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K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada,

Siyakha Nentsha : An experiment to build Social, Health and Financial capabilities of vulnerable girls and boys in KwaZulu-Natal, South Africa. K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada, S Siema, J Fauls, R Brown. Making Cents Conf. – 12 Sept. 2012.

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K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada,

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  1. Siyakha Nentsha: An experiment to build Social, Health and Financial capabilities of vulnerable girls and boys in KwaZulu-Natal, South Africa K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada, S Siema, J Fauls, R Brown Making Cents Conf. – 12 Sept. 2012

  2. Evolution to project • Multivariate work with “Transitions to Adulthood” panel study in KZN (2003/now) • Gendered factors on adolescent sexual behaviors: • Residing in relative poverty • Having thin social networks • Being an orphan • Feeling unsafe/disconnected from community • Program inventory in Durban metro area (2005/6) • Most single-dimension, imported, little M or E • Pilot study in a test community (2006/7)

  3. Siyakha Nentsha (SN) study • Funding from ESRC/Hewlett joint scheme (Nov 2007-Nov 2009) and ABBA RPC (2010-11) • Target outcomes: (80 hrs max exposure Jun08-May09) • Social support: • peers and mentors • social grants • ID documents • Knowledge of effective HIV prevention and treatment options • Saving behavior • Critical given local burden of HIV and AIDS

  4. Siyakha Nentsha features • Nationally accredited certification • Skills and a nationally-endorsed documentation of these skills • Maximum use of existing infrastructure • Local secondary grads (M&F) trained to deliver • Role models, mentors, confidants • Worked in pairs within classroom • Auxiliary social worker salary • Eye toward scale-up • DOE participation from inception

  5. Siyakha Nentsha program design • Incorporated into school day • Least selective sample • Included all learners in each study school • Sessions occur 2-3 times/week • Each session is one hour in length • Grade 10 and 11 learners • 7 secondary schools • Randomization at the classroom level • Females and males included • Male attitudes, behaviors and future prospects

  6. Photo: Eva Roca

  7. Siyakha Nentsha timeline

  8. Siyakha Nentsha study design • Arm 1 • Control group • standard life skills • delayed SN modules • Arm 2 • HIV/SRH education • Social support • Stress reduction • Arm 3 • HIV/SRH education • Social support • Financial education

  9. Siyakha Nentsha study arms

  10. Photo: Eva Roca

  11. Siyakha Nentsha survey • Interviews conducted in learner HHs • Fielded by private independent company • 945 participants interviewed at baseline • Only 9 learners refused original survey • 716 found at follow-up (76%) • 715 complete interviews at follow-up • GIS coordinates on participant households

  12. Siyakha Nentsha sample Number of learners by intervention arm and gender

  13. + p<0.10; * p<0.05; ** p<0.01; *** p<0.001

  14. Photo: Eva Roca

  15. SN evaluation results • Controls included: age, age squared, gender, socioeconomic status • SEs corrected for clustering at classroom level • Impact estimates corrected for panel attrition • 229 learners lost between rounds

  16. SN impact on social and economic - Girls (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

  17. SN impact on cognitive skills (Raven test) - Girls Yt2 - Yc2 + p<0.10; * p<0.05; ** p<0.01

  18. SN impact on self-reported sexual behaviors - Girls (Yt2 - Yt1) - (Yc2 - Yc1)

  19. Other results • No significant SN impact on condom use at last sex or consistent use for either boys or girls • SN girls who received financial education reported feeling greater levels of social inclusion in their communities when the SEs were not clustered at the classroom level

  20. Conclusions • Program with actionable skills appears to have potential to: • increase girls’ skills to access benefits, interact w banks & save money • improve girls’ cognitive abilities • Impacts differed by gender: • girls’ cognitive & economic skills improved • boys reported safer sexual behaviors & more knowledge about social grants • No detectable statistical impact 6 mos post on: • girls’ reported sexual behaviors • boys’ access to financial services or savings • condom use (last sex or consistent) for either females or males

  21. Thank you! Our funders: ESRC/Hewlett Joint Scheme, DFID through the ABBA RPC, Hewlett support to the Population Council Photo: Eva Roca

  22. Siyakha Nentsha randomization Number of classrooms by school and intervention arm

  23. Survey attrition % of learners found at second round

  24. Survey attrition (cont) + p<0.10; * p<0.05; ** p<0.01; *** p<0.001

  25. SN evaluation • Identification strategy: difference in difference framework • pre and post intervention periods • treatment w financial literacy (FL), treatment w stress reduction (LS), and control groups • β0 = financial literacy group specific effect • β1 = stress reduction group specific effect • β2 = time trend • β3 = SN impact on financial literacy group • β4 = SN impact on stress reduction group

  26. SN evaluation (cont) • β3 (and β4) coefficient of interest • the estimate one would get from an OLS regression (for continuous outcomes) • We can interpret this coefficient as a double difference:

  27. SN impact on social and economic - Boys (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

  28. SN impact on cognitive skills (Raven test) - Boys Yt2 - Yc2

  29. SN impact on self-reported sexual behaviors - Boys (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

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