EMPOWERING ORPHANED AND VULNERABLE CHILDREN IN RURAL LESOTHO. Reg. No. in Lesotho: 2008/214E (under Companies Act No. 25 of 1967)

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1 EMPOWERING ORPHANED AND VULNERABLE CHILDREN IN RURAL LESOTHO Submitted to: Management Sciences for Health Lesotho Submitted by: Website: Reg. No. in Lesotho: 2008/214E (under Companies Act No. 25 of 1967) Project Location: Thaba Tseka District (Thaba Tseka Urban and Litsoetse Community Councils) Project Duration: 1 st February 2012 to 30 January 2013 Estimated Budget: $146, 116 USD Contact: Shadrack Mutembei Country Director Help Lesotho P.O. Box 231 Leribe, Lesotho 300 Phone: shadrack@helplesotho.org Gillian Walker Gender Program Manager Help Lesotho P.O. Box 231 Leribe, Lesotho 300 Phone: gillianwalker@helplesotho.org 1. Executive Summary BLC proposal submission to MSH December 2011 page 1

2 The proposed project will take place in the mountainous district of Thaba-Tseka, working with two community councils, the Ministry of Education (MOE) and the Ministry of Health and Social Welfare (MOHSW). The project will target Orphans and Vulnerable Children (OVC) and their caregivers. Age-appropriate trainings will disseminate accurate and meaningful information and strategies in a mutually reinforcing way to build a critical mass of residence of Thaba Tseka who are HIV/AIDS and gender knowledgeable advocates of children s rights. The devastation of the social structure in Lesotho from the AIDS pandemic has rendered OVC increasingly vulnerable to depression, HIV infection, rape, abuse, and abandonment. Many OVC lack positive role-models and the essential psychosocial support required to develop into responsible, productive adults. Fear and confusion surrounding HIV/AIDS has resulted in increased infection rates and teenage pregnancy among OVC. The enormous cohort of children who lack adequate supervision, parenting, education or support requires a concerted effort to address their needs. Help Lesotho is experienced in the delivery of programs of life-skills training and psychosocial support to OVC through one-on-one meetings and reiterative group trainings. Grandmothers are targeted with monthly trainings on OVC care, oneon-one psychosocial support sessions and the establishment of village support networks. Teachers receive trainings on role-modelling, psychosocial support and how to meet the needs of OVC. Help Lesotho currently works with five schools and 100 grandmothers in the proposed district and will use these existing relationships to deliver services. The aim of the project is to develop carefully constructed and proven support mechanisms for OVC in their homes and at their schools. The approach will focus on reiterative trainings for OVC and their caregivers, village support networks and information dissemination. Current child development research confirms that reiterative trainings are essential to create the safe environments required for wounded and vulnerable trainees to openly discuss difficult, often culturally taboo topics, to understand the linkages between self-esteem, gender equity and contacting HIV/AIDS, and to develop the lifechanging strategies and behavioural changes required to move forward. Establishing village networks will provide OVC and their caregivers with support in their communities and instil a sense of belonging. Finally, the project will foster the sustainability of project achievements by investing in people and communities through training, mobilization, awareness raising and capacity building. The project builds stakeholder capacity to enhance OVC care and support activities beyond the project through training with teachers, OVC, and households caring for OVC. Project investment in building capacity through its strong focus on behaviour change, risk reduction and gender equity promises sustainable results by equipping OVC with the knowledge and skills necessary to protect themselves. Training on child-rights issues and awareness of existing legal frameworks will empower schools, households, communities, youth and OVC with the knowledge, responsibility, and linkages with government support structures for self- advocacy and child protection both during and after the project. 2. Justification Proposal submission to MSH December 2011 page 2

