Challenges faced in supporting peer educators in tanzanian primary schools support for international change

Challenges Faced in Supporting Peer Educators in Tanzanian

Primary Schools

Presented by Audiface Mammbai and Simon Gervas

Support for International Change

Arusha, Tanzania

Summary

• Background

• Description

• Lessons Learned

• Recommendations

Background

• 47% of Tanzania’s population is under age 19• 60% of girls and 55% of boys have

intercourse before age 18• Widespread misconceptions about HIV among

people under age 19

• Tanzanian youths are at risk for HIV

Tanzania Demographic and Health Survey, 2004-2005.

About Support for International Change (SIC)

• Provide mobile Voluntary Counseling and Testing

• Support people living with HIV

• Train and support community health Workers

• Providing education in the community

• Providing education in schools

Description

• A program to empower primary school students to teach each other about HIV

• 20 hours initial training, with follow up and support

• Over 60 schools

Strengths

• Program is a good idea

• Good PE Selection

• Students are creative

• Easy to motivate PE’s

• Good relationships with Field Officers

• Reinforces correct information

Failures

• Very few schools maintained active clubs

• “Active” clubs conducted only occasional education

• Teachers showed little cooperation

Lessons Learned• Poorly defined goals and overly optimistic

expectation of the program

• Lack of accountability by teachers and infrequent follow up with teachers by SIC staff and education authorities

• Poor implementation of the initial peer education training

• Teachers unmotivated to support the peer educators

Poorly defined goals and overly optimistic expectations of the

program

• Expected our program to be:

– Fully self-sustaining

– Led by primary students

– Supported by teachers and their superiors

– Requiring little follow up

Lack of accountability by teachers and infrequent follow up with teachers by SIC staff

and education authorities

• Teachers not making it a priority

• Educational administrators not making it a priority

• Without teachers nothing happened

Poor implementation of the initial peer education training

• Limited time during volunteer program

• Poor cooperation from the teachers and parents

• Poor selection and pupils being young

• Too many conflicting responsibilities for SIC Field officers

Teachers unmotivated to support the peer educators

• Overcrowded schools and too few teachers

• No support from head teachers or administrators

• “What’s in it for me?”

Reporting and Follow-up system

Ward Education Officer

Head Teacher

Peer Educators Teacher

Peer Educators

SIC Field Officer

Recommendations

• Develop a model with more emphasis on life skill promotion, stronger accountability, and a wider reach

Fight HIV Clubs Model

• These are fight HIV clubs in primary schools focused on HIV education through sports and games

• Life skills promotion

• Involving more students

• Working with education authorities for supervision

• Motivation for teachers

• Continued involvement of SIC Field Officers

Fight HIV Clubs Model

NEW Reporting and Follow-up system

Ward Education Officer

Head Teacher

Peer Educators Teacher

Peer Educators

SIC Field Officer

Who can lead the way to the HIV and AIDS Free Generation?

Thank you!

Questions?

Urio,A; Robert, R; Ramadhani, U; Amanya, J; Mammbai, A; Gervas, S; Churchman, E; Saloner, R; Kelling, S; and Mackey, E. “Challenges Faced in Supporting Peer Educators in Tanzanian Primary Schools.” Support for International Change, Arusha Tanzania. www.sichange.org