Introduction of Life Skills Based Education (LSBE) Programme in Private Schools of Peshawar

Teacher perceptions of age-appropriate
reproductive health information
for girls in Pakistan what is the right age?
byChristopher John WardleCountry Representative for PakistanWorld Population Foundation (WPF)
andGhazala NadeemExternal Relations ManagerProcter & Gamble (P&G)

A paper on research from Project Aagahi
presented at thePopulation Association of Pakistans
7th Annual Population Research Conference'Population at the Crossroads of Development'November 28-30 2006University of Peshawar Campus, Peshawar, Pakistan.Section VI: Investing in YouthWednesday 29 November 2006 1400 1600Sahibzada Abdul Qayyum Hall

Overview

Background

Problem and hypothesis

Scope and methodology

Results

Policy implications

Background

Project Aagahi resulted from an ongoing public-private partnership between Procter & Gamble (P&G) the Pakistan division of a multi-national corporation with:

A strong track record in corporate social responsibility; and

A need to revise presentation material for their schools-based programme on menstrual education; and

.

Background

The Pakistan field office of the World Population Foundation (WPF) an international NGO working in Adolescent Reproductive Health (ARH) offering P&G:

Quality video resources on adolescent development; and

Extensive local experience in implementing Life Skills Based Education (LSBE) programmes

Background

Collaboration offered both partners a chance to establish an evidence base which may be helpful in:

Securing permission to enter schools with single-session menstrual education programmes in the future;

Advocacy for the inclusion of longer Life Skills Based Education (LSBE) programmes in Pakistans core curriculum; and

Debunking some of the myths associated with Adolescent Reproductive Health.

Problem and hypothesis

The challenge of securing permission to enter schools was complicated by stereotypical misperceptions that such education was:

Too commercial in its focus;

Inappropriate;

Too sensitive;

Culturally tabooed; and

Un-Islamic.

Problem and hypothesis

The evidence base gathered would also assist in monitoring and evaluating the programme to determine:

Areas for improvement;

Teacher perceptions of age-appropriate delivery of menstrual education to young women; and

Whether there was broader interest in Life Skills Based Education.

Problem and hypothesis

Myths encountered in discussion with conservative gatekeepers in the process of securing permission to enter schools with this programme included:

It is a waste of time telling young women about these things.

Why do you need to ask about what is useful for the girls, their elders know what is best for them.

Girls will not be comfortable learning about the topic of menstruation it is not culturally-appropriate and too sensitive.

Girls will be too shy to be actively involved in such initiatives.

Problem and hypothesis

Myths (continued):

Even if you went ahead with this programme,
how much can you effectively communicate?

The subject is too broad to convey enough information in the time allocated to it.

As a guest in the classroom, facilitators will
not be able to quickly put the girls at ease with
the topic.

Your younger presenters will not be able to answer the girls questions they do not know enough.

Problem and hypothesis

Myths (continued):

Your programme will not meet peoples expectations it will offend them.

Girls should not be told about these matters in school it is a matter for their mothers to tell them.

Girls should not be exposed to this type of information before age 14.

Teacher workload is already high and they do not have the time for additional subjects like life skills based education.

Problem and hypothesis

With our focus on youth empowerment, WPF has consistently argued that it would be better for young women to have access to information on the changes associated with the onset of their menarche prior to it occurring, rather than after the event.So, what age are we talking about?In the Population Councils study on adolescence - Adolescents and Youth in Pakistan 2001-2002 A Nationally Representative Survey - the mean age of puberty for young women is given as 13.5 years.

Scope and methodology

Our study was based on:

Observation carried out in over three thousand (3,000) classrooms in Pakistan.

Respondents were teachers observing the delivery of Project Aagahi in their own classrooms by trainers from P&G.

Observations were recorded on a standardised survey tool.

Scope and methodology

Scope and methodology

Scope and methodology

Results

Observation 1: The session was useful for the girlsRationale:

As people directly involved in the core curricular education of the students participating in the session, teachers can offer a practical and experienced insight into what is useful for them in co-curricular sessions such as this one.

