Siyakha Nentsha“Building with Young People”Enhancing the health,economic,and socialcapabilitiesofhighlyvulnerableadolescen...
What is Siyakha Nentsha?                                                                 The programme was delivered in 10...
Skills and confidence lead to a better future        Siyakha Nentsha makes a difference in the way learners feel aboutthem...
Comprehensive programmes like Siyakha Nentsha are the way forwardS        ome programmes for young people are moving beyon...
Upcoming SlideShare
Loading in …5

110607 s nbrief


Published on

Published in: Health & Medicine
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

110607 s nbrief

  1. 1. Siyakha Nentsha“Building with Young People”Enhancing the health,economic,and socialcapabilitiesofhighlyvulnerableadolescentsT he Isihlangu Health and Development Agency developed a life- KEY FINDINGS ØØØØ orientation programme for young people in KwaZulu-Natal that Siyakha Nentsha addresses has been tested locally. The programme, Siyakha Nentsha (isiZulu topics not discussed for „building with young people‟), provides context-appropriate elsewhere that are importantstrategies to enhance participants‟ financial skills, social support, HIV/AIDS in the lives of young peopleand reproductive health knowledge and skills, and future life options. Ø The programme is accredited by the South African Qualifications Siyakha Nentsha increasesAuthority, meaning participants who complete Siyakha Nentsha have an young people‟s confidence toasset that may assist them with accessing jobs and other opportunities in prepare for the future andthe future. cope with difficult situations Ø The long-term goal of the programme is to improve the Siyakha Nentsha girls and boys lifelong skills and well-being of adolescents in KZN learned and used budgeting Over 1400 young people have participated in Siyakha Nentsha since and planning skills Ø2008. The intervention took place in a peri-urban area called Siyakha Nentsha girls and boys“Ngonyameni,” located outside of Durban and adjacent to the township of showed improved knowledgeUmlazi. The programme has been rigorously evaluated by the Population of social grant requirementsCouncil and UKZN; results from the evaluation are promising. and criteria Ø As the vast majority of young people in South Africa attend school Siyakha Nentsha girls and boysduring their teenage years, working through the schools was the most were more likely to knoweffective way to reach large numbers of participants. We wanted to work how to search for a job,with young people who would be able to use the skills relatively quickly interview and start a businessafter finishing school, yet not be too distracted by the programme and lose Øtime studying for their matric exams. We determined therefore that Among boys, Siyakha Nentshalearners in grades 10 and 11 would be the most appropriate to start with. participants were less likely to begin having sex Ø What were some topics discussed in Siyakha Nentsha? Siyakha Nentsha girls and boys While many programmes for young people in South Africa attempt were more likely to knowto reach them with information about HIV and AIDS, Siyakha Nentsha also where to get a condom ifgives young people a chance to discuss and learn about critical issues that they needed it Øare not addressed elsewhere, like gender, budgeting, job seeking and sexual Working with both boys andviolence. These normally neglected topics are critical in young people‟s lives girls can impact how theyand for many participants—especially boys—this was their first opportunity relate to one another andto touch upon such themes. make a difference to both genders 1
  2. 2. What is Siyakha Nentsha? The programme was delivered in 10th -11th standard classrooms by teams of facilitators who were recent graduates from the programme schools. They led sessions with learners 2 to 3 times per week in classrooms during school hours; each session lasted approximately 1 hour. Sessions included modules on self-awareness, human rights, HIV and AIDS, reproductive health, the value of planning for the future, saving money, accessing banks, job readiness and basicThe evaluation process principles of starting a business. Each session was highly interactive and included time for participation and reflection. Facilitators were We did research to assess the effectiveness also available after session hours to discuss personal issues facedof the programme. There were 7 secondary schools by the study area; 6 initially received the programmeand the seventh served as a