2. 1
1.Introduction......................................................................................................................... 2
1.1 Objectives of the meeting...................................................................................... 2
1.2 Programme.............................................................................................................. 3
2. Report of the meeting.................................................................................................... 6
2.1 Introduction............................................................................................................. 6
2.2 Key note speech...................................................................................................... 6
2.3 Plenary discussion................................................................................................ 10
2.4 Speed dating and drinks...................................................................................... 13
2.5 Conclusion ............................................................................................................. 14
3. Evaluation of the meeting ........................................................................................... 15
3.1 Relevance and usefulness event ........................................................................ 15
3.2 Liked best about the event.................................................................................. 17
3.3 Learned from the event....................................................................................... 18
3.4 Comments or suggestions for improvement ................................................... 19
3.5 Conclusion ............................................................................................................. 20
Annex 1. List of participants............................................................................................... 22
Annex 2. Presentation UNFPA............................................................................................ 25
Annex 3. Abstracts Master’s theses presentations ....................................................... 28
Annex 4. Evaluation form.................................................................................................... 32
Annex 5. NGO research factsheet ..................................................................................... 33
3. 2
Thursday October 8th
, 2015, the Share-Net working group ‘Linking research, policy
and practice’1
organised the 4th annual meeting "Linking Research, Policy and
Practice - Students and NGOs". This year the meeting was organised at KIT in
Amsterdam.
This meeting brought together students who had finalized or were about to start
their Master’s research in the field of Sexual Reproductive Health and Rights (SRHR)
including HIV and AIDS, and researchers, practitioners and policy makers working in
the field of SRHR and HIV and AIDS. In total, 79 participants registered for the
meeting and 12 organisations participated in speed dating with students (see Annex
1. List of participants).
Objectives of the meeting were to stimulate (1) students at Bachelor’s and Master’s
level to develop a policy and practice perspective; (2) research relevant for policy
and practice; and (3) research-informed policy and practice through activities
focused on:
Facilitating interactions and research dialogues between students,
policymakers and practitioners — for example, through presenting research
findings, speed dating; and
Obtaining a transparent demand for knowledge questions from policy and
practice to be answered by students — for example, through research
factsheets, speed dating; and
Content knowledge sharing between students, policymakers and
practitioners — for example, through a key note speech, presenting research
findings, plenary discussion.
The specific objectives of the key note speech were to learn more about the role of
UNFPA in linking research, policy and practice:
How does UNFPA use knowledge to develop international policies and
guidelines?
What does this mean for knowledge developed by research (e.g. students)
and practitioners (e.g. NGOs)?
What can researchers and practitioners do to influence international policies
on SRHR in general or, more specific, UNFPA's policies?
1
Members of the Share-Net working group ‘Linking Research and Practice’ are University of
Amsterdam, Maastricht University, University of Nijmegen, Institute of Social Studies (ISS),
Erasmus University Rotterdam, The Royal Topical Institute (KIT), Global Network for People
living with HIV (GNP+) and Oxfam Novib.
4. 3
The meeting started with an introduction by the chair Marielle le Mat, University of
Amsterdam, and a key note speech from Sietske Steneker, director of UNFPA
Brussels. After the key note speech, 10 students presented the findings from their
Master’s theses in four sessions:
1a. Sexual & reproductive rights of Vulnerable and Key Populations
1b. The role of media in SRHR and HIV and AIDS
2a. Access to reproductive health services
2b. Young people’s experiences
To encourage linkages between research and practice, NGO practitioners were
asked to facilitate the sessions: Jennifer Bushee, GNP+, facilitated sessions 1a and
1b and Bertiene Dunning, Rutgers, facilitated sessions 2a and 2b. Three student
discussants made notes during the sessions, and they presented the highlights and
lessons learned in the plenary discussion afterwards. The meeting closed with
speed dating and drinks.
A more detailed programme is outlined on the following two pages. Abstracts of the
presentations are enclosed in Annex 3. Abstracts Master’s theses presentations.
All pictures in this report were taken by Vita Baars
5. 4
Introduction and key note speech
Location 4.09 (4th
floor)
12.30 – 13.00 Registration, coffee/tea
13.00 - 13.05 Welcome and introduction by chair -
Marielle le Mat (Research/project management assistent IS Academie,
University of Amsterdam)
13.05 – 13.25 Presentation: International Policy Making on SRHR –
Sietske Steneker (Director UNFPA Brussels)
-------------------------------------------------------------------------------------------------------------------------------------------------
Parallel Session 1. Facilitator: Jennifer Bushee (GNP+)
Location 3.24 (3rd
floor)
13.30 – 14.30 Session 1A. Sexual & reproductive rights of Vulnerable and Key Populations
14.30 – 14.45 Break
14.45 – 15.25 Session 1B. The role of media in SRHR and HIV and AIDS
-------------------------------------------------------------------------------------------------------------------------------------------------
Parallel session 2. Facilitator: Bertiene Dunning (Rutgers)
Location 3.32 (3rd
floor)
13.30 – 14.30 Session 2A. Access to reproductive health services
14.30 – 14.45 Break
14.45 – 15.25 Session 2B. Young People’s experiences
-----------------------------------------------------------------------------------------------------------------------------------------------------------------
Plenary discussion
Location 4.09 (4th
floor)
15.30 – 15.55 Plenary discussion – Marielle Le Mat
Discussants: Madeleine Herzog, Leonie Skoruppa, Frances Hague
-------------------------------------------------------------------------------------------------------------------------------------------------
Speed dating with drinks
Location Fifth floor
16.00 – 16.55 Speed dating with drinks – Facilitator: Billie de Haas
Researchers and NGOs, including Aids Fonds-STOP AIDS NOW!-Soa Aids
Nederland, CHOICE for Youth and Sexuality, GNP+, KIT, Oxfam Novib, Results in
Health, RNW, Rutgers, Simavi, UNFPA, and Women on Waves.
