The Training of Trainers Manual - UNFPA

Training note
The following are examples of how to learn about the community and avoid activities
that may upset them:
▼ Find out what issues might concern the organization with which you will be working.
▼ Conduct an assessment of the target community if one is not available. Find out
whether young women will be able to participate in your programme or what
barriers may prevent them from doing so.
▼ Discuss with the leaders or the administration of the organization you will be
working with which topics you propose to cover and how they will be taught.
▼ Move into the discussion on issues of sexuality and gender gradually and with care.
▼ If possible, organize a training session for the administration so that they can better
understand the problems you are addressing (e.g., reproductive health, gender
biases).
▼ If you are working with young people in a school, first try to inform or train the
administration, then the teachers, and then the parents, before going on to the
training programme for young people. In this way, you will obtain input and approval
from the community.
▼ To show your respect for the community in which you are working, ask for feedback
about how the programme has been received.
Working with religious leaders
It is very important to consider the religious teachings and norms that influence the target
community with which you will be working. Peer education programmes are often more successful
if religious organizations and leaders have collaborated in developing the curriculum and materials.
If the leaders are properly sensitized to and educated about the target group’s needs (for example,
they have seen the results of needs assessments) and issues (having heard about them personally
from the affected group), they may become important allies in helping you achieve your programme’s
educational objectives. It is particularly important to seek out religious leaders who are gendersensitive,
since their support can contribute greatly to enabling young women and young men to
participate equally in your programme.
Historically, religious leaders have been expected to help counsel and support people who are ill.
You should take a sensitive approach in helping them see that by advocating for education, they can
also help prevent people from becoming sick in the first place. When they understand this, religious
leaders and experts can also help you to justify why it is important to address reproductive health
matters by explaining where and how religious teachings permit such education.
58 Training of Trainers Manual