THE MANAGEMENT AND OPERATION OF

THE MANAGEMENT AND OPERATION OF

ANTI-AIDS CLUBS IN THE SECONDARY SCHOOLS

OF OROMIA REGION: AN INVESTIGATION

INTO PROBLEMS AND OPPORTUNITIES

A THESIS SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES
OF ADDIS ABABA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE DEGREE OF MASTER OF EDUCATION
IN PLANNING AND MANAGEMENT OF EDUCATION

BY MATHIAS WEYESSA

MAY, 2002
ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
 THE MANAGEMENT AND OPERATION OF

ANTI-AIDS CLUBS IN THE SECONDARY SCHOOLS

OF OROMIA REGION: AN INVESTIGATION

INTO PROBLEMS AND OPPORTUNITIES

BY MATHIAS WEYESSA

Approved by the Board of Examiners:

_______________________________ ______________
Chairman, Dept. Graduate Committee Signature

____________________________________ _________________
Advisor Signature

____________________________________ _________________
External Examiner Signature

____________________________________ _________________
Internal Examiner Signature
 ACKNOWLEDGEMENTS

I would like to express my gratitude to my advisor Ato Ayalew Shibeshi

(Asso. Professor) for the guidance and assistance he had provided me.

I also thank all of those individuals who, in one way or another, assisted
me during the conduct of the study. I would particularly like to thank Ato Jeyilu
Oumar for his valuable comments and suggestions.

My thanks also go to USAID/BESO and Action Aid Ethiopia for the

financial assistance they rendered me without which the conduct of this survey
would have been difficult.

i
 TABLE OF CONTENTS

Acknowledgements ..................................................... i
Table of Contents ..................................................... ii
List of Tables .............................................................. iv
List of Acronyms ....................................................... vi
Abstract ..................................................................... vii

CHAPTER I INTRODUCTION

1.1. Background to the Problem .................................... 1

1.2. Statement of the Problem ..................................... 6
1.3. Significance of the Study ...................................... 7
1.4. Delimitation of the Study ..................................... 9
1.5. Definition of Terms ............................................. 9
1.6. Study Design and Methodology ........................... 10
1.7. Limitations of the Study ....................................... 19
1.8. Organization of the Study ..................................... 20

CHAPTER II REVIEW OF THE RELATED LITERATURE

2.1. The Responses of School Systems to HIV/AIDS..........21

2.1.1. Curricular Instruction for AIDS Education ......23
2.1.2. Co-curricular Programs for AIDS Education.... 25
2.2. The School Club
2.2.1. Its Essence .............................................. 27
2.2.2. Its Management ....................................... 28
2.2.3. Anti-AIDS School Clubs for AIDS Education ... 31

ii
CHAPTER III PRESENTATION AND ANALYSIS OF DATA

3.1. Background Information on Respondents...................36

3.2. Club Organization and Administration....................... 40
3.3. Planning of Club Activities ....................................... 54
3.4. Implementation of Club Activities ............................ 56
3.5. Monitoring and Evaluation ...................................... 74
3.6. Problems of Anti-AIDS Clubs as
Identified by Respondents ....................................... 76

CHAPTER IV SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

4.1. Summary of Findings ................................................ 78

4.2. Conclusions............................................................... 88
4.3. Recommendations.................................................... 90
Bibliography................................................................... 96
APPENDICES

Appendix I. Questionnaire for Club Member Students.. 101

Appendix II. Questionnaire for Club Sponsor Teachers.. 105
Appendix III. Questionnaire for Deputy Principals...... 112
Appendix IV. Topical Outline for Focus Group
Discussion with Club Members ................. 117
Appendix V. Questions for Interview with Zonal
Co-Curricular Program Experts................. 118

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 LIST OF TABLES

Table 1 Characteristics of Respondents 38

Table 2 Percentage Distribution of Respondent Student Club

Members by Age and Grade Level 39

Table 3 Year of Establishment of Anti-AIDS Clubs in Sample

Secondary Schools 40

Table 4 Deputy Principals' Rating of the Importance of

Establishing Anti-AIDS Clubs in Schools 41

Table 5 Availability of a Guideline in Schools for Organizing

Anti-AIDS Clubs 42

Table 6 Clubs Duplicating the Activities of the Anti-AIDS Clubs

in Secondary Schools 42

Table 7 Admission Policy of Schools for Club Membership 43

Table 8 How Student Members Happened to Join Club 44

Table 9 Club Sponsors' Rating of the Interest of Member-Students

in Club Participation 44

Table 10 Percent Club Members and Mean Club Membership

in Sample Schools 45

Table 11 Proportion of Student Club Members Regularly Attending

the Club 45

Table 12 Reasons for Dropping out of Students from Anti-AIDS

Clubs as Perceived by Club Sponsors 46

Table 13 Number of Teacher Members per Club 47

Table 14 Member Students' Opinion on Participation of

Teachers in Club 47

iv
 Table 15 Number of Non-Anti AIDS Clubs to which Members
Belong 48

Table 16 Composition of Executive Committee 49

Table 17 Number of Clubs with Trained Executive Committee

Members 49

Table 18 Club Members' Responses to "Who often Makes

Decisions?" 50

Table 19 Criteria Used for Assigning a Sponsor for Anti-AIDS Club 51

Table 20 Club Sponsors' Interest to Work as Club Sponsor 51

Table 21 Club Sponsors’ Self-Assessment of Competence 52

Table 22 Number and Content of Short-Term Trainings So Far

Received by Club Sponsor Teachers 53

Table 23 Kinds of Rewards Schools Give to Anti-AIDS Club

Sponsors 54

Table 24 Participants in the Preparation of Anti AIDS Club’s

Annual Plan 55

Table 25 Club Members' Participation in Preparing Club's Plan 55

Table 26 Time, Frequency, and Duration of Club Meetings 58

Table 27 Contents of Educational Messages Transferred and

Trainings Given to Members in Anti-AIDS Clubs 59

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 Table 28 Educational Activities/Methods Often Used by Anti-

AIDS

Clubs to Educate Club Members, Students in the School,

and the Community 62

Table 29 Responses of Club Members as to Who Plays the

Major Role in Educating Them 64

Table 30 Anti-AIDS Clubs' Sources of Material and Finance 65

Table 31 Availability of Materials and Facilities 67

Table 32 Club Sponsors' Rating of the Support Club Gets from

Stakeholders 68

Table 33 Club Members’ Rating of the Extent Participation in Club

Has helped Them to Have a Good Sexual Behavior 71

Table 34 Club Sponsor Teachers' Rating of Club Members’ Sexual

Behavior 72

Table 35 Current Preventive Measures Being Taken by Club

Members 73

Table 36 Problems Prevailing in Anti-AIDS Clubs as Identified by

Sample Respondents 77

LIST OF ACRONYMS

AIDS Acquired Immune Deficiency Syndrome

HIV Human Immuno-deficiency Virus

ICDR Institute for Curriculum Development and Research

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MOE Ministry of Education

MOH Ministry of Health

NAC National AIDS Council

NGO Non Governmental Organization

OEB Oromia Education Bureau

OPHCC Office of the Population and Housing Census Commission

PLWHA People Living With HIV/AIDS

STD Sexually Transmitted Disease

UNAIDS The Joint United Nation Programme on HIV/AIDS

USAID/BESO Basic Education System Overhaul Project funded by the

United States Aid Agency

WEO Woreda Education Office

WHO World Health Organization

ZED Zonal Education Departmen

vii
 ABSTRACT

In order to find out the way Anti-AIDS clubs in the secondary schools of Oromia
Region were being managed and operated, data were collected from a sample of 30
secondary schools selected from four zones in the region using multi-stage sampling
technique. Descriptive survey research involving both qualitative as well as quantitative
methods was employed.

A total of 30 (100%) deputy principals, and 30 (100%) club sponsor teachers

completed the questionnaires. Roughly 57.7% boys and 42.3% girls, totally 584 (97.3%)
of club member students were also involved in completing questionnaires. Focus group
discussions were made with a group of student club members in 8 sub-sampled schools.
Interviews were held with four co-curricular program experts working at the zonal
education departments of the four sample zones. Data were analyzed using descriptive
statistical tools and tests for significance were made at 95% level of confidence with the
use of analytical tools.

The findings of the study indicated that the majority of the Anti-AIDS clubs in the
sample schools appeared to have almost similar structure. The majority of club sponsors
and member students had good interest to work in the clubs. Sufficient training,
however, seemed to be lacking in all clubs for the sponsors as well as the members.

The mean club membership in the sample schools for which data was available
was 150 per club, and it was only 8.43% as compared to the average enrolment of about
1784 students per school. This may be considered insignificant in proportion. But, the
impact could be maximized, as it is possible to reach large number of students within the
school through presentations to large assemblies. The problem however was that the size
of club membership was further cut down by a substantial amount (35.8%) of member
dropouts.

The majority of the clubs provided AIDS education to their members, and to the
students in the school. Some clubs also performed awareness raising activities in the
community. But the educational activities promoted in the majority of the clubs lack life-
skills activities. Some clubs remained active only until the time of observance of WORLD
AIDS Day.

The activities of Anti-AIDS clubs had not been well integrated into the plans of the
schools and the educational offices at the various levels. Monitoring and evaluation of the
performance of the clubs was not sufficiently carried out by the responsible education
structure in the region.

The level of participation of student club members in the planning, implementation, and
decision-making of club affairs seemed to be generally low. The majority of the clubs were
led by a committee, which, largely, was dominated by the club sponsor teacher.

viii
 The majority of Anti-AIDS club member students seemed to have a positive sexual
behavior. More than two-thirds of the sample club members had chosen abstinence as a
preventive measure taken against HIV infection and a significant difference was observed
between male and female club members in this respect at 95% level of confidence. About
one-third of them had sexual intercourse with protective means - a quarter practiced sex
with only one partner and about 11.6% used condoms. It is generally quite encouraging
that Anti-AIDS club members were taking one or the other of the preventive measures.

The majority of the Anti-AIDS clubs in the region had shortage of materials and
finance. The clubs had not been given sufficient support from all concerned. In order to
alleviate the problems prevailing in the clubs, it is recommended that the education
structure in the region as well as all relevant stakeholders should give sufficient attention
to the clubs. Detailed plans should be available at all levels of the educational structure
with regard to club activities and preparation should involve all those concerned.
Continuous trainings should be given to club sponsors as well as member students. A
more comprehensive and detailed administrative manual that could also be used for
training purposes should be made available to each club.

In order to solve the shortage of resources the clubs were facing, and to improve
their overall management and coordination, it is recommended that a project be designed
and launched at the regional level that would provide for managerial as well as technical
support to the Anti-AIDS clubs. Such a design may help to consolidate and harmonize
the disorganized efforts of individual clubs across the region and would also permit
economic use of resources.

ix
 CHAPTER I
INTRODUCTION

This chapter introduces the reader with the investigation and provides
insight into its nature. The chapter starts with background information that
led to the choice of the problem. It then elaborates the purpose of the study
and justification of its significance. It also contains the scope of the study,
the definition of important terms, the methods employed to carry out the
research, the limitations, and finally the organization of the study.

1.1. BACKGROUND TO THE PROBLEM

Almost two decades have elapsed since the discovery of the AIDS
disease. Both the spread as well as the scale of the HIV epidemic have been
much worse than expected. The disease has now reached a status of being
not only a global public health concern but also a development issue. As it
robes a country of its productive work force, domestic savings and social
capital, the economic and social development of the country will be at stake
(Bonnel, 2000:2). Emerging statistics reveal shocking impacts of the disease.
Worldwide, some 18.8 million people have so far died since the beginning of
the HIV/AIDS epidemic (Bonnel, 2000:1). According to the report released
by UNAIDS (2000c: 3), the global cumulative number of people living with
HIV/AIDS as of end of 2000, was estimated at 36.1 million.

The part of the world that is worst affected by the epidemic is Africa
particularly South of the Sahara. Added to the already existing social,
economic, and political problems, HIV/AIDS is causing deterioration of
family life in the continent. Almost 70% of the infections in the world were
estimated to be occurring in Sub-Saharan Africa (Kelly, 2000:25). But in
1
1993, it was only 34.5% (WHO, 1993 cited in Beyene Petros, 1993:14). The
case is being serious particularly in East Africa.

In Ethiopia, the effects of the HIV/AIDS are being felt more than ever.
Ethiopia is the third largest country in the world in the number of people
living with HIV/AIDS and having the 16th highest HIV/AIDS prevalence in
adults (NAC, 2001:7). Estimates made by the Ministry of Health indicated
the number of actual AIDS cases in the country from 1986 to March 2000 to
have reached 400,000 although number of reported cases within the same
period was only 83,487. The total number of people infected, i.e., those
living with the virus was, however, estimated 2.6 million in 2000 (MOH,
2000:18). According to this estimation, one out of every 11 people living with
HIV/AIDS was an Ethiopian (NAC, 2001:7).

Young people are the ones especially vulnerable to HIV and other
sexually transmitted diseases (Mengistu, 1990; UNAIDS, 1997c: 3). In many
countries, it is estimated that 60% of all new infections are occurring in
young people of ages 15-24 (UNAIDS, 1997c: 3). According to MOH
(2000:11), in Ethiopia, the peak ages for new HIV infection are 15-24 for
females and 15-34 for males. Even if they are not engaging in risk behaviors
today, they may soon be exposed to situations that put them at risk. For
biological as well as cultural reasons, women particularly younger women,
are more vulnerable than men (Kelly, 2000:27).

Neither a cure nor a vaccine is available at present. It could take

several years before a vaccine becomes available for universal and affordable
application. Unless the spread is slowed down and those currently free from
the infection are protected, the impact will be catastrophic across
generations. So, taking preventive measures appears to be the only way to
be safe.

2
 Studies carried out in many parts of the world, have revealed that
young people are becoming sexually active at an earlier age (Werdelin,
Misfeldt, Melbye & Olsen, 1992, Klanger et al., 1993, Paul et al., 1995,
Westhoff et al., 1996, all cited in UNAIDS, 1997a: 7; Williams, et al., 1998:2;
Sherman and Bassett, 1999:14). Similar studies in Ethiopia (Solomon,
1990:128; Antenane & Mesfin, 1999:109; Dagne, 1999:106; Zelalem,
2001:114) also confirmed this. What is more daunting is that a significant
number of the sexually active adolescents practice risky sexual behaviors
(Solomon, 1990:129; Zelalem, 2001:111, Dagne, 1999:107; Billy, et al.,
1993 and Paul et al., 1995 cited in UNAIDS, 1997a: 7).

According to a recent study made by Dagne (1999:107), in Jiren High

School, Jimma Zone, for example, "about one-third of the students in the
school have multiple sexual partners, and the majority of them do not
practice safe sex. About 79% of the sexually active reported that they did not
use condom in their first sexual contact" (p. 56). Multiple sexual contacts,
according to the assumption of the Ministry of Health, "account for about
three-quarters of all new HIV infections in Ethiopia" (MOH, 2000:7).

In relation to this, one grave danger lies in the majority of sexually

active adolescents' flawed perception of assuming those relationships of
short duration as being regular and monogamous. As a result of this, when
they form a series of those monogamous pairings with different partners,
they practice unprotected sex because the apparent monogamy of each
relationship renders invisibility to the cumulative risk they are facing
(Rosenthal et al., 1990 cited in UNAIDS, 1997a).

In addition, many adolescents particularly those in Sub-Saharan

Africa are characterized by undeveloped decision-making and subjection to
peer influence (Ayo, 1991 cited in Dagne, 1999:16; UNAIDS, 1997c:3;
Zelalem, 2001:115). Most of the girls lack the necessary communication
skills that enable them to discuss sexual issues and challenge unwanted

3
sexual advances by males (Ashebir, 1995:87). Girls are also subjected to
sexual exploitation by male adults (Dagne, 1999:28).

Moreover, young people generally find it difficult to reach services

where they can discuss questions related to sexual health or sexuality
(UNAIDS, 1997c: 3). They are usually reluctant and uncomfortable to talk to
doctors, nurses and even their parents about sexual matters. In many
societies, parents do not provide information on or discuss sexual issues
with children. This results in the children being exposed to negative
influences in and outside school (Kelly, 2000:21). The parents may be
embarrassed or lack confidence to discuss the subject with their children
(UNAIDS, 1997c: 3).

