Master Trainer's Trainer's Women's Health
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A Follow-up Report of Master Trainers’ Training on
Women’s Health
Gujarat & Rajasthan
January-February 2000
May 2000
OllETOtfi)
Women’s Health and Development Resource Centre Chaitanyaa
( 7//.7A. 1. Ihnieilulnul
Introduction
It Is a woll-rocognlzod roality that thoio is a niisr.inti link botwoon woinoifn honllh anti lint
prevailing development scenario. Prevalent gender biases in society contribute largely to widen
these gaps further. Until recently, this existing situation was ignored by the health sector. A
major concern in addressing women’s health is lack of information and poor access to health
care services. Both these concerns are deeply linked to culturally rooted problems and
inadequate health budget.
It is a sad reality that a borrowing for health is the second largest cause of indebtedness among
the rural poor. In addition, majority of those who borrow money for seeking health care often do
so only for men and children in the family. In doing so women’s health concerns related to
emotional, physical and psychological disabilities, remain unrecognized and largely untreated.
Keeping this existing scenario in view, the major task before the country is to address women s
health needs in an integrated and comprehensive manner through adopting the life cycle
approach to women's health.
In this context, the Ministry of Health and Family Welfare (MOHFW), Government of India
pioneered a unique training project to train representatives from Non Government Organizations
(NGOs) to disseminate health information among village-based women’s groups. This effort was
initiated on a pilot basis in 15 states of India.
Several experienced NGOs and subject experts were involved in the planning and development
of this project. They shared a critical need to disseminate health information among the
disadvantaged and marginal women. Developing standardized, state, district and village leve
modules for training were the central activities of the programme followed by training at each of
these levels. CHETNA coordinated the overall process of developing these training modules.
The finalized State Level manual draft chapters, which were written by different experts became
a rich reference material, based on which CHETNA developed training modules to be used by
the district and village level trainers. These modules included 23 topics related to
comprehensive women’s health, which also included training design and description of training
methods These training modules were translated into eight Indian languages. The village level
modules had the added feature of roles of various stakeholders at village evel to improve the
health status of women including the role and responsibility of family, male members,
Panchayat members and women's group for the topic included in the manual.
From each state selected NGOs participated in a Training of Trainers programme^ In each
state five districts were covered. CHETNA took the responsibility of training District level
trainers from the states of Gujarat and Rajasthan. The trained district level trainers trained the
Sage teaderTof Iheir district and through this process, roughly in each district, 144 women
leaders representing 72 women’s self help groups were oriented to the topics.
Bengali. Oriya. Kannada. Hindi. Gujarati. Telugu. Marathi and Maiasalant
/
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2
( HETXA Ahmedabad
Objectives of the Follow-up Visits
.
To provide support and guidance to the master trainers and enhance their self-confidence
.
as trainers
To assess the transfer of learning on women's health from master trainers level to village
•
•
leaders.
To observe the trainer’s skill of imparting village level training.
To assess the utility of the training module.
Process of the follow-up
distrildevll Uami^^HoweveTdue to paucity oHime a^dTuman resourced it was not possible
to remain present for all seven days. To get a feel of the over all Pr0^ss ^^f’trairting S
up visits were made during the initial two days, some dunng middle two days of thei trainingi and
atow visits during the last two days. A performa was developed to coUectinformationi dunng h
follow up visit and assess the impact of training on Master Trainers and Village
Leaders/Trainers. Informal interviews were also conducted at the training venue.
l oll< Al I j) Report
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3
CHl'lXA Ahnedabad
Follow up Experience of Gujarat
bollow I '/> Report
4
('HKTNA. Ihmcdahud
Follow up Experience of Gujarat
CHETNA initiated the master trainers training programme on women’s health in Gujarat from
November 30 to December 10, 1999 in which a total of 28 master trainers from 5 districts
namely Ahmedabad, Mehsana, Vadodara, Rajkot and Surendranagar were trained. While
SEWA (Self Employed Women’s Association) undertook the responsibility of training
representatives from Ahmedabad, Surendranagar, Mehsana district, Mahila Samakhya Society
(MSS) conducted training in the remaining two districts. Within a span of three months, (January
2000 to March 2000) these trainers organized village level training in each district. As a training
institute, CHETNA was interested to know the impact of the masters’ training. Earlier, it was
decided that MoHFW would engage an outside agency for evaluation of the project. However
since this did not materialize, CHETNA took an initiative and organized follow-up visits. The
details regarding the follow up visits made by CHETNA team is given in Table 1.
