WASH cholera / AWD EP&R training package introduction
This document should be give to every facilitator well in advance
Background to the training package development
Cholera remains one the world’s most under – reported and neglected diseases. It occurs often in explosive epidemics in areas where access to safe water is limited, proper sanitation is inadequate, and personal hygiene is poor.
Major cholera outbreak in Zimbabwe in 2008 – 2009 with its challenges in provision of WASH prompted Oxfam GB Southern Africa Regional WASH Coordinator and UNICEF ESARO Emergency WASH Specialist to draw plans to develop WASH cholera / AWD training package targeting WASH practitioners implementing cholera / AWD control activities. Consultant was hired to develop the training package with contribution from several highly respected agencies and individuals with experience in cholera control. [1] Pilot training was organised by UNICEF Kenya country office in September 2009. Pilot training was thoroughly documented, feedback on the content and approach was collected from the participants, facilitators and observers from UNICEF ESARO Regional Office, Global Task Force on Cholera Control and Oxfam GB HECA Regional Office and training package was modified accordingly. As 3 countries (Zambia, Uganda and Malawi) in the Southern and Eastern Africa region organised trainings in November 2009 decision was made to take into account feedback from these trainings and further modify the training package where necessary. Training package was finalised in early December 2009.
Objectives of the training
· Strengthen common standards and approaches between international humanitarian actors and governments in the area of cholera/AWD preparedness and response· Build capacity of WASH clusters/ actors (Governments, NGOs, and UN) to
engage in contingency planning and preparedness for cholera/AWD outbreaks
respond to cholera/AWD outbreaks in a variety of contexts (urban, rural, refugee / IDP camp)
· Increase participants’ understanding of the WASH Cluster’s role in cholera / AWD preparedness and response
· Increase participants’ understanding of the importance of coordination with different sectors (e.g. health, nutrition and education) and actors in cholera / AWD preparedness and response
· Offer field-based experience through various practical exercises
Information about the training package
This training package comprises detailed session plans, handouts, power point presentations, facilitator’s notes and resource documents for a 4 day - training of WASH practitioners on WASH Cholera / AWD Emergency preparedness and response. Training approach chosen is based on participatory problem solving approach and content has been based on best practise and standards and lessons learned from recent cholera / AWD outbreaks in the Eastern and Southern Africa Region.
In addition to the detailed session materials some guidance has been included about overall training organisation. The training package is not designed as a ToT (Training of Trainers) training however it can be easily facilitated by any ToT trained facilitator as demonstrated by the pilot training in Kenya. The session contents can and should be adapted as the facilitator sees fit or as the situation demands. It is important to draw from examples from local real life situations as much as possible.
Trainer’s notes
1) Length of the training
The training is planned to be covered in 4 days. In an ideal situation the training should take place at the preparedness stage as pulling out programme staff for 4 day training during a cholera / AWD outbreak can be challenging. Training could be also broken down and run e.g. one day once a week or half a day over two weeks especially during preparedness stage; this would be particularly suitable if all intended participants come from the same area.
On the other hand you can also extend the training over 5 days or beyond depending on your situation and resources.
Length of the sessions varies depending on the content. A reasonable time has been allocated for breaks and meals however each facilitator should ensure that participants get a short break during the session too. A reference document from HIV/AIDS Alliance, “100 ways to energise group”, has been included in the training package to give ideas for energisers and other exercises.
2) Number of participants and facilitators
The ideal number of participant for the training is 25 people. A larger group will be difficult to manage and will increase the timing required for the sessions. With larger groups there may also be a greater temptation to feed participants with information rather than facilitate discussion.
It is recommended to identify 2 facilitators for each session for back up purposes. Pilot training organised in Kenya drew facilitators from local government departments and authorities in–charge of outbreak control in their respective areas. This arrangement was highly appreciated by the participants and facilitators alike.
3) Background of participants
The training course is designed for WASH practitioners who are / will be implementing cholera / AWD EP&R programmes at sub-national level. As successful cholera / AWD responses however require a multi-sectoral approach inviting School WASH, Nutrition, Social sector (for protection mainstreaming) and representatives from local disaster management structures is advisable. It is expected that participants will be able to undertake a certain amount of self directed study such as reading and applying the information in the written handouts.
4) Trainers / Facilitator’s
Most of the sessions should be ideally run by WASH practitioners who have previous experience in cholera / AWD EP&R. There are however some exceptions from this recommendation. A detailed session plan with recommendations on facilitator’s background can be found in annex 1.
5) Role of the Lead Facilitator
It is advisable to identify a lead facilitator for the training. He / she should be familiar with the content of the training package and guide other facilitators when necessary to ensure consistent quality of the training. For lead facilitator’s responsibilities see example checklist for training preparations in “Read me first” folder
6) Trainers or facilitator’s role (adapted from WASH Cluster HP project Training for Hygiene Promoters http://www.humanitarianreform.org/Default.aspx?tabid=343
· Take responsibility for keeping participants on track. During exercises, discussions and practice sessions, it is important to circulate throughout the room to catch problems and assist or encourage people as needed. Group work can be demanding for the facilitator especially if there are groups that require more attention. Depending on the topic it may be advisable to ask other facilitators to come and help you to support the groups. Repeat the group work instructions at least twice. Use supporting power point slide or write the instructions on a flip chart.
· Be aware of the time. Make sure that presentations and exercises don’t run on for too long. Several minutes before an exercise or practice session is to end, facilitators should alert participants about the amount of time left. Confirm the remaining time with each group separately. As a facilitator’s keep time with your session.
