Breaking New Ground? The loveLife groundBreaker HIV/AIDS Prevention Initiative in

1. Breaking New Ground? The loveLife groundBreaker HIV/AIDS Prevention Initiative in Selected Schools in the Western Cape Selikow, T., Wolf, Z,, Flisher A.J, Mathews, C. and Ketye T.J.Adolescent Health Research Institute, University of Cape Town and the Health Systems Research Unit, Medical Research Council Commissioned by: The Western Cape Provincial Departments of Health and Education

3. loveLife • loveLife – national HIV prevention campaign for youth; broad based coalition • gBi part of broader loveLife campaign • Multi-strategy approach (TV, radio print, toll free telephone line, billboards, train) • School based gBi (40 gBs across 80 schools).

4. Two key aims of gBi • “To equip a national corps of young people to communicate loveLifeStyle to other young people and to drive youth to a new level of empowerment” • Cascade model of peer education: gBs train Young Leaders (Gr. 8-12) to influence learners and to communicate loveLifestyle • Personal development of gBs, unemployed youth: work experience and skills development

5. Process Evaluation • Not an impact / outcome evaluation; does not claim to measure the “impact” of the intervention on participants. • a trustworthy account of the programme implementation, what it intends to deliver, whether it reaches the target audience, whether it is implemented as designed, and if not, what the barriers to implementation are.

6. Methods • documents • loveLife officials • 14 gBs • 6 groups of YLs

7. Recruitment • Intense • Advertisements • CVs • Interviews

8. Training • Intensive sessions - off-site training • On-going - on-site training and support by RC (lL) and line manager (educator)

9. Key Tasks • Negotiate access to learners with schools • Lesson delivery: using loveLife materials train and graduate YLs • Community mobilization: e.g. mapping and events.

10. Lesson Delivery • Primarily during school: • When educator is absent / needs to do something else • During a free period • During the LO slot

11. Support (pedagogical, emotional and infrastructural) • Varies from school to school, better in schools where educators have received lL training • Lack of support: - anti-lL philosophy • no clear roles • not seen as partnership but outside NGO imposing Given that support in schools is not guaranteed, role of lL in support intensifies, • lL support not even across sites

12. Materials “Relevant and suitable” + “Some modifications but the message stays the same.” • Key problems as perceived by gBs • Materials too abstract, not tangible enough for learners • “It is important to help teenagers draw on the experiences of other young people and to have real life examples. It is necessary for loveLife to adapt their materials to the context.” • Age appropriateness of materials across grades • Unrealistic time to address issues

13. Difficulties • Ad hoc nature of timetabling • Learners may not take activities seriously if not officially scheduled • Difficult for gBs to prepare in advance • Absent teachers = classes too big for group work • Not a consistent group of learners • Not completing materials in sequential manner • After school classes are difficult; learners live far and have chores • High attrition rate • Relationship to official curriculum

14. Stresses • Lack of support from school and lL • Working in “anti lL schools.” • Overwhelmed and powerless • “I wanted to be a change agent … but there are so many things that seem out of my control … I sometimes wonder if the work I do makes a difference.” • No clear role clarification • Lack of knowledge • Being a role model (negative peer pressure) • Discipline of learners • Schools not safe and sexual harassment from staff and learners

15. Rewards for gBs • Help get a job • Learners had benefited • Personal growth and learning, increased confidence and assertiveness……… • “It changed my life. I used to be very quiet and only spoke when spoken to, but now I am talkative … I have grown in confidence.”

16. Yls’ Perceived Benefits • Self confidence has improved; more outspoken • Educated on “another level”; learnt “who I am” • Better perspective “from being negative to being positive.” • Bonding: “sharing in a group with the same age.” • Articulating and recognising own problems and helping others

17. Concluding Thought • How to overcome barriers so that can benefits reach more young people in systematic, sustainable and replicable way? • Phase two: process evaluation continued & impact evaluation.