Table 1: Details of Follow-up Visit conducted by CHETNA Team (Jan-Feb 2000)
Names
of CHETNA
Organizations
Date
Team Members
Mahila Samakhya Society (MSS), Rajkot, at Ms. Gayatri & Anjana
05-07 January
Gondal______ ______________________________
SEWA (Self Employed Women's Association), Ms. Pallavi Patel
10-12 January
Ahmedabad, at Sanand______________________ Ms, Bhanu Makwana
Mahila Samakhya Society, Vadodara at Sindhrot Ms. Bhanu Makwana
17-18 January
Mahila
Samakhya
Society, Vadodara at Ms. Anjana Dave
28-29 January
Jambughoda_______________________________
Ms. Anjana Dave__
SEWA, Ahmedabad, at Dholka
14 February
Ms. Gayatri Giri
Mahila Samakhya Society, Rajkot, at Wankaner
14-15 February
Ms. Gayatri Giri
Mahila Samakhya Society at Kadipani
17-18^Februafy
Ms. Bhanu Makwana
Mahila Samkhya Society at Mehsana
21 February
Profile of the District Level Trainings and Village level Trainers
During these visits CHETNA made contact with 15 trainers. The team members also provided
them on the spot guidance and support during the district level trainings. Their training skills
were observed and necessary feed back was given. The details of the village level
trainers/women leaders who participated in the training is given in Table 2
Table 2: Profile of Village level Trainers
_______________
Mame
Training Number of Village Leaders /Trainers
Organization
_________
Illiterate
Literate
Total
Mahila Samakhya Society,
Vadodara (4)____________
Mahila Samakhya Society,
Rajkot (5)
SEWA, Gujarat (16)
Total (28)
Total
SHGs
covered
140
55
85
74
140
76
64
87
268
548
177
308
91
240
109
270
Numbers in parenthesis indicate the number of district level trainers
5
CHETNA Ahmedabad
Flow Chart of Masters Trainers Training Process on Women’s Health
CHETNA State Level Training Institute
District Level
SEWA
Ahmedabad
Mahila Samakhya Society
Vadodara
Mahila Samakhya Society
Rajkot
16 Master
Trainers &
2(M) from
Rural DevJXgency
4 Master Trainers
5 Master Trainers
Village leaders
Trained (268)
Village leaders trained
(140)
Village leaders trained
Selp-help groups
(mahila sanghs- 74)
Selp-help groups
(mahila sanghs- 87)
Selp-help groups
(109)
(140)
Learning Environment
As we are all aware, in the participatory training it is important that trainers to create an enabling
environment for people to learn. During the follow up visit it was observed that all the trainers
were able to create an enabling learning environment at the district level training programs. The
positive approach of the trainers towards the participants, facilities provided and training
methods used during the training played a major role in facilitating an enabling environment for
learning.
Creating Rapport
At the beginning of each training, the trainers used various games, which enabled building a
rapport among the trainers and the participants.
Hollow I p Report
6
Commitment to Learn
It was observed that village women were able to concentrate whenever the training was
organized away from their villages Mahlla Snniakhyn Society (MSS) successfully oigimi/od
residential trainings, in which evening sessions were field during late hours to enable women to
interact amongst themselves. During these interactions, they exchanged rich experience of
knowledge gained from the training sessions and related them to their life experiences. They
also spent considerable time in reading and observing illustrations of training manual
themselves.
