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Audience: Trainers/Facilitators - health care personnel and program staff who have already been trained in Infant and Young Child Feeding (IYCF), the Essential Nutrition Actions (ENA), the Lactational Amennorhea Method (LAM), or Prevention of Mother-to-Child Transmission (PMTCT) of HIV and have acquired the necessary knowledge and skills in the content area.

Purpose: Strengthen the capacity of facilitators/trainers to plan, organize, and conduct training of health care workers who implement programs in infant and young child feeding, essential nutrition actions, the lactational amennorhea method, and/or prevention of mother-to-child transmission of HIV.

Content:

Technical

Skills

Concepts and principles of adult learning Steps to behavior change Process of planning a training/learning event Types of learning objectives Effective facilitation skills Advantages and disadvantages of effective training/learning methodologies Audio-visuals as a training tool Elements of a lesson plan Types of training/learning evaluation Principles of supervision Components of a training/learning action plan

Formulate achievement-based learning objectives Design lesson plans Apply a variety of effective training/learning methodologies Apply facilitation skills Use audio-visuals Practice training/learning sessions Evaluate training/learning sessions Develop a training/learning action plan

Methodology: The training approach is based on principles of adult learning with a focus on peer review during all the steps of planning, organizing, and conducting a training/learning event. The course models a variety of effective training methodologies, including demonstration, practice, discussion, brainstorming, buzz groups, case studies, role play, games, visualization in participatory programming (VIPP), and presentation.

The content of this Training of Trainers course is basic to every adult training/learning event and does not vary with the changing technical emphasis (infant and young child feeding, essential nutrition actions, the lactational amennorhea method, or the prevention of mother-to-child transmission of HIV). The difference becomes apparent in the application of skills. The development and design of individual training/learning sessions will include content, demonstrations, case studies, and role plays based on the chosen technical emphasis.

Structure: 13 Sessions

Materials and tools: Each session includes an introduction, learning objectives, participatory methodologies, and activities. A pre/post course assessment, pre/post competency self-evaluation, and peer feedback form on practice sessions are included in the TOT Module.

Time: 10 hours technical content and 18 hours practice
Languages: English
Country applications: Zambia and Malawi adapted for PMTCT, Jordan adapted for LAM, Ethiopia adapted for IYCF and ENA
Date Developed: May 2005