16.55 – 17.00 Closure – Marielle le Mat
6. 5
Parallel Session 1. Facilitator: Jennifer Bushee (GNP+)
Location 3.24 (3rd
floor)
Session 1A. Sexual & reproductive rights of Vulnerable and Key Populations
13.30 – 14.30 Discussant: Madeleine Herzog
The status of corrective rape under international human rights law
Wieke Vink (UvA)
Lessons learned from working in international HIV and AIDS collaborations
Joey Tang (UvA)
‘Bare Life’: An Ethnographic Research about Liminality, Violence, and
Vulnerability among sub-Saharan Migrants in Morocco
Ashley Witcher (UvA)
14.30 – 14.45 Break
Session 1B. The role of media in SRHR and HIV and AIDS
14.45 – 15.25 Discussant: Madeleine Herzog
How to spur intimate conversations online? – The case of Love Matters Kenya
Maaike van Heijningen (UU)
Writing for justice: A Qualitative Analysis of Ugandan Media Coverage of
Women's Reproductive Health
Rosanne Anholt (VU)
----------------------------------------------------------------------------------------------------------------------------------------------
Parallel session 2. Facilitator: Bertiene Dunning (Rutgers)
Location 3.32 (3rd
floor)
Session 2A. Access to reproductive health services
13.30 – 14.30 Discussant: Frances Hague
More than contraception - the lived experience of users of the Sympto-Thermal
Method in Germany
Anais Wicke (UvA)
Menstrual Hygiene Management among rural household women in Flores,
Indonesia
Annabel Buzink (VU)
Barriers to the access to good quality maternal care in Georgia
Elina Miteniece (UM)
14.30 – 14.45 Break
Session 2B. Young People’s experiences
14.45 – 15.25 Discussant: Leonie Skoruppa
Primary schoolboys about menstruation and menstrual hygiene management in
Kitui County, Kenya
Marloes Bosselaar (VU)
Salir adelante: a look into how teenage pregnancy is experienced in the city of
Monterrey, Mexico
Brenda Rodriguez Cortes (ISS)
7. 6
Chair: Marielle le Mat, University of Amsterdam
The chair welcomes the participants to this meeting and explains the objectives and
programme for the day. After this, she introduces Sietske Steneker, director of
UNFPA Brussels, who will discuss the role of UNFPA in linking research, policy and
practice.
Key note speaker: Sietske Steneker, UNFPA Brussels
It is important to have evidence-informed policy because policies need to be
inclusive of all populations, including adolescent girls, who need to be educated,
empowered and employed. Only then can young people offer prospects of
population dividend.2
In 1994, a Programme of Action (PoA) was adopted at
the International Conference on Population and
Development (ICPD), in which 179 Governments
agreed that individual human rights, including the
equal rights of women and girls, men and boys and
universal access to sexual and reproductive health,
are a precondition for sustainable development. The
PoA emphasized the importance of reproductive
decision-making of individuals and couples being free
from coercion. Reproductive health was regarded as
a basic human right. It included 3 important goals:
reduction of infant, child and maternal mortality
universal access to education, especially for girls
universal access to reproductive health services, including to family planning
and sexual health care.
Last year the United Nations General Assembly extended the ICPD PoA beyond
2014. It is now open-ended and continues until it has become reality. Although
achievements have been made regarding the goals of PoA, some challenges and
barriers remain, including high numbers of refugees and rapid urbanization. Gender
2
For more information see UNFPA State of World Population 2014. The Power of 1.8 Billion.
http://www.unfpa.org/swop-2014
8. 7
equality and empowerment of women remain a difficult objective to achieve. Also,
little progress has been made in reducing the numbers of adolescent pregnancies.
We need to address equality and discrimination as SRHR, gender equality, and rights
of adolescents and youth are drivers of sustainable development.
In September 2015, the 2030 Agenda for Sustainable Development was adopted.
The Sustainable Development Goals (SDGs) are built on both the PoA and
Millennium Development Goals (MDGs). These 17 new goals resulted from a civil
society bottom-up process. Especially the goals related to SRHR are very political, as
many SRHR topics are sensitive, such as abortion, CSE, sexual orientation and
gender identity. It’s very difficult to find any kind of consensus about these topics at
a global level.
Most important for SRHR are SDGs 3, 4 and 5, because they focus on women,
children and vulnerable groups. However, all SDGs are interlinked: countries should
focus on all of them and cannot choose and pick. The 17 SDGs and 169 targets will
be monitored and reviewed using a set of indicators. These indicators are being
developed by an interagency and reviewed by an expert group. Indicators related to
SRHR need to be well represented: if it’s not in there, you don’t measure, you don’t
do it! Indicators are an indicator of success, this will steer our aspirations to leave no
one behind, especially in SRHR.
See Annex 2. Presentation UNFPA.
Gender identity and diversity are a huge issue, so it has been difficult to find
consensus about LGBT rights in the SDGs. Although discrimination on any
ground is forbidden, including diversity, it is very difficult to keep governments,
such as in Uganda, accountable. Therefore, it is important to support civil society
organisations who try to do so.
The interagency group working on development of the indicators consists of
statisticians from various countries. Through the UNFPA offices, it is mapped
which people are in this group and UNFPA advocates for these persons to have
an eye out for those indicators concerning SRHR. What counts as an indicator,
and the research that feeds it, means a lot for what is going to be measured in
the end. Pressure is put on expert group participants to not forget about certain
indicators.