"We have left our family and home behind. We would like to utilize this time in gaining moie
knowledge. This will be useful to improve our own health. ’’-Participant
The above expression indicates women's need and curiosity for more knowledge. In the nonresidential trainings, which were organized by SEWA, women spent a lot of time in commuting
and it also took a lot of effort on part of the trainers to innovate new methods to motivate women
and keep the interest of women alive. At the residential training, master trainers and village
trainers stayed together, this greatly facilitated the learning process.
Sharing of life experiences
In all the training programs, half the participants were illiterate. The master trainers made
special efforts and encouraged them to share their experiences. The literate participants were
given the responsibility to assist the illiterate participant as and when the need arose. This
enabled a relaxed learning environment and enhanced the participation from all participants.
Each training programme started (as given in the module) with sessions on gender, violence
and nutrition. During these sessions women shared their life experiences, feelings and pains.
Use of Familiar Language
The master trainers were part of the community and were in close contact with the village
trainers due to which their acceptance in a group was very positive. Furthermore the master
trainers used local dialect, which was effective and it ensured active participation of village
trainers.
Use of Participatory Training Methods
It
It was
was satisfactory
satisfactory to
to note
note that master trainers had completely internalized the participatory
training approach, which they had learnt during the master's training organized by CHETNA
They followed the important principle of participatory trainingRespect the existing knowledge up and build new knowledge on the existing knowledge.
Before sharing a session, the master trainers collected existing information and knowledge from
the participants They further encouraged the participants to share their experience^ throng i
which the trainers gauged the knowledge of the participants. This approach helped to raise
village trainers' confidence and ensured their active participation. The participants found the
content of the training very real & close to their lives because they could relate it with their own
life and surroundings, and hence the training sessions, interested them a great deal.
7
( 7//.7.‘<. I Ahmcduhad
Role of Participatory Trainers
Pre preparation plays major role in success of any participatory training. The master trainer
played this role very effectively. Majority of them meticulously developed the training design
prior to training. They followed the district training module. They made efforts to read and
prepare themselves on the content, training methods and exercises given in the training module
prior to training. There was a great diversity in the group especially in terms of educational level
and sometimes it was a challenge for the trainers to cope with the participants. Due to this
diversity they also found that the time mentioned in the session to be inadequate.
To make the training more participatory, _ia steering committee was formed on the first day of the
training. This committee provided iits" feed back to the trainers to make the training more
effective (Certain responsibilities like cleanliness of the training room, material supply, report
writing and logistic support were allotted by the steering committee.
Use of District and Village Level Training Module
In most of the training programs, the district level training module was used as a
reference/guide by the trainers to conduct the various sessions. The village level training
modules were given to all participants on the first day. The trainers used the village level
modules by asking the participants to read out the stories given in it and then initiate discussion
on it. Some trainers also used the illustrations given in the village level module to explain the
technical details. Some of the sessions were conducted by reading the topics aloud and the
village trainers were asked to follow the same method. During the leisure time, women who
were literate, read stories from the village level module to those who were illiterate. The module
was also used to clarify their doubts and misconceptions. It was observed that participants
were extensively curious to go through the village module given to them and went through them
they got the time to do so.
The district level trainers were further asked to give their views on the use of the district level
training module. Some of their views are as follows
Training Methods
•
The training methods included in the module were appropriate and helpful to take the
session.
•
■
• • provided
’ ’ I an opportunity to interact with participants to assess their
Participatory
method
knowledge base and training needs It helped to sustain their interest in training.
Structured Exercises
•
•
•
•
Structured exercises were found to be very effective to explain and reinforce the content.
Few exercises were familiar.
They were easy to adopt to suit the local condition.
It provided scope for interaction amongst trainers and participants.
The village level trainers/ leaders were asked to give their views on the content of the village
level module. They were as follows:
/•'allow Up Report
8
CHETNA Ahmedubud
Found it very useful. One participant expressed - "It is like reading a story."
Language is simple and easy to understand.
Technical information was adequate. The presentation was effective and easy to grasp and
recall.
Illustrations done in the module are interesting and easy to understand the content. The
points related to social aspects and included in the module help the participants to relate the
content with their life experiences and understand its effect on their health.
