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Goal This training package promotes gender-sensitive quality care in sexual and reproductive health services with the goal of contributing to sustained improvements in the health of Bolivia's population. The conceptual framework and educational activities presented here systematize a series of theoretical and methodological advances in the area of sexual and reproductive health, and reinforce the positive experiences and abilities of providers. A gender perspective is applied to help participants better understand diversity in the Bolivian population and to respond better to differentiated groups of users and dynamics between them. Objectives
Who Should Participate in This Training? The present proposal is designed for professionals, technicians and other personnel who work with sexual and reproductive health in both public and non-governmental services operating in Bolivian cities. It is important that diverse actors from every institution participate in the training in order to facilitate comprehensive and consistent efforts towards change, e.g., doctors, administrators, receptionists, nurses, and other staff. Groups should include less than 25 people to encourage maximum participation. Training Methodology Training is a process in which everyone learns something, facilitators as well as participants with diverse experiences and education. Participants become protagonists of their own learning to the extent that they commit personally to reflection and change and are willing to share their own experiences and ideas. This pedagogic philosophy is promoted through the following considerations: Active and Participatory Effort Active and participatory methodologies will permit the group to construct knowledge collectively, and develop approaches that will be pertinent and significant for the participants. Active participation is different from mechanic activity in which participants learn by repetition. In active participation, different strategies are implemented to compare, question, relate, experiment, analyze, criticize, probe and prove, permitting participants to get integrally involved in the collective construction of knowledge. This participatory process depends on a democratic and equitable learning environment in which everyone's knowledge and values are recognized and respected, and in which the discourse is not dominated by he who talks with greater facility or she who has the highest position in the institution. Adapting to the Sociocultural Context All people have different ideas, knowledge and experience, organized in different ways. Thus, facilitators must recognize and use as a point of departure the position and tradition of each participant. In this manner, learning is context-specific, knowledge is produced in respectful and equitable ways and the process strengthens the self-esteem of participants whose experiences and knowledge are publicly valued. Involving participants with their own histories and positions means responding to their needs, enriching their experiences, skills and knowledge and appreciating what they do and do not know about the topic. Education for Change The training proposed here does not correspond with a traditional transmission of authoritative knowledge from trainer to participants. On the contrary, it implies creating opportunities for reflection and analysis of one's own practices, attitudes and abilities, illuminated and enriched by new perspectives. The goal of this critical reflection is to motivate processes of personal growth and provide the concepts and tools necessary for each participant to advance in that growth. Structure of the Guide The training guide is divided into four sessions, each one with activities relating to a key theme. The total training involves four sessions, each one lasting approximately four and one half-hours. Module 1: Gender and Sexual and Reproductive Health Module 2: Sexual and Reproductive Rights Module 3: Quality Care I: Quality in Human Relations and Technical Quality Module 4: Quality Care II: Quality in Administration and Management |
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