Such risk factors in the external environment as well as those internal

to the child help explain why young people are vulnerable and the majority
of new HIV infections are occurring among them.

At the same time however, young people can be a positive asset in

helping prevent HIV and STDs. As they are still developing behavior and
experimenting in sexual matters, they can adopt safer practices from the
outset - or switch to them - more easily than adults (Ibid). Their attitudes
are also usually less rigid, and they have less entrenched taboos (Baggley,
1996 cited in UNAIDS, 1997c:3). Moreover, young people can exert a strong
influence on one another. This can be negative if they encourage each other
to engage in risk behaviors. But, it can be channeled positively in AIDS
education programmes to spread messages on what is safe and what is not
as regards AIDS (Ibid). Hence, efforts exerted to bring a change in sexual
behavior in this group can have a positive impact on the overall HIV
incidence rate (NAC, 2001:12).

Given their vulnerability to Sexually Transmitted Diseases and HIV,

therefore, great effort is required to help children protect themselves by

4
educating them in and out of schools, at home, through the mass media,
and all other possible means.

In the information, education and communication strategy included in

the Policy on HIV/AIDS of the Federal Democratic Republic of Ethiopia, the
youth are a priority focus group for health promotions related to HIV/AIDS
(MOH, 1998c: 27). Obviously, schools are where they are found in large
number. According to the 1993 (E.C.) educational statistics compiled by the
Ministry of Education, almost 31% of secondary school students are found
in the Oromia region (MOE, 2001: 47).

As part of the school-based AIDS education efforts, Anti-AIDS clubs

have been established and are operating in the secondary schools of the
Oromia Region as in schools in the rest of the country. Together with the
classroom instruction, the Anti-AIDS clubs help a lot in protecting this
vulnerable section of the community from the disease. A number of
government and non-governmental organizations are involved in supporting
the activities of these clubs in different ways. Schools, health institutions,
the education and health offices at the various levels, have been involved in
supporting the efforts of the clubs in one way or another. The clubs are also
getting support from various local as well as foreign NGOs such as The
Organization of Social Services for AIDS (OSSA), The Ethiopian Red-Cross
Society (ERCS), The United Nations Children's Fund (UNICEF), and others.

Oromia is the largest region in the country both in terms of territory

as well as population. Most of the young people in the country are,
therefore, living in this region. Moreover, it is geographically located almost
at the center of the country practically bordering the majority of the regions.
The region is only second to Addis Ababa in the number of reported AIDS
cases approaching 25% of the total in the country (MOH 1999:19).

5
 Most business and industrial towns are located in Oromia. The tourist
line along the rift valley route and such trans-continental highways like
Addis-Moyale, Addis-Hargessa, and Addis-Djibouti cross the region. The
high population, and the high possibility of cases in the region not being
reported, makes it a region deserving more attention in terms of level of
preventive efforts required.

As an educational planner currently working in the region, the

researcher had good knowledge of the area. Some clubs, particularly those
in the major towns, were seen to be so active and even went to the extent of
sensitizing the community on the HIV/AIDS. Many of them, however, were
not so active despite the reported high number of student members. The
researcher had the chance also to observe gaps in information related to the
activities carried out by the clubs and the mode of their operation.

In the light of the fast-spreading HIV infection in the country,

investigations into the current status and performance of such preventive
efforts as the clubs should be made periodically in order to monitor progress
and devise means of improvements. The researcher didn't come across any
study so far made in the region in this regard. These above-explained
situations, together with the researcher's great self-concern over the issue,
therefore, initiated this study.

1.2. STATEMENT OF THE PROBLEM

As it was noted in the preceding section, to the best knowledge of the

researcher, no study had so far been made in the region as to how the Anti-
AIDS clubs were operating and managed and what problems they were
facing in their efforts to bring about change of behavior in students.

6
 The purpose of this study was, therefore, to look into the management
and operation of the Anti-AIDS clubs in the secondary schools of the region
and to identify the problems inhibiting their effective performance with a
view to forwarding suggestions for improvement.

In accomplishing this purpose, the following basic questions were

answered:

1. How are Anti-AIDS clubs organized and run in the secondary

schools of Oromia region?
2. What specific intervention activities are the clubs performing to
combat the spread of HIV/AIDS?
3. How are the activities of Anti-AIDS clubs in secondary schools
planned and implemented?
4. What are the factors affecting effective performance of the Anti-
AIDS clubs in the fight against HIV/AIDS?

1.3. SIGNIFICANCE OF THE STUDY

Considering the rapid expansion of the epidemic in the country, it is

necessary that periodic assessment of the performance of the various
intervention programs be made in order to eliminate drawbacks and improve
program impact.

In fact, as it was noted by UNAIDS (1997a: 23), it is often difficult, if

not impossible, to evaluate the outcomes of particular interventions in an
area as complex as health promotion. Because there is a diversity of sources
of information about sex to which young people are either deliberately or
inadvertently exposed, and which could positively or negatively influence
behavior. So, as McNab (1981:22), cited in UNAIDS (1997a: 23), had noted,

7
it is important to give due attention to the "how and what kind" aspect of the
education students are receiving.

In this regard, the study would help see the present working
conditions of the Anti-AIDS clubs and the problems they were facing in the
process of educating and ultimately protecting the young ones - the schools'
major inputs - from the undermining disease.

More specifically, the study is significant in the following respects:

1. It may have a small contribution to the practical application of
the overall preventive efforts against HIV/AIDS:
1.1 by generating information that could be used by school
managers, educational planners, and education
officials in the region for making decisions on, and for
planning of club activities in AIDS education;
1.2 findings of the survey may have a practical application
in improving the Anti-AIDS activities in schools by
pinpointing problems that should be solved and by
identifying experiences that could profitably be shared
with all schools in the region;
1.3 by creating awareness to government organizations as
well as NGOs that are involved in the fight against the
spread of HIV/AIDS on the roles of school club
programs as viable intervention programs and hence
guiding their plans and projects to direct resources
towards these programs.
2. The study may also serve as a source of reference for future
researchers.

8
 1.4. DELIMITATION OF THE STUDY

Oromia Regional State was divided into 12 administrative zones and it

was the largest region in the country. Due to time and resource limitations,
it would be practically difficult to cover all the secondary schools in the
region with a study of the kind of this Master's Thesis. The study was
therefore conducted on a sample of schools selected from the population of
secondary schools in the region. Again, surveying a sample of schools drawn
from all of the zones in the region was difficult since the zones themselves
were widely distributed geographically across the region. The study was,
therefore, delimited to four selected zones from which a sample of 30
secondary schools was selected.

1.5. DEFINITION OF TERMS

AIDS Education: Education given to people so as to raise their

knowledge on the AIDS disease and encourage
them to adopt prevention behaviors.

Anti-AIDS Clubs: School clubs established by voluntary students

with the aim of fighting the spread of HIV/AIDS.

Behavioral change: Any observable alteration in physical activity

which can be measured against a prior criterion
of activity (Good, 1973).

Intervention Activities: What needs to be done to prevent the

spread of AIDS.

Life-skills education: The training of skills that would enable one to

have healthy human relationships and to
9
 confront the challenges of life arising from the
relationships.

Management: The process of planning, organizing, leading, and

controlling implementation of club activities so as
to achieve set objectives.

Positive sexual behavior: Sexual behavior/practice that does not

expose one to HIV/STD infection.

1.6. STUDY DESIGN AND METHODOLOGY

1.6.1. Research Design

Descriptive survey was the type of research method employed to carry

out the study. This type of method is appropriate for the purpose of this
research as it enables to investigate, describe, and interpret the current
status of the Anti-AIDS clubs. Moreover, since the information were to be
collected regarding various aspects of the clubs, much of which were
unknown, the survey method became an appropriate research method used
for this study. As Koul (1998:403) has emphasized, the descriptive survey
method is " at times the only means through which opinions, attitudes,
suggestions for improvement of educational practices and instruction, and
other data can be obtained". As noted by Rea, Louis and Richard Parker
(1997:5), the survey method offers an opportunity to reveal the
characteristics of institutions and communities by studying individuals who
represent these entities in a relatively unbiased and scientifically rigorous
manner.

As no work had been done so far in the area of the present study, at
least to the best knowledge of this researcher, the choice of a specific
10
theoretical model was in fact difficult. Preliminarily identified input factors
were formulated into a rough 'model' of the system of Anti-AIDS club which
were built upon, adjusted and modified in the research process.

As it was intended to broadly survey the situation of the Anti-AIDS

clubs in the secondary schools that were located dispersedly within the
region, quantitative research was used to gather much of the data. Since the
details of the management and operation of the clubs (the process) were to
be sought, a qualitative method was also employed that would serve the
purpose. So, both qualitative as well as quantitative methods were employed
to collect the required information.

1.6.2. Study Subjects

The data related to the management and operation of Anti-AIDS clubs

should be collected from those who are directly involved in the day-to-day
activities of the clubs. Accordingly, data were collected from the club
member students and the club-coordinating teacher (the club sponsor) who
were direct participants in the club. The Deputy Principals of the schools
were also used as data sources as these had significant roles to play in the
management of co-curricular activities within the schools including club
activities. In order to obtain more data particularly related to the
management aspect that would largely be used for the purpose of
triangulation, the Co-curricular Program Experts at the Zonal Education
Departments in the sample zones were also interviewed. Because, these
were expected to know much about the status of the Anti-AIDS clubs in the
secondary schools within their respective zones.

11
1.6.3. Sample Selection

A simple random sampling of the Anti-AIDS club members in the

secondary schools of the region would be impracticable because a compiled
list of the members was not available and was in fact very difficult to obtain
easily for this study. The absence of such a list, and the scattered
geographical distribution of the schools already mentioned, and hence the
administrative inconveniences this would entail, obliged the use of
successive sampling of zones, schools, and finally respondents by a multi-
stage sampling technique. So, zones constituted the primary units and
schools chosen from each zone were used as second-stage units (sub-units
or elements) for selecting the sample for the study.

A list of secondary schools in the region obtained from the bulletin of

the 2000/01 Educational Statistics Annual Abstract prepared by Oromia
Education Bureau was used to construct the sampling frame for the study.

Based on the number of schools available in them, it was possible to

stratify the zones in the region into two. Stratum one: zones having up to 10
schools; and stratum two: zones having more than ten schools. Accordingly,
stratum one included 5 zones: East Hararghe, West Hararghe, Borena,
Jimma, and North Shoa, while stratum two consisted of 7 zones: West
Wellega, East Wellega, Illubabor, West Shoa, Arsi, Bale, and East Shoa.

Taking from the population of the 12 zones (N=12) and the 2 strata,
the values of yhi i. e., the numbers of schools in each stratum had been
identified as 8, 5, 7, 10, and 9 in stratum one; and 16, 16, 16, 13, 11, 11,
11, in stratum two. With a fixed sample of four zones (determined by
considering time and cost factors) the optimum nh under Neyman allocation
(assuming that the cost per unit is the same in both strata) had been
determined to be n1 = 2, and n2 = 2 (rounded into integers) using the
formula; nh = n Nh Sh /∑ Nh Sh.

12
 Therefore, Jima and West Shoa from stratum one, and East Shoa and
East Hararghe from stratum two were selected randomly. In the 2001/02
academic year, there were fifty schools functioning in the selected zones.
From the list of the secondary schools in the four zones, a probability
proportional to size (PPS) sample of 30 secondary schools was randomly
selected in proportion to the available number in each zone. In this manner,
6 schools from Jima, 9 schools from West Shoa, 10 schools from East Shoa,
and 5 schools from East Hararghe were randomly selected and studied. The
full list of the sample schools surveyed is shown below.

Jima: Yebu, Agaro, Jima, Dedo, Serbo, and Seka;

West Shoa: Ambo, Guder, Ginchi, Gedo, Sebeta, Geresu,
Yehibret Fire, Holota, Addis Alem;
East Shoa: Shashemene, Kuyera, Ethiopian Adventist
Mission, Zuway, Meki, Mojo, Hawas, Merti,
Wonji, Saint Joseph;
East Hararghe: Haromaya, Kersa, Kombolcha, Chelenko, Deder.

Since the data on the number of participants in each club was not
available to the researcher, and as neither he had any hint for estimation,
20 student club members were taken as sample from each club that was
thought to be sufficient to provide information related to the club. The
sample of 20 student respondents was selected randomly from the list of
Anti-AIDS club members in each sample school.

The majority of the data on the study variables were to be expressed

in terms of proportions. Estimate, for instance, of the proportion of Anti-
AIDS club members showing or possessing certain characteristics could
have been made by the study.

So, in order to determine the size n of club member student

respondents (the largest sample), the formula: n = [zα√P (1-P)/ Cp] 2 had been

13
used, where zα = z score for the confidence level α, Cp is confidence interval
in terms of proportions, and P is the true proportion for the principal items
of interest which was unknown.

The conservative way of handling this uncertainty in the value of P

was to set its value at the proportion that would result in the highest sample
size (Rea, Louis and Richard parker, 1997:117). This occurs when P = 0.5.
Therefore, the above formula can be reduced to n = [zα(0.5)/ Cp] 2.

Taking a margin of error (confidence interval) of 4% and a risk factor

(level of confidence) of 95%, the estimated sample size n=[(1.96)(0.5)/0.04] 2

= 600.

A sample size of 600 students was required. In order to ensure

representativeness, and due to the problem already mentioned, the 600
students were approached in clusters of 30 schools (600/20).

1.6.4. Study Variables

As it has already been stated, the objective of this investigation was to

look at the way the Anti-AIDS clubs in secondary schools in the region were
functioning and the manner in which club activities were being performed.
To accomplish this objective, it was important to make decisions regarding
the specific variables related to the club operation for which relatively
precise information was required prior to consideration of appropriate
methods of data collection. So, the following major variables, identified from
a preliminary review of the literature, served as guides to the collection and
synthesis of the data.

• Club organization and administration patterns

14
 (Establishment of clubs, membership patterns, organizational
structure and leadership)
• Planning
• Implementation of club activities
(Time and frequency of club meetings, types of club activities,
material and financial inputs, stakeholder collaboration and
linkages, club members' sexual behaviors)
• Monitoring and evaluation

A number of specific details, some of which indicated above for two of

the variables, were studied under these major categories.

1.6.5. Data Gathering Tools

Data for the study was collected from respondents with the aid of
questionnaires, focus group discussions, and interviews.

a) Questionnaires

The questionnaire was used as an appropriate quantitative tool for

collecting the data related to the above variables as it enables to reach the
dispersedly located sample schools easily and in a short time.

Three sets of questionnaires (one for deputy principals, one for club
sponsor teachers, and one for club member students) were developed by the
researcher and administered. Care was taken while designing the
questionnaires and framing of each question so as to maximize opportunity
for complete and accurate communication of ideas with the respondents.
The questionnaire for the deputy principals and club sponsors were
prepared in English. The questionnaire for students were prepared in
English and later translated into Amharic to overcome language barrier. No

15
significant problem was faced in this regard as the students at the
secondary level were able to speak and write in Amharic.

The questionnaires for all respondents were largely made up of close-

ended question items, as they are very suitable for obtaining varieties of
opinions from a large population within a short span of time. A small
number of open-ended items were also included as found necessary.

In order to establish the 'content validity' and 'face validity' of the

questionnaires, the draft questionnaires so constructed were then submitted
to two professionals related to the field for comments. Items considered
suitable were then selected and some modified based on the their comments
and judgments. In order to make the questions more understandable,
attempt was made to provide clear directions on the questionnaires
regarding mode of reaction.

b) Focus Group Discussions

As the study was aimed at assessing the process aspect of the club
operation, it would be difficult to obtain detailed information with the use of
the questionnaire alone. For this reason, focus group discussions were also
held with club member students in eight sub-sampled schools - Jimma and
Agaro in Jimma zone, Guder and Ambo in West Shoa, Hawas and
Shashemene in East Shoa, and Haromaya and Kersa in East Hararghe zone.
In addition to providing a detailed understanding, the focus group
discussions were used for triangulating the data collected by means of the
questionnaire.

c) Interview

Another method, structured interview, was also employed. This tool

was used to gather data from the experts on co-curricular program working

16
at the zonal education departments of sample zones. The information
obtained was crosschecked with those from other sources.

