deliverable 2 6 - pilot assessment report_final

DESIGN AND PILOT OF A PARENTING PROGRAMME

TO IMPROVE DEVELOPMENTAL OUTCOMES FOR DISADVANTAGED

CHILDREN AND ADOLESCENTS IN TIMOR-LESTE – PHASE II

PILOT ASSESSMENT REPORT

10 May 2016

Page ii

Table of Contents

List of Figures ............................................................................................................................ iii

List of Tables ............................................................................................................................. iii

Abbreviations Used .................................................................................................................. iv

I. Introduction......................................................................................................................... 1

II. Parenting Programme Vision............................................................................................. 2

A. Parenting Programme Design.............................................................................................................................. 5

III. Description of Pilot Activities ........................................................................................... 7

A. TOT for Trainer-Mentors ....................................................................................................................................... 9

B. Induction Training in Municipalities ..............................................................................................................10 1. Railaco, Ermera ....................................................................................................................................................11

2. Uatolari, Viqueque ...............................................................................................................................................12 C. Parenting Education Sessions at the Community Level .........................................................................13

IV. Results from Pilot Activities ........................................................................................... 14

A. TOT for Trainer-Mentors .....................................................................................................................................14

B. Induction Training in Municipalities ..............................................................................................................16 C. Suggested Improvements in TOT and Induction Training Activities................................................17

D. Parenting Education Sessions at the Community Level.........................................................................19

V. Suggested Next Steps ...................................................................................................... 23 1. National and sub-national coordination and planning ........................................................................23

2. Training ...................................................................................................................................................................24 3. Launch activities ..................................................................................................................................................25

4. Media, communications and IEC materials ...............................................................................................26 5. Local level implementation ..............................................................................................................................26

6. Monitoring and Evaluation ..............................................................................................................................27

VI. Pilot Assessment Issues and Recommendations ........................................................... 29

VII. Costing ............................................................................................................................ 39

VIII. Contact Persons ............................................................................................................ 41

Annex I: Agenda for Training of Trainers (TOT)..................................................................... 45

Annex II: Agenda for Induction Training................................................................................ 49

Annex III: M&E Tools .............................................................................................................. 51

Page iii

List of Figures FIGURE 1: REINFORCEMENT OF KEY MESSAGES ........................................................................................................................4 FIGURE 2: PROPOSED DESIGN OF PARENTING PROGRAMME .....................................................................................................5 FIGURE 3: TRAINING PROGRAMME STRUCTURE ........................................................................................................................8 FIGURE 4: PILOT TRAINING ROLL OUT ......................................................................................................................................9 FIGURE 5: ROLES AND POSITIONS OF INDUCTION TRAINING PARTICIPANTS, RAILACO, ERMERA ......................................... 11 FIGURE 6: ROLES AND POSITIONS OF INDUCTION TRAINING PARTICIPANTS, UATOLARI, VIQUEQUE.................................... 12

List of Tables

TABLE 1: PREVIOUS EXPERIENCE IN TRAINING AND FACILITATION AMONGST INDUCTION TRAINING PARTICIPANTS ........ 10 TABLE 2: CHARACTERISTICS OF INDUCTION TRAINING PARTICIPANTS.................................................................................. 10 TABLE 3: REPRESENTATION OF INDUCTION TRAINING PARTICIPANTS BY SUCO IN RAILACO, ERMERA................................ 12 TABLE 4: REPRESENTATION OF INDUCTION TRAINING PARTICIPANTS BY SUCO – UATOLARI, VIQUEQUE............................ 13 TABLE 5: PARENTING EDUCATION SESSIONS HELD IN ERMERA .............................................................................................. 13 TABLE 6: PARENTING EDUCATION SESSIONS HELD IN VIQUEQUE ........................................................................................... 14 TABLE 7: CONTACT PERSONS FOR ROLL OUT OF ACTIVITIES IN RAILACO, ERMERA ............................................................. 41 TABLE 8: CONTACT PERSONS FOR ROLL OUT OF ACTIVITIES IN RAILACO, ERMERA .............................................................. 42

Page iv

Abbreviations Used BdM Bolsa da Mãe

C4D Communication for Development

DNDS National Directorate for Social Development (of MSS)

IEC Information, Education and Communication

INGO International Non-governmental Organisation

KAP Knowledge, Attitudes and Practices

M&E Monitoring and Evaluation

MI Ministry of the Interior

MSS Ministry of Social Solidarity

MuN Municipality

NGO Non-governmental Organisation

OPMT Organizasaun Popular da Mulher de Timor

PESCL Parenting Education Sessions at the Community Level

PSA Public Service Announcement

SA Social Animator

SSW Social Support Worker

SECOMS Secretariat of State for Communications

TOR Terms of Reference

TOT Training-of-Trainers

I. Introduction Timor-Leste based NGO Ba Futuru, in collaboration with Rain Barrel Communications,

an international consulting firm, was contracted by UNICEF Timor-Leste to provide

technical assistance to design and pilot a parenting programme to improve

developmental outcomes for children and youth in Timor-Leste. The work built on the

initial design phase conducted in 2014 that included the development of a framework

for caregiver education and support, based on a mapping of existing parenting

programmes and a needs assessment of caregivers. 1

This Phase II design and pilot project took place from June 2015 to May 2016. The key

tasks included:

designing and finalising a parenting programme; supporting the pilot of quarterly parenting education sessions at the community

level;

a baseline survey of knowledge, attitudes and practices (KAP) conducted in 2015;

supporting information, education and communication (IEC) material; design of a follow-up support framework, including home visits and peer

support groups; a monitoring and evaluation (M&E) framework.

The findings of the KAP survey informed the design of the parenting programme

including the parenting education sessions, the supporting IEC material, suggested

communication activities and the follow-up support framework. The programme

promotes a Communication for Development (C4D) approach and is supported by a

robust M&E framework to ensure changes in parenting practices can be monitored,

measured and attributed to the programme intervention.

This report explains the overall vision and approach for the parenting programme,

describes the pilot activities in the two municipalities and presents the strengths and

areas for improvement in the training and delivery of the parenting education sessions.

Based on the pilot, this report outlines recommendations for the roll out and scale up of

the parenting education sessions along with next steps. Projected costings are included

in an accompanying spreadsheet.

“As a community leader of the suco, I appreciate the information with the theme

Strengthening Families (‘Hametin Familia’). It has information that is incredibly wonderful

1 Shah, R. (2014). A framework for caregiver education and support in Timor-Leste: An analysis of existing programs,

caregiver needs and suggestions for ways forward. Prepared for UNICEF Timor-Leste and the Ministry for Social

Solidarity, Timor-Leste.

about how parents can work together to look after the development of their children, and

how parents can work hard to take care of their children’s dail y needs, not only with

money or things, but love is what is really important.”

