1. Consolidated Report for the four Local Committees of AIESEC
Ghana, ASK Project Phase 1, October- November 2008.
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2. Table of Contents
Minimum Deliverables achieved by each LC – KNUST, UCC, LEGON, CUC
Training and Learning Partners
Financial revenues/partnerships to fund the project
Project Implementation
Impact Assessment
Project Sustainability through peer education
Team Management
Project Endorsement and AIESEC branding
Challenges and recommendations
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3. Minimum Deliverables
- include raising leadership positions, raising interns, organizing opening and
closing ceremonies, involving schools to participate in the project, getting
learning and training partners, financial partners
KNUST
Leadership 1 Project Director, Team Leaders, 3 teams – learning, promotion and interns
positions
Interns 2 interns from Greece and Holand, realized after the end of the project
Opening Queen Elizabeth II Hall on October 11, 2008
ceremony
Closing Kotei Mount. Zion Methodist Church on the 5th of December, 2008
ceremony
Schools 7 schools with 210 total peer educators raised, 30 students from each school
Learning PACA International Foundation, Empowerment for Children and Women Centre
and (ECWC) and Global Culture Movement (GCM). The C.E.O of PACA was among the
Training board of expect that provided advice and guidelines for the success of the project.
partners ECWC gave training to the team members of the project and also provided learning
materials that were used during the training session. GCM accommodated the interns
who came to support the project.
Experts: The success of the project was also enabled by the kind support of Uncle
Ralph of Komfo Anokye Chest Clinic and Dr. Mrs. Alberta Nyarko an expect in H.I.V/
AIDS advocacy.
Financial Ghana Union Assurance, supported with 1000 GHC.
Partner(s)
Other T.T. Brothers Fruit Juice, Voltic Ghana Limited,
Partners
Media SOLID FM provided live coverage for the opening ceremony
KNUST Names of Participating Schools Training Modules delivered
o Konadu Yiadom Preparatory School, o human development,
o Ayigya M/A Junior High School, o decision making,
o Christian Preparatory School, o gender roles,
o Shining Star Preparatory School, o sexuality,
o Infant Jesus Junior High School, o psychoactive substances,
o Elite College and o STD’s, stereotypes and
o Church of Christ Senior High School. H.I.V/AIDS.
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4. UCC
Leadership The team was officially made up of 16 members: Project director (1), team leaders (4),
positions interns (2) and team members (9) but members that were actually active throughout the
project were 11
Interns 2 interns from Holland and Nigeria
Opening Sanaa Lodge Hotel in Cape Coast on October 3rd, 2008
ceremony
Closing UCC Medical School Auditorium, November 29th
ceremony
Schools 5 participating schools, 190 peer educators raised, 30 students from each school and 35
from two of the schools (University practice SHS and Ghana National School)
Learning Training provided by Cape Coast Health Secretariat, learning partners – Planned
and Parenthood Association of Ghana provided learning and promotional materials for
Training sessions.
partners Experts: Mrs. Olayinka from Health Secretariat who made a presentation, Dr. Twum-
Barima, Daisy and Paa Kow (students from the school of medical sciences of University
of Cape Coast) who also made a presentation on the structure of HIV virus anf its effect
on human immune system. On the closing ceremony Professor Adu-Oppong Ahmed
(School of Medical Sciences,UCC), Doctor Mr Gyebi Peter (Ghana Health Service,
Cape Coast) also talked about the HIV/AIDS in the world showing pictures from
different parts of the world.
Financial Gold Coast Securities Limited, supported with 2000 GHC
Partner(s)
Other Klick Bar (feeding for interns), Sanaa Lodge.
Partners
Media ATL FM covered opening and closing ceremony and interviewed partners and AIESEC
members concerning partnerships and the ASK program.
