The Training of Trainers Manual - UNFPA

More documents

Recommendations

Info

Revisions and adaptations were coordinated and conducted by Marija Vasileva- Blazev (FHI/YouthNet). The content was revised by, in alphabetical order: Aleksandar Bodiroza (UNFPA); Hally Mahler, Maxwell Marx, Maryanne Pribila, Jane Schueller, and Shyam Thapa (FHI/YouthNet); and Greta Kimzeke, independent consultant. Aleksandar Bodiroza and Hally Mahler provided technical oversight and guidance. Other reviewers included Tonya Nyagiro FHI/YouthNet and Mahua Mandal of the U.S. Agency for International Development. Contributing to the production process from FHI were Suzanne Fischer, editing; William Finger, production coordination; and Karen Dickerson, design assistance and copyediting. Design and layout were done by Dick Hill, HillStudio. 7
Introduction Since the inception of Y-PEER in 2001, UNFPA, Family Health International/ YouthNet, and United Nations partners (UNICEF, WHO, and UNESCO) have worked to build the capacity of local non-governmental organizations (NGOs) to design, implement, supervise, monitor, and evaluate peer education programmes in Eastern Europe and Central Asia. The programme has focused on reinforcing the status and credibility of peer education. It has also promoted a comprehensive and multisectoral response to reducing the vulnerability of young people to HIV/AIDS and sexually transmitted infections (STIs) and to empowering them to become active partners in efforts to stem the pandemic. Peer education is important for youth reproductive health and HIV prevention programmes for many reasons, including: ■ Peers are traditional providers of information to their peers. Young people tend to talk with their peers about most subjects, including sensitive issues such as reproductive health and HIV/AIDS. ■ Peer education programmes are community-based. Peer education programmes tend to be quite flexible, rooted in the realities of individual communities, and they can be used in a variety of settings and in combination with other activities and programmes. ■ Peer education programmes can provide strong benefits to peer educators themselves. Peer education programmes allow for direct participation of young people in programmes designed to affect them, thereby promoting positive life skills such as leadership and communication and creating opportunities for mentoring and future job contacts. ■ Peer education programmes can be economical. Although the costs of peer programmes are often underestimated, these activities can be implemented economically, especially as part of a larger system with management, supervisory, and monitoring systems already in place. Evaluations of peer education programmes, including those with rigorous designs, have found that peer education programmes have led to increased levels of knowledge and reports of positive sexual behaviours, including increased condom use to prevent HIV/AIDS, modern contraceptive use at last sex, STI care-seeking behaviours, and intention to delay first sexual intercourse. Since the beginning of Y-PEER, the initiative has expanded through faceto-face training, NGO capacity-building, the development of training tools, the development of local and regional networks, and the development and 8 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: Acknowledgements The first edition
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 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
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
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
Page 103 and 104:
▼ ▼ ▼ ▼ ▼ Do invite your
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 and 118:
To introduce the topic, mention tha
Page 119 and 120:
■ What do we evaluate in our proj
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
Page 129 and 130:
126 Training of Trainers Manual
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 139 and 140:
Page 141 and 142:
The health belief model The health
Page 143 and 144:
Page 145 and 146:
7. A person with herpes can infect
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Youth involvement This term is ofte
Page 169 and 170:
Youth-adult partnership A true part
Page 171 and 172:
■ Youth as partners. Adults who h
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Impact on youth Youth participation
Page 179 and 180:
■ Organizations placed a greater
Page 181 and 182:
Page 183 and 184:
7. HIV can also be transmitted when
Page 185 and 186:
Annex 1 • Sample Pre-training and
Page 187 and 188:
20 Please specify two to three crit
Page 189 and 190:
10 Provide definitions for: Gender
Page 191 and 192:
27 Please specify two to three crit
Page 193 and 194:
■ Women should remain virgins unt
Page 195 and 196:
Suitable for Peer educators’ trai
Page 197 and 198:
Annex 3 • Skills Rating Form 3 Th
Page 199 and 200:
Annex 4 • Annotated Peer Educatio
Page 201 and 202:
Summary Booklet of Best Practices J
Page 203 and 204:
Together We Can: Peer Educator’s
Page 205 and 206:
contains a theoretical section and
Page 207 and 208:
6. Journals Xcellent. The journal o
Page 209 and 210:
Annex 5 • Exercises Used in Secti
show all

The Training of Trainers Manual - UNFPA

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?