Aiesec Ghana Ask Program Report Phase 1, 2008

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  • 1. Consolidated Report for the four Local Committees of AIESEC Ghana, ASK Project Phase 1, October- November 2008. 1
  • 2. Table of Contents Minimum Deliverables achieved by each LC – KNUST, UCC, LEGON, CUC Training and Learning Partners Financial revenues/partnerships to fund the project Project Implementation Impact Assessment Project Sustainability through peer education Team Management Project Endorsement and AIESEC branding Challenges and recommendations 2
  • 3. Minimum Deliverables - include raising leadership positions, raising interns, organizing opening and closing ceremonies, involving schools to participate in the project, getting learning and training partners, financial partners KNUST Leadership 1 Project Director, Team Leaders, 3 teams – learning, promotion and interns positions Interns 2 interns from Greece and Holand, realized after the end of the project Opening Queen Elizabeth II Hall on October 11, 2008 ceremony Closing Kotei Mount. Zion Methodist Church on the 5th of December, 2008 ceremony Schools 7 schools with 210 total peer educators raised, 30 students from each school Learning PACA International Foundation, Empowerment for Children and Women Centre and (ECWC) and Global Culture Movement (GCM). The C.E.O of PACA was among the Training board of expect that provided advice and guidelines for the success of the project. partners ECWC gave training to the team members of the project and also provided learning materials that were used during the training session. GCM accommodated the interns who came to support the project. Experts: The success of the project was also enabled by the kind support of Uncle Ralph of Komfo Anokye Chest Clinic and Dr. Mrs. Alberta Nyarko an expect in H.I.V/ AIDS advocacy. Financial Ghana Union Assurance, supported with 1000 GHC. Partner(s) Other T.T. Brothers Fruit Juice, Voltic Ghana Limited, Partners Media SOLID FM provided live coverage for the opening ceremony KNUST Names of Participating Schools Training Modules delivered o Konadu Yiadom Preparatory School, o human development, o Ayigya M/A Junior High School, o decision making, o Christian Preparatory School, o gender roles, o Shining Star Preparatory School, o sexuality, o Infant Jesus Junior High School, o psychoactive substances, o Elite College and o STD’s, stereotypes and o Church of Christ Senior High School. H.I.V/AIDS. 3
  • 4. UCC Leadership The team was officially made up of 16 members: Project director (1), team leaders (4), positions interns (2) and team members (9) but members that were actually active throughout the project were 11 Interns 2 interns from Holland and Nigeria Opening Sanaa Lodge Hotel in Cape Coast on October 3rd, 2008 ceremony Closing UCC Medical School Auditorium, November 29th ceremony Schools 5 participating schools, 190 peer educators raised, 30 students from each school and 35 from two of the schools (University practice SHS and Ghana National School) Learning Training provided by Cape Coast Health Secretariat, learning partners – Planned and Parenthood Association of Ghana provided learning and promotional materials for Training sessions. partners Experts: Mrs. Olayinka from Health Secretariat who made a presentation, Dr. Twum- Barima, Daisy and Paa Kow (students from the school of medical sciences of University of Cape Coast) who also made a presentation on the structure of HIV virus anf its effect on human immune system. On the closing ceremony Professor Adu-Oppong Ahmed (School of Medical Sciences,UCC), Doctor Mr Gyebi Peter (Ghana Health Service, Cape Coast) also talked about the HIV/AIDS in the world showing pictures from different parts of the world. Financial Gold Coast Securities Limited, supported with 2000 GHC Partner(s) Other Klick Bar (feeding for interns), Sanaa Lodge. Partners Media ATL FM covered opening and closing ceremony and interviewed partners and AIESEC members concerning partnerships and the ASK program. Names of Participating Schools Training Modules delivered • Adisadel College All 11 modules: • Mfantsipim School • Human development • University Practice Senior High • Sexuality School • Gender roles • Ghana National College • Stereotypes • Aggrey Memorial A.M.E. Zion Senior • Sexual orientation High School • Sexual relationships • Interpersonal relationships • STD’s • Psychoactive drugs • HIV/AIDS • Decision making 4