Some participants were found to be initially inhibited looking at the illustrations of the
reproductive system. However after the training they understood its importance and felt
comfortable about the same.
•
•
•
•
•
Use of other IEC training material
In most of the trainings the master trainers relied on the district and village level training
modules. While, few trainers put extra effort to collect and share other educational material
during the training programme such as videocassettes, pamphlets, booklets etc. Following
materials were used.
Video cassette
Kali kem mari? (How did Kali die?) Theme: maternal mortality and gender concerns.
Gam nathi koi panchnu (Village does not belong to any five-person/panchayat member).
Theme: Panchayati Raj and women’s empowerment.
•
.
Printed Educational Material
•
TB, Nutrition, Cancer, Pre & Postnatal Care, Contraception & Menstruation Booklets - Akash
ganga & Jamku ni Chajli, Pamphlets-diarrhoea.
Observations
Mahila Samakhya Society, Rajkot
Society took the responsibility of the training as an opportunity to build up the capacity of their
Sanqha leaders. The 'Sangha’ women have also shown keen interest and enthusiasm during
the training. The coordinator also provided moral and administrative support for successful
implementation of the training.
Mahila Samakhya Society, Vadodara
Women's health is also a priority area of Mahila Samakhya Society at Vadodara. They have
already begun the process of building the capacity of their team members in the area of
women’s health andPrun a community based health centre as well. They expressed that hey
have attended various health trainings and have knowledge on women's health, however they
?ound“inlng to be unique as it has taken care ot the socio-cultural aspects and enhanced
their skill as a trainer.
/•o/'oh 1 r Report
9
(’1IET\'A Ahmedabud
At both the places the district level trainers team madVhe
learning environment.
Self Employed Women's Association (SEWAkjAhmedaba^^
Surendranagar
traininos At few trainings the village trainers had newly joined the
familiar with the group and activities involved. SEWA trainers took extra efforts to exp
the role of SHG’s in women’s health and empowerment.
Feedback of Trainers
"It was an excellent training experience." Master Trainer.
"Tame ie vaue che te lanai jay to saru. (What you have sowed needs to be reaped) Whatever
we have learned from state level trainers' training we want to take it up to the village trainers.
Master Trainer.
"Mode ropya CHETNA ea ane fanga futya SEWA na" (Seeds are sown by CHETNA and they
have sprouted at SEWA.) -Master Trainer
"Ame to andhla hata tame dekhta katya (We were blind, you gave us vision). The pictures given
in the module are like an asset for us. We will use it in all our trainings. Village Trainer.
Listening to the Voices of the Master Trainers
Training as a Tool for Empowerment
Ms Meena Chauhan: One of the master trainers who attended a training on women’s health
nrnanized bv CHETNA is a post graduate and is working as a Sahiyogini . with
, Mahila
Samakhya Society, Rajkot. Her maturity is reflected in the way she interacts with the village
trainers/women.
"The learning from CHETNA and experience of being together is yet not over. Je dab dabo che
te nikall lase tyarej shant thashe (We had enjoyed training, we have to share that experience
with others, without that the process of learning is not complete). Initially I was worried whether
I would be able to impart the same quality of training that I had received from CHETNA? The
training module, which you have provided to us, however was very useful. Due to it, my
confidence has a trainer has increased.
After receiving the training. I went for fieldwork. One woman talked to me about her health
problem. She had ulcer at her private parts. I told her not to worry, took her to the. hospital and
My confidence
■,pol\u Io IIio doctor I havo novor :.poK<>n to any doctor with such a confidence.
c
l-ollow I p Report
10
CHKTNA Ahm,
was due to the training I could use health terminology fhe doctor listened to me witti patience
I informed him that I have undergone training from CHETNA He examined the woman and
gave the necessary treatment My enthusiasm and information on health aspects impressed
him. He told me to contact him whenever required without hesitance. His faith and confidence in
me was my achievement. It is all due to the training
I have shown the district level module to my friends. They got interested in the information
provided in the module. She completed reading the module at one sitting. My friends
appreciated that I now have good knowledge on health. At Mahila Samakhya Society we have
various committees on different issues. In the past, I refused to take responsibility of health
committee, as I was not confident of imparting the training. I am now ready to take on that
responsibility.”