11. 10
Chair: Marielle le Mat, University of Amsterdam
Discussant: Madeleine Herzorg
In sessions 1a and 1b it was learned how research has the power to tell stories and
can take a macro perspective on the work being done by NGOs. NGO work can be
informed by various types of knowledge, e.g. a lawyer will have other knowledge
than a social science researcher. It has added value to integrate these perspectives.
We need to understand that people are affected by intersection: target groups of
NGOs are affected by different types of vulnerability, e.g. class, race and sexual
orientation. It is important to create a safer environment. For instance, it is
important to train journalists to stop stigmatizing groups and, rather, to make them
part of the solution.
Jennifer Bushee: advocacy work of NGOs should take intersectionality more into
account. It has a lot of ramifications for creating a policy environment, for services,
including judicial and health care services. People from vulnerable and marginalized
key population groups don’t exist sometimes in the face of the law because we have
very narrow definitions of to whom human rights apply. This has massive
implications for the kind of the work we do.
Recommendation for follow-up: it was noticed that many NGOs do not know
how to use social media in order to reach their target group. It is suggested that
Share-Net will invite Aids Fonds-STOP AIDS NOW!-Soa Aids Nederland, Rutgers
and Love Matters to share lessons learned and best practices.
12. 11
Discussant: Frances Hague
This session discussed three core themes: menstruation, contraception, and
maternal health. Although each study had very specific findings, there were some
commonalities: context plays a big role, e.g. families, communities, and government
bodies. Each presentation discussed the need to challenge misconceptions and the
need for coherent strategies for reproductive health overall. Each of the presenters
worked alongside NGOs or made recommendations for policy and practice. They
highlighted the need for NGOs to work with students.
’
Discussant: Leonie Skoruppa
The first presentation in this session focused on the role of boys in menstrual
management. It was recommended that boys should be included in menstruation
education, so that boys will understand and be able to support girls who are
menstruating. The second presentation was about experiences of teenage
pregnancy. It was recommended that health professionals should recognize that
teenagers are sexual active and that teenagers should receive CSE and better access
to health services.
Intersectionality and a multidisciplinary approach
It is discussed how all the presentations have shown that SRHR and HIV and AIDS
need a multidisciplinary approach: you need public health, anthropology, law, etc.
Each person has multiple identities, how do NGOs take this into account? How can
all this knowledge coming from research be linked to practice? Perhaps it can help
to develop more tool kits.
Even when policies are in place, implementation hampers because of factors at all
different levels. It is important to acknowledge all these levels from both a
government and NGO perspective. Local NGOs usually have the best understanding
13. 12
of what is going on at the ground, it is difficult to understand this complexity as an
outsider.
It is important for NGOs to be more open
to multidisciplinary approaches, to
understand intersectionality. For instance,
the intersectionality about being migrant,
woman, and poor in the new situation,
leads to a complete lack of existence,
there is no proper way of living, and you
end up in a spiral of misery.
Involving donors
NGOs could map all of these challenges: this will require a 20-year plan rather than
small project cycles in order to take on deep transformation, taking all these
different sectors and work from multidisciplinary way on these issues. In an ideal
world, NGOs would work interdisciplinary and have no project cycles and have time
to reflect and be sustainable. To achieve such an ideal world, it is important to invite
donors to this kind of conversations as well, because they have a chance of
changing donor cycles and project cycles.
Linking students and NGOs
It would be great if students can be more involved in research relevant for NGOs in
order to encourage evidence-informed practice. However, it is important to be
aware of the politics of knowledge production: what counts as knowledge? How is
knowledge produced and used? Research is not value-free.
The role of universities
Students should encourage their universities to engage more in societally-relevant
research. Universities should engage in this discussion and reflect on the role they
have to play: how can students be independent researchers while performing
societally-relevant research?
The role of research in
international policy making
In response to the question why
child marriages are an international
priority topic within SRHR at the
moment, while it has always been
an urging issue, and the role
research has played in this, it is
mentioned that the data have
always been there but that it is
14. 13
about framing your data: a tip for researchers who want to influence policy and
practice with their research findings.
Facilitator: Billie de Haas, Share-Net Netherlands
In three rounds, students were invited to speed date with:
Aids Fonds-STOP AIDS NOW!-Soa Aids Nederland
CHOICE for Youth and Sexuality
GNP+
KIT
Oxfam Novib
Results in Health
RNW
Rutgers
Simavi
UNFPA
University of Amsterdam
Women on Waves
Beforehand, an NGO research fact sheet (Annex 5. NGO research factsheet) had
been distributed among the students, which outlined knowledge questions, gaps
and needs of various NGOs regarding SRHR and HIV and AIDS. This NGO research
fact sheet helped students to choose speed dating partners and is aimed to help
students formulate societal-relevant research questions for their Master’s thesis.
15. 14
UNFPA actively lobbies for inclusion of
SRHR within the SDGs and its
indicators. As SRHR consists of
sensitive themes, it can be difficult to
come to consensus about these issues
at a global level. SDG indicators
related to SRHR need to be well
represented: if it’s not in there, you
don’t measure, you don’t do it!
SRHR research findings have always been there but it is about framing your data,
and stepping into policy cycles at the right moment, that will help researchers to
influence policies with their findings.
The Master’s thesis presentations showed the importance of multidisciplinarity: not
only is it important to link research and practice, e.g. students and NGOs, but it is
important as well to approach topics from various research disciplines.
