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Behavior Change Communication for Youth out of School

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THE OPEN UNIVERSIT Y O F TANZANI A & SOUTHERN NE W HAMPSHIR E UNIVERSIT Y MASTER OF SCIENCE I N COMMUNITY ECONOMI C DEVELOPMEN T (2005) BEHAVIOUR CHANG E COMMUNICATION FO R YOUTH OUT OF SCHOO L THE CASE STUDY O F CHAWAKU A KARAMA, ZAYNAB MAR O BEHAVIOUR CHANGE COMMUNICATION FOR YOUTH OUT O F SCHOOL: THE CASE STUDY O F CHAWAKUA BY KARAMA ZAYNAB MARO A PROJECT PAPER SUBMITTED I N PARTIAL FULFILLMENT FOR THE REQUIREMENT S FOR THE DEGREE OF MASTER OF SCIENCE I N COMMUNITY ECONOMIC DEVELOPMENT IN THE SOUTHERN NE W HAMPSHIRE UNIVERSIT Y A T THE OPEN UNIVERSITY O F TANZANI A 2005 i SUPERVISOR'S CERTIFICATIO N I, Felician Mutasa certify that, I have read this Project and accept i t as scholarly work for review. I therefore recommen d i t to be awarded the Degree of Master of Science in Community Economic Development (CED). Signature Date ii STATEMENT OF COPYRIGHT "No par t of this Project may be reproduced, store d i n any retrieval system , or transmitted i n any form by any means, electronic, mechanical, photocopying, recording or otherwise withou t prior written permission of the autho r o r th e Open University of Tanzania/Southern New Hampshire University in that behalf iii DECLARATION B Y THE CANDIDAT E I Karama , Zaynab Maro of Riverside Shuttle,Car Hire and stores Ltd. P.O.Box 2 8 Arusha, do hereby declare that, the work of this project pape r presented fo r fulfillmen t of the Degree of Masters of Science in Community Economic Development(CED) is based on my own efforts an d solely done by myself except where quoted fo r learning purpose. I t has never been presented a t any other Institution for similar purpose. Signature Date iv DEDICATION To the memor y o f my precious family, my father , the lat e sir Karama Ras h id Maro, my beloved mothe r Mwanahawa bin t Muya and m y lovel y son, Rashidi. To my beautiful daughter s Fatma Karam a Maro and Mwanahaw a Rashid . V ABSTRACT This report i s about the evaluation of the Behavior Change Communication fo r th e youth of six selected wards of Arusha Region. Chawakua , is an organization conducting the projects agains t HIV/AIDs. The y answered m y request to work for them during my studies an d asked me to monitor and evaluate on e of their projects; Th e Behavior Change Communication to youth out of school. The project i s developed to continue support of a series of reproductive health interventions aimed at improving the quality of care in Arusha District initiate d by the Ministry of Health under National Aids Policy and with a methodology proposed by the World Health Organization (WHO). These interventions are to improve the quality of care focused on adaptations i n six wards, training providers, and increasing the range of condom use methods offered . Evaluation of the Behavior Change Communication project showe d that th e interventions improved services but did not increase demand amon g underserve d populations. It is concluded that the intervention's impact would continue to be low unless th e project reaches community members an d create more demand fo r services. vi ACKNOWLEDGEMENTS This research would not have been possible without the efforts of many people and institutions that generously joined the activities and supported the achievement of the objectives established. I want Chawakua t o be recognized for providing the institutiona l background to carry out this work. I would lik e to express special thanks to the founders of this NGO an d th e whole Chawakua tea m for the administrative support given . Additionally, the support of Instructors Mr. Michele Adjibodou an d Mr.Felician Mutasa was vital to reaching participants in different areas . Michele created this idea to me and Felician stood by my side by giving educational sessions, technical as well a s logistica l support. They were the creators an d initiators of this project they offered orientation and valuable opinions, and they supported the follow-up of the project activities. I also want to express our gratitude to all instructors who were responsible