comparison. After thestudy was over, learners in the comparison schoolreceived a streamlined version of the intervention. We interviewed learners before and afterthe programme to see how their lives changed overtime. We asked them questions about their families,schooling, work experience, attitudes and values, aswell as health knowledge and behaviours. Wecompared the changes experienced by learners whowere in Siyakha Nentsha to those who were not.What did we learn about the learners? Situation of learners in 2009 Boys Girls Learners in the study faced a host of challenges. Over one-third of young people in the study had lost a Average age (years) 19 18 parent. Many learners lived with grandmothers, siblings, % who are orphans 41 38 aunts or uncles. More than one out of every five learners % who report ever been pregnant — 20 reported that their household did not have enough money for food, much less other basics. % who say their household doesn’t have enough money for basic necessities 74 75 Most live in homes with electricity, but report frequent outages. Eighty eight percent of households were % whose homes are connected to receiving some kind of social grant. Although schools are 97 92 electricity often located far from learners‟ homes, transport is lacking % who did not have food to eat and most learners walk to school. Around 17% of girls take 10 14 the morning of the survey a taxi to school most days, possibly to avoid unsafe % who walk to school 88 82 situations that can arise when girls walk alone. Reflecting % who have ever worked for pay 19 8 the lack of employment opportunities in the area, only a small number of participants had ever undertaken work for # of members in the household 7 8 which they were paid: 17% of boys and 8% of girls. % who live in a female-headed household 54 48 Mean # of items owned by household, out 9.8 9.5 How did Siyakha Nentsha affect of 22 learners? Boys (%) Girls (%) The charts on the next pages show the differencesbetween males and females and between learners in the Non- Siyakha Non- Siyakhaprogramme and those who did not have it until after the Progra Nentsha Program Nentsha mme mestudy. (Statistical significance is shown by the *). I feel like I have a number 82 89* 86 87 of good qualities The programme devoted substantial amount of timeto helping young people think about their self-identities, goals I feel like I can express my 88 95* 91 94and sense of worth. Siyakha Nentsha participants, especially ideas to othersboys, felt more confident and believed they had a number of I do not have any hope for 18 13 16 13good qualities. Participants were also much more likely to the futurereport being able to express their ideas to others. I feel as intelligent as most 81 93* 84 87 2 people my age
  3. 3. Skills and confidence lead to a better future Siyakha Nentsha makes a difference in the way learners feel aboutthemselves and the way they are able to navigate the world. SiyakhaNentsha boys and girls had significantly higher rates of discussing socialgrants, looking for work, starting a business, sexuality, HIV/AIDS andgender relations. The financial education and career guidance offered by theprogramme also appear to have made a lasting impression on participants. Siyakha Nentsha males and females had much higher rates of having discussed financial decision making, careers, starting a business and looking for work. Programme learners were also more likely to have greater knowledge of the range of social grants available in South Africa, including eligibility criteria for each grant. Ability to answer math/financial questions correctly was also higher among Siyakha Nentsha participants. Boys (%) Girls (%) Over and above this increased exposure to information about gender relations, self-identity and sexualHave you ever Non Siyakha Non Siyakha health among programme participants, the programme also Pro- Pro-talked about... gramme Nentsha gramme Nentsha appears to have made real changes in behaviours. There is evidence, for example, that a significantly smallerAccessing social grants 59 83* 53 81* percentage of male participants (compared with non-Looking for work 70 86* 72 84* participant males) sexually debuted (had sex for the first time) between the first and second surveys. AmongCareer guidance 69 90* 76 89* females, there were no detectable impacts on sexual debut,How to start a business 73 86* 66 80* but encouraging changes in condom use were observed.Financial decisionmaking 69 86* 67 85*Saving money for the 55 84* 67 80futureInterpreting data 61 80* 59 78*Self-esteem, attitudes, 