P&G has a broad qualitative measure of the value of the information conveyed to the students, which can be useful as a basis for assessing whether investment in this type of education session should be continued.

Results

Observation 1: The session was useful for the girls Results:

Results

Observation 2: The girls were comfortable with the contentsRationale:

Conservative gatekeepers are often out of touch with the on-the-ground realities of life in the classroom, whereas teachers offer an effective, caring, well-qualified and interested guide to student levels of topic comfort.

Results

Observation 2: The girls were comfortable with the contents Results:

Results

Observation 3: The girls took active interest in the presentationRationale:

Does WPFs session design reflect our focus on and valuing of youth participation?

Results

Observation 3: The girls took active interest in the presentationResults:

Results

Observation 4: Adequate information was provided through the sessionRationale:

Are our session design contents communicating the essential information and dispelling some of the common myths and misconceptions about menstruation?

Results

Observation 4: Adequate information was provided through the sessionResults:

Results

Observation 5: The duration of the session was adequateRationale:

Have we been realistic in the timing component of our session design and did we achieve what we set out to do in the time allocated?

Results

Observation 5: The duration of the session was adequateResults:

Results

Observation 6: The comfort level set by the facilitator was adequate Rationale:

Have we chosen facilitators with good communication skills?

Results

Observation 6: The comfort level set by the facilitator was adequate Results:

Results

Observation 7: The presenter had enough information and skills to reply to questions from the girls Rationale:

Are individual facilitators well-prepared and performing to level expected of them?

Results

Observation 7: The presenter had enough information and skills to reply to questions from the girls Results:

Results

Observation 8: Overall, the program met or exceeded our expectationsRationale:

Is there a broad, qualitative indicator by which we can measure teacher satisfaction with the programme?

Results

Observation 8: Overall, the program met or exceeded our expectationsResults:

Results

Observation 10: Should girls in schools be informed about body changes?Rationale:

How can we assess an absolute view of teachers perceptions of the need for education on adolescent development in schools?

Results

Observation 10: Should girls in schools be informed about body changes?Results:

Results

Observation 11: If YES, at what age do you think girls should learn about body changes?Rationale:

According to teacher perceptions, what is the most appropriate age to deliver this type of education to young women?

Results

Observation 11: If YES, at what age do you think girls should learn about body changes?Results:

Results

Observation 12: Would you like to have more information on a life skills based education program that deals with imparting knowledge and skills on broader issues to young girls?Rationale:

Is there broader interest in life skills based education?

Results

Observation 12: Would you like to have more information on a life skills based education program that deals with imparting knowledge and skills on broader issues to young girls?Results:

Policy implications

Start earlier:

Information for young women on the changes associated with adolescence should be given to them prior to puberty;

LSBE is an appropriate mechanism:

The introduction of such information through a programme of Life Skills Based Education (LSBE) would be an acceptable and effective vehicle for policy-makers;

Curriculum reform:

We strongly urge the Government to build on these results and make LSBE a part of Pakistans national core curriculum, including it in
both pre-service and in-service training.

On being brave and angry

WPF Board Member, Dr Nafis Sadik,
Beijing, September 1995.

On being brave and angry

We must be courageous in speaking out on the issues that concern us.We must not bend under the weight of spurious arguments invoking culture or traditional values.No value worth the name supports the oppression and enslavement of women.The function of culture and tradition is to provide a framework for human well being.If they are used against us, we will reject them and move on.We will not allow ourselves to be silenced. WPF Board Member, Dr Nafis Sadik,
Beijing, September 1995.

This has been a presentation entitled:
Teacher perceptions of age-appropriate reproductive health information for girls
in Pakistan what is the right age ?

For further information or to offer your support for our workplease contact:

Christopher John WardleCountry Representative for PakistanWorld Population Foundation (WPF)

PO Box 736 Islamabad, Pakistan.voice:+92 51 211 0539fax:+92 51 211 0536email:wpf@wpfpak.com (office) cjwardle@gmail.com (private)