1.6.6. Pilot Testing

The questionnaires had been tried out in two secondary schools in

West Hararghe Zone (Hirna and Mechara) before the actual administration.
Based on the results of the pre-testing, 3 question items that appeared to
lack clarity were modified and one question that was found to be irrelevant
was cancelled. After all these refinement and calibration, 660 copies of
questionnaire (30 for principals, 30 for club sponsors, 600 for club
members) were printed and distributed.

1.6.7. Data Collection and Management

The researcher travelled to the zonal towns where he hired

enumerators in each zone to collect data from the sample schools in each
zone. One enumerator, a grade 12 complete, was hired for each sample
school. The researcher gave the enumerators a one-day briefing on the
purpose of the study and the meaning of the question items in the
questionnaires, on how to establish rapport with respondents, on the
general procedures of administering the questionnaires.

An enumerator then travelled to the school, introduced him/herself to

the school's authorities, briefly explained the purpose of his visit, and asked
for cooperation. He/she then gave a copy of the questionnaire for the deputy
Principal and the Anti-AIDS club coordinator (a teacher) to fill in them. From
the current list of Anti-AIDS club member students, the enumerator drew a
stratified random sample of twenty students based on their sex composition.

The enumerator personally administered the questionnaire to the

selected student club members organized into a group with the help of the

17
club coordinator and the school authorities. Each enumerator gave a
briefing to the students on the objective of the study and verbal directions
on how to respond to the questions in addition to the written ones in the
questionnaire. In as much as possible, care was taken not to take students'
normal class-hours and effort was made to administer the questionnaires
during break time. As soon as the questionnaires had been completed, the
enumerators, after checking for completeness, collected them all and
returned to the zonal town where he/she handed them over to the
researcher.

All respondents filled the questionnaires independently and their

verbal consent had been ascertained prior to administration.

While his stay in the zonal towns, the researcher made regular
monitoring of the progress of data collection by contacting the enumerators
through the telephone. He also made a visit to two nearby schools selected
from the sample schools in each zone and supervised the data collection
process.

The researcher himself interviewed the 4 zonal experts while he was in

the zonal towns. He also conducted the focus group discussions with club
members in 2 schools randomly selected from the first sample in each zone.
A group was supposed to consist of four committee members and six general
club members. Attempt was made to balance the sex composition of
participants. One discussion session took an average of about 45 minutes.

As the researcher expected, all respondents particularly the club

sponsors and student members, were highly motivated to provide responses.
As they were individuals who had voluntarily joined the club, the majority of
the respondents were interested and hence it was not difficult to capture
their attention and cooperation. A lot of the respondents at all schools were

18
happy that such a study was made on Anti-AIDS Clubs, which they
considered as being long forgotten ones.

1.6.8. Presentation and Analysis of Data

Presentation and analysis of all of the data was made on a region-wide

basis. The data have been presented in the form of frequency distributions.
In order to eliminate any distortion caused by non-responses, the adjusted
frequencies were used in constructing the frequency distribution table for
each question item. The number of non-responses, in many cases, has been
indicated at the bottom of the table.

Analysis of data was made using descriptive statistical tools. As the

majority of the data were nominal data, the mode and percentage were often
used for the majority of the variables. The mode was also used to describe
the most common categories of some ordinal or interval data. Other
measures of central tendency - the mean and the median, and measures of
dispersion - the range and standard deviation was also used.

The standard error of the mean and that of proportion have been used
to determine significance of calculated means and proportions respectively.
A chi-square test, and a test for the difference between two means were also
employed. In all cases, a 95% of level of confidence was felt to be almost
satisfactory considering time and finance requirements.

1.7. LIMITATIONS OF THE STUDY

More detailed information particularly with regard to operation of the

Anti-AIDS clubs would have been obtained if data had been collected from
such additional sources as parents, teachers in the school, non-member
students, the NGOs involved in supporting the clubs, and the sectoral and

19
administrative government structures in the localities of the schools. It was
impossible to include all these sources largely due to time and finance
limitations.

Moreover, had it not been for the same reason of resource constraints,
data collection would have been better carried out in phases. If, for instance,
focus group discussions were held following analysis of the questionnaire
data, more complete data would have been collected.

Finally, the fact that the researcher is a distance learner living far
away from Addis had caused difficulties to find materials necessary to
develop review of the literature, which were unavailable around his
workplace.

1.8. ORGANIZATION OF THE STUDY

The study has been organized and presented in four chapters.

Chapters I and II consist of Introduction and Review of Literature
respectively. The Presentation and Analysis of the data have been presented
in Chapter III while the last chapter contains the Summary, Conclusions
and Recommendations.

20
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

2.1. The Responses of School Systems to HIV/AIDS

HIV/AIDS can affect demand, supply, process, availability of

resources, potential clientele, planning and management, and other features
in the education sector as it does in other social and economic sectors (Kelly,
2000:47). The range, size, and complexity may however vary from sector to
sector. According to Schaeffer (1994:10), "the impact comes first to the
health sector, but then to education and training, agriculture and private
enterprise, public service, defense, and governance." As a sector that is more
'person-intensive', however, the education sector may be more vulnerable to
the disruptive impacts of the disease. The demand for education for instance
is affected due to fewer children to educate, fewer children wanting to be
educated, fewer children able to afford education, and fewer children able to
complete their schooling (Kelly, 2000:42).

In Ethiopia, and much of the African continent, young people aged 10-
24 account for more than 30% of the entire population (OPHCC, 1998: 42).
So, it is essential to focus interventions on to such places as schools where
the young are found in large number.

Despite the claim by some that AIDS education at schools will cause
promiscuity, several studies across a range of cultures have shown that good
AIDS education among adolescents does not lead to increased sexual
activity, but on the contrary delays the age of first sexual intercourse. The
studies have also confirmed that when the same adolescents become
sexually active, they tend to avoid sexual risk behavior (McCauley and

21
Salter, 1995:27 cited in Alemayehu, 1997:18; Kelly, 2000:36; UNAIDS,
1997a: 16). Or, if they are actually active, they tend to reduce their number
of partners or have safe sex (Getachew et al., 1993:3 cited in Alemayehu,
1997:7).

After assessing all experience to date, therefore, UNAIDS (1997b: 11),

asserted that HIV prevention and promotion programs for children should
begin at the earliest possible age, and certainly before the onset of sexual
activity. This will furthermore enable the education to reach children before
many of them have left or dropped out.

Besides enabling children to remain uninfected while at school,

schools have the responsibility of promoting the adoption, by the students,
of behavior patterns that will keep them uninfected throughout life (Kelly,
2000:20). For young people to develop healthy and responsible behavior
patterns, and avoid infection, it is not sufficient to learn the biomedical
aspects of sexual and reproductive health. Equally important is learning how
to cope with the increasingly complex demands of relationships, particularly
gender relations and conflict resolution; how to develop safe practices, and
how to relate with the increasing number of people living with HIV/AIDS
(ibid). Sherman and Bassett (1999:36), also reinforcing this said:
"adolescents would benefit from a forum in which they would safely ask
questions about sex, express their feelings, and learn appropriate
communication skills".

The "School Health Education to Prevent HIV/AIDS: A Resource

Package for Curriculum Planners" jointly prepared by the WHO and
UNESCO in 1994 had also elaborated the need for teaching necessary skills
that help students develop responsible behavior. The skills referred to as life-
skills, because of their importance in every day life of the adolescents,
include negotiation/communication skills, assertiveness skills, self-
awareness skills, responsible decision-making skills, and practical skills for

22
safe and protected sex as well as for caring and supporting people living with
HIV/AIDS.

Kelly (2000:81), stressed that mature responsibility for the

management of their sexuality can be developed only when students
experience real scope for the development of all-round responsibility for what
affects them i.e., when there is real and effective student participation in
school governance and in all decision-making that affects them. But existing
practices in schools indicate only the contrary. "All of their affairs are
managed for them and decisions are made on their behalf by the school
management, teachers, rules and regulations, and the entire apparatus of
the school culture" (Ibid).

As a type of school health education, AIDS education for students

could be provided in two ways: by teaching formally in the classroom, and
informally teaching through various mass media, Anti-AIDS clubs,
information dissemination through health and social workers and so on
(Walter and Waughan, 1993:118 cited in Alemayehu, 1997:5; Ajema,
2000:9).

In the Ethiopian context also AIDS education in schools follows a

similar pattern. According to the Strategic Framework for The National
Response to HIV/AIDS in Ethiopia, prepared by the National AIDS Council,
AIDS education is given to students through the regular curriculum in the
classroom and with the use of Anti-AIDS and similar clubs (NAC, 2001:12-
13).

2.1.1. Curricular Instruction for AIDS Education

The formal classroom instruction could be provided either through

integration across a number of curricular subjects or as a separate subject
with its own well-defined goals and instructional materials. Several countries

23
around the world have long started AIDS education programs at primary
school level. African countries such as Botswana, Kenya, Lesotho, Namibia,
Malawi, Uganda, and Zambia have included contents of AIDS education in
carrier subjects such as Lifestyle, Environmental Education, Social Studies,
Home Economics, moral and religious education (UNESCO, 1995:12 and
WHO, 1994:21 cited in Alemayehu, 1997:22). In Ethiopia too AIDS education
has been incorporated into the curricula of some subjects at the primary
level.

As the New Education and Training Policy of the country mandate

them, Regional Education Bureaus prepare the curricula for the primary
schools of their respective regions (MOE, 1994). Accordingly, the regions do
the integration of the AIDS education into the curricula of subjects taught at
the primary level.

Referring to the experience in the Amhara Region, for instance, the

above-mentioned study made by Alemayehu Bishaw (1997:7), indicated that
all AIDS education contents recommended by WHO (with the exception of
one - care and support for PLWHA) to bring the necessary awareness, had
been "adequately integrated into the grade 6 General Science and grade 7
Biology text books". No such study had in fact been made so far in the
Oromia Region to the knowledge of this researcher. Nevertheless,
information obtained from a workshop paper prepared by the Curriculum
Department of the Oromia Education Bureau indicated that AIDS education
contents had been integrated into the curricula of Environmental Science,
General Science, and Biology subjects at the primary level (Chala, 2001:5).

The inclusion of contents of AIDS education, as noted by Alemayehu

(1997:26), is not however a sufficient condition although it is a necessary
one to develop students' knowledge and positive attitude towards AIDS
prevention. Such factors as availability of instructional materials, teachers'
mastery of the subject, classroom facilities, and teaching methodologies are

24
equally important (Warber, 1987:365 and Mutral, 1988:324 cited in
Alemayehu, 1997:26). With regard to methodology, for instance, teachers
should use a variety of approaches; most importantly employ participatory
learning or discussion among students about their experience (Hamalainen
and Keimanen cited in Alemayehu, 1997:27).

2.1.2. Co-curricular Programs for AIDS Education

The theme of the present-day education is producing children with an

all-round personality. In bringing about all-roundedness, the three
essentials of effective education - imparting knowledge, forming attitudes
and behaviors, and developing skills - should be present. In order to achieve
this, schools must aspire towards developing the mental, physical, social,
spiritual, and vocational life of the students (McKown, 1956:8-10).

The classroom instruction in itself is not sufficient to impart

knowledge, develop attitudes and bring about behavioral changes in
students to the desired level. In addition to the curricular instructions
provided in the classroom, there should be out-door activities in the school
in which students are engaged (Burrup, 1962:192).

These activities, performed by students outside of the classroom, are

variously referred to as "extra-curricular", "co-curricular", "extra-class", and
"out-of-school" activities or simply as "student activities" (Burrup, 1962:189).
The researcher however preferred the term "co-curricular" as it is the one
widely used in the school system in the country.

Co-curricular activities, according to Good (1973:9), are defined as

"those school-sponsored child activities, which require administrative
provision and organizational involvements somewhat different from the more
typical classroom instruction".

25
 A whole lot of activities carried out by students in schools can be
categorized as co-curricular activities. According to the guideline prepared by
the Ethiopian Ministry of Education, co-curricular activities include: the
homeroom, sport and musical events, literary works, debating and public
speaking, school clubs, school publications, various social programs,
student assemblies, the student council, and others (Setotaw, 1989).

Co-curricular activities are implemented in practically all schools,

large and small, primary as well as secondary. They are in fact "as old as
organized education itself" (McKown, 1956: 1). Co-curricular activities help
in "the growth of a well-balanced and well-adjusted personality" (Aggarwal,
1981:321), and hence "the development of good citizens (McKown, 1956:12).
Because, as noted by McKown, they offer so many fine opportunities for the
learning of appropriate knowledge, the establishment of desirable ideals, and
the actual practice of functional habits (Ibid). Besides, they serve to reinforce
and augment formal studies; provide for individual interests, needs and
aspirations based on realistic experiences (Bent and McCann, 1960:154;
Clark and Starr, 1986:15). In reference to their use for HIV/AIDS education,
Kelly, 2000:36 also said: "Co-curricular activities, which are allied to peer
education, encourage young people and children to share the information
they already possess".

The contributions of these activities have been regarded as important

and even more effective than some portions of the formal curriculum
(Burrup, 1962:189; Clark and Starr, 1986:15). Thus, due to their numerous
values, co-curricular activities deserve careful planning and implementation.

26
2.2. The School Club

2.2.1. Its Essence

The school club is probably the oldest and the most common form of
co-curricular activities (Edmonson, et al., 1953:277). A club is, basically, a
more or less organized group of individuals with the same interest, and this
interest may concern any phase of life and its activities. The members of the
club organize themselves around a common objective on their own accord
(Setotaw, 1989; McKown, 1956:152; UNESCO, 1979:7).

Involving oneself in a club satisfies an individual's natural desire to be

with her/his fellows. Being with one's fellows offers a chance to see,
appreciate and learn from the activities and experiences of others (Bent and
McCann, 1960:153; McKown, 1956:154; Hendrikz, 1986:65). It also provides
opportunities for deepening those interests, which the individual already
possesses (McKown, 1956:154).

Referring to the Unesco Clubs established worldwide, UNESCO

elaborated the club notion as follows:
..in such a group the members become familiar with the
operation of a democracy in miniature, acquire a bent for
initiative and a sense of responsibility, learn to overcome
their selfish and anarchic tendencies, to work with others,
manage their common property, ... (UNESCO, 1979:7).

The club and the classroom should be seen as mutually

supplementing and enriching one another. McKown (1956:155), elaborated
the reasons by saying:
.. classroom work is uniform, club activities are not;
classroom work is formal, club work is informal;
classroom work is teacher-oriented and dominated, club
activities are largely of the students' own devising; in
classroom work the student strives to please the teacher,
in club activities aims for his own and his group's
27
 approval. In short, the class represents conformity and
repression, while the club represents freedom and self-
expression.

The school club, furthermore, creates a true and natural environment

in which the student learns and practices those qualities and skills that
she/he will need as an adult. The student learns how to work cooperatively
with others, develops leadership skills, learns to carry out her/his duties
and to accept responsibilities, learns to disagree amicably and to respect the
views and values of others (McKown, 1956:155; Bent and McCann,
1960:172).

2.2.2. Its Management

There are certain commonly accepted principles in the literature that

underlie the organization and administration of school clubs. Primarily, a
club should have purposes of its own that are clear and worthy to its
members. While club participation should generally be high, membership of
participants must however be a voluntary one. The students should be
allowed to join clubs not through compulsion but in accordance with their
interests, and there should be no discrimination of any kind among students
with regard to club membership (Edmonson, 1953:263; McKown, 1956:158;
Bent and McCann, 1960:156; Burrup, 1962:197).

Another important issue related to the organization of a school club is

the assignment of a club coordinator traditionally called club sponsor. The
club sponsors are selected from among the teachers in the school and are
expected to provide advice, and close supervision to clubs' activities. But
they should by no means replace the students in managing the affairs and
activities of the clubs. The role of the club sponsor in the success or failure
of a club is so great that care should be taken during the assignment. It is
very important that the selection be made on the basis of interest to the
particular activity, ability to take responsibility, competence, training and

28
preparedness to work with young people than any other inconsequential
criteria (McKown, 1956:161; Edmonson, 1953:263).

