29 contributing to school-related gender-based violence SRGBV. SRGBV places girls at increased risk of
sexual abuse, sexually transmitted diseases STDs, and unwanted pregnancies, and is committed by both male students and teachers. SRGBV has detrimental effects on the welfare of all students. While
girls are the primary victims of such abuse, boys are not exempt from the effects. Many boys report feeling helpless when they see gender-based violence GBV occurring in the classroom and feeling
powerless to intervene.
One response to SRGBV is to create mentor-led girls groups in schools
60
that explore HIV, reproductive health, and sexual safety, and develop specific safety strategies for girls and boys in schools see also
Psychosocial section. OVC program planners and implementers should collaborate with gender and prevention colleagues on life skills, school catch up for out-of-school girls, and the elimination of
violence against children including GBV within school settings. Programs should also advocate for countries to realize commitments on free and universal education and include anti-stigma campaigns.
4.2.4 Strong school-community relationships Family and community involvement
–
One impact of HIVAIDS on households and communities has been to change the roles of grandparents, parents, brothers, sisters, and children. Communities need
opportunities to re-examine traditional social roles in light of these changes. The burden of caregiving for people living with HIVAIDS falls disproportionately on women and girls, as it is often the girls in a
household affected by HIV who drop out of school to care for sick parents, exacting an emotional, physical, and social toll. Working with communities to support changes in educational norms is
necessary for developing appropriate roles and actions for boys and girls. Programs can involve community leaders, faith-based representatives, and district ministry officials to build ownership of
initiatives and reach girls in schools on a systemic level to enable sustainable, scalable interventions.
In addition, supporting community involvement in schools through school management committees can make schools generally more effective and safer. While PEPFAR OVC programming prioritizes
interventions that promote access and safety, integrating with other education programs to ensure classrooms and curricula are HIV-sensitive is central to community-level education work.
Out-of-school programming
–
Education can reach those who are out of school by partnering with local stakeholders and organizations to offer access to learning opportunities. The involvement of
communities in school management and decisions on HIV response can be instrumental in ensuring that young people who do not go to school are also reached. The active participation of young people in
designing and implementing such interventions is essential.
4.2.5 Technical and vocational training
Policymakers and program managers should ensure that older orphans and vulnerable children acquire technical and vocational skills to facilitate their entry into the labor market. Over the last four decades,
many research efforts have investigated the returns of academic versus vocational education, especially in terms of increased employment, increased earnings, and increased employability in a dynamic jobs
60
Simbaya J, Brady M. 2009. U dersta di g Adoles e t Girls Prote tio “trategies agai st HIV: A E plorator “tud i Ur a
Lusaka. Lusaka, Zambia: Population Council.
30 market. Research findings, however, are either inconclusive or extremely context-specific.
61,62,63
PEPFAR programs can implement interventions in this area, incorporating lessons from prior efforts:
Vocational training for jobs, not entrepreneurship: The focus of vocational education on technical
skills and competencies is more appropriate for individuals seeking to enter the labor market as employees than for those interested in starting their own business. While some of the same skills are
required for both, entrepreneurs require a range of different competencies and support services that are usually not provided through vocational education.
Employer demand for skills: Many vocational curricula focus on
ha d skills required for professional trades e.g., carpentry, masonry, mechanics, cosmetology, tailoring. Academic research
and practical experience both show, however, that soft skills e.g., problem solving, teamwork,
customer service are frequently more important to employers. In addition, implementers should not assume that jobs exist for specific vocational skills simply because curricula exist for them. Assessing the
labor market and engaging employers are good starting points for successful employment programs.
Use specialized training providers: Most countries have existing networks of public and private
vocational training institutions that should be leveraged to increase access for vulnerable children. There are rarely compelling reasons for an implementing partner to deliver vocational training directly.
The block grant approach can provide targeted strategic investments in return for fee reductions or waivers for disadvantaged students, rather than scholarships, to the extent possible.
Apprenticeships and other applied learning methods: Research shows that applied learning
methods, such as internships and apprenticeships, are more effective than classroom learning for i pa ti g soft skills, fo e su i g stude ts a ui e skills fa o ed e plo e s, a d fo fa ilitati g the
networking and acquisition of tacit knowledge that help job-seekers succeed in the labor market. Program managers should favor training institutes that offer these types of learning opportunities and
seek to integrate these methods in any efforts to improve the quality of training institutes.
Track results that matter: While completion of training may be the easiest performance result to
track and quantify, it is often the least important indicator of program success. Program managers should develop performance monitoring plans that gauge longer-term outcomes such as job placement,
employment status six months, after completion earnings, and student and employer satisfaction.
4.3 Prioritization of Recommended Interventions
