a sourcebook of hiv/aids prevention programs volume 2

More documents

Recommendations

Info

The Expanded Life Planning Education Program (ELPE), Nigeria 179• Engaging in program advocacy• Integrating and teaching LPE as a stand-alone subject in the Oyo Statesecondary school curriculum• Providing peer education• Improving access to youth-friendly services.Target GroupsELPE’s primary target group is students aged 9–20 of both genders and alltribes. The secondary target group includes users of youth-friendly clinics,teachers, parents, and policy makers. The program indirectly targets out-ofschoolyouth (through their in-school peers).ComponentsELPE activities include the following:• Formal HIV/AIDS education• Peer education• LPE and HIV prevention clubs• Youth-friendly health clinics, set up by the Ministry of Health• Teacher training• Material development and distribution• Research, monitoring, and evaluation• Advocacy and awareness raising.Each of these components is discussed in the next section.ImplementationPartnershipsProgram implementation is managed by the program’s four key partners, eachof which has specific responsibilities. The program’s pilot was developed byARFH in Ibadan, with support from Oyo State’s MoEST and Ministry ofHealth and ODA. In 1999 ELPE became a statutory program in Oyo State,under the responsibility of ARFH; MoEST, Oyo State; the Ministry of Health,Oyo State; and Teaching Service Commission (TESCOM), Oyo State.(c) The International Bank for Reconstruction and Development / The World Bank
180 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2ARFH has overall responsibility for the program. Its executive directorserves as project coordinator and chief accounting officer.MoEST has responsibilities for reviewing policy; legalizing and regularizingthe integration of LPE into the school curriculum; and strengtheningthe ministry’s approach to the new challenge. The project coordinating unithas responsibilities for other operational issues, such as maintaining linkswith schools, supervising and monitoring, liaising with other partners, distributingmaterials to schools, collecting data from schools, providing technicalassistance to teachers, setting standards, and ensuring compliance. Theproject coordinating unit is made up of a team drawn from units of MoEST,including planning, research, and statistics; curriculum development; qualitycontrol; and schools.The Ministry of Health has responsibility for policy review and for facilitatingthe integration of youth-friendly services into primary health care(Oyo State is one of the few states in Nigeria to provide youth-friendlyservices within the public health care system). Local government areas andMinistry of Health staff establish youth-friendly units within primaryhealth care centers to provide services to young people. With the supportof local government areas, coordinators of primary health care centersmonitor and supervise activities at these clinics, reporting their findings tothe Ministry of Health. Provision of youth-friendly services is coordinatedby a project coordinating unit (made up of people from the planning,research, and statistics units of primary health care centers), which hasresponsibilities for operational issues, such as maintaining links with localgovernment areas, supervising and monitoring services, liaising with otherpartners, providing technical assistance to service providers, and collectingdata from youth-friendly clinics. As the program moves from being aninnovative project to part of the day-to-day work of MoEST, the Ministryof Health is also called upon to provide ongoing support and advice to theeducational activities of schools at the local level.TESCOM is responsible for hiring and transferring teachers. It works tominimize the transfers of teachers selected for LPE training for at leastthree years during project implementation.Management StructureThe program operates at the state and local government levels. At the statelevel, the Project Advisory Committee reviews project implementation,advises on project management, receives feedback, advocates for supportfor the project, and undertakes oversight functions. It members are drawnfrom various constituencies—including NGOs, religious groups, professionalassociations, the public sector (the Nigerian Educational Research(c) The International Bank for Reconstruction and Development / The World Bank
Page 1 and 2:
A SOURCEBOOK OF HIV/AIDSPREVENTION
Page 3 and 4:
(c) The International Bank for Reco
Page 5 and 6:
© 2008 The International Bank for
Page 7 and 8:
viContents4 The School Health Educa
Page 9 and 10:
viiiContentsTables7.1 Impact of Sug
Page 11 and 12:
Page 13 and 14:
xiiAcknowledgmentsKelly (University
Page 15 and 16:
Page 17 and 18:
xviAbbreviationsNASNERDCNGONIEDNSGA
Page 19 and 20:
xviiiIntroductionTable 1: Program D
Page 21 and 22:
xxIntroductionhttp://unesdoc.unesco
Page 23 and 24:
Page 25 and 26:
4 A Sourcebook of HIV/AIDS Preventi
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
10 A Sourcebook of HIV/AIDS Prevent
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Chapter 3Key evaluation results: A
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
100 A Sourcebook of HIV/AIDS Preven
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Chapter 6• Fewer students reporte
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150: 128 A Sourcebook of HIV/AIDS Preven
Page 155 and 156: Chapter 7knowledge, and increased t
Page 173 and 174: (c) The International Bank for Reco
Page 175 and 176: (c) The International Bank for Reco
Page 185 and 186: Table 8.2: Objectives and Topics of
Page 195 and 196: Chapter 9part of the day-to-day wor
Page 199: 178 A Sourcebook of HIV/AIDS Preven
Page 223 and 224: Chapter 10Key evaluation results: E
Page 243 and 244: Table A.1: Overview of Programs in
Page 251 and 252:
Table A.2: Overview of Programs in
Page 253 and 254:
Table A.2: Overview of Programs in
Page 255 and 256:
Page 257 and 258:
236 Indexcivil society organization
Page 259 and 260:
238 IndexGhana AIDS Commission (GAC
Page 261 and 262:
240 Indexmaterialsin ELPE Program (
Page 263 and 264:
242 IndexOlatunde, Bunmi, 203Oren,
Page 265 and 266:
244 IndexRapid Results Initiative (
Page 267 and 268:
246 Indexmaterials needed by teache
Page 269 and 270:
ECO-AUDITEnvironmental Benefits Sta
show all

a sourcebook of hiv/aids prevention programs volume 2

Create successful ePaper yourself

Delete template?

Save as template?