In addition to students and NGOs, it is important to involve donors in discussions
about linking research and practice. Donors can set criteria and extend project
cycles in order to enable multidisciplinary collaborations and to integrate time for
adapting programmes based on research findings. Furthermore, universities should
be involved, as they should create incentives for researchers to conduct research
relevant for policy and practice.
16. 15
After the meeting, 32 participants administered an evaluation form (see Annex 4.
Evaluation form). Half of the participants who administered an evaluation form
identified as student (50%, N=16). The second big group identified as NGO employee
(22%, N=7) and the remaining group as other (28%, N=9) (Figure 1). This latter
“other” group consisted mainly of researchers.
Figure 1 Participants identifying as student, NGO employee or other (N=32)
Participants were asked how relevant and useful this event had been to their
personal/professional development (Figure 2).
Figure 2 Relevance and usefulness event for participants on a 5-point scale poor-excellent (N=32; N=2
missing for usefulness presentations)
50%
22%
28%
I identify as...
Student (N=16)
NGO employee (N=7)
Other (N=9)
1
12
14
5
11
13
6
2
7
14
9
0
2
4
6
8
10
12
14
16
Poor Insufficient Sufficient Good Excellent
Frequency
Usefulness and relevance of event
Overall, how relevant was this event to your personal/professional development?
How useful were the presentations to your personal/professional development?
How useful was the speed dating to your personal/professional development?
17. 16
Most (82%, N=26) felt that the relevance of this event to their personal/professional
development was sufficient-good (Figure 2). Five persons (16%) thought it was
excellent and one person insufficient (3%). Overall, students felt the event was more
relevant for their personal/professional development than NGO employees (Table
1).
Overall, how relevant was this event to your personal/professional development?
I identify
as…
Poor
(N/%)
Insufficient
(N/%)
Sufficient
(N/%)
Good
(N/%)
Excellent
(N/%)
Total
(N/100%)
Student 0 0% 0 0% 4 25% 8 50% 4 25% 16
NGO
employee
0 0% 1 14% 5 71% 1 14% 0 0% 7
Other 0 0% 0 0% 3 33% 5 56% 1 11% 9
Total 0 0% 1 3% 12 38% 14 44% 5 16% 32
Table 1 Relevant event per group on a 5-point scale poor-excellent (N=32)
Most participants felt that the presentations were useful to their
personal/professional development (Figure 2). Overall, students found the
presentations more useful than the NGO employees (Table 2). Whereas 83% (N=5)
of NGO employees felt they were sufficiently useful, 75% (N=12) of students felt they
were good-excellently useful to their personal/professional development.
How useful were the presentations to your personal/professional development?
I identify
as…
Poor
(N/%)
Insufficient
(N/%)
Sufficient
(N/%)
Good
(N/%)
Excellent
(N/%)
Total
(N/100%)
Student 0 0% 0 0% 4 25% 7 44% 5 31% 16
NGO
employee
0 0% 0 0% 5 83% 1 17% 0 0% 6
Other 0 0% 0 0% 2 25% 5 63% 1 13% 8
Total 0 0% 0 0% 11 37% 13 43% 6 20% 30
Table 2 Usefulness presentations per group on a 5-point scale poor-excellent (N=32)
On average, participants felt the speed dating was more useful to their
personal/professional development than the presentations. However, opinions
were more scattered about the usefulness of the speed dating than about the
presentations as two participants (6%; one student and one NGO employee) felt the
speed dating was insufficiently useful (Figure 2).
Students more often felt that the speed dating was useful than the NGO employees:
most of the students (N=12, 75%) felt it was good-excellent, whereas most NGO
employees (N=5, 72%) felt it was sufficient-good (Table 3).
18. 17
How useful was the speed dating to your personal/professional development?
I identify
as…
Poor
(N/%)
Insufficient
(N/%)
Sufficient
(N/%)
Good
(N/%)
Excellent
(N/%)
Total
(N/100%)
Student 0 0% 1 6% 3 19% 5 31% 7 44% 16
NGO
employee
0 0% 1 14% 3 43% 2 29% 1 14% 7
Other 0 0% 0 0% 1 11% 7 78% 1 11% 9
Total 0 0% 2 6% 7 22% 14 44% 9 28% 32
Table 3 Usefulness speed dating per group on a 5-point scale poor-excellent (N=32)
Students liked best about the event:
Speed dating (N=6)
Network opportunities (N=2)
The content of the meeting
o “Seeing the research findings from the students was really helpful for me
in terms of application work”
o “The variety of topics presented and plenary discussion”
o “New and different insights/perspectives, good to see that even though
different presentations were given, some general points were seen
throughout every presentation (e.g. intersectionality)”
“The overall idea you get about doing research for NGOs and what is possible”
“Being able to actually share the outcomes of my research with a relevant group”
“Inspiration for my own Master topics”
“I liked the interaction and the informative information given”
NGO employees liked best about the event:
“The content of the meeting: the studies presented and how they link together”
(N=3)
“Seeing what students are doing”
“Diversity of organisations and students”
“Overall good, great presentations, great speed dating”
‘Including students in speed dating”
The “other” participants liked best about the event:
Presentations and speed dates (N=3)
Mixing with professionals in the field (N=2)
“Mutual learning aspects”
“The new insights + speed dating”
“The engagement”
19. 18
Participants learn the following from the event and expect to use this in their work:
Students:
Input for research
o “I learned a lot about ideas for projects in this field and will employ
similar strategies in my fieldwork as a student”
o “That there is for almost every topic the space to do research in”
Career opportunities:
o “Which NGOs I find interesting and what work can be done”
o “NGOs and what they do and where to join”
o “I maybe contact the NGOs I talked to during the speed date session for
an internship”
Content:
o “New perspectives on involving boys in SRHR + positive perspective on
teenage girls + agency”
o “I learned a lot about the topic SRHR which broadens my interests”
o “Intersectionality”
Linking research and practice:
o “That the 'academic world' and NGOs do not share their knowledge
enough --> this might be stated a bit too harsh, but I hope you'll
understand what I mean”
o “Knowledge transition is important for linking research, policy and
practice”
o “Practical implications from research”
“The experience of presenting good for your resume! Presentations add to your
knowledge”
“Researchers regarding SRHR in different countries”
NGO employees:
Content:
o “Confronting our assumptions about social media”
o “Intersectionality of reaching more impact when programming”
Linking research and practice:
o “The need to connect universities to NGOs to make better partnerships”
o “How/when you can bring students in to do research for you”
o “So much unused master studies! If only all that info could be used”
20. 19
The “other” participants:
Networking:
o “I found many good connections to my work and hope to find job
opportunities”
Content:
o “Refresher and broadening of field”
o “Interesting Master research out there!”