In order to expedite its work in a business-like and efficient manner, it

is important that a club be internally organized in a reasonable and sensible
manner. Although all clubs have their major interests and activities to focus
on, some administrative matters should not be neglected as these serve as
vehicles that assist in arriving at the club's projected destination.

Based on the experience of Unesco clubs, UNESCO (1979:40) stressed

this by stating: " a well- organized club with a sound administrative
structure offers the best guarantee of continuity and effective action. Great
importance should therefore be attached to the administrative and
management side of club work".

A club may for instance have a written constitution if there is the need
for one. Such a constitution, according to McKown (1956:172), "does add a
little dignity and formality to the organization, officers, and duties". The
constitution should list, define, and describe all of the important points
related to the organization and administration of the club. It should clearly
indicate details of such points as the purpose the club is established for,
membership requirements, the rights and obligations of members, the duties
and responsibilities of elected officers, election and disciplinary procedures,
and other necessary matters (Edmonson, 1953:271).

Club officers and/or committees elected from member students are

desirable and hence appointed to undertake all or some of the various tasks
in the club. According to the above-mentioned manual prepared by the
Ministry of Education for implementing co-curricular activities, school clubs
in Ethiopia should have a structure consisting of an executive committee
elected by students at the top, and a general assembly of all club
participants (Setotaw, 1989:43).

29
 A good school club should also have a well-thought-of and workable
plan of operation. If the club activity is well planned, coordinated, and
carried out, it is very much likely that the club will be effective and efficient.
As Burrup (1962:189) noted, the success of any student activity program,
whatever its extent, requires continuous planning and evaluation. Both of
these are in fact the functions of a school principal and/or its representative
(Ibid). There should also be a system of recording and reporting of the
accomplishments of the club and the various club activities (Bent and
McCann, 1960:156).

Club activities entail expense, some not a great deal, and others a very
considerable amount. For this purpose, the club may creatively devise
various means of income such as club dues. Related to the handling of club
finance, writers such as Edmonson (1953: 281) insist that the best policy is
to have all club money turned into a school treasurer assigned by the school.
Other writers however recommend a club-elected treasurer under close
supervision of the club sponsor handle the money. All however agree that
there should be control over finance as well as materials by the school
administration. This principle applies especially to clubs, which have
connections with outside organizations.

On the other hand, all club dues should be kept as low as possible, so
as not to exclude any member of the school. The expenditures for social
affairs should not be large (Edmonson, 1953: 281, McKown, 1956:169).

Varieties of clubs are already in place in a number of schools

established to meet different objectives. Depending on emerging needs and
new developments, new clubs could also be formed from time to time. As a
mechanism to prevent the spread of the recent reality of HIV/AIDS among
the student population for instance, student clubs have been organized and
are operating in many schools in the country.

30
 2.2.3. Anti - AIDS School Clubs for AIDS Education

The majority of the literatures describing experiences on AIDS

education in schools that the researcher reviewed referred to the formal
classroom instruction of the subject. But the major points included in these
literatures, according to the researcher's view, could also have relevance to
the informal aspect of the AIDS education in schools.

There were however evidences in the literature, although a few, that

referred to clubs organized under various names and functioning in schools
to fight the spread of AIDS. Williams, G. et al. (1998:12), in the book entitled
" A Common Cause: Young People, Sexuality and HIV/AIDS in Three African
Countries" had in one article described the account of school clubs organized
within a district in Nigeria. The article described the experience of a local
NGO employing an intensive strategy of peer education to students in
selected target schools by organizing clubs named as Health and Life
Planning Clubs.

The topics covered by the clubs included: functioning of the

reproductive system; pregnancy; values and goal-setting; assertiveness and
abstinence skills; gender roles; relationships and intimacy. Peer educators
selected by club members, after receiving training on the topics as well as on
presentation and communication skills, provided the education to their peers
through discussion.

In Ethiopia, the organization of clubs for AIDS education in schools

began in different forms but Anti-AIDS clubs seemed to have formally
evolved out of the "AIDS/STD Education Program in Secondary Schools" that
was launched by the Ministry of Education in 1992. According to Anbesu, et
al. (1995:2), the strategy implemented by the program included "helping
senior secondary schools establish Anti-AIDS clubs".

31
 Some other types of school clubs - Red Cross Clubs, Mini-Media, and
Drama Clubs had also been involved to varying degree, in educating
secondary school students on AIDS (Ibid). As indicated in Araya Gebru et al.
(1990:231), for instance, a pilot AIDS/STD education for secondary school
students was disseminated in 1989 through existing Red Cross and Drama
Clubs in sample schools.

The Anti-AIDS clubs thus initiated at the secondary level in 1992 were
assumed to be operating in all secondary schools within the country, and
they have expanded their presence to the primary schools as well. Recently,
they have also been established at the tertiary level to a certain extent.
However, little was known about these clubs nationally as to how they were
functioning and what was happening to them in terms of club activities, the
general patterns of membership, and related matters.

The researcher's attempts to obtain general information on the current

status and operations of the Anti-AIDS clubs at the national level were not
successful. At the regional level (Oromia) also, the researcher observed a
similar gap in information. Adequate data was not available at the Region's
Education Bureau. Although 133 secondary schools were functioning in the
region in the 2000/01 academic year for instance, the researcher's interview
with an expert in the concerned department within the bureau however
revealed that data on the number of clubs and the number of participants
was available only for 99 schools. The assumption, however, was that clubs
were organized in all secondary schools.

The only source of information related to the topic of study that the
researcher obtained from the Ministry of Education was an evaluative study
report by Anbesu et al. (1995): Impact of AIDS/STD Education in Ethiopian
Secondary Schools, ICDR/MOE. The study, which was sponsored by the
MOE, was aimed at surveying the 'impacts' of the earlier-mentioned
AIDS/STD Education Program in Secondary Schools after three years of its

32
implementation. In a way, it was a survey of the performance and
effectiveness of the Anti-AIDS clubs operating within those three years.

The study generally concluded that although the Anti-AIDS clubs had
their own contributions, they were not so instrumental in changing the
sexual behavior of students. The majority of the students, however, were
reported to be aware of HIV/AIDS and its fatality, which they acquired
largely from such sources as the radio, health workers, and the television.
The study further indicated that the clubs were facing shortage of teaching
materials and trained manpower that were required for their smooth
functioning (Anbesu et al., 1995:28,48).

The way the Anti-AIDS clubs in the country are currently functioning,
under a somewhat different setting, however, was not much known. In 1995,
the co-curricular clubs, as mentioned earlier, were the major sources of
AIDS education in schools. It might not be unreasonable to expect
differences between now and then in terms of the experience acquired by
schools in managing and running the clubs. On the other hand, there had
been in fact an observed difference between the two points in time in the
scale of the spread of the AIDS disease, and proportionately, in the level of
educational efforts expected of the clubs and other intervention programs as
well. So, it was necessary that the status of the Anti-AIDS clubs be explored
and existing problems be singled out in order to improve effectiveness of
subsequent efforts in the future.

Although the 1995 study had its own significant contributions in

providing several important information and constructive recommendations,
it appeared to have some drawbacks in taking a fairly representative sample
of schools. Despite the statement by the research team that a representative
sample was selected "from different parts of the country... Northern,
Western, Southern and Eastern parts of Ethiopia, ... taking into account
"geographical, cultural, language, etc. diversities", the list of the schools

33
surveyed annexed in the same report, however; indicated that the majority of
the schools largely represented the Northern and Central parts of the
country. The whole of the Eastern part and a large part of the Southern area
had not been represented. Moreover, despite the Oromia region extending in
size from the Western to the Eastern, and down to the Southern end of the
country, and despite the region possessing about one-third of all secondary
schools in the country, the survey included only three schools from the
region. This may have significantly influenced the findings of the study as
differences in the managerial and administrative settings among the various
regions could have produced significant differences on the operation of the
clubs and hence their effectiveness. There were also some inconsistencies
observed in the study.

So, while the need for studying a fairly representative sample at the
national level becomes self-evident, it would not, on the other hand, be
unimportant for a distance learner such as this researcher to study the
situation in his specific region by a study of the kind of this Master's Thesis.
Such a study could help see the case in a certain area in more detail so as to
take measures relevant to that specific locality. But such a study should be
carried out with more valid instruments and data treatment trying, as much
as possible, to get rid of inconsistencies.

However, the use of more valid instruments and analysis techniques,

and the specificity of the research scope were not exclusively the reasons for
conducting the present study. It is always important and necessary that up-
to-date information be available with regard to the status of all educational
and health promotion programs and that problems be periodically assessed,
identified, and addressed to, so that programs could better accomplish their
intended objectives.

The present study tried to look deeper into the internal organization of
the Anti-AIDS clubs in the Oromia region and their management and

34
operation as these are important factors that could significantly affect club
effectiveness. The study, however, did not go into evaluating effectiveness or
outcome of the Anti-AIDS clubs. Instead, it attempted to survey the input
and process aspects of the clubs' educational efforts that have direct
implications for producing the outcome. In this respect, this study may differ
from the above-mentioned study carried out by the MOE.

35
 CHAPTER III

PRESENTATION AND ANALYSIS OF DATA

Findings of the study are presented and discussed in this chapter. The
data were organized under the following major headings and in the same
order of sequence: Background Information on Respondents, Club
Organization and Administration, Planning of Club Activities,
Implementation of Club Activities, Monitoring and Evaluation, and finally
Problems Identified.

For the sake of convenience, related data collected with the help of the
various tools have been presented and discussed collectively under the
particular heading they belong to.

3.1. Background Information on Respondents

A. Deputy Principals, and Club Sponsor teachers

A total of 30 (100%) deputy principals, and 30 (100%) club sponsor

teachers completed the questionnaires. All of the respondent deputy
principals and 29 (96.7%) of the club sponsor teachers were males. Data on
respondents' educational level revealed that all of the deputy principals and
28 (93.3%) of the club sponsor teachers were diploma or degree holders
whereas one club sponsor was a graduate with a certificate from a teachers
training institute.

The majority of the deputy principals (70%), and the club sponsors
(73.3%) reported to have served for two years and above in their current
position as deputy principal and club sponsor respectively.
36
 B. Club Member Students

i . Questionnaire respondents:

Totally 584 (97.3%) of sample club member students (roughly 58.1%

boys and 41.9% girls) were involved in completing questionnaires. The plan
was to select the sample club members in the sex proportion available in the
club in order to have a reasonable mix of both sexes.

About 36.1% of the sample club members were in grade 9, 30.3% of

them in grade 10, and 28.6% in grade 12 forming an almost closer
proportion. The rest of the 5.0% (29 students) belonged to the 10+1 class of
Technical Education newly introduced in some of the schools.

About 59.3% of the sample club members had two and more years of
experience in membership of the Anti-AIDS club within their respective
schools. The total sampled club members, in 27 of the clubs where data were
obtained, account for around 14.5% of the club member population within
the sampled schools (13.7% for boys and 15.8% for girls).

A great majority (80.7%) of student respondents were Christians while

the rest were Muslims when the data was seen in absolute terms. The
relative proportion of the two was, however, difficult to see since data on the
religious composition of the students enrolled in sample schools were not
available. Their ages ranged from 14 to 35 years, the majority (73.1%) being
within 15 to 18 years. The median age for sample club members was found
to be 18 years.

ii. Focus group discussion participants:

37
 A total of 80 club member students (45 boys and 35 girls) from 8 sub-
sampled Anti-AIDS clubs participated in focus group discussions. A group
comprised of 10 students and 2 clubs were taken randomly from each zone.
28 of the participants were members of the club executive committee while
the rest were general members of the club. All of them had been members of
the Anti-AIDS club in their respective schools for the last 2 years.

C. Co-Curricular Program Experts

The third group of respondents was co-curricular program experts

working at the zonal education departments. Four experts (one from each
zone) were interviewed.

Tables 1 and 2 provide detail information on the background

characteristics of the respondents.

Table 1. Characteristics of Respondents

Student
Variable Deputy Club-sponsor Members Zonal
Principals teachers (in club Experts
membership)
Male 30 29 339 4

Sex
Female _ 1 245 _

Education T.T.I _ 2 _
level Diploma 13 13 4
completed Degree 17 15 _

Experience 1 7 6 235 _
in current 2 5 7 191 1
position 3 4 2 102 2
(yrs) >4 12 13 53 1

Unidentified 2 2 3
Christian 471
38
Religion
Muslim 113

Table 2. Percentage Distribution of Respondent Student Club

Members by Age and Grade Level

Grade All

Age 9th 10th 12th 10+1 Grades

14 21 1 22
15 46 4 2 52
16 66 45 4 115
17 35 52 12 2 101
18 21 47 72 15 155
19 10 15 32 5 62
20 6 9 23 3 41
21 1 1 6 2 10
22 4 4
>23 2 2 9 13

Unidentified 3 1 3 2 9
Total 211 177 167 29 584

% (36.1) (30.3) (28.6) (5.0) (100.0)

_____________________________________________________________________

39
3.2. Club Organization and Administration

3.2.1. Establishment of Anti-AIDS Clubs

Under this heading, data related to the formation of Anti-AIDS clubs

have been presented.

As expected, Anti-AIDS clubs were found established in all (30) of the

sample secondary schools surveyed in both government as well as non-
government sample schools. The year of establishment of the clubs,
however, varies among the schools. Deputy principals of sample schools
reported the year the club was established the first time in their respective
schools as shown in Table 3.

Table 3. Year of Establishment of Anti-AIDS Clubs in Sample

Secondary Schools
________________________________________________
Year f %
________________________________________________
1993/94 2 6.7
1994/95 2 6.7
1995/96 7 23.3
1996/97 6 20.0
1997/98 1 3.3
1999/2000 3 10.0
2000/01 2 6.7
Unidentified 7 23.3
Total 30 100.0

________________________________________________

At least, half (50%) of the sample schools appeared to have experience

of operating Anti-AIDS Club for more than 5 years. All of the three non-
40
governmental schools studied started Anti-AIDS clubs only recently. While
two of the three established the club in the 1999/00 academic year, one
school did so only the previous year (in the 2000/01 academic year).

In order to see the degree of importance they attached to establishing

Anti-AIDS clubs in schools, the deputy principals were asked to give ratings
using a five-point Likert scale and the results are shown in Table 4 below.

Table 4. Deputy Principals' Rating of the Importance of

Establishing Anti-AIDS Clubs in Schools

Rating Value f %
Very High 5 26 86.7
High 4 4 3.3
Neutral 3 -
Low 2 -
Very Low 1 - ____
Total 30 100

Mean = 4.87; S.D= 0.339

With a 95% confidence limit of (4.75, 4.99), it appeared that

the deputy principals in the secondary schools in the region
attached high value to Anti-AIDS clubs as mechanisms for
fighting the spread of HIV/AIDS among the youth in school.

Asked on whether they have a guideline available at their school that

would help them for organizing the clubs, the majority of the sample deputy
principals (66.7%) reported that they had one. The researcher had observed
a copy of the said guideline in selected 8 schools and learnt that the
guideline referred to was the manual prepared by the Ministry of Education
for the general use of organizing co-curricular activities including school
clubs. He had not seen any material specifically prepared for the purpose of
organizing Anti-AIDS clubs. 33.3% of the deputy principals, however,
reported that they did not have any guideline. It may be that they were not

41
given at all or a previously available one had been taken away or lost. As
school principals, teachers, and club members in schools often change from
year to year, due to transfer and other reasons, the absence of such a
guideline in these schools might have created problems related to the
organization and management of clubs.

Table 5. Availability of a Guideline in Schools for

Organizing

Anti-AIDS Clubs

f %
Responses
Yes 20 66.7
No 10 33.3
Total 30 100.0

It was necessary to find out the existence of other clubs in secondary

schools that have been involved in duplicating all or parts of the activities of
the Anti-AIDS club. The sample deputy principals identified the other clubs
that were doing activities similar or related to that of the Anti-AIDS club as
depicted in Table 6 below in descending order of occurrence.