As trainers, we also noticed great transformation in Meena's attitude towards her own body.
When she came to CHETNA she was hesitant to accept demonstration on use of condom on a
banana. She even refused to eat banana, which was served as a part of the meal. To our
surprise, during the village level trainers' training while explaining different contraceptives and
its use, she conducted ttio same demonstration without any inhibition. She Informed us that hoi
first aim was to teach the village trainers She decided to keep all her personal inhibitions aside
while training. According to her, this attitude of tier helped her to be a confident and etlective
trainer.
In our follow-up visit we observed that, she took her role as a trainer extremely seriously. She
was fairly confident while imparting the training She was also using vernacular language and
giving due respect to elderly women participants and their experiences. The village level trainers
also appreciated her as a trainer.
Integrating Learning in Day to Day life
Ms. Saroj Parmar, is Sahiyogini, working with the Mahila Samakhya Society, Vadodara from last
five years.
"Three years back I took a training on Self Help, which was comprehensive and an impoitant
learning experience for me. This trainer's training has strengthened my learning as it coveied
many subjects about which I was not earlier aware of. I can now conduct training on a range of
topics on health.
After cominaback from the CHETNA’s training, at the mealtime I told my children to wash their
hands and^t it dry naturally. My family members were curious to know about my training as
earlier had never integrated my learning in day to day life of my family- The masters> rW
has helped me to understand how to use our learning to improve our own health. I wil each
others whatever I have leamt in training The training methods and training sty e, which I learnt
from CHETNA, I will adopt it to our local needs and socio cultural environment. I am con icon
do so.
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CHt-JTNA Ahmedabad
I was waiting for this day to impart the training In the beginning of the training, I was tense but
once I started taking sessions, the fear disappeared. I want all my co-workers to go through is
kind of opportunity. The learning process is so rich that I feel that every one needs to go through
it, to build their self-confidence as a trainer."
Achieving New Horizons
Ms. Nita Gadge, works as a Government Female Health worker since the last 17 years. At
present she is working at Mehsana, Government Health Department in Gujarat state.
" In my service of 17 years I have never attended such a type of training. When I attended the
master trainers’ training at CHETNA on women's health, I realized that I still have to 'earn many
new things This training has boosted my confidence As a part of my work, I used to give health
messages to the adolescents in schools. After the training I have modified my messages.
Several aspects have been integrated in it. They are more comprehensive. Also
have
understood the importance of life cycle approach in women's health.
I share my field learning and concerns with my co-workers. It has now become a regular
phenomenon. .
Along with my work I had to fulfill all the household responsibilities. Now I feel that my role as a
health worker is important too. If my husband shares the household responsibility it will give me
more time and energy to be focused in my work. I talked to my husband and he does help me in
our household work.
When I came back from the master s trainers’ training I went and talked to my colleagues. They
appreciated my learning. I now take a session once a week.
My Learning is My Confidence
Ms. Ratanben Dabhi, is working with SEWA from last 3 years as a group leader. She is a
practicing dai (TBA). She has done her schooling till seventh standard.
"I have not attended any training Bhanola chatay abaahan jeva hata. (Even though I was
literate I was like an illiterate). I use to feel shy to talk to the elderly folk and also with youngsters
on various topics of health. But after I attended training at CHETNA my hesitation to talk to
people has disappeared. And now I can speak confidently in public.
After dinner my neighbours come to my house for chitchatting (Part of Indian social life). During
that time I share my learnings with them.
My overall self-confidence has increased. Previously whenever I used to go to SEWA my
husband accompanied me. But now I can travel on my own.
The training module is very informative, those who are not able to read the text I show them
pictures to discuss the topic with them. They easily understand it. When I informed my husband
that she is going to train 25 women he was proud of me. He talked about it to the whole village.