Cristalina Quintão, 40, Chefe Suco Railaco Leten

Participant of Parenting Education Session

II. Parenting Programme Vision This parenting programme aims to empower and generate behaviour change amongst

parents and caregivers to support improved developmental outcomes for

disadvantaged children in Timor-Leste. The programme was developed as a result of

combining analysis of the situation in Timor-Leste, including the cultural context, and

Government goals and international best practice.

The Situation Analysis of Children in Timor-Leste (2014) highlights several challenges

faced by children. These include undernourishment; low preschool enrolment and

school retention; high prevalence of violence against children; teenage pregnancy and

child marriage, and widespread exposure to alcohol and substance abuse. A key aspect

of improving developmental outcomes for vulnerable children and adolescents,

especially in relation to early childhood development, is engaging with parents and

other caregivers who are primarily responsible for their growth and personal

development.2 This is critical in Timor-Leste, where the average woman bears five or

more children3 and close to 43 per cent of the population is younger than 15 years old.4

Britto and Engle’s (2013) comprehensive review states: “…the multi-disciplinary and

international literature on parenting clearly indicates that parents are one of the most

influential factors in children’s development.” However, parents and caregivers of high-

risk families in Timor-Leste face a myriad of challenges. They need better

understanding of early childhood development and their critical role during this phase

of life; reinforcement of positive behaviours they already use; and information and skills

to support new behaviours to meet the holistic needs of their children. The ten key

focus areas are the following:

1. General Parenting: Every child needs unconditional love, verbal and

physical affection, emotional security and sensitivity to his or her needs and

feelings.

2 Bri tto, P.R., & Engle, P. (2013, unpublished). Parenting education and support: Maximizing the most critical enabling

environment. New York: UNICEF. 3 “Ferti lity Rate; Total Births per Woman in Timor-Leste (2012). “http://www.tradingeconomics.com/timor-leste/fertility-

rate-total-births-per-woman-wb-data.html [4 April 2013]. 4 United Nations Development Programme 2011, Timor-Leste Human Development Report 2011: Managing Natural

Resources for Human Development.

http://www.tradingeconomics.com/timor-leste/fertility-rate-total-births-per-woman-wb-data.html

http://www.tradingeconomics.com/timor-leste/fertility-rate-total-births-per-woman-wb-data.html

2. Early Stimulation: Interact with your child in utero and from the time they

are born through games and play, songs, rhymes, stories and reading.

3. Child Protection: Ensure children are cared for and supervised by an adult or

a child older than 10 years old and protect your child from physical violence

and all forms of abuse.

4. Alternative Discipline: Use positive discipline approaches with your child to

resolve conflict or redirect misbehaviour.

5. Nutrition: Feed your young child (from 6 -23 months) daily nutritious foods

such as egg, liver, chicken, meat, mung bean or kidney beans.

6. Hygiene: Wash your hands with soap and water at important times such as

before eating, before feeding young children, before cooking, after using the

toilet, after cleaning baby’s bottom and after touching dirty things. Stop

defecating in the open.

7. Birth Registration: Register your child immediately after birth.

8. Danger Signs and Care Seeking: Take your child immediately to a health

facility if they are showing signs of serious illness.

9. Education for All: Send your child to school from an early age, keep involved

in your child’s learning and provide support with their homework.

10. Youth Issues: Talk to your adolescent children about issues related to bodily

changes and sex and sexuality in order to prepare them for the future.

International best practice shows that new knowledge is better processed through

dialogue, or two-way communication (so that people can talk about it and consider how

it relates to daily life), and that key messages are best delivered through multiple

channels so the same information is received in various ways.

The Ministry of Social Solidarity (MSS) has identified parenting education and support

as a promising modality to mitigate these challenges, with a newly-articulated theory of

change that envisions positive behaviour change amongst parents and caregivers in

vulnerable households.

Given these factors, the Parenting Programme is a holistic, integrated and nationally-

delivered programme working at three levels, including a communication campaign at

the national level, parenting education sessions at the community level, and follow-up

home visits and peer-to-peer support interventions. The Parenting Programme

approach combines delivery of new information and skills with generating dialogue

(two-way communication) to enable community-based problem solving and

community-led, local solutions. This approach aims to enable parents to: a) understand

their critical role in their children’s development; b) build on the things they currently

do that enhance this development; c) learn new information and skills; d) practice new

approaches with community outreach workers; e) solve common parenting problems

and create locally relevant solutions, and f) be supported in adopting new techniques

and behaviours that will improve developmental outcomes for children.

This is a multi-disciplinary approach where specialists from various areas (i.e., health,

education, protection, WASH, nutrition and agriculture) work together at the

community level on the same key messaging, with reinforcement by a local-to-mid-level

communication campaign and follow-up support via existing aldeia-level networks. A

‘Family Support Team’ at the suco level supports a total of 10 key behaviour impact

messages that show the importance and inter-relatedness of all sectors in achieving

improved development outcomes for the most disadvantaged children in Timor-Leste.

The proposed approach, driven by Communication for Development (C4D) principles

and best practices, provides parents and caregivers with new information and skills

through quarterly parenting education sessions at community level, which also

provides a platform for parents to discuss and come up with local solutions. These

sessions should be led by a community-based team comprised of respected and

effective community workers. Each team decides how to deliver each message and

organize the parenting education sessions at community level once every three months.

They also determine the best ways to promote the key messages through various

channels in their community, such as the local health post, preschool and other

education facilities, faith-based activities and any private groups (i.e., led by local non-

governmental organisations [NGOs], international non-governmental organisations

[INGOs] and development partners). A national to mid and local-level media

communication campaign should be used to reinforce messaging through a weekly

radio show, listening groups, guided theatre for young people, billboards, posters and

word-of-mouth communication.

Figure 1: Reinforcement of Key Messages

Suku Family Support Team

Suku-level Community Sessions (every 3 months)

Aldeia-level Follow-up Support (monthly)

Media Campaign

Reinforcement

Key

Message

A. Parenting Programme Design

Figure 2: Proposed Design of Parenting Programme

Municipal Level

Programme Focal Point

(reporting, link to national level & admin post)

Administrative Post Level

Social Support Worker/ + Trainer-MentorSocial Animator (new)

(coordination, outreach) (support suco-level teams)

Suco Level

Family Support Team (Grupu Hametin Família)

(quarterly delivery of parenting education sessions at community level, determines integrated delivery of key messages within suco)

Aldeia Level

Home Visits + Peer Groups

(follow-up support for parents & caregivers, emphasis on vulnerable families and parents of children with special needs)

Family Level

Positive changes for children's holistic development across 10 key areas

The programme design incorporates scalability and national-level roll out as part of

long-term implementation planning. However it can easily be piloted in one or two

municipalities for evaluation and adjustment of the design prior to scaling up.

Under the proposed design, the programme would utilise existing government

structures for coordination, implementation and monitoring of activities. Government

partners would include the Ministry of Health, Ministry of Education, Ministry of Justice

as well as the Secretariat of State for Youth and Sports and the Secretariat of State for

Communications. It would also utilise an administrative hierarchy with five levels --

National, Municipal, Administrative Post, Suco and Aldeia. Figure 2 demonstrates the

key actors at each of these levels, briefly outlining roles and responsibilities .