3 The project will take place in the Thaba-Tseka District, population 129,881 1, reaching two community councils; Thaba Tseka Urban and Litsoetse. Help Lesotho has worked in the Thaba-Tseka district for over 6 years delivering several programs including life-skills and psychosocial support to OVC and their caregivers, and has built strong ties to the community working in conjunction with local government, civil society and schools at the grass roots level. Help Lesotho is a member of the Letsema non-government organizations (NGO) network and has a memorandum of understanding (MoU) with the MOHSW. This enables Help Lesotho to collaborate with the government and civil society to ensure there is no overlapping of services. Regular meetings with relevant partners, information sharing and coordination of on-theground activities will strengthen the impact of the project. The 2009 Health and Demographic Survey of Lesotho indicates that rural populations have significantly less knowledge about HIV/AIDS, nutrition and family planning than their urban counterparts. The survey highlights direct links between wealth and knowledge levels with Thaba-Tseka having more than 50% of its population living in the lowest wealth quintile. As a result, the district scores among the lowest in almost every category surveyed resulting in: 26.4% of children in Thaba-Tseka have lost one or both their parents; Highest rate of under five malnutrition in the country; Lowest percentage of men and women with comprehensive knowledge about AIDS; and Highest percentage of men and women whom condone violence against women. 2 This devastation of the social structure in Lesotho from the AIDS pandemic has left a huge cohort of children increasingly vulnerable and alone. They lack essential psychosocial support and life skills training required to develop into responsible adults and more especially in rural Lesotho. The proposed project aligns well with the MOHSW s strategic plan for in addressing the identified challenges in Thaba Tseka, with emphasis on two key strategic objectives identified by MOHSW: 1. To coordinate children survival, protection and development programs; and 2. To mitigate the impact of HIV/AIDS on the infected and affected. 3 In order to address these objectives, this project offers a unique program design that combines the dissemination of lifesaving information with a strong focus on cognitive development to promote good decision making and leadership. As information alone is rarely sufficient to bring about significant behaviour change, the project addresses the interaction of personality, social and cultural variables, education, and motivation in order to enhance the coping strategies of OVC, their caregivers and teachers. Personal and community responsibility are stressed in all activities and beneficiaries will be provided with information on local service providers. The development support networks will ensure the sustainability of the project as well as create channels for indirect beneficiaries to seek information and support. 3. Project Implementation Strategy 1 Lesotho 2006 Population and Housing Census, Pg 13 2 Lesotho 2009 Demographic and Health Survey 3 Department of Social Welfare: Annual Joint Review Proposal submission to MSH December 2011 page 3

4 The long-term goal of the project is to create knowledgeable, empowered OVC and caregivers on children's protection, HIV/AIDS and gender equity. The project targets two populations namely OVC and caregivers. A total of 2600 OVC and 595 adult caregivers will be reached through the following three primary objectives: Objective #1: To increase access to support networks and psychosocial support to OVC and their caregivers Objective #2: To promote grandmothers food production i. Activity #1: Monthly Training/ Children Days: 400 OVC under the care of grandmothers in the project will receive monthly training on children s rights, gender equity, HIV/AIDS prevention, transmission and treatment. OVC will learn and practice strategies to cope with their grief and loss, sexual abuse and enhance levels of comfort to discuss HIV/AIDS and related issues. Practical and age-appropriate tips will foster relationship building between OVC and their grandmothers that will bridge the generational gap to create a healthy home atmosphere. OVC will be divided by age in order to meet the specific needs of adolescents and children. OVC will be encouraged to set-up weekly meetings in their villages for peer support groups and information sharing. ii. Activity #2: Grandmothers: 150 grandmothers will receive monthly trainings on OVC care and support, HIV/AIDS prevention, transmission and treatment, prevention of mother-to-child transmission (PMTCT) and psycho-social support. The trainings provide two essential services to grandmothers: they help grandmothers overcome depression and they provide strategies on how to communicate more effectively with OVC in their care. Village support networks will be established for the grandmothers to meet on their own for mutual support. Regular visits to the grandmothers will provide one-on-one psychosocial support to the grandmothers. At least 50 grandmothers will receive training on keyhole gardens and Help Lesotho will cover the costs of vegetable seeds twice in the duration of the project to assist with start-up food production. The provision of vegetable seeds to grandmothers encourages local food production with the potential for economic security; iii. Activity #3: Community based organisations and health referrals: At least 1150 OVC will be provided with information on local services for health and psychosocial needs. Beneficiaries will be linked with the appropriate service providers in their communities and the field staff will work in conjunction with community based organisations to ensure continuity of the programming. Objective # 3: To increase knowledge on life-skills, basic health, HIV education and children s rights to OVC and their caregivers iv. Activity #4: Anti-AIDS Clubs: Anti-AIDS Clubs made up of 750 children will be developed in three primary schools and two high schools to educate OVC about children s rights, gender equity and HIV/AIDS. Semimonthly meetings will discuss age appropriate issues surrounding HIV/AIDS in their community: prevention, transmission and treatment of the disease; risky behaviour; and the impact of gender inequity on poverty, society and HIV transmission. Sessions on grief and loss, self-esteem and peer pressure will equip the OVC with self- Proposal submission to MSH December 2011 page 4

