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Right2Life
Focal Persons
Training
Training
Focal Persons
for
Workplace
Peer
Education in
Nairobi Kenya
Right2Life 3 Day Focal Persons Workshop
11 August 2009
Session Facilitators: Kennedy Mambo (VSO Jitolee), Martin (NOPE), and Sly (NOPE)
Participants’ expectations:
The day began with a comprehensive explanation of the VSO Federation and Program Offices.
Additionally information was provided related to the role that the organization and volunteers play
in development in various parts of the world. VSO Jitolee’s work focus on Secure Livelihoods,
Disability, HIV/AIDS, and National Volunteering. The partnership is defined by the presence of
volunteers.
R2L program goal is to increase capacity of partner organizations in regards to HIV/AIDS. Program is
implemented in 10 other countries. Each country is unique in the challenges that it encounters with
HIV/AIDS. Kenyan approach as facilitated by VSO Jitolee and NOPE is centered on Workplace
education. Staff education on HIV issues is critical in combating the HIV problem. Thus a workplace
approach has been developed since ultimately each member of the partner organizations are
members of the larger community.
Funds have been allocated by the Royal Dutch Government (Netherlands). Support has been
provided by VSONL and implemented by the National Organization of Peer Educators (NOPE). NOPE
is primarily responsible with facilitation of trainings and the provision of professional Peer Educator
Trainers. The R2L program activities meet Objective 1 of the HIV PAP program of VSOJ.
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Exchange visits
Sustainability
Strengthening reporting
Increased linkages with the government, local resources, and service providers…goal is to do
refresher trainings at organizations, advocate for WP budget allocations…
Activities:
Focal Persons Group Discussions – Broken down within 3 separate groups
Staff turnover due to deaths; medication and inability to work as a result of discrimination
and stigma
Organization productivity is low due to poor heath and absenteeism
Organizational costs
Increase in the number of OVC’s
Reduce the risk of infection among staff who have relationships within the organizations
Serves as a role model to the community
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Sensitize staff on the dangers and consequences of HIV
Lack of policies to protect infected and non-infected persons in the organization
The KAP survey provided participants of the specifics of the survey process. Moreover specific
survey questions were discussed, e.g. “An average of 10% of respondents think AIDS is not a fatal
disease; 86.7% knew of someone living with HIV and 88.9% know someone who has died as a result
of HIV; a total of 29 respondents are living with HIV”. The fact that participants disclosed their HIV +
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status may indicate that there is some reduction in the prevalence of stigma. “73.5 people have
used condoms, whereas the rest have not. Participants have concluded that there may be some
cultural and religious beliefs/norms which may be preventing individuals from using condoms.
Facilitator countered that some individuals may not know where to access condoms and or may not
know how to correctly utilize the condoms. There are some issues that relate to accessibility for
physically disabled persons – i.e. disabled people may not be able to read the condom instructions
because they are blind; a person with no arms may not be open the condom wrapper etc.
Participant referenced a study by the University of Liverpool, which indicated that Europeans have
more sexual partners than that individuals in Africa, yet HIV rates in Africa are much higher than that
in Europe…why is that?
“50% of respondents noted that their organization has an HIV policy, 32.6% said that there was no
policy, while 17.4% are not sure.” This indicates a gap in organizational communication regarding
HIV/AIDS policy dissemination. Policy should give support for staff members and also inform them
about the policy, in the same manner, for example, that a HR policy is disseminated. Potential gaps
may be a result of the policy development, whereby all members of staff are aware of the policy.
Participant suggested that some people that completed the survey may have provided false and or
distorted information – participant also inquired how was this potential considered by the surveyors.
Facilitator suggested that the presence of the surveyors and the provision of specific instructions to
the respondents created an environment which promoted quality information on the survey.
1. Person’s identified by their organization to head the HIV/AIDS sensitization program and
disseminate the information to the rest
2. People with 1st hand information about the program or organization
3. Link persons
4. Somebody who has a central coordinating role
NOPE – Focal Person definition: “People charged with the responsibility of handling both social and
health concerns of the employees”.
Examples of social concerns elicited from the participants - Social concerns of an employee can
include, how employees relate to one another in the workplace, sexual harassment issues. Health
concerns can include employee sponsored health screenings etc. Facilitators asked the participants
to consider the expenses associated with employee sponsored health screenings and the potential
impact on the morale of employees.
Participants broke off into 4 groups with the roles defined as - Focal Person/Coordinator and Peers:
Goal is to develop a Peer Education session utilizing role playing to facilitate a session on a specific
topic to be determined by the group.
