f), they are nevertheless

highly dependent on the circumstances under which they find themselves. With the

development of children's rights, they have rights and duties of their own (cf. Liebel 2014,

p.1), but even if girls, for example, have the right to equal education like boys, this does not

mean that they can fulfil their duty to go to school if they do not have access to hygiene

products during their period. Despite existing resources, resilience factors and ability to act, it

becomes difficult to make "use" of one's own agency and manage conflicts independently. If

such a conflict is managed self-determinedly and, for example, old socks are used as pad-

replacements, this can lead to further difficulties, illnesses and further to a limitation of the

girl's possibilities to act.

In order to achieve change, UNICEF has committed to making its contribution to improve the

situation of girls, so that "every girl can learn, play, and safeguard her own health without

experiencing stress, shame, or unnecessary barriers to information or supplies during

menstruation." (p. 16) For UNICEF, MHH is one of five priorities in connection with the

empowerment of adolescent girls in the so called "Gender Action Plan" (cf. ibd.). A successful

project that took place from 2014 to 2017 was the WinS4Girls Project funded by Global

Affairs Canada. Not in South Africa but in other low- and middle-income countries like

Zambia or Eritrea. Their vision was "to create a more supportive school environment,

resulting in increased attendance rates of girls at primary and secondary level". (ibid., p.23)

The project reached its goals in nearly all 14 countries (cf. ibd.). Based on this and other

information, UNICEF was able to develop a "Theory of Change for menstrual health and

hygiene programmes” (cf. ibd., p.30).

13

With this realisation, basic needs could be covered in such a way that young girls get the

chance "to have some control over the direction their own lives take and to play some part in

the changes that take place in the society." (James & James 2012, p.4)

6.1. Mission from Amandla Development

“If young people are worried about teenage pregnancy, are worried about bullying at school,

are worrying about safety on their way to school, also worried about safety on their way back

home, what does that mean? It means that all of those expertises from different collective

members would have to be put together and develop a mechanism to deal with the problems.

So that this young person could feel supported and that they are able to complete their

schoolings. That is what Amandla's role is at.” (Interview 2).

The goal of educational preventive work is to engage the children in such a way that they are,

through relationship and learning opportunities, involved, so the school becomes a positive

experience. A school climate must be created in which children can feel safe and comfortable

without fear and violence (cf. Ricking, et al. 2009, p.37). A first step towards successful

prevention is that the absence of children is recognized and registered and that in such a case

the conversation is directly established in order to find out the causes. (cf. Bibow 2017, p.5 &

p.7). An early conversation between school, parents, children and helping organizations can

have a great effect (cf. ibid., p.15). In Philippi, according to Amandla Development, only 81%

of parents encourage their children to stay in school, which means that one in five children is

not supported in continuing to attend school (cf. Dropout Survey 2015, p.6). In addition, not

even half of all teachers (42%), friends (41%) or siblings support further school attendance

(cf. ibid.). It would be good if clear rules were established and implemented, absenteeism

times noted, student motivations, to stay absent from school identified, and parents directly

informed by phone (cf. Bibow 2017, p.20f). But this seems, due to the fact that many of the

parents in Philippi have neither telephone nor address, are not directly to be found, or are due

to drugs and alcohol incompetent etc., very difficult to implement. Therefore the

establishment of a regular exchange of information between school and parents would be all

the more urgent (cf. Ricking, et al. 2009, p.37). In such a way, family risk factors might be

known and it would be easier to involve family members in problem solving, thereby

14

increasing the scope for action (cf. Bibow 2017, p.22f). In addition, pupils should be able to

take on responsibility and in this way be actively and involved in school (cf. Ricking, et al.

2009, p.38).

The NGO Amandla Development collects all relevant information and makes it available to

various social organisations in order to find new solutions and create "bridges" through which

existing organisations can exchange and support each other. Amandlas mission is to

"empower" South Africa's youth by giving them equal access to quality education. This

should be achieved by building and improving the capacities and effectiveness of community-

based organisations. In practice, it is done through data-collection and evaluation,

partnerships with school principals and teachers, building a network of organizations, talent

management and development, and foundraising. To this purpose, Amandla Development

supports and develops various projects in which children, schools, organizations and parents

can find adequate support. For example, social settings are created in which parents can ask

for help and tell what kind of support they need (cf. Interview 1). Projects in which children

get food or clothing when they need it are also supported by Amandla, as well as all kinds of

cultural and creative activities (cf. ibid.). In addition, Amandla trains mentors with the help of

the so-called RAP (Recource Access Programme), who provide mentoring at some schools.

Here the focus is always on the needs of the children so that they can complete their schooling

and become employable and active citizens (cf. ibid.).

