|
|
All SPW programs use a wide range of qualitative and quantitative methods to assess their effectiveness and impact. Results of SPW’s monitoring and evaluation procedures are shared between countries, allowing programs to be continually developed and improved.
Case Study: Tanzania 2004 - KAP Survey
Each SPW country program has tailored its own assessment tools and procedures to fit the local context. For example, SPW Tanzania, in partnership with UNICEF, designed a Knowledge, Attitude and Practice (KAP) survey consisting of 94 questions, to quantitatively assess young people’s knowledge, attitudes and behavior across key areas of health and life skills.
In 2004, SPW Tanzania administered KAP surveys in all placement schools before and after volunteer placements and specific events. In total 2887 students, chosen at random from Grades 4-6 in elementary schools and Grades 7-12 in secondary schools, were involved.
The results indicated convincingly that SPW programs had a positive impact on:
Sexual and Reproductive Health Knowledge: Following volunteer placements an increased number of students correctly answered questions relating to sexual health, such as teenage pregnancy and the transmission and symptoms of HIV.
Identification of Risk-Taking Behavior: Students also showed an increased awareness of the consequences of risk taking behavior, such as unprotected sex. See figure 1 below.
Ability to make choices: There was a significant increase from 63.2% to 78.9%, in the number of primary students who felt confident in their ability to say NO to unwanted sexual advances as a result of attending health days.
Figure 1. Graph showing pupils’ awareness of the risks of unprotected sex before and after one (1) SPW health day:
Case Study: Uganda 2003 - Appropriate Technology Replication
In the Mbale and Sironko Districts, a total of 51 CRP volunteers worked in 8 communities with 73 community groups, 26 farmers' groups and 12 women's groups, demonstrating the construction of fuel-efficient stoves, as an example of Appropriate Rural Technology. These stoves use considerably less firewood than traditional stoves and allow women to cook three pots at a time, rather than one. As a result the time taken to collect firewood is reduced and the task of cooking is made easier for women.
Volunteers conducted 64 volunteer demonstrations in total. These were then replicated by local people within their communities; 359 stoves were constructed in 2003, an increase of 561%.
Figure 2. Graph showing number of fuel efficient stoves constructed in different areas, following demonstrations by SPW volunteers:
International Research Collaboration
In addition to internal monitoring and evaluation efforts, SPW is currently working with University College London and the London School of Hygiene and Tropical Medicine on the Regai Dzive Shiri Project (RDS), a pioneering collaborative research project funded by the US National Institutes of Health. The RDS Project analyses blood and urine samples in a Community Randomised Trial to test the effectiveness of adolescent reproductive health programs in preventing HIV, STIs and unintended pregnancy among young people in rural Zimbabwe. SPW was selected to provide the Peer Education input for the project, and early non-biological evaluation indicates that the program is reducing participation in risky behavior that increases HIV infection rates. The final RDS survey is scheduled for 2007 when research findings will be published.
Links to RDS sites
http://www.uz-ucsf.co.zw/research/researchprojects/current/rds.html
http://www.lshtm.ac.uk/dfid/aids/research_zimbabwe2.htm
"[SPW] programs are: affirmative and help youth celebrate good health; non-controversial, high profile and enjoy the support of national figures; highly participatory, involving stakeholders ranging from government to school children; locally and community owned; holistic, and integrated with health services outside schools; built around a core component focused on addressing threats to youth’s health; and clearly targeted with measurable outcomes.”
Education & HIV/AIDS: A Window of Hope, World Bank 2002
|
|