Municipal Level Programme Focal Point – This person can be responsible for

reporting and linking to the national level. They can receive and distribute new

material throughout each municipality, allowing for adaptations to programme modules

in response to programme evaluation and emerging priority issues. Additionally, other

communication campaign materials, such as a radio serial and youth theatre

guidebooks, and potentially public service announcements (PSAs), will be made

available for further promotion of key messages within the target municipalities. This

will enable each municipality to respond to their specific context, utilizing and

strengthening connections with community radio outlets, youth centres and schools,

and best placement of banners, posters and other print media.

Administrative Post Level – At this level, a partnership should be formed between the

MSS staff placed at administrative post level (Apoiu Tekniku Sosiál, or Social Support

Worker [SSW], and/or Animador Sosiál, or Social Animator [SA]) and a newly-

designated Parenting Programme Trainer-Mentor. While the initial design had only one

person at the administrative post level, feedback, consultations and piloting pointed to

the need for each administrative post to have two people to work together for

programme training, coordination and support as per above. The Social Support

Workers have a high level of knowledge and well-established relationships with local

leadership throughout their post; they are good organisers and have substantial

experience in working with vulnerable families and making referrals for services.

However, they generally lack adequate facilitation skills and as such another person

should be identified from each administrative post to become a trainer-mentor. These

two positions should work together to mobilize and train Family Support Teams at the

suco level. Specific issues about selecting the trainer-mentors and compensation are

discussed in the Next Steps and Recommendations sections of this report.

Suco Level: A Family Support Team would then be built in each suco, comprised of five

to 12 local leaders and key influencers who are already successfully engaged with their

local communities. These could include members of the suco council, health

professionals, teachers, members of the clergy, youth leaders, and others. Selected

members of this team can receive initial training on the parenting programme package

and guiding principles. After this, the family support teams will be responsible for:

a) Determining how each key message should be best promoted in their suco,

adapting to local language and education level;

b) Organizing and delivering the parenting education session at community level

with parents and caregivers on that quarter’s key message ;

c) Coordinating follow-up support for the most vulnerable parents and caregivers

through aldeia-level peer support groups (utilizing existing groups and networks

wherever possible) and home visits, as needed;

d) Being supportive of communication campaign messaging, and

e) Reporting on activities to their trainer-mentor, ideally monthly.

Aldeia Level: Follow-up activities for vulnerable households (i.e., families with children

with disabilities, adolescent parents, and others as identified as needing additional

support) should be carried out at the aldeia level by members of the Family Support

Team. The home visits and peer support groups should provide opportunities to

reinforce key messages, promoted through formal and word-of-mouth communication.

Family Level: Behaviour change amongst parents and caregivers of children will lead to positive changes in children’s holistic development across the 10 key areas.

III. Description of Pilot Activities The purpose of the pilot training activities was to train suco-level leaders to be able to

effectively conduct parenting education sessions at the community level. This strategy

was intended to promote appropriate localisation of materials, relevance of content,

and buy-in from local leaders who would either be leading the sessions or have a voice

in the process through their interaction with the chosen mentors.

UNICEF and Ba Futuru visited Ermera and Viqueque for on-the-ground coordination

and consultations with local stakeholders. The purpose of these visits was: a) to share

the programme concept widely with stakeholders and promote pilot activities; b) to

identify TOT participants (i.e., one participant from each administrative post in addition

to the MSS Social Support Workers/Social Animators), and c) to coordinate with suco-

level leadership to select induction training participants.

Village chiefs (Xefi Suco) were tasked to share information about the programme and

upcoming pilot within their villages. This also included forming a Family Support Team

(Grupu Hametin Família), and identifying Family Support Team members who could

attend an induction training to be held at the administrative post offices.

Ba Futuru facilitators undertook extensive preparations for the training, which included

group and individual review of training materials and role play sessions on TOT

modules, as well as group feedback sessions. Materials were pre-tested with parents of

young children, focusing on the flipchart images, key messages and other IEC materials

that were developed. Ba Futuru facilitators maintained and increased communication

with local counterparts between the initial coordination visits and the induction

training. Monitoring and evaluation (M&E) tools were also developed and translated in

close collaboration with the Rain Barrel Communications team, and with input and

feedback from UNICEF.

Figure 3: Training Programme Structure

Three levels of training were conducted for the pilot, as described in figure 3. These

included training of trainers, induction training, and parenting education sessions. The

rationale for the three-tiered structure was to train a core group of trainer-mentors

who would then provide training and follow-up support to community level facilitators.

The pilot activities focused on the parenting education sessions themselves and did not

include home visits and peer support group modalities due to limitations in scope and

timeframe of the pilot, per UNICEF Terms of Reference (TOR) for the assignment.

However, the three-tiered model will facilitate scaling up as the parenting programme is

rolled out in different municipalities. The programme will include follow-up support

and link in with media communication materials such as radio and theatre.

The pilot training roll out is pictured in Figure 4.

1. Training of Trainers

(Trainer-Mentors trained at the Municipal level by Ba Futuru)

2. Induction Training

(Trainer-mentors train Suco level Family Support Team Members)

3. Parenting Education Sessions

(Suco level Family Support Team members conduct sessions at the community level)

Figure 4: Pilot Training Roll Out

A. TOT for Trainer-Mentors

The first level of training was a four-day Training of Trainers (TOT) for MSS staff from

the each administrative post of Ermera and Viqueque municipalities, as well as non-MSS

personnel that were identified as potential future programme Trainer-Mentors through

the preparation and planning process. The TOT was held in Dili at Ba Futuru’s Peace

Centre from 1-4 March 2016.

Ermera and Viqueque are two municipalities of five that the Government of Timor -Leste

and UNICEF have identified as priority, or convergence, municipalities for pr ogramme

interventions.5 Two participants per administrative post from both municipalities were

included. A total of 28 people participated in the training, 15 male (54 per cent) and 13

female (46 per cent). The average age of participants was 34.5 years old. Most trainees

had previous experience in training and facilitation and less than half (43 per cent) had

attended other TOTs. The majority of the participants (64 per cent) had completed

secondary school and a smaller number (25 per cent) had a Bachelor’s degree.

The TOT programme was designed as a four-day workshop, which was intended to

familiarise future trainer-mentors with the content of the parenting programme

5 The other convergence municipalities include Aileu, Covalima, the Oe-Cusse Ambeno Special Administrative Region and, for child protection issues, Díl i .