The mentors who participate in RAP are school graduates who complete a voluntary year. In

this year, they receive pedagogical and subject-specific input on various topics relevant to

everyday life, in the form of weekly training. The topics to be covered within a school year

are as follows: personal and social well-being, positive relationship with parents and adults,

domestic abuse, avoiding substance abuse, my future/careers, healthy eating/living, mental

health, stopping bullying, gender roles and discrimination, self esteem shield, HIV, mapping

resources, family planning, basic gender/sexuality, skills for the future (cf. Amandla

Development, 2018). The mentors are trained by a social worker and put their learnt expertise

directly into practice by running courses with the ninth grade students at several schools in

Philippi.

Since the mentors come from the same community, are not much older and were recently

students themselves, they are best able to recognize the resilience factors and resources as

well as the difficulties regarding the girls' agency and can respond to them directly. There are

definitely differences at national and transnational level (see 5.), as ideas tested in Europe or

even in Cape Town can´t simply be transferred to a school in Philippi. For a simple transfer,

15

the differences in childhood and everything connected with it are too immense. The greater

impact of the young girls from Philippi as mentors and teachers for the schoolgirls became

clear in the implementation of the "Nenekazi" project.

6.2. Nenekazi Project - Vision and Implementation

Nenekazi is a social movement for the empowerment of girls and young women from

Philippi, founded in November 2018. The Nenekazi-Team established their project with an

aim to support disadvantaged female learners and contribute towards the education of women.

Due to the standards of education in Philippi, many girls can´t afford to buy hygiene products

for their menstrual cycle (see 4.), whereby their agency is significantly affected. The

limitation of the agency of young girls due to "lack of hygiene products" should be abolished,

so that affected girls can leave the house during their menstruation and become active in

community and school. Thus they are able to change existing structures with their own

actions, as it should be the case naturally, according to the concept of agency (see 5.). To

ensure this, the execution of the Nenekazi-project consisted of distributing menstrual-cups,

hosting workshops about it’s usage and basic knowledge about sexuality and menstrual

health.

A menstrual-cup is a very hygienic alternative to other menstrual products such as tampons

and pads and has a long term advantage of providing repeated use up to 10 years. Depending

on the brand, the menstrual-cup is made of 100 percent flexible, medical-grade silicone and

therefore does not contain any harmful substances, such as those found in several tampons

and pads. Instead of the blood being absorbed together with all other important body fluids in

the vaginal area, it is non-absorbent and simply collecting the blood in the cup, what prevents

the vagina from drying out (cf. Fetzner 2018, p. 113). The cup can be used for up to 12 hours

as it has a larger volume than other products (ibid.). Thus, the user is not interrupted in her

daily routine, like school lessons. When the cup is full, it can be easily emptied, cleaned and

reused. As each woman only needs one cup in a time span of 5 to 10 years it is cost effective

and environmental friendly (cf. Organi Cup 2019). Statistics from 2019, published by ReZero,

Zero Waste, etc., on the environmental and economic costs of disposable hygiene products in

the EU showed that a single woman uses 12675 tampons/pads during her lifetime, with an

average of 5 days of menstruation per month over 39 years (cf. Funke 2019). This equals a

16

weight of 152 kg of menstrual articles which must decompose after usage (cf. ibid.). Some

studies even assume an even higher consumption of menstrual articles. According to a study

by Gendered Innovations, the total number of menstrual articles is 15,000 per woman (cf.

Schiebinger et. al 2011 - 2018). Since most tampons and pads and their packaging are often

made of plastic, 90% of the pad and 6% of the tampon, the products used need up to a

thousand years for the decomposition process (cf. london.gov.uk 2018, p.2). According to

Organi Cup, using a menstrual-cup instead of disposable products means 99.9% less waste

(cf. 2019). There are some other advantages like odour neutrality or the very low risk of the

so called toxic shock syndrome etc. (cf. Schiebinger et. al 2011 - 2018). These are the reasons

why the Nenekazi-team decided to distribute menstrual-cups.

The menstrual-cups which were needed to start the first phases of the project, were sponsored

by two different cup companies. Organi Cup is a Danish company which often donates cups

to social organisations and social movements like Nenekazi. 100 cups were donated in

exchange for a report with pictures included, after the distribution of all cups. The second

company, Mina Cup, is a South African company that has visited 102 schools, mostly in the

Johannesburg area. Since its foundation it has already given 51,000 menstrual-cups to female

students (cf. Mina Foundation 2017). Mina Cup donated 40 cups and diaries to Nenekazi and

sent two experienced mentors to Philippi. All additionally required cups were bought by the

South African company "M Cup" for less than 5€ each in the later course of the project.

Usually one of these cups costs R265.00 (cf. Beksinska et. al. 2015) which totals about 16

euro. These, as well as other costs were financed by private sponsors with the help of a

donation campaign via the online platform "Go-Fund-Me".

The project was divided into three phases for organizational reasons:

17

The first phase began in December 2018 with the aim of evaluating a solution approach to the

problem and learning from the existing solution. The proceeding was divided into two steps.

