Training Guide for Village Facilitators

HIV/AIDS VILLAGE
PARTICIPATORY PLANNING
A GUIDE FOR TRAINING
VILLAGE FACILITATORS
Pangani
February, 2008.

Table of contents.
Acknowledgments: ……………………………………………….………
Introduction:……………………………………………………………….…
Unit. 1: Introduction and Opening ………………………………….….....
Unit. 2: Initial Preparation for the Village Planning Exercise ……….....
Unit. 3: Village Entry and Introduction of the Exercise …………….…..
Unit. 4: Information Gathering and Sharing ……………………………..
Unit. 5: Data Processing and Interpretation ……………………………..
Unit. 6: Key Behaviour Issues for Theatre Creation ...…………….…….
Unit. 7: Theatre for Community Involvement ……………………………..
Unit. 8: Community HIV/AIDS and Behaviour Change Plan .…………..
Unit. 9: Second Community Meeting on Consensus Building ..…...…...
Unit. 10: Coordination and Sharing with Stakeholders ………………....
Unit. 11: Implementation, Follow –up, Backstopping and Monitoring….
SUMMARY OF UNITS, SESSIONS AND TIME ALLOCATION
Unit
No.
Unit Session Duration
1 Introduction and opening
1.1 Getting started
1.2 Overview of the Training
1:00 hr
1:00 hr
2.1 Preparation of UZIKWASA,
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2 Initial Preparation for the
Village planning exercise
District, Ward and Village
Levels
2.2 Preparation of the
Facilitation Team, Training
Schedule & Logistics
1:00 hr
40mins
3 Village Entry and
Introduction of the Exercise
3.1 Initiation of the HIV/AIDS
Participatory Planning
Exercise
3.2 Data Collection
1:45 hrs
1:50 hrs
4 Information Gathering and
Sharing
4.1 Data and Information to be
Collected.
4.2 Data Collection Methods
45 mins
3:15 hrs
5 Data processing and
interpretation
5.1 Data Processing
5.2 Addressing HIV/AIDS in the
Village
2:05 hrs
1:15 hrs
6 KEY Behaviour issues for
theatre creation
6.1 Behaviour Change in
HIV/AIDS
6.2 Theatre for Development in
Preventing HIV/AIDS
4:15 hrs
3:25 hrs
7 Theatre for community
involvement
7.1 Developing Theatre
Performance on HIV/AIDS
7.2 Documenting Matters Arising
3:00 hrs
2:05 hrs
8. Community HIV/AIDS and
behaviour change plan
8.1 Finalising the Community
HIV/AIDS Change Plan.
8.2 Budget, Time frame and
Change indicators.
1:00 hr
1:00 hr
9. Second Community
Meeting on Consensus
Building
9.1 Preparation for the Second
Village Assembly.
9.2 Conducting the second
Village Assembly
1:30 hrs
2:00 hrs
10 Coordination and Sharing
with stakeholders
10.1 Successful Coordination 1:30 hrs
11.
Implementation, Follow-up,
Backstopping and
Monitoring
11.1 The Concept of Monitoring
and Evaluation.
11.2 Monitoring Indicators for
HIV/AIDS
45 Mins
45 Mins
UNIT: 1
INTRODUCTION AND OPENING.
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Unit Overview.
The facilitator needs to orient himself/herself on the training rationale content and
requirements. This unit, this helps to introduce the facilitator to the training and to
list down all essential requirements for the smooth implementation of the
HIV/AIDS participatory village planning exercise and process
Unit Sessions
The unit has the following sessions:
1.1 Getting started
1.2 Overview of the Training
Training Methods
• Lecture presentations
• Buzz Group Exercises
• Group discussions
Training Materials
Flip charts
Masking tape
Marker pens
Pieces of papers
Video projector
SESSION 1.1 GETTING STARTED
Session Objectives
By the end of the session the participant should be able to:-
1. Address other participants by their preferred names
2. Explain their expectations in the training
3. List down the training norms (group rules)
Duration 1:00hr.
Session Activies
1. Explain to the participants the “Supportive Pairs Introduction Approach
Using the “chapati”
2. Ask each participant to pair up with their workshop room neighbours.
3. Tell them to write on the “Introduction Chapati” their neighbours’
particulars: name and designation, experiences in HIV/AIDS activities,
experiences in facilitation.
4. Then ask each participant in turn to introduce his/her partner to the rest of
the participants and, of course, to the facilitators at the same time
5. Lastly let the participants write their preferred names on a piece of manila
and place it with masking tape, or otherwise, before him/her. Participants
may have forgotten each other’s names after the verbal introductions
6. Ask the participants express their expectations from this training
workshop. Let each participant write at least one expectation. List the
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expectations on flipchart so that later on you can discuss them and
compare them with the workshop objectives
7. Finally ask each participant to express at least one norm(ground rule) that
will help in the smooth running of the course. List the norms on flipchart
for each participant to observe.
Facilitators notes:
Introductions: This exercise helps the participants to share their personal
information with other participants and to “break the ice”. Also, knowing
somebody’s name introduces you to a number of things: like a person’s origin,
religion etc
Expectations: It is important to know what the participants expect from the
training even before you present them with the training objectives. If you know
their expectations in advance it will help to make some minor modifications in their
methodology or content. Normally expectations are closely related with the
training objectives.
Norms: It is important to set ground rules for the training in order to maintain
discipline during the workshop. Some of the most common ground rules that the
participants are likely to mention include the following:
• Everyone should observe time
• No smoking in the workshop room
• Do not interrupt while others are speaking
• Everyone should try to listen as well as speak
• Maintain confidentiality of what is shared
• No gossiping
• Show respect to others and others’ experiences
• Do not make personal attacks
SESSION 1.2: OVERVIEW OF THE TRAINING
Session Objectives
By the end of the session the participant should be able to:
1. Explain the objectives of the training
2. Describe the training schedule and content
3. Describe the main training methods
4. List the attributes of a facilitator
5. List the roles of the facilitator and the participants
6. Define key terms and concepts
Duration 1:00 hr
Session activities:
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1. Make a presentation of the objectives of the training workshop and then
compare these objectives with the participants’ expectations. Emphasize
on the similarities
2. Then present the training schedule and content
3. Lead the participants to discuss the main training methods used in this
training. The discussion should relate the methods to the objectives of the
training
4. Emphasize upon the participants the importance of participatory methods
in this particular training
5. Ask participants to mention the qualities of a facilitator. Discuss the
various qualities presented and make a summary of them
6. Let the participants brainstorm also on the roles and responsibilities of the
participants and the facilitator. List those roles and responsibilities on
flipchart and then lead the participants to discuss them. Clarify gaps and
summarize
7. Make a presentation on the key terms and concepts to be used during the
training and provide a definition of each term and concept. Then allow
questions for clarification. Make the clarification and conclude
Facilitator’s Notes
Training objectives:
The overall objectives of the training are:
• To train Village Facilitators on how to use the HIV/AIDS Participatory
Village Planning Toolkit
• To enable the participants to understand and explain the HIV/AIDS
Participatory Village Planning process is executed. The specific objectives
of the training are:
- To obtain a common understanding of HIV/AIDS community
planning among the participants
- To facilitate the participants to acquire information on the present
status of HIV/AIDS planning and implementation situation in
selected villages in Pangani
- To consolidate skills on facilitating community involvement in
prevention, mitigation and care in HIV/AIDS within Pangani villages
- To acquire skills in participatory planning for application in ongoing
and future HIV/AIDS planning engagements and activities in
Pangani Villages
Training schedule and content
These will include information on the following:
• The number of days the training will take
• The time frame for each day and unit
• The training programme approach or technique
• Strategic matters of importance
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Training methods or Techniques
Some principles to observe in order to make training meaningful:
• Explain in advance what you are going to say e.g the objective of the
training.
• Relate what you teach to participants’ lives. Remember your participants
have a lot of experience. For example when you are talking about
HIV/AIDS or about planning, find out what they know, then build on this.
Never assume that your participants know nothing.
• Explain new words and use simple language. Do not use long and
complicated words just to show what you know! However sometimes you
will have to use new words. In such a case explain them.
• Use examples- When describing new ideas or words give real examples
• Relate the teaching to the work which participants will be doing
• Give summaries at the end of each session
The main methods used in this guide and in the work that the participants
will do as village planning facilitators are the following:
Focus Group Discussions:
In adult learning discussion has on advantage over lecturing. Discussion in
itself constitutes “social action” and it provides a training group for the
future, because for social action to be successful, the people concerned
must be fairly skilled in expressing themselves and must have some
experience of human relations. These conditions are achieved rapidly in an
adult learning discussion group. Group discussion, when skillfully handled,
draws the adult student into the teaching / learning process and stimulates
his enthusiasm for further study. It can be combined with lectures, film
shows and visits and can be used in almost any kind of course, long or
short, at any level of education, for all kinds of participants.
Role Plays
Role plays are very important in teaching attitudes; this is because people’s
attitudes will often be improved if you understand the other person’s point
of view. So, through role plays experiences shown will help.
Case studies
Case studies are another means of involving groups of trainees in really
purposeful activity, in that each group is presented with a problem situation
which either has happened or could easily happen.
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Field Visits and Fieldwork
Study visit and fieldwork are also related to real fife, for they involve direct
observation of actual thin as and operations, and afford the possibility of
fuller student participation in the educational process. They can therefore
add greatly to the interest of studies that might otherwise be too academic
and remote from reality.
Any visit can become an exciting and rewarding educational experience
without loss of recreational value, if it is properly organized. Such
organization, however, needs a good deal more time than is usually
allotted for the purpose – time for self-preparation by the tutor, time for
briefing sessions at which the topics for investigation are fixed and
allocated to individuals or subgroups, and time for reporting sessions.
What is a facilitator and facilitation?
A Facilitator is someone who facilitates, makes it easy for group members
to be themselves and exercise their own talents and capabilities and gives
voice to the unheard. The Facilitator should keep in mind that her / his role
is not to lecture and should avoid giving own opinions. The Facilitator
should instead provide the following.
• Encourage all participants to take active part in the vent;
• Provide assurance to participants that they are among friends and
therefore they should feel free to speak their opinions or thoughts; and,
• Advise participants to listen carefully and avoid interrupting each other;
and,
• Caution them not to accept any opinion without giving it thought, but
instead they should analyse and provide their own stand
The facilitator is not the chief speaker in a debate in which others are not
required to participate his main responsibility is to:
• Make others do the work
• To See to it that everyone contributes his/her share of the discussion
• Guide and help the group;
• Share knowledge and experience with the group;
• Bring out what each member has to contribute;
• See good points and make the most out of them
• View others as friends;
• See possibilities and promise in other; and,
• Have a constructive attitude
How good are you as a group discussion facilitator?
As a Facilitator one should aspire to:-
• Create a good sitting arrangement;
• Enable the presentation of the problems or questions;
• Encourage participants to submit matters as an idea of their goup;
• Enable real dialogue (asking others to respond to others);
• Assist in summarizing discussions;
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• Watching expressions;
• Ensuring general understanding of opinions expressed;
• Engage in conflict resolution; and
• Assigning functions to each participant
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UNIT: 2
INITIAL PREPARATION
Unit Overview
Whereas in Unit I general issues about the introduction of participants and
facilitators and training objectives and methods were handled; Unit 2, will
actually deal with some practical preparatory activities. This will include
definitions team preparations at UZIKWASA, district level, and ward and village
levels.
The Unit will also include the preparation of the facilitation team, the training
schedule, logistics and resources.
Unit Sessions
2:1: Preparations at UZIKWASA, District, Word, and Village levels
2:2: Preparation of the facilitation team, training schedule and logistic
Methods
• Brainstorming
• Lecturette
• VIPP Card Exercise
• Small group discussions
• Presentation
SESSION 2.1. PREPARATION AT UZIKWASA, DISTRICT, WARD AND
VILLAGE LEVELS.
Session Objectives:
By the end of the session the participant should be able to :-
1. Define the terms and concepts relating to village planning.
2. Explain the importance of initial preparation.
3. Describe the arrangements to be made by UZIKWAZA staff and Distinct
staff six weeks before field work.
4. Make an outline of preparations to be done at ward and village levels at
least week before field word.
Duration: 1:00 hrs
Session Activities:
1. Provide brief outline of the Unit and its sessions
2. Make a presentation of the main terms and concepts which are used in this
Unit. Provide definitions of those terms and concepts. Allow the participants
to ask questions for clarification.
3. Ask participants to explain the reasons for making early preparations. Lead
them to discuss the responses and clarify gaps.
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4. Let the participants get into discussion groups of 5 to 6 people. Ask the
groups to list down the main preparatory activities that have to be done at:
(a) The UZIKWASA office
(b) The District office
5. Let the participants get into groups again. [you can use the same groups].
Now ask the groups to discuss and list down the main preparations which
need to be done at:
(a) The ward level
(b) The village level.
Let the groups present their lists to the plenary (i.e to all participants). Lead
then to discuss the presentations and then clarify gaps and conclude.
Definition of terms
• “A schedule” is a time table or itinerary of activities to be done
• “Logistics” means movement related activities
• “Resources” are any means or inputs that are required for implementing
activities
• “Communication” refers to sending messages from one person to another
Reasons for Initial Preparation
Initial preparation is important because it ensures that the planning processes are
implemented smoothly.
The whole process should be started at least 3 weeks before going to engage in
the planning exercise in the village.
Preparations at UZIKWASA and District Offices.
• The whole thing can start with a meeting between UZIKWASA and District
office representatives. The agenda of the meeting should include the following
items.
(i) Identification of logistics required for carrying out the planning
process (e.g transport, stationery , allowances).
(ii) Preparation of the village planning programme (Timetable)
(iii) Sending letters to the respective key partners in the village
planning process (e.g village leaders, WDC, WEO, VEO, Chairperson).
The letters should be signed by the DED’s office
(iv) Organising a workshop for VEO’s, Chairpersons, or VMACs at ward
level including artists to inform them on the village planning exercise,
and the steps involved.
• Next step is to allow the letters to reach the village and the villages to organize
meetings with different village leaders and representatives. (You need to visit
the village at least two or three weeks before the village planning exercise).
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• Resources required for the village planning exercise should be identified and
collected, ready for the exercise. These include;
- Transport costs
- Stationery for the meetings
- Allowances for some facilitators
- Soft drinks and bites for the focus groups
- Costs for ward and village meetings with partners
• It must be known, at this stage , who is to be involved at the village level
during the village planning exercise. Such people to be involved should
include;
- A few selected villagers from all hamlets (Vitongoji)
- Village facilitators
- Village theater group
- UZIKWASA staff
- Representatives from outside the village
• Other preparations should include:-
- Securing letters to introduce the team members in the villages
- Securing permission for government staff to be released for the field
work for the duration of the exercise
- UZIKWASA making sure that all technical equipment such as
transport is in place, and that institutional backing is guaranteed
both horizontally and vertically
- Making a visit to the community by members of the participatory
team will clarify the nature of the planning exercise to the
appropriate community leaders
- Village selection can be done by any stakeholders.
Preparation at the Ward and Village Levels
Village selection
Once a village has been selected, and agreed upon by local leaders, it is
upon the team to familiarize itself with the villagers. These include
informally visiting and interacting with the villagers to learn about what goes
on in the village
Preliminary visit to the Ward level
Activities for the first village assembly meeting;
- Theatre group from the village performs for mobilizing community for
the meeting
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- Opening and Introductions
- Explain Objectives to village members
- Explain on the activities which are going to take place
- Discuss the criteria and groups to be involved in the whole process
- Selection of the different representative groups from all hamlets to
be involved in the planning process.
Preliminary visit to the village level
- On such a visit, the teams introduce the HIV/AIDS participatory
village planning approach to a broad representation of the village
leaders and emphasize the purpose and methodology of the
planning exercise .
- The team should encourage the village leaders to discuss past
efforts to address particular issues in HIV /AIDS
- There are consultant meetings with the leaders to explain the whole
process. Discuss the qualities and criteria with them