84 94* 82 89valuesSexuality 83 98* 83 92*Violence and sexual 75 96* 79 93*abuseHIV/AIDS 89 93 88 92Gender relations 64 90* 66 83* Female participants reported a significant increase in confidence in the ability to find and to use a condom effectively after completing the programme. Moreover, this increase in confidence seems to have translated into more consistent condom use. Among females who were already having sex, for example, more participants reported regularly using a condom with their most recent sexual partner. Siyakha Nentsha also had an impact on concrete skills that help prepare young people for their future. One of the key objectives of the programme was to help learners develop financial goals and to enhance their financial decisionmaking ability. Learners in the program havemade big progress in this area. A substantial and percentage of female programme participants, forexample, started to save money for the future during the programme. Inaddition, both male and female programme participants engaged withfinancial institutions such as banks. Girls in the program were significantlymore likely (p<0.10) to have tried to open a bank account, and programmeboys who tried to open a bank account were more successful than theircounterparts who did not have access to Siyakha Nentsha. 3
  4. 4. Comprehensive programmes like Siyakha Nentsha are the way forwardS ome programmes for young people are moving beyond talking only about sexual abstinence and using condoms. The social and economic challenges that make HIV and AIDS threats to young people also need to be tackled straight away. Programmes such as Siyakha Nentsha include training on human rights, financial planning, and skills for making better choices. These topics are discussed—along with teen pregnancy, HIV and AIDS - in setting where young people can speakfreely and are mentored by trained facilitators from their own community. This type of life orientation can provide youngpeople with useable skills that reduce HIV risk, increase their financial empowerment and enhance their ability to copewith the stresses of growing up in a challenging environment. More than two-thirds of participants reported they wouldhave benefited by having the programme at an earlier grade. A critical component of the success of Siyakha Nentsha wasworking with both young men and young women, as both were shown to benefit from this programme. It also changedthe way girls and boys related to one another by increasing their understanding and respect for the opposite sex. Skills-building provided by young adults from the same community was shown to increase the participation and engagement ofparticipants—transforming the programme from a passive to an active one. Building together with young people—SiyakhaNentsha—can help lead to a brighter future for South Africa. For more information about Siyakha Nentsha contact:Kasthuri Govender / Emmanuel Mbatha Michael Rogan Kelly HallmanIsihlangu Health & Development Agency University of KwaZulu-Natal Population Council27 (0)835657378 031 2603332 +1 We gratefully acknowledge the guidance, support, and participation of the following people, without whom this programme could never have taken place: Inkosi M.M. Cele, Acting inkosi of Vumengazi Tribal Authority Inkosi Makhanya, Inkosi of Sobonakhona Tribal Authority Mr. Mbuyiseni Percival Mkhize, Chairperson Ward 100 Youth Forum, Municipal Structure Mr. N. Cele, Ward Manager, Umbumbulu District, Department of Education Mr. M.W. Mbhele & staff, Mhawu Secondary School Mr. M.J. Mhlongo & staff, Inwabi Secondary School Mr. M.D. Msomi & staff, Nomavimbela Secondary School Mrs. P. Deonath & staff, Khulabebuka Secondary School Mr. S.E. Sibiya & staff, Fundinduku Secondary School Mrs. C.B. Ngubane & staff, Skhwama Secondary School Mr. Ndlela & staff, Sobonakhona Secondary School Ms. Nomali Magwaza, Umbumbulu District, Dept. of Education Mr. Solly Serumula, Accudata Ms. Eva Roca, Ms. Cecilia Calderon, Ms. Hannah Taboada, Population Council Dr. Deevia Bhana, Dr. Rob Pattman, and Prof. Alan Whiteside (HEARD), UKZN The facilitators: Nombango Anna Sibeko, Thabile Shozi, Mboneni Genesis Thwala, Nduduzo Blessing Msomi, Pretty Thandani Cele, Nontobeko Charlotte Cele, Sabelo Emmanuel Mkhize, Banele Precious Ngcobo, Njabulo Freedom Ndlovu, Noxolo Peaceful Makhanya, Mbali Pretty Mseleku, Sithembile Pretty Gumede, Bongekile Carol Shozi, Nokulunga Dorah Shange, Ayanda Mthabela, and Siphiwe Cyril Mbava The participants : A special word of thank you for staying with the programme and persevering. 4