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Name of organisation: Partners for Development (PfD)
Address: No 26, St 334, Boeung Keng Kang I, Phnom Penh, Cambodia PO Box 551
Telephone: (+855) 23 213 335; 23 216 802
Email: jgarrett.pfd@online.com.kh
Website : www.pfd.org
Contact name: Jonathan Garrett
Child-to-Child activities
Our Child-to-Child (CtC) activities began in 2005 as part of our School Health Education (SHE) programme and have been organised and implemented with a variety of government and NGO actors.
Partners For Development (PfD) oversees the organization of activities, and provides training for high-level officials. Government officials lead implementation and train provincial and district-level education officers, who in turn train teachers.
Nomad Recherche et Soutien International (Nomad RSI) implemented a version of the program, called the Community Malaria Education Program (CMEP) as a sub-recipient of PfD in Mondulkiri province until August 2008. Partners for Development Cambodia (PFDC) (a local organization independent, but affiliated with PfD) began implementing the SHE programme in September 2008.
Currently, CtC activities are implemented by PfD and PfDC in Kratie, Koh Kong, and Stung Treng provinces. The latest data estimates that around 18,000 children in Grades 3, 4, and 5 directly benefit from malaria education using the CtC methodology. The programme has been funded by Round 4 of the Global Fund to Fight AIDS, Tuberculosis, and Malaria (GFATM). Funding from Round 4 goes to Cambodia’s Ministry of Health (MoH), of which PFD is a Sub-Recipient. The MoH, Ministry of Education, Youth, and Sport (MoEYS), and National Centre for Parasitology, Entomology and Malaria Control (CNM) all provide support since their staff work with PFD to organize, implement, and monitor the programme.
Aims of the activities
The SHE program focuses on malaria education for children in 3rd, 4th, and 5th grade, with the goal to promote positive behaviour change regarding malaria prevention, diagnosis and treatment. By using the CtC methodology, the programme also aims to spread malaria education messages and encourage behaviour change for peers and adults in the community.
The majority of activities take place in the classroom, however, the curriculum encourages students to bring their malaria education outside of the classroom. Students may survey community members about beliefs and behaviours regarding malaria, may have homework involving malaria education at home, and may conduct role-plays about malaria for students and the community.
Encouraging children’s participation
Activities are introduced through classroom teaching and, later, through student discussion. In order to encourage evaluation and problem-solving regarding the malaria situation in the community, children are asked to list behaviours and beliefs they have encountered and to analyze issues and propose solutions.
We use the six-step/phase approach developed by the Child-to-Child Trust. The CtC approach is part of the malaria curriculum so teachers follow the six phases as they teach the malaria topics. Attached is the CtC approach we are currently using.
Health both in and out of school
The number of teachers and students involved since the program started in 2005 grew to over 700 teachers and 30,000 students in 2008. Unfortunately, due to funding issues, the numbers have recently decreased to 18,000 students as of June 2009.
Activities inside and outside of the classroom are largely guided by the CtC six-phase process. The main subject is malaria, with specific teachings on how malaria is transmitted, diagnosis, prevention, and treatment/ where to go to for treatment.
The school programme is linked to the community through individual activities, such as homework with peer-to-peer malaria education, and group activities, such as student role-plays with malaria lessons.
Parents and community members are mostly passively involved through the students. Students will survey people as part of the learning/ observing process. For the activity process, each student will have homework assignments to provide stories, songs, and/ or facts on malaria to others. The school plays on malaria draw large community gatherings. Sometimes, parents or community leaders will support or draw attention to the plays.
Monitoring and evaluation the activities
How do you monitor and evaluate the progress of your Child-to-Child activities? Who does it? Are users such as children and parents involved? According to your evaluations and your experiences over the life of the programme, what are the main changes brought by the Child-to-Child activities?
The monitoring and evaluating of our Child-to-Child activities is conducted by our organization in partnership with government education officers.
Monitoring: A sample of teachers is monitored in the classroom to determine if they are teaching the curriculum with the Child-to-Child method correctly.
Evaluation: Families are surveyed on whether they have observed extracurricular student activity regarding malaria messages. The community is surveyed on whether they can explain how malaria is transmitted. Students are given pre-tests and post-tests to determine whether students have improved their knowledge of malaria transmission and prevention.
Main changes: The knowledge of prevention, transmission, diagnosis, and treatment for students reaches around 90%. Knowledge of transmission in the community reaches over 90%. More importantly, over 90% of families report children providing malaria education outside of school.
How are CtC training requirements met?
Education officers are trained to train teachers and conduct M&E for the program. Teachers are trained on malaria and using the CtC method.
Training of Trainers: Education officers are trained by provincial malaria, health, and education officers. The training reviews the overall scope of the program and reviews the CtC method and curriculums that will be used. The trainers are given a training curriculum and guidance on how to train teachers.
Teacher Training: The local education officers (provincial or district-level), some assigned to Teacher Training Colleges, train the teachers. Since teachers in Cambodia may have no malaria education, they are educated and tested on the malaria topics they will be teaching. The teacher and student curriculums are explained in detail, as is the CtC method and activities that are part of the curriculums. Teachers may also be trained specifically on how to organize and conduct student role-plays by government culture/fine arts officers. As needed, teachers who have already been trained are provided refresher training on an annual basis.
Use of Child-to-Child materials
All CtC materials and programme materials are in Khmer, some in English. Nomad RSI translated some CtC materials into Phnong.
We have developed materials for the program. None of our materials have been published. We hope to provide our materials in English and Khmer for all organizations to use.
Materials:
- Malaria SHE Curriculum for Teacher (Khmer)
- Malaria SHE Curriculum for Student (Khmer)
- Pre- and Post-Tests (Khmer)
- Pre- and Post-Tests Results Compiling Form (Khmer)
- Student’s Family Questionnaire (Khmer)
- Student’s Family Results Compiling Form (Khmer)
- Student Test on Health Education (English)
- Malaria Education Board Game (Khmer)
Source: PfD, Cambodia
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