Training and capacity development: the foundation of interventions to support young children affected by HIV and AIDS in sub-Saharan Africa
SOURCE: Vulnerable Children and Youth Studies
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): L.Richter, J.Louw, S.Naicker
KEYWORDS: CAPACITY BUILDING, HIV/AIDS, SUB-SAHARAN AFRICA, YOUTH
DEPARTMENT: Public Health, Societies and Belonging (HSC)
Print: HSRC Library: shelf number 9035
HANDLE: 20.500.11910/1609
URI: http://hdl.handle.net/20.500.11910/1609
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2015
TITLE AUTHOR(S): L.Richter, J.Louw, S.Naicker
KEYWORDS: CAPACITY BUILDING, HIV/AIDS, SUB-SAHARAN AFRICA, YOUTH
DEPARTMENT: Public Health, Societies and Belonging (HSC)
Print: HSRC Library: shelf number 9035
HANDLE: 20.500.11910/1609
URI: http://hdl.handle.net/20.500.11910/1609
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Many programs to support young children and families affected by HIV and AIDS depend substantially on a model of cascaded training from international nongovernmental organizations, through in-country groups and organizations to services on the ground. In this paper, we describe the training and capacity building as described in proposals, progress reports, and individualized questionnaires offered by 10 international organizations funded by the Conrad N. Hilton Foundation to provide supportive services for young children and their families in five southern and eastern African countries. We related the findings to effective features of training described in the literature. Training and capacity development were found to be the most substantial activities in rendering services to children and families, both in terms of effort and human and financial resources. A total of 67 trainings were conducted over a period of 18 months. Almost all trainings combine lecture-based instruction, group work/discussions, and role play, but only half of the trainings report some form of mentoring, supervision or coaching following the training. Drawing on the literature, it is likely that more purposeful planning is required in terms of the selection of trainees, local adaptation and development of materials, participatory training approaches, and techniques to develop and sustain skills as well as knowledge. Demonstration and mentorship in the field together with quality assurance procedures, pre-and post-assessment to evaluate training, processes to transfer learning into subsequent practice, as well as certification, are all fundamental steps to ensure that training plays a supportive role in the behavior changes necessary to support young children affected by HIV and AIDS and their families.-
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