The Training of Trainers Manual - UNFPA

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Day 5 It is important, therefore, to make sure that all peer educators in the group begin to increase their confidence and expertise so that they can cover all of the topics taught by your group. How can you make sure this happens In an ideal world, you would train the group to a point at which you could randomly select any of the topics, and a peer educator could demonstrate how to teach the topic right away. You can teach them early in the training that they are responsible for learning everything required in the programme, perhaps by establishing a certification/qualifying test for which they can prepare. Your group may appreciate receiving a certificate marking their completion of the training, since this will demonstrate an accomplishment about which they can feel pride and which will increase their self-esteem. As a trainer, you are likely to find yourself having to monitor and respond to the way in which peer educators behave towards one another. As with any group, interpersonal tensions may erupt. It is also common for cliques to form within a peer group. If the programme is well structured from the beginning, the use of trust-building and team-building exercises will be incorporated into the training. During the training, the facilitator should randomly assign participants to small groups and activities, so that the trainees gain maximum exposure to each other. This may help reduce the tendency for sub-groups or cliques to form. When peer educators have more opportunities to discover things they like about each other, there may also be fewer tendencies for cliques to exclude someone or treat a participant in a negative way. Retention Turnover, when peer educators leave the project, is to be expected once peer educators or trainers complete their contract and fulfil program expectations. Managers and trainers can help increase rates of retention by good recruitment and management and also by providing regular feedback, information, and incentives. Identifying low cost ways to retain or keep peer educators in programs should be considered an essential part of any training program. Strong youth-adult partnerships can assist in retention, including working with parents, community stakeholders, and program staff. Section 2. Guidelines for Training of Trainers 103
Exercise: Debate – how to retain peer educators Objectives To identify elements of retention in peer education 60 minutes To explore values related to expectations and incentives for peer educators Materials Three sheets of flip chart paper, labelled ‘retention’, ‘agree’, and ‘disagree’; copies of Handout 11. Incentives for Peer Educators Process Begin the exercise by posting the flip chart labelled ‘retention’. Ask participants to brainstorm the ways that peer educators are retained in programs. List all their answers. If not mentioned, be sure to add these items: ■ Regular updates on information and skills on related education topics ■ Regular feedback on the performance (as related to expectations) of the group and individual peer educators ■ Peer education experiences linked to future career development opportunities ■ Incentives, rewards, compensation Explain to participants that the next exercise will help them to explore their feelings about expectations of and incentives for peer educators. Post the two pieces of flip chart labelled ‘agree’ and ‘disagree’ at opposite ends of the room. Ask participants to stand together in the middle of the room. Explain that you will read some statements out loud, and participants will take a position on the imaginary line somewhere between ‘agree’ and ‘disagree’ according to their response to the statement. Examples of statements include: ■ Peer educators can be motivated and kept engaged in their work by nonfinancial incentives. ■ Peer educators should be given financial incentives for their work instead of being volunteers. ■ Volunteer peer educators should be expected to work when they have time. ■ Peer educators who receive financial incentives for their work are the same as volunteer peer educators. 104 Training of Trainers Manual
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Youth Peer Education Toolkit Traini
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This publication was made possible
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TOT Workshop Day 3 70 Getting start
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Acknowledgements The first edition
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Introduction Since the inception of
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The manual is composed of four main
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S e c t i o n 1 From Theory to Prac
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1 From Theory to Practice in Peer E
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The theoretical base for peer educa
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Health belief model The health beli
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Translating theory into practice Wh
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Use of role plays and other theatre
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2 Guidelines for Training of Traine
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training or when supervising peer e
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The workshop agenda: an overview Da
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Getting Started Workshop opening Th
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Introduction to the training method
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Things to consider when using energ
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Begin the game as described above.
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Training topic Peer education - the
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Exercise: Theory - practise it 30 m
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written on the flip chart (if they
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The following exercises will help p
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Training topic Introduction to team
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Exercise: The human knot Objectives
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Closure Lead a discussion about how
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The scenarios described above may o
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Page 57 and 58: Explain that the choices for ending
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Page 61 and 62: Training note The following are exa
Page 63 and 64: Ask each group to write on the flip
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Page 67 and 68: Exercise: Do you agree 45 minutes O
Page 69 and 70: Training note When integrating a ge
Page 71 and 72: Ensure that both columns include po
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Page 77 and 78: Exercise: Saying ‘no’ role play
Page 79 and 80: Training note Remember that abstain
Page 81 and 82: Process Begin the exercise with a r
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Page 85 and 86: Closure Allow the participants to t
Page 87 and 88: Getting Started Stretching exercise
Page 89 and 90: Also suitable for training of peer
Page 91 and 92: What sort of lifestyle do you have
Page 93 and 94: Exercise: One day in my life Object
Page 95 and 96: ■ Tanya, age 16, three months pre
Page 97 and 98: Process Introduce this exercise to
Page 99 and 100: Wrap-up The facilitator provides a
Page 101 and 102: Getting Started Stretching exercise
Page 103 and 104: ▼ ▼ ▼ ▼ ▼ Do invite your
Page 105: Closure Explain that no matter what
Page 109 and 110: Stress and self-care Peer educators
Page 111 and 112: Balancing act - keeping the energy
Page 113 and 114: ■ Is relationship oriented ■ Ad
Page 117 and 118: To introduce the topic, mention tha
Page 119 and 120: ■ What do we evaluate in our proj
Page 121 and 122: they argue that programmes are more
Page 123 and 124: Exercise: Introduction of the spect
Page 125 and 126: Returning to the example, ask the p
Page 127 and 128: Closure Ask one participant from ea
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Page 131 and 132: 3 A Sample Peer Education Session o
Page 133 and 134: Why we are here For this exercise,
Page 135 and 136: HIV/AIDS: Basic facts and questions
Page 137 and 138: S e c t i o n 4 Participant Handout
Page 141 and 142: The health belief model The health
Page 145 and 146: 7. A person with herpes can infect
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Youth involvement This term is ofte
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Youth-adult partnership A true part
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■ Youth as partners. Adults who h
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Impact on youth Youth participation
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■ Organizations placed a greater
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7. HIV can also be transmitted when
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Annex 1 • Sample Pre-training and
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20 Please specify two to three crit
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10 Provide definitions for: Gender
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27 Please specify two to three crit
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■ Women should remain virgins unt
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Suitable for Peer educators’ trai
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Annex 3 • Skills Rating Form 3 Th
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Annex 4 • Annotated Peer Educatio
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Summary Booklet of Best Practices J
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Together We Can: Peer Educator’s
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contains a theoretical section and
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6. Journals Xcellent. The journal o
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Annex 5 • Exercises Used in Secti
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