- After village leaders meeting there is another village meeting, In this
second meeting the villagers, will be selected with a gender
perspective and will include young people and religious
representatives.
- And then there are the representatives of the NGO and other
marginalized groups, and the head teacher of the local school.
Familiarisation and Introduction on all sides
- Create a forum so that UZIKWASA and, village leaders and
community members understand each others mission, roles and
responsibilities during the planning process and the environment of
the village
- Conduct introductions for all sides
During this familiarization visit the organizing team will:
- Explain the steps which will be involved in the development of
community HIV/AIDS and behaviour change plan
- Discuss members of the community who will be needed to
participate in the process, their criteria and required numbers.
- Agree on the data, time and venue for the village assembly meeting
- Get acquainted with the village and its characteristics.
SESSION 2.2: PREPARATION OF THE FACILITATION TEAM, TRAINING
SCHEDULE AND LOGISTICS.
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Session Objectives.
1. Explain the meaning, composition and preparation of the facilitation team
2. Describe the time frame and schedule for the field work.
3. Describe the logistics and resources required in the training of facilitations.
Duration: 1.30:hrs.
Session Activities
1. Ask the participants to say what they understand by the term facilitation team”
Collect responses from a few participants, write them on flip chart and lead the
rest of the participants to discuss them . Clarify gaps and conclude by building
up the correct definition of the term.
2. Let the participants get into small discussion groups of 5 to 6 people . Ask the
groups to discuss and provide answers to the following :
a) Who are included in the facilitation team?
b) What are the preparations that the facilitation team needs to make?
Let each group later present their responses to the plenary. Lead the
plenary discussion of the presentations. Clarity gaps and build the correct
responses from the discussion and from the facilitator’s notes provided
below.
3. Guide the participants to make the time frame and timetable for carrying out
the field work. Discuss with them the logistics and resources for the field
exercise
4. Make an outline with the participants of the roles and responsibilities of each
actor in the field work.
Facilitator’s notes.
Definition, composition and preparation of “Facilitation Teams”
• The “Facilitation Team” means the people who will be responsible for guiding
the HIV/AIDS participatory Village planning exercise.
The team is composed of the following:-
(i) UZIKWASA staff (at least 2 UZIKWASA personnel per village)
(ii) District facilitators (from the Health and Community Development
departments or from CMAC).
(iii) Ward facilitators (from WMAC)
(iv) Village facilitators (from VMAC, Theatre groups, youth groups, women
groups, Village Health Worker and Others)
The teams should have a good mix each of the above people, plus a fairly
balanced mix of men and women.
The preparations of the Team includes the 7 day facilitator training designed for
this exercise, of refresher training (if they already have had the basic training),
before each village planning exercise.
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One important item in the training is the exercise of exposing the trainee
facilitators to the basic characteristics of the village where they are going to
conduct the planning activity. This involves a briefing to familiarize them with the
key features of the area regarding its:
- People
- Culture
- habits
- main occupational activities
- Demography
- Economic and social aspects
The briefing could be given on a fact sheet or at a one day refresher training
Time Frame, Schedule, Logistics and Resources
• It is important for every one involved in the village planning exercise to know
the time frame. This will allow everyone to reserve their time for the exercise.
• It is also important for everyone to know the logistics required for the exercise
which include:
- The training venue
- The printed materials for field work
- Distances to the selected villages
- Places to stay in the villages
- Who to meet and when or where to meet them
- The complete list of meetings
- Travel and fuel requirements
- Nights out
- What will be paid for and by who
- What will be the contribution of different actors
• “Resources” here mean people, materials and equipment. It is important to
find out who will be providing each of these resources (people, materials and
equipment), at the different levels (District, Ward and Village).
The time frame and schedule will include:-
- The dates of the training and field work
- The time frame for each session, unit, day.
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UNIT 3
VILLAGE ENTRY AND INTRODUCTION OF THE EXERCISE
Unit Overview.
This unit explains the village entry process, selection of data collection areas and
villagers. It also describes the roles and responsibilities of various community
members during the village HIV/ AIDS participatory planning process.
in brief, therefore, the unit deals with village entry and how to initiate the Village
Planning Exercise.
Unit sessions
Initiation of the HIV / AIDS Participatory Planning Exercise
Data Collection
Training methods
• Presentation
• Lecturette
• Discussions
• Group work
Training materials
• Flipchart, marker pens and masking tape
• Sample village maps.
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SESSION 3:1 INITIATION OF THE HIV/AIDS PARTICIPATORY
PLANNING EXERCISE.
Session Objectives,
1. Define key terms and concepts used in community mapping
2. Explain how to initiate village HIV/AIDS participatory planning
3. Describe how the first Village Assembly is organised
4. List key issues in HIV / AIDS to be discussed at the Village Assembly
Duration: 1: 45hrs.
Session Activities
1. Make a brief presentation of the whole unit and of this particular session
especially what the unit and the session are intended to achieve (i.e the
objectives). Allow questions for clarification.
2. Ask participants to explain what they understand by the terms: Village
assembly, Key issues, Facilitators, Focus Group, Mapping, Transect Walk.
Discuss the meaning given for each term and then clarify gaps and build up
the correct definitions.
3. Make a presentation on how to start the village planning exerese, including
Village entry procedures. Allow participants to ask questions for clarification
and make sure that nobody is left behind in the understanding of this initial
stage.
4. Lead the participants to discuss through questions and answers in plenary
how the first village Assembly is organized. Let them say who convenes
the meeting, what its purpose is, who speaks, what is the agenda etc.
Clarify gaps by presenting the complete procedures of the first Village
Assembly, including the key issues on HIV/AIDS.
Facilitators Notes.
Definition of key terms and concepts
“Village Assembly” is a meeting convened in the village to make decisions on
development issues and welfare of the village. It is the highest decision making
forum in the village.
• “Key Issues” are the priority issues that need emphasis concerning the
development of HIV/AIDS interventions.
• “Facilitator” is a person who guiders any community based process without
necessarily being in charge or directly responsible for the exercise.
• “Focus group” is a group of persons with similar interests or characteristics
• “Mapping” is an activity whereby community resources are placed on a
diagram
• “Transect Walk” is normally used for checking information provided in the
community sketch map.
Initiation of the HIV / AIDS Participatory Planning Exercise
• Consultative Meeting at Ward Level: The participatory planning exercise
cannot take off without organizing a consultative meeting at Ward Level. The
Consultative Meeting is one of the preparations that need to be made at the
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Ward Level for sharing information and securing support from the Ward
Leaders. The Meeting can involve the following people;
- VEOs from the villages to be involved in the immediate exercise
- Village chairpersons from the exercise villages
- VMAC members
- Community theatre groups
- Councillor from the respective ward
The agenda to be discussed at the consultative meeting includes the
following:-
• What is the situation as regards HIV/AIDS in the community at the moment?
• What steps are being undertaken on combating HIV/AIDS in the various
villages?
• What achievements are being gained?
• What challenges are encountered?
• The existing HIV/AIDS and Behaviour change plan or plans in the community
• The New HIV/AIDS participatory community planning exercise
• Justification for the new HIV/AIDS participatory community planning exercise
• Roles and responsibilities of each partner.
• Tentative dates for the exercise, and preparations to be made
• Communication plan between UZIKWASA and other partners.
Benefits of the consultative meeting include:-
- Creating Rapport with the Village Leadership is crucial for any community
intervention. The reason for doing this is not only to get them relaxed and
comfortable, but also for the outsiders to start on a good footing. Other
benefits include:
- Creation of better understanding on the language used by community
members for solution (e.g. “namna ya kuamkana”).
- Learning how community members mix and relate in social episodes (e.g.
is
it easy for women and men to sit and discuss together in focus groups or
should women sit on their own group? Should the youth also sit on their
own sex specific groups? etc)
- Studying the existing gender issues in the community (e.g. how women
and
men find it easy or difficult to discuss jointly such sensitive subjects like
sex, HIV/AIDS , stigma, behavior, violence, etc?)
- Knowing how the communities settle disputes and conflicts among its
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members (e.g. if there is a thorough exchange of words or arguments and
how do women , men and youths sort it out?)
Other ways of creating rapport, trust and confidence include:-
- Start with positive attitude towards what people already know and
practice (e.g. what are the common ways HIV/AIDS is spread in
these areas?).
- Show sympathetic concern (e.g. on how the issue of orphans,
widows and poverty is affecting the villagers).
- Develop relationship (e.g. get to know people, appreciate and value
their way of life – especially how in the past their communities were
better organized in regards to many aspects).
- Be attentive and observant (e.g. what they seem to speak out
openly, and what they seem to hide or speak with caution).
- Be constant with promises and visits (e.g. keep the agreed timings
and keep your promises).
SESSION 3.2: DATA COLLECTION
Session Objectives
By the end of the session the participant should be able to :
1. List the selection criteria for FGD facilitators
2. Draw the village sketch map
3. List the main types of Focus Groups to be created in the Village Planning
Exercise.
4. Describe how to conduct the Transect Walk
Duration:- 1:50hrs
Session Activities
1. Make a lecture on the type of data to be collected from the village how that
data will be collect, and how the exercise will be facilitated. Allow questions
for clarification and provide appropriate explanations.
2. Ask participants to suggest the qualities of a good FGD facilitator. Collect
responses from a few participants and lead the rest of the participants to
discuss the qualities suggested in order to come up with the correct list of
selection criteria for FGD facilitators
3. (a) Make a brief presentation on the need and composition of a community
sketch map. Lead the participants to discuss the type of information that
the community sketch map provides.
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(b) Lead the participants to make a practical exercise in drawing the
community sketch map; and ensure that each participant is conversant with
how to sketch the map.
4. Make a brief presentation on for the Transect Walk and the procedure for
conducting are
Facilitator’s notes.
Community sketch map
This is intended to familiarize the trained facilitators with the village
This community Sketch Map is supposed to show HIV/AIDS risk areas, where
various resources are located in the village, what activities are done in that village,
and, also what community development problems and opportunities should be
addressed in the community. Moreover the map should show the following:
• The level and scale of the HIV/AIDS risk areas or observed risk places
• Where resources, activities and opportunities for addressing HIV/AIDS are
located, as well as the dimension and scope of other risk factors to be
investigated.
• The boundaries and characteristics of the community involved.
• Topographical data (elevation, slope, drainage, etc)
• Information on soils, vegetations, agro-ecological zones, water availability, and
such infrastructure as roads, schools and health facilities.
• Specific risk areas such as beer clubs, dance halls, markets, health facilities,
traditional medicine services, etc.
• Economic activities available in the village (e.g. kiosks, bus stand, guest
houses, shops, market, etc)
• Social infrastructure (e.g. orphanage, religious institutions, community center,
sports fields, schools, water service centers, CBOs, etc)
Community Sketch Maps provide the following information:
• Resources for HIV/AIDS Control e.g. land livestock, crops (e.g. land, livestock,
crops)
• Risk Areas for HIV/AIDS transmission (e.g. recreation areas, dancing places,
video shows, pubs, guest houses, market places or other trade areas, distant
water collection points or firewood collection areas, plantation areas).
• Opportunities for HIV/AIDS Control (e.g. school, churches/ mosques, health
facilities, actors like CBO’s , NGO, and their services).
Selection of Focus Groups for the village planning exercise
Focus groups should comprise of no more than 20 people each, selected from all
Hamlets in the Village. The Focus Groups shall be formed around the criteria
issued by the ICBPP Facilitators. Each Focus Group is supposed to consist of the
following membership. The following Focus Groups should be created;
• Focus group for Female youth (15-24 years)
• Focus group for Male youth (15-24 years)
• Focus group for female school children (10-15 years)
• Focus group for Male school children (10-15 years)
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• Focus group for Adult women
• Focus group for Adult men
Selection criteria for FGD facilitators.
A criterion of selection of the FGD Facilitators is presented in the Planning Tool.
However, it includes selection of persons with some or all of the following
qualities:
• Creates or promotes good group dynamics
• Enables all others to participate well in identification of problems or issues;
• Encourages others to submit matters as an idea of their group;
• Encourages mutual sharing (not question and answer session);
• Enables real dialogue (asking others to respond to others);
• Assists in summarizing discussion;
• Ensures general understanding of opinions expressed;
Transect Walk
• A Transect Walk is normally used for checking information provided in the
community sketch map.
• It provides information on elevations and depressions, type of plants, soils,
water sources, and other resources.
• There are a variety of ways to select a transect line, but choosing the route
which provides the greatest diversity is recommended.
Possible procedures to follow:
- Through discussions with the community , extension officers, and team
members, choose a logical starting point for walking the transect line
(e.g. the health center or pombe club?)
- Assign responsibilities for observations and note taking to team
members (e.g. looking at signs of risk areas, or areas where HIV/AIDS
related issues appear imminent)
- Some parties of the transect line can be walked and others driven.
- Proceed along the designated line, taking time for brief and informal
interviews of residents in each of the ecological zones (e.g. asking
about how they see the HIV/AIDS situation in the village).
- During these open-ended interviews, focus on such resource issues as
health management procedures, access to and availability of HIV/AIDS
testing, or behaviour based problems among the youth, etc.
- Take time to discuss critical issues already identified in the transect
walk by the technical officers (e.g. what the VMAC members or other
community members hinted as problems).
- Allow sufficient time for this task
• The Transect is also spatial information, which is obtained through direct
observation while walking across the village. It involves team members
(Facilitators) and community members. While walking the team should note
and record field conditions and objects; processes (such as environmental
degradation); relationships (such as allocation of land to food or cash crops).
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• A transect further refines the team to understand better the area and the
interactions between the physical environment and people activities.
• At the end of this exercise, team members should compile the field notes.
• Information gathered during transect walk will help to verify the information on
the sketch map.
• This information is derived during transect walk and sketch mapping will be
used as baseline data during developing of HIV/AIDS Community Plan.
UNIT 4
INFORMATION GATHERING AND SHARING
Unit Overview:
This unit is aimed at enabling the village facilitator trainee to use the relevant tools
to collect data and share it with others.
Unit sessions
Data and information to be collected
Data collection methods
Training methods
• Lectures
• Questions and Answers
• Presentation
• Discussion
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• Practical Exercise / Demonstration
Training materials
• Flipcharts, marker pens, masking tape
• Sample fours group guidelines
• Sample interview schedules
SESSION 4:1 DATA AND INFORMATION TO BE COLLECTED
Session objectives
1. Define key terms and concepts used in data collection
2. List the key data and information required for planning HIV / AIDS
interventions
Duration: 45 Minutes
Session Activities
1. Make a presentation of the whole unit including what it aims to achieve and
what is involved to reach that aim. Allow questions for clarification
2. Through questions and answers ask participants what they understand by
some key terms and concepts used in information gathering. Discuss with
the rest of the participants the various definitions given, and build up the
correct ones from those responses and from your notes.
3. Again, through questions and answers, ask participants to describe the
type of information that is required for planning interventions on HIV/AIDs
at the village and Hamlet levels. Lead the rest of the participants to discuss
the responses given, clarify any gaps and conclude.
Introducing the unit
This the unit that is used for training participants on how to collect data and share
it with others. This planning method can easily be learnt and facilitated by
villagers themselves and it can thus be sustainable. This planning method also
saves time and generates more participation and commitment.
The method uses a number of tools as one tool cannot give you accurate
information.
Definition of key terms and concepts.
A Model” means a framework in which one describes something.
A Module is a unit of instruction. Normally it consists of a number of training units
