Quality Criteria

QUICK TEST – Do the test and see for your self on what area’s your programme or your skills
can be strengthen in relation to Quality Criteria of Effective interventions.
1. Involve people with specific expertise in SRHR
education for young people (such as people that are able to
conduct research, project management and designing a SRHR
intervention) in the planning process of an intervention
2. Involve young people in all stages of intervention
planning (such as involvement in planning and development
programs, peer education project, advocacy or governance)
3. Involve other stakeholders (such as facilitators, parents,
teachers, community leaders) in intervention planning
4. Involve relevant decision-makers in intervention
mapping (such as Ministries of Health, school districts or funding
5. The intervention is based on a needs assessment (the
needs and assets of young people)
6. The intervention is based on a situation analysis
(analysis of relevant laws, policies and regulations; values and norms
in the community; available resources and opportunities and barriers
of the intervention setting etc. OR: analyze the values, recourses and
capacities of the community)
7. A clear outline of the health goals of the intervention
(for example; decrease new STI infections)
8. Clear and consistent behavioral messages (for example;
abstain from all sexual activities)
9. Address all relevant and changeable determinants of
behavior (a program is not solely focused on increasing the level of
knowledge, but for example also addresses risk perception and
improving skills of young people)
10. Create a supportive and safe environment (by
awareness raising in the community, addressing environmental
barriers such as youth-unfriendly staff or by standing up for the rights
of young people)
11. The use of a holistic approach (right-based approach,
gender, integrating HIV/AIDS education, addressing all behavioral
issue of young people and creating an enabling environment)
12. The intervention is explicit about sexuality (for
example using explicit communication by explaining what is meant by
sex, sexuality and sexual intercourse)
13. The facilitators can create a safe setting for young
people (by setting ground rules, such as confidentiality and using
ways to make the youth more comfortable, such as ice breakers and
same-sex groups)
14. Provide correct and complete information and
correct myths and misconceptions related to sensitive
topics (information should be factual and not value-based. It should
be tailored to the target group by language, age and literacy level and
provided in an active learning and participation approach)
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15. The intervention addresses risk perception (for
example by informing young people about their chances of getting
STIs, HIV or becoming pregnant and by telling the negative
consequences of this)
16. The intervention helps people to understand and
develop their own attitude, values and awareness of
social influences (for example by group discussions, providing
people with persuasive arguments, interactive activities and using the
modeling approach)
17. The intervention includes interactive skills training
(for example by practicing saying no to unintended, unwanted or
unprotected sex or negotiation skills)
18. Young people have access to individual support
19. Promoting communication with parents or other
adults (for example by discussions or home-work assignments)
20. Topics in the intervention are covered in a logical
21. The intervention does appeal to the target group
(form and packaging, teaching strategies etc.)
22. The intervention has been tested (pre-, pilot- or post
23. Efforts are made to increase adoption of the
intervention (by addressing new facilitators, parents and school
24. The intervention is implemented by appropriate
facilitators (facilitators have characteristics such as some
experience with SRHR education, motivation and willingness to
promote rights of young people and being youth friendly)
25. Training and support for facilitators (includes aspects like
interactive teaching skills, open and non judgmental communication,
learning the content, refresher courses and sharing experiences)
26. The intervention sustainable (integrating program in main
policy or make it part of national/regional program)
27. Outcome evaluation (evaluating change in the behavioral
28. Process evaluation (monitor intervention’s design and
Total score