AIDS Awareness Amongst Rural Student Youth

Printed materials form the basis of a 3-day training programme for peer educators; these materials include UNAIDS-produced information in the form of a manual featuring HIV/AIDS facts. Developed for the purpose of igniting reflection and discussion among participants on what the experience of growing up is like, the manual explores topics such as changes in adolescence, reproductive systems, conception, contraception, sexuality and gender, and myths and misconceptions.

In concert with these printed materials, interpersonal exchanges figure prominently in the training programme, which is organised around the belief that, to be effective, peer educators need focused training and ongoing support. On this model, life skills training is key, and thus is not limited to only one session/group; all sessions and content from Day 1 onward are skills-based. Life skills sessions focus on such issues as self-awareness and self-esteem, values and beliefs, relationships, effective communication, decision making, peer pressure, and coping with emotions and stress.

The sessions themselves are designed to foster participation, and at times draw on entertaining strategies to encourage dialogue and connection. Participants engage in interactive games (e.g., the wildfire game and the sexuality circle game), role playing, brainstorming, group work, flip charts, and open discussion. During exercises on growing up, male and female reproductive systems are mapped out separately; it is recommended that this session be conducted separately for boys and girls. To make the HIV/AIDS issue "real", organisers plan field visits to an NGO or organise discussions with PLWHA in an effort to help peer educators learn to challenge misconceptions and address their own values and beliefs. Strategies explored in the sessions to enhance community awareness and participation include carrying out school/community projects and conducting outreach to peers who are not in school.

Interactivity, even in confidential/private exchanges, is thought to be pivotal to the success of the programme. There are several optional exercises provided in the Training of Peer Educators module programme, such as a question box. Those implementing the sessions are encouraged to arrange to keep a cardboard box in the room so that students can address all their queries without embarrassment. To avoid identification, the questions can be written in capital letters on a piece of paper; the students need not include their names. These queries must be answered prior to the next session.

In line with the participatory methodology described above, the purpose of Day 3 is to give young people the opportunity to "learn by doing" and to practice the activities that they would be carrying out in the classroom and the community. Participants are encouraged to put their training into practise by learning/understanding:

• issues related to skills-based HIV preventive education (e.g., growing up, reproductive tract infections (RTI's), and HIV/AIDS)
• roles and responsibilities as a support to the teacher
• approaches for effectively communicating with in- and out-of-school peers and the community
• channels through which peer clubs can be formed
• strategies for increasing HIV/AIDS awareness through other school activities
• the importance of counseling, confidentiality, and communication.

Evaluation is part of this programme's strategy; a questionnaire is administered both pre- and post-programme to assess immediate knowledge gained and effectiveness of the training. "The efforts are targeted towards obtaining a sustainable impact."

Youth, HIV/AIDS, Reproductive Health, Gender.

Organisers note that the young people whom they are working with have become much more aware of HIV/AIDS, and more willing to talk about sex and the process of growing up. They claim that peer educators are now understanding the pandemic and realising their roles within the broader community.