28 Trainer-mentors trained in Dili

1-4 March 2016

24 suco level faciliatators trained in Railaco, Ermera

14-15 March 2016

5 parenting education sessions held in Railaco

(255 people trained in 6 sucos)

16-19 March 2016

27 suco level faciliatators trained in Uatolari, Viqueque

14-15 March 2016

6 parenting education sessionsheld in Uatolari

(354 people trained in 6 sucos)

16-19 March 2016

modules. Throughout the training, a participatory methodology was used wherein

facilitators engaged the participants in learning, discussion and practice of the

community session modules. The training topics covered the concept and structure of

the programme, facilitation strategies and tips, and the first four modules of the

implementation manual that include General Parenting and Introduction to the

programme, Early Stimulation, Child Protection and Alternative Discipline.

B. Induction Training in Municipalities

The second step in the process was the induction training in which TOT participants

conducted training of future parenting education session facilitators in Railaco, Ermera

and Uatolari, Viqueque. On average, two to three people from each suco were invited to

attend the training, with Xefi Suco responsible for selecting the most appropriate

participants.

Four advanced facilitators from Ba Futuru supported the trainer-mentors in providing

the training. The agenda for the trainings is provided in Annex I.

The two-day induction trainings were conducted from 14-15 March 2016 in Railaco

administrative post in Ermera and Uatolari administrative post in Viqueque. The

induction training covered the programme structure, facilitation skills and the first two

modules (Programme Introduction/General Parenting and Early Stimulation). It was

not deemed possible to cover all four modules included in the TOT in two days with a

group of less experienced facilitators. A total of 51 participants attended the training in

the two municipalities.

More than half the participants reported having some prior experience in training and

facilitation, and a sizeable percentage reported having a considerable amount of

experience in training and facilitation (25 per cent in Railaco and 41 per cent in

Uatolari). Table 1 presents the level of training experience among participants. The

highest level of education among a majority of the participants, roughly two-thirds of

the trainees, was secondary schooling. The age and gender distribution of training

participants are presented in Table 2.

Table 1: Previous Experience in Training and Facilitation Amongst Induction Training Participants

Admin Post No experience Some experience A lot of experience

RAILACO 0% 58% 25%

UATOLARI 0% 55% 41%

Table 2: Characteristics of Induction Training Participants

Admin Post Participants Men Women Avg. Age Age Range

RAILACO 24 14 (58%) 10 (42%) 33.5 22 to 60

UATOLARI 27 10 (37%) 17 (63%) 40.7 28 to 60

Total 51 24 (48%) 27 (52%)

1. Railaco, Ermera

A total of 24 participants, representing six out of the nine suco villages of Railaco

Administrative Post, attended the training in Ermera municipality. Participants from

Fataquero, Liho, Railaco Leten, Samalete, Taraço and Tocoluli Suco were able to attend

the training. Previously selected participants from the other five suco villages of the

administrative post were unable to attend due to heavy rains that made travel very

difficult to impossible. Participants included three hamlet chiefs (Xefi Aldeia), other

Suco Council Members, and youth representatives. Figure 5 presents the roles and

positions of trainees in the induction training. Table 3 shows the number of trainees

from each suco.

The 24 participants in the induction training came to the process with varying levels of

experience in training programmes, parenting education, and these differences proved

to be important in their subsequent ability to effectively facilitate the parenting

education sessions. This will be discussed further in the results section.

Figure 5: Roles and Positions of Induction Training Participants, Railaco, Ermera

Suco Council Member

39%

Xefe Aldeia12%

Women’s Representative

10%

Female Youth Representative

6%

Male Youth Representative

3%

PAAS (Suco Support

Personnel)3%

Deskudit (Catholic

Youth Organisation)

3%

Community Member

12%

Youth9%

PSF (Other)3%

Roles and Positions of Induction Training Participants, Ermera

Table 3: Representation of Induction Training Participants by Suco in Railaco, Ermera

2. Uatolari, Viqueque

In Viqueque, a total of 27 participants representing all six suco villages of Uatolari

Administrative Post attended the training in Viqueque Municipality. Participants

included three village chiefs (Xefi Suco), as well as one Xefi Aldeia, other Suco Council

Members, members of the Organizasaun Popular da Mulher de Timor (OPMT) and the

national women’s network Rede Feto, preschool teachers and a Child Protection Officer.

Figure 6 presents the roles and positions of the trainees in the induction training. Table

4 shows the number of trainees from each suco.

Figure 6: Roles and Positions of Induction Training Participants, Uatolari, Viqueque

Suco Council Member, 48%

Xefe Suco, 11%

Xefe Aldeia, 4%Women’s

Representative, 4%

Female Youth Representative,

19%

PAAS, 11%

Child Protection Officer, 4%

Member OPMT / Rede Feto, 11%

Preschool Teacher, 11%

Youth, 8%

PHK-OHS, 4%

Roles and Positions of Induction Training Participants, Viqueque

Suco Number of Participants

Deleso 0

Fataquero 3

Liho 7

Matata 0

Railaco Craic 0

Railaco Leten 7

Samalete 2

Taraço 2

Tocoluli 3

Total 24

Table 4: Representation of Induction Training Participants by Suco – Uatolari, Viqueque

C. Parenting Education Sessions at the Community Level

The third step was for the community level facilitators to lead the Parenting Education

Sessions,at community level, as well as provide follow-up support for vulnerable

families through home visits and peer support groups.

Following the induction training, 11 community sessions were carried out at the suco

level from 16-19 March 2016. The induction training participants from each suco led

their respective parenting education sessions with support from Ba Futuru advanced

facilitators. The duration of each parenting education session was two hours and was

attended by 609 parents across two pilot municipalities.

Induction training participants organised the parenting education sessions together

with local authorities such as Xefi Suco, Xefi Aldeia and other Suco Council Members.

The dates for each parenting education session were decided in the Induction Training,

so that Ba Futuru facilitators could observe all of the sessions. Public announcements

and personal invitations served to inform parents in the communities about the

sessions, which were well-attended, with double or triple the expected number of

participants. The parenting education sessions were held at suco administrative offices,

which provide a natural meeting place for community-level meetings and activities.

Other preparations for the parenting education sessions involved setting up chairs and

otherwise preparing the meeting space. Ba Futuru facilitators spoke with local

authorities before and after the more than two-hour sessions; planned post-session

focus group discussions were not held due to lack of time.

