Engaging Key Stakeholders

bharris — Fri, 25 May 2007 20:08:01 -0500

by Syed Asif Atlaf Chowdhury and Roy Romesh Chandra

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In this notebook, we learn about how the development agency CARE-Bangladesh involved key stakeholders, particularly a transport workers’ union, in the task of HIV/AIDS prevention in Bangladesh. Although Bangladesh has one of the lowest HIV/AIDS infection rates in the world, it is surrounded by countries in which the disease is widespread, and many worry that it is only a matter of time before it spreads to Bangladesh. Transportation workers, such as truck drivers, are particularly at risk of contracting and spreading the disease. CARE-Bangladesh worked to gain the trust and respect of the Bangladesh Truck Driver’s Federation and then together implemented a program of advocacy including health education and services through integrated partnership. Particularly important was the cultivation of a sense of ownership of the project on the part of the union, including the employment of paid peer educators and the use of union premises for outreach work and health services. The story of CARE-Bangladesh’s work provides important insights into engaging key stakeholders in advocacy work that is socially acceptable and relevant to the lives and experience of target communities.

Since the first identification of HIV and AIDS, their prevalence has been particularly high in communities situated on transport routes, such as border posts and port towns and cities. The HIV virus spreads as people travel, so transport workers are particularly vulnerable. Although Bangladesh is currently rated 161st of 166 countries and territories in rates of HIV/AIDS, it is in close proximity to Asian countries with relatively high rates. Rather than wait for the epidemic to arrive, CARE-Bangladesh sought a strategy that would prevent the spread of HIV/AIDS.

CARE-Bangladesh recognized that it was crucial to engage transport workers, unions, and companies as key stakeholders in combating the spread of HIV/AIDS. As a result, in partnership with the workers’ union and associations, and with owners of the transport companies, we initiated a behavioural change program to prevent an HIV/AIDS epidemic and to provide quality health care services to transport workers, especially truckers. Because we planned to give the project over to its participants–namely the transport union–after the initial design phase, the primary stakeholders, especially the union, have been actively involved in program development and activities. By holding the union accountable and responsible, CARE-Bangladesh has facilitated a process whereby the workers’ union has become an implementer of health care services, including prevention services, related to sexually transmitted infections (STIs) and HIV.

The active involvement of the union has brought many positive results. Its participation and sense of ownership have been essential in sustaining the program and making it socially acceptable. Union involvement was also instrumental in the scaling up of project activities and the ability to quickly create a nationwide service network.

To address the mobility and needs of some 300,000 transport workers, the program now has 45 Drop-In Centres (DICs) nationwide, each called "Traveller," about 300 paid peer outreach workers, and 25,000 volunteer peer educators (recruited from the transport workers themselves). Approximately 4,000 transport workers receive health services from the DICs each month. The project has also established a system for the social marketing of condoms through Peer Outreach Workers and more than 200 local depot holders. On average, 200,000 condoms are sold through this system every month. The establishment of these DICs not only addresses the mobility of transport workers, but greatly improves their access to effective health care services.

In this notebook we share our experience of engaging critical key stakeholders–CARE-Bangladesh, the transport trade union, and the transport workers–to create a holistic approach to HIV/AIDS education, prevention, and treatment. We hope our experiences will be helpful for others who want to work with community-based organizations, unions, and other civil society actors in the context of their own countries and issues. And we hope this effort will provide a model for establishing effective cross-border interventions as well.

*Note: You need Adobe Acrobat Reader to open the files marked with an asterisk (*). You can download a free version of this program from http://www.adobe.com

Educating the Next Generation

bharris — Fri, 25 May 2007 20:08:00 -0500

By Kozara Kati and Robert Gjedia

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In this notebook, we learn about utilizing political opportunities to partner with government and turn an ambitious vision into reality. The Albanian Center for Human Rights (ACHR) successfully collaborated with the Albanian Ministry of Education to bring human rights education into all public schools in the country. They took advantage of the post-communist transition period, negotiating with the new democratic government officials to launch a long-term process in which they would prepare Albanian citizens to participate fully in a democracy. They focused on the next generation – the children – and on ensuring they learned about human rights. Coming out of a political context in which all policies were decided and enacted on a national level, they were able to create a vision to affect the entire education system and have a nationwide impact.

They sustained momentum by bringing in international support and educational experts and by effectively cooperating with the government’s Institute for Pedagogical Research (IPR). Because of their efforts and this cooperation human rights education was incorporated into the public school system and several teacher training programs.

After 45 years of an oppressive and isolationist communist dictatorship, in 1991 Albania faced a new world of democratic possibilities, with mountains of inherited political, economic and social problems and an institutional infrastructure ill-prepared to face them. Education was a particular challenge. To make the most of their new democracy, Albanians needed an educational system that prepared its citizens for critical thinking and encouraged political participation. Instead, it had the remains of a dogmatic and rigid communist educational system and curricula, which could not adequately teach students their rights and duties in this new society. The Albanian Center for Human Rights (ACHR) developed an ambitious plan to integrate human rights education into the official curricula of all public schools in the country.

In this tactical notebook we describe how ACHR took advantage of the unique political moment provided by the post-communist transition, negotiated collaboration with the Albanian Ministry of Education and its Institute for Pedagogical Research (IPR), and implemented the plan. By the end of the decade, we had developed special curricula material in many subjects for all age groups, trained thousands of teachers to use the materials, set up 42 pilot schools throughout the country, and initiated a curriculum in the teachers colleges to integrate the teaching of human rights into their preparation.

*Note: You need Adobe Acrobat Reader to open the files marked with an asterisk (*). You can download a free version of this program from www.adobe.com.

pedagogy

Engaging Key Stakeholders

Educating the Next Generation