Home
  Introduction
  Training Schedule
  Training preparation
  Part-I
  Part-II
  Part-III
  Annexure
  Download PDF
   
   
 
 
Training of Trainers (TOT) for the PE intermediate training curriculum
 
Peer educator basic training is a part of most HIV prevention projects based on peer involvement. In Aastha the basic training manual helped the PEs, understand the project goal and their role in achieving it, job responsibilities, communication skills, conducting a BCC session and key messages and information on STIs and condoms, while the basic training strengthened the knowledge base, this intermediate training manual builds on their communication and facilitation skills in helping KPs identify and reduce their risk for STI and HIV.
 
Master trainers will need:
  1. To ensure that PEs receive basic training atleast 6 months before this training.
  2. Time to go over the agenda and curriculum BEFORE the ToT so that they are familiar with it.
  3. To keep training duration restricted to four hours a day considering the low attention span and retention capacity of the key population.
  4. At least one day before hand for the training team to plan, make assignments, review and prepare for the ToT so everyone knows what she/he is responsible for.
  5. The materials and supplies for each session that are listed in the agenda.
  6. Use the agenda in the annexure to choose which activities to include from Section III.
a.   There are many activities to cover during this training - some can be used as follow-up activities.
b.   Do make sure that any linked sessions are kept together
c.   If any of the omitted sessions are used as in-services, facilitators should make sure they do a review of communication skills before starting the session.
d.   Sections I and II will take about 9+ hours, not counting warm-ups or tea breaks/lunch. Plan for 3 days if you give the homework described below and to make sure there is time for practice.
     
Materials:
Copies of curriculum, agenda and any handouts/materials for each participant
Graphic of training flow – session/activities + links
 
Reminders:
  1. Review the learning objectives before starting each session - focus activities and discussion on those learning objectives.
  2. Remind everyone that the discussion after an activity is when the learning happens. Give time for this.
 
Facilitator's notes:
1.   Appoint a training manager:
    This person must know the curriculum WELL, who has been assigned to do what parts, etc. what materials are needed for each session, etc.
 
This person's job is to help facilitators stay on track with
  • content,
  • learning points and
  • timing
Everyone needs to agree that they will pay attention to this person during the training   as it is easy to lose track of time and focus.
She/he may stop an activity if it is going off track and help to get it back on. She/he will act as timekeeper and tell facilitators when they need to wrap up an activity.
 
2.   Assign someone [not the training manager] to document the training process.
    This doesn't mean every question asked or PE response, but rather if there were any difficulties [or successes] with the activities and if facilitator's were able to facilitate well. etc.
 
3.   Read the activities and practice them in advance of the training.
    Make sure everyone knows exactly what he/she is responsible for. If you plan to change the activity, make sure that the learning points are still brought out
     
a.   Facilitator needs to be well prepared to ask the questions that will focus the discussion and bring out the specific learning points-and to summarize these at the end of the session
 
4.   After the participant's introduction describe the KP and the PE.
    Ask the participants to choose a name for the KP and the PE.
Tell them to always refer to any PE who is doing role plays / demonstrating by the chosen name so that no one feels criticized when we are discussing what they tried.
     
a.   When anyone gets up to demonstrate her idea… ask her to introduce herself as [the chosen name]… I am a PE… the person playing KP can also introduce herself.
b.   Thank the PE by the chosen name when she finishes for giving us an idea to think about. The same applies for anyone playing the part of the KP.
c.   Emphasize that every example is useful… as it gives the group something to work on.
     
 
5.   Managing role plays:
    The facilitator must be very clear what the learning point to be brought out is for any role-play.
    Most of the 'role plays' in the sessions are actually demonstrations/practice by PEs. These are intended to bring out ideas for further discussion or alternative ideas by the participants.  To keep focused, the facilitator must:
     
a.   Do NOT let the role plays go beyond the key point - This would make it harder for the group to focus on the specific skill being taught.
b.   Thank the PE by the chosen name when she finishes for giving us an idea to think about. The same applies for anyone playing the part of the KP.
     
i   Assign a specific problem for these role plays and explain exactly which skills the participants are to include in their role play. Give 5-10 minutes to prepare. Role plays should not be more than 2-3 minutes.
ii   As much as possible, facilitators should work in pairs/teams as they plan their role play.
iii   Facilitators will need to cut role plays if they start to wander and help to refocus on the main issue.
 
Encourage everyone to participate: [model the communication skills they will learn]
 
Next....