Implementing Multiple Gender Strategies to Improve HIV and ... - ICRW

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assertiveness, puberty and gender-based violence (the topics covered by the first-year curriculum). Her progress is noted through periodic checks against this baseline assessment. The second-year curriculum addresses sexual and reproductive health and rights, gender-based violence, and HIV and AIDS. During this year, the program addresses gender-based violence and male norms as girls learn more about the norms, attitudes and beliefs that facilitate gender-based violence, how to negotiate safe sex, and male involvement in health-seeking. The third-year curriculum addresses girls’ legal protection as well as gender equity by presenting legal information about girls’ and women’s human rights, political application of feminist theory, and women in society and culture. Girls’ understanding of all aspects of the curriculum is tested periodically and compared to baseline. If a girl's understanding remains unchanged, she repeats that year’s curriculum. After a girl has completed the three-year curriculum, she can become a peer educator and join the GPI Alumnae Association, which receives support from GPI. To do so, she must design a mini-intervention that applies the information obtained from the classroom in a real-world setting. This involves selecting a community, conducting a needs assessment, analyzing data, producing educational materials to address the healthrelated challenges of women and girls, and using these materials to hold educational talks, seminars, or dramas in the community. Through anecdotal evidence (i.e., reports from community members), she is assessed on how well she addressed the problem and from there can be named a peer educator. Peer educators carry out workshops and seminars in urban and rural schools to share what they learned in GPI with their peers. Graduates also participate on a weekly television program started by GPI to raise awareness around these issues. The SLFHE program helps empower girls not only through the sessions, but also by offering life skills training outside of the classroom to arm girls with the knowledge and abilities to make informed decisions about their bodies and lives. These trainings also foster collaboration among the girls, balancing the individual focus necessary to master the educational curriculum. GPI also increases girls’ access to income by providing girls with economic skills trainings. Earning income can help girls resist being exploited by men who offer gifts or provide for basic needs. Target Audience Adolescent girls, ages 10–18, in school and out of school, residing in areas with high prevalence of gender-based violence, harmful traditional practices, female genital cutting practices, HIV, etc. Level of Intervention • National • State • Community • Individual Geographic Location GPI Centers: Calabar Center in Cross River State; Uyo Center in Akwa Ibom State; Benin Center in Edo State; and Asaba Center in Delta State. Timeframe 1994–ongoing 104
Funders • African Women’s Development Fund (AWDF) • EMpower • Ford Foundation • International Women’s Health Coalition (IWHC) • MacArthur Foundation • Oxfam Novib Partner Organizations Implementation partners: • Action Health International (AHI) • Butterfly Works • Cross River State, Ministry of Education • Dance4Life • Education as a Vaccine Against AIDS • Federal Ministry of Education HIV/AIDS Unit • Federal Ministry of Health Adolescent Reproductive Health Unit • MTN Foundation • Nigerian Education Research and Development Council (NERDC) • One World UK • State Agency for the Control of AIDS (SACA) in Cross River State Evaluation partners: • EMpower • International Women’s Health Coalition (IWHC) • MacArthur Foundation IMPLEMENTATION AND RESULTS Start-up and Implementation Process SLFHE registration is held annually from the end of August to early September. Before registration, GPI holds publicity activities. In particular, current students, graduates, and parents (of students and graduates) appear on a weekly television program to promote the program and raise awareness of its activities. Also, gender-sensitive trainings are conducted for media personnel, who then can facilitate publicity for the SLFHE curriculum. Local Involvement/ Ownership The SLFHE curriculum is reviewed and updated to ensure that it is presenting the most up-to-date information each year. Program participation is free, and stakeholder participation is evident at all levels. For example, the government asked GPI to train other instructors in its curriculum, and the graduates participating in the program have continued their involvement by serving as peer educators. However, the program requires donor funding for continued implementation. Evaluation Methodology • Registration monitoring (survey-based): At registration, each girl completes a survey on her knowledge, attitudes, and beliefs around gender roles, personal empowerment, body image, self-esteem, assertiveness, puberty, and violence. This information is used as baseline data by which to assess her progress as a result of the course. The same information is collected six months later, and again at the end of the year. The program thus measures change over time on a range of indicators, including empowerment (e.g., girls’ reported leadership and decision-making capacity), attitudes around harmful 105
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| AIDS AIDSTAR-One Support and Tech
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INTEGRATING MULTIPLE GENDER STRATEG
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CONTENTS Acronyms..................
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Mama’s Club Memory Book .........