When I was returning from the state level training, in the bus I showed the training module to
fellow women passengers and shared the learning experience with her as I wanted to talk to
someone.
hollow Up Report
12
('IIETSA Ahmedahad
I can now talk to Sarpanch and Talatis. Few days back I went to the bank for taking a loan Jhe
bank officer refused and told me that people from my village have taken loan and they are not
repaying it so the bank will not provide loan to anybody belonging to that village. I took the
names of those people and contacted them personally and convinced them for early and prompt
repayment of loan. I also personally ensured that every one repaid the loan. And thus I got loan
from the bank. Without this training I would have not thought of doing this. This training h
given me wisdom for life.”
My Dream
Ms. Meena Sadhu, member of SEWA who had came for the village level trainers training.
' This is the first time in my life I am attending such a training. The training gave me insights that
for so many years I have neglected. I was unaware about it. I have now realized that as a
woman I have the right to live a full and healthy life I strongly feel that I will teach this message
to many more women.
I have a dream to bring about a change in my family and village. I will teach my son to respect
women and understand their health concerns and I am sure he will be a supportive husband in
future.”
/<<//l/U / '/I Ki /Kil I
13
Clli: IK I. Ihiih dab,I,/
Follow Up Experience of Rajasthan
I-allow I 'p Rcpor t
14
CUETNA Ahmedabad
Follow Up Experience of Rajasthan
CHETNA initiated the masters trainers training on women s health for Gujarat from Novembm
17- 27 1999, in which the total number of 21 trainers from 5 NGOs & from Government of
Rajasthan participated. Due to administrative concern at Rajasthan, village leaders training
were organized only at three districts namely Udaipur, Chittorgarh and Alwar. URMUL and
Rajasthan Voluntary Health Association did not implement the village leader’s training.
During January 2000 to March 2000, CHETNA provided follow-up support to Seva Mandir,
Udaipur, CUTS- Chittorgarh and IIRD, Alwar. The details of the follow up visits conducted by
CHETNA team is given in Table 3
Table 3: The details of the follow up visits conducted by CHETNA Team members
CHETNA team
Organization______
Date____________
Vd. Smita Bajpai
Consumer Unit Trust
January-17-18’2000
Society,Chittorgarh
Vd. Smita Bajpai
SevaMandir, Udaipur
January-18-19’2000
Dr. Veena
IIRD,Alwar
February 7-9’2000
Dwivedi________
Smita Bajpai
Seva Mandir Udaipur
February 17-19’2000
Ms.Jyoti
Gade
CUTS.Chittorgarh
F ebruary’20’2000__
Seva Mandir
Seva Mandir, Udaipur initiated training programs in four blocks of Udaipur district. They are
Kherwada Girwa Jhadol, and Badgaon blocks. Five Master trainers from Seva Mandir
paSated?nTe TOT. They conducted training for 180 women leaders of Self-Help groups.
The master trainers formed training teams and solicited resource support from Seva Mandir,
CUTS-Chittorgarh and Dr. Vinaya Pendse of Udaipur.
re trained in 6 batches. Each master trainer organized the
Self Help Group (SHG’S) leaders were
conducted training program
of 7 days at a
batches based on her field situation. Two
.— trainers
—
.
stretch, where as the others conducted in two phases. CHETNA participate ‘ as a resource in
three trainings held at Badgaon, Jhadol and Kherwada blocks.
About the participants
^he Part'c'Pan,s ^r® a
^oen^i(erra^efo^eol^e%^''ThekHageeranegredIrcnn
S-e
bX beabb was being discussed (or .be fins. time Dais,
vad panch and Sarpanch also participated in these trainings.
CHETNA contributed as a resource in three Uaininj. programs of
X^uSi “hXa.ohn" S:trainers, guidance was provided in session pianning
and training methodology.
15
CHETS'A Ahmedabad
CUTS Chittorgarh
Four master trainers from CUTS participated in the TOT conducted by CHETNA. Training was
imparted to 117 women leaders of 72 SHGs of Chittorgarh district. Based on the field situation,
of the six batches, one was conducted for seven days at a stretch whereas the rest was
conducted in two phases. Resource support was also solicited from CUTS trainers team,
Government Department, medical doctors and CHETNA. CHETNA facilitated the sessions on
Local Health and Healing Practices and Reproductive Health.
