a sourcebook of hiv/aids prevention programs volume 2

Index 243materials, 118–20classroom materials, 119peer-supporter materials, 119–20teacher materials, 118–19modification of program in response toresearch, 126–28cost-effectiveness and, 127–28cultural change and, 127gender issues, 126sexual activity, 126–27teachers’ ability to deliver education,127rationale and history of, 110summary of program, 107–8,228–33ttarget groups of, 111timeline of development of, 110, 110fPrimary School AIDS PreventionProgram (Kenya), 135–51aims and objectives, 137benchmark attainment by, 149–50contact information, 150–51description of, xviiit, 135–38evaluationcost-effectiveness, 146–47, 148tdebate and essay writing, 145school uniforms, free, 137, 138,145–46, 147fsugar daddy talk, 145, 146fteacher training, 144–45implementation of, 138–43components, 138–43curricular approach and time allocationsand, 143debate and essay writing, 138,140–43, 145, 148management and, 143partnerships, 143school uniforms, free, 142–43,145–46, 147fsugar daddy talk, 141–42, 142t, 145,146fteacher training, 138–40, 144–45lessons learned, 147–49culturally acceptable interventions,148impact measurement, 147–49political support, 149rationale and history of, 136–37cross-generational sex, dangers of,136–37, 138, 141–42financial barriers to girls’ education,137lack of engagement with HIV/AIDSissues, 136need to evaluate interventions, 137poor implementation of HIV/AIDScurriculum, 136summary of program, 133–34, 228–33ttarget group for, 138Programa de Control de Enfermedadesde Transmisión Sexual y SIDA(PROCETS, Dominican Republic),5, 6bPrograma de Educación Afectivo Sexual(PEAS, Dominican Republic), 3–21benchmark attainment of, 19contact information, 20description of, xviiit, 4–9development timeline of, 5, 5tfacts and figures on HIV/AIDS inDominican Republic, 3, 4bHIV/AIDS Prevention and ControlProject, 5, 6bimplementation of, 9–13, 18materials in, 12partnerships of, 12–13, 17student evaluation in, 13teaching and, 10–12training and support in, 10, 10t, 17lessons learned, 17–19management and implementation, 18monitoring and evaluation, 18myths and prejudices, 18partnerships, 17student participation, 17training and support, 17myths and prejudices and, 15t, 18objectives of, 7philosophy and components of,8–9, 9frationale and history, 4–6, 5tstrategies of, 7–8summary of program, 1, 222–27tsurvey results, 13–16, 14–15t, 16ttarget groups of, 8Project Advisory Committee (Nigeria),180Prolink, 80PSABH. See Primary School Action forBetter Health (Kenya)Public Health State Office (DominicanRepublic), 5Quaye, Mary, 69question box, use of, 113(c) The International Bank for Reconstruction and Development / The World Bank