5 protective mechanisms and strategies as well as psychosocial awareness to decrease the effects of depression and isolation; v. Activity #5: Club Presentations: The Anti-AIDS Club members will present dramas and stories on HIV/AIDS and gender equity to 1450 children in their schools that will incorporate children s rights, HIV/AIDS prevention, transmission and treatment and foster solidarity among children to work towards an HIV-free generation. The activities will impart a sense of personal and social responsibility to OVC and provide hope for the future through peer support; vi. Activity #6: Anti-AIDS Club teachers: 10 teachers will receive a three-day workshop to equip them with the knowledge and skills to develop and lead the Anti-AIDS Clubs in their schools. Throughout the project two teachers from each school will be assigned to assist the field officer in the clubs. They will receive skills to address the psycho-social needs of the children in the clubs and tips on how to teach life-skills modules through facilitation training and school leadership. To ensure project sustainability, these teachers will receive training on how to continue the club activities, maintain club membership and work together; vii. Activity #7: Teachers: 35 teachers will receive a three-day workshop on providing psycho-social support for OVC. Information on the children s rights, HIV/AIDS and OVC support will be used as stepping stones for teachers to understand their vital role in addressing the psychological needs of OVC in their schools. Teachers will be provided training on school leadership and with the tools to become role-models and trusted figures in the lives of OVC in their schools; viii. Activity #8: Parents/Guardians: 400 parents/guardians of the OVC in the Anti-AIDS Clubs will receive four one-day trainings on OVC care and support, communication and relationship building. Parents/guardians will be informed about the discussions in the Anti-AIDS Clubs to help them understand the challenges their children are facing. They will be provided with strategies on how to communicate openly with their children about HIV/AIDS, grief and loss and peer pressure; and ix. Activity #9: Life-skills pamphlets: All project beneficiaries will have access to 12 life-skills and health related pamphlets written in both English and Sesotho. A total of 10,000 copies will not only be distributed to the beneficiaries but will also be made available to the community at large. The pamphlets provide essential information on children s rights, sexual abuse, HIV/AIDS, alcohol abuse and other life-skills topics. They provide contact information for related community based organisations and other OVC services in the areas. Lessons Learned Help Lesotho will use the lessons learned and best practices from its grandmother, teacher and OVC programs currently running in Leribe, Butha-Buthe and Thaba-Tseka to ensure maximum success and impact of the project. Anti-AIDS Clubs have been part of Help Lesotho programming in Butha-Buthe and Leribe for the past five years. The clubs are open to all students in the schools and function in the same manner as other clubs to avoid stigmatisation. They discuss issues openly and thoughtfully. The impact has been incredible. After several visits it was noted that students had Proposal submission to MSH December 2011 page 5

