a sourcebook of hiv/aids prevention programs volume 2

32 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2them with participatory methodologies (such as discussions, games, drama,role-plays, and case studies) used in program activities. Training was alsoprovided on the roles and responsibilities of facilitators, case study–basedactivities, and asking questions to assess attitudes.In addition to initial training, from time to time during each phase, workteams and peer educators received ongoing training. These sessions updatedteachers and peer educators on changes in the program, enhancing theirknowledge of life skills and participatory teaching-learning approaches.Once each phase of RRI began, RRI coaches and school team leaderstrained school work teams over the weekend in the topics in the resourcemanual to be delivered to students the following week. During the week(Monday–Thursday), school team leaders trained peer educators in the topicsso that the peer educators could facilitate similar sessions on Friday.Twice during each phase, meetings were organized for program staff,including peer educators, to discuss implementation of the program, sharegood practices and ideas, discuss difficulties, and look for solutions. Theactive involvement of the various stakeholders in the program was consistentwith and supported the active, participatory learning approach of theRRI program.MethodologyUntil 2005 HIV/AIDS education was provided during science in junior highschools and during biology at the secondary level. English classes also containedpassages on HIV/AIDS. The curriculum was based on the traditionalpedagogical approach of transmitting knowledge. In 2005 life skills–basedhealth education was introduced as a subject in upper elementary, junior, andsecondary schools.The RRI program used an extracurricular approach to provide lifeskills–based education on HIV/AIDS. Peer-led sessions were held for aboutone and a half to two hours every Friday afternoon, when school ends early.As the program was carried out outside of regular school hours, gaining thesupport of the community was important; students need the permission oftheir parents or caregivers to stay at school to take part in these activities.Peer educators, elected by their classmates and supervised by trainedteachers, led groups of 20 students. The peer educators were students whowere liked and respected by other students; they tended to be influentialopinion leaders. Teachers were on hand to help, but they were not presentduring sessions, in order to allow students to speak with less inhibition. Reasonsfor the use of peer educators included the following:• Peer educators were believed to have more influence than adults onyoung people.(c) The International Bank for Reconstruction and Development / The World Bank