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Adolescent sexual and reproductive health - Course files

Harmful traditional practices prevention

Venkatraman Chandra-Mouli

Training course in adolescent sexual and reproductive health 2019

October 28, 2019 - Geneva

Harmful traditional practices prevention - Venkatraman Chandra-Mouli

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Chandra-Mouli V. Harmful traditional practices prevention. Paper presented at: Training course in adolescent sexual and reproductive health; 2019 Oct 28; Geneva.


Reference document


Go over all the module materials provided and answer the following four questions.

Question 1

What are the long-term trends globally and regionally, in female genital mutilation and child marriage? What are the trends in your country? (Provide authoritative sources to back up your statements about your country).

5 marks

Clue: Study page 58 of the document titled: WHO recommendations on adolescent sexual and reproductive health and rights (2018)

Question 2

In the flyer titled: Turning commitments into solid actions (UNFPA-UNICEF Global Programme to End Child Marriage, 2019), identify one common element in the brief case studies of Nepal, Yemen and Zambia.

4 marks

Clue: Study the section titled ‘Accelerating and amplifying change key results in 2018’ in the flyer.

Question 3

3.1 Name three sectors which have key roles to play in ending child marriage and the specific contribution that could make.

3.2 Identify the five actions that can contribute to multisectoral coordination at the subnational level, identified in the paper by Lo Forte et al (2019). Which one (or ones) of them do you believe are crucial and why.

8 marks.

Clue: (3.1) Study pages 3-4 of the publication titled Taking action to address child marriage: the role of different sectors: An overview (GirlsNotBrides, Global Programme to end Child Marriage, International Centre for Research on Women).

Clue (3.2) Study pages 4-5 of the journal paper titled: What can the global movement to end child marriage learn from the implementation of other multisectoral initiatives? (Lo Forte C, Plesons M, Branson M, Chandra-Mouli V, BMJ Open, 2019).

Question 4

4.1 Identify three reasons why health workers perform female genital mutilation?

4.2 What are the elements of WHO’s global strategy to stop health-care providers from performing female genital mutilation?

8 marks

Clue: (4.1) Study slides 20 and 21 in the slide set titled: FGM and the paper by Doucet et al (2017).

Clue (4.2) Study slides 19 and 22 in the slide set titled FGM.

Best assignments of week 8: Harmful traditional practices prevention

Congratulations to the following participants whose assignments have been chosen as the best assignment of week 8 by their coaches. Click on the participant’s name to read the assignment.

Janie Shen, Plan International Sverige, Stockholm, Sweden

Coach’s comment

"Thank you and well done to all the participants for their hard work in this course. This participant has consistently produced good quality assignments during this course and deserves to be selected for the third time and in this last week of the course as the best." Raqibat Idris, GFMER course coordinator and tutor

Nefertari Boles, Young Scholars of Egypt, Cairo Governorate, Egypt

Coach’s comment

"Becoming the best version of yourself. That's how continuous success make you feel. Congrats Nefertari!" Khadija Ahmed Matrook, GFMER country coordinator and course tutor

Omer Hussen Dermesha, MNCAH-QOC, World Health Organization, Oromia Region, Ethiopia

Coach’s comment

"I am so happy that our group successfully completed the course and it is interesting that this course designed in such a way that it encourages mutual learning and sharing lessons between the countries.  From our group, Omer Hussen Dermesha is nominated as the best performer for this last week of ASRH course based on his progressive improvement in paperwork assignment.  His responses to the questions were concise and clear, and he effectively followed the instructions and use the clues provided for the assignment questions.  I appreciate the determination and efforts of all participants to complete course and I am confident that you will apply what you learned from this course to protect and improve the sexual and reproductive health and right (SRHR) of poor adolescents and women in your respective countries." Melaku Samuel Hottessa, GFMER course tutor

Sahil Chopra, Jhpiego, New Delhi, India

Coach’s comment

"For the last module I am again nominating Sahil Chopra." Lela Shengelia, GFMER country coordinator and course tutor

Shirley Eng, FHI 360, Maputo, Mozambique

Coach’s comment

"The participant exhibited an in-depth understanding of the course materials, relevant literary correlation and an ability to draw logical conclusions on given data and scenarios." Aishatu Abubakar-Sadiq, GFMER country coordinator and course tutor

Zoe Leach, Ryerson University, Toronto, Canada

Coach’s comment

"Very well-researched and well-written. You have understood the concept and addressed the critical issues with evidence-based information." Ashim Roy, GFMER country coordinator and course tutor