6 very emotional responses to the topics covered, suggesting that they are coping with many difficult problems, including: poverty, violence, abuse, lack of family and psychosocial support, and low self-esteem. Girls face pressure to date older men and boys are pressured to act like a real man and have numerous sexual partners. Both behaviours carry a high risk of HIV infection. The majority of these OVC have experienced tremendous trauma from the loss of one or both parents, neglect, sexual abuse or the responsibility of becoming head of their household. Any of these can lead to high risk behaviour without effective coping mechanisms. Understanding about HIV is indeed about condoms but it is also about equipping youth with the tools to assess their own personal risk factors and speak out about emotional impact. The Anti- AIDS Clubs provide such a forum. The project will incorporate Help Lesotho s existing cohort of 100 grandmothers and, in conjunction with village chiefs and community councils, 50 additional grandmothers will be selected based on need and the number of children they care for. Help Lesotho s grandmother program assessment reveals that most grandmothers in rural areas enter the program depressed and hopeless. In one group of 200 grandmothers, 95% did not know what HIV/AIDS was, despite having lost their own children to HIV/AIDS. They face incredible challenges in raising as many as eight grandchildren alone on meagre pensions. They express feeling isolated, angry with no one to turn to. This project will allow grandmothers to share their feelings, openly discuss HIV/AIDS prevention, transmission and treatment and understand their own vulnerability to HIV and the subsequent issues involved with home-care of infected people. They need to know they are not alone. Through an integrated methodology of monthly grandmother days, village support networks and one-on-one support sessions, participant grandmothers will be rejuvenated with hope for their future and that of their grandchildren. Equally, participant parents/guardians will learn to speak openly with the children about how to protect themselves, to share their new knowledge with others in their communities and to practice gender equity at home. Teachers in Lesotho and especially in rural areas face enormous challenges. They work in poor, overcrowded schools populated by often traumatized, depressed OVC. Teachers express feeling they have inadequate resources and skills to address the educational and psychological needs of their students. Many teachers within our schools program admit to feeling angry, stressed, frustrated and ineffectual. In addition to the pressures in their day-to-day teaching lives, most teachers admit that they lack the skills required to facilitate the life-skills modules (i.e. decision-making, peer-pressure, self-esteem) in the Anti-AIDS club curriculum. This project will squarely address this inhibitor by helping participant teachers from the five partnering schools develop the skills and support required to provide effective psychosocial support to the OVC and effectively lead Anti-AIDS Clubs in their schools. They will also learn how to engage caregivers in addressing the needs of OVC. Within all project activities participants are trained in the principles, barriers and practices of gender equity, its effect on their lives and concrete strategies to overcome gender inequality. Over 60% of the beneficiaries will be females who will be encouraged to gain control over their lives and a greater voice in their home, workplace and community. Proposal submission to MSH December 2011 page 6

7 By targeting OVC, grandmothers, guardians and teachers, and working with local leadership, the project is investing in the very leaders and structures that have first-line responsibility to responding to OVC needs hence building stakeholder s capacity to enhance OVC care and support activities beyond the project life span. Involvement of existing local and legal entities in Thaba Tseka such as the Child and Gender Protection Unit, MOHSW and HIV positive support groups will empower schools, households, communities, and OVC with the knowledge, responsibility, and linkages with government support structures for self- advocacy and child protection both during and after the project. Potential project implementation barriers are as follows: Barrier Level Response Remote field office LOW Field officers to be closely supervised, monitored, trained and supported by the program officers and project manager Loss of field staff LOW Ensure every staff member has back-up staff who can assume duties if needed. If possible hire field officers whose families are based in Thaba-Tseka Bad Weather prevents participants from reaching HIGH Enrol more participants than target number for specific training venues project activity Communication in rural areas in often poor HIGH Make use of community contacts to act as a focal point in more rural areas Participants do not attend activities because of HIGH Enrol more participants than target number for specific illness, funeral attendance, loss of interest, project activity pregnancy, death or caring for ill family members. Project Sustainability Proposal submission to MSH December 2011 page 7

8 The project will foster sustainability of project s achievements by investing in people and communities through training, awareness raising and capacity building. By focusing training on specific target groups including OVC, youth, guardians, teachers and grandmothers, the project is investing in leaders and structures that have first line responsibility to responding to OVC needs. An emphasis on skills building (e.g., life skills, psychosocial care and support, nutrition and HIV education, etc.) will equip these key stakeholders to continue providing effective OVC care and support. By providing training to schools, older OVC and households caring for OVC the project not only provides support system both at home and at school but also builds stakeholders capacity to support OVC care and support activities beyond the life of the project. Community and school mobilization are also key to promoting communities ownership of community-level OVC and youth response both during and after project implementation. The training on keyhole gardens and provision of vegetable seeds to grandmothers encourages local food production with the potential for economic security. The project will work with community based organisations, the local government and schools to ensure sustainability. All activities are designed to ensure beneficiaries are well equipped with the knowledge and support networks to provide long-term benefits. OVC will be referred to existing health and social services and linked to community based organisations and support networks. Training on child-rights issues to both OVC and their caregivers and awareness of existing legal frameworks will empower schools, households, communities, youth and OVC with the knowledge, responsibility, and linkages with government support structures for self- advocacy and child protection both during and after the project. Proposal submission to MSH December 2011 page 8

