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

transmission and explain how the proposed intervention could help fight
HIV in their community. Local officials who agreed to participate helped the
implementation team identify men to recruit as peer educators. The
implementation team trained each willing recruit over a period of days using
the training manual. An implementation team member also served as a
supervisor and information source for the peer educators. On average,
each supervisor was responsible for four peer educators.
At the same time, PI and local officials launched a promotional campaign to
generate interest in the male peer education approach. The campaign
emphasized that seeking peer education is voluntary and that it provides an
opportunity for men to discuss issues concerning gender and HIV privately
with their peers.
Each community member who wanted to participate met with a peer
educator, who administered an intake survey covering knowledge,
behaviors, and beliefs related to gender and HIV. Using a checklist, the
peer educator identified priority issues to address in sessions. In
subsequent weekly sessions, the peer educator and participant worked
through the curriculum with particular attention to these priority issues. After
completing the curriculum, participants had the opportunity to participate in
issue-specific group sessions for extended discussions.
Local Involvement/
Ownership
PI reports program activities to the “men sector” committee of Botswana’s
National AIDS Coordinating Agency each quarter. While the committee
does not provide financial support, it does help PI secure access into
communities. Community leaders then help select peer educators from
within the community.
Evaluation
Methodology
• Monitoring data: Data are collected upon registration for each
participant and include basic demographic data (name, age, residence,
etc). In addition, during the intake survey, data are collected from each
participant on issues the client and peer educator identify for
intervention, and noted against a checklist of the various curriculum
topics.
• Process data (checklist): The checklist is then used to track
participants’ progress in knowledge and understanding of each
identified area.
Evaluation Results • Monitoring data: 4,006 men have participated since the project
commenced. Participants identified 7,626 different messages/topics
during the assessment process (some participants identified more than
one priority topic). There have been 10,128 one-on-one peer
counseling sessions, with each participant, on average, meeting with a
peer educator at least twice. There have been 9,673 participants in
group sessions (some men participated in more than one session; on
average, participants attend two or more group sessions upon
curriculum completion).
• Process data (checklist): The data show that the project is meeting 70
to 90 percent of the set targets. Attrition among the male peer
educators is higher than expected. However, with the increase of the
volunteer stipend, the project anticipates better results. Anecdotal
information suggests change in behaviors among some participants,
including reduction in alcohol intake and better communication between
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