Breaking the Cycle. Evaluating Period Poverty Policies and Their Impact on Girls’ Education

Table of Contents

• 1. Introduction
  • 1.1 Background and Context
  • 1.2 Research Question and Sub-Questions
  • 1.3 Structure of the Thesis and Research Approach
• 2. Theory
  • 2.1 Conceptual Clarifications of Menstrual Health and Education
  • 2.2 Theories and Hypotheses
    • 2.2.1 Capabilities Approach
    • 2.2.2 Theory of Change
• 3. Research Design and Methodology
  • 3.1 Research Design and Case Studies
  • 3.2 Method of Data Collection
  • 3.3 Method of Data analysis
  • 3.4 Limitations and Ethical Considerations
• 4. Results: Context and Implementation of Menstrual Health Policies
  • 4.1 Contextual Factors and Challenges
    • 4.1.1 Kenya
    • 4.1.2 South Africa
  • 4.2 Menstrual Health Policy Frameworks
    • 4.2.1 Kenya
    • 4.2.2 South Africa
  • 4.3 Implementation Frameworks and Scale-Up Activities
• 5. Results: Educational Outcomes and Impacts
  • 5.1 Analysis of Policy Outcomes
  • 5.2 Analysis of Policy Impacts
• 6. Interpretation and Hypotheses Discussion
  • 6.1 Comparative Evaluation
  • 6.2 Evaluating Hypotheses
  • 6.3 Recommendations for Policy Improvement and Implementation
• 7. Conclusion
  • 7.1 Summary of Findings and Answer to Question
  • 7.2 Contributions to Research
  • 7.3 Final Remarks and Future Research Directions
  • 7.4 Limitations

Research Objectives & Themes

This thesis examines the extent to which national Menstrual Health Management (MHM) policies in Kenya and South Africa mitigate educational inequality for menstruating pupils. By utilizing the Capabilities Approach and Sommer’s Theory of Change, the research evaluates the effectiveness of these policy frameworks in enhancing girls’ educational opportunities, participation, and dignity, while identifying how implementation quality influences these outcomes.

• Comparative analysis of MHM policy frameworks in Kenya and South Africa.
• Evaluation of policy effectiveness regarding educational equality using the Capabilities Approach.
• Assessment of implementation quality through the lens of the Theory of Change (ToC).
• Identification of gaps in policy delivery, infrastructure, and monitoring.
• Synthesis of best practices for policy improvement and future research directions.

Excerpt from the Book

Summary of Chapters

1. Introduction: This chapter provides the background on period poverty and its impact on girls' education, establishing the research question and objectives.

2. Theory: This section defines core concepts like MHM and period poverty, while presenting the Capabilities Approach and the Theory of Change as the primary analytical frameworks.

3. Research Design and Methodology: The chapter outlines the comparative case study design, the qualitative textual analysis approach, and discusses methodological limitations.

4. Results: Context and Implementation of Menstrual Health Policies: This chapter presents the contextual landscape and evaluates specific policy frameworks and implementation strategies in Kenya and South Africa.

5. Results: Educational Outcomes and Impacts: The section analyzes empirical findings regarding product accessibility, MHM education, and their influence on school participation and engagement.

6. Interpretation and Hypotheses Discussion: This chapter synthesizes the results, compares findings across both countries, evaluates the research hypotheses, and provides policy recommendations.

7. Conclusion: The final chapter summarizes key findings, reflects on the research contributions, and suggests areas for future study while noting research limitations.

Keywords

Menstrual Health Management, Period Poverty, Educational Inequality, Capabilities Approach, Theory of Change, Kenya, South Africa, School Absenteeism, Sanitary Policy, Gender Equality, Public Policy, Menstrual Hygiene, Girls' Education, Implementation Quality, Social Stigma

Frequently Asked Questions

What is the core focus of this thesis?

This thesis examines the impact of national Menstrual Health Management (MHM) policies in Kenya and South Africa on reducing educational inequality for menstruating pupils.

What are the primary themes addressed?

Key themes include period poverty, access to menstrual products, the quality of MHM education, school attendance, and the role of sociocultural stigma in educational settings.

What is the main research objective?

The primary objective is to determine to what extent these national policies enhance girls' capabilities and foster educational equality.

Which scientific methodology does the author use?

The study employs a deductive qualitative content analysis, using policy documents, NGO reports, and academic literature, analyzed through the lens of the Capabilities Approach and the Theory of Change (ToC).

What does the main body cover?

The main body evaluates the context of MHM in both countries, compares their specific policy frameworks, assesses the quality of their implementation, and analyzes the resulting educational outcomes and impacts.

Which keywords characterize this work?

Key terms include Menstrual Health Management, Period Poverty, Educational Inequality, Capabilities Approach, Theory of Change, and Policy Evaluation.

How does the author evaluate the "Capabilities Approach"?

The author uses Nussbaum's framework to argue that MHM is a fundamental capability. The study finds that while policies address some aspects of bodily health, they often fail to support other capabilities, such as bodily integrity and affiliation, due to structural barriers.

What is the significance of the "Theory of Change" for this study?

The ToC provides a structured causal model to evaluate how policy inputs and scale-up activities lead to outcomes. It helps the author identify that implementation quality at the school level is a critical determinant of policy success.

What are the major barriers to effective MHM identified?

The study highlights persistent infrastructural gaps, inconsistent distribution of products, inadequate teacher training, and deeply rooted sociocultural taboos as major obstacles to effective policy implementation.