o “Some interesting perspectives (an idea on what kind of work is being
done in the Netherlands)”
Linking research and practice:
o “Importance of NGO and student links”
o “more attention to intersectionality, linking students to NGOs”
Participants provided the following comments or suggestions for improvement:
NGOs:
o “Maybe let more NGOs talk about recent projects to make the
presentations a bit more interesting for students”
o “I would have liked to learn more about the NGOs --> what they
do/mission and research/internship opportunities”
o “invite more NGOs :)”
Speed dating and networking:
o “More space for informal networking (e.g. lunch/drinks after speed date)”
o “Not much mixing yet of students and profs, can be improved”
o “Speed dating should be more structured”
o “Maybe a little more explanation at the start about what the 'speed
dating' would entail so I'd feel more prepared. I really, really enjoyed this.
Thank you for this opportunity!”
o “Timers with speed dating”
o “The speed dating could have more smoothly organised into to get
people to transition from group to group. Actually, it's not that, it wasn't
well organised, ....(?) perhaps having a slightly more role(?)-governed
approach to switching groups”
Organisation and communication:
o “Better organisation and communication”
21. 20
o “Make sure everyone is familiair with the main themes and topics, e.g.
what is 'Briding the Gaps'? --> more time for facilitators to actually
facilitate, summarize and streamline”
o “Would like a little more time for speed dating”
o “Better time management (N=3)”
o “A slightly longer plenary would have been useful + interesting”
“Comment box/question box”
“It's great, keep going!!”
“Thanks for putting this together”
“Invite also donors, because now I felt really addressed as NGO, while you have
only so much room for manoeuvre in your program”
“Emphasize more how access to SRH for young people can be improved”
“Free condoms= J-K...(?) Maybe more of an emphasis on doing rather than
talking”
“Well done!”
Overall, participants felt the event was useful and relevant for their
personal/professional development. On average, students were more positive than
NGO employees. Participants enjoyed networking opportunities: for students and
researchers to meet NGO practitioners and NGO practitioners to meet students and
learn about the research they have done. Furthermore, new insights provided by
the studies and discussions about how these findings could be relevant to policy
and practice were appreciated as well.
It could be worthwhile to explore how this event could be more useful and relevant
to NGO practitioners. However, perhaps it could have been the phrasing of the
questions in the evaluation form, for instance “relevance for your
professional/personal development”, that could have led students, who are in an
earlier phase of their professional development, to have evaluated this event more
positively.
There were about twice as many participants as last year, and twice as many
presentations and NGOs for speed dating, and it was the first time that
presentations were presented in parallel sessions. Each parallel session covered an
overall theme and it was appreciated how joint lessons were abstracted from the
presentations in each session by the facilitators and discussants.
We are glad to notice that the number of participants and presentations has been
increasing but this, and the organization in parallel sessions, does require more
strict time management and organization. Now, participants had to move between
floors to find their rooms, which took quite some time. It would be appreciated to
22. 21
schedule more time for discussions within the parallel sessions and afterwards
when bringing all the lessons learned together in the plenary discussion.
Furthermore, speed dating should be explained better and rules for changing
“dates” between rounds should be more strictly adhered to. Including short
descriptions of NGOs in the NGO research factsheet could help students to decide
which NGOs to approach.