  • 5. CUC Leadership 1 Project Director, no team leaders, but the learning team comprised of the CUC team positions including PD, regular member, VPP, volunteer and NST member Interns 1 intern from Ivory Coast Opening Central University College Lecture Hall, on October 4th, 2008 ceremony Closing Efua Sutherland Children’s Park, on December 1st, World AIDS Day ceremony Schools 9 schools, 35-40 students each and 60 students at Awudome JHS (Awudome 1 and 3 combined class), 400 total peer educators raised Learning ISODEC, an NGO providing trainings on HIV/AIDS gave one full day of training for and the learning team on AIESEC teaching modules. Learning materials were shared with Training the UCC’s partner – Planned Parenthood Association of Ghana. partners Experts: Hannah, Turning Point Foundation, gave a speech about living with HIV/AIDS, and Miss Naa Amelie Croffie, Margins Group, talked about how to avoid getting HIV among young people. Financial UNAIDS supported with 1700 GHC solely for the Closing ceremony Partner(s) Other Fanmilk, Picadilly Bakery, UNAIDS (office equipment such as photocopy and Partners printing), EPP Bookstore, Media Vibe FM, Radio Gold, Hot FM, Oman FM, Unique Radio FM provided live coverage for the closing ceremony. Two TV stations were covering the closing ceremony – GBC and TV3. Radio Gold invited the learning team two times to talk about the project and the World AIDS Day closing ceremony. Hot FM provided 5 minutes promotion of the project and the closing ceremony on the World AIDS Day. CUC Names of Participating Schools Training Modules delivered o Cable and Wireless 1 JHS In total 8 modules were used: o Cable and Wireless 2 JHS o Human Development o Rev. Thomas Clegg Methodist School o Gender Roles o Kaneshie Bishop 1 o Sexuality o Kaneshie Bishop 2 o Stereotypes o Kaneshie Awudome 1 o Interpersonal o Kaneshiw Awudome 3 Relationships o Kaneshie Kingsway 2 o STD’s o Kaneshie 1 o HIV/AIDS o Kaneshie 3 o Taking Decisions Training and Learning Partners Effectiveness of training and learning materials received 5
  • 6. KNUST There was insufficient training and learning materials for the project members to run the project. Plans were put up to acquire intensive training to enable team become equipped with all the learning modules but things could not work out as planned. As a result of this there was only one day training session given by ECWC. Also the learning materials to be used as a guide during the training sessions were not enough and this also hindered the practical aspect we decided to demonstrate during the training sessions in the schools. Training was provided to only local team members but not the interns due to the lateness of realization of the interns. UCC Training provided by the CC Health Secretariat was effective. The duration was one day and it was attended by most members and medical students who volunteered to be part of the project. Total number of attendees was 16. The training concentrated around AIESEC teaching modules and covered the most difficult ones. While some of the modules were quite straightforward others required additional knowledge and training approach such as Psychoactive Drugs modules. CC Health Secretariat provided expansive knowledge on the topic and prepared presentation about the power and effects of various drugs. CUC Training provided by ISODEC went according to AIESEC teaching modules and lasted for one day. It concentrated on overall teaching approach to deliver the HIV training to teenage group. Mainly the focus was on abstinence and developing understanding of making right choices, how students can avoid bad influence and prioritize studying, how they should concentrate on acquiring knowledge instead of following the bad advice that would harm them. LEGON Financial Revenues/Partnerships Partnerships raised were made through intensive marketing calls. Marketing calls was the only strategy used by the LC’s for generating revenues for the project, Sustainability of the partnerships is yet to be determined and will depend on different factors such as accountability on the part of the LCs which is reflected through reporting, producing results and achieving targets and communicating them to partners. Other factors include funders’ position with respect to renewed budgets and priorities, revenues, availability of funds for CSR, etc. 6
  • 7. Fundraising strategies need to be diversified, for example, there should be other income generating activities within the LCs to fundraise for the project. Long-term partnerships need to be raised that would be based on common objectives and goals. Partnerships based on common objectives will be mutually beneficial and cooperative in terms of knowledge, resources, strategies, capacity building, etc. Project Implementation Targets set: 25000 young people reach through peer education, using multiplying effect. So 25000 : 4 LC’s = 6250 (target for each LC for both phases of ASK) 3125 – target reach for each phase Target – 3125 reach is the Targets achieved in relation to 3125 target set target for one phase Number of schools and Number of peer educators students per each school reaching out to peers and friends 1 × 10 KNUST 7 (30 students) 210 (2100 reach) UCC 5 (30-35 students) 190 (1900 reach) LEGON 8 (20 students) 160 (1600 reach) CUC 9 (35-40 students) 400 (4000 reach) All LC’s started projects in timely manner followed by opening ceremonies. The targets were not achieved except for the CUC, which actually overpassed the target of 3000 provided that peer education continues to expand and affect more people. Although other three LC’s did not meet the targets, they have been working extremely hard to stretch their capacities. Thus the efforts along should not be overlooked and instead should be given a grateful and justifiable applause. The zeal to improve and still reach the targets is now transferred to the second phase which even benefits from the increased sensitivity to project success that is based on experience and the lessons learnt from the first phase. The training in schools has been effective and project implemented in overall of 29 schools – from Upper Primary to Senior High levels. 7