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An Approach is a set of events you put into application so as to achieve you goal.
The “approach” includes the way you design your interventions and the totality of
the way the exercise is undertaken.
A method is a sub-set of “ approach”; it is a way of doing something. Theatre for
Development (TED) is a method.
An outline is like a list, a format of topics, and an overview.
A Tool is an instrument for working with “Technique” is a way to do something
Objectives are lower level goals. They represent what we expect to achieve
Strategy includes the steps to attain objectives.
Goals are the long term desired situation.
Targets are sets of indicators, defined on the way to achieve milestones.
Data includes information collected in different ways to meet certain purposes.
It can be collected in the form of figures, charts, graphs, diagrams etc.
Wealth ranking looks at the importance of the community members and what they
possess.
Key Data and Information on HIV/AIDS
The impact of HIV/ AIDS is generally expressed in the following phenomena:-
• Loss of labour time due to sickness
• Loss of labour productivity
• Increased medical costs
• Insurance and other social protection expenses
• Replacement and training costs
• Funeral expenses
• Dependants’ assistance and rehabilitation
• Lack of social support and care, retrenchment, premature retirement and
stigma
• Factors influencing HIV infection such as frequent travels on duty, loneliness,
attitudes, drunkenness, loose living, lack of protective gears, ignorance and
poverty.
Information can be obtained though reports from:-
• Multi-Sectoral AIDS Committees, health service providers and local family
planning programs
• NGOs and other groups involved in HIV prevention family planning or youth
programmer
• Schools or village health facilities.
• Listening to observing and interviewing people
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SESSION 4:2 DATA COLLECTION METHODS
Session objectives
1. Describe the main data collection methods
2. Explain how to collect time related data
3. Carry out an institutional analysis
Duration: 3:15 hrs
Session Activities
1. Ask participants to suggest ways they would use to collect data from the
community. Discuss with the participants the responses given and relate
them to such methods as focus group discussion, semi-structured an
structured interviews, and wealth ranking.
2. Make a presentation and, later, discuss with the participants how to collect
time related data such a disease trends. Allow questions for clarification,
clarify accordingly and then conclude. Let them do a short exercise on how
to collect time related data using the Historical Time Line and Trend Lines.
3. Make a short presentation on the importance of institutional analysis and
the way to use it Clarify any gaps and summarize
Facilitator’s notes
Data collection methods
The main data collection methods to be used in the UZIKWASA exercise are:
• Focus group discussions
• Semi structured and structured interviews
• Wealth ranking
Focus group discussions:- These provide access to a larger body of knowledge
of general community information. The members may be invited (sampled) or
those who happen to be around at the event of the interview.
Use: Focus groups are used to address specific topics (e.g. why or how
HIV/AIDS prevails in the village; what types of different behaviours keep the
HIV/AIDS problem going, why various interventions are not very effective etc).
Members: Focus group discussions can be composed of young people or
adults, or women, of similar backgrounds.
Focus groups are normally composed of six to fifteen members in on session.
They are normally guided by a moderator and a recorder.
Procedure: The focus group should be relaxed, comfortable and enjoyable to the
members who are participating in the discussion
• The Focus group could start with some general questions about the people in
the group; their names, what they do etc.
• Explain why you want the information as young people are sometimes
suspicious of people who start asking questions, especially adults.
• A cartoon, or picture or case study on HIV / AIDS can help to start the
discussion
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• Guarantee confidentiality and do not be judgmental
Some of the questions that can be used in the focus group are the following:-
• What do the young people (or men or women) see as the main problems for
themselves and their peers
- What are some of the terminologies that young people use to
describe:- having sex, STD symptoms, condoms etc.
- What do young people do to protect their health?
- What risks do they take?
- What priorities for action do they have?
Semi structured and structured interviews.
1. At what age do boys and girls start to ‘go out’ together?
2. What do they do when they go out with a boy/girlfriend?
3. What does ‘being friends’ versus ‘being one’s boy/girlfriend’ mean?
4. At what stage in the relationship does the issue of having sexual relations
arise?
5. Why do young people have sex?
6. Are relationships between adolescents and older men/women common?
7. What are the scenarios/situations that may lead to having sex?
8. What do young people mean by ‘having sex’ (such as intercourse, petting or
kissing)?
9. Do young people experience any forms of pressure to have sex? If so, from
whom?
10.Are girls forced to have sex? Do they know of cases of physical violence?
11.Is having sex rewarded by gifts by the partner?
12.What do young and older people think about having sex before marriage?
13.What do young people think of their peers who do not have sexual relations
before marriage?
14.How do young people learn about sex?
15.What advice do they receive and from whom?
16.When a girl gets pregnant, what is the reaction of young people and other
members of the community towards the girl and the boy?
17.To whom can the girl turn for support?
18.How is someone with many boy/girlfriends considered (for example, as
successful or as a role model)?
19.Is HIV/ADS discussed among young people?
20.What do people say – how are people with HIV/AIDS considered?
21.What are the common beliefs about condoms and contraceptives – are they
easy to get?
Wealth Ranking
• This method groups households according to the community’s perceptions on
well-being. The idea is to find out how the local community defines well-being,
or what makes a person better-off or worse-off.
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• The method provides an opportunity to understand the different aspirations
and opinions about well-being or good living from the point of view of
household members of different well-being levels.
• Wealth ranking is a sensitive exercise, it should be done carefully, and when
the facilitator fells to have a good relationship with the local people. Preferably
it should be done after most of the other tools have been worked out.
• Form a group considering equal representation of the community members,
and facilitate the group to come up with values perceived by the community to
be the determinants of wealth and poverty in their society.
• By using those values, let the group make categories of people in the society.
Example values mentioned may include:
- The owning of livestock
- The owning of farms /land
- Having business
Time Related Data
Time Lines
1. Time lines are a list of key events in the history of the community that helps to
identify past trends, events, problems and achievements in its life.
2. Historical Time Lines are used in order to make the Facilitation team
understand that the community can describe their past events effectively
3. They also provide an opportunity to know how problems or situations with
problems were dealt with in the past. This information is deduced from the
community residents from different backgrounds (e.g., women, men, young,
old people, leaders, etc.), and perspectives through focus group interviews or
discussions. The events may have given rise to risky behoviour (e.g. work
could increase risk of infection).
4. To find out information if any event or calamity resembling HIV and AIDS that
ever happened and left widows and orphans and how they dealt with the
problem e.g famine etc.
5. To find out the epidemiological picture of the disease in Pangani district
Challenges
- Inadequate memory of respondents resulting from lack of
documentation of the events
- Suggestion: the tool should encourage and emphasize
documentation of events at community level
- With this tool can conduct discussion with people of an older age
only as most young people may not participate in talking about past
events.
6. Time line data are collected by team facilitators form the community members
and any other long term resident (in group)
Trend Lines
7. Trend line help in seeing how the community keeps a table on trends in
different sectors.
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8. It shows the big changes in the village, and assists in understanding problems
in the village. It also provides historical opportunities for solving current
problems.
9. This information depends on the wishes of the facilitation team and members
of the community. For instance one could look at changes in availability of
water, tree planting, dangers from desertification, availability of fodder, level of
employment, food production.
10.Trend Lines enable the FACILITATION team to learn how the community
views change over time in various community elements.
11.It gives the direction or the trend in use of resources, even though the change
cannot be quantified or ascertained statistically.
12.Trend lines focus on community attention of positive and negative changes
over a specified time period. It looks at how resources have been used, how
key changes can be judged, what opportunities are yet to be utilized, and
therefore bring out key resource management issues.
Institutional Analysis.
1. Institutional Analysis is used to learn about the activities, of different groups in
the community.
2. This information can be obtained through asking the members of the
community to identify the institutions, and how they contribute to their
development.
3. The method assists in knowing the opinion of the community members on the
different institutions, especially on the perceived contribution of the institutions
to the community; and to see how these institutions are viewed as important or
useful by the community.
How is it done?
- Assemble the Focus Group (e.g, the villagers and guests)
- Identify and list all development-related institutions in the
community. Invite a villager to explain or describe the activities of
the mentioned associations briefly. Give time for clarification of
roles, activities, and resource base.
- Ask the Focus Group to collectively rank the institutions and
resources for their contribution to community development. The
discussion can begin with the question, “Which institution or
resources are most important in this community in promoting
development?”
- The institutions and resources could also be ranked through the
pair-wise ranking method (where they are paired and contested).
- Let the Focus Group members decide what “ important” and
“development” mean for them, but ask the group members to detail
their criteria
- The team member recording the discussion should note the reasons
given for the rankings.
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UNIT 5
DATA PROCESSING AND INTERPRETATION
Unit Overview;
Data which has been collected for the village participatory planning exercise need
to be worked upon and then used to facilitate the planning exercise.
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This unit introduces the village facilitator to methods for processing information
and extracting key issues.
Unit sessions
Data Processing
Addressing HIV/AIDS in the Village
Training methods
• Presentation
• Discussion
• Questions and Answers (Brainstorming)
Training materials
Flipcharts, marker pens
Masking tapes
SESSION 5:1HRS DATA PROCESSING
session objectives
By the end of the session the participant should be able to;
1. Define key terms and concepts used in data processing
2. Describe methods for data processing
3. Identify key issues on HIV/AIDS in the village
4. Use opportunities in addressing HIV/AIDS in the village
Duration: 2:05hrs
Session activities
1. Make a brief presentation to the unit’s general goal.
2. Through brainstorming ask participants what they understand by the following
terms; Opportunities, obstacles, interventions, IEC, BCC Beliefs and Values.
Discuss with the participants the various responses given and then together
come out with the correct definitions.
3. Make a brief presentation on the methods used to process data and
information on HIV/AIDS. Tell them the importance of separating technical
data and other forms of data, and that technical data helps to make
appropriate practical decisions during the planning of HIV/AIDS interventions.
4. Let the participants discuss in small groups (of 5 to 6 people) the key issues
concerning HIV/AIDS (factors that enhance its spread, and those that can
enhance its prevention and control). Let the responses from the discussion
groups be presented to the plenary and a summary of the issues reached.
5. Ask the participants to mention the opportunities for eliminating HIV/AIDS that
emanate from the processed data. Lead a plenary discussion of the
responses and then clarify gaps and summarize.
Facilitators’ Notes
Definition of key terms and concepts:
Opportunities are development and resource potentials in a community
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Obstacles are factors that hinder people in using opportunities. They can be
technical, social, cultural or political
Interventions are strategies and actions to be taken to overcome obstacles to
development.
BBC: (Behaviour Change Campaign) shifts the emphasis from making people
aware to bringing about new attitudes and practice.
Beliefs: involve how people think about consequences or what is likely to happen.
Values: are judgments about outcomes or events
Processing Data and Information on HIV/AIDS
Technical data required includes the number (or quantity of):
- health related practitioners in the village
- health facilities – formal and informal
- risk areas for HIV/AIDS
- registered and unregistered bars and guest houses
- orphans in the village
- cases on violence on women
- households where spouses have died of HIV related diseases
- people registered as PLHAS, and Home Based Care Service
Organizations
- CBOs or CSOs working with PLHA
- youths with opportunistic diseases
- STIs reported in the village in the past 5 years.
- funds allocated for health issues at the village
- funds colleted for health and HIV/AIDS related causes in the village
- outside organizations that support health issues in the village
- children born with HIV/AIDS related ailments.
- times HIV/AIDS is the agenda in the village meetings, technical data
is obtained from interviews with the village leaders or extension
staff, and observation during the transect walk, the mapping
exercise and the focus group discussions.
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Key Issues on HIV/AIDS in the Village
The following are some of the main key issues on HIV/AIDS in the Village:-
• Although Tanzania communities have norms, values and beliefs for
promoting fidelity, yet there are still practices that promote casual and ritual
sex.
• Tanzania men and boys view pre- and extramarital sex as a demonstration
of manhood
• Gender disparities present serious health hazards because:
- Culturally women and girls are often powerless in terms of
negotiating safe sex
- the burden of caring for the sick and the dying falls on women and
girls
• Socio- economic factors influencing HIV/AIDS issues
- research shows a close relationship between socio-economic issues
and the spread of HIV/AIDS
- prostitution is used as an income generating activity
- some women are exploited by men who employ them and who use
their status to obtain sexual favours from them
SESSION 5.2: ADDRESSING HIV/AIDS IN THE VILLAGE
Session Objectives;
1. Design the solutions for eliminating HIV/AIDS in the village
2. Identify obstacles to eliminating HIV/AIDS in the village
3. Describe the resource requirement for eliminating HIV/AIDS
4. Explain key issues for theatre production
Duration: 1.15 hrs
Session Activities
1. Ask participants, through brainstorming, to suggest solutions for eliminating
HIV/AIDS in the village. Ask them, for example, that after gathering and
analyzing data what then should be done?
Discuss with the rest of the participants the various responses that will be
given by some participants. Clarify gaps and summarize
2. Get the participants to form small discussion groups and ask the groups to
discuss and list obstacles to eliminating HIV/AIDS in the village. Let the groups
in turn present their responses to the plenary for discussion. Lead the, large
group discussion and clarify any gaps and together with the participants views
(and from your notes) come up with the final list of obstacles to eliminating
HIV/AIDS from the village .
3. Through discussion with the participants in plenary make a list of the resource
requirements for eliminating HIV/AIDS. Discuss with the participants such
requirements both at the community level and the district level.
4. Make a brief presentation to the participants on behaviour change and the
process of making it happen. Allow questions for clarification and clarify issues
accordingly.
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Solutions for Eliminating HIV/AIDS in the Village
One solution is the use of targeted communication; getting people to change their
behaviour and maintain new practices or attitude is the essential task of creating a
communication strategy.
How do people normally communicate for Behaviour change?: They normally do
so through “ Diffusion Theory” whereby the following happens;
- Diffusion is a process by which a new practice or behaviour gets
communicated through certain channels over time among
individuals and groups.
- In theory there are six types of groups:-
(i) Innovators act on information they get through the media
(theatre, religious gatherings ect)
(ii) Early Adopters act if convinced by the media (e.g. theatre
groups) and innovators (e.g. facilitator or the Jaker ) that the new
practice “ works”
(iii) Early and late majority Adopters rely heavily on information
from their peers.
(iv) Late acceptors and resisters require extensive peer group
education.
It must be remembered that people do not suddenly begin to do
something they have never done before. They learn, weigh the
benefits and see if anyone else is doing it. A basic notion of
diffusion is that a new idea is adopted slowly during the early
stages, then more intensely and then flattens out again.
At each stage experience shows that people need different kinds of information,
emotional support and skills.
Obstacles and Hindrances to Eliminating HIV/AIDS
There are three main types of scenarios that affect eliminating HIV/AIDS
particularly at personal level.
1. Health Belief Model; According to this model there are tow main factors which
are likely to influence whether an individual will adopt a particular behaviour to
protect his or her health. the first is that a person has to feel personally
susceptible to the disease. There has to be a perception of risk. The
second is that the person must believe that the recommended action will be
effective in reducing the perceived risk and that the benefits outweigh the
costs of not acting.
2. Theory of Reasoned Action: This theory says that intention is the primary
determinant of behavior. A person’s intention to perform a particular behavior
32