Table 6. Clubs Duplicating the Activities of the Anti-AIDS

Clubs in Secondary Schools

Name of Club f %
Red Cross 17 56.7
Family Planning/Sex
Education 6 20.0
Mini-Media 5 16.7
Drama & Literature 5 16.7
Gender/ Girls' Club 4 13.3
Oromo Culture & Language
Promotion 4 13.3
Anti-drug 4 13.3

42
 The Red Cross club seemed to be the other club involved in providing
AIDS education to students in the majority (56.7%) of sample schools. Other
types of clubs were also indicated in some schools showing variation among
the schools. In some schools, the presence or absence of some of these clubs
was found to depend, partly, on the way the schools preferred to organize the
clubs. It was learnt during the focus group discussions with club members
in three schools that, for instance, the Mini-media, and Drama and
Literature functions had been organized as branches within the Anti-AIDS
club.

All of these clubs identified above had several important educational

components to share with the Anti-AIDS club. When they acted separately,
duplication of efforts might have resulted.

With regard to availability of a club constitution, the majority (65%) of

the sample club members said they had one. While 20.9% said there existed
none, the remaining 14.1% said they did not know. Those who did not know
failed to know maybe either due to the absence of the constitution or it was
made unknown to them. Any way, it could be said that more than one-third
of the respondents did not see the club's constitution. The absence of a
constitution in these clubs might have created some administrative
difficulties such as disciplinary ones for the club managers.

3.2.2. Membership Patterns

It is important for schools to have well-defined policy with respect to

the admission of students into club membership. In this regard, the
majority (73.3%) of deputy principals in sample schools said that they admit
all students that apply for membership in the Anti-AIDS club.

Table 7. Admission Policy of Schools for Club Membership

43
 Response f %
Admit all who apply to join
club 22 73.3
Admit those who apply based
on a set target 6 20.0
School selectively assigns
members 2 6.7
Total 30 100.0

Club member students were asked how they joined the Anti-AIDS club
in the school. Nearly all (98.8%) of the sample student club members said
that they joined the club voluntarily.

Table 8. How Student Members Happened to Join Club

Response f %
I joined voluntarily 575 98.8
I was selected (assigned) by
the school 7 1.2
Total 582 100.0

No response 2

In order to check reliability of the responses of student club members,

the club sponsor teachers were asked to give rating of the level of interest
members generally show in club participation using a five-point Likert scale.
Their responses confirmed that the members liked participating in the club
as indicated by a mean (X) of 4.1 (n = 30).

Table 9. Club Sponsors' Rating of the Interest of Member-

Students in Club Participation

Rating f %
Very high 10 33.3
High 15 50.0
Medium 4 13.3
Low
Very low 1 3.3
Total 30 99.9

44
 Mean=4.1, n=30; SD= 0.87; Confidence limit =(3.79, 4.41)

The size of club membership in the sample schools ranged from 32 (in
Hawas, East Shoa) to 526 (in Ginchi, West Shoa). The mean club
membership in the sample schools for which data were available (n=27) was,
on the average, 150 per club with standard deviation of 114 in the current
academic year (92 for boys, and 59 for girls). The size of club membership
generally appeared small (only 8.43%) as compared to the average enrolment
of about 1784 students per school. However, as club members speak or
perform to large audiences of student assemblies on various occasions, it is
possible to reach the entire student population within the school through a
club. Table 10 shows the mean size of club membership and the size of
student enrolment for the 2001/02 academic year.

Table 10. Percent Club Members and Mean Club Membership in

Sample Schools*

Total Total Percent Mean club

Sex student # of club club membership SD
enrolment members members per school
Boys 31352 2479 7.91 92 80
Girls 16816 1580 9.40 59 39
48168 4059 8.43 150 114
Total
(n = 27)
* Refers only to student club members

The club sponsor teachers also made estimate of the proportion of

student club members regularly attending the club. The mean proportion of
those registered at the beginning regularly participating in the club was
found to be 64.2%. Nearly more than one-third of those registered dropped
out of the club for various reasons. This was a big reduction in the number
of targeted participants that were the primary beneficiaries of the Anti-AIDS
clubs.
Table 11. Proportion of Student Club Members Regularly
Attending the Club.

45
 Percent of regular club f %
attendants
More than 75% of the
registered 16 53.3
50 - 75% of the registered 5 16.7
25 - 50 % of the registered 4 13.3
Less than 25% 5 16.7
Total 30 100.0
(Mean = 64.2; Confidence limit= (64.03, 64.37)
In relation to students' dropping out of club participation, the club
sponsor teachers were asked to list the potential reasons. The responses
were then placed into categories shown in Table 12 below.

Table 12. Reasons for Dropping out of Students from Anti-AIDS

Clubs as Perceived by Club Sponsors (n=28)
______________________________________________________________
Reason f %
_______________________________________________________________
Shortage of time 16 57.1
Lack of sufficient motivation at the time of
joining the club 5 17.9
Absence of monetary incentives 4 14.3
Dissatisfaction created due to absence of
good training/education in club 2 7.7
Unknown reason 2 7.7
Satisfied that one has acquired
enough knowledge 1 3.6
_______________________________________________________________

It could be noted from the above table that the majority (57.1%) of the
club sponsors thought that time-related factors caused students' dropping
out of Anti-AIDS clubs.

Membership in Anti-AIDS club was not limited to students alone in the

majority of the schools. The club sponsors in 27 (90%) of the sampled
schools reported that teachers also belonged to club membership although
to varying degree. The maximum number of teacher club members reported
was 34 (in Agaro), and the minimum 2 (in Kersa, Addis Alem, and Guder).
Table 13 shows the number of clubs with the size of teacher members they
had.
46
 Table 13. Number of Teacher Members per Club

Number of
Teachers Frequency Percent
(f) (%)

None 3 10.0
1-5 13 43.3
6–10 8 26.7
11–15 2 6.7
16-20 0.0
21-25 2 6.7
> 25 2 6.7
Total 30 100.1*
* Percent total exceeded 100 due to rounding off.

During the group discussions with club members, however, it was

learnt that the teacher club members did not attend club meetings and did
not fully participate in club activities.

With regard to the participation of teachers in the club, member

students were asked to give their opinion and the great majority of them
(90.2%) seemed to favor teachers' participation with them. The opinions of
the students are compiled in Table 14.

Table 14. Member Students' Opinion on Participation of

Teachers in Club
_________________________________________
Opinion f %
_________________________________________
Favor 519 90.2
No Opinion 32 5.6
47
 Not Favor 24 4.2

Total 575 100.0

No response 9
_________________________________________
Confidence limit = P + 0.024

The majority (77.1%) of the student respondents reported that they

also belonged to other clubs within the school in addition to the Anti-AIDS
club. On the average, a student club member also belonged to two additional
clubs (X=1.44) in the academic year studied.

Table 15. Number of Non-Anti-AIDS Clubs to Which Members

Belong

Number of clubs f %
None 134 22.9
1 193 33.1
2 122 20.9
3 135 23.1
584 100.0
Total

Mean= 1.44; S.D.= 1.08; 95% confidence limit= mean + 0.09

The participation of students in several school clubs may indicate

participants' own interest to benefit from the social, educational, and other
values they consider important and obtainable from their participation in the
clubs. However, participation in several clubs may cost a significant amount of
students' time including study hours. As this may ultimately result in failure in
examinations, students may tend to drop out of club membership. As already
indicated earlier by club sponsors (Table 12), the time factor was the most
important factor contributing to members' dropping out of Anti-AIDS clubs.

3.2.3. Organizational Structure and Club Leadership

48
 The majority of the Anti-AIDS clubs in the sample schools appeared to
have almost similar structure. 29 club sponsors (96.7%) reported the
presence of a club executive committee of 4 to 8 persons most of which
included a chairperson, vice-chairperson, secretary, treasurer, and general
members. This structure was introduced through the manual prepared by
the Ministry of Education for organizing clubs (Setotaw, 1989: 48). In one
school, however, the club was reported to have only a secretary elected from
student members. The executive committee was supposed to provide
leadership to the club. Table 16 shows the responses of club sponsors on
what the executive committee was composed of.

Table 16. Composition of Executive Committee

______________________________________________________________
Only Teachers Only Students Both
f % f % f %
______________________________________________________________
Chairperson 13 44.8 7 24.1 9 31.0
Vice Chairperson 6 20.7 18 62.1 - 0.0
Secretary 7 24.1 17 58.6 2 6.9
Treasurer 6 20.7 13 44.8 1 3.4
______________________________________________________________
No response 1

Some interesting models had also emerged in some clubs. During the
focus group discussions held with club members in 5 schools, it was found
that the clubs had established different sub-committees to their structure.
The sub-committees identified included: Education Sub-Committee (in 3
clubs), Music, Drama and Literature Sub-Committee (in 3 clubs), Discipline
Sub-Committee (in 1 club). These sub-committees consisted of 1 or 2
students elected from club members. While such flexibility and
innovativeness was observed in these clubs, the majority, however, seemed
to have stuck with the structure proposed by the MOE.

A little more than one half (56.7%) of the sample club sponsors said
that the committee members had been trained. The committees in 43.3% of

49
the schools had not received any training that would have enabled them to
provide leadership for the club.

Table 17. Number of Clubs with Trained Executive

Committee Members
_______________________________________________
f %
_______________________________________________
Trained 17 56.7
Not trained 13 43.3
____________Total______ 30_________100.0____
The group discussions held with member students including
committee members in 5 of the 8 cases, however, revealed that where the
committee members were reported to have received training, the training did
not cover how to lead a club. The major focus of the trainings was reported
to be AIDS education.

In order to ensure achievement of club objectives, school clubs should

be provided with necessary guidance. The club activities should be
continuously supervised. In this respect, all sample schools surveyed
(100%) were found to have a teacher assigned as a club sponsor who was
supposed to provide guidance to the club and undertake supervision of its
activities on a day-to-day basis. As shown in Table 1, the majority of the
sponsors (53.6 %) in sample schools had more than two years of experience
as a sponsor of Anti-AIDS club with a mean number of 4 years (X=4.00).

In relation to club leadership, the club member students were asked to

indicate who often made decisions in the club. The majority (67.5%) said
that the club sponsor teacher was the one making decisions related to the
management of the club as shown in Table 18 below. This might have
suggested that the student-leadership that was required in managing school
clubs appeared to be lacking in the majority of the Anti-AIDS clubs.

Table 18. Club Members' Response to "Who often Makes

Decisions?"
___________________________________________________

50
 f %
___________________________________________________
The club sponsor 386 67.5
The executive committee 192 33.6
The club members 169 22.5
_______________________________________________

Asked to indicate the criteria they were using for assigning a sponsor
for the Anti-AIDS club, the majority (59.3%) of the principals indicated that
it was on the basis of experience. 40.7% said they used ability or
competence, while another 40.7% said they selected sponsors based on
incumbent's own request.

Table 19. Criteria Used for Assigning a Sponsor for Anti-

AIDS Club

Criteria used f %
Experience 16 59.3
Ability or competence 11 40.7
Using Volunteers 11 40.7
Other* 6 20.0
44 160.7**
*Other includes such factors as seniority, related field of study, and
rotation of assignment among staff.
** Total percents exceed 100 due to multiple responses.

On the other hand, the club sponsor-teachers were asked to rate how
much they were interested to work as club sponsors using a five-point Likert
scale with the highest point given to the most positive response and vice
versa. The calculated mean (X) of 4.47 showed that the sample club
sponsors generally appeared to have a strong interest in their assignment as
sponsors.

Table 20. Club Sponsors' Interest to Work as Club Sponsor

Rating f %

51
 Highly interested 19 63.3
Interested 8 26.7
Neutral 2 6.7
Uninterested 0.0
Highly uninterested 1 3.3
100.0
Total 30
Mean = 4.47;
S.D.= 0.88

With regard to ability to provide the necessary guidance and advice to

club members, most of the sample sponsors (75.9 %) considered themselves
to be competent for the job (Table 21).

Table 21. Club Sponsors’ Self-assessment of Competence

Rating Value f %
Very Competent 5 8 27.6
Competent 4 14 48.3
Neutral 3 6 20.7
Incompetent 2 1 3.4
Very Incompetent 1 ____ 0.0
Total 29 100.0

Non response 1
Mean=4.00;S.D= .80

Asked to indicate the number of short-term trainings they had

received related to their job as Anti-AIDS club sponsors, more than a quarter
of the club sponsors reported that they had never received any training. 30%
of them reported that they were trained only once while 43.4% said that they
had received 2 to 4 rounds of trainings. Although the majority of the
sponsors seemed to have taken part in a training, the proportion of those
who did not participate in any sort of training was, however, not negligible.
In the absence of such trainings, it would be difficult for a sponsor to provide
the club with necessary guidance that would be required of her/him.

52
 Table 22. Number and Content of Short-term Trainings

So Far Received by Club Sponsor Teachers

f %

1) Number of Trainings:

None 8 26.7
1 9 30.0
2 2 6.7
3 2 6.7
4 9 30.0
30 100.1*
Total

2) Contents of training
given (n= 22):

How to be a club sponsor 10 45.5

HIV/AIDS Education 22 100.0
Life-skills Education 9 40.9
Other** 5 22.7
_____________________________________________________
* Total percentage exceeds 100 due to rounding off.
**Other includes: peer education on HIV/AIDS, Sex education,
Counseling, and Project, preparation, monitoring & evaluation.

In a follow-up question, those who reported to have been trained were

asked to indicate the contents of the trainings they had received.
Accordingly, information on HIV/AIDS was identified by all of the 22
respondents to be the major one. 40.9% (9 out of 22) reported to have been
trained on life-skills Education to young people. 45.5% of the reportedly

53
trained ones (10 out of 22) claimed that they had received training on how to
be a club sponsor.

It is possible to see that more than half of the club sponsors had not
received training on how to be a club sponsor - an essential subject that
would enable them to execute their responsibility as sponsor.

It was also important to know the ways schools encouraged club

sponsors. In this regard, providing certificate of participation was reported as
being used by the majority (92.3%) of the sample deputy principals. The
absence of any of such rewards was reported in 2 schools (7.7%).

Table 23. Kinds of Rewards Schools Give to Anti-AIDS

Club Sponsors.

f %
Kind of Reward
Reducing work (teaching) load 3 11.5
Providing certificate of participation 24 92.3
Consideration during performance
appraisal 2 7.7
Moral encouragement 1 3.8
So far nothing 2 7.7
No response 4

The club sponsor teachers, on the other hand, were also asked
whether the school administration credited their work. 80% of them
confirmed that the school gave credit to their work as club sponsors while
the remaining said the school did not. While the situation appeared good in
the majority of the schools, failure by the school administration in some of
the schools to credit the works of the club sponsors might have had negative
impact on the commitment of the sponsors in these schools.

3.3. Planning of Club Activities

54
 For effective and efficient implementation of club activities, planning is
an essential and decisive tool that should not be overlooked. A great
majority of questionnaire respondents - 86.7% of club sponsors, n=30, and
81.3% of student club members, n=571, reported that their club had an
annual operational plan. Moreover, all (100%) of the principals also
confirmed that their respective schools had a plan for the Anti-HIV/AIDS
activities in the school implemented by the club.

As to who was involved during the preparation of the plan, the

majority (84.6%) of club sponsors who reported the presence of a plan in the
club indicated that the club sponsor was the one involved during its
preparation, and half of them indicated involvement of the club’s executive
committee as well. The generally low level of student participation in the
planning of club affairs might have had a negative effect on the level of
commitment of the members in effectively implementing the club activities.
Table 24 shows the responses of club sponsors to the question of who
prepared the plan.

Table 24. Participants in the Preparation of Anti-AIDS Club’s

Annual Plan
__________________________________________________
Participants
f %
__________________________________________________
The club sponsor teacher 22 84.6
Club's executive committee 13 50.0
Club members 9 34.6
__________________________________________________
n= 26

The student club members also rated the extent of their participation
in the preparation of club's plan using a five-point Likert scale with the
maximum point (5) given to 'very high' category and the minimum (1) given
to 'very low'. The mean (X) of 2.10 suggested that the level of participation of
the students in the preparation of the plan seemed to be low (95%
confidence limit = 2.01, 2.19). Table 25 below depicts the results.
55
 Table 25. Club Members' Participation in Preparing Club's Plan
_________________________________________
Rating f %
_________________________________________
Very high 40 7.0
High 27 4.8
Medium 103 18.2
Low 177 31.2
Very low 220 38.8

Total 567 100.0

No response 17
_________________________________________
Mean =2.10; S.D= 1.18
According to the discussions made with the club members in the 8
sub-sampled schools, the club sponsor and the executive committee
members prepared the club's plan. It was only in 2 clubs that was reported
that the plan was presented to the assembly of the entire club members for
discussion and endorsement. The discussion participants further explained
that most of the planned activities, with the exception of observance of World
AIDS Day, were never put into practice.