Names of Participating Schools Training Modules delivered
• Adisadel College All 11 modules:
• Mfantsipim School • Human development
• University Practice Senior High • Sexuality
School • Gender roles
• Ghana National College • Stereotypes
• Aggrey Memorial A.M.E. Zion Senior • Sexual orientation
High School • Sexual relationships
• Interpersonal relationships
• STD’s
• Psychoactive drugs
• HIV/AIDS
• Decision making
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5. CUC
Leadership 1 Project Director, no team leaders, but the learning team comprised of the CUC team
positions including PD, regular member, VPP, volunteer and NST member
Interns 1 intern from Ivory Coast
Opening Central University College Lecture Hall, on October 4th, 2008
ceremony
Closing Efua Sutherland Children’s Park, on December 1st, World AIDS Day
ceremony
Schools 9 schools, 35-40 students each and 60 students at Awudome JHS (Awudome 1 and 3
combined class), 400 total peer educators raised
Learning ISODEC, an NGO providing trainings on HIV/AIDS gave one full day of training for
and the learning team on AIESEC teaching modules. Learning materials were shared with
Training the UCC’s partner – Planned Parenthood Association of Ghana.
partners Experts: Hannah, Turning Point Foundation, gave a speech about living with
HIV/AIDS, and Miss Naa Amelie Croffie, Margins Group, talked about how to avoid
getting HIV among young people.
Financial UNAIDS supported with 1700 GHC solely for the Closing ceremony
Partner(s)
Other Fanmilk, Picadilly Bakery, UNAIDS (office equipment such as photocopy and
Partners printing), EPP Bookstore,
Media Vibe FM, Radio Gold, Hot FM, Oman FM, Unique Radio FM provided live coverage
for the closing ceremony. Two TV stations were covering the closing ceremony – GBC
and TV3. Radio Gold invited the learning team two times to talk about the project and
the World AIDS Day closing ceremony. Hot FM provided 5 minutes promotion of the
project and the closing ceremony on the World AIDS Day.
CUC Names of Participating Schools Training Modules delivered
o Cable and Wireless 1 JHS In total 8 modules were used:
o Cable and Wireless 2 JHS o Human Development
o Rev. Thomas Clegg Methodist School o Gender Roles
o Kaneshie Bishop 1 o Sexuality
o Kaneshie Bishop 2 o Stereotypes
o Kaneshie Awudome 1 o Interpersonal
o Kaneshiw Awudome 3 Relationships
o Kaneshie Kingsway 2 o STD’s
o Kaneshie 1 o HIV/AIDS
o Kaneshie 3 o Taking Decisions
Training and Learning Partners
Effectiveness of training and learning materials received
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6. KNUST
There was insufficient training and learning materials for the project members to run
the project. Plans were put up to acquire intensive training to enable team become
equipped with all the learning modules but things could not work out as planned. As a
result of this there was only one day training session given by ECWC. Also the learning
materials to be used as a guide during the training sessions were not enough and this also
hindered the practical aspect we decided to demonstrate during the training sessions in
the schools.
Training was provided to only local team members but not the interns due to the lateness
of realization of the interns.
UCC
Training provided by the CC Health Secretariat was effective. The duration was one day
and it was attended by most members and medical students who volunteered to be part of
the project. Total number of attendees was 16. The training concentrated around AIESEC
teaching modules and covered the most difficult ones. While some of the modules were
quite straightforward others required additional knowledge and training approach such as
Psychoactive Drugs modules. CC Health Secretariat provided expansive knowledge on
the topic and prepared presentation about the power and effects of various drugs.
CUC
Training provided by ISODEC went according to AIESEC teaching modules and lasted
for one day. It concentrated on overall teaching approach to deliver the HIV training to
teenage group. Mainly the focus was on abstinence and developing understanding of
making right choices, how students can avoid bad influence and prioritize studying, how
they should concentrate on acquiring knowledge instead of following the bad advice that
would harm them.
LEGON
Financial Revenues/Partnerships
Partnerships raised were made through intensive marketing calls. Marketing calls was the
only strategy used by the LC’s for generating revenues for the project, Sustainability of
the partnerships is yet to be determined and will depend on different factors such as
accountability on the part of the LCs which is reflected through reporting, producing
results and achieving targets and communicating them to partners. Other factors include
funders’ position with respect to renewed budgets and priorities, revenues, availability of
funds for CSR, etc.
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7. Fundraising strategies need to be diversified, for example, there should be other income
generating activities within the LCs to fundraise for the project. Long-term partnerships
need to be raised that would be based on common objectives and goals. Partnerships
based on common objectives will be mutually beneficial and cooperative in terms of
knowledge, resources, strategies, capacity building, etc.
Project Implementation
Targets set: 25000 young people reach through peer education, using multiplying
effect.
