The Training of Trainers Manual - UNFPA

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should instruct both peer educators and other members of the community about how to access these resources. A sample six-day training of trainers workshop The overall objective of the training of trainers workshop described here is to build the capacity of peer education trainers to design and deliver a peer education training programme. The specific objectives of the workshop are to enable participants to: ■ Better understand the concepts of skills-based health education and related peer-led health education methodologies ■ Acquire accurate information about reproductive and sexual health issues, including HIV/AIDS ■ Discuss their own attitudes and values regarding youth health education ■ Develop interpersonal and group communication skills ■ Acquire the skills to facilitate a range of interactive methodologies used in the training of peer educators ■ Acquire basic knowledge in peer education programme development The expected outcome of this training is the development of confident, competent peer education trainers with the skills to design and implement a training programme for peer educators. The expected time needed may vary from training to training. The topics and exercises presented here are organized into day-long sessions. There are flexible amounts of time allocated, so no exact timetable is presented for each day. A trainer should review the material ahead of time and plan the amount of time that fits the needs of the particular training. Section 2. Guidelines for Training of Trainers 25
The workshop agenda: an overview Day I Day 2 Day 3 Workshop opening, introductions, expectations, pre-test questionnaire, selection of daily feedback teams Introduction to icebreakers, warm-ups, and energizers Setting ground rules Peer education – theory and practice Using topic lead-ins in training programmes Introduction to public speaking Introduction to team building and trust building Use of role play Wrap-up Day 4 Stretching and warm-up Feedback on Day 3 Trust building Working with especially vulnerable youth Wrap-up Group excursion (optional) Stretching and warm-up Feedback on Day 1 Icebreaker and team-building exercise Techniques for sharing information Techniques for exploring values and attitudes Gender awareness and sensitivity Wrap-up Day 5 Stretching and warm-up Feedback on Day 4 Team building Co-facilitation skills Recruitment and retention of peer educators Counselling versus education Wrap-up Stretching and warm-up Feedback on Day 2 Icebreaker/warm-up exercise Techniques for building skills Motivational tools and techniques Role play again Wrap-up Day 6 Stretching and warm-up Feedback on Day 5 Icebreakers suggested by participants Monitoring and evaluation Youth-adult partnerships in action Wrap-up Closing ceremony 26 Training of Trainers Manual
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 and 24: Use of role plays and other theatre
Page 25 and 26: 2 Guidelines for Training of Traine
Page 27: training or when supervising peer e
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
Page 77 and 78: 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
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Getting Started Stretching exercise
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Also suitable for training of peer
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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
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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
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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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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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