  • 8. The implementation of the project was effective for the following important reasons: • Regular intensive daily and weekly trainings • Interactive teaching style based on peer talks, peer sharing of youth to youth, as opposed to adults versus youth • Provision of learning materials and visual materials such as pictures of the STD’s cases of people infected in Ghana • Creation of learning networks comprising of the learning partners, experts, invited guests, schools and financial partners interested in addressing the HIV problem and believing in capacity of the project to make an impact • Exposure of students to hearing and learning from experts (doctors, nurses, HIV positive individuals) during opening and closing ceremonies • Students were selected based on voluntary participation which ensured high level of participation and motivation • Creation of open spaces for discussions, knowledge improvement, debates and self-assessments concerning HIV and health, reproductive health, behavioural issues important for adolescents, relationships, sexuality, physical changes and emotions associated with growing up • Trust created between AIESEC members and students due to their mutual “youthness” and friendliness • Students’ regular attendance of trainings due to the formal setting of school environment that is favourable to capture the students and implement the training • Support from school administration and teachers who accepted and recognized the benefits of running the ASK project • Involvement of experts and resource people in training, advisory and endorsement of the project goals • Regular meetings of the teaching team for knowledge and methodology sharing and discussions on necessary improvements • Continuous dedication of the teaching teams and their excitement in running the sessions 8
  • 9. • Short-term duration of the project fostered maximization of efforts to make the best impact and “produce” serious and knowledgeable young peer educators • Engagement of students in participation in the closing ceremonies and formation of HIV clubs created an atmosphere of mobilizing resources and knowledge sharing, increased interest in subject, desire to learn more and create an impact through performing on the day of the closing ceremony • Involvement of students in decision making concerning preparation for the closing ceremony and clubs adds to the seriousness which students are taking the project and assume their role of peer educators • Knowledge of students has increased based on evaluations of the teaching modules such as quizzes • Interest of students has been maintained from the beginning with level of motivation remaining high throughout the project which was evident by student attendance and participation, i.e. asking questions, responding, bringing examples, offering solutions to problems presented in the class • Behavioural change and positive attitudes towards staying healthy and avoiding risk factors pertaining to HIV has been reached due to: 1) Students’ understanding of the consequences of engaging in drugs, following bad company, prostitution, sexual activities 2) Students’ understanding of abstaining from sex and not following bad peer influence 3) Students’ condemnation of the wrong behaviour such as stealing, girls sleeping with men for money, engaging in sexual activities 4) Students’ increased confidence in choosing what is right for them through understanding of reasons behind getting HIV positive 5) Through drama and situational role playing, stories of how the behavioural choices lead to contracting the disease students internalize the positive attitudes, skills and behaviour 6) Students’ promotion of ‘good’ behaviour through advice to fellow youth to abstain from sex by means of poems, drama, songs and debate scenarios 9
  • 10. Impact Assessment Impact assessment includes activities during the project and outcomes as a result of the intervention (implementation of the project in 29 schools in Accra, Kumasi and Cape Coast):  Raising around 900 peer educators among local youth with the further impact to educate and affect other youth  It is expected that about 9000 local youth will be impacted through peer education  Awareness in the community through opening and closing ceremonies, media involvement, project endorsement in university community and outside among AIESEC stakeholders  Support from corporate and non-corporate partners such as Gold Coast Securities Limited, Ghana Union Assurance insurance company, UNAIDS, Global Culture Movement and ISODEC, Turning Point Foundation NGOs  Increase of students knowledge