Ruo Primary School, nestled in the Mavaya zone of Mulanje district, underwent a remarkable transformation thanks to the interventions facilitated by Creative Centre for Community Mobilization (CRECCOM) under the Girls Get Equal (GGE) project, generously funded by Norad through Plan International.
Prior to the GGE intervention, Ruo Primary School grappled with a significant challenge: the absence of a changing room for its female students. This critical deficiency jeopardized the well-being and educational continuity of girls, especially during menstruation. Mary Macheso, the PTA chairperson, vividly recalls the repercussions: "There were a lot of female students who used to be absent from school when they encountered their menstruation cycle which made them miss a lot of important class lessons."
Handford Mulima, the headteacher, corroborated Macheso's observations, noting that the absence of a changing room resulted in approximately 15 percent absenteeism among female students. The lack of proper facilities not only hindered academic progress but also undermined the girls' dignity and health.
The turning point for Ruo Primary School came with the intervention facilitated by CRECCOM under the GGE project. Macheso narrates the transformative process: "This all became history when the PTA committee, School Management Committee (SMC), and mother group received training on Menstrual Hygiene Management (MHM) for school stakeholders by CRECCOM." Empowered with MHM skills and knowledge, stakeholders collaborated to address the pressing need for a changing room.
Through concerted efforts, they approached the owners of Ruo Company estate, who responded by constructing a dedicated changing room for female students. Today, the presence of this facility has ushered in a new era of inclusivity and support for girls at Ruo Primary School.
The headteacher joyfully reports, "Absenteeism has reduced to approximately 5 percent, with the absenteeism no longer primarily attributed to menstruation cycle but other issues." Monica Kholiwo, a standard 6 student, expresses her gratitude for the changing room, emphasizing its role in ensuring her educational continuity and dignity during menstruation.
Furthermore, the school's proactive stance extends to providing sanitary pads to students in need. Macheso explains, "We use part of the School Improvement Grants to buy them so that our female students may use them here at the school." Susan Makawa, echoing the sentiments of many, lauds the school's provision of sanitary pads, acknowledging its significance for families facing financial constraints.
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