HIV/AIDS Prevention & Reproductive Health Project

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meet friends, better position in front of adults and teachers, pressure from teachers the community). Please give your reasons starting with the most important ones. • How has the work affected you personally (for example, position in the community, friends, future plans)? • Has your private life and your friendships changed in relation with your PE work? How often and in what way do you interact with your PE colleagues? • Were there discussions with your friends or others after attending sessions? If so, with whom and what were they about? • Have you talked about things related to HIV prevention outside of school? Were there any activities related to your work as a PE outside of school? Where and with whom? • Did participants stay in contact or come back with questions? (details) If the same youth attended different activities, did you notice a change in her/ his participation during sessions? (if so, detail some case studies from boys and girls) • To discuss about issues such as sexuality is quite a challenge. What do you think works best to introduce and discuss the subject? How do discussions often look like - when are they more lively and less lively? How did the programme help you to address the issue? • It is even more difficult to talk about these issues to the opposite gender. What is your experience of talking to classes with both girls and boys as well as different age groups? How comfortable do you feel about it? • Most of the youth today know how to protect themselves from HIV. But there are many reasons why doing so is always difficult. If you think of yours or your friend's experiences, what was most helpful to make protection easier? Was there anything that made it easier (over time)? • Do you know anybody living with HIV? What has been her/ his story? Does he/ she has friends and supporters? • There are many reasons why being supportive to PLWA can be difficult. It may not be accepted by our friends and family and we may not know what to do. What is your experience? • Do your parents support your involvement? How? • Issues related to family planning, HIV prevention, etc. are often not at all talked about in families. What is your experience? Which topics are more common, which are less? Who do you normally talk to? Who would you normally not talk to? • The conflict increased the number of displaced and/ or out of school youth. Has this affected your activities? • How much interaction is there between inschool and out- of school youth? Has this changed during conflict? Management, cooperation and decision making capacity of Youth circles/ PEs: • Describe how the peer educators are involved in programme planning, training, activities, materials development, and decision-making. • What kind of administrative tools do you use? (Reports, record system, meeting minutes, reviews, etc.) Do you use some of them because of the project? • What type of adult support do you receive in your work? Probe: (in terms of supervision, technical support, emotional CAPITALIZATION STUDY HIV/AIDS Prevention and Reproductive Health Project NRCS/SDC 2000-2007 31
support.) Do you think there is a youth-adult partnership in the programme? How would you describe the quality of the partnerships? • Describe how decisions are made in the programme. Probe: Who decides what activities to carry out? Who decides the content of these activities and the information materials used? Who decides programme planning and strategies? • Can you make suggestions? Are your suggestions and ideas taken seriously? What would you do to improve the decisionmaking process? Gender equity and equality • How are responsibilities and decisionmaking distributed between female and male PEs? • Describe how the programme addresses gender issues in the training and during programme activities. • What are the gender dynamics during sessions: • How often do girls say sth. during the sessions compared to boys? • Do girls or boys sometimes receive more or less attention by their friends during discussions? When may this be the case? • Are there activities where boys and girls are more interacting, more distant, more arguing, more agreeing, etc? • Describe favourite topics of girls and favourite topics of boys. • Are there discussions about gender roles during activities? How may the issue usually come up? What are main subjects of discussion? How often does this happen? • As a male/ female PE, how do you address issues of your own gender? Do peers of your own gender approach you to ask more private questions? Social equity • How are responsibilities and decisionmaking distributed between PEs of different castes? • Among the PEs, are there sub-groups with preference to their own castes? When and how are they all mixed? • What are the dynamics between different castes during sessions: • How often do students from lower castes say sth. during the sessions compared students form higher castes? • Do students from different castes receive more or less attention during discussions? How much interaction is there during lessons between students from different castes? Coordination with other initiatives: • Describe what the DACC and any other organization is doing on HIV (including care and support) in your district. How do they compare to the NRCS? Do you cooperate or are you supported by anybody? • What type of direct support does the community provide to the programme? Questions to Teacher sponsors We would like to learn more about how this programme works, from your own personal perspective. The information you share will be anonymous, so that none of the material we discuss will be linked with any individual. Let's start with some of the basic information about the programme and the steps you are involved in it. WITH EVERY ANSWER, THINK OF HOW ANYTHING HAS CHANGED BECAUSE OF THE PROJECT. We investigate how far the capacity of teachers to address issues of Sexual and Reproductive Health (SRH) in classes has changed. We will further ask how far they think there have been any changes at the level of students and the community. 32 CAPITALIZATION STUDY HIV/AIDS Prevention and Reproductive Health Project NRCS/SDC 2000-2007
Page 1 and 2: HIV/AIDS Prevention & Reproductive
Page 3 and 4: Contents List of Abbreviations III
Page 5 and 6: Study Methodology This capitalizati
Page 7 and 8: the National HIV and AIDS Strategy.
Page 9 and 10: Life skills development of Youth Pr
Page 11 and 12: community. Sessions now include dis
Page 13 and 14: Lessons learnt Adolescents have man
Page 15 and 16: national system for distributing IE
Page 17 and 18: forbade his sister to be involved i
Page 19 and 20: PEs disseminate messages related to
Page 21 and 22: increased. "We were accused of bein
Page 23 and 24: Adults furthermore tend not to be v
Page 25 and 26: is not encouraged or allowed at all
Page 27 and 28: female PEs further contributes to r
Page 29 and 30: for Global Fund for AIDS, TB and Ma
Page 31 and 32: Summary of Recommendations • Peer
Page 33 and 34: Annex I Newspaper extracts Advising
Page 35: Under the initiation of District Re
Page 39 and 40: information materials used? Who dec
Page 41 and 42: III Project documents and consulted

HIV/AIDS Prevention & Reproductive Health Project

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