Table 5: Parenting education sessions held in Ermera

No. Date Place Participants

1 16 March 2016 Suco Liho 56

2 17 March 2016 Suco Samalete 21

3 17 March 2016 Suco Railaco Leten 38

4 18 March 2016 Suco Taraço 54

5 18 March 2016 Suco Tokoluli & Suco Fatuquero 86

Total 255

Suco Number of Participants

Afaloicai 4

Babulo 4

Macadique 5

Mataboi 7

Uaitame 3

Vessoru 4

Total 27

Table 6: Parenting education sessions held in Viqueque

No. Date Place Participants

1 17 March 2016 Suco Vessoru 60

2 17 March 2016 Suco Babulo 57

3 18 March 2016 Suco Afaloicai 88

4 18 March 2016 Suco Uatame 46

5 19 March 2016 Suco Macadique 39

6 19 March 2016 Suco Matahoi 64

Total 354

IV. Results from Pilot Activities Ba Futuru facilitators led the TOT and supervised the induction trainings and parenting

education sessions. Their role was to provide support and mentoring for the newly-

trained trainer-mentors and community level facilitators. Ba Futuru facilitators also

administered pre- and post-training assessment questionnaires for both TOT and

induction training participants and observed the knowledge and skills of the trainer-

mentors and the community level facilitators. TOT and induction training participants

also completed daily feedback forms so that Ba Futuru facilitators could receive real-

time feedback about the quality and effectiveness of the training. Ba Futuru facilitators

observed parenting education sessions, making notes of the session facilitators’ abil ity

to present information, lead activities and facilitate discussion. They also spoke with

community leaders before and after the sessions various aspects of facilitation skills to

gather their insights and observations. The M&E tools used throughout the pilot

activities are presented in Annex III.

A. TOT for Trainer-Mentors

The results from the pre- and post- assessments of the TOT confirmed the existence of a

wide range of knowledge on general parenting and children’s needs, early stimulation,

child protection and positive discipline. For example, there was a very high level of

awareness (over 90 per cent) on the importance of parents in a child’s development and

in the role of active and engaged fathers. Almost all participants (96 per cent) were able

to give examples of children’s needs, but only 25 per cent included parents’ love,

affection and/or protection in their explanation. After the TOT, an increased number of

participants (78 per cent) mentioned parent’s love, affection and/or protection in their

explanation of children’s needs, and 52 per cent provided three or more examples of

different types of needs, whereas before the TOT only 32 per cent were able to do so.

TOT participants were assessed in their knowledge of parenting issues related to early

stimulation, child protection and alternative discipline. While they showed an increase

in knowledge in several areas, in some areas the change was either minor or even

negative. This could be attributed to several factors. First, in some cases participants did

not complete the post-training questionnaire due to the length of the sessions. Second,

there was some attrition of respondents between the pre and post surveys . Third, some

questions were skipped, particularly in the post-session questionnaires. Finally, there

was feedback from participants that they had to fill out too many forms and they may

have been tired or disinterested in providing feedback immediately after the session. A

proposal for more detailed monitoring of a fully implemented parenting programme is

provided in the recommendation section. However, for the purpose of a pilot

intervention, the data received does indicate some areas where there have been shifts

in participants’ knowledge and beliefs, and others in which messaging could be re-

tailored as the programme continues.

In the area of early stimulation, after the TOT, 91% of participants identified the

newborn stage as when parents should start teaching children, an increase from 54 per

cent before the training. 87%of participants were able to mention examples of early

stimulation to help young children’s development.

In the area of child protection, the participants gained an improved ability to explain the

negative impacts of child abuse as well as what parents can do to protect their children

from abuse. Whereas before the TOT only 32%could explain negative impacts of child

abuse, after the TOT 61%were able to explain specific negative impacts of child abuse

on children in the present and for their future. Before the training only 54% could

explain what parents can do to protect their children from abuse, but after the training

this rose to 74%. Confidence about personal ability to share specific strategies with

parents to help them protect children also increased, from 86% (36% confident, 50%

very confident) to 96% (35% confident, 61% very confident).

In the area of alternative discipline, after the TOT 83%of participants could explain the

difference between discipline and punishment, compared with only 21% who could do

this before the TOT. Before the training only 7%provided alternative (also sometimes

referred to as non-violent or positive) discipline strategies, but after the TOT there was

a substantial increase to 83%. Before the training 43% of participants’ explanation was

that parents must “speak nicely”, but after the training 57% could list two to three

specific alternative discipline strategies and an additional 26% could list one alternative

discipline strategy. Interestingly, even though only 26% of participants could provide

an explanation before the training as to why using non-violent discipline is best, 86%

felt confident (39% confident, 50% very confident) about their ability to share non-

violent discipline strategies with parents, showing a disconnect between confidence and

actual knowledge. However, after the TOT 65% of participants could explain why non-

violent discipline is best, with many referencing children’s positive development and

other arguments from the programme materials.

In terms of programme knowledge, 83% of TOT participants reported feeling

“prepared” (70%) or “very prepared” (13%) to facilitate a two-day training to

community leaders so that they can, in turn, conduct community sessions with parents.

An additional 17% felt “not very prepared”. Giving many opportunities to participants

to share ideas and experiences was identified by all participants as being more

important than being an expert on the discussion topic. However, knowledge about the

programme basics was lower than expected, with only 70% identifying that each

community session should have a duration of two hours, and only 48% correctly

identifying that each community session has five parts. 87% correctly answered that

the implementation manual has scripts for the facilitator to read, but only 48% were

able to explain who can become members of the Family Support Team. 65% listed

some basic preparatory steps to take before conducting a community session.

Confidence of participants about their own understanding following the TOT was high,

with 100% stating they understood the objectives and structure of the Hametin Familia

Programme (48% good understanding, 52% medium understanding). They also

reported feeling that they understood the four modules and activities to conduct the

community sessions (43% good understanding, 52% medium understanding). Again,

all participants felt that the TOT was helpful in increasing and strengthening their

capacity as a trainer or facilitator (48% increased/strengthened somewhat, 48%

increased/strengthened a lot).

B. Induction Training in Municipalities

In the area of general parenting, there were notable differences between participants in

Railaco and those from Uatolari. For example, prior to the training in Railaco, 100% of

participants identified parents as having the biggest influence on children’s

development, compared with 50% in Uatolari. The number increased to 82% of

participants in Uatolari and remained constant in Railaco. Prior to the training, only a

small number of participants mentioned parents’ love, affection and/or protection in

their description of children’s needs (25% in Railaco and 9% in Uatolari). However,

after the training this increased to 33% in Railaco and 55% in Uatolari.

In the topic area of early stimulation, both training groups demonstrated an increase in

knowledge about the importance of the first three years for babies’ cognitive

development. After the training, the age at which participants thought that parents

should start teaching their children decreased, but this change was more pronounced in

Uatolari than in Railaco. Before the training, many participants were not able to give an

example of something that parents can do to help their young children’s development

(in Railaco 42% could not and in Uatolari 68% could not). However, after the training,

the majority in both groups were able to give examples (92% in Railaco and 68% in

Uatolari). Additionally, 92% of participants in Railaco mentioned early stimulation

examples, along with 68% in Uatolari.

C. Suggested Improvements in TOT and Induction Training Activities

The pilot pointed to a number of areas that needed improving for future roll out.

Training time insufficient: The pilot clearly pointed to two days for Induction

Training being insufficient. This was the same for both Railaco and Uatolari in

that two days was not sufficient for the induction training participants to learn

both the material (modules 1-2) and how to facilitate a community session.