23. 22
No First name Last name Email Organisation
1 Anniek Akerboom anniek@akerboom.org VU Amsterdam
2 Gemma Andriessen gemma@dance4life.com dance4life
3 Elianne Anemaat EAnemaat@aidsfonds.nl Aids Fonds
4 Rosanne Anholt rosanneanholt@gmail.com Presenter
5 Vita Baars ietjevietje@hotmail.com Independent
6 Ella Babila ellababila@gmail.com UvA
7 Manon Barendse m.a.barendse@student.tue.nl TU/e
8 Aida Bilajbegovic aida.bilajbegovic@student.uva.nl
University of
Amsterdam
9 Marloes Bosselaar marloes.bosselaar@hotmail.com Presenter
10 Jennifer Bushee jbushee@gnpplus.net GNP+
11 Abby Buwalda abby.buwalda@gmail.com CHOICE
12 Annabel Buzink annabelbuzink@hotmail.com Presenter
13 Kristen Cheney kcheney12@hotmail.com ISS
14
Lindsay
van
Clief lindsay.vanclief@rnw.org Love Matters (RNW)
15 Taylor Cohen tcohen3@tulane.edu UvA
16 Brenda
Rodriguez
Cortes
bre.rdz@gmail.com Presenter
17 Tessa Custers Tessacusters@gmail.com
Individual: social and
creative entrepreneur
18 Ivy van Dijke ivyvd@live.nl Vu University
19 Bertiene Dunning b.dunning@rutgers.nl Rutgers
20 Lieneke Eleveld l.g.eleveld@outlook.com VU University
21 Mirza Espinoza MIrza_espinoza@Hotmail.com
university of
Amsterdam
22 Vianca Felix vianca_lagata@hotmail.com
VU Univeristy
Amsterdam
23 Inga Ferber inga.ferber@web.de Uva, Oxfam Novib
24 Karen Gabriel gabriel.karen@gmail.com
International Institute
of Social Studies
25 Trudy Gerrits g.j.e.gerrits@uva.nl UvA
26 Belen Giaquinta belengiaquinta@student.eur.nl ISS
27 Laura Glerum lauwiegl@hotmail.com
Universiteit van
Amsterdam
28 Antoinette Gosses ah.gosses@telfort.nl Individual
24. 23
29 Billie de Haas billiedehaas@gmail.com Share-Net
30 Frances Hague franceshague@live.co.uk Discussant
31 Amalia Hasnida amalia.hasnida@gmail.com
Vrije Universiteit
Amsterdam
32
Maaike
van
Heijningen mheijningen@gmail.com Presenter
33 Hedda van Heijzen Hedda.vanHeijzen@oxfamnovib.nl Oxfam Novib Academy
34 Madeleine Herzog madeleine_herzog24@web.de Discussant
35 Inayah Hidayati inayah.hidayati@gmail.com student of RUG
36 Nur Hidayati Hidayatin@resultsinhealth.org ResultsinHealth
37 Karen 't Hooft k.t.hooft@kit.nl Share-Net
38 Emma de Jong emma-dejong@hotmail.com individual/VU
39 Harald Kedde h.kedde@rutgers.nl Rutgers
40 Evert Ketting e.ketting@tip.nl Individual
41 Maartje Kletter maartjekletter@gmail.com Radboudumc
42 Marielle Kloek mariellekloek@gmail.com VU
43 Luca Koppen lucakoppen@gmail.com
University of
Amsterdam
44 Winny Koster w.koster@uva.nl UvA
45
John
Kingsley
Krugu john.krugu@maastrichtuniversity.nl Maastricht University
46 Ciska Kuijper ciska.kuijper@oxfamnovib.nl Oxfam Novib
47
Mirko van
der
Laan mirko_vd_laan8@hotmail.com
Universiteit van
Amsterdam
48 Nicoletta Landi nicoletta.landi@yahoo.it University of Bologna
49 Miriam Langeveld mlangeveld@epnuffic.nl EP-Nuffic
50 Marielle Le Mat m.l.j.lemat@uva.nl
University of
Amsterdam
51 Elsbet Lodenstein e.m.lodenstein@vu.nl VU
52 Srushti Mahamuni srushtimahamuni@oxfamnovib.nl Oxfam Novib/ ISS
53 Georgette Mills gam1@rice.edu
University of
Amsterdam
54 Elina Miteniece elinamiteniece1@gmail.com Presenter
55 Nidhi Naik nayak.nidhi@gmail.com Vrije Universiteit
56 Evelien Oomen evelien_oomen@hotmail.com university
57 Meredith Overman meredithoverman@gmail.com Uva
25. 24
58 Jenna Schmidt jennaeschmidt90@gmail.com UvA
59 Kimriek Schutten kimriekkimriek@gmail.com VU University
60 Fortunate Shabalala fortunatezwane@yahoo.co.uk University of Swaziland
61 Maria Siermann mariasiermann@gmail.com
University of
Amsterdam
62 Kevin Singh ksingh6301@gmail.com
University of
Amsterdam
63 Leonie Skoruppa
l.skoruppa@student.maastrichtunivers
ity.nl
Discussant
64 Emma
Steenberge
n
emma.j.steenbergen@gmail.com Vrije Universiteit
65 Sietske Steneker steneker@unfpa.org UNFPA
66 Mara Stiphout vanstiphout.mara@gmail.com UvA
67 Dieteke Tamminga dieteketamminga@gmail.com
Oxfam Novib/Radboud
University
68 Joey Tang joey.tang@student.uva.nl Presenter
69 Dorine Thomissen dorine.thomissen@simavi.nl Simavi
70 Harriet Thompson harrietlouisethompson@gmail.com individual
71 Caroline
Vellenga-
Buban
cvelleng@macalester.edu
University of
Amsterdam
(undergraduate
student)
72 Biljana Vidovic BVidovic@aidsfonds.nl Aids Fonds
73 Wieke Vink wieke.vink@gmail.com Presenter
74 Nathalia Vredeveld nvredeveld@ggd.amsterdam.nl GGD Amsterdam
75 Maaike Waves maaike@womenonweb.org Women on Waves
76 Anais Wicke anais@lea-wicke.de Presenter
77 Ashley Witcher ashley.witcher1@gmail.com Presenter
78 Kimberley Wolf kimberleywolf@gmail.com
University of
Amsterdam
79 Ingrid Zuleta i.zuleta@kit.nl KIT
29. 28
’
Parallel session 1A. Sexual and reproductive rights of vulnerable and key populations
The status of corrective rape under international human rights law
Wieke Vink (UvA)
What are States’ obligations with regard to the practice of so-called ‘corrective rape’ under international human
rights law? Corrective rape is the term used to describe sexual violence perpetrated for the purpose of
supposedly ‘curing’ a person of their real or perceived sexual orientation and / or gender identification. The
practice is a multi-layered issue found on the intersections of gender and sexual orientation, can be regarded a
hate crime and happens throughout the world. However, there is a serious lack of data and only limited
research on the matter. Thus, a literature review was conducted to assess the status of corrective rape under
international human rights law. This included a review of relevant international conventions, instruments and
cases. It was found that for action against corrective rape, the due diligence doctrine can be invoked. It is
recommended that the international community strengthens its current human rights framework and urges for
protection and effective investigation and punishment of the practice. Furthermore, more efforts should be put
in effective comprehensive sexuality and human rights education – in schools, for the police and for the general
public.