Although there appeared to be an attempt to undertake planning of

the activities to be performed by a club, the said plans, however, lacked
necessary technical details and involvement of all club participants in the
preparation or approval. The interviews held with the zonal level co-
curricular program experts at all the four zones revealed that the yearly
plans at woreda and zonal education offices only indicated the number of
clubs to be established and the total number of club members. They also
said that no budget was planned for them. The researcher confirmed this by
looking at the 2001/02 annual educational plans of the four sample zones.

3.4. Implementation of Club Activities

3.4.1. Time and Frequency of Club meetings

56
 Meetings form the core of club activities. Club sponsors were asked
how often club meetings took place. Only a little more than half (56.6%) of
the club sponsors reported that club met in 1 to 2 weeks time. Nearly a
quarter of them said that meeting took place within 3 to 4 weeks time. The
remaining one-fifth (20%) of the club sponsors, however, said that the club
members only met once so far in the current academic year. This means that
until the time of this survey (March), the club members in 20% of the
schools met only once (roughly once in a semester). Almost similar
information was obtained through the focus group discussions. Of the 8
discussion groups, 4 said that they met on a weekly basis, while one group
reported that meeting was held in two weeks. But in 3 clubs, it was reported
that they met only once so far.

Club meetings were largely scheduled Monday to Friday outside of

class (63.3%), and also during break-hours (53.3%). Group discussions with
club members also indicated that club sponsors called emergency meetings
during class-hours as well. The mean number of hours devoted to carrying
out one club meeting was about 1:13 hours (73 minutes) in the sample clubs
surveyed.

In fact, the reported frequency of meetings may indicate how much

dynamically clubs were operating in their respective schools. Even though no
established standards existed related to the number of times a club should
undertake a meeting, it may nevertheless be possible to conclude that the
above-mentioned 20% of the clubs were functioning inactively (+ 14.3% at
95% level of confidence).

Furthermore, considering the mean number of 1:13 hours devoted for

carrying out one club meeting, this might mean that those 20% of the clubs
meeting in a month or more only met for a total of 9:44 hours in a year,
which was small (assuming 8 months of active club operation per year). So,

57
given the urgent importance expected of their mission, it is generally possible
to conclude that about 40% (+ 17.5%) of the clubs were not actively
functioning.

Table 26 indicates the frequency of meetings, the meeting hours, and

the mean length of time a meeting often took as responded by club sponsor
teachers.

Table 26. Time, Frequency, and Duration of Club Meetings

f %

1) Frequency of
Meeting:

Once in a week 7 23.3

Once in 2 weeks 10 33.3
Once in 3 weeks 1 3.3
Once in a month 6 20.0
So far met only once 6 20.0
Total 30 99.9*

* Percentage lower than 100 due to rounding off.

2) Hours of club meeting:

During class-hours 1 3.3

During break-time 16 53.3
Monday to Friday Outside
of class 19 63.3
Saturdays and/or
Sundays 6 20.0

3) Average number
of hours a meeting
takes:

58
 Less than 30 _ 0.0
30 and under 60 10 34.5
60 and under 90 11 37.9
90 and under 120 8 27.6
Above 120 __ 0.0
29 100.0
Total 1
No response

Mean=73minutes;

SD=23.5
minutes

3.4.2. Club Activities

One survey question dealt with identification of the contents of

educational messages promoted in the clubs. Education on the nature,
transmission and prevention of AIDS was found to be the dominant one as
reported by the majority (87.6%) of the student club members, and all
(100%) of the club sponsors. The educational messages transferred also
included information on human sexual reproduction (50% by both groups of
respondents). 78.6% of the sponsors along with 61.5% of the members
reported education on sexually transmitted diseases. Education on care and
support for people living with HIV/AIDS (46.4% sponsors and 65% students)
and on voluntary counseling and testing did not seem to be given widely in
the clubs. The 95% margin of error for all responses of club members was
found to be within + 4 %.

59
 Table 27. Contents of Educational Messages Transferred
and

Trainings Given to Members in Anti-AIDS Clubs

Sponsors Students
f % f %

1 ) Educational message: (n= 28) (n= 563)

Education on HIV/AIDS (nature,

Transmission, prevention 28 100 493 87.6
Voluntary Counseling & Testing 3 10.7 257 45.6
Care and Support for people
Living with HIV/AIDS 13 46.4 366 65.0
Human sexual reproduction 14 50.0 281 49.9
Sexually transmitted disease 22 78.6 346 61.5

2 ) Life-skills training:
(n= 30) (n= 584)
Skills for safe sex 12 40.0 108 18.5
Skills for Protected sex 17 56.7 124 21.2
Skills for Care giving 13 43.3 63 10.8
Communication skills 11 36.7 134 22.9
Self awareness “ 14 46.7 110 18.8
Assertiveness “ 8 26.7 55 9.4
Decision-making “ 12 40.0 117 20.0
None - 0.0 183 31.3
On the other hand, both club sponsors and student club members
were also asked whether life-skills education was given in the club. The
responses from both groups of respondents indicated that life skills
education was not given in the majority of the clubs. 31.3 % of the student
respondents (n=584) reported that they had never practiced any life-skill
activity. However, the remaining proportion of the respondents who reported
to have received one or the other of the particular skills was found to be very
small as shown in Table 27.

In the group discussions held with club member students, it was

learnt that certain NGOs provided training to a few (mostly 2-4) selected club
members, most of whom were committee members, on life-skills education
60
for a reported period of 2-3 days. This was mentioned in 3 of the 8 group
discussion sessions held in two zones. It was in 2 schools in East Hararghe
that a Save the Children UK supported life-skills education program had
been recently started and peer educators were given the training for
relatively longer period of time. In the rest of the 6 discussion groups, it was
said that no life-skills education was given to club members. The training
given by NGOs to selected peer educators may partly explain the reported
ones shown in the above table.

Another important point explained by the discussion participants who

had received the skills training was the mode of delivery of the training.
Except in the two groups in East Hararghe, in all of the three group
discussions, it was said that the method of the skill training employed did
not include practical exercising.

Concerning the source material they used as reference or guide on the

educational contents and activities to be covered in the club, 40% (12 out of
30) of the sample club sponsors said that they had a manual or guideline
available in their school prepared for the purpose. 13.3% of them (4 out of
30) said that they were using the textbooks prepared for classroom
instruction. 56.7 % of the schools however reported that they were using
external sources - magazines, newspapers, tracts, books, radio, and
television.

The student club members were also asked to mention the educational
methods often used in the club to transfer the educational messages.
Accordingly, drama show (73.4%), and discussions (56.4%) were indicated to
be the most frequently used methods in the majority of sample clubs. Other
less frequently used methods included: guest speakers (45.4%), lecturing
(41.9%), songs (36.9%) and also others as indicated in Table 28 below in
order of decreasing frequency.

61
 In addition to activities within the club, it was also important to know
whether Anti-AIDS clubs performed awareness raising activities to students
in the school and to the outside community. Club members were asked to
give information on this. The majority (89.1%) of the club members said the
club gave education to students in the school in one way or another. The
majority of the schools used World AIDS Day as a major event to educate the
students in the school as well as the nearby community. The use of
educational mass media during break-hours and presentations to student
assemblies were also indicated as ways of presenting AIDS education to the
student community in the majority of the schools. Presentations in the
classroom, peer education by club members, the use of posters, and guest
speakers were also reported in some schools (Table 28).

Club members had also shown the kinds of activities performed by

Anti-AIDS clubs in the community. More than a third of them (34.2%)
reported no activity; 48.5% said that club members educated their families
while 29.3% said that they provided education to community on Kebele
meetings. Other activities are also indicated in Table 28.

Table 28. Educational Activities/Methods often Used by Anti-AIDS

Clubs to Educate Club Members, Students in the school,
and the Community

Club members' responses

f %

1) Activities within club: (n=571)

Drama 419 73.4

Discussions 322 56.4
Inviting guest speakers
(PLWHA, health officials,) 259 45.4
Lecturing 239 41.9
Songs 211 36.9
Using posters, leaflets, ... 204 35.7
Recreation events, plays 145 25.4
Films 104 18.2
62
 Other* 34 5.9

* Other includes peer education by club members,

provision of counseling

2) Activities targeted to pupils

in the school: (n= 569)

No activity 62 10.9
Group Presentation to student
assemblies 322 56.5
Using mini-media 310 54.4
Classroom presentation 128 22.5
Peer education
by club members 167 29.3
Using posters, brochures,.. 185 32.5
World AIDS Day 417 73.2
Inviting guest speakers 152 26.7

3) Activities in community (n=567):

No activity 194 34.2

Education on Kebele gatherings 166 29.3
Education on 'Idir' gatherings 66 11.6
Members educate their families 275 48.5
Educating individuals on the street 127 22.4
Providing care and support to PLWHAs 97 17.1

On the other hand, the researcher was curious to know whether

school Anti-AIDS clubs in secondary schools distributed condoms to
students in the school or to the outside community. Only 6.2% of the
student respondents and none of the club sponsors reported that condoms
were distributed to students by the club. 4.6% of the club members reported
that the club distributed condoms to community members particularly to
bar ladies.

The researcher found out, during the focus group discussions with
club members, that there were schools (1 in East Shewa and 3 in East
Hararghe that were involved in distributing condoms to students upon the
latter’s request. The researcher had in fact seen some packets of condoms in
63
the club offices of these schools during his visit there. This act of
distributing condoms to students, however, was being done in secret and it
was said that the club members were the primary users. In one school,
teachers were reported to be the only users of the service.

The member students ascribed the reason for doing it in secret to the
controversy surrounding the distribution of condoms to young people as an
act of promoting promiscuity.

The student club members, on the other hand, were asked to indicate
as to who played the main role in educating them on HIV/AIDS. The club
sponsor teacher was mentioned by 44.8% of the respondents while the club
committee was mentioned by 38.3% of the respondents as the ones
predominantly involved in providing education to club members. Although
not in the majority, the club sponsor teacher seemed to be the dominant one
in relatively higher proportion of the clubs.

Table 29. Responses of Club Members as to Who Plays The

Major Role in Educating Them

Responses f %

The club sponsor 257 44.8

Club committee members 220 38.3
Club members 86 14.9
Other teachers in the School 12 2.1
Others* 18 3.1
No body 10 1.7
No response 10
Total 603 104.9**

*Other includes health officials, personnel from NGOs and

higher educational institutions.

64
 ** Total percentage exceeds 100 due to multiple responses

3.4.3. Material and Financial Inputs

In order to carry out the various educational activities, the club needs
to have the necessary materials, facilities and finance. It is, therefore,
essential to know whether these inputs are available, the sources they are
obtained from, and the manner of handling them.

Asked whether the school annually allocates certain amount of budget

for the Anti-AIDS club, 56% (n=27) of the deputy principals and 70% of the
club sponsor teachers (n = 30) said that no budget was allocated for the club
by the school. In those small numbers of cases where budget allocation was
reported, the amount the school yearly allocates for the club was indicated to
be less than five hundred Birr.

With regard to the club’s sources of material and finance, the club
sponsors identified money contribution by club members (46.4%), assistance
from NGOs (42.9%), and the school's allocation (28.6%) as three important
sources. Table 30 shows all sources identified in descending order of
frequency.

Table 30. Anti-AIDS Club’s Sources of Material and Finance

Source
Club members’ contribution
NGOs
School’s allocation
Revenue generated by club
Health Offices, institutions
Other Clubs
Assistance from parents
Local Kebele, Woreda
Local “ Idirs”
Religious organizations
f %
13 46.4
12 42.9
8 28.6
6 21.4
2 7.1
1 3.6
_ 0
_ 0
_ 0
_ 0

65
 Non response 2

As can be seen from the table, both club members' contributions as

well as assistance from NGOs are only available in less than half of the clubs
in the sample schools.

Club members' contribution, in those clubs where they were reported

to exist, amounted to a monthly fee of 0.25-0.50 cents. In one school
(Hawas), members contributed a registration fee of Birr 3, and a regular fee
of Birr 5 per month which was used to cover club's running costs and the
traveling costs for members' educational tours at the end of the year. As
revealed during the focus group discussions, the club members in this
school also conducted circus shows and long distance walks (footing) as
means of generating income for the club. Although such innovative
experiences are worthy of using, they might have taken a significant amount
of the students' time.

With regard to availability of material resources in the club, the

majority of the club sponsors reported shortage of audio-visual materials
(66.7%), and other raw materials required for preparing teaching aids
(73.3%). Shortage of finance used to run the clubs was reported by all
sample club sponsors (100%, n=30). The student club members also gave
similar responses with respect to the availability of material and finance in
the club. 93.7 percent (n=568) of the students said that the club did not
have adequate finance, and 88.9% (n=574) reported shortage of materials
that would enable the club to function properly.

The majority (80%) of the club sponsors also reported that they did not
have sufficient information or source materials that could be used as
references for obtaining recent information and new developments related to
HIV/AIDS.

66
 With regard to availability of some important facilities, however, the
situation seemed a little better although not completely satisfactory. The
majority (60%) of club sponsors said that their club had an office, and half
(50%) said they had adequate facility for carrying out club meetings. It
should be noted however that about 40% of the sample clubs did not have
an office to work in, and about half of the clubs were facing shortage of
meeting place. Table 31 shows the responses of club sponsors to availability
of different kinds of materials, finance and facilities.

Table 31. Availability of Materials and Facilities

Adequate In adequate
F % F %

Audio-visual
materials 10 33.3 20 66.7

Stationery and raw
materials for
preparing teaching
aids 8 26.7 22 73.3

Information (source)
materials on
HIV/AIDS 6 20.0 24 80.0

Club Office 18 60.0 12 40.0

Meeting place for
club members 15 50.0 15 50.0

Club Notice board 12 40.0 18 60.0

67
3.4.4. Stakeholder Collaboration and Linkages

The nature of clubs calls for strong linkages and relationships to be

established with other partners both in-and-outside of school. When clubs
form strong linkages with these bodies and obtain support from them, they
will be able to function actively and efficiently.

In this connection, the club sponsors were asked to rate the level of
support the club gets from various bodies including the school
administration using the five-point Likert scale. Summary of the mean value
of the responses are presented in Table 32.

Table 32. Club Sponsors' Rating of the Support Club Gets from
Stakeholders

68
 _______________________________________________________________________
Very Good Medium Weak Very Mean

Partners Good Weak

(5) (4) (3) (2) (1)

_______________________________________________________________________
The School administration 7 9 6 6 2 3.54
Other clubs in the school 6 7 15 1 1 3.59
Similar clubs in other schools 1 6 12 6 5 2.64
Similar clubs in community 4 4 13 6 3 3.00
Teachers in the schools 3 4 10 9 4 2.85
Local government admin-

istration (Kebele, Woreda) 2 2 13 13 1.83

Parents 2 1 1 11 15 1.79
Students in the School
(or the student council) 2 15 6 5 2 3.43
The Guidance & Counseling
Officer in the School _ 10 4 5 5 2.67
The Education structure
(WEOs, ZED,..) 1 1 8 9 11 2.07
Health Offices, institutions 4 3 8 6 9 2.61
NGOs 9 3 4 7 7 3.03
______________________________________________________________________________

Overall mean 2.74

S.D 0.59

The study of the above table suggests that most of the Anti-AIDS clubs
got support from the school administration, from other clubs within the
school, from the Student Council in the school, and from some locally
operating NGOs. On the contrast, the support most of the clubs obtained
from the teaching staff and the guidance and counseling officer in the
school, from health institutions, and from the upper educational hierarchy
(WEO and ZED) appeared to be weak. The sample Anti-AIDS clubs in
secondary schools did not also seem to have relationships with similar clubs
in other schools. It could also be stated that almost no support was available
to the majority of the Anti-AIDS clubs from parents and the government
structure in the locality (Kebele, Woreda, Zonal administration).