Condensing the four-day TOT into a two-day induction training was simply not

feasible, even though the content was decreased to cover only two modules. Ba

Futuru’s advanced facilitators involved in the whole process suggested the

induction training be five days, or at a minimum four days. Over the course

of the pilot parenting education sessions at community level it was noted that

the suco-level facilitators could not remember exactly what they were supposed

to do and required extensive support from the Ba Futuru trainers. In Viqueque,

the suco facilitators led the community session in a local language, making it

more difficult for the Ba Futuru trainers to provide support and mentoring. It

was also felt that a one-time training was not sufficient to build local capacity.

Inadequate facilitation skills of trainer-mentors: Though several of the TOT

participants had previous experience in conducting training, they did not have

adequate capacity or experience to lead the induction trainings. Several

participants expressed a need for more training, mentoring and/or

evaluation for facilitators before going on to become trainers. Facilitators

lacked the skills needed to capture new information from the training. Inductio n

training participants who went on to conduct parenting education sessions did

not feel comfortable sharing information in the community, particularly when

they met with the suco facilitators in the village with higher skill level than them.

Improved Selection Process for Participants. During the community sessions the Ba Futuru facilitators were made aware that there were some suco-level facilitators who had facilitation skills and experience but were not chosen for the Induction Training. Suco-level facilitators asked for the selection process to be undertaken more thoroughly and diligently so that those who had already been identified as facilitators could be involved in programme leadership and facilitation. For example, in the five sucos of Uatolari Administrative Post where community sessions took place, each suco village had designated facilitator/s (in many cases preschool volunteers) who had received various trainings provided by organisations and the government. While the purpose of the training was communicated orally and in writing during the pilot coordination, ultimately the Xefi Suco was responsible for choosing invitees. In the future, additional oversight from MSS would be required. More information on what is required and why (i.e., the desired skill set and experience level) should be made clear in written and oral communication with local leadership such as Xefi Suco and also Xefi Aldeia. Some of those who were chosen by Xefi Suco could not read and write, but were well-respected in the community. Reading, writing and critical thinking are essential skills needed to facilitate parenting

education sessions, due to the text-based IEC materials that are intended to be used in the delivery of sessions. The communication to Xefi Suco about forming the Family Support Team (Grupu Hametin Familia) should advise the Xefi Suco to put together a group of five to 12 key actors in the village who have previous facilitation experience combined with skills such as grassroots organizing and communication. In addition to communication, facilitation and organizing skills, those selected for training as parenting education sessions facilitators, will also need to be literate. Other key actors in the community who cannot read and write can still play a vital role on the Family Support Team through helping organise sessions, assisting with follow-up support and promoting key messages in the village.

Inadequate training time spent on teaching programme structure. The key

elements that trainees at both levels needed to master were the steps and

duration of each community session, who can become a member of the Family

Support Team and what preparatory steps should be taken prior to the

parenting education session. While participants generally expressed high levels

of confidence about their knowledge and understanding, this was often not

matched by actual knowledge of the programme itself. For future roll out of

activities, it is recommended that more attention be given during TOT and

induction trainings to the description, explanation and discussion around

the programme structure itself, how each community session is designed to

include five steps in two hours, and what the Family Support Team can do

as a group every three months to have their activities run more smoothly

and effectively.

“The material from the two-day training is so very important for us, because it’s woken us

up to know information that we can turn around and share with parents. I will implement

Hametin Familia Programme myself in my own household, to prepare a good future for

my children. I feel fairly confident to be able to share with the community as well […] in

order to improve their children’s future. Although I think that there are still many

challenges that will need to be faced, especially if questions arise from the community, I

will try to respond to the best of my ability. I believe that there will be other facilitators

who will be able to help me.”

Candida da Silva, Representative Organizasaun Popular da Mulher de Timor (OPMT),

Induction Training Uatolari Participant

“The Hametin Familia model is really wonderful, and I feel very proud to be able to have

this opportunity to come and learn this material. In the materials, it taught us how to be

able to continue to share this information in our own community. I understand about the

objective from the information; Hametin Familia, this is about how parents or people who

take care of children can give their time to be together with their children. Fathers also

have an important role to speak with and take care of their children’s development in

their lives. I feel that two days for the Induction Training, this was very short because we

need to study a lot before sharing with the community.”

Hermelinda de Oliveira, Induction Training Railaco Participant, Women’s Representative

(Elected Suco Council Member) from Suco Liho, Railaco, Ermera

D. Parenting Education Sessions at the Community Level

The following strengths were observed in the community level pilot.

High level of enthusiasm: Community members were very interested to attend

and learn new information. This was observed in both Ermera and Viqueque,

with overall high attendance and high levels of enthusiasm about the pilot

programme and the new community level training modality.

Parenting Education Sessions Materials were well-received: In Ermera, Ba

Futuru facilitators noted that the facilitators of parenting education sessions and

participants alike were very excited about the implementation manual activities

and information. Topics such as ‘the role of fathers in a child’s life’ were of

particular interest. As one Ba Futuru advanced facilitator who was observing

community sessions in Ermera noted: “Fathering and the fathering-related topics,

this was something new for them. They know fathers are important but they didn’t

know practical ways that fathers could get more involved. They thought that

fathers holding a baby was just something enjoyable, but in the end they learned

that fathers holding babies was also connected to child development.” In

Viqueque, participants were also very interested and happy to hear the

information. However, the phrase ‘the role of fathers’ was new to them and

required discussion of the implications and meaning.

Coordination between MSS and community. In Railaco, it was observed that

there were good lines of coordination between MSS and community leaders and

members. This helped with organising and planning for the community sessions,

including spreading information at the local level about upcoming sessions. This

was observed more strongly in Railaco than in Uatolari. One aspect that could

potentially be improved was to follow the established communication chain

of MSS more closely.

Use of local languages considered beneficial. In Viqueque the parenting

education sessions were mainly led in local languages, while in Ermera they

were held in Tetun (which is commonly spoken throughout Ermera). In

Viqueque, where Tetun is spoken by fewer people (or is a second language)

having the parenting education sessions in the local language was helpful for

participants to be able to understand and participate in the activities. Promoting

local languages (provided that facilitators have a strong understanding of the

material) is a good way to make sure that people can understand and engage.

Programme flipchart (IEC materials) were well-received. Two versions of

the flipchart were used for pre-testing purposes. Both versions had a front and

back format with images on the front, and text on the back. The difference

between the two flipcharts was that one had some explanatory text on the front

pages, whereas the second one had very minimal text with the images. The first

flipchart, with some explanatory text on the front, was preferred by parenting

education session participants in both Ermera and Viqueque. The feedback

provided during the community sessions was that the facilitator needed to see

the explanation on the front of the page in order to be able to explain it correctly

to the participants. Even though many participants could not read, or were

seated too far away to read the words, the facilitators were able to read the

explanation printed on the page, which helped ensure that the correct

information was given and increased facilitator confidence. Participants

also reported preferring flipchart pages with many photos rather than those

with just one or two images per page, and were especially inspired by the

positive fathering images.