A research workshop was conducted with 12 girls from the AYFS (see 4.) and led to the

hypothesis that "the lack of menstrual products leads to a disadvantage of their school

participation". (Concept Note 2019, p.3) The solution found here was the starting point for

implementing the second step of the first phase. At AYFS 44 menstrual-cups were distributed

to girls aged 12-22 years and the first two informative workshops were led by two

experienced mentors from Mina Cup. The previously defined success-measures were, the

interest in the topic as well as their participation in the workshop, an increased level of

knowledge, the acceptance of the products and an increased emotional state of the girls (cf.

ibid.). In addition, a better understanding of the Nenkazi-team for what is important in

conducting such workshops in order to be trained as workshop leaders for the second phase.

The second phase was realized between February and April 2019, in cooperation with

Amandla Development and in agreement with the Department of Education with the objective

of evaluating the solution for the target group. This was to be achieved through the successful

implementation of informative workshops and the distribution of menstrual-cups to all 130

ninth grade female students, of Pakhama-High-School in Philippi. The school was decided

upon in discussion with the institutions just mentioned. In the same context, local mentors

from RAP (see 6.1.) were trained on the specific topics. The establishment of the distribution

channel "school", to reach more girls, and the mentioned qualified mentors were the two

important success-measures added to the ones from phase one. In phase three the idea was to

scale up the project and build a sustainable distribution channel (cf. Concept Note 2019, p.3).

This should be carried out by the previously trained RAP-mentors, conducting the workshops

at the five other schools where RAP is offered and distributing menstrual-cups to the ninth

grade students (cf. ibid.). The plan was that phase three would start immediately after the end

of phase two. However, due to various difficulties, which will be discussed below, the third

phase has not yet happened.

18

6.3. Results of Nenekazi

In order to avoid leaving the girls alone after the first informative workshop, a follow-up-

session was arranged for each group of the AYFS and each class of the Pakhama-High-

School. Difficulties and fears of the girls were to be identified and if possible solved and

clarified or newly arising questions should be answered. These sessions also functioned as a

feedback for the Nenekazi-team to expand and improve the workshops, to ensure that they

were effective, and as an opportunity to conduct short interviews. As the time frame was

relatively short and some questions might not appear until later on, the girls also received the

contact details of the Nenekazi-team and the opportunity to contact the RAP-mentors during

the weekly curriculum.

The interviews were conducted partly on an individual basis and partly in groups. Then they

were transcribed or typed according to the way they were collected and sorted by survey date.

Some phases were already used last year as clarification and stylistic elements in articles and

newsletters for sponsors and other interested people. During the conversation it became clear

that English is a language barrier for some girls and that honest and relevant information can

only be gathered in one-to-one interviews or small groups. In the classroom, most of the girls

seemed shy, hardly dared to say anything and if at all, answers are only given in

monosyllables (see appendix). In the AYFS a far greater success was achieved. All

respondents here liked the workshop (cf. interview 4 - 14), stated the menstrual-cup as a good

alternative and some tested it directly (cf. interview 5 - 12). And all who did not test it so far

planned to use the cup as soon as possible.

In later analysis it could be recognized that most targets of phase one and two could be

achieved and some difficulties and open questions concerning the future of phase 3 arose.

Achieved targets: 1

• The basis for the project was set.

• Interviews were conducted, feedback obtained, discussed, and difficulties and open

questions identified.

1 The achieved goals were established in the review of the project with the Nenekazi-team by using the concept

note and interviews

19

• Contacts and co-operations with the following institutions were established:

Department of Education and Department of Social Development, Principal of

Phakama High School, Mentors of Amandla Development, Mina Cup, Organi Cup and

MCup

• Opportunities were promised, for further cooperation, exchange of information and

donations in the form of menstrual-cups by these institutions.

• Distribution channels were tested, youth club (e.g. AYFS) were identified as efficient.

• All planned workshops took place.

• About 200 menstrual-cups were distributed to girls, more than previously planned, in

the first two phases.

• All girls were interested, participated in the workshops, asked questions and gave

positive feedback. (cf. interview 4 - 23)

• For some girls the menstrual-cup seemed to be a good alternative from the very

beginning. (cf. interview 5, 6, 7, 8, 9, 11A, 12)

• Some girls underlined that they would recommend the menstrual-cup to others (cf.

interview 6, 9)

Encountered difficulties and findings:

• The distribution channel "school" proved to be less effective compared to AYFS due

to: Larger groups - in grade 9C, ten out of 27 girls want to try the cup (cf. interview

22) -, less time for working on relationships as a basis and very minimal background

knowledge of the girls in the subject "sexuality".

• Some girls deal with great fears: Loosing their virginity, (cf. interview 21) Cup could

leak, (cf. interview 6, 7) loosing or not finding the cup in the body (cf. interview 8,

16), using it wrong (cf. interview 10, 18, 23), cup would not come out any more (cf.

interview 8, 11B, 21), uncomfortable and too risky (cf. interview 22), involuntary

sexual intercourse while wearing the cup and resulting injuries in the vagina2.

