The Training of Trainers Manual - UNFPA

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Day 1 When discussing major advantages and disadvantages of peer education over other forms of education, have the following table at hand to add essential points if necessary: Advantages ▼ Young people take on programmatic responsibilities ▼ Educators and target group members often use the same slang terms ▼ ▼ ▼ Peer educators gain skills that are important for their continued personal development Peer education can supplement other educational interventions, such as the work of teachers, social workers, and health service providers Peer education is a community-level intervention that can provide a link to other community services Disadvantages ▼ As peer educators age, they grow out of their role; new people always have to be recruited and trained ▼ Peer education programmes pose large management burdens on NGOs, schools, etc., and require skilled supervisors to be on the staff of a programme ▼ ▼ It is difficult to evaluate the impact of peer education, especially when proper monitoring and evaluation budgets have not been set aside for the programme If educators are not well trained, peer education can have a harmful effect (misinformation and unprofessional advice) ▼ ▼ Peer educators can gain access to groups that are otherwise difficult to reach Peer education can be relatively inexpensive when compared to other interventions ▼ If not properly targeted, activities called peer education may really be outreach or general education interventions Closure At the end of this activity, the trainers should emphasize that peer education is not the solution to every problem, and sometimes it may be better to use other approaches. The objectives of the intervention, the characteristics of the target group, and the specific setting are all elements when considering whether peer education is appropriate. Section 2. Guidelines for Training of Trainers 37
Exercise: Theory – practise it 30 minutes Objective Materials To help participants understand the practical application of theoretical and other methodological approaches to behaviour change Markers, tape, flip chart paper, and Handout 2. Peer Education and Behaviour Change Theories Process Distribute the handout and give a brief presentation on the theories and models for behaviour change. Instruct participants to separate into three groups, each with flip chart paper and markers. Ask participants to choose a programme in which one of their group members is involved and analyse all aspects of it. Then ask them to outline the programme on the paper and to identify the theories and models (or parts of theories and models) that are being used in it. Emphasize that multiple theories and models may be used in the same programme and that only some aspects of theories and models may be used. Ask each group to present its discussion to all other participants. Closure Point out that without realizing it, everyone uses theories and models of behaviour change in their everyday work. Initiate a discussion on the topic of why organized theoretical and methodological approaches to behaviour change should be included in training programmes. Emphasize once again that a theory or a model does not have to be used in its entirety and that different parts of different theories and models can be used in one programme. Nevertheless, it is important that programmes be rooted in appropriate theories and models. Exercise: Information, motivation, behavioural skills, and resources 20 minutes Objective Materials To identify information, motivation, behavioural skills, and resources as the four primary components of successful peer education Flip chart and markers 38 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 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: Training topic Peer education - the
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
Page 79 and 80: Training note Remember that abstain
Page 81 and 82: Process Begin the exercise with a r
Page 83 and 84: Those of you who selected the paper
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
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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
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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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