9 Table 1: Results Framework Goal: To improve knowledge and empowerment of OVC and their caregivers on children's protection, HIV/AIDS and gender equity Objective Activities Anticipated Results Conduct monthly training/ children days for 400 OVC under grandmothers' care on life skills, HIV/AIDS and gender equity 1. To increase access to support networks and psychosocial support to OVC and their caregivers; Conduct monthly grandmother days for 150 grannies on child protection, HIV/AIDS and gender equity Increased hope and knowledge on life skills, gender equity and HIV/AIDS Increased hope and knowledge of HIV/AIDS, child protection and care 2. To increase knowledge on life-skills, basic health, HIV education and children s rights to OVC and their caregivers; 3. To promote grandmothers food production Visit grandmother village support groups to offer emotional and psychosocial support Conduct semi-monthly Anti-Aids Clubs with 3 Primary Schools and 2 High Schools on life skills, HIV/AIDS and gender equity Five Anti-Aids Clubs perform drama and stories to their entire school on HIV/AIDS and gender equity Conduct quarterly one-day training for 400 OVC's parents/guardians on child protection, HIV/AIDS and gender equity Conduct three days training for 10 Anti- AIDS Clubs lead teachers and 35 others on child protection, HIV/AIDS and gender equity and or psychosocial support Distribute 10,000 one-pager copies of information in both English and Sesotho related to life skills, children s rights, sexual abuse, HIV/AIDS and gender equity Conduct trainings on keyhole garden construction and use Distribute vegetable seeds twice a year to at least 50 grandmothers Improved access to peer support services Increased knowledge on life skills and behaviour change regarding gender equity and HIV/AIDS Increased awareness regarding gender equity and HIV/AIDS Increased knowledge of HIV/AIDS, child protection and care Increased knowledge of life skills building, HIV/AIDS and gender equity More access to information relating to life-skills, HIV/AIDS and gender equity Increased opportunity for food production Increased opportunity for food production BLC proposal submission to MSH December 2011 page 9

10 4. Monitoring and Evaluation (M&E) Help Lesotho is well experienced and understands its role to collect baseline data, implement, monitor and evaluate the project as it proceeds. Regular monitoring will be conducted to track project progress. Information that will be collected on a monthly and quarterly basis will be analyzed based on trends by using identified indicators for measuring progress and outcomes. The indicators will be consolidated at the end of each month in order to use them for the project management decision-making purposes. Financial oversight will be the responsibility of the Help Lesotho on-site finance manager, whose financial reports are submitted and reviewed by the Head Office in Canada monthly. The project manager will be responsible to monitor the field officers and program officers as they conduct training and embark on the capacity building effort. The field office will be required to provide monthly reports, including program narratives, beneficiary stories of interest and financial reports. The project manager will develop meaningful project monitoring tools; provide field staff M&E training and design and implementation the baseline survey and final evaluations. She will work closely with the MOHSW and (once formalized) the national OVC Coordinating Body to ensure that the project s M&E system, tools, and indicators are in line with the M&E Plan for the Lesotho OVC National Action Plan. Project Monitoring Activities will be as follows: Beginning and end of project Pre- and post-project surveys of random samples of each population will be conducted to measure differences in knowledge and attitudes; and At the completion of the project, data collected and lessons learned will be shared with project stakeholders and partners for community decision-making purposes and knowledge sharing respectively. Monthly Project field officers will submit brief monthly reports to the project manager on project progress, challenges, risks and successes with a point-form action plan for the next month, lessons learned and recommendations concerning emerging issues requiring attention and support; and Program officers will compile attendance records, participant background information and quarterly technical reports to the project manager. Quarterly Individual testimonials from and interviews with beneficiaries will be collected quarterly with a random sample of the targeted populations; Site visits will be conducted by Project Manager; Quarterly project staff meetings will discuss successes, challenges, progress and lessons learned with identified strategies to move forward; and Meetings with local stakeholders will include members of the community councils, the MOHSW and MOE. BLC proposal submission to MSH December 2011 page 10