is a function of two determinants. The first is the person’s attitude towards
performing the behavior. Secondly intention is influenced by social, or
normative pressure. This theory suggests that communication is usually more
successful when it focuses unspecified behaviors.
3. Social Learning Theory. This proposes that two key factors influence
behavior. First a person must believe the benefits outweigh the cost. More
importantly, the person must have a sense of personal agency – self efficacy.
Risk communication means the process of communicating with people about risk
factors. It is a wider discipline of risk management.
Resource Requirements for Eliminating HIV/AIDS
1 At the community level
• Logistics for movement of village facilitators during the planning exercise
• Training for 16to 20 facilitators for 7 days
• Costing of the Theatre festival (lunch and refreshments for the theatre
group)
• Support for backstopping activities after the village planning exercise
• Diffusion of messages to the wider community(e.g. cost for meetings with
village and ward leaders)
• Coordination of implementation of the HIV/AIDS village plan of action at the
hamlet and village levels ( e.g. how funding of the meetings and follow up
activities will be resourced)
• Strengthening care and support (how to support existing CBO and CSO)
• Supporting such as bus fare to the ward or District offices, mailing costs
etc)
2. At the District level
• Field allowances for UZIKWASA and some district based facilitators.
• Costs for the TOT workshops
• Costs for Transport to the word and Village
• Funds for WMAC and VMAC meetings
• Collection or compilation of technical data
Key issues for Theatre Production
Before we consider Theatre Production as a tool for Village HIV/AIDS
Participatory Planning Exercise we need to take into mind the following principles
controlling behaviour change.
• Developing new behaviours is a process not an event thus learning
often requires repeated attempts at the desired behaviour
• Beliefs and values influence how people behave.
• Communicators must not assume that people are content to change
their behaviour.
• Individuals are not passive responders, but have an active role in the
behaviour change process.
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• After all it is people, not health educators, who control the process of
change; and the people assign meaning to messages. They evaluate
their experience with new behaviour.
• Behaviour is not independent of the context in which it occurs. People
influence, and are influenced, by their physical and social environments.
Health behaviour is influenced by a vast array of biological,
environmental, social, physical, spiritual and economic factors.
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UNIT 6
KEY BEHAVIOUR ISSUES FOR THEATER CREATION
Unit Overview:
After key issues have been extracted from the information collected in the village
now the facilitators have to be introduced the process of participatory theatre and
its benefits for planning. They then should familiarize themselves to the process of
creating a theatre performance based on an HIV/AIDS related problem. This unit
enables facilitators to provide villagers with practical knowledge of the different
options they can take to reduce their vulnerability.
Unit sessions
6.1. Behaviour change in HIV/AIDS
6.2. Theatre for Development in Preventing HIV/AIDS
Training methods
• Presentation
• Discussion
• Brainstorming
• Practical Exercises
Training materials
Flipchart, marker pens, masking tape
Theatre equipment
VIPP cards
SESSION 6:1 BEHAVIOUR CHANGE IN HIV/AIDS
Session objectives
By the end of the session the participant should be able to
1. Explain behaviour related issues for men women and youth in HIV/AIDS
2. Explain Behaviour change needs in HIV/AIDS
Duration: 4:15 hrs
Session Activities
1. Make a presentation on the main theme of this unit explaining the rationale
for the unit (its main goal) and the way you and the participants are going
to handle its sessions. Allow questions for clarification and clarify
accordingly.
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2. Discuss with the participants some key terms and concepts that you are
using in this unit including some terms such as “gender” “Theatre for
Development” etc. Clarify gaps that may arise in the understanding of
these terms.
3. Using VIPP cards let the participants write down the bahaviour issues
(pertaining to sex and HIV / AIDS) for (a) Men, (b) Women and (c)
Youth. Discuss the responses displayed in the VIPP cards and clarify
gaps.
4. Make a presentation on why hebaviour changer is needed in the fight
against HIV/AIDS. Allow questions for clarification and explain accordingly.
Behaviour issues for Men, Women and Youth in HIV/AIDS Men
• The idea and how society views a “man” reinforces sexual behaviour of males
• Most men admit they seldom use condoms claiming that they are inconvenient
and reduce the pleasure of sexual intercourse.
• Men regard women who request the use of condoms as being promiscuous
and untrustful
• Some men believe that unprotected sex with a virgin will cure them of AIDS or
solve other personal problems.
Women
• Gender inequality makes women be more impacted by HIV/AIDS. Women are
infected at an earlier age than men (UNAIDS, 2004) and gender based
violence accounts for a large proportion of HIV infections in women
• Women’s access to care and services is limited due to inequality of sexes.
• Society accepts multiple sex partners as an expression of male sexuality and
masculinity.
Youth
• Often young men do no see themselves at great risk of HIV/AIDS.
Behaviour change needs for HIV/AIDS prevention:-
• There is need to change some cultural practices that make women more
vulnerable to HIV infection
• There is need to conduct educational campaigns and to carry out outreach and
legal counselling in order to promote women’s rights.
• Men need to stop gender based violence against women
SESSION 6:2 : THEATRE FOR DEVELOPMENT IN PREVENTING HIV/AIDS
Session objectives
1. Explain the meaning and importance of Theatre for Development (TFD)
2. Prioritize issues for TFD
3. Develop theatre interventions on HIV/AIDS
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4. Describe the process of theatre building for advocacy on HIV / AIDS.
Duration: 3:25 hrs
Session activities
1. Make a presentation and discussion on the concept of participatory theatre in
community development; using the following questions:
- What is drama?
- What are skits?
- What is Theatre for Development?
- What are participatory techniques?
- What are the benefits of using TFD methodology for participatory
HIV/AIDS planning?
2. Ask participants through questions and answers to present 3 prioritized issues
from unit 4. Introduce and discuss suitable art forms for staging prioritized
issues.
3. Divide participants into groups and ask each group to pick one problem and
design a participatory performance.
For this exercise tell the participants to observe the following:-
- Do not talk only about problems but also about the dreams they
have
- Invite other people from the village, not just the participating actors.
- During the process you are also preparing the “Manju” (Joker), so
that he or she understands the issue very well.
- Do not tell the people what to do but provoke then
- Have strong arguments to direct them, but without indoctrination.
- If during the analysis you have developed a problem like education,
then the group should develop a play on it.
- During the discussion of the play solutions are mentioned.
4. Let the groups present their drama pieces for discussion in plenary. Clarify
gaps, summarize and conclude.
5. Through brainstorming ask the participants to mention the main requirements
in developing possible theatre interventions on HIV/AIDS.
Discuss the responses given and then summarize
6. Again, through brainstorming, ask them the main principles to observe during
the process of building theatre for advocacy on HIV/AIDS. Then make a brief
presentation on the principles to observe during theatre development for
advocacy on HIV/AIDS. Allow questions to make sure that those principles are
understood and observed.
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Facilitator’s note
Theatre for Development on Preventing HIV/AIDS
TFD methodology for participatory planning is based on some assumptions such
a the following:-
• It is done by the people and different elements are used to occupy the
people
• The community is involved and can identify with the problems and the
roots, so that they can think about the appropriate solutions.
• Local adoption is very important e.g. language,
• It can also scare people if they see some things for the first time.
• Just telling people what to do is not independent enough
• Opening up the mind set is also about overcoming prejudices and
stereotypes.
• There is need for people themselves to research before planning.
• The people have to be involved in the preparation process; since there
might be cultural believes that have to be considered.
• After you have come up with the problems you are not finished yet, now go
for action!
What does the TFD Process involve?
TFD process involves the following steps:-
- Community research
- Data analysis
- Performance
- Feedback from the community
- Seeking the solution
What are benefits of TFD?
- Problems are authentic
- TFD brings out sensitive problems and behaviours
- It provokes dialogue and active problem solving
- It is a process that creates ownership and commitment to plans
Who are the main TFD actors?
These are the Joker and the Documentalist. The roles of the Joker and the
Documentalist are:-
The Joker’s are roles to facilitate discussion and actively involve the audience,
clarify issues and facilitate audience to come up with solutions. The Joker is
patient, respectful and conscious of time. The Joker summarizes.
38

