a sourcebook of hiv/aids prevention programs volume 2

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The Primary School AIDS Prevention Program, Kenya 149Sustaining Political SupportEffective HIV prevention demands long-term, sustained activities and support.Gaining and maintaining the support needed for activities to occur isoften difficult, because different stakeholders place different emphasis onwhat programs should do. Without strong and broad-based support, programsare likely to be unsustainable and unstable.To ensure broad acceptability of the findings and increased chances ofscale up, it is very important to involve as many stakeholders as possible inprogram design. Key stakeholders in the Kenyan government wereinvolved in the project from its inception, through high-level annual meetingsat which progress and results were discussed. The showcasing of theresults of the program in the 2007 World Development Report: Developmentand the Next Generation, as well as articles on the program in the popularpress, will make international stakeholders and policy makers aware of theprogram’s achievement.ConclusionKenya’s primary-school HIV prevention program is a remarkable exampleof the ways in which a small number of well-designed and simple schoolbasedinterventions can have a measurable impact on factors that lead tothe transmission of HIV. Documentation of the efficacy of three of theprogram’s components—debating and essay writing, sugar-daddy talk, andprovision of free school uniforms—increases their long-term sustainabilityas well as the likelihood that they will be scaled up across Kenya.Annex 7.1Primary School AIDS Prevention Attainment of Impact BenchmarksBENCHMARKATTAINMENT/COMMENT1. Identifies and focuses on specific sexual health goals Focused on reducing HIV and other STIs and decreasingpregnancies among young women.2. Focuses narrowly on specific behaviors that lead to Debating and essay writing: Allowed students to identifysexual health goalsspecific behaviors that can help them avoid HIV infection.Sugar-daddy talk: Discouraged cross-generational sex,which decreases risk of HIV infection among young people.Free school uniforms: Discouraged students from leavingprimary school, which helps prevent early pregnancies.(Continues on the following page)(c) The International Bank for Reconstruction and Development / The World Bank
150 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2BENCHMARKATTAINMENT/COMMENT3. Identifies and focuses on sexual psychosocial risk Debating and essay writing: Allowed students to identifyand protective factors that are highly related torisks and develop strategies for overcoming them.each of these behaviorsSugar-daddy talk: Discouraged cross-generational sex.Free school uniforms: Discouraged students from leavingprimary school.4. Implements multiple activities to change each of Included lectures, debating, essay writing, videos, andthe selected risk and protective factorsdiscussions.5. Actively involves youth by creating a safe social Free school uniforms: Kept some students in school, aenvironmentrelatively safe social environment.6. Employs a variety of teaching methods designed Included lectures, debating, essay writing, videos, andto involve participants and have them personalizediscussions.the information7. Conveys clear message about sexual activity and Debating and essay writing: Partial. Gave studentscondom or contraceptive use and continuallyopportunity to think critically about contraceptives.reinforces that message8. Includes effective curricula and activities appropriate Debating and essay writing: Gave students opportunity toto the age, sexual experience, and culture ofengage individually with the material, ensuring that their ownparticipating studentsexperiences inform their activity.9. Increases knowledge by providing basic, accurate Debating and essay writing: Built on information that someinformation about the risks of teen sexual activitystudents already had to strengthen their understandingand methods of avoiding intercourse or usingand spread information to peers.protection against pregnancy and STIsSugar-daddy talk: Provided information about a specificrisk of teenage sexual activity.10. Uses some of the same strategies to change Sugar-daddy talk: Partial. Discouraged cross-generational sex,perceptions of peer values, to recognize peerwhich is common in the region.pressure to have sex, and to address that pressure11. Identifies specific situations that might lead to sex, Sugar-daddy talk: Identified presence of sugar daddies andunwanted sex, or unprotected sex and identifiesshowed video in which characters avoid cross-generationalmethods of avoiding those situations or gettingsex to protect themselves from HIV.out of them12. Provides modeling of and practice with communication, Debating and essay writing: Partial. Gave students chance tonegotiation, and refusal skills to improve botharticulate ways of preventing HIV through speaking andskills and self-efficacy in using those skillswriting.Source: Authors.Annex 7.2Contact InformationInternational Child SupportPO Box 599Busia, KenyaContact person: Grace Makana, HIV Education Project CoordinatorPhone: +254 (0) 722(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 3Key evaluation results: A
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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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