HIV/AIDS Prevention & Reproductive Health Project
HIV/AIDS Prevention & Reproductive Health Project
HIV/AIDS Prevention & Reproductive Health Project
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information materials used? Who decides<br />
programme planning and strategies?<br />
Gender equity and equality<br />
• How are responsibilities and decisionmaking<br />
distributed between female and male<br />
PEs?<br />
• Describe how the programme addresses<br />
gender issues in the training and during<br />
programme activities.<br />
• What are the gender dynamics during<br />
sessions:<br />
• How often do girls say sth. during the<br />
sessions compared to boys?<br />
• Do girls or boys sometimes receive<br />
more or less attention by their friends during<br />
discussions? When may this be the case?<br />
• Are there activities where boys and girls<br />
are more interacting, more distant, more<br />
arguing, more agreeing, etc?<br />
• Describe favourite topics of girls and<br />
favourite topics of boys.<br />
• Are there discussions about gender roles<br />
during activities? How may the issue<br />
usually come up? What are main subjects<br />
of discussion? How often does this<br />
happen?<br />
Social equity<br />
• How are responsibilities and decisionmaking<br />
distributed between PEs of different<br />
castes?<br />
• Among the PEs, are there sub-groups with<br />
preference to their own castes? When and<br />
how are they all mixed?<br />
• What are the dynamics between different<br />
castes during sessions:<br />
• How often do students from lower<br />
castes say sth. during the sessions compared<br />
students form higher castes?<br />
• Do students from different castes<br />
receive more or less attention during<br />
discussions? How much interaction is there<br />
during lessons between students from<br />
different castes?<br />
Coordination with other initiatives:<br />
• How far does the School management<br />
committee influence the issue of teaching of<br />
<strong>HIV</strong> at school?<br />
• Describe what the DACC and any other<br />
organization is doing on <strong>HIV</strong> (including care<br />
and support) in your district. How do they<br />
compare to the NRCS? Do you cooperate or<br />
are you supported by anybody?<br />
• What type of direct support does the<br />
community provide to the programme?<br />
Questions to DACC, headmasters and<br />
other stakeholders involved in the<br />
programme<br />
We would like to learn more about how this<br />
programme works, from your own<br />
perspective. The information you share will<br />
be anonymous, so that none of the material<br />
we discuss will be linked with any individual.<br />
Let's start with some of the basic information<br />
about the programme and the steps you are<br />
involved in. WITH EVERY ANSWER, THINK<br />
OF HOW ANYTHING HAS CHANGED IN<br />
THE LAST YEARS BECAUSE OF THE<br />
PROJECT.<br />
• Describe your relationship to the<br />
programme. In what ways do you support<br />
the programme?<br />
• What are the activities the NRCS is<br />
carrying out that you are aware of?<br />
• Which activities were most popular in the<br />
community?<br />
• What are the main achievements of the<br />
programme? Can you think of sth. that may<br />
be done in a different way?<br />
34<br />
CAPITALIZATION STUDY<br />
<strong>HIV</strong>/<strong>AIDS</strong> <strong>Prevention</strong> and <strong>Reproductive</strong> <strong>Health</strong> <strong>Project</strong><br />
NRCS/SDC 2000-2007
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