The Documentalist’s role is to write down discussions and resolution. He/She
can also document using still and moving pictures.
Characterization of Issues and Behaviour on HIV/AIDS
(See under section 3 of “ Session Activities” above)
Developing Possible Theatre Interventions on HIV/AIDS
• The theatre group members can be given a two day training to learn
how to translate key messages into songs, theatre and poems.
• Compensation for the work done by the groups should be in line with
what is normal in the community. A price can be offered for the draw
groups if this is acceptable (e.g. price money to be made available
can be determined by the project)
• The use of drama for transferring messages is not new in HIV/AIDS
campaigns. However in many countries this was limited to
professional groups. Traditional and local artists can act as a mirror
for community reflection.
• Other forms of successful, and culturally appropriate communication
channels are puppets, songs, dances, drums ,storytellers village
clowns and poets.
• The most difficult change is to transform the tradition of staging long
theatre performances into short role-plays as discussion starters.
Theatre building process for Advocacy on HIV/AIDS
The theatre building process involves the following steps.
• Ensuring the key messages and their benefits are clear to all the
villagers
• Creating believable characters so that the villagers can identify them
immediately.
• Providing realistic behaviour (e.g. what happens at home, school bar
etc) and no artificial performance
• The purpose of the theatre and the performance should be taken
seriously.
• Observing the realities (e.g. how difficult it is to protect one self
when everyone is going in the different direction).
• Ensuring that the presentation is as important as the content (e.g.
the theatre should be well planned and well rehearsed before the
festival)
• People have to take the message home and think about it as long as
possible
• Consistence is important, do not confuse the people by different or
opposing messages.
Example of actions that can be taken to help behaviour change.
• Enforcing closing hours of bars and local beer shops
• Establishing or enforcing restrictions for youth to enter drinking places.
39

