a sourcebook of hiv/aids prevention programs volume 2

34 A Sourcebook of HIV/AIDS Prevention Programs, Vol. 2Group discussions, games, role-playing, drama and songs are thought to be more effectivebecause these activities make students active and allow them to participate directly.Activities which are less participatory such as art exhibitions and distribution of pamphlets areless effective as they have less chance for the direct involvement of students.RRI Implementers, zoba MaekelHIV prevention education and activities were also included in schools’extracurricular clubs, such as the drama club, the debating club, and thequiz club. These activities enabled messages to reach beyond the schoolgates to the wider community. For example, students in music and dramaclubs produced songs and scripts for street theater. They produced artexhibitions for World AIDS Day. People from outside the school—includingrepresentatives from the Ministry of Health, people living with HIV/AIDS,and members of local music and drama clubs—were regularly invited tojoin the peer-led sessions.Community support is vital to program success and effectiveness. The children are from thecommunity and they must be encouraged by the community to join the program. Involving thecommunity in assessing the needs and behavior of youth and keeping them informed of theplanned interventions makes them support and advocate for the program.RRI Implementers, zoba MaekelMaterialsRRI drew on a range of sources to produce the teaching manuals andmaterials developed. In particular, it drew on the expertise of the Information,Communication, and Education Department of the Ministry of Health,which pioneered the implementation of behavior change communication inEritrea. RRI also drew on life skills materials produced by UNICEF.The most important materials used by teachers and peer educators werethose included in the HIV/AIDS Life Skills Training Manual developed bythe zoba Education Office. Topics covered included the following:• Decision-making skills• Risk-assessment skills• Gender stereotypes• Values• Influences (particularly peer pressure)• Problem-solving skills(c) The International Bank for Reconstruction and Development / The World Bank