Challenges Faced in Supporting Peer Educators in Tanzanian
Primary Schools
Presented by Audiface Mammbai and Simon Gervas
Support for International Change
Arusha, Tanzania
Summary
• Background
• Description
• Lessons Learned
• Recommendations
Background
• 47% of Tanzania’s population is under age 19• 60% of girls and 55% of boys have
intercourse before age 18• Widespread misconceptions about HIV among
people under age 19
• Tanzanian youths are at risk for HIV
Tanzania Demographic and Health Survey, 2004-2005.
About Support for International Change (SIC)
• Provide mobile Voluntary Counseling and Testing
• Support people living with HIV
• Train and support community health Workers
• Providing education in the community
• Providing education in schools
Description
• A program to empower primary school students to teach each other about HIV
• 20 hours initial training, with follow up and support
• Over 60 schools
Strengths
• Program is a good idea
• Good PE Selection
• Students are creative
• Easy to motivate PE’s
• Good relationships with Field Officers
• Reinforces correct information
Failures
• Very few schools maintained active clubs
• “Active” clubs conducted only occasional education
• Teachers showed little cooperation
Lessons Learned• Poorly defined goals and overly optimistic
expectation of the program
• Lack of accountability by teachers and infrequent follow up with teachers by SIC staff and education authorities
• Poor implementation of the initial peer education training
• Teachers unmotivated to support the peer educators
Poorly defined goals and overly optimistic expectations of the
program
• Expected our program to be:
– Fully self-sustaining
– Led by primary students
– Supported by teachers and their superiors
– Requiring little follow up
Lack of accountability by teachers and infrequent follow up with teachers by SIC staff
and education authorities
• Teachers not making it a priority
• Educational administrators not making it a priority
• Without teachers nothing happened
Poor implementation of the initial peer education training
• Limited time during volunteer program
• Poor cooperation from the teachers and parents
• Poor selection and pupils being young
• Too many conflicting responsibilities for SIC Field officers
Teachers unmotivated to support the peer educators
• Overcrowded schools and too few teachers
• No support from head teachers or administrators
• “What’s in it for me?”
Reporting and Follow-up system
Ward Education Officer
Head Teacher
Peer Educators Teacher
Peer Educators
SIC Field Officer
Recommendations
• Develop a model with more emphasis on life skill promotion, stronger accountability, and a wider reach
Fight HIV Clubs Model
• These are fight HIV clubs in primary schools focused on HIV education through sports and games
• Life skills promotion
• Involving more students
• Working with education authorities for supervision
• Motivation for teachers
• Continued involvement of SIC Field Officers
Fight HIV Clubs Model
NEW Reporting and Follow-up system
Ward Education Officer
Head Teacher
Peer Educators Teacher
Peer Educators
SIC Field Officer
Who can lead the way to the HIV and AIDS Free Generation?
Thank you!
Questions?
Urio,A; Robert, R; Ramadhani, U; Amanya, J; Mammbai, A; Gervas, S; Churchman, E; Saloner, R; Kelling, S; and Mackey, E. “Challenges Faced in Supporting Peer Educators in Tanzanian Primary Schools.” Support for International Change, Arusha Tanzania. www.sichange.org