About the Participants
The participants were a mix of active women members of Self-Help Groups and women leaders,
in the age group of 30-50 years. Some of them were Dais and members of the village
panchayat. Most of them represented new-formed groups and hence required a lot of input from
the trainers. Few participants were literate
IIRD Alwar
Five Master trainers from IIRD participated in the TOT. They conducted training for 177 women
from 72 Self-Help Groups, in 6 batches. One training was conducted for seven days at a stretch
whereas others were conducted in two phases.
About the Participants
Women leaders and active members participated in the training. Some of them were members
of the Panchayat. All were not literate.
Feedback on the Training
During the follow-up visits, CHETNA team observed the master trainers and interviewed the
trainers as well as village leader who were the participants. The feed back obtained can be
summarized in three categories. In all the three organizations, all the master trainers facilitated
most of the sessions with support from their colleagues and CHETNA team. They were
confident and deftly handled the groups However, they felt the need for guidance in session
planning and actual training.
Training Methodology
Participatory training methodology was used to enhance the capacities of the participants. While
following the guidelines given in the training module, based on rich experience, the master
trainers adapted to their specific situations. These include visuals, games and stories. For
example, the CUTs team developed the women’s health triangle using local grains and
discussed Anemia through local Bhajans (devotional songs). Seva Mandir master trainers team
created stories based on their local area. IIRD team made use of case studies to highlight
sensitive issues such as violence and infertility.
Learning Environment
In CUTS and IIRD, exhibiting posters and charts created an enabling learning environment.
Seva Mandir, created a learning environment through emphasis on practical, use of models and
other audio visuals and building a strong rapport with the participants. One of the master
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('III-.TN/l . Ihniedtibail
trainers pasted four blank charts on the wall. At the end of each topic, the participants
various points of action at the family, self, community and Panchayat level. The trainer recorded
these and the trainer summarized key action points.
The training venue was away from the city, quiet, conducive and neat and clean in Seva Mandir
and IIRD. In CUTs, the training was conducted in the training hall adjoining the work place o
CUTS team It was observed that this arrangement did not provide the necessary privacy
essential for discussing certain topics like reproductive tract infection, growth of the fetus, etc.
Content Covered
While the master trainers followed the content outlined in the training module, each trainer made
changes based on her/his situation. While the basic issues like gender, viofence I^nchayab
Rai local health and healing practices, RTIS/STDs and HIV/AIDs, maternal health etc. were
coierX all the^ree areas topics such as T.B, Mental health, Malaria, Breast Cancer etc,
could not be discussed. While issues like Panchayati Raj, Local Health and Hea||ng prac i
created a very positive and enabling environment, topics like violence, mental health and
gender led to feeling of helplessness and depression to a certain extend.
■
As a resource person from Seva Mandir says: In the session on violence, the participants were
asked to list down their safe places. They were upset when they discovered that no Pla^ w^
safe forthem. The facilitator had to make extensive of efforts in such cases and I discussed
module for two days.
Time
a,, the three o^nizattons
the topics comprehensively In order to Iau d “Pa™e’
and afler repetitions move on to
had to initiate and take a lead in identifying action areas.
Use of the Training Module
The module was a guide to all the ^steMrainers
understanding the
very useful. The topics c°7red
Nations provided in the manual as teaching aids.
T^^^^eTXuTs^ed as a reference book and helped them plan their sessions at
length.
■When vie vieie given the module "e
havopram ouHIo discuss such duty things But
!Z wL“ye SXheyS usewt end said the, they had teemt the . ............. . ..
('IIt "ISA Ahmedabad
The module has helped key people come closer to each other. As one of the participant reports:
and said that I had brought useful information and advised me to share this information with
others."
However, in some place since the literacy levels were low, the leaders had difficulty in using the
module viz. identifying the topics, opening the relevant pages and turning the pages.