• In some cases there were difficulties in obtaining feedback:

Some girls have not yet had their period so far (cf. interview 10, 13, 14), the interval

between the cups distribution and the follow-up-session was too short (cf. interview 4,

14 - 23), so some have not had a chance to test the cup or they did not feel ready to

2 It was not unusual for girls to ask privately, after the workshops, whether the cup could cause injuries in the

event of rape. The mentors of Mina Cup also confirmed this.

20

test it and some did not get the cup because they did not bring the required consent

form (cf. interview 8, 12).

• The period between the first workshop in which the cup is handed out and the follow-

up-session must be longer, perhaps several months. Cup companys recommend to be

patient with the cup for several months, to practice before the correct use is completely

learned (cf. Organi Cup 2019).

• Easier for local young mentors to take away the girls fears than for white westerners

due to identification and language barrier.

• In a long-term perspective, a local leader with personal motivation is needed to drive

the project forward; taking over the leadership from another country does not seem

possible3

Open questions concerning the future of "Nenekazi":

• Are effort and costs in relevance to the positive approaches?

• What is needed to set up the project sustainable?

• How can more girls be reached effectively?

• Which girls are most affected by the issue and therefor dependend on menstrual

products?

• Which age group is most suitable? Maybe older pupils in higher classes, with possibly

a greater background knowledge?

• What effect does the project ultimately have on the school drop-out-rate? Are there

positive changes?

The last question can probably be very difficult to clarify since, as already described (see

3.2.), the problems are linked to each other. Often not only a single problem is the cause for

dropping out of school. To find out whether missing menstrual items truly are a significant

factor, it would probably require a long-term study at a school with some school girls who

have received menstrual-cups and some who have not. Or a qualitative survey involving girls

who could not go to school during menstruation and received cups. With a focus on their

school performance, followed by analytical interpretation and evaluation.

3The project failed in phase three when the Nenekazi-team was trying to continue the project remotely.

21

7. Conclusion

With the statistics of over 50% school-drop-out in Philippi, this is an extremely relevant topic

to focus on. Dropping out of school usually does not happen from one day to the next but is a

process of increasingly frequent absenteeism. There are many different causes, which can be

found in different areas of the children’s living environment and influence each other quite

often (see 3. - 4.). Using the "Concept of Angency" to look at the situation of children seems

to be significant for change, but partly theory and reality contradict each other (see 6.). The

freedom of children and therefore their agency is limited in various points, not only by laws

and age restrictions of the state (cf. Esser et. al 2015, p.4), also by the environment in which

they grow up, e.g. laws of gangs in the township or lack of access to menstrual articles in the

case of some girls. Therefore some girls regularly miss school lessons which again limit their

agency in future (see 6.). Just because it is assumed that every girl has resources, resilience

factors, rights and duties, is a subject and not "only" a child in the preliminary stages of

growing up, etc. (see 5.), does not mean that every girl knows about her rights and agency or

can use them. The subject of "menstruation", which is often still a taboo, is now also

discussed on an international level and is gaining more and more attention. Strategies are

developed, there will be changes. Amandla Development deals with the problem of school

drop-out, makes a great contribution in the township of Philippi with the RAP and is willing

to include the topic of "menstruation" in their curriculum. The distribution of menstrual-cups

makes sense from many perspectives (see 6.2.). Menstrual-cups are good for the environment,

for gender equality, for health and they are a support for the maintenance of school attendance

in developing countries (cf. Schiebinger et. al 2011 - 2018). Nenekazi, as a pilot-project,

already reached many of it´s measures, but has also faced some challenges and opened

questions that need to be addressed. A lot of time and motivation still needs to be invested, but

the sense of purpose at various aspects of the girls life is definitely worth the effort. Therefore

the project should be further reflected, reworked, improved (see 6.3.), and resumed towards

the end of 2020, to become sustainable in 2021.

22

8. References

Amandla Development (2015). Amandla School Dropout Survey Report – Research Report,

ikapa Data – helping you understand fast, Philippi

Amandla Development (2014). Amandla Dropout Survey 2014 – Presentation by ikapadata

(Pty) Ltd – Purpose of Survey – Identify the main reasons for young people dropping

and staying out of school, Philippi

Amandla Development (2016). Amandla!, retrieved from: https://www.youtube.com/watch?

time_continue=45&v=oy_opDFMsk0, [25.11.2019]

Amandla Development (2018). Curriculum, Philippi

Attree, Lizzy (2010). Blood on the Page: Interviews with African Authors writing about

HIV/AIDS, Cambridge Scholars Publishing, UK

Beksinska, Mags, Smit, Jennifer, Greener, Ross, Maphumulo, Virginia, Mabude, Zonke

(2015). Better menstrual management options for adolescents needed in South Africa:

What about the menstrual cup?, SAMJ, Vol. 105, No. 5, retrieved from:

http://www.samj.org.za/index.php/samj/article/view/9205

Brand South Africa (2017): Free sanitary pads for girls in KZN schools, retrieved from

https://www.brandsouthafrica.com/governance/free-sanitary-pads-girls-kzn-schools, [29.11.2019]

Bibow, Mareike (2017). Schuldistanz – Handreichung für Schule und Sozialarbeit, Ed.

