Hi,Fi Call Girl In Marathahalli - 7001305949 with real photos and phone numbers
2017 UAB Case Competition: Team 4 (Tied for 2nd Place)
1. Feminine Hygiene in the
Rukungiri District
of Uganda
World Wide Winners (Team 4):
Aseel Hajazin, Khushbu Khatri, Sophia Guan, Prajakta Kulkarni,
Niranjan Gowda
2. Rukungiri District
In southwest Uganda
Rural, about 589 square miles
11 sub-counties, 77 parishes, and 825
villages
Demographics
306,700 inhabitants
53% women
Over 250 schools with girls
constituting 52% of the total
enrollment
Vulnerabilities
Lack of access to safe facilities
Lack of feminine hygiene products
5. Structural Developments - Problem
63% of girls reported a lack of a private space to wash and change at school
Lack of toilets and private space is associated with dropping-out from school
School bathroom assessments in Rukungiri show lack of light, water and
cleanliness
Boosey, R., Prestwich, G., & Deave, T. (2014). Menstrual hygiene management amongst schoolgirls in the Rukungiri District
of Uganda and the impact of their education: A cross-sectional study. The Pan African Medical Journal,19.
doi:10.11604/pamj.2014.19.253.5313
6. Structural Development–
CLEAR Solution
Biocomposting Dry Toilets
Affordable water free toilet system
$1,000/toilet
Lasts for 25 years
1 Toilet/30 Boys & Girls according to WHO
standards
Uses air driven turbines
Converts human feces to compost
No obnoxious odors
No effluent seepage into underground
water resources
7. Structural
Development–
CLEAR Solution
Roof Catchments
Rukungiri receives an
average rainfall ranging
between 700mm-
1200mm annually and
two rainy seasons
between February -
May and September -
November.
Water Harvesting –
collecting rain water
using gutters made with
steel and PVC
Water stored in
PVC tanks or
ferrocement tanks.
8. Education - Problem
40% Drop-out rates from primary to secondary school
Over 60% of young girls miss at least one day of school/month due to
feminine hygiene issues
Coupled with the lack of facilities and education to manage their
menstruation, girls can miss 20% of their total school days
Girls also experience stigma, guilt, and bullying from male peers
This results in a large portion of the population remain uneducated
leading to may socioeconomic disadvantages
Mason, L., Nyothach, E., Alexander, K., Odhiambo, F.O., Eleveld, A., Vulule, J., Rheingans, R., . . .Phillips-Howard, P.A. (2013). ‘We keep it a secret so no one should know’ – A qualitative study to
explore young schoolgirls attitudes and experiences with menstruation in rural Western Kenya. PLoS ONE, 8(11), e79132. doi:0.1371/journal.pone.0079132
O’Connell, M.D., Forsynth, E., Steyaert, D., & Whelan, D. (2010). Reducing stigma and increasing school attendance through menstrual education. Retrieved from
http://94.199.243.84/designchallenge/uploads/Reducing_Stigma_and_Increasing_School_Attendance_Through_Menstruation_Education/8d10eb83e9489e08b9f4958a3a81d871itsallnatural_steyaert_i
adt.pdf.
9. Education in Schools –
CLEAR Solution
Primary school Girls and Boys
Age 7-14
Pros of Educating boys
Fostering comfortable environment
Reduce bullying
Start with
176 primary schools
76 private schools
Coaching the Coach
Health Education at Schools
2 sessions/month
"It's Natural" Approach
Workshops – Proper use
Kits and Incentives
Pads
Hand Soap
Other
10. Community Education
& Engagement
Each tribe in Uganda has a signature cultural
traditional dance, typically to tell stories
about tribal traditions, harvest, marriage,
romance and reproduction
Through partnerships we can develop a dance
to tell a more accurate story of womanhood
Health education workshops
Start by engaging women’s groups in the
community
Perform at churches, other cultural centers
Furthermore, we’d engage in capacity
building activities with the community
Teaching them the skills necessary for working
in the Macapads factory
Other technical skills
11. Sanitary Pads - Problem
60% of young girls do not have
access to feminine hygiene
products
Girls resort to use old pieces of
cloth, cotton, bits of mattress,
paper, and even a combination
of mud, cow dung and leaves as
menstrual products
Increases risk for urinary tract
infection
Adverse effects on tract
infections
15. Evaluation and Monitoring
Monitoring Processes
Feedback from surveys
Satisfaction
Additional Needs
Comprehension
Evaluating Results
Retention Rate in
Schools– primary to
secondary transition
Attendance rate at
community meetings
16. Timeline
Creating
relationships
(9 months)
Baseline
data
collection (3
months)
Pilot
interventions
(1 year)
Scaling of
interventions
(2 years)
Sustaining
interventions
(6 months)
End of
program
metrics
collection (6
months)
Pilot
Interventions
• Implement educational program and structural changes over a year in 5 Rukungiri
schools
• Startup of Macapads factory and ramping up of production
Full
Interventions
• Expand the educational, toilet and rainwater harvesting project to 100 schools
• Increase production, increase the number of outlets and increase distributions of
Macapads
17. Budget
Unit cost
Pilot period
units/cost
Scale up
units/cost
Total units Total cost
Support for advisory board $25,000
Ecosan Toilets $1,000.00 5 120 125 $125,000
Cubicles for privacy (per toilet) $100.00 5 120 125 $12,500
Rain water system $1,700.00 5 95 100 $170,000
Development of curriculum $300.00 $300
Teaching the teachers $1000 $9,500 $10,500
Kits - pads $1.00 7200 547200 583200 $583,200
Kits - other $75,000
Cultural programs $2,000 $8,000 $10,000
Macapads factory $50,000 $750,000 $800,000
Evaluations $250 $1,000 $1,250
Program staff $50,000
Contingency $137,150
Total $2,000,000
Evidence based model for change
To help bring about the changes we hope to see
We chose the SEM,to highlight the touch all of those levels
Community Leaders =
Government officials
Low retention rate
Community Participation – incorporating BOYS and girls
Local Resources – using schools that are already established
Community Empowerment – empowering through education with the target population
1,846 teachers in district
45%are female
(Rukungiri-Uganda, 2008)
88% of the population are Christian
Community Participation –engaging women, mothers in the community initially and expanding to others as we familiarize ourselves with the community members
Local Resources – using churches that are already established; dances that are already established
Community Empowerment – empowering through education while incorporating culture