11 Table 2: Monitoring & Evaluation Indicator Target Data Collection Method Schedule Responsible Team/ Person Output Indicator Number of OVC provided with psychological or social support through monthly meeting and Anti-AIDS Clubs Number of OVC received life-skills training through monthly training and/or meetings and semi-monthly Anti-AIDS Clubs Number of school going OVC directly reached by Anti-AIDS Schools Club events on HIV/AIDS and gender equity Number of caregivers provided with psychological or social support through grandmother days and or support groups Number of caregivers received training on child protection, HIV/AIDS, gender equity and or psychosocial support 1150 Service received sign-in sheets and semi-monthly Anti-AIDS Clubs attendance sheets Monthly Field Officer OVC 1150 Attendance sign-in sheets and Monthly Field Officer OVC semi-monthly Anti-AIDS Clubs attendance sheets 1450 Attendance sign-in sheets Monthly Field Officer OVC 150 Monthly meeting attendance sign-in sheets Monthly Field Officer Caregivers 595 Attendance sign-in sheets Monthly Field Officer Caregivers Number of OVC provided with information on local services for 1150 Attendance sign-in sheets Monthly Field Officer OVC health and psychosocial needs Number of caregivers/grandmothers provided with vegetable 150 Food distribution sign-in sheets Quarterly Field Officer Caregivers seeds and/or nutritional training & training sign-in sheets Number of life-skills and health-related pamphlets distributed Distribution acceptance sheets Monthly Field Officer OVC & Caregivers Outcome Indicator Fewer known incidences of teenage pregnancy among trained Sample pre/post surveys and testimonials Quarterly Field Officer OVC students Self-reported change in perceptions of gender equity and people Sample pre/post surveys and testimonials Quarterly Field Officer OVC & Caregivers living with HIV/AIDS Number of people demonstrating increase in knowledge of children's rights Sample pre/post surveys and testimonials Quarterly Field Officer OVC & Caregivers Self-reported change in dietary habits and/or basic Sample pre/post surveys and testimonials Quarterly Field Officer OVC & Caregivers health/hygiene and or HIV/AIDS Number of trainees living positively with HIV/AIDS Individual testimonials Quarterly Field Officer OVC & Caregivers Number of trainees reported or self- reported as role-models in their communities Sample pre/post surveys and testimonials Quarterly Field Officer OVC & Caregivers BLC proposal submission to MSH December 2011 page 11

12 5. Organization Capacity and Development Help Lesotho is a NGO registered in both Canada and Lesotho, founded in 2004, with a proven track record of effective, meaningful programming to mitigate the effects of HIV, AIDS and gender inequity in Lesotho by supporting individuals and groups who are making a difference in the lives of OVC. Help Lesotho has seven years of experience in educating OVC, students, teachers and grandmothers about issues related to HIV, sexual violence and gender equity, health and sound health practices. Grassroots activities and initiatives include knowledge sharing with partners and interested groups about the social, behavioural and health factors related to HIV/ AIDS, its spread, treatment and social costs. Help Lesotho has a well trained, motivated program team with expertise and practical experience working in rural Lesotho on HIV/AIDS, gender equity, youth skills building, psychosocial and health education among others. Help Lesotho believes in local capacity building and 90% of Help Lesotho s staff members are Basotho. Help Lesotho has a MoU with the MOHSW and works regularly with local chiefs, district governments, local government councils and their secretaries, local NGOs, school principals and communities. Help Lesotho s programs are carefully designed and implemented, and regularly monitored to foster hope and motivation in those who are most in need: OVC, at-risk youth and grandmothers. Our work targets root causes and community priorities, working at the grass-roots level to support the next generation of leaders in Lesotho. With an annual budget of USD$700,000, Help Lesotho has received financial support from individuals, foundations (e.g. Stephen Lewis Foundation and FACET Foundation), schools and other institutions. Since its inception, Help Lesotho has provided 20,000 OVC and youth with HIV/AIDS and genderequity education; partnered 15 schools with Canadian schools; had over 9,000 OVC, grandmothers and youth benefitting from its programs annually; provided essential support to 400 grandmothers; sponsored over 2,500 annual school fees; arranged HIV tests for 18,000 children, youth and teachers and trained hundreds of OVC each year in leadership, gender equity and HIV/AIDS. In 2010 alone, 8,000 OVC and youth were involved in various life skills and leadership activities. Governance of Help Lesotho includes a strong board of directors in Canada and an advisory committee of respected community leaders in Lesotho. His Majesty, King Letsie III of Lesotho is the organization s honorary patron and her Majesty, Queen Masenate Seeiso, is patron of Help Lesotho s two community centres in Pitseng and Hlotse, Leribe. The gender program manager, under the supervision of the country director, will manage the proposed project. She will directly supervise the two project field officers (OVC and caregivers) who will be based in Thaba Tseka, and the two program officers (grandmother support officer and health and HIV specialist) based in our national office located in Leribe. While the project manager will take full responsibility for the project management, the project field officers will be responsible for the day-to-day implementation of the project activities including mobilizing communities and schools with the technical support provided by the two program officers. Supervised by the country director, the finance manager will offer financial training and support to the project staff in additional to the project financial reporting and oversight. Annexes and Attachments BLC proposal submission to MSH December 2011 page 12