The following feedback on areas for improvement were noted in the pilot:

Limited facilitation experience at the suco level: Participants in the induction

trainings who then led the community sessions did not have previous experience

as facilitators or trainers. In Ermera, Ba Futuru observers noted that when

participants asked questions, the suco facilitators did not really know how to

respond. They believed this was due to the suco facilitators’ skill level as

trainers -- while they knew how to read and write, they didn’t really have the

capacity to use the new information from the training to facilitate a session.

Parents unable to share programme information: The parenting programme

encourages community members to share information they learn or found

interesting with their family, friends and neighbours. As one Ba Futuru

facilitator stated, “It’s possible that parents will participate but not share

information with others. Reminding each other is possible, but informing is not

possible, or not yet possible. They don’t feel very comfortable with the idea of

teaching each other because they are all on the same level as community

members.” While this is the view of only one facilitator, it is worth considering

the social conventions in the communities in which the programme is

implemented and whether special attention should be paid to these issues in the

parenting education sessions.

Two hours was insufficient: The parenting education session content is meant

to be two hours per module. However, throughout the pilot the material of

Module 1 consistently took three to three and a half hours to get through. Part of

the problem was that people came late to the session. Another issue was that

since facilitators were not experienced or fully confident on the manual

activities, it took longer for them to lead and explain the activities. Most

participants stayed until the end of the session, but some left before the session

was over. It was also observed that many people came very long distances

(mainly on foot) to attend the community session. For this reason, lengthening

the session duration and potentially providing the sessions at the aldeia

level or on a clustered basis (with aldeias that are close together attending

one session, with separate sessions for remote aldeias, as needed) would

be advisable. When asked about whether the suco-level facilitators would have

the interest and ability to do this, the Ba Futuru facilitators said it would be

important to have this included in their job descriptions and the orientation

they receive from MSS (even if they are voluntary positions). As one Ba

Futuru facilitator said, “When it’s part of their job, they can do it.”

Limit participant numbers: A very large number of participants turned up for

the sessions. In the last session in Railaco, two sucos combined to have one

community session and there were well over 100 people in attendance. This

made it very difficult for the facilitators to manage the session and carry out the

various activities, such as breaking into small groups for discussion. Thus it is

recommended that suco villages should conduct their community sessions

individually and not combine them. There were also issues with

participants not being able to hear, because some facilitators spoke very

softly. With the large number of people, the facilitators’ voices could not

carry far enough to reach the entire audience. In Viqueque,

recommendations emerged to have the community sessions at the aldeia

level due to participant numbers averaging between 70-80 people.

Ensure alignment with MSS systems and processes: In Viqueque, an issue

was raised about how it would be good to inform local level MSS staff about their

work well in advance so that they can include it in their trimestral plan. Based on

Phase 1 Recommendations, however, the programme materials were designed

for a quarterly format. It would be beneficial to adjust the design to fit

trimesters, to streamline into MSS systems and processes. A Ba Futuru facilitator

who observed the parenting education sessions at community level in Viqueque

shared that in preparation for the pilot they often received requests that came

directly from the national level to the local level. “The hierarchical system needs

to be followed correctly. If not, this can cause conflicts amongst the people who

should be working together, and it is not seen as very respectful.” For example,

some feedback shared was that when a request is received from the national

level recipients feel it is very urgent, but they also have daily work that needs to

be done. If the request does not inform their supervisor or co-workers then they

will not be aware of the request from the national level. At times this has caused

tension in the workplace and can also impact programme implementation and

effectiveness.

Emphasize focus on parenting topics: In Ermera some parenting education

session participants said veterans were invited in addition to Bolsa da Mãe

(Mother’s Purse) recipients, parents from the local community and veterans

attended the parenting education sessions. The presence of veterans appears to

have distracted some participants and led to some confusion about the purpose

of the sessions. Ba Futuru facilitators were able to convince the Xefi Suco that

veterans were also parents and should attend the session. The Xefi Suco then

explained that the veterans were attending the sessions as parents and not as

veterans. This points to the need to emphasize that the primary focus and

objective of the session is parenting and all parents are welcome to attend.

Provision of refreshments: In the five community sessions in Uatolari, food and

drinks expenses ($50 per session) were paid out-of-pocket by MSS personnel. In

Ermera no food or drinks were provided. In both locations it was

recommended that a minimal contribution be provided to organizers of

parenting education sessions ($50 per session) for coffee, tea and a simple

snack or at least water for people to drink. As one Ba Futuru facilitator

observed: “In Timor-Leste normally when people come together there is some kind

of coffee for people to drink. When this is not provided it can make people feel

uncomfortable, especially the organizers of the event.” Another aspect of this

recommendation is that many people had come from far away, and the time of

the parenting education session increased from two hours (as was

communicated in public announcements) to three or nearly four hours.

Change mapping exercise: There was feedback in many of the parenting

education sessions that the mapping activity led to an expectation that MSS

would provide money for community members to improve their suco. This is

because previous mapping activities at the local level nearly always included

money for certain projects to be undertaken or for infrastructure improvements

in the village. As a result of feedback, the community mapping component from

Module 1 of the Community Sessions Implementation Manual was changed to an

activity involving the drawing of a child and discussing what that child needed in

order to grow and develop well. This idea, which was well-received by those

involved with revisions to the Manual following the pilot, has been used

successfully by Ba Futuru as part of other training programmes.

Adapt Implementation Manual: Participants from the trainings and the

parenting education sessions suggested either to shorten explanations, simplify

or change certain words in the implementation manual. This has been done in

collaboration with MSS and UNICEF in a workshop following the pilot activities.

Some also accepted that the flipchart might be sufficient for the parenting

education sessions; future pilot sessions should consider this possibilty. This

feedback informed the development of the follow-up support framework, which

shows how Family Support Team members can use the flipchart to lead peer

support groups and carry out home visits covering the basic information of each

module.

“The training we’ve just received is extremely important and we ask that there must be

continued training like this going forward, involving even more people so that the y can

understand that caring for children well… involves playing with them, stimulating them…

We need support when we bring the community together, we need sufficient time and

mentoring from MSS and UNICEF… so the community… knows the information we are

sharing is not from us alone but also comes from the Government/MSS and UNICEF so

that parents can trust and commit to participation.”

