Implementing Multiple Gender Strategies to Improve HIV and ... - ICRW
Implementing Multiple Gender Strategies to Improve HIV and ... - ICRW
Implementing Multiple Gender Strategies to Improve HIV and ... - ICRW
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activities also address male norms around gender equity in wealth<br />
distribution, attitudes about monogamy, <strong>and</strong> knowledge <strong>and</strong> use of <strong>HIV</strong>related<br />
services.<br />
Target Audience<br />
Primarily women, but also youth <strong>and</strong> a smaller number of men<br />
Level of Intervention • District<br />
• Community<br />
Geographic<br />
Location<br />
• Teso<br />
• Busia<br />
• Bungoma<br />
• Kakamega<br />
• Mumias<br />
Timeframe • Phase 1: 2003–2006<br />
• Phase 2: 2007–2009 (The scale-up of phase 1. Project scope <strong>and</strong><br />
geographic coverage has been increased in this phase.)<br />
Funders • <strong>Gender</strong>, Agriculture <strong>and</strong> Rural Development in the Information Society<br />
(GenARDIS) Small Grants Fund<br />
• National AIDS Control Council (NACC)<br />
• Stephen Lewis Foundation<br />
Partner<br />
Organizations<br />
Implementation partners:<br />
• Masinde Muliro University of Science <strong>and</strong> Technology<br />
• Kenya Agricultural Research Institute<br />
• Ministry of Health<br />
• Ministry of Agriculture<br />
• K-Rep Bank<br />
Evaluation partners:<br />
• The Commonwealth of Learning (COL)<br />
• The Association for Progressive Communications (APC)<br />
IMPLEMENTATION AND RESULTS<br />
Start-up <strong>and</strong><br />
Implementation<br />
Process<br />
The project began with stakeholder mobilization <strong>and</strong> community mapping<br />
through sensitization workshops. Baseline surveys determined current<br />
community needs <strong>and</strong> set baseline indica<strong>to</strong>rs. Then, survey findings were<br />
disseminated, <strong>and</strong> KAIPPG <strong>and</strong> the communities determined project<br />
priorities <strong>and</strong> objectives. The curriculum was then designed with<br />
participation of the local community resource persons <strong>and</strong> project partners.<br />
The next step was <strong>to</strong> establish community learning centers (field schools).<br />
Each site serves about 30 beneficiaries using demonstration gardens,<br />
microenterprises initiatives <strong>and</strong> on-site training. Gardens <strong>and</strong> other microenterprises<br />
were later established for individual households. Community<br />
members contribute plots both for establishment of family gardens <strong>and</strong> the<br />
field schools. They also contributed their labor in tilling the gardens <strong>and</strong><br />
their time <strong>to</strong> participate in the training workshops.<br />
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