of the HIV and surrounding issues  Engaging students fostered positive attitudes, skills and behaviour towards ‘good’ behaviour, making right decisions, responsibility for ones health  Students have become more aware of the social issues and took responsibility to fight collectively against the spread of HIV  Students have become more serious about their studies and their future  Students have volunteered establishing clubs in their schools which serves as evidence of impact created  Students volunteered to educate their peers and engage them in joining the HIV clubs  Students volunteered in participating in regular club meetings and activities improve their knowledge around HIV/AIDS  Students have learnt a lot from AIESEC member, for example, they have learnt responsibility, sensitivity to an issue, choosing healthy lifestyle over risky behaviour. AESEC members have served as role models of friendliness, interest in social issues, tolerance and inclusiveness 10
  • 11. Project Sustainability through Peer Education Peer education serves the basis behind the whole project and is best achieved through establishing of the HIV clubs. The following steps need to be followed to successfully establish clubs and put necessary structures in place:  Member registration  Elections to choose executives (president, vice president, treasurer, organizer, secretary)  Constitution of the club including rules, policies and values  Patron for each club for each school  Board of Advisors  Regular club meetings facilitated by AIESEC members  Knowledge exchange and improvement within the club  Peer education activities (outreach)  Recruitment of new members to join the club  Tracking of peers educated LC’s Performance in relation to establishment of HIV clubs: Steps to establish HIV clubs KNUST UCC LEGON CUC Member registration Yes Yes No Yes Elections of executives Yes No No Yes Constitution Yes No No Yes Patrons No No No Yes Board of Advisors No No No No Club meeting schedule Yes Yes No Yes Knowledge exchange/improvement No Yes No Yes Peer education No Yes No Yes Recruitment of new members No Yes No No 11
  • 12. Tracking of peers educated No Yes No No As evident from the table above, club formation has already been started by some of the LC’s, especially UCC and CUC. However, due to the end of semester and school vacations, the full concentration towards establishing clubs will take place from January when students come back to school. The main reason of the club is to facilitate peer education according to the ASK program design and also to measure the impact created from the training. Therefore efforts are placed towards providing necessary support for the clubs and training to the ASK teams provided concerning the stages of club formation. Team Management Team management overall was satisfactory although there were challenges. For example, KNUST a Project Director resigned shortly before the launch of the opening ceremony and the full team comprising of the learning, promotions and interns’ team has been assembled late after the major fundraising and planning of the project. The LC CUC did not have the ASK team at all and the EBs and volunteers including a PD had to run the project and do the teaching in schools. LC UCC experienced some idleness on the part of the few members although overall performance of the team has been exceptional according to the PD. Here are some of the challenges experienced by the LC’s with respect to team management: KNUST According to the PD lack of cooperation by most of the AIESEC members was a challenge in running the project. Help was asked from other AIESEC members who were not very busy because their projects were supposed to start in second semester, however they were reluctant to help the ASK team. UCC According to the PD out of 16 members 11 were active. LEGON CUC According to the VPP’s considering the size of the team and the workload the ranking of team performance would be 8 out of 10. Project Endorsement in the community and AIESEC branding Project has been successfully endorsed to the university community and the outside world through: 12
  • 13. • Banners and posters across campus about the project especially opening ceremonies • Opening and Closing Ceremonies especially those outside of university campus such as at Efua Sutherland Children’s Park • Radio air including interviews with ASK teams and students • TV stations covering the closing ceremonies • Participation in “Breakfast Shows” • Invitations to partners, university officials and government ministries, such as Ministry of Health and Ministry of Education to witness opening and closing ceremonies • Collaboration with partners concerning training, project implementation and learning materials • Raising new partnerships with corporate entities and non-for profit organizations • Marketing calls that include numerous introductions about the project and AIESEC as a whole • Promoting projects during Introduction to AIESEC stage Report prepared by Tatiana Nigay, National Support team, Projects AIESEC Ghana January 08, 2009. 13