1. Building assets and reducing vulnerability in KwaZulu Natal SiyakhaNentsha Making Cents September 8, 2011 Washington, DC Eva Roca

2. General context in KZN

3. Setting Semi-rural KwaZulu Natal Poverty and income inequality Unemployment Early pregnancy Early school leaving HIV

4. Project team

5. SiyakhaNentsha Schools, facilitators Boys and girls Participatory reflective learning, action-oriented Accredited Testable

6. Preparing for opportunities and risks HIV and STIs teenage pregnancy early unplanned parenthood school dropout loss of one or both parents employment and training opportunities social grants social support citizenship language skills

7. Randomization HIV education & social support HIV education, social support + financial capabilities Delayed intervention

8. Methods Attendance rosters Longitudinal survey FGDs with participants, parents, and mentors GPS coordinates Interim data on location, cell phone, status Diaries Video School quality assessments

9. Special considerations with young people Timing Attention span Interviewer selection Legal context

10. Considerations during M&E tool design Who will create/finalize the registers & by when? When will these registers be used? Who is responsible for ensuring they get completed? Who is responsible for analysis/reporting? How often/when will the analysis/reporting be done? Do you need a monthly/quarterly summary form? What information will you need to report to donors or other stakeholder?

11. Evaluation: what’s the point? Lofty program goals Interim steps to achievement Assets program imparts toward specific ends

13. Economic skills: ability to plan and manage personal and familial finances, identify and access available services, FET opps, social benefits; articulate a plan for pursuing future livelihood-enhancing opportunities

16. Changes seen post-program Sexual debut Secondary abstinence, fewer partners Condom confidence Improved budgeting and planning skills Pursuing income-generating activities Having savings Social capital Higher self-esteem Birth certificate Social grants SA ID Gender attitudes

17. (SiyakhaNentsha) has helped us a lot, because although I had goals before the problem I had is I did not know how to prioritize, like which one should be more important than the other. Now I know that in order to reach my long-term goals, I should have short-term goals, that are going to be the steps toward my goals.”

18. “Before, if I had money, say maybe I have 50 Rand, I would not check how much, I would just buy and see when I have to pay. But now if I have 50 Rand I have to calculate first, how many things I can get. And how much money I can use and what will remain behind.”

19. Don’t trust your data too much “I was helped a lot in the financial setion, because when they came here and they asked us if we knew how to save money, and I lied! I said yes! …”Then they gave us diaries, so I started writing whenever I save money. Now I can see where the money is going.”

20. Selected resources http://www.popcouncil.org/pdfs/2010PGY_AdolGirlToolkitSection4.pdf Hallman, K. 2010, in press. “Social exclusion: The gendering of adolescent HIV risks in KwaZulu-Natal, South Africa,” in J. Klot and V. Nguyen eds., The Fourth Wave: An Assault on Women - Gender, Culture and HIV in the 21st Century. Social Science Research Council and UNESCO. Hallman, K. 2008.“Researching the determinants of vulnerability to HIV amongst adolescents,” IDS Bulletin, 39(5), November 2008. Bruce, J. and Hallman, K. 2008. “Reaching the girls left behind,” Gender & Development, 16(2): 227-245. Hallman, K and Roca, E. 2007. “Reducing the social exclusion of girls,” www.popcouncil.org/pdfs/TABriefs/PGY_Brief27_SocialExclusion.pdf Hallman, K. 2005. “Genderedsocioeconomic conditions and HIV riskbehavioursamongyoung people in South Africa,”African Journal of AIDS Research 4(1): 37–50.Abstract: http://www.popcouncil.org/projects/abstracts/AJAR_4_1.html

21. Thank you! Our funders: ESRC/Hewlett Joint Scheme & DFID via the ABBA RPC