Life Skills Education Toolkit

28 • PART TWO: FACILITATOR’S GUIDE

3. Arrange Logistics:
   
   
   • The scheduled time for the sessions depends
     on the availability of the children, such as
     afternoons or summer vacations;
   
   
   • Determine the length of the sessions; does
     45 minutes or an hour seem well suited to
     the age and ability of the children attending
     the program?
   
   
   • How many children should attend the program?
   
   
   • What is the best venue—a drop-in center,
     under a tree, etc?
   
   
   • How often should the sessions be held?
   
   
   
   


4. Training requirements for the staff: How will
   capacity be transferred from one level to another?


5. What monitoring and supervision will the staff
   need; who will provide the supervision, and
   when will these sessions take place?


6. What are the resources needed for the Life Skills
   Education Program—staff, materials, and money?
   7. Is any translation required for handouts or
   materials to be used?
   8. How will the program link up with other
   trainings in the training calendar?
   9. Who will document the sessions and the
   experiences of the children?
   10. How will behavioral change communication
   (BCC) and material development take place
   using the program’s active learning methods?
   Who will supervise? Who will assist?
   Life Skills Education Program planners must also
   be aware of creating appropriate session plans for
   different groups of children. In the case of mobile
   populations such as street children, the challenge is
   in providing core life skills as quickly and as
   effectively as possible. On the other hand, in stable
   populations, the challenge is to ensure that children
   do not lose interest by providing a large number of
   varied and innovative activities.

From Program Experience:

In 2004 and 2005, TOT life skills workshops were conducted in Hyderabad and Delhi for partner

organizations. An action plan format for Life Skills Education Programs evolved after preparing the

curriculum. Participants felt there was a need for two action plans: one for preparatory activities and

another for LSE sessions.

I. Preparatory Activity Action Plan

Activity Audience Time Line Staff Responsibility

The preparatory activities were implemented when the newly trained facilitators returned to their NGO.

All agreed that the facilitators need to gain field experience before they began capacity building

activities for others in their organizations. The action plan consisted of at least 10 sessions to be

conducted by the newly trained facilitator.

II. LSE Activity Action Plan

Number

of session

Place/

village

Age

group

No. of children

Girls/boys

Date/

Time

Support Resources

Required

Documentation