Download A Sourcebook of HIV AIDS Prevention Programs, Volume 2 : by Alexandria Valerio PDF

By Alexandria Valerio

A Sourcebook of HIV/AIDS Prevention courses, quantity 2 goals to help efforts through international locations to reinforce the function of the schooling quarter within the prevention of HIV/AIDS. It was once built in keeping with various requests for an easy discussion board to assist international locations percentage their sensible stories of designing and enforcing courses which are specific at school-age young ones. The Sourcebook seeks to satisfy this function by means of delivering concise summaries of courses, utilizing a regular structure that highlights its major parts for less complicated application comparability. The second version records thirteen schooling dependent HIV/AIDS prevention courses concentrating on little ones and formative years from 7 sub-Saharan African international locations. The Sourcebook represents the paintings of many participants, and used to be built by way of the Partnership for baby improvement with the realm financial institution. Its sponsors comprise UNAIDS, UNICEF, UNESCO, UNFPA, DFID, USAID, eire reduction and the realm financial institution.

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All school inspectors were included in RRI training, and monitoring of RRI activities was made a standard component of inspection activities. This decision made RRI a “horizontal” program, fully integrated into the daily work of the zoba Ministry of Education, rather than a “vertical” program demanding the recruitment of special staff and new offices. New systems were also set up to ensure that financial disbursements to schools occurred quickly and smoothly. A core feature of the RRI was the process of monitoring, which began before program implementation and followed the completion of each phase.

Orientation was given to teachers that delivered the program (team leaders and work teams), peer educators, parent representatives of the parent-teacher association (PTA), school administrators, and officials and representatives of other key stakeholders (such as the Ministry of Health and NGOs). The session also aimed to raise awareness on the coordination and management structure of the program at the school level. 2: Organizational Structure of the Rapid Response Initiative strategic leader (zoba education officer) responsible for overall management and direction of the program two RRI “coaches” (staff of the zoba education office) responsible for facilitating teacher training school team leader (teacher trained in life-skills education) responsible for coordinating work teams, including choice of target population in a school pedagogical head (senior member of school staff) ensures that activities are integrated throughout extracurricular activities school work teams (head of school health and other clubs, PTA representatives) responsible for teaching and implementation activities in clubs peer leaders (1 student for every 20 students, elected by peers) responsible for delivering material and leading peer discussion and activities peer groups (10 boys and 10 girls the same age) Source: Authors.

Many schools are not implementing PEAS activities. In those that do, teachers gauge program impact in an ad hoc manner. A change in students’ attitudes regarding HIV/AIDS, for example, is assessed by the teacher, who simply talks to them, without recording how their behavior changed. The Department of Counseling and Psychology of SEE complemented the strategic plan with a strategy detailing how M&E findings should be disseminated to stakeholders and describing follow-up procedures. This strategy holds considerable promise for providing timely and necessary information about the program.

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