Lessons learned from working in international HIV and AIDS collaborations
Joey Tang (UvA)
Lessons Learned from the Bridging the Gaps (BtG) is a research assessing the outcomes of the Dutch Ministry of
Foreign Affairs funded BtG alliance, which aims to achieve universal access to HIV/STI prevention, treatment,
care and support for sex workers, LGBT people and people who use drugs. This is attained through the
facilitation of collaborations between HIV/AIDS Key Population (KP) organizations and between global networks
and the local KP grass-root organizations. The aim of this study is to map crossover collaboration ties and
understand its facilitating and impeding factors. This is attained by a mixed method approach, including a social
network analysis (SNA) survey. Collaborations have increased, but in different strengths for different groups.
The identity politics of these varying groups both facilitate and impede collaboration as their common ground
facilitates collaboration or impedes it because of the possible competition. Collaboration is further haltered by
the implicit debate between service providers and KP-led advocacy partners. Additionally, the SNA shows that
the structure of the collaboration is not laid out in reality as it is intended, as some smaller in-country partners
play a crucial role in connecting the network. This study shows the importance of making identity politics and
strategies explicit in collaborations and the importance of assessing which organizations have connecting roles
in the network.
‘Bare Life’: An Ethnographic Research about Liminality, Violence, and Vulnerability among sub-Saharan Migrants
in Morocco
Ashley Witcher (UvA)
Introduction: I set out to research the lived experiences of sub-Saharan refugees, asylum seekers, and
undocumented migrants living in Morocco. Spending three months in Rabat, I began by auditing classes of a
local NGO that taught migrant women (refugees, and undocumented migrants alike) the skills of a trade. I
interviewed 36 women and men (including a few minors). I found that the migrants’ vulnerability to violence and
the political, economic, and social structures of both Moroccan and international societies placed them into
liminal states where they had few options but to remain in Morocco.
Discussion: This vulnerability put them into precarious and often dangerous situations. Ill health, physical and
sexual violence, and discrimination were some of the issues they faced. Prostitution, unwanted pregnancies,
and dangerous border crossings were an aspect of almost every conversation. Recommendations include
holding border guards and police responsible for committing acts of violence, the need for more research into
the NGO landscape in Morocco, and a reconceptualization of the labeling of migrants as ‘illegal’, ‘economic’ or
indeed, ‘deserving refugees’.
30. 29
Parallel session 1B. The role of media in SRHR and HIV and AIDS
How to spur intimate conversations online? – The case of Love Matters Kenya
Maaike van Heijningen (UU)
This study provides an in-depth analysis of the online conversations on the media platforms of Love Matters
Kenya, focusing on how social media shapes interpersonal communication when people talk about SRHR related
issues. The data described in this study is based on online fieldwork using non-participant observation, starting
March 2015 until the end of April 2015. Love Matters makes use of social media, such as Facebook and Twitter, to
initiate dialogue and convey information around SRHR. This kind of technology can be described as ‘phatic’, in the
sense that new media is all about staying in touch while the actual content is secondary (Miller 2008: 395).
Therefore, the use of phatic technologies seems unsuitable when the goal is to spread information. They do,
however, serve an important function in establishing interpersonal communication online, building bonds
between people and opening up lines of communication. A supportive community setting is important in
promoting relevant information exchange, which in this case can take the form of intimate conversations. Based
on the findings of this study, I argue that “low content” conversations can support interpersonal communication,
which is the starting point for meaningful conversations and knowledge exchange.
Writing for justice: A Qualitative Analysis of Ugandan Media Coverage of Women's Reproductive Health
Rosanne Anholt (VU)
Introduction: Women in Uganda encounter considerable challenges to the realisation of their reproductive health
rights. Mass media play a significant role in shaping a society’s understanding of their health and perception on
health rights. This study explored how women’s reproductive health is framed in Ugandan media, and whether
these frames promote reproductive justice. Methods: A qualitative content analysis of newspaper articles about
women’s reproductive health was conducted to identify and analyse media frames. Semi-structured interviews
were conducted with 19 health journalists to identify factors contributing to framing. Results: 210 articles from 4
national newspapers published between 1 and 31 May were selected, of which 50% addressed pregnancy; 25%
sexual violence; 13% STIs and HIV/AIDS; and 12% remaining topics. Several factors play a role in framing, such as
journalists’ role-perception; and understanding and contextualisation of women’s reproductive health issues.
Poor pay and working conditions in the journalism further influence the type of stories and their frames. Ugandan
media may miss important opportunities to promote reproductive justice. Discussion: Despite this study’s narrow
focus on print media, findings contribute to understanding the role media plays in women’s reproductive health.
Recommendations are made as to how journalists can promote reproductive justice.
Parallel session 2A. Access to reproductive health services
More than contraception - the lived experience of users of the Sympto-Thermal Method in Germany
Anais Wicke (UvA)
Aim of this research was to explore the specific cultural contexts in which women chose to use the
symptothermal method (STM) for contraception and how they experienced this choice. The methods used for
research consisted of semi-structured face-to-face interviews – most of them held in Berlin - and observation on
Internet platforms to gather additional information. Motivation was mostly health-related: negative views on
hormonal contraception in terms of thrombosis as well as sexual life played a role. Use of STM required agency
as women faced prejudiced doctors, family and friends. Yet, the body knowledge of STM was experienced as a
personal gain and resulted in a caring relationship with their bodies. For many women STM became an integral
part of their daily lives and the contraception aspect just one of many advantages.
