TANZANIA COMMISSION FOR AIDS - Global HIV M&E Information

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• Good role model Note: The degree of success of a facilitator has in the training room is not determined as much by his or her age, sex, marital status, or social position, but by the combination of personal qualities that a person exhibits plus knowledge and communication skills. Do’s and Don’ts of Training (partly adopted from Pathfinder International, 2002) DO’S • Do maintain good eye contact • Do prepare in advance • Do involve participants • Do use visual aids • Do speak loud enough • Do encourage questions • Do recap at the end of each session • Do use good time management • Do give feedback • Do be aware of participants’ body language • Do provide instructions • Do move around DONT’S • Don’t talk to the flip chart of power point • Don’t block the visual aids • Don’t ignore participants’ comments and feedback (verbal and non verbal) • Don’t read fro your notes • Don’t shout at the participants Page 68
General Requirements for a Training Programme The actual requirements for the training programme will depend on the nature of the training and participants, venue, and availability of resources. Trainers are advised to be creative in looking for training resources that will maximize the participation and maintain the enthusiasm of their participants. The following list of requirements may be used as a guide in preparing the resources/checklist for the training. • Markers • Flip chart • Pens/Pencils • Note books (writing pads) • Masking tapes • Power point projector • Lap top computer • Manila sheets/cards • Transparency papers • Overhead projector • Screen General training/learning methodology As for requirements, the list below is only suggestive and not exhaustive. The exact method to employ in running a particular should be chosen by the facilitator as deemed appropriate. The catching point here is that the facilitator should choose a method that allows active participation of participants and sustains the interest of trainees throughout the lesson. The following methods may be used: • Trainer brief presentation • Role plays • Discussion • Group works Page 69
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TANZANIA COMMISSION FOR AIDS [TACAI
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TABLE OF CONTENTS Acknowledgements
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Preface Our country has declared th
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Outline of Modules Prologue: Basic
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• HIV-1: the most common cause of
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sexuality. Poverty is yet another f
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• There have been a few AIDS case
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Impact of HIV/AIDS The impact of HI
Page 17 and 18: • M&E helps in the mobilization o
Page 19 and 20: Types of evaluation There are three
Page 21 and 22: Goals, Outcomes, and Objectives In
Page 23 and 24: capture various dimensions of a pro
Page 25 and 26: Strategies are vehicles or means of
Page 27 and 28: Systems development involves the cr
Page 29 and 30: When exactly should outcome and imp
Page 31 and 32: Kinondoni district. If the indicato
Page 33 and 34: example above, the age for instance
Page 35 and 36: • Will the data be qualitative, q
Page 37 and 38: This step often surfaces only when
Page 39 and 40: 3. Ensure linkage between data coll
Page 41 and 42: to measure areas where particular e
Page 43 and 44: NATIONAL RESPONSE ON HIV/AIDS TACAI
Page 45 and 46: S/n 1 Reporting Details Level of Re
Page 47 and 48: 2.2.4 Do you have Workplace interve
Page 49 and 50: 2.4 Community Projects Number of ex
Page 51 and 52: 2 3 4 3. Community Care/ home based
Page 53 and 54: 5. RESEARCH Research/ Survey Area 5
Page 55 and 56: S/n 1 Reporting Details Level of Re
Page 57 and 58: screened 1.3.3 Number of blood dono
Page 59 and 60: 3.1 Health Sites providing ARVs acc
Page 61 and 62: 10 An Association 11 Informal Secto
Page 63 and 64: 3. DOES YOUR SECTOR/0RGANIZATION DI
Page 65 and 66: 5. RESEARCH Program/Activity 5.1 Re
Page 67: GUIDE TO FACILITATORS This guide is
Page 71: • Post-training test • Day refl
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TANZANIA COMMISSION FOR AIDS - Global HIV M&E Information

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