• Ensuring that all official meetings in the village will always address
HIV/AIDS issues
• Restrictions on traditional dances before dark.
• Restrictions on collection of water or firewood after dark by women, unless
when men accompany them
• Ensuring condom availability at places where people meet new sexual
partners like bars, guest houses market places, etc.
• Empowering drama groups from the community to present the result of the
mapping process and the proposed actions to the wider community aiming
at discussion between men and women, boys and girls
• Demanding for improved STI services, especially drug availability and STI
syndrome management.
• Promoting youth-friendly sexual and reproductive health (5&RH) services.
• Promoting behavior change actions.
The Theatre Building Process can hereafter undergo the following:-
• Divide the artists into groups of 3s or 4s and ask them to design a slot
(short play) on a selected problem.
• Ask groups to present their theatre creations to the focus groups.
• Facilitate feed back from the focus group members as to how exciting and
interesting each act was
• Ask for volunteers to take the role of a joker in each of the performances.
• Get more feed back from focus groups on joker performance
• Clarify and summarize (FN 2).
40

UNIT 7.
THEATRE FOR COMMUNITY INVOLVEMENT
Unit Overview
This unit deals with the process of creating a village theatre festival for HIV/AIDS
control. It also intends to help village facilitators to facilitate and participate
effectively in the village theatre festival.
Unit sessions
Developing Theatre Performance on HIV/AIDS
Documenting matters arising from theatre performance in planning
Training methods
• Presentation
• Plenary Discussion
Training materials
Flipchart, marker pens & masking tapes
VIPP cards
SESSION 7:1 DEVELOPING THEATRE PERFORMANCE ON HIV/AIDS
Session objectives
41

