The Training of Trainers Manual - UNFPA

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Day 6 Process evaluation consists of quantitative and qualitative assessment to provide data on the strengths and weaknesses of a project’s components. It answers questions such as: Are we implementing the programme as planned What aspects of the programme are strong Which ones are weak Are the intended clients being served What can we do to strengthen the programme Are we running into unanticipated problems Were remedial actions developed Were these actions implemented Outcome evaluation consists of quantitative and qualitative assessment of the achievement of specific programme/project outcomes or objectives. Usually conducted at the project-level, it assesses the results of the project. Outcome evaluation addresses questions such as: Were outcomes achieved How well were they achieved If any outcomes were not achieved, why were they not What factors contributed to the outcomes How are the clients and their community affected by the project Are there any unintended consequences What recommendations can be offered to improve future implementation What are the lessons learned Impact evaluation is the systematic identification of a project’s effects – positive or negative, intended or unintended – on individuals, households, institutions, and the environment. Impact evaluation is typically carried out at the population level, rather than at the project level. Furthermore, impact evaluation refers to longer-term effects than does the outcome-level evaluation. Exercise: Monitoring and evaluation Objectives To identify suitable strategies for monitoring and evaluation of peer education programmes To exchange personal experiences 60 minutes Materials Flip charts and markers Process Divide participants into small groups of people who work in a similar context (if possible), such as peer education in school settings, in out-of-school settings, with hard-to-reach youth, etc. Ask the groups to brainstorm on the following key questions: Section 2. Guidelines for Training of Trainers 115
■ What do we evaluate in our projects ■ Why do we evaluate ■ How do we evaluate ■ Where do we evaluate ■ When do we evaluate ■ With whom do we evaluate ■ For whom do we evaluate When the small groups have had enough time to answer the questions, ask them to report back to the entire group. Then lead a full group discussion, posing the following questions: ■ How are we going to use these data ■ What difference could this make to the work that we do Closure Emphasize that a well-conducted evaluation can make a big difference in the following ways: ■ It is cost-effective: it allows decision makers to continue successful programmes and improve or abandon unsuccessful ones. ■ It can provide support for future funding requests. ■ It can contribute to the development of new programmes. ■ It can help explain why a programme failed to meet its objects (for example, poor project design, poor implementation, or unreasonable expectations). Training topic Youth-adult partnerships in action Objective of the session To promote positive attitudes that increase participants’ ability to work as partners, with both young people and adults. By working in partnership, adults gain skills relevant to their professional development, youth gain skills for their future professional careers, and the partnership can enhance programs. Introduction Peer education is youth-adult partnership in action. Good peer education is indeed about young people and adults working together to reach the common goal of improving the health and well-being of young people. 116 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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Explain to participants that when e
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
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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 and 116: TOT Workshop Day 6 Getting started
Page 117: To introduce the topic, mention tha
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
Page 167 and 168: 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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