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Menarche and Its Implications for Educational Policy in Peru

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Menarche and Its Implications for Educational Policy in Peru Menarche and Its Implications for Educational Policy in Peru La Red Nacional de Promoción de la Mujer Under contract with World Education Girls’ and Women’s Education Policy Research Activity Carmela E. Chung Rosa Dierna Straatman Maricela Quispe Córdova Gumercinda F. Reynaga with Shirley A. Burchfield Teresa Kavanaugh Supported by The United States Agency for International Development Office of Women in Development Contract No. HNE-C-00-96-900047-02 Ayacucho, Peru January 2001 CONTENTS ACKNOWLEDGEMENTS ...............................................................................................................................III EXECUTIVE SUMMARY ................................................................................................................................IV ACRONYMS AND ABBREVIATIONS.........................................................................................................VIII 1. INTRODUCTION.................................................................................................................................... 1 1.1 Girls’ Participation in Education ............................................................................................. 1 1.2 Barriers to Girls’ Participation ................................................................................................ 1 1.3 Girls’ and Women’s Education Policy Research Activity.......................................................... 2 1.3.1 Overview ...............................................................................................................................................2 1.3.2 Girls’ and Women’s Education Policy Research Activity in Peru ............................................................3 1.3.3 The Red Naciónal de Promoción de la Mujer (National Network for the Advancement of Women).........3 2. WORLDWIDE LITERATURE REVIEW ON PUBERTY, MENARCHE, AND MENSTRUATION ........ 4 2.1 The Symbolism of Puberty and Menarche in Society................................................................. 4 2.2 Beliefs and Practices About Menstruation ................................................................................ 5 2.3 Keeping Girls Out of School During Menstruation ................................................................... 6 2.4 Factors Influencing the Timing of Menarche ............................................................................ 6 2.5 Adolescents’ Knowledge About Their Bodies............................................................................ 6 2.6 Physical and Emotional Symptoms of Menstruation.................................................................. 7 2.7 Concerns About Sexual Abuse .................................................................................................. 8 3. BACKGROUND ...................................................................................................................................... 8 3.1 Peru Country Profile ................................................................................................................ 8 3.1.1 General Description........................................................................................................................8 3.1.2 Education ......................................................................................................................................9 3.2 Laws, Policies, and Programs Governing Education in Peru .................................................. 11 4. RESEARCH DESIGN ............................................................................................................................. 11 4.1 Research Questions and Hypotheses....................................................................................... 11 4.2 Research Site.......................................................................................................................... 13 4.2.1 Site Selection ...............................................................................................................................13 4.2.2 Characteristics of the Communities of Ayacucho...........................................................................15 4.3 Methodology .......................................................................................................................... 16 4.4 Limitations ............................................................................................................................. 17 5. FINDINGS OF THE GIRLS’ AND WOMEN’S EDUCATION POLICY RESEARCH ACTIVITY IN PERU..................................................................................................................................................... 18 5.1 What Factors in the Family and Community Affect Girls´ School Attendance and Retention?. 18 5.1.1 The Symbolism of Menarche in Andean Society............................................................................19 5.1.2 Age of Menarche in Peru ..............................................................................................................20 5.1.3 Knowledge and Perceptions of Menstruation.................................................................................20 5.1.4 Beliefs and Practices About Menstruation in Peru.........................................................................22 5.1.5 Treatment of Physical and Emotional Aspects of Menstruation......................................................24 5.1.6 Nutrition, Menarche, and Student Performance.............................................................................28 5.1.7 Perceptions of Male and Female Roles..........................................................................................29 5.1.8 Increased Responsibilities for Girls After Menarche ....................................................................29 5.1.9 Future Aspirations........................................................................................................................31 5.2 What Aspects of Puberty Are Key to Girls' Decisions to Withdraw From School? ................... 32 5.2.1 Keeping Girls Out of School During Menstruation........................................................................32 5.2.2 Lack of Protection and Sanitation in School During Menstruation .................................................33 5.2.3 Lack of Facilities in Schools for Menstruating Girls......................................................................33 5.2.4 Physical Education Classes...........................................................................................................34 5.2.5 Sex Education at School...............................................................................................................34 6. CONCLUSIONS .................................................................................................................................... 35 7. IMPLICATIONS FOR POLICY............................................................................................................. 38 7.1 School Policies....................................................................................................................... 38 7.1.1 Barrier: Infrastructure and policies................................................................................................39 7.2 Community and Family Policies ............................................................................................. 40 7.2.1 Barrier: Inadequate provision for girls’ safety................................................................................40 7.2.2 Barrier: Inadequate health and nutrition ........................................................................................41 7.2.3 Barrier: Increased work responsibilities for girls and lack of support for girls’ education and development. ...............................................................................................................................41 7.3 System Policies....................................................................................................................... 43 7.3.1 Barrier: Insufficient collaboration between government and civil society organizations and entities43 8. RECOMMENDATIONS........................................................................................................................ 43 BIBLIOGRAPHY ............................................................................................................................... 53 TABLES TABLE 1: RESEARCH SITES .......................................................................................................................14 TABLE 2: SUMMARY OF PUBERTY- AND MENARCHE-RELATED FACTORS IDENTIFIED BY PARENTS AS CONTRIBUTING TO GIRLS’ ATTENDANCE AND RETENTION IN AYACUCHO ...................................18 TABLE 3: SUMMARY OF POLICY OPTIONS ..................................................................................................46 APPENDICES APPENDIX 1 ..............................................................................................................................................................58 TABLE A1: BARRIERS TO GIRLS’ EDUCATION WORLDWIDE APPENDIX 2 ..............................................................................................................................................................62 PROBLEMS THAT AFFECT ADOLESCENTS' LIVES APPENDIX 3 ..............................................................................................................................................................63
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