Introduction

Training is essentially the instructing of others in information new to them and its application. It may, and often does, involve the teaching of new skills, methods and procedures. Very few people are born trainers, and most of those who wish to be trainers require training. Even those few who are born trainers benefit from training, and their effectiveness is enhanced as a result. The most important element in a training situation is the trainer. The trainer who is enthusiastic, energetic and genuinely interested in both the subject and getting his or her message across will evoke the greatest response from the trainees. The trainer who lacks interest in training, who has little or no enthusiasm for the subject of the training and who merely goes through the motions of training is a failure. Such a trainer wastes not only his or her own time but also that of the trainees. The inept trainer is quickly identified by the trainees, who react with inattention, lassitude, undisciplined behavior and absence from training sessions. Successful training - that which produces the desired result - lies almost entirely in the hands of the trainer. In the trainer's hands lies the heavy responsibility for ensuring that the trainees achieve the maximum possible from the training. A measure of the success of training is the relationship that develops between trainer and trainees. In a sound, productive training situation there is mutual respect and trust between them, with the trainer taking care to ensure that even the weakest trainee performs to the highest possible level, and the trainees feeling a desire within themselves to achieve. In this situation the trainer is the motivator and the trainees are the motivated. It is intended that the training will consists the following topics and arranged as follows: 1. Principles of effective communication - "Getting the message across" 2. Effective oral communication 3. Why train? The trainer's role and responsibility 4. Methods of training - The right method 5. The art of questioning

6. Types of training aids - How to make and use them 7. Planning and delivering a presentation 8. Evaluating training 9. Testing trainee trainers - Individual presentations 10. Organizing and managing a training course The above arrangement is systematic. While topic 1 and 2 deals with training theory, topic 3 is transitional in that it links the theory with the applied training methods covered by topic 4 to 7. Topic 8 and 9 cover the important aspect of measuring and assessing the effectiveness of the training and the trainer. Topic 10 is related to the management of training or, in other words, creating a favorable environment in which to train. It is important that all members of a training team be familiar with the principles espoused in the training. This ensures that every presentation in a training course embodies the principles and in itself is a demonstration of the application of those principles: the trainees are not only told how to train, but see how it should be done. It is stressed that the above topic are not intended to constitute a textbook on training. Essentially, their contents are intended as memory joggers for those trained to train others. For this reason, and depending on the nature of the subject, some material is presented in point form while other material is covered by full text. The training segment of this program provides only the supports of training theory and practice. This places a heavier than normal responsibility on the trainer, who must in the span of ten hours make the deepest possible impression on the trainees if they are to be turned out as proficient trainers. This means not only that the trainer must be familiar with and skilled in presenting the training information and related methods, but that he or she must be at least familiar with many other aspects of training not covered by the training, for example, motivation theory, the art of public speaking, conducting discussions, course planning, written communication and so on. Knowledge of these subjects enables the trainer to weave appropriate strands from them into the presentations, thus broadening the trainees' experience. There are many excellent texts on training as well as training manuals produced by training units in government ministries and departments, private companies and other organizations. Dedicated trainers make it an essential part of their continuing

education as professionals to locate such publications in libraries or elsewhere, and by so doing keep abreast of theory and practice.

Overview of the project This six-day training of trainers (TOT) program is designed for approximately ----------participants. Trainees can use the material and exercises in this manual when designing future TOT workshops. In addition, as noted in the description of each exercise, some of them may be suitable for the training of peer educators and for field work, where peer educators work with target groups of young and adult people.

The exercises that follow might also be used in refresher trainings. Once trained, trainers need continuing support, including further training. This provides a way to help trainers stay aware of new material and sharpen their training skills.

Many topics and techniques will be accompanied by training notes. These provide information to help trainers understand why a topic is important or how specific techniques will contribute to the objectives of the peer education training of trainers. . Objectives The objective of this training is to address the basic elements necessary for the effective preparation, implementation and evaluation of training, with the aim of that training being "to get the message across". The overall objective of the training of trainers workshop described here is to build the capacity of peer education trainers to design and deliver a peer education training programme. The specifi c objectives of the workshop are to enable participants to: better understand the concepts of skills-based training and related peer-led education methodologies Discuss their own attitudes and values regarding the issue Develop interpersonal and group communication skills Acquire the skills to facilitate a range of interactive methodologies used in the training of peer educators

 Acquire basic skill/knowledge in the specific topic (peer education)

Expected outcome The expected outcome of this training is the development of confident, competent peer education trainers with the skills to design and implement a training programme for peer educators.

Expected Time The expected time needed may vary from training to training. The topics and exercises presented here are organized into day-long sessions. A trainer should review the material ahead of time and plan the amount of time that fits the needs of the particular training and the following six days are
an example to provided in our plan.

Day 1 Workshop opening, introductions, expectations, pre-test questionnaire, selection of daily feedback teams Introduction to icebreakers, warm-ups, and energizers Setting ground rules Topic one Day 4 Stretching and warm-up Feedback on Day 3
Trust building Topic six and seven

Day 2 Day 2 Stretching and warm-up Feedback on Day 1 Icebreaker Topic two and three Wrap-up

Day 3 Stretching and warm-up Feedback on Day 2 Icebreaker/warm-up

Topic four and five

Wrap-up

Day5 Stretching and warm-up

Topic 8 and 9

Day6 Stretching and warm-up Feedback on Day 5 Icebreakers suggested by participants topic 10 Wrap-up Closing ceremony

Wrap-up

Wrap-up