So 25000 : 4 LC’s = 6250 (target for each LC for both phases of ASK)
3125 – target reach for each phase
Target – 3125 reach is the Targets achieved in relation to 3125 target set
target for one phase
Number of schools and Number of peer educators
students per each school reaching out to peers and
friends 1 × 10
KNUST 7 (30 students) 210 (2100 reach)
UCC 5 (30-35 students) 190 (1900 reach)
LEGON 8 (20 students) 160 (1600 reach)
CUC 9 (35-40 students) 400 (4000 reach)
All LC’s started projects in timely manner followed by opening ceremonies. The targets
were not achieved except for the CUC, which actually overpassed the target of 3000
provided that peer education continues to expand and affect more people. Although other
three LC’s did not meet the targets, they have been working extremely hard to stretch
their capacities. Thus the efforts along should not be overlooked and instead should be
given a grateful and justifiable applause. The zeal to improve and still reach the targets is
now transferred to the second phase which even benefits from the increased sensitivity to
project success that is based on experience and the lessons learnt from the first phase.
The training in schools has been effective and project implemented in overall of 29
schools – from Upper Primary to Senior High levels.
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8. The implementation of the project was effective for the following
important reasons:
• Regular intensive daily and weekly trainings
• Interactive teaching style based on peer talks, peer sharing of youth to youth, as
opposed to adults versus youth
• Provision of learning materials and visual materials such as pictures of the STD’s
cases of people infected in Ghana
• Creation of learning networks comprising of the learning partners, experts, invited
guests, schools and financial partners interested in addressing the HIV problem
and believing in capacity of the project to make an impact
• Exposure of students to hearing and learning from experts (doctors, nurses, HIV
positive individuals) during opening and closing ceremonies
• Students were selected based on voluntary participation which ensured high level
of participation and motivation
• Creation of open spaces for discussions, knowledge improvement, debates and
self-assessments concerning HIV and health, reproductive health, behavioural
issues important for adolescents, relationships, sexuality, physical changes and
emotions associated with growing up
• Trust created between AIESEC members and students due to their mutual
“youthness” and friendliness
• Students’ regular attendance of trainings due to the formal setting of school
environment that is favourable to capture the students and implement the training
• Support from school administration and teachers who accepted and recognized the
benefits of running the ASK project
• Involvement of experts and resource people in training, advisory and endorsement
of the project goals
• Regular meetings of the teaching team for knowledge and methodology sharing
and discussions on necessary improvements
• Continuous dedication of the teaching teams and their excitement in running the
sessions
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9. • Short-term duration of the project fostered maximization of efforts to make the
best impact and “produce” serious and knowledgeable young peer educators
• Engagement of students in participation in the closing ceremonies and formation
of HIV clubs created an atmosphere of mobilizing resources and knowledge
sharing, increased interest in subject, desire to learn more and create an impact
through performing on the day of the closing ceremony
• Involvement of students in decision making concerning preparation for the
closing ceremony and clubs adds to the seriousness which students are taking the
project and assume their role of peer educators
• Knowledge of students has increased based on evaluations of the teaching
modules such as quizzes
• Interest of students has been maintained from the beginning with level of
motivation remaining high throughout the project which was evident by student
attendance and participation, i.e. asking questions, responding, bringing examples,
offering solutions to problems presented in the class
• Behavioural change and positive attitudes towards staying healthy and
avoiding risk factors pertaining to HIV has been reached due to:
1) Students’ understanding of the consequences of engaging in drugs, following
bad company, prostitution, sexual activities
2) Students’ understanding of abstaining from sex and not following bad peer
influence
3) Students’ condemnation of the wrong behaviour such as stealing, girls
sleeping with men for money, engaging in sexual activities
4) Students’ increased confidence in choosing what is right for them through
understanding of reasons behind getting HIV positive
5) Through drama and situational role playing, stories of how the behavioural
choices lead to contracting the disease students internalize the positive
attitudes, skills and behaviour
6) Students’ promotion of ‘good’ behaviour through advice to fellow youth to
abstain from sex by means of poems, drama, songs and debate scenarios
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10. Impact Assessment
Impact assessment includes activities during the project and outcomes as a
result of the intervention (implementation of the project in 29 schools in Accra,
Kumasi and Cape Coast):
 Raising around 900 peer educators among local youth with the further impact to
educate and affect other youth
 It is expected that about 9000 local youth will be impacted through peer education