1. Define key terms and concepts used in TFD
2. Show the process of developing theatre festival on HIV/AIDS including
the practical steps.
3. Demonstrate (through dramatisation) of key issues on HIV/AIDS.
Duration: 3:00 Hrs
Session Activities
1. Make a brief presentation on the purpose and procedure of the whole unit
2. Ask the participants through brainstorming to say what they understand
by the TFD tool. Discuss the responses given, clarify gaps and
summarize
3. Ask participants to brainstorm on the requirements for preparing theatre
festival. Make a presentation (with discussion) on the process of
developing theatre performance on HIV/AIDS. In the presentation
describe early the practical steps on how to do it. Allow questions for
clarification.
4. Make a presentation on the dramatization of key issues on HIV/AIDS
through skits, songs, and various forms of theatre.
1) The “Unit Overview” section (above) provides the general purpose of the
unit. Theatre approaches use many different tools, which are focused at
influencing behaviour related changes. The strength of the TFD method is
that while you are planning you also effect change instead of waiting.
Process of Theatre Festival Performance on HIV/AIDS
The TFD planning process follows the steps below;
(i) Start with the selection of a village where the planning exercise shall be
undertaken.
(ii) Make a familiarization tour of the village and its communities. The group
members can go round the Village to get as much input as possible
from observation and talks. During the research the community is
involved and different participatory tools are already applied.
Familiarisation is also done through the following tools:- Village
assembly and village meetings, transect walk and mapping. Through
research HIV/AIDS problems are identified including causes
responsible parties and possible solution.
(iii) Then analyze the information and data collected
(iv) Thereafter set the stage for creation of a theatre performance
(v) Carry out the Theatre Performance
(vi) The Manju (Joker) should influence the performance by use of special
techniques. The Manju should be familiar with the initial and
subsequent stages.
(vii) Once the community has digested the theatre information, then problem
solving starts
(viii) The planning can start with different steps.
42

Preparation for the theatre Festival Performance
• Invite guest of honour
• Councilior, WEO, Village chairperson or Division secretary.
• Invite other guests; Village government, VMAC, CBO representatives, head
teachers, community groups, health facility staff, extension workers, ngoma
groups.
• Appoint Master of Ceremony (must be someone who is familiar with the
whole planning process; we suggest to use a Ward facilitator like in
COPAT and COMATAA, this person should be a member of the WMAC
such as a representative of community development or education officer-
see WMAC composition).
• Master of ceremony to brief guest of honor and prepare speech.
• Prepare Festival venue (e.g. where it is best for holding a village assembly
or similar big events).
• Prepare Festival program.
• Prepare for and carry out a promotion exercise for the Festival (“kupiga
mbiu” etc).
Dramatisation of Key Issues on HIV/AIDS
The following must be observed during dramatization
• People must be trained, with special training for the Manju
• The participation of the community is the main focus.
• The message has to be clear and consistent
• The cultural background has to be considered.
- Announcement of the event in the village
- MC explains to the guest of honor and audience about the planning
process so far and he introduces the event programme
- Speech by guest of honor (prepared by organizers).
• Actual performance
• Audience discusses the performance
• Summarising community consensus on issues presented in performance
and how to address them
• The facilitators should observe and record shortcomings and areas for
improvement.
SESSION 7:2 DOCUMENTING MATTERS ARISING FROM THEATRE
PERFORMANCE IN PLANNING.
Session objectives;
43

1. Describe the qualities and roles of the joker and the documentalist.
2. Describe the procedures for documenting views of the villagers
during the theatre performance
3. Explain how to improve the village HIV/AIDS plans
Duration: 2.05 Hrs
Session Activities
1. Make a presentation followed by a discussion on the qualities and roles
of:-
a) The Manju (Joker)
b) The Documentalist
You can start by referring the participants to the previous session where
the Manju and Documentalist were defined
2. Make a brief presentation on the methods and procedures for capturing
views and opinions from the villagers during the theatre performance
exercise. (here refer to the roles of the Manju and the Documentalist).
Allow questions from the participants on areas which they have not
understood well and clarify accordingly.
3. Ask participants through brainstorming why the theatre performance
when the process of village participatory planning is well underway?.
What more is the theatre performance going to do in the village
participatory planning exercise?. Discuss these questions with the
participants in order to capture the fact that the theatre performance is
intended to improve the village participatory HIV/AIDS Plan.
The Manju (Joker)
• The Manju is the leader of the performance. It must be noted that more
than one Manju can conduct the dialogue. The second one can assist on
other issues.
• The Manju should be well trained
• A good facilitator can also come in to assist the Manju when necessary,
even though he may not be an artist.
• The Manju need not be part of the performance, but can come in after the
play for the discussion.
• If during the performance, you suddenly find a villager who is shows
potential of being a good facilitator, you can nominate him / her as Manju
• Sometimes it is easier to have outsiders talk about the village then insiders.
• Criteria for choosing facilitators are very crucial, because facilitators have
to be accepted by the villagers. A Manju can even be a person who is
living with HIV/AIDS or is at risk. There is no ideal or perfect human being.
• Use of so called bad elements to guide others from bad habits is a good
challenge. You can use these so called bad examples as a realistic way of
getting others to be good , or to convert others.
• Having a Manju from within the community is OK, but they need to udergo
intensive training. They also need to know almost everything about
44

HIV/AIDS and behavior change, so that they can guide the process
effectively.
The Manju’s (Joker’s ) role is to facilitate discussion and actively involve the
audience , clarify issues and facilitate audience to come up with solutions.
The Documentalist’s
The documentalitist’s role is to write down discussions and resolutions,
sometimes even with the use of still and moving pictures.
After the Event: The HIV/AIDS resource person, the MC and village facilitators
(including 2 village artists), finalize information processing and interpretation
(completion of the initial planning matrix).
Improvement of the Village Participatory HIV/AIDS Plan.
The main function of the village Theatre Festival is also to share the HIV/AIDS
Participatory Village Plan, and to enable the villagers to discuss the following
issues:-
- Are the opportunities for addressing HIV/AIDS well selected?
- Are the obstacles against eliminating HIV/AIDS and cause analysis o.k?
- Are the suggested interventions and implementation activities all
practical?
- Is the HIV/AIDS Participatory Village Plan feasible?
- Is the monitoring arrangement and process well designed?
The Theatre Festival session should conclude whether the plan is practical and
implementable. Once this is agreed the Focus Groups should meet again and
make the necessary amendments.
UNIT 8
COMMUNITY HIV/AIDS AND BEHAVIOUR CHANGE PLAN
Unit Overview
This unit is intended to put in action participatory HIV/AIDS interventions in
Communities in order to respond to identified HIV/AIDS issues.
Unit sessions
8.1 Finalising the community HIV/AIDS change plan
8.2 Budget, Time Frame and change Indicators.
Training methods
• Speech
• Lecturette
• Presentation
Training Materials
45

• Flipchart, Marker Pens, masking tape
• VIPP Cards
SESSION 8:1: FINALISING THE COMMUNITY HIV/AIDS CHANGE PLAN
Session Objectives
1. Define terms and concepts used in this unit
2. Explain steps in the completion of the community of the HIV/AIDS change
plan
3. Describe the main issue, overall objectives and strategies
4. Identify the interventions, resources and responsible actors.
Duration: 1:00hr
Session Activities
1. Ask participants if they have ever done any community planning exercises
in their lives and if they have ever participated in developing plans on
HIV/AIDS control.
2. Make a brief presentation on the general aim of this unit and its sessions.
Clarify any points that have not been well understood by the participants
3. Explain to the participants through a lecturette, the new terms and
concepts used in this unit.
4. Ask participants, through VIPP card exercise to say what are the main
things involved in the completion exercise. Discuss the responses given,
clarify and summarise.
5. Let the participants brainstorm on the main issues, overall objectives and
strategies, Discuss the goals and change objectives that the village has
selected for improving the HIV/AIDS situation.
6. Then lead the participants to discuss the interventions suggested for each
situation after the objectives have been accepted. Let the participants
discuss what these interventions intend to change; and let them discuss
also what the interventions will include. Clarify points which have not yet
been well understood and then summarise.
• The unit is intended to put in action participatory HIV/AIDS interventions in
communities to respond to identified HIV/AIDS issues
Definition of Terms
“ Change indicator” is actually a measure that shows how much change has been
achieved.
Finalising the Community HIV/AIDS Change Plan
• When each of the Focus Groups has completed the changes as suggested
from the Theatre Festival, arrange for the focus groups to meet jointly so as
to share the amended HIV/AIDS Participatory Village plans.
46

• The main function of the HIV/AIDS completion session is to discuss the
following issues.
a. Are the opportunities amended accordingly as suggested by the
villagers?
b. Are the obstacles and cause analysis also changed accordingly?
c. Are the interventions and implementation activities all practical and
acceptable?
d. Is the HIV/AIDS Village plan now more feasible than before?
e. Is the monitoring well designed and clear to all stakeholders?
• The sharing session should conclude whether the plan is practical and
implementable.
• Once the plans have been agreed, the Focus Groups should agree on the
process for presenting the amended plans to the 2nd
Village Meeting.
Main Issues, Overall Objectives, and or Strategies.
• On the 2nd
Village Meeting, make sure that you fully explain to the villagers
the development goals and change objectives that the village plan has
selected for improving HIV/AIDS situation.
• Discuss with them what these goals mean to the Village, Ward and
District.
• After discussion, ask the Villagers to endorse the change objectives for
each of the priority opportunities in the Village plan.
Intervention, Resources and Responsible Actors.
• After the change objectives had been accepted, present the interventions
suggested for each situation above.
• Discuss whether these interventions will deal with changing people’s
knowledge (e.g., training, seminars, workshops, courses, handouts,
magazines, posters, etc), attitudes (e.g., study tours, video show, role
plays, theater, songs, peer groups, testimonies, group based activities,
etc) or practice (e.g., competitions, demonstrations, exhibitions,
construction, building, designing, making, etc.)
• For example: In order to address HIV/AIDS situation, interventions might
include:
- Improving the number of youths who are taking VCT services
- increasing number of HIV/AIDS infected community members living
comfortably;
- increasing the number of community members who take active care
of HIV/AIDS infected villagers;
- improving the number of youths with sound knowledge and good
practice of preventing HIV/AIDS infections;
47