Senatsverwaltung für Bildung, Jugend und Familie, Bonifatius GmbH, Berlin

Concept Note (2019). Concept note about the social initiative “Nenekazi would like to attend

school during period”, Cape Town, [Unpublished]

Emerald Group (2002). "Why teenagers drop out of school" - Education + Training, Vol. 44

No. 7, retrieved from https://doi.org/10.1108/et.2002.00444gab.006, [28.11.2019]

Esser, Florian , Baader, Meike S., Betz, Tanja and Hungerland, Beatrice (2016).

Reconceptualising agency and childhood - New perspectives in Childhood Studies,

Routledge - Taylor and Franci, Hildesheim

Fetzner, Dr. Angelika (2018). Blutsschwestern - alles über den weiblichen Zyklus,

Books on Demand, 3. ed., Norderstedt

Funke, Kristin (2019). Klima der Gerechtigkeit - Die ökologischen und wirtschaftlichen

Kosten von Wegwerfhygieneartikeln, retrieved from https://klima-der-gerechtigkeit.de/

2019/12/04/neuer-bericht-die-oekologischen-und-wirtschaftlichen-kosten-von-

wegwerfhygieneartikeln/, [25.01.2020]

23

Hintz, Anna-Maria, Grosche, Michael und Grünke, Matthias (2009). Schulabsentismus und

Dropout – Erscheinungsformen – Erklärungsansätze – Intervention, Schulmeidendes

Verhalten bei Kindern und Jugendlichen mit Migrationshintergrund, Ferdinand

Schöningh GmbH & Co. KG, Paderborn

James, Allison and James, Adrian (2012). Key Concepts in Childhood Studies, Second

Edition, Sage, Los Angeles

Liebel, Manfred (2014). Make children strong! Resources, resilience, respect Manfred Liebel:

Key concepts of childhood studies, Achievements: "Discoveries", Lecture at

University of Applied Sciences Magdeburg-Stendal

London.gov.uk (2018). London Assembly, Environment Committee, Submitted Evidence:

Single-use plastics: unflushables

Mina Foundation (2017). Meet Mina, retrieved from https://minacup.org/, [26.01.2020]

Organi Cup (2019). retrieved from https://www.organicup.com/impact/, [25.01.2020]

Ricking, Heinrich, Schulze, Gisela und Wittrock, Manfred (2009). Schulabsentismus und

Dropout – Erscheinungsformen – Erklärungsansätze – Intervention, Schulabsentismus

und Dropout: Strukturen eines Forschungsfeldes, Ferdinand Schöningh GmbH & Co.

KG, Paderborn

Rosenberg, Molly, et. al. (2015). Relationship between school dropout and teen pregnancy

among rural South African young women - School and Education, International

Journal of Epidemiology, IEA, Vol. 44, No.3 Oxford University Press, Cambridge

Rühle, Elke (2016). Jugendsexualität in südafrikanischen Townships in Zeiten von HIV und

AIDS, Tectum, Marburg

Sälzer, Christine (2010). Schule und Absentismus – Individuelle und schulische Faktoren für

jugendliches Schwänzverhalten, VS Verlag für Sozialwissenschaften,Wiesbaden

Sauermann, Astrid (2009). Schulabbruch im Bereich weiterführender Schulen als Problem

von Mädchen in Kenia, Hausarbeit zur Erlangung des Grades einer Magistra Artium,

Universität Münster, München

Schiebinger, L., Klinge, I., Sánchez de Madariaga, I., Paik, H. Y., Schraudner, M., and

Stefanick, M. (Eds.) (2011-2018). Gendered Innovations in Science, Health &

Medicine, Engineering and Environment: Menstrual Cups: Life-Cycle Assessment,

retrieved from http://ec.europa.eu/research/gendered-innovations/, [25.01.2020]

Sedlacek, Florian (2015). Strategische Jugendlichentherapie (SJT) – bei internalisierenden

Störungen und Schulverweigerung – eine Evaluationsstudie, CIP – Medien, München

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Seelinger, Sandra (2016). "Schulabsentismus und Schuldropout

Fallanalysen zur Erfassung eines Phänomens", Springer VS, Wiesbaden

UNAIDS, (2018). Overview, South Africa, retrieved from

https://www.unaids.org/en/regionscountries/countries/southafrica, [29.11.2019]

UNESCO (2014). Puberty Education & Menstrual Hygiene Management, Good Policy and

Practice in Health Education, booklet 9, Paris

UNICEF (2019). Guidance on Menstrual Health and Hygiene, www.unicef.org/wash, New York

UNICEF (2013). Wash in Schools empowers girl´s education - proceedings of the menstrual

hygiene management in schools virtual converence 2013, New York

Zukiso (2018). HIV. Philippi, March 2018. Personal Conversation to Susanne Bayer

25

9. Appendix

Interview 14

Scott Clarke

Professional status: Founder and Director of Amanda Development

Location: Philippi

Interview-Date: March 2017

Interview 2

Leo Bobi

Professional status: Employee of Amandla Development

Location: Philippi, AYFS

Interview-Date: April 2018

Interview 3

(anonymous interview: V.)