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ACRONYMS AED AEMCI AIDS AMREF AOSCI
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ACKNOWLEDGEMENTS We would like to t
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EXECUTIVE SUMMARY The public health
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INTRODUCTION The public health and
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• Identify current, promising pro
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• Snowball sampling of gender and
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LIMITATIONS This compendium is limi
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program, and small-scale programs s
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Child Security Project in South Afr
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elated efforts. The Mozambique SSTO
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RECOMMENDATIONS 1. Programs should
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PROGRAM DESCRIPTIONS TARGETING AND
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transmission and explain how the pr
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Tel: + 267 319 1816 / Fax: + 267 31
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Sessions center around small group
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Supervision occurs on two levels: s
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issues. • Involve uniformed perso
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a new bridge to the health care sys
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and among working girls, 77 percent
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ETHIOPIAN RADIO SERIAL DRAMAS TO PR
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• Ministry of Health Evaluation p
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64 percent at baseline. • Ethiopi
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• Conduct a post-intervention sur
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promotes HIV prevention through pee
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Evaluation Methodology • Monitori
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ADDITIONAL INFORMATION Program Refe
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and produces materials in media tha
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During implementation, participants
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• Communities claim ownership of
Page 68 and 69: part of this strategy, Maanisha has
Page 70 and 71: the cultural practices and sexual b
Page 72 and 73: Langata Road, P.O Box 27691 - 00506
Page 74 and 75: developing memory books, scrapbooks
Page 76 and 77: • Quantitative data collection: D
Page 78 and 79: POST RAPE CARE LEAD ORGANIZATIONS:
Page 80 and 81: Funders • Trócaire • The U.S.
Page 82 and 83: Recommendations for Replication •
Page 84 and 85: seminars with invited guest speaker
Page 86 and 87: Local Involvement/ Ownership Commun
Page 88 and 89: ADDITIONAL INFORMATION Program Refe
Page 90 and 91: treatment of sexually transmitted i
Page 92 and 93: • National Survey on the Reproduc
Page 94 and 95: woman’s ability to negotiate and
Page 96 and 97: skills, human rights, and monitorin
Page 98 and 99: empowers them to make healthier cho
Page 100 and 101: Service on replication. TIOS is als
Page 102 and 103: WOMEN FIRST (MULHERES PRIMERO) LEAD
Page 104 and 105: Funders • Canadian International
Page 106 and 107: $45,000 $40,000 $35,000 $30,000 $25
Page 108 and 109: MALE NORMS INITIATIVE LEAD ORGANIZA
Page 110 and 111: IMPLEMENTATION AND RESULTS Start-up
Page 112 and 113: assistance is no longer necessary i
Page 114 and 115: collaboration with relevant governm
Page 116 and 117: involvement in protecting the right
Page 120 and 121: traditional practices, and knowledg
Page 122 and 123: POLYCLINIC OF HOPE CARE AND TREATME
Page 124 and 125: Partner Organizations Implementatio
Page 126 and 127: international workshop was convened
Page 128 and 129: THE FATHERHOOD AND CHILD SECURITY P
Page 130 and 131: • Community leaders including tra
Page 132 and 133: After the session, 100 percent beli
Page 134 and 135: KwaZulu-Natal and OR Tambo, Eastern
Page 136 and 137: Gender and HIV component (Sisters-f
Page 138 and 139: Evaluation Results • Cluster rand
Page 140 and 141: Rural South Africa: A Cluster Rando
Page 142 and 143: accompanied by djembe drumming. Onc
Page 144 and 145: staff intended for partner organiza
Page 148 and 149: Young men also build knowledge arou
Page 150 and 151: • Project completion report: The
Page 154 and 155: character, Matlakala, is in an abus
Page 156 and 157: • The Presidency • Society For
Page 158 and 159: society stakeholders. • While eve
Page 160 and 161: 4. Contraception, conception and me
Page 162 and 163: IMPLEMENTATION AND RESULTS Start-up
Page 164 and 165: Challenges and Unforeseen Outcomes
Page 166 and 167: WOMEN’S HEALTH COOP, PRETORIA LEA
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female condoms to distribute in com
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to contraceptives (particularly con
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• Periodic household surveys: A b
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Resources Promises an Exciting Year
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stressed families in their home env
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generating activities and home visi
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LESSONS LEARNED AND CHALLENGES Key
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HIV & AIDS COUNSELING AND SERVICES
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Timeframe 1987-ongoing; the current
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multisectoral approach and that res
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Peer educators also aim to increase
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Challenges and Unforeseen Outcomes
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In collaboration with legal organiz
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Replication and Scale-up Activities
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THE SASA! ACTIVIST KIT FOR PREVENTI
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Timeframe 2008-ongoing Funders •
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• Engaging a cross-section of act
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CORRIDORS OF HOPE II LEAD ORGANIZAT
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Geographic Location Seven towns: Ka
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of HIV counseling and testing and t
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APPENDIX 1: ONLINE SEARCH PROCESS T
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APPENDIX 2: SURVEY INSTRUMENT BACKG
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1.10 Does the project address incre
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Section 5: LESSONS LEARNED AND FEAS
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Country Program Name Lead Organizat
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Gender Strategy Addressed Type of H
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AIDSTAR-One John Snow, Inc. 1616 No
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