A participant from IIRD made efforts to overcome this barrier by taking her daughter in law to
qroup meetings. The daughter in law read out the information and the mother in law explained it
to the group. The group members found this discussion useful and would like to have a copy o
the same as well as participate in such trainings.
Most trainers distributed the manual on the first day and religiously used it as a teaching aid^
However, in CUTS, the module was given only on the last day for the fear that they may not
come back for the training having received the manual In this case, the use of module was
explained at the end of the training
Listening to the Voices of the Master Trainers
As discussed earlier, the participants were experienced and active women members and
leaders of the Self-Help Groups Each organization provided training to 72 women’s groups, the
number of members participating from each group varied from one to two participants.
The participants found the topics covered during the training very useful and relevant in their
context. The issues covered helped them relate to their own field situation. As one of the SHG
leader expressed in Seva Mandir:
11 When we drew the maps of our villages, we realized that lot of work is happening in out
villages. We never looked at it so far1'.
The participants found the content adequate and easy to comprehend. As this was a first
exposure on health, they found the discussions relevant and lively. However, it was not easy for
them to bring out action points on their own. Where as most of them identified general sharing
of every thing they had learnt, the trainers helped them to identify key issues.
Through this training, a process of change has been initiated at the grass roots. Women are
discussing health issues in their groups and all the more, beginning from changing themselves.
As one of the participants reports.
“After four days training, when I reached home, I began to filter the water and keep it covered.
Many village women came and asked me why I was doing so? I told them that I had learnt this
in the training and this prevents illness like diarrhea. The women showed eagemess to learn
such things. I am happy that other women in my village have started straining the water and
keeping it covered.”
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18
CHETNA Ahmedabad
Conclusion & Recommendations
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Conclusion
As part of tho trainers' team, the oxpoiionco of follow tip was very enriching. It gave sense of
satisfaction that this training lias really served its objective of reaching out to the unieached
Women have extended their learning from the self to the family, community and are also
thinking of bringing about change in the next generation. The training has proved useful to
strengthen their knowledge base and training skills. The integrated approach used in the
training and integration of gender component has been appreciated at state level as well as at
the district level training programs.
If regular support, guidance and chance are given, community can take over the charge for its
own development. This project was in true sense a constructive, positive partnership between
the government and NGOs. NGOs are looking forward to cooperating with government to work
on the women's health issues.
Recommendations
Time seem to be an overall constraint, at the state level as well as at the district level
trainings Since it was the first of its kind, the trainers and participants were tempted to
include all the topics in the training. We feel that this was natural. However, in the future
more days can be devoted especially for the district level training.
Sessions on gender, violence, emotional health and reproductive health were found to be
useful/need based in which extensive personal sharing took place. Trainer should be
sensitive in handling such issues. Wherever required extra time should be allotted for this in
•
•
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the leisure hours.
i
Similar kind of training should be organized for the male village leaders also.
Since there was a mix group of literate and non-literate, the trainers have to cope with
heterogeneous group. The time for the activities was not enough.
The illustrations given in village level module were greatly appreciated. There was a
.
RXXVtrai^
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Op^ortuSrneed^to'be created wherein all master trainers/village trainers &
•
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organized to provide continuous support to the trainer
women who were trained under this project can meet and share their expenences. During
this meeting the GOI representative can remain present to share their experience and
s “eTon1 »< '.hXdX:
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»»rr,e.,
unrealistic Due to ongoing agnculture work, it was a major constraint of the project Womer
SaX (o woTin the9field to support the tamil, and this clashed with the.r interest to
• -=£==5=:=::.===
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programs in f^ur®
„
District and Village level need to be oriented in the
WomensComprehensive approach'and encourage to participate in this programme
/ oL’oh rr/?( /v.rf
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*
Centre for Health Education Training and Nutrition Awareness
Ufeato UUX. Bungalow. CM Camp RoM. SliaWavg. N.mmbbad - 380> 0M. <M«* *
Gram- CHETNESS Ph.: »91 (79) 2808856. 2850695 Fax: *91 (79) 2886513, 6<20242
E-mail: chetna@icenet.net Website: wav fcenel.net.in/chelna
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