| |
|
|
|
|
|
|
|
|
|
|
| |
Overview
|
|
|
|
Read This Document
|
|
|
|
Papers by Same Organization
|
|
|
|
|
| |
| This manual aims at assisting HIV/AIDS programme designers and managers overseeing larger peer education programmes. The manual is a result of a three-day consultation on standards in peer education held in Moscow in 2004. This toolkit may be used for designing a new programme or to guide the assessment and quality of a programme once it is developed. The manual is divided into 5 sections: - The first section makes a case for peer education initiatives, and gives an overview of the advantages and disadvantages of using standards in peer education. This section also describes how to utilise this manual.
- Section two contains a chart of the 52 standards in education, and a description of how to meet these standards. These are divided into five categories, namely, planning, recruitment and retention, training and supervision, management and oversight, and monitoring and evaluation.
- The third section is a detailed discussion of each of the standards, as well as how best to meet these standards, lessons learned, and case studies or examples from other parts of the world on how other peer programmes have addressed and utilised the standards.
- Section four contains a discussion of code of ethics to be utilised with the standards in peer education programs.
- The last section gives an overview of Y-peer and its programmes, as well as an annotated bibliography of additional resources.
Provided by Eldis, a GDNet content partner |
Download Full Text
This URL might direct you to other sources that GDN is not responsible for |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Methodologies for HIV/AIDS surveillance |
| By Pisani, E., 2002 |
| Produced by: Family Health International (FHI) |
|
| Countries: Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Macedonia, Poland, Romania, Serbia, Slovakia, Slovenia, Yugoslavia |
|
|
|
|
|
|
|
| |
|
|
|
