loveLife’s groundBREAKER and mpintshi programmes
Dr. Andile Dube & Scott Burnett
18 October 2011
SECTION1: STATE OF THE HIV EPIDEMIC
State of the epidemic: Why target youth?
 Half our population is under 25
Main spike of infection is among youth
Source: HSRC National Survey (2008)
It’s about more than just knowledge
Condom use at last sex, by single year age bands
for women
Percentage point deviation
from peak condom use (60%)
0
-2
15
16
17
18
19
20
21
22
23
-4
-6
-8
-10
-12
-14
-16
-18
-20
Age
Source: Pettifor et al (2004). HIV and sexual behaviour among young South
Africans: A national survey of 15-24 year olds 2003., Reproductive Health
Research Unit, University of Witwatersrand (secondary analysis)
24
Young people are showing the way
We can halve incidence... again
Source: Thomas M. Rehle et al. (2010) “A Decline in New HIV Infections in South Africa:
Estimating HIV Incidence from Three National HIV Surveys in 2002, 2005 and 2008”, PLoS
ONE,1 June 2010, Volume 5, Issue 6, e11094.
SECTION 2: loveLife’s APPROACH
How does loveLife fight HIV?
 Individual/Behavioural: Address attitudinal and
knowledge gaps in schools through massive outreach
programmes.
 Social change: Sustain media and youth leadership
initiatives that entrench positive social norms.
 Structural: Deliver youth friendly clinical services,
psychosocial support, career guidance, school sport,
and so on.
 Bio-medical: Create demand for bio-medical
prevention technologies while reducing the burden
on the primary healthcare system.
loveLife’s Theory of Change
A cluster of social & economic factors predict high risk behaviour
Social
•
COERCION
Individual
•
PEER PRESSURE
•
LOW SELF-ESTEEM
•
•
NO SENSE OF FUTURE
LACK OF PARENTAL
COMMUNICATION
•
UNCERTAIN IDENTITY
•
EXPECTATIONS OF
WOMANHOOD
•
MALE SENSE OF
ENTITLEMENT
Helplessness in the face
of challenges
Pressure to conform to
negative social norms
Structural
• POVERTY
• LOW EDUCATION
• MARGINALIZATION
• INEQUALITY
Sense of constrained
choices
Perception of scant
opportunity
HIGH RISK TOLERANCE
10
SECTION 3: REACH AND METHODOLOGY
Geographic presence
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loveLife Partnership Schools
loveLife Implementation Schools
loveLife Partnership & Implementation Schools
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
Kruger
Park

Kruger Park
Park

 Kruger

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

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Mopane
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Waterberg // Capricorn
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Ehlanzeni
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Bojanala
Bojanala
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Tshwane
Tshwane
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

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Nkangala
Nkangala






Central
Central











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
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
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JHB
JHB Central
Central


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


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Sedibeng

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

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Bophirima
Bophirima
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


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Sibande
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

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
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

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

Frances
Frances Baart
Baart
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

















Lejweleputswa
Lejweleputswa


loveLife Regions
Kruger National Park




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
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































































































































































 




































































West
West Coast
Coast











































































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
























Boland/Karoo
Boland/Karoo


















































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

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
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

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


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




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











Metro
Metro










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
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

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
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

















Southern
Southern Cape
Cape














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
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



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
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

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





















































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

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
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
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
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
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


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
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
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

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

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
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

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


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
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
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
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
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


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



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

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


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
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
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

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




















 
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














 


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
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
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




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

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Zululand
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Ethekwini
Ethekwini
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 
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
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

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 
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Uthukela
Uthukela



















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

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
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







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
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



































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



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



Namakwa
Namakwa


















Motheo/Xhariep
Motheo/Xhariep


Karoo
Karoo










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
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
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





























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











Thabo
Thabo Mofutsanyane
Mofutsanyane 



 Uthukela
Uthukela














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



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


















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
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
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





































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










































 













































































