1 / 29

K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada,

Siyakha Nentsha : An experiment to build Social, Health and Financial capabilities of vulnerable girls and boys in KwaZulu-Natal, South Africa. K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada, S Siema, J Fauls, R Brown. Making Cents Conf. – 12 Sept. 2012.

marged
Télécharger la présentation

K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Siyakha Nentsha: An experiment to build Social, Health and Financial capabilities of vulnerable girls and boys in KwaZulu-Natal, South Africa K Hallman, M Calderon, K Govender, E Roca, E Mbatha, M Rogan, H Taboada, S Siema, J Fauls, R Brown Making Cents Conf. – 12 Sept. 2012

  2. Evolution to project • Multivariate work with “Transitions to Adulthood” panel study in KZN (2003/now) • Gendered factors on adolescent sexual behaviors: • Residing in relative poverty • Having thin social networks • Being an orphan • Feeling unsafe/disconnected from community • Program inventory in Durban metro area (2005/6) • Most single-dimension, imported, little M or E • Pilot study in a test community (2006/7)

  3. Siyakha Nentsha (SN) study • Funding from ESRC/Hewlett joint scheme (Nov 2007-Nov 2009) and ABBA RPC (2010-11) • Target outcomes: (80 hrs max exposure Jun08-May09) • Social support: • peers and mentors • social grants • ID documents • Knowledge of effective HIV prevention and treatment options • Saving behavior • Critical given local burden of HIV and AIDS

  4. Siyakha Nentsha features • Nationally accredited certification • Skills and a nationally-endorsed documentation of these skills • Maximum use of existing infrastructure • Local secondary grads (M&F) trained to deliver • Role models, mentors, confidants • Worked in pairs within classroom • Auxiliary social worker salary • Eye toward scale-up • DOE participation from inception

  5. Siyakha Nentsha program design • Incorporated into school day • Least selective sample • Included all learners in each study school • Sessions occur 2-3 times/week • Each session is one hour in length • Grade 10 and 11 learners • 7 secondary schools • Randomization at the classroom level • Females and males included • Male attitudes, behaviors and future prospects

  6. Photo: Eva Roca

  7. Siyakha Nentsha timeline

  8. Siyakha Nentsha study design • Arm 1 • Control group • standard life skills • delayed SN modules • Arm 2 • HIV/SRH education • Social support • Stress reduction • Arm 3 • HIV/SRH education • Social support • Financial education

  9. Siyakha Nentsha study arms

  10. Photo: Eva Roca

  11. Siyakha Nentsha survey • Interviews conducted in learner HHs • Fielded by private independent company • 945 participants interviewed at baseline • Only 9 learners refused original survey • 716 found at follow-up (76%) • 715 complete interviews at follow-up • GIS coordinates on participant households

  12. Siyakha Nentsha sample Number of learners by intervention arm and gender

  13. + p<0.10; * p<0.05; ** p<0.01; *** p<0.001

  14. Photo: Eva Roca

  15. SN evaluation results • Controls included: age, age squared, gender, socioeconomic status • SEs corrected for clustering at classroom level • Impact estimates corrected for panel attrition • 229 learners lost between rounds

  16. SN impact on social and economic - Girls (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

  17. SN impact on cognitive skills (Raven test) - Girls Yt2 - Yc2 + p<0.10; * p<0.05; ** p<0.01

  18. SN impact on self-reported sexual behaviors - Girls (Yt2 - Yt1) - (Yc2 - Yc1)

  19. Other results • No significant SN impact on condom use at last sex or consistent use for either boys or girls • SN girls who received financial education reported feeling greater levels of social inclusion in their communities when the SEs were not clustered at the classroom level

  20. Conclusions • Program with actionable skills appears to have potential to: • increase girls’ skills to access benefits, interact w banks & save money • improve girls’ cognitive abilities • Impacts differed by gender: • girls’ cognitive & economic skills improved • boys reported safer sexual behaviors & more knowledge about social grants • No detectable statistical impact 6 mos post on: • girls’ reported sexual behaviors • boys’ access to financial services or savings • condom use (last sex or consistent) for either females or males

  21. Thank you! Our funders: ESRC/Hewlett Joint Scheme, DFID through the ABBA RPC, Hewlett support to the Population Council Photo: Eva Roca

  22. Siyakha Nentsha randomization Number of classrooms by school and intervention arm

  23. Survey attrition % of learners found at second round

  24. Survey attrition (cont) + p<0.10; * p<0.05; ** p<0.01; *** p<0.001

  25. SN evaluation • Identification strategy: difference in difference framework • pre and post intervention periods • treatment w financial literacy (FL), treatment w stress reduction (LS), and control groups • β0 = financial literacy group specific effect • β1 = stress reduction group specific effect • β2 = time trend • β3 = SN impact on financial literacy group • β4 = SN impact on stress reduction group

  26. SN evaluation (cont) • β3 (and β4) coefficient of interest • the estimate one would get from an OLS regression (for continuous outcomes) • We can interpret this coefficient as a double difference:

  27. SN impact on social and economic - Boys (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

  28. SN impact on cognitive skills (Raven test) - Boys Yt2 - Yc2

  29. SN impact on self-reported sexual behaviors - Boys (Yt2 - Yt1) - (Yc2 - Yc1) + p<0.10; * p<0.05; ** p<0.01

More Related