Bangladesh
|
Positive aspects
|
Peer educators prepared and played excellent role plays. |
Peer educators had innovative ideas to use local drinks and snacks. |
Participants really enjoyed playing NCD Ludo. |
Peer educators requested follow-up activities. |
The MOH evaluators implied possible integration to their programs. |
Challenges
|
Time management of the sessions was not well enough. |
It had better to assign a group leader of peer educators. |
Some peer educators presented unnecessary global issues. |
Peer educators should smile more and make eye contact with the participants. |
Not all participants were included in the discussion. |
Ethiopia
|
Positive aspects
|
Most peer educators improved their facilitation skills after the sessions. |
They had appropriate voice tone. |
They improved their confidence and managed to avoid confusion. |
They could answer questions correctly. |
They could summarize the sessions and deliver key messages. |
Most of the sessions were participatory. |
Peer educators believed such programs could save the lives of workers. |
They felt their knowledge and skills were improved by teaching others. |
Demonstration of sugar amount in popular beverages was impressive. |
They would like to have follow-up trainings. |
Peer educator certificate should be issued. |
Challenges
|
Most peer educators were not able to manage time properly. |
Some peer educators were nervous and unable to organize the sessions well |
Palau
|
Positive aspects
|
Most groups, especially health assistant trainees’ groups, facilitated well. |
It was good to use commonly consumed foods and beverages. |
It was good to show the amount of sugar in soda by the numbers of teaspoons. |
They were innovative to use locally available materials for role plays. |
They were able to prepare relevant Q & A and give factual explanations. |
Peer educators could present with appropriate voice tone. |
They thought they understood what lifestyle affected their health. |
Facilitation skills of health assistant trainees were mostly good. |
Challenges
|
Written texts of Q & A were too small to read. |
They were sometimes unable to give proper explanations of Q & A. |
Some Q & A did not take into account serving volume of food and beverage. |
They often made mistakes in simple calculations. |
Facilitation skills of college students were limited, although they evaluated
themselves to be good. |