a sourcebook of hiv/aids prevention programs volume 2

170 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2express themselves in whatever language they feel most comfortable in. But if you do this, itwill be especially important for you to go over everything before each session. For example, ifyou decide to translate the stories in the local language, or tell them in your own words, youwill need to practice firstTaken from the Teachers Manual Implementation Guidelines (MBESC/HAMU, 2004)Information SharingA variety of ministries in Namibia provide HIV/AIDS–related interventions.These include MBESC; the Ministry of Health and Social Services; theMinistry of Gender Equity and Child Welfare; and the ministries of agriculture,water, forestry, trade and industry, and home affairs. NGOs, CBOs,FBOs, and the private sector also play a role in HIV prevention. Withoutmultisectoral and public-private collaboration and coordination, informationflows are lacking or compromised. Without the relevant data, the scope forcollaboration and coordination between stakeholders is undermined. Torespond to these needs, MBESC formed its HIV and AIDs ManagementUnit (HAMU), whose aim is to provide “a systemic and coordinated planningand management response to HIV/AIDS through improved practiceand resource utilization, partnerships, and the creation of a dedicatedHIV/AIDS management unit with the power and vision to guide educationOn setting up a similar program within alternative cultural contextsTake cultural values, attitudes, problems of the learners and trainers into account.Develop the program with a working group in which parents, teachers, school counselors,NGOs, church-based organizations, and so forth are represented. Their contribution createsa sense of ownership. Rolling out is possible because all stakeholders were involved in thedesign. . . . Once you embark to set up a program, stay the course. Don’t start today and stoptomorrow; otherwise it gives the community an opportunity to again downplay the importanceof HIV prevention programs.Program Managers and Implementersthrough the crisis” (National Strategic Plan on HIV and AIDS, 2004–2009).ConclusionIn the absence of a stand-alone life skills subject that is compulsory for alllearners, the Window of Hope program is a step in the right direction. Whileadvocacy continues with regard to the curricular component, the after-schoolcomponent provides value in supplementing subject teaching on HIV/AIDS.(c) The International Bank for Reconstruction and Development / The World Bank