Professional status: high school graduate, Member of the AYFS

Location: AYFS

Age: 17

Interview-Date: April 18

Questionnaire - Follow-up Session "Nenekazi" 5

1. How did you like the workshop? What were the pros and cons?

2. Most fascinating/interesting you learned? What is the first thing that comes into your mind

when thinking about the workshop?

3. What have you used so far?

4. Were there ever days where you could not go to school due to your period?

5. Have you ever heard of a menstrual cup before attending the workshop?

6. Have you tried the cup already?

4 Due to the length of the first three interviews, only the most necessary details about the interviews and the

interview partners are given. The full interview as a transcript, audio file or video file can be viewed upon

request.

5 Girls from Philippi at AYFS and Phakama High. Valid for all following interviews.

26

6.2. If yes, it would be great if you would like to share some of your experiences and

thoughts.

6.3. How long have you used it? (for your whole period, one/two days/ a few hours?)

6.4. Were there any difficulties/discomfort?

6.5. Has your opinion about the cup changed after using if for the first time? If yes, what?

6.6. Will you use it again?

6.7. Would you recommend it to friends?

7. Did you feel comfortable during the workshop? What made you feel

comfortable/uncomfortable?

Interview 4

Location: AYFS

Age: 16

Date: 28.02.2019

1. I think it was good. Perfect time for girls to express their feelings (perfect surrounding).

2. Changes in a teenage stage How to solve teenage problems To get to know yourself more

2.2. Was there anything you haven´t learned before? That tampons and pads also have

negative sides.

3. Pads No, there were no days I could not go to school due to my period.

3.2. have heard of it before, but didn´t know anything specific about it.

4. Have not tried it yet, because I have not had my period. But I think I will try it, even

though I am a bit scared.

5. I do only have little cramps, there is no real pain.

6. Yes, because there was no judgement and everybody was friendly. We were all not shy

talking about it.

Interview 5

27

Location: AYFS

Age: 15

Date: 28.02.2019

1. I liked it, because at first I didn´t know about Mina Cup. I was excited to get to know more

about it, because it was my first time seeing it. And I am sure now, there will be no waste

buying pads. I will be using the Mina Cup. I also liked the people who presented gave

excitement, interest and energy.

2. How to use a Mina Cup and its advantages. You can even use it at the beach! It makes me

feel happy. And I also like it because, some other childs didn´t get the chance to have a Cup,

which means I am special than others.

3. Pads. And there were no days I couldn´t go to school due to period.

3.2. No, it was my first time to hear about it.

4. Yes. But I was not on my period. I was just testing how it felt (approx 5 hours). It was so

soft, it felt like nothing to me. I couldn´t believe.

5. Sometimes I do have cramps. In our culture we believe in that you can use Vinegar (white)

with boiled water. You mix it, then you drink it. It helps. Or we use pain blocks (pills).

6. Yes, I felt really comfortable. I wish they could come again. I felt free with them, because

they told us that no one is wrong. You could ask what you want to ask. They were not judging.

If you have a problem aside, they told you that you could come to them to talk to them. I also

felt comfortable with all the people around, because I like people a lot. I feel free talking with

people. But some girls might feel shy, the majority likes to be in a big group though.

Interview 6

Location: AYFS

Age: 15

Date: 28.02.2019

1. I liked it a lot, because it was teaching me a lot of things. I have never seen a menstrual cup

before. It taught me how to use a menstrual cup.

2. I don´t remember.

3. Pads and no.

3.2. No, it was my first time hearing from a menstrual cup.

28

4. At first I was afraid to put something into my vagina. But I tried it, I thought the blood

would come out, but it didn´t. It was all good. I have used it for my whole period. (one week)

I used it for 2 hours, then I always washed it. My mom was really sceptical about it, she was

afraid it could break my virginity.I told her that it won´t and she believed me. There were no

problems, it worked perfectly. Only in the beginning I struggled, because it was hurting, but

then I tried it again and it didn´t hurt anymore. I am very happy that I can use it now. I am

very proud of myself. I will use it again, because I actually liked it. Firstly: sometimes I don´t

have money to buy pads and it is the thing that helps me in those situations. I will use the cup

rather than pads. I would recommend it to friends.

5. I don´t know what to do against menstrual cramps. I just sleep all day.

6. Yes, because we were having a lot of fun. In the same time we were learning, doing

activities. Being happy, that´s the thing I like most. They were making sure that we are happy.