Although natural family planning is one of the less popular forms of contraception in our society, the German
NFPresearch group claims that with their rules, STM offers similar safety as the pill. Future research might focus
on the potential of female body knowledge as birth control in other cultural settings – e.g. among immigrants in
Germany as well as in other countries.
31. 30
Menstrual Hygiene Management among rural household women in Flores, Indonesia
Annabel Buzink (VU)
Poor menstrual hygiene may negatively impact women’s health, as well as their participation in education, the
community and economy. However, in-depth knowledge on menstrual hygiene management is still lacking. This
research tries to contribute to the knowledge gap by exploring stakeholders’ perspectives on problems
associated with menstrual hygiene in rural Indonesia and solutions for improvement. A transdisciplinary study
was conducted in two rural villages in Flores, Lia and Barang. Semi-structured interviews, focus group
discussions and a feedback and reflection meeting were used as data collection methods. The study revealed
that women have the intention to perform hygienic menstrual behaviour, however, they often lack knowledge
and resources. Together with social norms that perceive menstruation as a taboo and an unsupportive
environment, these factors limit women’s ability and opportunity to manage their menstruation in a hygienic
and convienent way. In addition, cultural beliefs restricted women to perform daily activities as normal during
menstruation. The study recommends that interventions to improve menstrual hygiene should tackle MHM
problems by involving all stakeholders in making a joint effort to support women in managing menstrual
hygiene. For instance, by designing a new menstrual absorbent, constructing MHM facilities or providing
information on menstrual hygiene.
Barriers to the access to good quality maternal care in Georgia
Elina Miteniece (UM)
Background: Maternal health outcomes in Georgia are poor compared to Western Europe. Macro-level
indicators show well-designed healthcare system, however, it provides no information on care-provision or
care-seeking behaviour. This research investigates how such micro-level indicators as availability, accessibility,
affordability, acceptability and adequacy contribute to an adequate maternal care access barriers in Georgia.
Methods: Study applies a qualitative approach using 6 focus-group discussions with mothers and 9 in-depth
interviews with experts to analyse different stakeholder opinions on maternal care access barriers in Georgia.
Framework analysis is used to analyse the relevant data.
Results: Women have problems to access an adequate maternal care due to unavailability of equipment,
medicine and skilled professionals. Geographical distance is also problematic and women lack information
about maternal health, which results in a delayed care-seeking behaviour. Service affordability is extremely
problematic due to high out-of-pocket payments. Poor attitude from healthcare providers and condition in
facilities is also prevalent.
Discussion: Government should reduce the high out-of-pocket payment and better allocate financial and human
resources. Poor population should be better protected and education should be provided to women and
professionals to increase quality and awareness. Future research should focus on an inter-country comparison
that results in universal guidelines.
32. 31
Parallel session 2B. Young People’s experiences
Primary schoolboys about menstruation and menstrual hygiene management in Kitui County, Kenya
Marloes Bosselaar (VU)
Menstrual hygiene management (MHM) is a highly neglected topic, which strongly affects girls’ physical and
mental health. It is argued that attitudes of men towards MHM are an important socio-cultural influence on girls’
well-being, but need more attention. This study aimed to provide insight into the knowledge, attitudes, and
behaviour of schoolboys concerning MHM in Kitui County, Kenya.
In this explorative study, five primary schools in Kitui County were visited. Focus group discussions were
conducted with schoolboys aged twelve to sixteen.
Results showed that schoolboys had considerable factual knowledge about menstruation, derived from science
classes, but lacked real understanding. In addition, perpetuated silence and shame around menstruation existed
in the boys’ surroundings. Nevertheless, the schoolboys were confronted with menstruation often, as the absence
of appropriate protection material led to regular leaking of girls. These factors seemed to influence the boys’
complexity of supportive and non-supportive attitudes and behaviour; laughing and teasing at girls, but also
curiosity towards menstruation and signs of sympathy towards girls.
This study contributes significantly to the knowledge gap that exists about boys’ perspectives towards MHM.
Moreover, it indicates that boys should be involved in programs that aim to improve the well-being of girls during
their menses.
Salir adelante: a look into how teenage pregnancy is experienced in the city of Monterrey, Mexico
Brenda Rodriguez Cortes (ISS).
In the past decades, there has been concern about the prevalence of teenage pregnancy in Mexico, which has
been defined as a problem that must be wiped out because it ‘hinders development’. My research tried to move
away from that negative connotation and aimed to listen to the teenage mothers instead.
This research explores the subjective experiences of teenage pregnancy in the city of Monterrey, Mexico. It uses
an intersectionality approach, understood as the interrelationship of multiple social divisions of oppression, to
look at how they shape such diverse identities and lived experiences.
My study was based on fifteen in-depth semi-structured interviews held in the summer of 2014, with teenagers
who had experienced or were currently experiencing a pregnancy. Not only were they being stigmatized
because of their age and gender, but class and race also played a major role. Nonetheless, their resilient points
of view contrast with the dominant discourse that a teenage pregnancy is an event that will forever ruin their
lives.
The vast diversity of teenage pregnancy experiences, even among the group of people who participated in this
research, can further guide us to fully unpack and understand all of the complexities surrounding this
phenomenon when designing and implementing development programs or policies.
33. 32
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