Group 1: Decided to present on the proper techniques for condom use. One presenter conducted
the mock session. Participants provided feedback on the peer educators overall presentation.
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Group 3: PE provided information on condoms: Advantages – prevent pregnancies, cheap, promote
safe sex. PE also provided detailed on the proper use of a male condom. Participants provided
feedback
Group 4: Provided information on the cultural beliefs and practices that encourage the spread of
HIV/AIDS: wife inheritance, forced marriages, sleeping w/ virgins cures HIV, circumcision, seasonal
sex. Participants provided feedback.
The role of the Focal Person/coordinator is one that is supervisory, motivating, training, identifying
and recruitment, capacity building, link between PE, peers and management, documentation, and
provision of IEC materials.
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Elements of a Comprehensive HIV/AIDS Work-Place Program
Commitment:
Goodwill of
Mgmnt;
Recognition of HIV
Foster as an Organizational
concern HIV/AIDS Work-
Ownership: Place Policy:
Being Objective,
Focused, Motivate, Development and
Setting Goals, dissemination
Support, Activities
Management
Documentation Sensitization:
Reporting and Involvement w/ PE
Feedback and Awareness of
Ongoing Activities
Information Coordination
and Education Systems:
Activities: Recruitment;
Outreaches, Coordinators; Task
Conferencess, and Forces: Committees;
Exchange Programs Zone Leaders; PE's
Employee
Wellness: General Capacity
Wellness and Free Building: Training
Medical Check-ups
Linkages and
Networking:
Outreaches &
Exchange Programs
Close of the 1st Day Session, - Participants provided an evaluation form for the days activities.
Moreover there was an assignment for the evening: “Discuss 5 components of developing a
workplace HIV/AIDS program”
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Day 2: 12August2009
What is a Peer: Someone similar to others by age, character, behaviour and they have common
goals.
NOPE Facilitator asks questions regarding how male peers and female peers interact with one
another. Further, the facilitator expands the discussion and explains that Peer Education is a process
where similar people learn together in an informal way. Moreover, the facilitator asks the
participants what they believe a Peer Educator embodies. The group gave their ideas and
suggestions on how they view a Peer Educator, and concluded with a definition of a Peer Educator.
Facilitator broke the participants off in groups to engage in discussions on quality off effective per
educators and roles and responsibilities of a peer educator, criteria for selecting peer educators, and
anticipated challenges in implementing peer education programs.
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Participants broke into three groups, addressed the following issues, and raised the documented
points of concern:
1. Challenges of forming a Committee: People might ask for allowances, time constraint, la ck
of commitment, workforce might be hindrance, budgetary constraints, lack of management
support, decision making, lack of clear roles,
HIV/AIDS fatigue, cultural and religious views, staff
turnover, lack of proper integration with other
programs
2. Criteria for forming a Steering Committee: Select
members from diff organization departments, size of
committee vss. Number of staff, gender balance,
availability of committee members, knowledge and
skills of issues at hand, cultural religious beliefs and
practices, open selection process, neural members,
good decision makers, equal geographic
representation of members
3. Roles and Responsibilities of the Committee:
Advocacy for lobbying funds, support of the
implementation, policy formulation/sensitization,
planning, supervision, fostering ownership,
addressing challenges, advisory roles, monitoring
and evaluation, recruitment of peer educators,
documentation and reporting, sourcing for IEC
materials, designing communication messages
After the participants provided information, the presenter provided informal stories regarding
workplace provision of condoms and the lack of financial resources for some individuals in society to
afford to purchase condoms.
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Relationship between Organizational Stakeholders
Task
Force
HIV/AIDS
Committees Focal Persons
Session Break
Facilitator asked participants to assess the different level of HIV/AIDS risks. Placards were placed on
various part of the wall and participants are requested to outline different risk factors between No,
Low, Medium, and High Risk activities. Participants noted the following:
Risk Levels
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actions were removed from one category and moved to more appropriate categories.
Evaluations were provided to participants towards the end of the day with instructions detailing the
proper way to complete. Instructions were also provided on how to complete transport receipt
form and travel expenses.
End of Day 2
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Day Three:
M/E:
E&R
Logframe:
Goal
Objectives
Strategies
Activities: Informed by strategies and activities (ex. Magnet Theater)
Input: Targets, Resources (time, money, supplies, IEC etc)
Output: 30 focal persons trained
Outcomes: Immediate results that come after an activity
Impacts
Indicators: Quantitative (ex. Increasing number of visits to VCT centres)/ Qualititative
Inclusions: Bringing about meaningful participation
Facilitator provided overview of adult learning – often times there is no “wrong answer”.
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