13 Annex 1: Annex 2: Annex 3: Annex 4: Attachment 1: Attachment 2: Attachment 3: Project Work Plan Project Budget Key Implementing Personnel References Project Budget (excel format) Certificate of Registration Organisational Chart Proposal submission to MSH December 2011 page 13

14 Proposal submission to MSH December 2011 page 14

15 ANNEX Annex 1: Project Work Plan Objective Activities Q1 Q2 Q3 Q4 Personnel To set up field administration Recruited & inducted project field officers (OVC & caregivers) X Project Manager Set-up Thaba Tseka field office Project Field Officer To increase access to support networks and psychosocial support to OVC and their caregivers; To increase knowledge on lifeskills, basic health, HIV education and children s rights to OVC and their caregivers; Community mobilization and selection of 50 new grandmothers Organize 400 OVC into age appropriate groups Conduct monthly training/ children days for 400 OVC under grandmothers' care on life skills, HIV/AIDS and gender equity Conduct monthly grandmother days for 150 grannies on child protection, HIV/AIDS and gender equity X X X X X X X X X X X (PFO) PFO - Caregivers & Grandmother volunteers PFO - Caregivers & Grandmother volunteers PFO - OVC & Youth volunteers PFO - Caregivers & Grandmother volunteers Visit grandmother village support groups to offer emotional and PFO - Caregivers / X X X X psychosocial support Grandmother volunteers Schools, teachers and parents/guardians mobilization X PFO - Caregivers Conduct semi-monthly Anti-Aids Clubs with 3 Primary Schools and PFO - OVC & Youth X X 2 High Schools on life skills, HIV/AIDS and gender equity Volunteers Five Anti-Aids Clubs perform drama and stories to their entire PFO- OVC & Youth X school on HIV/AIDS and gender equity volunteers Conduct quarterly one-day training for 400 OVC's parents/guardians on child protection, HIV/AIDS and gender equity Conduct three days training for 10 Anti- AIDS Clubs lead teachers on child protection, HIV/AIDS and gender equity X X X X X PFO - Caregivers & Youth volunteers PFO - Caregivers Conduct three days training for 35 teachers on psychosocial support X PFO - Caregivers Distribute 10,000 one-pager copies of information in both English PFO - OVC & Support/ X X X X and Sesotho related to life skills, HIV/AIDS and gender equity Youth volunteers To promote grandmothers food PFO - Caregivers & X X production Distribute vegetable seeds twice a year to at least 50 grandmothers Grandmother volunteers BLC proposal submission to MSH December 2011 page 15

16 Annex 2: Project Budget 1.0 Personnel Effort (days) 2.3 Monitoring & Evaluation Interviews, home visits and surveys Staff field visits and meetings Subtotal $6,686 BLC proposal submission to MSH December 2011 page 16 Daily Rate Year Total Maloti Year Total USD* Name and Position No of Persons 1.1 Project Manager Project Field Officer Finance Manager HIV & Health Specialist Grandmother Support Officer Paid youth volunteers Paid grandmother volunteer Total Personnel Costs $48, Project Activities Number of units Budget Items Frequency 2.1 Orphans and Vulnerable Children Monthly Training for 400 OVC under grandmothers' care ( age 7-12 & age 13-18) Anti-Aids Clubs bi-weekly visits for 5 months and two drama presentations 2.2 Caregivers Grandmother Days for 150 grandmothers Three days training for Teachers Quarterly one-day training for 400 OVC parents/guardians Unit Cost Year Total Maloti Year Total USD Meals Travel Training Materials Hall Rental Meals & Accommodation Travel Training Materials Subtotal $49,000 Meals Travel Training Materials Hall Rental Meals & Accommodation Travel Training Materials Hall Rental Meals Travel Training Materials Hall Rental Subtotal $23,857

