Guyon A, Obasi A, Lugoe W, Wamoyi J, Mshana G, Plummer M, Ross D, Ferguson J; International Conference on AIDS.

Int Conf AIDS. 2000 Jul 9-14; 13: 66 (abstract no. LbPeD7125).

Mwanza, Tanzania, United Republic of. Fax: +255-68-500-742, E-mail: amrefmza@africaonline.co.tz.

Background: The evaluation of HIV/AIDS peer educators (PE) programmes is a priority in the field of sexual health education. As part of a three-year school based health intervention, which is currently evaluated as part of a community randomised trial in Mwanza, Tanzania, 1124 class peer educators (CPEs) in 62 village primary schools were trained by 63 older youth, trainers of peers (TOPs). The current study is an independent process evaluation which aimed to examine PE experiences and assess the appropriateness and effectiveness of this PE strategy. Methods: Experiences and attitudes of PE and their perception by teachers, parents and village officials were explored during in-depth interviews and focus-group discussions. The pre-tested methods were used by same sex interviewers who met a total of 196 participants in 3 randomly selected villages. Results: The peer education structure of the programme has been effectively implemented: TOPs trained CPEs to become competent actors of short dramas which reflect village realities. CPEs and TOPs were also trained to become agents of change. However, community members and pupils had difficulties accepting CPEs when they did not perceive them as good role-models. Female PE often lack a sense of self-efficacy and TOPs report difficult working conditions and request incentives. Interestingly, some PE reported forming regional PE networks to facilitate travel between villages. Key factors of success appear to be the level of school organization, community acceptance of the intervention, TOPs commitment and overall community cohesion. Conclusions: In this rural sub-Saharan setting, peer educators may prove to be effective and appropriate trainers and actors. TOPs may become succesful agents of change, whereas CPEs seem to have difficulties with this role. This evaluation gives a critical insight of the experiences of PE and will allow appropriate readjustement for the remaining intervention.

Publication Types:

• Meeting Abstracts

Keywords:

• Acquired Immunodeficiency Syndrome
• Female
• HIV Infections
• Health Education
• Interpersonal Relations
• Peer Group
• Schools
• Tanzania
• Teaching
• education
• methods
• organization & administration

Other ID:

• GWAIDS0005145

UI: 102242642

From Meeting Abstracts