· Be aware of how teams are working together. It may take some time for the teams to get comfortable with each other if the participants do not know each other. However, if participants do know each other, experience has shown they may tend to spend time chatting and not keep on task. Be prepared to help the teams stay on task.
· Use real examples and anecdotes to make your points come alive. Encourage participants to share relevant experiences as well.
· Create a safe, comfortable learning environment. Participants should enjoy the sessions and feel that they can speak their mind without being made to feel that they are inadequate.
· Encourage participants to get acquainted during breaks. Tea breaks and meals allow participants to network and learn from each other and compare notes.
· Help participants review the content of each day’s activities. An important aspect of training is providing participants with the “big picture” of what they’re learning. Be sure to allow a few minutes at the end of each day to summarize key points so that participants recognize how much they have learned and done. Any pending issues should be recorded to the parking flip chart and planned to be responded during the training.
7) Preparation time
The often cited time for preparation is equal to teaching time so 4 day course would take 4 days to prepare. The training package has been designed as “pick up and go” i.e. includes all materials required for the running of the training. The session facilitators should familiarise with all materials in advance. Example checklist for training preparations and material requirement documents found in the “Read Me First” folder will assist in preparation.
8) Facilitator’s materials
It is important to provide facilitators with (printed, when ever possible as experience has shown that many facilitators may not have access to computers, printers etc.) session materials, including this introduction document, relevant session plan and facilitation notes being the minimum, well in advance.
Each session folder contains of a facilitator resource folder where useful background reading materials linked to the session content can be found.
9) Session plans
It is essential to familiarise with the session plan before going through any other session materials. Session plans have been written intentionally in detail e.g. timing is presented minute by minute and instructions have been given in a relatively directive manner. The detailed timings are to provide guidance to the less experienced facilitators and are indicative. More experienced facilitators may opt to overlook the detailed timings however ensure that session objectives and content will be covered
In the end of the session plan there is a section for notes for next time which is to be completed after the session. Facilitators are encouraged to fill in this information as it will assist in future trainings and also when writing a training report.
10) Power Point slides
Power Point slides accompany the session content however it is not intended that the training is based around a power point presentation only. Beware of “Death by Power Point” and turning the session into lecture. Feel free to skip showing slides if you feel comfortable that you can cover the content by discussion, Q&A. You can also copy the content of some of the PP slides into a flip chart hence varying the visual presentation. Most of the power point slides have accompanying facilitator’s notes to reinforce the key messages.
11) Handouts
Almost all sessions have handouts. Handouts are selected to support the session content and should be given out at times indicated in the session plan. Avoid “dishing out” the handouts without explaining their content and applicability. Make sure that as a facilitator you are familiar with the content of the handouts linked to your session.
Participants will receive a CD / memory stick in the end of the training with all PP presentations, handouts and resource materials (some resource materials are already stored in Participant CD folder under each session). Start preparations well in advance as copying takes time. some sessions have a folder “participant CD” which include additional materials shared during pilot trainings.
See annex 2 for table presenting handouts for each session.
12) Time keeping
It is advisable to identify a time keeper to indicate to the facilitators the remaining session time. Time could be indicated in the middle of the session and e.g. 15 / 10 / 5 / 0 minutes before the end of the session. Good practise is to do this discreetly e.g. from the rear of the room without distracting participants attention.
13) Review of training
Each day will start with a review of the day exercise. It may be advisable that the lead facilitator is facilitating these sessions just to check that key areas have been understood sufficiently. If another facilitator is chosen the lead facilitator should follow the exercise to capture any misunderstanding / pending issues etc. See “Read Me First” folder for example review exercises.
Participants will be asked to fill in a daily evaluation form after day 1, 2,3 and 4. Facilitators should go through these forms in the end of each day to pick up issues that need to be addressed, revisited, clarified etc and transfer them to parking lot when applicable.
14) Training into practise
Questions “what does this meant to you as a WASH practitioner” or “how could you apply this information in your work” will be asked repeatedly throughout the training. Participant will also have a chance to explain how they are planning to apply the knowledge and skills acquired during the training when they fill in the final evaluation form. The pilot training in Kenya witnessed a great deal of networking among the participants with action plans drawn and this practise should be encouraged by the facilitators.
Participant and facilitators will be encouraged to fill in a learning log for each session / day. The learning log will assist in recalling details from the training e.g. new things learned, experience shared that will be interesting to follow up etc
WASH cholera / AWD EP&R training introduction Page 15 of 16
Day 1 / Topic / Objectives / Facilitators[2]8.30–10.00
Session 1.1
1.5 hours / Introduction
Opening of the training
Expectations and fears
Training objectives
Housekeeping and admin
Introduction to use of learning log / By the end of the session the participants will be able to
· describe the objectives of the training
· know other participants and facilitators by name and background
· use the learning log / 1. Lead facilitator
2. Opening of the training as per country practises by e.g. representative from the organising agency, local authorities etc
3. Administrator
10.00–11.30
Session 1.2 1.5 hours / Recent cholera / AWD outbreaks in Eastern and Southern Africa and impact of cholera / AWD / By the end of the session participants will be able to
· describe recent cholera / AWD outbreaks in the region
· outline in detail recent cholera / AWD outbreaks in their own country and/or area
· outline possible impacts of cholera / AWD to families and communities
· analyse cost of prevention and management of cholera/ AWD / Generalist e.g. emergency officer / humanitarian coordinator, preferably with past experience in cholera / AWD control
11.30–11 45 / Tea