a sourcebook of hiv/aids prevention programs volume 2

Programa de Educación Afectivo Sexual (PEAS), the Dominican Republic 17Lessons LearnedImplementation of the program has revealed a number of challenges andyielded a variety of lessons.Training and SupportStaff and teachers associated with the program identified the need tostrengthen training and to provide adequate support for teachers after theybegin implementing the program. To meet this challenge, the program hasdeveloped training materials that cover didactic strategies (such as lessonplanning). Other steps could include establishment of local teacher resourcecenters that could provide ongoing refresher training and inclusion ofPEAS training in existing pre- and in-service training programs.Student ParticipationProgram implementers and teachers interviewed indicated that while theirstudents’ level of interest and intensity of participation was high, access toand participation in PEAS activities and classes could be improved. Apressing need exists to develop strategies to ensure that all students canattend PEAS classes.The challenge of increasing access to PEAS teaching is being met byteacher training, which is increasing the number of teachers equipped todeliver the program. Introduction of a peer education component is alsoincreasing student participation and students’ sense of ownership of the program.Scope exists to improve student involvement by collaborating withadolescent education centers.PartnershipsAlthough significant progress has been made in forging partnerships withboth community-based stakeholders and development partners, both thePEAS manager and program implementers believe the program would benefitfrom further advocacy and partnership-building efforts. In particular,there is a need to ensure that there is consistency between the program’sobjectives and materials on the one hand and the information that is sharedin students’ homes on the other.Parental and community support for PEAS is currently sought throughadvocacy and parent-teacher meetings. Greater efforts are needed to put inplace a mechanism through which the parents of secondary-school students,as well as the parents of younger children, can provide feedback on PEASand actively contribute to achieving its objectives.(c) The International Bank for Reconstruction and Development / The World Bank