a sourcebook of hiv/aids prevention programs volume 2

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The School Health Education Program (SHEP), Ghana 79Table 4.1: Questions Asked to Monitor Progress toward Implementing Each Pillar of the Alert ModelTEACHER-LED PILLAR STUDENT-LED PILLAR SCHOOL COMMUNITY–DIRECTED PILLAR1. What proportion of teachers was 1. How many children are enrolled 1. Has the school provided formaltrained in the integrated in the school? orientation for all PTA and SMCHIV/AIDS curriculum? 2. How many children have been trained members on the Alert model?2. What proportion of staff trained and are currently working as peer 2. Has the school provided formalduring last two academic years? educators? training on HIV/AIDS for leaders3. Do teachers have access to a 3. Does every class have at least one of PTAs and SMCs?counselor trained in HIV/AIDS? male and one female peer educator? 3. During the past academic year, atHow many trained counselors 4. How many active HIV/AIDS clubs how many PTA and schoolare there at this school? operate in the school? management committee meetings4. How many teachers received 5. How many students belong to each was HIV/AIDS discussed?counseling on HIV/AIDS duringof these clubs?the past 12 months?6. On average how many students did5. Do teachers have easy access to each peer educator reach in the lastSTI treatment services inacademic term?a health facility?7. How many children received at least6. How many teachers were able to five different lessons on HIV/AIDS incover all lessons and activities on class during the last academic year?HIV/AIDS planned last term?8. How many children have access to7. How many teachers have the educational materials on HIV/AIDScomplete set of recommendedsuch as handouts, brochures,manuals and teachingand pamphlets?materials on HIV/AIDS?9. How many trained counselors servechildren in this school (includingchildren themselves)?10. How many children received counselingservices from these sources duringthe past academic year?11. Does a functional STI referral systemreach children in this school?12. If so, how many STI cases wereidentified during the past 12 monthsin this school?Source: Alert Handbook.An important aspect of the Alert model is its certification and award system.Based on their progress in implementing the model (as measured usingthe monitoring tool), schools are identified as being in one of three phases:• Inception phase: School has finalized preparations to work toward fullimplementation of the Alert model.• Pass phase: Implementation of the process is under way.• Alert phase: Alert model is fully implemented in a satisfactory manner.(c) The International Bank for Reconstruction and Development / The World Bank
80 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2Schools in different phases are awarded color-coded flags to be flownalongside the national flag, color-coded ribbons for students, certificates,and citations. Additional recognition for achievement is given through theaward of plaques and prizes, publicity in the media, travel opportunities toHIV conferences, workshops and activities, best teacher award schemes, andvisits by celebrities.Partnerships and FundingSHEP works in active partnership with a large number of NGOs andcivil society organizations (CSOs) —including Child and Teen Focus, PlanGhana, Prolink, the National Partnership for Children’s Trust, Save FoundationInternational, World Education, and Youth Horizons—to implementschool-based HIV/AIDS and health interventions. Some organizations areactive in many different districts and large numbers of schools. Others workon a much smaller scale.These interventions have focused largely on awareness creation andbehavior change activities using teaching-learning approaches such aspeer education and edutainment (drama, video shows, story telling, andfolklore) (box 4.2). They have developed a variety of materials forschool children.As a result of use of the Alert model, the activities of partners now takeplace in a much more coordinated manner. Interventions are coordinated bya single unit (GES/SHEP) and synchronized with the Annual EducationSector Operational Plan, enabling common standards of delivery, content,and quality to be met.SHEP receives funding from the government and from a range ofdonors, including the Danish International Development Agency(DANIDA), the Department for International Development (DFID), theJapan International Cooperation Agency (JICA), the United Nations Children’sFund (UNICEF), the U.S. Agency for International Development(USAID), and the World Health Organization (WHO). The multiplicityof donor activities in the implementation framework makes it difficult toestimate program costs.Coordination of StakeholdersRegional and district SHEP coordinators work with local stakeholders tocoordinate the implementation of HIV prevention education in their areas.Coordinators discuss with stakeholders the aims, objectives, and activitiesthey wish to implement in local schools. Close attention is paid to ensuring(c) The International Bank for Reconstruction and Development / The World Bank
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A SOURCEBOOK OF HIV/AIDSPREVENTION
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© 2008 The International Bank for
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viContents4 The School Health Educa
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viiiContentsTables7.1 Impact of Sug
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xiiAcknowledgmentsKelly (University
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xviAbbreviationsNASNERDCNGONIEDNSGA
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xviiiIntroductionTable 1: Program D
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xxIntroductionhttp://unesdoc.unesco
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Chapter 9part of the day-to-day wor
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Table A.1: Overview of Programs in
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236 Indexcivil society organization
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238 IndexGhana AIDS Commission (GAC
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240 Indexmaterialsin ELPE Program (
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242 IndexOlatunde, Bunmi, 203Oren,
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244 IndexRapid Results Initiative (
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246 Indexmaterials needed by teache
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ECO-AUDITEnvironmental Benefits Sta
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