17 2.4 Operating costs No. of Months No. of Items Office equipment Computers Printer Desks and Chairs Meeting Table & Chairs Filing Cabinets Book shelf Heaters Overhead Rent Telephone Internet Utilities Office cleaning and products Office supplies & appliances Bank charges Subtotal $18,549 Total Activity and Operating Costs $98,092 Total Project Costs $146,116 Annex 3: Key Implementing Personnel Country Director: Shadrack Mutembei, master s degree in Organizational Leadership/NGO Management, Eastern University, Pennsylvania, has 16 years experience in rural program management in Kenya, Malawi and Lesotho with multiple projects and partners, recipients, and implementation sites, international grants (CIDA, Germany) and annual funding to USD$700,000. He has been a country director in Lesotho for 4 years. Shadrack is passionate about leadership and capacity building initiatives and helping OVC, youth, women and other vulnerable groups. He has extensive and proven experience in community development, program management and organizational leadership with practical experience in shelter and sanitation, OVC, microfinance, education, HIV & AIDS and advocacy among others. Shadrack has been on the ground for six months and has made an enormous impact. His expertise, experience and strategic thinking have invigorated the projects and staff. The on-the-ground leadership he provides the organisation has propelled Help Lesotho into the spotlight and helped the programs become even more impactful and structured; Gender Program Manager/Project Manager: Gillian Walker, B.A., Trent University, Peterborough, ON, has four years experience in African gender equity, HIV/AIDS, youth leadership programming and partnerships. After completing University, Gillian worked for Canadian Feed The Children in Toronto and completed an internship in Quebec and Mali, West Africa with Canada World Youth. Beginning as in 2008 as an intern, Gillian joined the Help Lesotho staff as its first Gender Officer in 2009 and is now the Gender Program Manager. She has managed several grants, both international and Proposal submission to MSH December 2011 page 17

18 local and works on local partnerships, training content development and gender equity programming. She manages the Grandmother Support Program with 200 grandmothers, looking after hundreds of orphans, and the Basotho Girls Leader Corps (ages 12-14) village and residential program. Gillian supports the Anti-AIDS programs in all Help Lesotho partner schools and the annual Leadership Camp for 250 orphans, vulnerable children, teachers and youth. She has been living in Lesotho for three years and is constantly encouraged by the huge impact these programs are having in the centres and villages in which Help Lesotho works; Finance Manager: Ikaneng Taole, Bachelor of Commerce - Accounting, National University of Lesotho and Chartered Accountant, Lesotho Institute of Accountants. She has 24 years experience in accounting and financial management while holding senior financial management positions in Lesotho, Uganda and South Africa. International grants and annual funding to USD$700,000. Over the last three years, she has ensured Help Lesotho s compliance to financial standards, excellence and internal controls. With an extensive private sector s experience, Ikaneng offers financial management that meets the changing needs of both non-profit and corporate world. Ikaneng is passionate about financial accountability while helping OVC, youth and women. Annex 4: References 1. Mr Bahlakoana Manyanye Country Director Sentebale P.O. Box 644 Maseru 100, Lesotho bmanyanye@sentebale.org.ls Telephone: Cell phone: Relationship: Past donor and current partner 2. Mr Dennis Walto Country Representative Population Services International (PSI) P.O. Box Maseru 100, Lesotho dwalto@psi.co.ls Telephone: Cell phone: Relationship: Current partner Proposal submission to MSH December 2011 page 18

19 HELP LESOTHO ORGANIZATIONAL STRUCTURE (Key Positions Only) BOARD OF DIRECTORS Executive Director Country Director Lesotho Advisory Committee Finance and Administration Manager Gender Program Manager Youth Leadership Officer Health & HIV Prog. Officer/ Specialist Grandmother Support Officer Schools and Sponsorship Program Officer Office Leadership Program and M& E OVC Project Field Caregivers Project Administrator Program Assistant Support Officer/ Officer - Thaba Tseka Field Officer - Assistant Thaba Tseka Yellow boxes indicate members of Empowering Lesotho OVC Project Team