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
































Kruger
Kruger
Kruger Park
Park
Park




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Holistic Approach and Impact
Youth Friendly
Clinics: 532
Schools: 6,520
9,452* peer
educators
*2010: 1,447
groundBREAKERS,
8005 mpintshis
goGogetters: 500
1,500,000
enrolments in
educational
programmes
NGO Community
Partnerships: 330
760,102 calls to
call centre
loveLife Games
Teacher Training
1,702,621 site
event participants
loveLife Games
Call Centre
Festivals & Events
386,986
participants in
loveLife Games
Sustained Media: Radio, TV, Print, Web, and Mobile
Combined Programmatic Approach
Programme
Campaign
(Interpersonal)
(Media)
Youth-friendly clinical services.
Radio (weekly shows in 11 languages, PSAs)
A multifunctional call centre.
loveLife Games.
TV (PSAs and Series)
Billboards
Youth leadership programme.
Print (Youth Magazine)
Extracurricular positive lifestyle programmes.
Support to orphans and vulnerable children.
Platforms for intergenerational dialogue.
Bringing it all together at the community hub.
Online (Webpage, Facebook, Twitter)
Mobile (MYMsta – social networking plattform)
Outdoor Broadcasting unit
The Construct
Societal level
CAMPAIGN
Get people
Get
people
talking
about:
talking about:
• Confronting
• HIV/Aids
Confronting
HIV/Aids
• Drivers of high
• risk
Drivers
of high
behavior
risk behavior
• Trigger social
• change
Trigger social
change
Strengthen
Strengthen
institutional
institutional
response
response
• health
• health
• education
• education
• social security
• social security
• sports
• sports
• NGOs
• NGOs
PROGRAMME
Nurture sense of:
Enable young
people to:
•
Motivation for
•
Understand risk
•
Identity with
•
•
Belonging to..
Develop an
incentive to
reject risk
•
Reduce risk
tolerance
an HIV-free future
Individual level
groundBREAKERS
 Aged between 18 and 25
 1243 caps in 2011 (funder-dependent)
 loveLife’s programme implementation in communities from
loveLife sites and schools
 Youth Leadership - Youth Service
 Capacity building – training
 sexual health counselling skills and techniques for effective outreach to
other young people
 Personal Development
 Linking youth with opportunities
Beyond the conduit model
•
Traditional peer education sees young people as conduits for communication.
(i)
(ii)
(iii)
(iv)
Peer
Educator
Translation
Mediation
Noise?
Community
Activation
Team Building and
Team Development
Programme
Implementation &
Events Management
Personal
Development*
COMPETENCIES
ROLES
Competencies
Leadership
Facilitation Skills
HIV/Aids Awareness
Marketing and
Advocacy
Events Management
Social Impact



1
A study of South African youth (15-24 years old) found that interaction with
loveLife face-to-face was had a 0.61 AOR “protective effect” (Pettifor et al. A
national survey of 15-24 year-olds, AIDS 2005)
This means that participating in loveLife programmes makes young men and
women around 40% less likely to contract HIV – a remarkable efficacy rate that is
exceptionally cost effective.
2,500 temporary employment opportunities1
• Cash transfers to marginalized communities
• Skills transfers affect long-term employability
SA Youth Average
groundBREAKERS
before programme
groundBREAKERS
after programme2
POST-MATRIC
QUALIFICATION
6.1%
8%
47%
EMPLOYMENT
34%
12%
60%
goGogetters, groundBREAKERS, IDT Mpintshis, HWSETA learnerships – Monitoring2009 and 2010
2 VOSESA groundBREAKER Survey, 2007.
The basis of all of this is the mpintshi programme
Mpintshis and groundBREAKERS
• 1:5
• Acceptance into groundBREAKER programme is conditional on completion
of mpintshi programme.
• Training and support is similar, though groundBREAKER programme is
more intense.
• groundBREAKERS see themselves as mentors, friends, and coaches to
mpintshis – this is evidenced in consistent programme performance.
• Thorough evaluation of mpintshi programme has not yet been completed.
The next generation...
• Activate!
• Young leaders for public
innovation:
• Social capital: bonds,
bridges, and links.
• Cash transfers to
communities depends
on service.
• The whole ends up far
greater than the sum
of the parts.
Thank you
The New loveLife Trust
Tel +27 (0)11 523 1000
Fax +27 (0)11 523 1001
48 wierda rd west wierda valley sandton 2196
P O Box 45 parklands 2121 south Africa
talk@lovelife.org.za
www.mymsta.mobi
www.lovelife.org.za