Towards comprehensive and sustainable workplace hiv & aids p

NATIONALORGANIZATION
OF PEER EDUCATORS
Innovative Options for Behavior Change
Towards comprehensive and
sustainable workplace HIV &
AIDS programming
NOPE Experience in Workplace
Programs

NATIONAL ORGANIZATION
OF PEER EDUCATORS
NOPE Background
• A local NGO established in 2001 by Peer Educators
within IMPACT project regions of Rift Valley, Coast and
Rift Valley. Our Mandate lies within expansion of the
Behaviour Change Communication strategies. This
includes moving Peer Education from isolated projects to
expanded comprehensive HIV and AIDS programs at the
workplaces and community levels. Currently working
with over 40 workplaces; private and public sectors in
Kenya, South Sudan and Tanzania.

OF PEER EDUCATORS
SUMMARY OF
BEST PRACTICES

OF PEER EDUCATORS
As an organization we believe in comprehensive
programming based on proven steps towards HIV and AIDS
programming in the Workplaces ( Tea Farms, Flower Farms).
The ‘must- follow’ steps that have borne fruits include:
a. Entry assessment before program formulation
b. Advocacy for Management buy-in of the program and steering
by the Human Resource Department
c. Management Sensitization of top and middle line managers
d. Identification, recruitment, orientation prior to and training of
Peer Educators
e. Feedback to the workplaces with program implementation
1. Creating effective socio-ecological
environment for programming

OF PEER EDUCATORS
Involvement of top and middle line managers
Oserian ED leading at the 2005 WAD
Sher Peer Educators, HRM With The Executive
Director during the launch of Sher HIV and AIDS
Policy in 2005

OF PEER EDUCATORS
2. Addition: Expertise in workplace policy formulation
• NOPE has added a feather to the project by availing tact and
the required level of expertise in Policy formulation for
workplaces to eliminate going into program without policy
and vice versa. The workplaces that have benefited so far are
many but the ones in the region include:
Workplace Type of Assistance
1 KWS Policy design and Formulation
Undergoing ratification for approval
2 Oserian Policy, Formulation, Design and
Dissemination
3 Sher Agencies Policy Formulation, Design and
dissemination

OF PEER EDUCATORS
3. Limiting costs to the workplaces and the
project in program implementation
• This forms a main aim of NOPE while assisting the workplaces. The
strategies put in place to facilitate this include
 Ensuring minimal cost to production time by peer educators
during Peer Education activities. They are trained in identifying
the most appropriate timings for activities
 Facilitating cost-sharing between the project and workplaces.
Example include the Peer Education training at Oserian and
Unilever Tea Kenya
 Facilitating linkages between workplaces, GOK and the project.
E.G, referral for training of W/Place service providers in PMTCT
and Counseling supervision by GOK
 Sourcing for alternative funding by the companies ie from
NACC

OF PEER EDUCATORS
4. Enhancing ownership and strategic
management of the program by the
workplaces
• NOPE has been doing this by
– Enhancing ownership and leadership of the programs
by the workplaces (Committes, Focal Persons)
– Giving constant feedback to the workplaces on the TA
areas of program assistance they get from NOPE
– Taking action on the information needs and
facilitating similar action by the workplaces (E.g.
Thematic approach to coordinators quarterly
meetings and specific workplace programs)

OF PEER EDUCATORS
Case study:
The realized low participation of women in access to and
utilization of services in one of the flower farms
There was a realization that more men were accessing
HIV testing and care services at one workplace from the
Peer Education referral facilities and the coordinators
reports. During the monthly zone-leaders meeting with
the coordinator and the TA provider, a theme was
coined: Women; our mothers, our sisters and our
daughters. Lets care for them!
This deliberate theme led to realization that led to:
i. Special focus on women and access to services by peer
educators and identification of barriers
ii. Improvement of attitude by service providers
iii. Eventual increase in VCT and PMTCT uptake by women
iv. More women being trained in Community and Bereavement
counseling to handle their specific issues

OF PEER EDUCATORS
5. Enhancing the capacity of Peer Educators to move
beyond HIV and AIDS education only
• The current curriculum we are using goes beyond the
medical perspectives of HIV and AIDS hence
encompassing:
– Values based approach e.g. Relationship Vs Prevention
– Sexuality Vs Abstinence and faithfulness
– Gender dimensions in HIV and AIDS
– 52 week guideline for workplace Peer Education (implying active
Peer Education for over 2-3 years): Tools for implementation
– Alternative problem posing techniques (training in using video,
fish bowl, bridges of hope, power walk etc relevant to
Workplaces

OF PEER EDUCATORS
6. Documentation of workplace initiatives
• NOPE has managed to workplaces in
documenting workplace programs efforts
and achievements. This culminated in
– Development of a Management Advocacy
Package for workplaces to enhance program
adoption and adaptation
– Development of 54 week guide for workplace
Peer Educators
– Continuous monitoring and documentation of
specific workplace efforts, internet/intranet

OF PEER EDUCATORS
7. Peer education as part of the larger programming puzzle
• Earlier realization: Most workplaces and TA
providers have based the outcome of program
on the outcome of Peer Education initiatives.
• Current position: Peer Education forms part of
the puzzle towards improving qualities of lives at
the workplaces. NOPE deliberately assists
workplaces to have peer education function
within larger policy environments, health care
services, psychosocial support and other areas
of interventions-Company policies, FKE, ILO and
the National strategic plans

