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Evaluation report

2009 India: Effectiveness of IEC materials at Red Ribbon Clubs for HIV Prevention



Executive summary

 

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Background:

Red Ribbon Clubs have been set up in schools and colleges to train young student volunteers to
make information on sexuality, teenage pregnancies, and Sexually Transmitted Infections (STIs)
widely accessible. This is conveyed through interactive, lively events like role-plays,
brainstorming, street theatre, elocution, debates, poster-making etc.1 The main objective of these
clubs is to increase the knowledge and skills to reduce new HIV infection among the youth. This
objective is envisaged to be achieved by raising the risk perception of the youth through proper
education on sex and sexuality and HIV/AIDS, by imparting new skills on communication, selfprotection, negotiation, care and support and effective group interaction. It also aims to prepare
the youth as peer educators and agents of change by developing their skills on leadership and
team building.

Purpose/Objective:

In 2007 UNICEF developed four games and a set of nine posters for young people on HIV prevention to be used at Red Ribbon Clubs, and wants to assess the effectiveness of these materials, and any other materials that may be present in the RRCs visited, in increasing knowledge about HIV and AIDS, as well as in changing attitudes and behaviours. Specifically the assessment aims to answer the following questions:
 Are the materials sent to the RRCs relevant for the target audience and purpose for
which they were intended?
 Are there other materials displayed/being used other than the ones mentioned before?
What are they?
 Are the materials sent to the RRCs effective in communicating the intended messages?
 What is the impact of the materials sent to the RRCs?
 Is the supply chain management system in place efficient?
 What are the material gaps?

Methodology:

A mix of quantitative and qualitative research techniques in the form of semi structured interviews (with students and student volunteers) were adopted for generating the required information for the study. In addition, observations were carried out at existing RRCs to check the availability, usage, display of the IEC materials provided by UNICEF. Observations were also made regarding the storage space and maintenance of these materials. Photographs were also taken of the RRCs that existed and wherever it was permitted by the in charges. Limitation faced because a majority of the RRCs were non functional and most respondents only had exposure to two games (out of four) and no other IEC materials due to inadequate supply.

Findings and Conclusions:

The supply of IEC materials by UNICEF was not uniform to all the states. The information on availability as observed indicated that except for Carrom Board and Fun & Dragon, all other
materials though supplied in good condition but were either not sufficient to be
distributed to all the RRCs or had got displaced. Separate storage facility was hard to see
and needs to be looked into by programme authorities.

The messages in all the IEC materials were largely felt to be relevant by the beneficiaries
except in Andhra Pradesh where the RRCs were located in schools and as such catered to
children around 14 years of age. The children felt that the messages were more for youth.

Recommendations:

The popularity of Carrom Board and Fun and Dragon was very high even in the centres
where all the other IEC materials were also supplied. Both these games had been very
effective as most messages therein were recalled, understood, felt relevant and liked by the
respondents. Another reason for these games to be liked could be because these are
originally popular as well as socially acceptable. Therefore, while these two games should be
utilized/ retained for further such interventions, efforts can be made to use more such
popular, socially acceptable games to ensure usage of the same at the community level.

There is a pertinent need to address the gender disparity seen by medium of this study by
making efforts to increase the number of females as peer educators.



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