The Training of Trainers Manual - UNFPA

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Day 6 Getting Started Stretching exercise and warm-up Participants are invited to lead the group in some stretching exercises. Several trainees can demonstrate in turn which muscles to stretch. Feedback on Day 5 The feedback team delivers a summary of the feedback collected from all participants on Day 5. Icebreakers suggested by participants Participants have an opportunity to lead an icebreaker or warm-up of their choice. Training topic Monitoring and evaluation Objective of the session To address basic concepts of monitoring and evaluation (M&E) and why it is important to develop and implement an M&E plan when conducting a peer education project or programme. In-depth training on M&E, however, is outside the scope of this curriculum. The resource list in Annex 4 (page 193) provides some useful references for further reading on the topic. Exercise: Introductory presentation and group discussion Objectives To help build an understanding of the basic principles of M&E relevant to health promotion programmes To identify the potential effect of monitoring and evaluation on programme quality 30 minutes Materials PowerPoint slides or overheads Process Using PowerPoint slides or overheads, present and discuss the key concepts, principles, and guidelines of monitoring and evaluation, which are provided in Handout 14. Monitoring and Evaluation of Peer Education Programmes. Distribute the handout after the session. Section 2. Guidelines for Training of Trainers 113
To introduce the topic, mention that monitoring and evaluation are not often included in project development, usually because people find it too technical an issue that is beyond their capacities or because they do not make it a priority. They are more interested in the interpersonal and managerial aspects of work than in the measurement aspects. Often, when people are passionate about what they are doing, they believe that their project is progressing well and having a big impact, and they can cite anecdotal or subjective evidence in support of their claim. For example, they can tell you how enthusiastic some participants were about a workshop or educational event. Such indicators, however, are not sufficient to inform us about the real progress and impact of the programme. It is not enough to ‘feel and know’ intuitively that a project is achieving its objectives. Even though some project members might find M&E boring and painstaking work, it is important to know whether, and to what extent, the project is achieving its objectives and whether it is having the desired impact. This M&E slide presentation should include the following discussion points: ■ What is monitoring What is evaluation ■ What do we mean by the terms process evaluation, outcome evaluation, and impact evaluation ■ What are the typical peer education indicators ■ Why is it necessary to identify suitable indicators ■ Why is measuring behaviour change difficult The presentation is followed by a question-and-answer session, which also gives an opportunity to share field practices in M&E and exchange challenges and successes in this area. Word sense The principal components common to monitoring and evaluation include input, output, outcome (short-term and long-term), and impact (short-term and long-term). Monitoring is the routine and systematic process of data collection and measurement of progress towards programme/project objectives. Some of the main questions that monitoring activities seek to answer include: Are planned activities occurring Are the planned services being provided Are the objectives being met Evaluation is the process of systematically investigating a project’s merit, worth, or effectiveness. The question that it answers is: Does the project/ programme make a difference The common types of evaluation include process evaluation, outcome evaluation, and impact evaluation. 114 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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TOT Workshop Day 2 Getting started
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Explain that the choices for ending
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Exercise: STI challenge Objective T
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Training note The following are exa
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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
Page 73 and 74: TOT Workshop Day 3 Getting started
Page 75 and 76: Training topic Techniques for build
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 and 106: Closure Explain that no matter what
Page 107 and 108: Exercise: Debate - how to retain pe
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 115: TOT Workshop Day 6 Getting started
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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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168 Training of Trainers Manual
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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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