• Request the Villagers to look at the implementation steps or activities that
will be required to facilitate the actual achievement of the interventions.
• Discuss with them whether these suggested implementation steps or
activities are reasonable in achieving best implementation.
SESSION 8:2 BUDGET, TIME FRAME AND CHANGE INDICATORS
Session Objectives.
1. List the resources and materials required for the implementation of the
intervention activities
2. List the roles and responsibilities for coordinating implementation
3. Describe the communication obligations at various levels.
Duration; 1:00hrs
Session Activities
1. (a) Using VIPP cards ask participants to mention the inputs and materials
that are required to help in the implementation of the interventions.
(b) Discuss what these inputs might be for the different types of
interventions.
2. Let the participants, through brainstorming, explain how they would
describe the roles and responsibilities for coordinating implementation.
Clarify the question of roles and responsibilities so that facilitators are very
clear about it themselves before they put it to village leaders and villagers.
3. Lead a discussion with the participants on the communication obligations
concerning the dissemination of the village plans, i.e, who should show or
send the HIV/AIDS participatory plans to who!. Clarify any gaps in this
discussion then summarise.
Facilitator’s Notes.
Budget, Time Frame, and Change Indicators .
• Request the villagers to endorse the list of inputs or resources and
materials that will be required to help in implementing the intervention
activities.
• Discuss with them what these inputs, resources or materials might be for
the different type of interventions. See the examples below;
a. Possible input, materials or resources for Knowledge based
interventions: Note books, flip charts, pens, markers, black boards,
seminar rooms, masking tape, photo copies, text books, Facilitators,
etc.
b. Possible input, materials or resources for Attitude based
interventions; Theater Groups, Song Groups, Role Models, poster
materials, etc.
c. Possible input, materials or resources for Practice based
interventions; Model farmers, exhibitions facilities, etc.
48

• Request the villagers to look at the estimated cost of each input or
resource and material that will be required to help in implementing the
intervention activities.
• Discuss with team whether these inputs, resources or materials are
affordable and obtainable.
• What the villagers can here do, is to endorse which cost will be paid in
cash money, local materials (sand, aggregates, timber, nails, stones,
water, etc), and in kind contributions (skilled and semi-skilled voluntary
labour).
• Request the villagers to give the following priority status;
- Priority 1 implementation status; Any measure or activity that does
not need more than 20% help from outside help (or does not need
any help from the District or Region.
- Priority 2 implementation status: Any activity that needs up to 50%
help from outside (or needs at least help from the District);
- Priority 3 implementation status: Any activity that needs more than
80% help from outside the village (or need much help from the
Region).
• Explain to them that all activities which do no need help from the District or
Region (or which need very little help from those sources)’ could be
implemented within 1 year by the Village. After all, these are managed by
the village itself.
• Activities which need some help from the District, these require more than
a year to implement because the process is longer ( e.g letters have to be
written, meetings held, plans made, money sought , and later the activities
getting funded in the next year). It takes at least more than 12 months to
arrange these.
• Activities that need help from the Region; these require a longer time to
arrange, At least 18 to 24 months.
• Explain to the villagers what a change indicator is. This is actually a
measure that shows how much change has been achieved.
• For example, if the objective was to increase the number of villagers
adhering to HIV/AIDS prevention guidelines, the change indicator should
measure how many villagers have actually undertaken seminars in
HIV/AIDS or practice ABC.
• Discuss with them what the possible change indicators for each of the
specific objectives.
• The change indicators are supposed to be in terms of numbers. See the
examples below;
- Number of male and female villagers living according to the
HIV/AIDS guidelines.
- Number of male and female villagers who practice good HIV/AIDS
prevention measures (e.g., ABC, or condom use, etc).
49

- Number of PLWA engaged in productive activities.
- Number of male and female villagers using VCT services.
Roles and responsibilities for Coordinating Implementation.
• Explain how the HIV/AIDS village plan of action is proposed to be
managed by the Villagers.
• The Village Chairperson should start by explaining the roles and
responsibilities for different actors on implementing the HIV/AIDS village
plan
• Take and receive views and opinions on the proposed arrangement on
roles and responsibilities and give any advice or opinions where relevant.
• The Village residents should discuss the roles and responsibilities for
coordinating of the implementation and monitoring of the HIV/AIDS Village
plan freely.
• After the discussion the Chairperson should ask the village residents if
they accept the arrangement for coordinating the HIV/AIDS Village Plan.
Communication Obligations
• The Village Chairperson should give the HIV/AIDS Participatory Village
plans to the Ward Executive Office.
• The Ward Executive Office should then submit the HIV/AIDS Participatory
Village plans to the Ward Development Committee for further
formalization.
• Once formalized, the HIV/AIDS Participatory Village plans should be
posted on the Village and Ward notice boards.
• The Village Government will receive the 3 year HIV/AIDS Participatory
Village plans for the village and give advice where required and specify the
programs which are to be collectively implemented.
• The village executive officer should also inform how the implementation,
Monitoring and follow-up functions shall be managed. See the examples
below;
a. Each Hamlet Chairperson to be responsible for implementation of
the planned activities in their Hamlet.
b. The HMAC Committees to be involved in the mobilization,
implementation and reporting of achievements for each Hamlet.
c. Annual Reports to be written by the VAMAC, and shared in the
Village Government, Ward Office and the District Offices.
• After the above, the team members should thank the village residents and
leadership for the good hospitality and collaboration.
50

UNIT: 9
SECOND COMMUNITY MEETING ON CONSENSUS BUILDING
Unity Overview
This Unit is intended to enable the village facilitator to present the community HIV
and AIDS and Behaviours Change Plan to the Village Assembly and reach a
consensus on it. It equips the village facilitator with procedures for preparing and
conducting the consensus building Village Assembly on the participatory
HIV/AIDS Village Plan.
Unit Sessions
9.1 Preparation for the Second Village Assembly
9.2 Conducting the Second Village Assembly.
Training Methods
Flip chart ,Marker Pens, Masking tapes
SESSION: 9.1. PREPARATIONS FOR THE SECOND VILLAGE ASSEMBLY
Session Objectives.
1.Define terms and concepts used in the unit.
51

2.Describe the preparations required for convening the Second Village Assembly.
Duration;1.30hrs.
Session Activities.
1. Ask the participants to brainstorm on what they think is the purpose of
convening the 2nd
Village Assembly. After collecting a few responses make
a brief presentation on the need for the second village assembly.
2. Ask the participants what they understand by some of the terms and
concepts used in this unit. Collect a few responses and discuss them with
the participants to reach agreed definitions.
3. Divide the participants into small discussion groups of 5 to 6 people. Ask
the groups to list down the aspects to note when preparing the Second
Village Assembly meeting including the Agenda for the meeting with Village
Leaders. Let the groups present their responses and lead a plenary
discussion of those responses. Then clarify and summarise.
The Second Village Assembly Meeting.
The purpose of this meeting is for discussing the HIV/AIDS and Behaviour change
plan and reaching a consensus on it.
The HIV/AIDS Plan of Action cannot be tabled straight to the village assembly
without passing it though the committees of the village government.
The action plan is illegal and unacceptable until or unless endorsed by the village
government.
The plans should be presented to VMAC representatives, as to well as those from
the other village government committees. How can the plan be presented to
VMAC? Through their focus group? But then the focus group is not an official
village committee.
In brief consensus building should be done in 3 phases; at the VMAC level, the
village government level, and the Village Assembly level. This means that all the
villagers should give their consensus.
Definition of terms and concepts.
Site Visit; means a visit to the place where the intervention is being implemented.
Report; is a document composed of observation or findings.
Feedback; is a response or reaction.
Evaluation; is the process of checking whether the plan have been implemented
effectively
Monitoring; is the process of checking whether the implementation is going
according to plans.
Preparations of the second village assembly meeting
initial preparations
• The purpose of this step is to ensure acceptance, and agreement on the
smooth implementation of the plan of action.
• The process should be started at least after the key issues have been defined
and prioritized or before engaging the theatre festival in the village.
52

• the following steps are important;
I. Identify logistics required for carrying out the meeting with leaders
[e.g. transport, stationeries, and Allowances].
II. Discuss or prepare the agenda for the meeting with leaders [e.g. time
table].
III. Distribute and send letters to the respective leaders who are instrumental
in the meeting [e.g. village leaders WDC,WEO ,VEO, chairperson; letters
should be signed by the chairman of the village government or ward
office].
IV. Allow the letters to reach the leaders and give them time to organize and
prepare for the meeting.
V. Who is to be involved at the village level during the 2nd
Village Assembly
Meeting?
VI. Other preparations that should be done, e.g., preparation of the draft
village plan of action on HIV/AIDS; how to encourage intensive
participation by village’s on giving additional views and opinions; the
eventual endorsement of the plan; and the drawing up of an MoU.
(Memorandum of understanding)
Meeting with village leaders;
Activities for the meeting with village leaders
• At the beginning of the meeting, conduct introductions for all
representatives from all sides.
• Explain objectives of the 2nd
Village Assembly.
Objectives of the meeting are;
• To explain the steps which will be involved in the development of
community HIV/AIDS and behaviour change plan.
• To explain on the activities which are going to take place at the
Assembly?
• To discuss the process, actors, and groups to be involved in each step
of the 2nd
meeting.
• To discuss members of the community who will be needed to
participate in the process, their criteria and required numbers.
• To agree jointly on selection of main actors to be involved in the
process from the different level [e.g., Hamlet, village community, NGOs,
Ward and District level].
• To agree on the logistics and timing.
• To agree on the Agenda.
• To discuss the roles of village in the implementation process.
• To agree on the date, time and venue for the village assembly meeting.
What to emphasize at the meeting with village leaders
1. Introduce the HIV/AIDS participatory village plan to the village leaders
and emphasize the importance of getting it accepted by the villagers for
implementation.
53

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