69
 The above table also indicates that even in those schools where
support was reported to be relatively available, it seemed that the support
did not meet the needs of the clubs as shown by the modest value of the
means.

By mere coincidence, the four sample zones selected happened to be

zones in the region with relatively high number of NGOs operating in them.
This may explain the support from NGOs reported by some clubs. The
situation may however be different in other zones where there were only
small or even no NGOs operating in the locality.

Even in those cases where support from NGOs was reported, the group
discussion made with club members revealed that the level of support was
insufficient. Despite the assistance from these NGOs, many of the school
deputy principals in these schools reported that they had shortage of
material and finance.

The group discussions also showed that the support clubs obtained
from NGOs mainly included training (largely of peer educators) and provision
of materials in kind. In almost all of the eight group discussion sessions
held with the students, it was said that the trainings given by NGOs to club
members, did not have continuity. The discussion participants in 6 schools
informed the researcher that they had received the last training by the NGOs
two years back.

When generally seen, the overall mean of 2.74 suggests that the
majority of the Anti-AIDS clubs were not getting adequate support and
assistance from the various stakeholders.

3.4.5. Club Members' Sexual behaviors

70
 As already made out clear in Chapter I, the aim of the present
research was not to assess impacts of the Anti-AIDS clubs. The study was
aimed at knowing how the Anti-AIDS clubs were functioning (the process)
and whether they were on the right track.

As part of the efforts by the researcher to identify problems and pitfalls

existing in the Anti-AIDS club movement, and hence to provide answer to the
fourth basic question of this research, some question items related to the
sexual behavior of club members themselves had been included in the
questionnaires. This was important because unless the club members
themselves acquired the desired behavior, it would be practically difficult to
educate and change the behaviors of other students within the school and
the community as well.

Accordingly, the club members were asked to rate, using a five-point

Likert scale, the extent to which participation in the club has helped them to
have a positive behavior that would protect them from HIV infection. The
scaled responses obtained are presented in Table 33.

Table 33. Club Members’ Rating of the Extent Participation in

Club Has Helped Them to Have a Good Sexual Behavior

Rating Boys Girls Total_______

f % f % f %

Very high (5) 230 69.3 205 86.5 435 76.4

High (4) 61 18.4 21 8.9 82 14.4
Moderate (3) 32 9.6 5 2.1 37 6.5
Low (2) 5 1.5 4 1.7 9 1.6
Very low (1) 4 1.2 2 0.8 6 1.1

71
 Total 332 100.0 237 100.0 569 100.0
No response 7 8 15

Mean = 4.53 4.79 4.64

S.D.= 0.82 0.64 0.58

With a mean (X) of 4.64 (+ 0.05 at 95% level of confidence), the

responses showed that the majority of the club members highly regarded the
club as one that had enabled them to have a positive sexual behavior. A
difference-of-two-means test (z=4.24) at 95% level of confidence revealed a
significant sex difference in the rating.

Members joined the club voluntarily and hence they may have
possessed some amount of positive behavior or attitude even at the time of
joining the club. So the above responses might have been results of newly
acquired behavior or reinforcement and strengthening of the already
available one. For those club members who had joined the club as a result
of pressure from friends or by other reasons, the experience would, perhaps,
be one of a new acquisition of positive behavior. Attributing this new
behavior entirely to the club's efforts might, however, be difficult.

On the other hand, investigation into the sexual behavior of the club
members was also necessary as their behavior could have serious impact on
effectiveness of the clubs’ efforts to educate other students.
The club sponsors and the sample student club members themselves
were used as sources of information concerning the behavior of the latter.
The inputs from non-member students could also be very useful and
necessary. But, for a reason of resource constraints, the data were collected
only from the above-mentioned two sources.

72
 So, as they had the chance to watch them often and closely, the club sponsor teachers
were asked to give rating of club members' sexual behavior using a five point Likert scale
with point 5 given for a 'very good' (most positive) behavior and point 1 for the most negative
(risky) behavior. Table 34 shows the responses.

Table 34. Club Sponsor Teachers’ Rating of Club Members’

Sexual Behavior

Rating f %

Very Positive 7 23.3

Positive 17 56.7
Neutral 4 13.3
Negative 2 6.7
Very Negative - 0.0
Total 30 100.0
Mean = 3.97; S.D. = 0.70

As indicated by a mean (X) of 3.97 ( + 0.25 of margin of error at 95%

level of confidence), the club sponsors generally described the club member
students as having positive behavior. Yet, the presence of some club
members with negative behaviors was also indicated by 2 (6.7%) club
sponsors.

On the other hand, club member students were asked the kind of
precaution they were taking related to their sexual relationships in order to
protect them from HIV infection. As depicted in Table 35 below, more than
two-third (68.1%) of the sample club members reported using abstinence as
a preventive measure. About a quarter of them said that they were making
sexual intercourse only with one faithful partner while 11.6% reported using
condoms during sexual intercourse. 6.3% reported “using condoms” as well
as “having sex with only one partner”.

Table 35. Current Preventive Measures Being Taken by

Club Members

Boys Girls Total

Precaution
73
 f % f % f %

Using Condoms 52 15.7 14 5.9 66 11.6

Having sex with
only one partner 105 31.6 43 17.9 148 25.9
Not having sex 203 61.1 186 77.8 389 68.1 ; X2= 17.3
Unidentified 3 0.90 1 0.41 4 0.70

No response 7 6 13

Although the response of “not having sex” may refer to those

who had never had sex at all as well as to those who had
previously been involved but later kept themselves away from it, it
appeared encouraging to find out that a good size of the club
members having distanced themselves from sexual intercourse.

At the same time, however, the fact that about one-third of the club members appeared
to practice sex, although with protective means, may not clear us of any concerns. As already
discussed in Chapter II, young people are often misled by the apparent uniformity of the one-
to-one relationships they may establish for a short period of time. So, unless such
relationships lasted long enough up to marriage, youngsters could be liable to frequent
changes of partners and hence to contracting HIV and other sexually transmitted diseases.

It could have been the case that the sexual partners of these students
were club members or non-member students or even non-students outside
of the school. The study did not in fact attempt to make further
investigation into the characteristics of their sexual partners and the length
of time of the partnerships.

Thus, although these sexually active club members practiced sex in

safe and/or protected manners, those student audiences outside of the club
whom they often educated on AIDS may cease to look at such club members

74
(and even all of the members) as role models once they learnt that these
members practiced sex.

A chi square test was used to determine relationship between sex of

club members and the use of abstinence as a preventive measure. The test
was made on n= 567, after rearranging the data in Table 35 for attaining the
minimum required expected frequency in all cells. For one degree of freedom,
at 95 % level of confidence, the calculated value of X2 = 17.3 indicated the
existence of relationship. A further calculation of a value of phi (Ø = 0.73)
revealed the degree of relationship to be a strong one.

3.5. Monitoring and Evaluation

Another important managerial activity related to implementation of a

plan is monitoring and evaluation.

As a chairman of the Co-curricular Program Committee in the school,

all school clubs are expected to periodically submit reports to the deputy
principal. For this reason, the sample deputy principals were asked how
often they received reports from Anti-AIDS clubs in their respective schools.
All reported that the clubs periodically submitted reports to them except one
who said that he had never received a report from the club.

Referring to the frequency of reporting, the majority (70.4%) of the

deputy principals said that they received reports quarterly. About one-fourth
of them said that they received the reports on a monthly basis. One
respondent stated that reports were submitted only when requested and that
there was no trend of regular reporting.

A similar question was posed to club sponsor teachers on how often

they reported to the school administration. 93.1% (n=25) of them claimed

75
that they submitted reports quarterly while two club sponsors said no
reporting.

The club sponsors were also asked whether periodic reviewing of club's
performance was carried out in the club. More than two-third (68.9%, n=29)
of the respondents said that no periodic reviewing was carried out in the
club.

The focus group discussions also indicated a similar situation. In all of

the group discussions held, the participants confirmed that no review
meetings were held by club members to monitor and evaluate club
performance. However, in 3 (out of the 8) sample discussion groups, it was
mentioned that members of the club's executive committee occasionally
met to evaluate past performance.

Furthermore, it was important to know whether monitoring of the

performance of Anti-AIDS clubs were carried out by the upper educational
hierarchy in the region that was responsible for the overall management of
the schools.

For this purpose, the Co-curricular program experts at the zonal

education departments of the four sample zones were asked in what ways
they monitored the performance of Anti-AIDS clubs. All (4) of them stated
that they used quarterly reports sent from woreda education offices. It was
reported that the reports often lacked detail information and merely
indicated number of club participants. It was also reported that the reports
lacked regularity.
A question was also posed to the experts how often they visited the
secondary schools within their respective zones in order to supervise the
works of the Anti-AIDS clubs. All of them said that they had never visited the
clubs for the last two years due to shortage of budget. The zonal experts also
indicated the absence of effective supervisory structure at the woreda level.

76
All of the experts further reported that OEB occasionally provided assistance
to the clubs in the form of training of club sponsors although they were
insufficient.

The club members who participated in all of the group discussions

also indicated that no personnel from the woreda or zonal education offices
had ever made a visit to their club in the last two years.

3.6. Problems of Anti-AIDS Clubs as Identified by Respondents

One question item was included in each of the three sets of

questionnaires as well as the interview questions asking respondents to
mention the problems and constraints that were hindering the performance
of the Anti-AIDS club. Accordingly, all questionnaire respondents: the
deputy principals, the club sponsors, and the member students, listed out
what they considered as the major ones. The zonal level co-curricular
program experts also pointed out the major problems they considered as
prevailing in the Anti-AIDS clubs during the interview held with them. The
problems thus identified were post-coded and then expressed in terms of
frequencies.

Another source used for identifying problems prevailing in the Anti-

AIDS clubs was analysis of the responses given to other question items.

Table 36 summarizes the major problems identified by sample

respondents as hindering effective performance of the Anti-AIDS clubs in the
sample secondary schools.

Table 36. Problems Prevailing in Anti-AIDS Clubs as Identified by

Sample Respondents
_______________________________________________________________________
Deputy Club Club Zonal

77
 Principals Sponsors Members Experts
(n=27) (n=30) (n=514) (n=4)
Problem f (%) f (%) f (%) f (%)
________________________________________________________________________

Shortage of materials and finance 23 (76.7) 22 (73.3) 398 (77.4) 4 (100)

Low interest of students and
community to learn about AIDS 2(6.7) 2(6.7) 37(7.2) -
Lack of attention and support from
school administration, teachers,
family, education hierarchy... 5(16.7) 15(50) 58(11.3) _
Lack of coordination 1(3.3) _ 32(62.2) 1(25)
Lack of training 4(13.3) 8(26.7) 50(9.7) 1(25)
Discouragement by insults and
abuses from non-members - _ 15(2.9) _
Shortage of time 4(13.3) 5(16.7) 18(3.5) 1(25)
No meetings except on
World AIDS Day (lack of continuity) 1(3.3) _ 12(2.3) _
Members' lack of interest
(low devotion) 2(6.7) 2(6.7) 38(7.4) _
Lack of office and facilities 1(3.3) 2(6.7) 11(2.1) _
Weakness of committee _ _ 11(2.1) _
Lack of up-to-date information
on HIV/AIDS 2(6.7) 1(3.3) _ 1(25)
No monetary incentive _ _ 4(.78) _
Members' fear of standing in front of
audiences to teach _ _ 3(.58) _
Members' themselves exhibiting risky
sexual behaviors _ _ 4(.78) _
________________________________________________________________________

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 CHAPTER IV

SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

4.1. Summary of Findings

The purpose of this study was to see how Anti-AIDS clubs in the
secondary schools of Oromia region had been operating and their activities
were being managed. The clubs have been functioning in the secondary
schools for several years but little was known with regard to their operation.

In order to achieve this purpose, the following basic questions were

formulated the answers of which were to be sought by the study:

1. How are Anti-AIDS clubs organized and run in secondary schools

of Oromia region?
2. What specific intervention activities are the clubs performing
to combat the spread of AIDS?
3. How are the activities of Anti-AIDs clubs in secondary schools
planned and implemented?
4. What are the factors affecting effective performance of the
Anti-AIDS clubs in the fight against HIV/AIDS?

Descriptive survey method was employed to carry out the research.

Data were collected using questionnaires, focus group discussions held with
club member students, and interviews with experts at zonal education
departments. A sample of 30 secondary schools, selected from four zones in
the region using multi-stage sampling technique, had been surveyed.

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 A total of 30 (100%) deputy principals, 30 (100%) club sponsor
teachers, and 584 (97.3%) club member students were involved in
completing questionnaires. 80 club member students (45 boys and 35 girls)
from 8 sub-sampled Anti-AIDS clubs participated in focus group
discussions. Interview was held with four co-curricular program experts
working at the zonal education departments of the four sample zones.

Analysis of questionnaire data was made using descriptive statistical

tools: measures of central tendency, percentages, the range and the
standard deviation. Such analytical tools as the test for significance of
means, proportions, the test for the difference between two means, and the
chi-square test were employed.

A large amount of data describing the mode of operation of the Anti-

AIDS clubs in the secondary schools of the region had been generated by the
study. The major findings of the study have been presented below in the
form of answers given to the basic questions.

i. Club Organization and Administration

After examination of the data collected through the various

instruments, the following major findings that would explain the way Anti-
AIDS clubs were organized and run in the secondary schools of Oromia
region were obtained - an attempt to answer the first basic question.

The genesis, in the sample schools, of what are described as Anti-AIDS

clubs, as student organizations established to combat the spread of
HIV/AIDS, dated back to the early 1990s. There were, however, variations in
their time of establishment.

The majority of the secondary schools in the region had a guideline

used for organizing and managing clubs. It was the one prepared and

80
distributed by the Ministry of Education. About one-third of the schools,
however, did not have any guideline. It may be that they were not given at all
or they may have lost it.

Other clubs in secondary schools had also been involved in providing

education related to HIV/AIDS to students in the school. While Red Cross
club was the main one operating in the majority of the schools, Family
Planning and Drama and Literature Clubs also served similar purposes in
some of the schools in the region.

Of the existing Anti-AIDS clubs in the region, more than a third did
not have a club constitution. The majority of the schools followed the policy
of accepting all applicants for club membership. There were also some
schools that set quota and registered members accordingly. Nearly all of the
club members in an Anti-AIDS club seemed to have joined the club
voluntarily.

The size of club membership in the sample schools ranged from 32 (in
Hawas, East Shoa) to 526 (in Ginchi, West Shoa). The mean club
membership in the sample schools for which data was available (n=27) was
150 per club (S.D.= 114), and it was only 8.43% as compared to the average
enrolment of about 1784 students per school. Although this may appear
small considering the size of student enrolment in the schools and the
magnitude of the spread of HIV/AIDS, it is still possible to reach large
number of students within the school through effective presentations to large
assemblies. In terms of gender, there were a greater number of boys in the
sample clubs than girls, by a margin of 61% to 39% out of a sample of 4059
member students.

The size of club membership however was further cut down by a

substantial amount (35.8%) of member dropouts (+ 17.2%) region wide. The
majority (57.1%) of sample club sponsor teachers surveyed ascribed the reasons
81
for club members' drop out to problems related with shortage of time. Which sex
dropped out more however is not known.

The chance of club membership was also open for teachers. The
majority of member students in the region seemed to favor teachers'
participation in the same club with them. Despite their registration for
membership in the Anti-AIDS clubs, the participation of the teachers in club
activities, however, was found to be very minimal in some sample clubs. It
was also found out that more boys (67%) than girls (33%) belonged to
membership in the club's executive committee.

The majority of the Anti-AIDS clubs in the sample schools appeared to

have almost similar structure. There was an executive board of four to eight
persons, which included a chairperson, vice-chairperson, secretary, and
treasurer as suggested in the manual for organizing and managing co-
curricular activities prepared by the Ministry of Education. The executive
committees in 26 to 61% of the schools in the region, however, did not seem
to have received training that would enable them to carry out their
responsibilities as committee members.