OF PEER EDUCATORS
8. Peer education as part of the programming puzzle 2….
This can be seen in:
Workplace Other interventions Linkages
Oserian Policy, PMTCT, STI mgt, OI & TB
mgt, ART, Community
Counseling, HBC, HIV testing,
FBO interventions, YIS
interventions
GOK,FHI, SWAK,
YMCA, KGGA,
NACOHAG
Sher Policy, PMTCT, STI mgt, OI & TB
mgt, ART, Community
Counseling, HIV counseling and
testing, FBO interventions, YIS
interventions
GOK,FHI, SWAK,
YMCA, KGGA,
UTKL Policy, PMTCT, STI mgt, OI & TB
mgt, ART, Community
Counseling, HBC, HIV testing,
FBO interventions, YIS
interventions
GOK,FHI, Walter
Reed, KTGA

OF PEER EDUCATORS
9. Creating Linkages and Net Working
• Workplace Coordinators are regular participants
in workplace forums; Nairobi, Central and Rift
Valley.
• Conferences
• Linkages to external sources of services, where
applicable

OF PEER EDUCATORS
10. Identification of unique program needs
• VCT needs-
• Consumption of the existing services
• Confidentiality
• Service provider needs
• Youth needs
• Management support
• M&E
• Documentation needs
• Rejuvenation

OF PEER EDUCATORS
Lessons learnt
1. TA provision has to be strategic. There needs to be (a
sort of) MOU between workplaces and the TA
providers for sustainability of such programs and
eventual exit plan
2. Proper orientation of peer educators prior to a training
is essential for result-oriented approaches and
sustained intrinsic motivation among peer educators
3. Entry to workplaces has to be strategic and systematic
as some players do not have capacity to implement
comprehensive programs yet preferred by the
workplaces

OF PEER EDUCATORS
Lessons learnt contd…..
4. Enhancing ownership of programs by workplaces is the
only way to sustainable programs. They have to see
themselves as the implementers and Project as TA
providers and part of strategic linkages
5. Magnet Theatre and Peer Education can compliment one
another especially at the agricultural estates: The estates
have static populations and peer educators have high
information base. The theatre training also acts a
motivation to peer educators and adds variety to
facilitation techniques peer educators have. E.g. at Sher
6. There are workplaces in Nakuru that have been doing
something in their own ways and what they need is
strategic support mechanisms
7. With reduction of Peer Education activities, other
program components are also likely to suffer. A
realization from Naivasha w/place program initiatives

OF PEER EDUCATORS
Lessons learnt… 3
8. It is easier to work in workplaces that have clear structures to
integrate HIV and AIDS programming.
Factor Workplace A e.g.
Oserianl Celtel
Other workplaces
Clear
management
structures
and functions
It is easy to fit HIV and
AIDS programming as
part of HR function
HR head might be having other
functions hence HIV unlikely to
be given the priority it deserves
Existing budget
allocation
With existing Budget
allocation e.g. training
budget, it is easy to carry
out activities
Policy
dissemination
and application
It is vital t disseminate HIV
and AIDS policies.
The policy application is based on
each individual's supervisor or
manager’s interpretation

OF PEER EDUCATORS
Providing
controlled housing
to staff
The Staff are easily
reached and monitoring
the reach and outcome
is easier
Without housing or controls,
the reach is not strategic
hence we might assume that
the workers are reached as
bandwagon/blanket in the
community
Program ownership
hence sustainability
Easier as the
management structure
makes it easier for buy-
in and feedback
mechanisms towards
sustainability
Not easy. Staff likely to
compare themselves with
other community based
interventions and place more
demand on the project TA
providers
Conclusion:
There is no magic bullet towards targeting and managing each
workplace program. Blanket or bandwagon approaches hence cannot
apply equally in all workplaces

OF PEER EDUCATORS
To be continued…..

OF PEER EDUCATORS
Challenges and constraints
1. Receiving feed back, still a challenge
2. Harmonization of feedback in the
workplaces
3. Who owns the information in Peer
Education initiatives? Is the Peer
Educator a postbox or the recipient of
the mail of behaviour change?
4. Time

OF PEER EDUCATORS
Future…..?
1. The workplace policies will have a statement on the
roles and responsibilities of employees unlike the
current ILO and FKE guidelines that have little emphasis
on the role of employees in prevention, service
utilization, care to stakeholders and fellow employees,
treatment care and support activities other than stigma
and discrimination
2. We will emphasize on strategic orientation of Peer
Educators on one-one and as a group to limit fast rate
of drop-outs that we have witnessed at places where
these steps were not followed. This implies slowing the
pace between identification, recruitment and eventual
training of Peer Educators

OF PEER EDUCATORS
Future…..2?
3. Workplace policies covering the informal sector
workplaces…”everywhere is a workplace…including
NGOs and our own houses….
4. MOUs with workplaces to avoid situations where they
see the project as the end consumer of results…”this
your project syndrome”
5. Enhance Technical assistance in BCC and programming
in the workplaces

Towards comprehensive and sustainable workplace hiv & aids p

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