for delivering their educational materials to all students. Al l th e instructor s sympathized with me in class after my tragedy. My specia l gratitude is to my all Mighty God who made i t possible for me to finish thi s course though he decided to test me in the hardest way by taking my beloved mother vii and the sam e week he took again my dearest friend wh o happened to be my first born and only son. He later gave me a beautiful granddaughter fro m the sam e son during my course period and I became a mother again and her name is Baby Hawa . I share my sincere appreciation with my daughter Fatma who encouraged me and som e of my friends to continue with this course despite from m y tragedy , and many thanks to them because I hav e managed to finish my studies. Without forgetting th e CED crew , my fellow colleagues in the programme, thank you. viii TABLE OF CONTENTS : Supervisor's Certificate i Statement of Copyright ii Declaration Certificate ii i Dedication i v Abstract. v Acknowledgement v i Table of Contest vii i CHAPTER 1 : CBO BACKGROUN D 1.1 Background . 1 1.2 Chawakua's accomplishment 1 1.3 mission 3 1.4 vision.. 3 1.5 goals................................................................. 3 1.6 Objective 5 1.7 Source of Funding 5 1.8 Clients characteristics 5 1.9 Baseline survey................................................................ 6 1.10Assignment..... 6 1.11 Organizatio n chart 7 1.12 Proble m statement........................... 8 1.13 Objectives/activitie s to accomplish at the end of projec t 9 1.14 Yout h talk 9 1.15 Sport s Rallies 9 1.16 Sit e Visit Meetings in wards 1 0 1.17 Teen Safaris and Enter-Education 1 0 ix 1.18 Pee r educators 1 0 1.19 Lif e planning skills 1 0 1.20 Participator y Community Mobilization 1 1 1.21 Pee r educators to refresher 1 1 1.22 TO T refresher cours e to VET-C Teacher s 1 1 CHAPTER II : LITERATURE REVIE W 2.0 Theoreti c Review 1 2 2.1 Empirica l Review 2 2 2.2 Polic y Review 3 3 2.3 Overal l goal of the HIV/Aids Policy in Tanzania 3 4 2.3.2 U.N.Education/Childre n Rights 3 7 2.3.3 UNFP A policies 3 9 CHAPTER 111 : RESEARC H METHODOLOG Y 3.0 Researc h Desig n 4 5 3.1 Researc h Approach and Strategy 4 8 3.2 Samplin g Technique 5 1 3.3.0 Dat a Collection 5 2 3.3.1 Primar y Data Collection 5 3 3.3.2 Secondar y Data Collection 5 3 3.3.3 Dat a Collection for Youth Talk 5 4 3.3.4 Dat a Collection for Sports Rally 5 5 3.3.5 Dat a Collection for Site Visit Meeting 5 7 3.3.6 Dat a Collection for Enter-Educate/Drama 5 8 X 3.3.7 Dat a Collection for Teen Safari for Peer Educators 5 9 3.3.8 Peer Education Training 6 0 3.3.9 Data Collection for Life Planning Skills 6 1 3.3.10 Data Collection for Community Mobilization 6 3 3.3.11 Data Collection for Peer Educator Refresher 6 4 3.3.12 Data Collection for TOT Refresher t o VET-C- 6 5 3.4.0 Data Analysis 6 6 3.4.1 Primarily Data Analysis 6 7 3.4.2 Secondary Dat a Analysis 6 8 3.4.3 Data Analysis for Youth Talk 7 0 3.4.4 Data Analysis Sports Rally 7 1 3.4.5 Data Analysis Site Visit 7 1 3.4.6 Data Analysis for Teen Safari 7 2 3.4.7 Dat a Analysis for Enter-Educate 7 2 3.4.8 Data Analysis for Peer Educator Training 7 3 3.4.9 Data Analysis for Life Planning Skills 7 4 3.4.10 Data Analysis fo r Community Mobilization 7 6 3.4.11 Data Analysis for Peer Educator Refresher 7 7 3.4.12 Data Analysis for TOT Refresher Cours e to VET-C-Teacher 7 8 xi CHAPTER IV: FINDING S AND CONCLUSIO N 4.0 Data Findings 8 0 4.1 Dat a Findings for Youth Talk 8 2 4.2 Dat a Findings for Sports Rally 4.3 Dat a Findings for Teen Safari 8 4 4.4 Dat a Findings for Site Visit 8 5 4.5 Dat a Findings for Enter-Educate 8 6 4.7 Dat a Findings for Peer Educators 8 8 4.8 Dat a Findings for Life Planning Skill 9 0 4.9 Dat a Findings for Community Mobilization 9 1 4.10 Dat a Peer Educator to Refresher 9 2 4.11 Dat a Findings for TOT Refresher Cours e to VET-C-Teachers 9 3 4.2.0 Recommendatio n Introductio n 9 4 4.2.1 Recommendatio n fo r Youth Talk 9 4 4.2.3 Recommendatio n fo r Sports Rally 9 5 4.2.4 Recommendatio n fo r Site Visit 9 5 4.2.5 Recommendatio n fo r Enter-Educate 9 7 4.2.5 Recommendatio n fo r Teen Safar for peer educators.
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