All Anti-AIDS clubs in the region had a teacher assigned as a club

sponsor who was supposed to provide guidance. The majority of the schools
used experience (59.3%), ability (40.7%), and the teacher's own request
(40.7%) as criteria for assigning club sponsors. These were all important
factors for selection and assignment of club sponsors.

Moreover, the fact that the majority of the club sponsors had the
interest to serve as club sponsors was also a good opportunity for the
realization of the clubs' objectives. About 66.7% ( + 17.5%) of them did not
seem to have received training pertaining to their job as club sponsors.
About a quarter of them (+ 16%) did not receive any kind of training. This

82
may suggest the need to provide training to those lacking despite the claim
by the majority (75.9%) of sample club sponsors to be competent.

Decision making in the majority of the clubs seemed to be

predominantly done by club sponsors as indicated by more than two-third of
the club member students. This may also be an area indicative of the need
for continuous training of the club sponsors.

It was a good practice that the majority of the school administrators in

sample schools provided encouragement to club sponsors mostly in the form
of awarding certificate of participation.

ii. Activities of Anti-AIDS Clubs

As regards the second basic question, the following results were

obtained.

The contents of educational messages promoted in the majority of

Anti-AIDS clubs mostly focused on information related to HIV/AIDS and on
sexually transmitted diseases. Education on human sexual reproduction, on
care and support to people living with HIV/AIDS, and on voluntary
counseling and testing were also given in some clubs.

The contents generally lacked skill training that would be necessary to

develop the life-skills required to reduce students' vulnerability to HIV
infection. Although the clubs had been putting efforts to bring behavioral
change in students, the educational contents they transferred lacked the
essential ingredient necessary for enabling students to acquire positive
sexual behaviors - life-skills education. In the absence of such skills, it
would be difficult to bring about behavioral changes on students.

83
 The efforts on the part of some NGOs to introduce life-skills
educational activities through training of peer educators had not yet
expanded to full scale to encompass all club members.

Drama presentations and discussions were found to be the

frequently used educational methods in the majority of Anti-AIDS clubs in
the region (subjected to a + 4% margin of error at 95% confidence level).
Other less frequently used methods: inviting guest speakers, lecturing,
songs, using posters and other publications, recreation events and plays,
film, and peer education were also used in some schools in order of
decreasing frequency.

Most of the Anti-AIDS clubs also performed awareness-raising

activities among students in the school and the nearby community as well.
The main thrust of educational efforts of many Anti-AIDS clubs for educating
the students in the school, however, seemed to be concentrated into the brief
period of the observance of World AIDS Day celebrated once a year. During
this time, debates, discussions, and guest speakers provided ample
opportunity for deepening knowledge and awareness of the disease in the
school. This period also formed part of the club outreach to the community
on HIV/AIDS, through drama presentations and awareness raising meetings
for parents and local inhabitants. Sensitizations of students with the mini-
media during break-hours and presentations on student assemblies also
formed part of the efforts to educate students in the majority of the Anti-
AIDS clubs in the region.

Clubs' distribution of condoms to students seemed to have remained a

controversial issue. There were supporters as well as opponents of the idea
within schools. Even those few clubs supporting the idea did not dare
promote condom distribution to students openly.

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 iii. Planning and Implementation of Club Activities

The following findings describe how the activities of Anti-AIDS clubs

were planned and implemented, in response to the third basic question.

Despite the attempts, in the majority of the clubs, to undertake

planning of club activities, the plans generally did not seem to be well
developed and budget supported. Club sponsors with little involvement of
club members often prepared the plans. Both the planning and
implementation of club activities mostly focused on celebrating some special
events such as the World AIDS Day.

The yearly plans of schools, and the educational offices at various

levels of the educational structure (woreda, zone and regional level) had not
fully integrated the activities of Anti-AIDS clubs into their action plans as
witnessed by some of the planned targets lacking the necessary resource
backing.

The majority of the Anti-AIDS clubs did not have budget allocated from
the school. The very few that had such a budget allocated got it in the form
of materials in kind (often stationery) which cost no more than 500 Birr.

In some clubs, members' money contribution, and in some others,

assistance from NGOs were the major sources of materials and finance,
which were all found to be inadequate. Club members' contributions, in the
cases reported, were collected and handled by the club's treasurer and their
utilization was reported to be within the discretion of the member students.

In all of the clubs, there was shortage of finance. Shortage of audio-

visual and other teaching materials, as well as information materials
prevailed in the majority of the Anti-AIDS clubs in the region. There were

85
also some clubs in the secondary schools that did not have such important
facilities as club office, and meeting place.

The frequency of club meetings did not have any uniformity among the
clubs. 39% to 74.3% of the clubs in the region met within two weeks time
whereas about a quarter of the clubs only met in 3 to 4 weeks time. About
one-fifth of them, however, met only once in a semester around December,
the time they met to make preparations for celebrating World AIDS Day.

Although club members participated in the transfer of education in the

club, it did not, however, seem to be as high as the extent required.

Most of the Anti-AIDS clubs got support from the school

administration, from other clubs within the school, from the Student Council
in the school, and from some locally operating NGOs. On the contrast, the
support most of the clubs obtained from the teaching staff and the guidance
and counseling officer in the school, from health institutions, and from the
upper educational hierarchy (WEO and ZED) appeared to be weak. The
sample Anti-AIDS clubs in secondary schools did not also seem to have
established relationships with similar clubs in other schools. It could be
stated that almost no support was available to the majority of the Anti-AIDS
clubs from parents and the government structure in the locality (Kebele,
Woreda, Zonal administration and the AIDS Councils at these levels).

Even in those schools where support was reported to be relatively

available, it seemed that the support did not meet the needs of the clubs.

The majority of club members regarded the club as one that had
assisted them to have positive sexual behavior. The club sponsors also rated
the behavior of the majority of the club members as being generally positive.
About 68.1% of club members (+ 3.8% at 95% level of confidence), had
chosen abstinence as a preventive measure taken against HIV infection.

86
About one-third of them exercised sexual intercourse with protective means -
a quarter practiced sex with only one partner and about 11.6% used
condoms. It was generally quite encouraging that Anti-AIDS club members
were taking one or the other of the preventive measures. Participation in the
club appeared to have contributed to members' having a positive behavior
that helped them to protect themselves from HIV infection with a significant
difference between the two sexes. The existence of very few club members
exhibiting risky sexual behaviors, however, was also noticed in a small
number of the Anti-AIDS clubs. It was further found out that a significant
difference existed between male and female club members in the use of
abstinence as a preventive measure.

The majority of clubs submitted progress reports to the school

administration on a quarterly basis. These quarterly reports, which often
lacked detailed information, were also sent to the WEO, the ZED, and OEB.
But periodic reviewing of accomplishment of club activities seemed to be
unavailable at all levels of the educational hierarchy starting from the club
up to OEB. Experts at zonal level did not often visit clubs to monitor
implementation of activities due to lack of finance and there was no effective
structure at the woreda level to carry out the supervision. In almost all of the
sample clubs, records of club activities were poor and poorly maintained.

Given the nature of clubs, as student organizations requiring

continuous supervision and assistance, and moreover, given the urgency of
the mission of Anti-AIDS clubs, quarterly reports alone (often incomplete and
not punctual) might not have helped much to monitor progress.

iv. Problems Prevailing in Anti-AIDS Clubs

87
 Finally, the following major problems were identified as affecting the
performance of Anti-AIDS clubs:
• Shortage of materials and finance
• Lack of attention and support from relevant stakeholders
(parents, teachers, the educational structure, the community,
local government administration including the AIDS Councils
established at the various levels, etc)
• Shortage of training for club sponsors and members
• Shortage of time to carryout club activities (for club sponsors and
members)
• A considerable proportion of club members dropping out of club
• About 40% of clubs meeting in a frequency that might not enable
them to function properly
• Activities of Anti-AIDS clubs not well planned and budget-
supported, and their implementation was not sufficiently
monitored and evaluated. The level of participation of student
club members in these managerial activities as well as in
decision-making appeared to be low.
• There was poor maintenance of club records
• The educational activities promoted in the majority of the
Anti-AIDS Clubs lacked life-skills education
• Lack of up to date information related to HIV/AIDS
• Lack of facilities such as a club office, and office materials like
furniture in some clubs
• Absence of an assigned personnel (effective supervisory
structure) at the woreda level

4.2. Conclusions

88
 As the results of the study demonstrated, the majority of the Anti-
AIDS clubs in the secondary schools in the region appeared to have been
surrounded by numerous problems.

The prevalence of high rate of member-drop-out characterizing the

clubs might have reduced the efficiency of the clubs. Unless this problem
of dropouts was addressed, it would highly undermine the efforts exerted
by the clubs. The fact that the majority (77.1% + 3.4%) of Anti-AIDS club
members in the region also belonged to membership in an average of two
other clubs within the school, might have partly contributed to prevalence
of time shortage on club members.

Operating under serious shortage of training, the capacity for

providing guidance and leadership for the clubs seemed to be inadequate.
In the absence of any guideline on club organization in about 30.8% of the
schools, and in a situation where a substantial number (46.4%) of the
club sponsors having experience of only 1 to 2 years, it would be difficult
to find the appropriate guidance in place. Because, it maybe highly
probable that the less experienced could be the same ones lacking the
above mentioned training, and it may also be the case that they could be
the ones lacking the said guidelines.

As well-developed system of planning, monitoring and evaluation of

club activities did not seem to be in place, effective and efficient
implementation of the activities of the Anti-AIDS clubs might have been
difficult to realize.

Moreover, since the level of participation of the students in the

management and operation of the clubs (planning, decision-making,
implementation, monitoring and evaluation) appeared to be low, the clubs
did not seem to be fully operating as student-led organizations as
envisaged.

89
 With severe shortage of material and financial inputs, and in the
absence of support from relevant stakeholders, the Anti-AIDS clubs
appeared to be operating under circumstances that might not have
enhanced their effectiveness.

In general, the following major conclusions could be drawn with

regard to the status of the Anti AIDS clubs operating in the secondary
schools within the region.

1. In the light of the growing threat posed by the spread of the

HIV/AIDS, the existing organization and management of the Anti-
AIDS clubs did not seem to be one that would enable them to
function properly so as to accomplish the objectives they were
established for.

2. Moreover, as the educational activities of the clubs appeared to

have focused, largely, on transferring factual information related to
HIV/AIDS, with little emphasis on developing life-skills, the clubs
might not have been in a position that would enable them to bring
about change of behavior on the students or to sustain the positive
behavior already acquired by some.

4.3. Recommendations

90
 In order to solve the problems the Anti-AIDS clubs were facing, and
to improve their performance, the following recommendations have
been forwarded based on the findings of the study. As the nature of
clubs demands no uniformity in their operations, however, some of the
recommendations can be implemented in accordance with the
particular circumstance of each school.

• If Anti-AIDS clubs are worthy of carrying on, they are worthy of

support. Since, by their very nature, they are not revenue
producing, these clubs should be subsidized at least to such an
extent as to ensure their maintenance without forcing the club
members to expend too much time and effort upon the income
producing features of the clubs. In this connection, the AIDS
Councils established at the various levels of the government
administrative structure should play the major role in
providing and/or coordinating assistance to the clubs.

• In those schools where several clubs have been involved in

activities related to HIV/AIDS, it would be important to merge
some or all of them into one or let them operate as 'units'
under the Anti-AIDS club. Assigning an elected coordinator for
each of these 'units' may help deal with the additional
managerial workloads that will emerge. In addition to solving
the problem of time shortage club members are facing, this
would avoid duplication of efforts, leading to better integration
of the attack against HIV/AIDS in the schools. In fact, more
effective planning and management efforts may inevitably be
required when doing this.
In cases where such merging of existing clubs will be
difficult, schools shall better consider the possibility of limiting
the maximum number of clubs a student can join.

91
• Schools should see to it that every club has a written
constitution or code of rules of its own, and that members
strictly follow it. This would allow club's work to be considered
as a serious business.

• As schools are characterized by frequent turnover of staff and

students, it is necessary that guideline for organizing and
managing clubs be always available at the schools.

In this regard, in addition to the manual prepared by the

Ministry of Education, it would be important if clubs have an
additional document - a training manual that can serve as a
guide. It would be advisable if such a manual contains such
important formats/tools as: format for the annual plan of
operation, member registration formats, formats used for
keeping records of meetings and accounts, formats used for
managing club properties and materials, formats for reporting
club accomplishments, etc.

• Clubs, particularly those having high member drop-outs, shall

better employ flexible club schedules that are commonly agreed
upon by all club members

• Club sponsors should encourage more participation of club

member students in the management, planning as well as
implementation of club activities, their roles being confined
more to providing advice and guidance rather than domination.
This will help build confidence in club members, leading to a
feeling of responsibility and commitment.

• The Oromia Education Bureau and the educational structure

under it should see to it that club sponsors and club

92
 committees are given continuous, and low cost trainings at
local level. In order to ensure sustainability of such trainings,
the above-mentioned stakeholders, together with concerned
NGOs, should try to build the training capacity of the schools
themselves. The contents of trainings for club sponsors and
club committee should not be confined only to information on
HIV/AIDS, should also include skills for club leadership.

• School managers shall better use as many incentives to club

sponsors as possible including the following as found suitable:

reducing one or more periods per day from a club
sponsor's assignment of class teaching

special consideration in the rating of her/his work

freeing her/him from other work such as roll call and
committees

• With regard to the use of incentives to club members such as

awarding certificates of participation, schools shall better
attach them to a condition of regular participation in the club -
such as by fixing a requirement of attendance of certain
number of meetings. This may increase club members'
continuous participation in the club.

• In order to function effectively, clubs should have well-

developed yearly action plans prepared with active involvement
of club members and other relevant stakeholders.

• In order to bring about change of behavior or keep

sustainability of the already acquired one, life-skills
educational activities should be included into the contents of
the educational activities promoted in the Anti-AIDS clubs. The

93
 clubs could in fact be better and suitable places for practicing
these skills in the school than the classroom setting.

• The use of the strategy of peer education that was seen in some
schools should be strengthened and further expanded to other
clubs as well. In this regard, those NGOs already involved in
this and the others not yet involved, as well as the education
structure should devote more resources to support the training
of peer educators broadly.

• Clubs should use wider variety of participatory learning

techniques as much as possible allowing more participation of
club members in the knowledge transfer.

• A research-based system of monitoring and evaluation of the

impacts of club activities on to:

the club members themselves, and

the other students within the school
should be in place and the results obtained from such a system
be used to periodically refine and plan the club activities. To
facilitate this, and for other purposes as well, every club should
keep a permanent record of all its activities and the school, as
much as possible, must ensure the availability of the necessary
facilities and equipments.

• It would be good if zonal education departments organize

experience-sharing opportunities for Anti-AIDS clubs that
would enable them to learn from each other's experiences.
Networking of the available clubs might facilitate this.

• Since the AIDS phenomenon has become an emergency case

that cannot await our delayed responses, the researcher

94
 recommends that the isolated Anti-AIDS movement in
individual schools be framed under a wider umbrella of Anti-
AIDS School Clubs Support Program (or named otherwise) to
be designed region-wide under the management of Oromia
Education Bureau and relevant partners.

Such a systemic design would permit coordination and

integration of the isolated efforts of individual schools
sponsored by different government as well as non-
governmental agencies. Besides enabling efficient use of
resources, the approach would facilitate the planning,
implementation, monitoring and evaluation of the activities of
Anti-AIDS clubs. It would enhance establishment of a region-
wide network or forum that can assist in the production,
exchange, and distribution of educational information and
experiences.

The researcher believes that only such an innovative

approach may help lift up the Anti-AIDS clubs whose success,
otherwise, would depend, as usual, only on the wisdom,
foresight, sympathy, and enthusiasm of individual club
sponsors and/or school managers.

Finally, it is the researcher's conviction that this research can

by no means be regarded as exhaustive. There is a lot to be
researched in this area. It may however serve as a starting point for
conducting other studies related to the works of Anti-AIDS clubs in
the future. More rigorous and refined investigations particularly
dealing with the impacts of the Anti-AIDS clubs on behavior should
be periodically conducted in the future.

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96