Country	Comments
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.