I like people, and people also like me thats why I liked to be in such a big group.

Interview 7

Location: AYFS

Age: 15

Date: 02.03.2019:

1. It was so good. Because it made me learn how to use a menstrual cup.

2. The thing that comes into my mind is that I learned that we should not wear pads. It´s better

to use Mina, because she is always there. You do not always have pads though. That´s what I

learned.

3. Pads and no.

3.2.No, it was new for me.

4. I tried it once for 2 hours. I am menstruating now, but I am scared to use it again. I feel like

I don´t know how to use it when I am menstruating. I was not feared when I was not

menstruating, but now I am scared that my blood might go out. I am wearing pads now.

(Anna, advice: try Mina plus pads to see if you are leaking. Girl: wants to try that) It would

be so cool if I would try it again.

5. I sleep or I drink Vinegar (pure).

6. Yeah, I felt so comfortable. Because of the information I learned. Also I learned that Mina

is not so hard to use.

29

Interview 8

(3 girls)

Location: AYFS

Age: ?

Date: 28th of March 2019

1. it was very nice and interesting

2. that pads can actually be dangerous. The most interesting was that there is something like a

menstrual cup and that its usage is easy.

3. pads (supplied from school). and NO there were no days they couldn’t go to school due to

their menstruation. \

3.2. for two of them it was completely new, one of them has heard about it once before.

4. two of them, yes (One girl hasn’t got a cup yet - consent form missing)

4.2. painfree, but a bit hard to use in the beginning

4.3. 2-3 days, capacity of 4-5 hours

4.4. No, it was completely painfree. There were only little fears: e.g. that it might not come

out anymore or you can not find it anymore

4.5. they are not scared anymore after first usage

4.6. Yes.

4.7. Yes.

5. Vinegar with sugar / sleeping

6. good communication, very friendly facilitators. Everything was nice!

Interview 9

Location: AYFS

Age: ?

Date: 01st April 2019

1. I liked it because it is helpful for teenagers. Some teenagers don´´ have the money to buy

pads.

30

2. Mina programm has helped us a lot because of giving us the cup. (pads have to be thrown

away after usage, MINA can be used again)

3. pads.

3.2 Yes, sometimes because of period pains or having no pads available. That happened quite

often.

4. Yes.

4.2 I felt happy, because I know that swimming and playing with the inserted cup is possible.

Nothing happened, because I was told how to use it properly.

4.3 Three days, so my whole period.

4.4 No. But I was scared. I didn´t even feel the cup, even though I was playing a lot.

4.5 Yes. The first time I was scared but when I tried it it was all good and it didn´t hurt.

4.6 Yes.

4.7 Yes, I have told two friends already. They are also happy about it. But I won´t share it. I

showed them the book and then the cup. They asked questions and I gave them a short

instruction. They wished to be me because of the cup. They sadly don´t have one.

5. clinic pills that help

6. Because I was happy and overexcited about MINA.

Interview 10

Location: AYFS

Age: ?

Date: 01st April 2019:

1. I liked it. I liked the way MINA works. Yes, I think it can be painful or uncomfortable when

using it the wrong way.

2. That there is an alternative to pads.

3. Hasn´t started menstruating so far.

3.2. No.

4. Thinks that she will not use it. She is too scared to use it the wrong way.

6. Yes, because we were talking about personal stuff.

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Interview 11

Locaton: AYFS

(2 Girls + one Girl translates)

Age: A: 16 years, B: 12 years

Date: 01st April 2019

1. (A) Workshop was nice Because they tell us all about Mina Cup Liked the facilitators, how

they explained

Nothing we did not like

2. The Cup (A) The most fascinating was the cup, did not know it was that helpful (B) Same

3. Do you both get pads every time you get your period? Sometimes

Did you ever miss school? Never, in our school they supply pads, one package per girl (8 –

10 pads)

4. (A + B) Yes

4.2. (B) painful – did it the wrong way, did not try it again (A) All right (A) Was all right,

followed the instructuions, every thing went to order, was flexibal, could even jump, liked it

Fears? (A) No (B) yes, maybe the cup when want to take it out get stuck

4.3. (A) 1 Day (A) Was not menstruating at that time. Tryed it the last day on the period, used

pads before

4.6. (B) Yes

5. (A + B) pains, become moody Sleep against pains, but still go to school

Interview 12

Location: AYFS

Age: 14 years

Date: 01st April 2019

(Did not bring the concent form yet, did not get the cup)