 Awareness in the community through opening and closing ceremonies, media
involvement, project endorsement in university community and outside among
AIESEC stakeholders
 Support from corporate and non-corporate partners such as Gold Coast Securities
Limited, Ghana Union Assurance insurance company, UNAIDS, Global Culture
Movement and ISODEC, Turning Point Foundation NGOs
 Increase of students knowledge of the HIV and surrounding issues
 Engaging students fostered positive attitudes, skills and behaviour towards ‘good’
behaviour, making right decisions, responsibility for ones health
 Students have become more aware of the social issues and took responsibility to
fight collectively against the spread of HIV
 Students have become more serious about their studies and their future
 Students have volunteered establishing clubs in their schools which serves as
evidence of impact created
 Students volunteered to educate their peers and engage them in joining the HIV
clubs
 Students volunteered in participating in regular club meetings and activities
improve their knowledge around HIV/AIDS
 Students have learnt a lot from AIESEC member, for example, they have learnt
responsibility, sensitivity to an issue, choosing healthy lifestyle over risky
behaviour. AESEC members have served as role models of friendliness, interest
in social issues, tolerance and inclusiveness
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11. Project Sustainability through Peer Education
Peer education serves the basis behind the whole
project and is best achieved through establishing of
the HIV clubs. The following steps need to be
followed to successfully establish clubs and put
necessary structures in place:
 Member registration
 Elections to choose executives (president, vice president, treasurer,
organizer, secretary)
 Constitution of the club including rules, policies and values
 Patron for each club for each school
 Board of Advisors
 Regular club meetings facilitated by AIESEC members
 Knowledge exchange and improvement within the club
 Peer education activities (outreach)
 Recruitment of new members to join the club
 Tracking of peers educated
LC’s Performance in relation to establishment of HIV clubs:
Steps to establish HIV clubs KNUST UCC LEGON CUC
Member registration Yes Yes No Yes
Elections of executives Yes No No Yes
Constitution Yes No No Yes
Patrons No No No Yes
Board of Advisors No No No No
Club meeting schedule Yes Yes No Yes
Knowledge exchange/improvement No Yes No Yes
Peer education No Yes No Yes
Recruitment of new members No Yes No No
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12. Tracking of peers educated No Yes No No
As evident from the table above, club formation has already been started by some of
the LC’s, especially UCC and CUC. However, due to the end of semester and school
vacations, the full concentration towards establishing clubs will take place from
January when students come back to school. The main reason of the club is to
facilitate peer education according to the ASK program design and also to measure
the impact created from the training. Therefore efforts are placed towards providing
necessary support for the clubs and training to the ASK teams provided concerning
the stages of club formation.
Team Management
Team management overall was satisfactory although there were challenges. For example,
KNUST a Project Director resigned shortly before the launch of the opening ceremony
and the full team comprising of the learning, promotions and interns’ team has been
assembled late after the major fundraising and planning of the project. The LC CUC did
not have the ASK team at all and the EBs and volunteers including a PD had to run the
project and do the teaching in schools. LC UCC experienced some idleness on the part of
the few members although overall performance of the team has been exceptional
according to the PD.
Here are some of the challenges experienced by the LC’s with respect to team
management:
KNUST According to the PD lack of cooperation by most of the AIESEC members was a challenge
in running the project. Help was asked from other AIESEC members who were not very
busy because their projects were supposed to start in second semester, however they were
reluctant to help the ASK team.
UCC According to the PD out of 16 members 11 were active.
LEGON
CUC According to the VPP’s considering the size of the team and the workload the ranking of team
performance would be 8 out of 10.
Project Endorsement in the community and AIESEC branding
Project has been successfully endorsed to the university community and the outside world
through:
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13. • Banners and posters across campus about the project especially opening
ceremonies
• Opening and Closing Ceremonies especially those outside of university campus
such as at Efua Sutherland Children’s Park
• Radio air including interviews with ASK teams and students
• TV stations covering the closing ceremonies
• Participation in “Breakfast Shows”
• Invitations to partners, university officials and government ministries, such as
Ministry of Health and Ministry of Education to witness opening and closing
ceremonies
• Collaboration with partners concerning training, project implementation and
learning materials
• Raising new partnerships with corporate entities and non-for profit organizations
• Marketing calls that include numerous introductions about the project and
AIESEC as a whole
• Promoting projects during Introduction to AIESEC stage
Report prepared by Tatiana Nigay, National Support team, Projects
AIESEC Ghana
January 08, 2009.
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