a sourcebook of hiv/aids prevention programs volume 2

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The Window of Hope Program, Namibia 161Table 8.1: Coverage of Window of Hope Program, 2006*NUMBER OF LEARNERSNUMBER OF NUMBER OF NUMBER OF COMPLETINGTEACHERS TRAINED SCHOOLS SCHOOLS AT LEASTJUNIOR SENIOR COMPLETING COMPLETING FOUR SESSIONSREGION MODULES MODULES ONE WINDOW TWO WINDOWS BOYS GIRLSCaprivi 88 63 0 32 610 842Erongo 49 46 21 4 781 916Hardap 45 47 11 29 844 1160Karas 48 48 12 16 483 835Kavango 203 155 46 96 1,711 1,744Khomas 73 23 7 4 116 228Kunene 46 46 24 10 509 808Ohangwena 204 91 46 8 707 1,079Omaheke 29 51 0 13 593 832Omusati 220 55 21 6 422 601Oshana 107 66 28 14 498 827Oshikoto 172 86 7 8 314 470Total 1,284 777 223 240 7,588 10,342Source: HIV and AIDS Management Unit.* This table gives data for 12 of Namibia’s regions. Otjozondjupa is not included.The training is provided by program consultants and senior-school counselorsfrom MBESC.Teachers participating in the program are selected by their schools(figure 8.2). They must teach grade 4–7, exhibit an interest in the program,and commit to facilitating the program during after-schools hours.Teacher trainees participate in a four- to five-day workshop, at whichthey are trained by regional trainers. A five-day training curriculum wasalso developed that equips teachers and NGO workers to facilitate bothjunior and senior modules. Training stresses the importance of involvingparents, caregivers, and guardians in program activities.Training methods include lectures; role-playing; acting-out sessions;storytelling; drawing; working in groups, pairs, and individually; readingassignments; and open discussion formats. One-day refresher training isOn the importance of including parents/caregivers/guardians inWindow of Hope activities. . . it needs to be done in conjunction with parenting. Everything we are teaching childrenat school, it is ideal that parents at home reinforce that. After all, parents are the first teachersof their children . . . but we also realize that when it comes to issues relating to sexuality no onewants to talk about it, even parents. That leaves as us teachers to do the work. As educators wehave a moral obligation towards children to give them all the necessary tools for future survival.I guess that is our job.Training Facilitator(c) The International Bank for Reconstruction and Development / The World Bank
162 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2Figure 8.2: Forming a Window of Hope ClubAt least one teacher per schoolparticipates in a Window ofHope training workshop.Workshops are offered by regionalMBESC staff (each region has atleast two trainers).The principal, the AIDS coordinator,members of the school board, andteachers meet to discuss setting upa club.The aim of this meeting is to identify one ormore trained facilitators; determine a timeand locations for club activities; develop anannual schedule for implementation of windowsat the school; discuss how parents and thecommunity can be informed and involved; andclarify liaison with regional offices for monitoringand networking.All facilitators are provided with a set of manualsfor all windows, as well as a resource kit withmaterials for activities.Once a club has been established, otherteachers are encouraged to assist thefacilitator during club sessions. Once ateacher has co-facilitated a completewindow at the school, he or she isencouraged to start a club as soon aspossible.It is advisable to link the program to existingstructures in the school or in the region, such ascounseling and support groups and HIV/AIDSadvisory committees.Source: HIV and AIDS Management Unit.offered that provides an opportunity to measure progress in programimplementation, address challenges and obstacles that may have arisenduring implementation, and reinforce personal motivation for participatingin the program.On the importance of equipping teachers/facilitators with thenecessary knowledge and skillsIt all depends on your own comfort level about sexuality. If you have not been informedyourself and you are not comfortable talking about issues of sexuality, it is hard to do so. Thebest is to detach your own emotions and values, and wear your teacher’s hat proudly and dothe work. I don’t necessarily agree with everything I teach, or enjoy it, but I also know it is notabout me but the learners. So I got to give it all I got and what I got is my best for now.Program ImplementerField support is provided in the following ways:• Regional resource centers provide access to information on HIV/AIDS.• Cluster meetings allow facilitators, trainers, and HIV/AIDS coordinatorsto exchange views and experiences and develop networks.(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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4 A Sourcebook of HIV/AIDS Preventi
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Chapter 3Key evaluation results: A
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Chapter 6• Fewer students reporte
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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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