1. Liked it very much, because it told us that the sanitary towels and pads that we are use, are

not save enough, and we also got to know the Mina Cup

everything was perfect

3.2. I saw it on the news. I did know, but I did not know how to use it

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Do you want a Cup? Yes

Do you have fears, about using the cup? No, I know how to use it

5. I sleep, hot bottle of water, that helps

Do you know about friends, who are using the cup? Yes, the other girls said they use it

already

Interview 13

Location: AYFS

Age: 15 Years

Date: 01st April 2019

1. I liked it, showed me a lot of things, and made some friends at that time, while doing the

workshop

Nothing I did not like

3. I never use anything, do not have period yet

3.2 No

Before the Mina Cup workshop, did you hear about menstruation? Yes, I have heard in

school, teacher told, how girls get menstruation, and they give us the pads

Was there something new in the workshop, you did not know before? I did not know, that

girls under the age of 15 also can get pains, I thought, if you are going in period, you have to

be 16

6. Yes, I felt save, cause I knew the people around me

Interview 14

Location: AYFS

Age:14 years,

Date: 01st April 2019

(got cup today)

1. Yes, liked the workshop, made friends around

Nothing I did not like

Fears? No

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3. Have not start having period

Have you heard about menstruation before? Yes, grade 8, heard in school, just talk about it

in school, not home

Do you want to use the cup when you get period? Yes

6. Yes

Interview 15

Location: Pakhama High School

Grade: 9A

Date: 04th April 2019

1. It was great. I appreciate it, because it made me realize who I am.

3. pads. 3.2 No.

4. No. But I will try, I am not scared.

6. Because we all understand each other. It was also nice with my class.

Interview 16

Location: Pakhama High School

Grade: 9A

Date: 04th April 2019

1. Cool. I was comfortable.

2. I learned that the cup can be comfortable and you don´t have to worry.

3. pads. 3.2 No.

4. No. Scared that the cup might get lost in her body

5. No pain

6. Yes, because no one was judging.

Interview 17

Location: Pakhama High School

Grade: 9A

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Date: 04th April 2019

1. I liked it because I learned so much.

2. Most interesting: cup is good.

3. pads. I always had pads available. 3.2 No

4. No, but I think I will try.

6. Yes, because the teachers were so nice.

Interview 18

Location: Pakhama High School

Grade: 9A

Date: 04th April 2019

1. I liked it. Now I can explain to other people how to use it. (Told mom+cousin already)

2. About the cup. I thought you´d use it the other way around.

3. Yes, because of period pains. Sometimes I couldn´t afford money for pads, but my friend

gave me some.

4. Tried once, but I am too scared.

6. Yes. - Only girls. You were interesting, no judging. Nice Xhosa teachers. Laughing,...

Interview 19

Location: Pakhama High School

Grade: 9A

Date: 04th April 2019

1. Yes. Because it thaught us a lot. A lot of information about physical changes in body.

2. About the cup. Opressed to know. Very interesting how to use it.

3. pads. I could not go to school on very first day of menstruating.

3.2. No.

4. I am scared but I will try it today.

5. No period pain.

6. Yes, so comfortable. All girls. No judging.

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Interview 20

Location: Pakhama High School

Grade: 9A

Date: 04th April 2019

1. I liked it. Thaught me how to use a menstrual cup.

2. I didn´t know a menstrual cup before and how to use it.

3. pads. Yes, sometimes I don´t have pads and don´t feel normal.

3.2. No.

4. Yes.

6. Yes, because I learned a lot.

Interview 21

(16 girls)

Location: Pakhama High School

Grade: 9B

Date: 04th April 2019

1. Discussion, learned new things, teenage pregnancy, why going to period

3. first day of period - period pains → reason not to go to school - scared about classmates

when come to school

2. Did not know there is a cup (No one heard about it before) That people have three holes

4. Who tried the cup? No one → too scared

4.1. What are the fears? When change it might not come out (What gonna happen?) Loosing

the virginity

4.2. Who will give it a try? Almost all (14 girls)

4.3. Why would you not try the cup? - scared it is too big - how to clean? With toilet paper?

4.4. Have you ever had no pads home? No → Cut fabrics, pampers, t-shirts, pantinline

5. Period pain? - Yes → warm towel (against pain) → garlic drink / pills → water bottle

6. Yes → speak sth. Did not know/ learn more

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Interview 22

(27 girls)

Location: Pakhama High School

Grade: 9C

Date: 05th April 2019

1. Liked the workshop, learning about our bodys, can wear cups

2. Usage of the cups

3. Pads

3.2. No one

4. No – afraid, too risky, uncomfortable

4.2. Who will try the cup? 10

5. sleep, hot water

6. Felt shy

7. How many days did you miss school? 2 Days, cause of period pains

7.2. Did you always have pads? Yes

7.3. If you had no pads, what would you do? Toilet paper, tell mother

Interview 23

(6 girls)

Location: Pakhama High School

Grade: 9D

Date: 04th April 2019

Do you have questions? No

1. Like it, teach us, what I am as a girl Learn more about workshop and cups Can use cup

2. How to use Cup Menstrual Cycle

3. Pads

3.1. Did it happen to you that you had no pads? Yes (ask mom for money) labs (pieces)

3.2. No, Are scared

4. Are there days you could not go to school? No

5. What are your fears? Put in too deep

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