The Training of Trainers Manual - UNFPA

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Peer education as a youth-adult partnership Peer education, when done well, is an excellent example of a youth-adult partnership. Successful peer education is indeed about young people and adults working together to achieve the goals of a programme. Youth-adult partnerships arise from the conviction that young people have a right to participate in developing the programmes that serve them and a right to have a voice in shaping the policies that will affect them. In addition, youth participation can help achieve stronger program outcomes. In the reproductive health and HIV/AIDS fields, the goal is to show that increased youth participation can help lead to such outcomes as improved knowledge, attitudes, skills, and behaviours. While a rights-based approach is the underpinning of youthadult partnerships, this effort should also achieve improved program results. Youth participation can help achieve better program outcomes for the young people involved with an organization, for the adults in the organization, for the target audiences of young people and providers, and for the community as a whole. The target group’s full involvement in the development of the programme contributes to the programme’s sustainability and effectiveness. Youth participation ensures that the programme responds to the specific needs and concerns of the target group and that the approaches used are interesting and engaging. The core elements of an effective youth-adult partnership are addressed in the training curriculum in Section 2, page 116. Peer education as a piece of the puzzle Peer education is one part of the complex puzzle of improving young people’s sexual and reproductive health by preventing HIV, STIs, substance use, and other health concerns. Peer education programmes must be well coordinated within a much larger context of the policy environment, health-care services, and other intervention approaches. Peer education, standing alone, will not make significant impacts on young people’s attitudes and behaviours. Successful peer education programmes work hard to build linkages with other organizations to complement each other and refer to each other as necessary. In this way, peer education should be part of a comprehensive approach and a community-wide effort. For example, peer education can complement efforts to create more favourable policies for young people’s access to contraception, skills-based health education led by teachers, a program that encourages abstinence and partner reduction for youth, a condom promotion media campaign, the work of staff in health clinics, or the efforts of social workers to reach vulnerable young people out of school. 22 Training of Trainers Manual
2 Guidelines for Training of Trainers S e c t i o n 2 Guidelines for Training of Trainers: A Curriculum
Page 1 and 2: Youth Peer Education Toolkit Traini
Page 3 and 4: This publication was made possible
Page 5 and 6: TOT Workshop Day 3 70 Getting start
Page 7 and 8: Acknowledgements The first edition
Page 9 and 10: Introduction Since the inception of
Page 11 and 12: The manual is composed of four main
Page 13 and 14: S e c t i o n 1 From Theory to Prac
Page 15 and 16: 1 From Theory to Practice in Peer E
Page 17 and 18: The theoretical base for peer educa
Page 19 and 20: Health belief model The health beli
Page 21 and 22: Translating theory into practice Wh
Page 23: Use of role plays and other theatre
Page 27 and 28: training or when supervising peer e
Page 29 and 30: The workshop agenda: an overview Da
Page 31 and 32: Getting Started Workshop opening Th
Page 33 and 34: Introduction to the training method
Page 35 and 36: Things to consider when using energ
Page 37 and 38: Begin the game as described above.
Page 39 and 40: Training topic Peer education - the
Page 41 and 42: Exercise: Theory - practise it 30 m
Page 43 and 44: written on the flip chart (if they
Page 45 and 46: The following exercises will help p
Page 47 and 48: Training topic Introduction to team
Page 49 and 50: Exercise: The human knot Objectives
Page 51 and 52: Closure Lead a discussion about how
Page 53 and 54: The scenarios described above may o
Page 55 and 56: TOT Workshop Day 2 Getting started
Page 57 and 58: Explain that the choices for ending
Page 59 and 60: Exercise: STI challenge Objective T
Page 61 and 62: Training note The following are exa
Page 63 and 64: Ask each group to write on the flip
Page 65 and 66: 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
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Exercise: Saying ‘no’ role play
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Training note Remember that abstain
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Process Begin the exercise with a r
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Those of you who selected the paper
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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
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Exercise: One day in my life Object
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■ Tanya, age 16, three months pre
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Process Introduce this exercise to
Page 99 and 100:
Wrap-up The facilitator provides a
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Getting Started Stretching exercise
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▼ ▼ ▼ ▼ ▼ Do invite your
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Closure Explain that no matter what
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Exercise: Debate - how to retain pe
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Stress and self-care Peer educators
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Balancing act - keeping the energy
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■ Is relationship oriented ■ Ad
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TOT Workshop Day 6 Getting started
Page 117 and 118:
To introduce the topic, mention tha
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■ What do we evaluate in our proj
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they argue that programmes are more
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Exercise: Introduction of the spect
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Returning to the example, ask the p
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Closure Ask one participant from ea
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126 Training of Trainers Manual
Page 131 and 132:
3 A Sample Peer Education Session o
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Why we are here For this exercise,
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HIV/AIDS: Basic facts and questions
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S e c t i o n 4 Participant Handout
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The health belief model The health
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7. A person with herpes can infect
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Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
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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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Page 175 and 176:
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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
Page 209 and 210:
Annex 5 • Exercises Used in Secti
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