Lorenco de Jesus, Induction Training Uatolari Participant, Child Protection Officer from

Suco Matahoi, Uatolari, Viqueque

V. Suggested Next Steps Based on the feedback received from facilitators and participants and the findings from

the assessment of the pilot the following are next steps that would enable roll out:

1. National and sub-national coordination and planning Organize a planning workshop with government stakeholders and key line

ministries to discuss and develop a Hametin Familia Programme working group

that could lead and guide the parenting programme at the national level. This

group should be led by MSS but could include all relevant partners such as the

Ministries of Health, Education, Justice, Secretariat of State for Youth and Sports,

INGO/NGO stakeholders and development partners. The working group should meet

regularly to coordinate/plan the programme. The findings of the pilot should be shared

with this group, which should provide overall management and oversight to the

programme, including planning future phases of the roll out and oversight of

monitoring and evaluation at the national level. The national level working group

should coordinate with the Programa Hametin Familia Focal Point (MSS) at the

municipal level and the MSS Social Support Worker (MSS) & Trainer-Mentor Team at

the administrative post level. Specific tasks should include:

National level

1. Set up the Working Group and plan for regular meetings – four- or six-monthly

2. Determine programme intervention sites and roll out details

3. Finalise and approve programme IEC materials

4. Increase and further solidify ownership from key government partners

5. Disseminate materials and resources to municipal focal points

6. Compile M&E data from municipal focal points, adapting programme

components as necessary

7. Facilitate ‘piggy-backing’ onto other initiatives, strengthening inter-sectoral

collaboration amongst public and private stakeholders (INGOs/NGOs may be

encouraged to seek donor funds to broaden programme implementation)

8. Liaise with Secretariat of State for Communications (SECOMS) for development,

dissemination and promotion of national to mid-level media materials

9. Provide oversight/coordination support to Master Trainers and training agency.

Municipal level

1. Liaise with national level Working Group on planning and coordination for

monitoring and evaluation of programme activities

2. Collect M&E data from administrative post team, reporting to national level

3. Disseminate materials (i.e., training, IEC, media) to administrative post level

4. Conduct regular meetings (i.e., (quarterly, biannually, or annually) with

administrative post teams to facilitate peer mentoring and information sharing

about programme successes and challenges.

Administrative post level

1. Provide coordination and planning support to suco level Family Support Teams

(on-going mentoring)

2. Report quarterly to Municipal Focal Point.

2. Training It is recommended that a future scale up should identify Master Trainers with at least

three years of training experience who can be employed by MSS to provide programme

training together with a training agency, which is discussed further in the

recommendations section of this report. This core group of master trainers will need to

be trained and receive mentoring from experienced facilitators over an extended period

of time. It is recommended UNICEF tender for a training agency (see estimated

costings spreadsheet) to train 10 master trainers who will become increasingly

able to provide high-quality training independently over the course of a three- to

five-year programme cycle. The TOT should be conducted over six days, one day each

for the basic programme structure, general facilitation skills and each of the first four

modules. This will cover the content for the first year of the programme. For the second

year of the programme, a second TOT for master trainers should be conducted. The

master trainer will in turn train the suco level facilitators and cover the parenting

education session content for the remaining six modules over the second and third year

of the programme. In the first year, two master trainers should provide training

workshops alongside two advanced facilitators from a training agency; whereas in the

second year this could decrease to one training agency facilitator. A similar model is

currently being carried out by Ba Futuru with the Ministry of the Interior based on its

request to provide training and capacity building for Ministry trainers. This model has

shown promising results and is a way to increase sustainability through strengthening

government capacity in facilitation skills.

Training workshops at the administrative post level should be led by the MSS Master

trainers and advanced facilitators from a training agency as described above over five

days. The training agency selected should have a substantial amount of experience in

training trainers and providing mentoring. The training agency facilitators can work

side by side over the course of the programme, reducing their input as MSS Master

Trainers gain experience, skills and confidence. It is also recommended that both the

suco and administrative post participants are trained together at the administrative

post by the master trainers. Once the trainings are completed the master trainers

should continue to mentor, coordinate and liaise with local level trainers. Fo llow-up

mentoring sessions after the first community session and mid-year have been budgeted

to allow for feedback and additional training. Specific tasks should include:

1. Master trainers should receive 6-day TOT from training agency on Hametin

Familia Programme, Facilitation Skills, and Modules 1-4 of Community Sessions

Implementation Manual. The training agency should provide ongoing mentoring.

2. Master trainers should conduct 5-day Induction Trainings at the administrative

post level with selected members of Family Support Teams from the Suco Level.

The administrative post level team of one MSS Social Support Worker and one

new trainer-mentor should also attend this training.

3. Master trainers should conduct two follow-up/mentoring sessions with the

induction training participants during Year 1.

4. In Year 2, Master trainers participate in a second TOT on Modules 5-10.

5. Following the second TOT, Master trainers provide induction trainings at the

administrative post level and additional follow-up mentoring/ support.

6. Report to Programa Hametin Familia Working Group.

3. Launch activities Once the locations are identified a series of pre-launch activities will need to be

conducted in the selected areas. These will include national and municipal level

activities to gain visibility and inform people about the programme. At the local level

efforts will be needed at the administrative post and suco levels to inform people about

the programme and also to select participants for the training. Messaging for

encouraging participants and ways to encourage participants could be determined by

the working group. Specific tasks under this activity include:

1. Decide on launch dates and locations

2. Develop and distribute visibility material for launch activities

3. Plan launch activities at the national level

4. Plan launch activities at the local level.

4. Media, communications and IEC materials The design of the parenting programme builds on the idea of reinforcing media

messages with on the ground community-based efforts. The radio drama serial will

need to be developed, produced and broadcast on both national radio channels and

regional community radio networks. The supporting IEC material will need to be

developed and disseminated. Concurrently, the youth theatre training (see estimated

costing spreadsheet) will need to be conducted and theatre sessions held in the selected

municipal areas. It is recommended that the youth theatre activities be conducted

through a local high school or youth centre. Discussion groups and listeners groups are

an important component of these activities that will increase effectiveness and

sustainability. Specific tasks under this activity include:

1. Finalise and disseminate materials (i.e., training, IEC, media) to administrative

post level

2. Develop and broadcast radio programme

3. Train youth groups on theatre activities

4. Test theatre scripts

5. Conduct theatre performances followed by discussion

6. Set up local level listener groups (for radio).

5. Local level implementation The working group along with partners will need to identify the locations where the

parenting education sessions at community level will be implemented. It is

recommended that the programme be implemented in either Ermera and / or Viqueque

Municipalities to begin with and then expanded to the other three convergence

municipalities. A basic costing has been provided and can be adapted to the number of

intervention sites by changing the number of municipalities and administrative posts.

Following the training at the administrative post level, the programme activities will

need to be implemented at the suco and aldeia levels. Family Support Teams comprised

of 5-12 key actors from each suco will be established and will in turn lead the suco level

activities. The activities will include both the parenting education sessions at

community level and follow-up support comprised of home visits and peer support

groups. It is suggested that two-hour long parenting education sessions are held on a

quarterly basis for 20-30 parents. Aldeia focal points will be selected from among the

Family Support Team and will manage the home visits, peer support group and serve as

important channels of word-of-mouth communication. For the follow-up support it is

recommended that a minimum of 20 home visits per suco per quarter are conducted

and at least two peer support group meetings with 10-15 people are conducted every

quarter. This is consistent with the M&E Framework provided as a separate

deliverable of this phase 2 project. The specific tasks under this activity will include:

Suco level:

1. Meet quarterly to determine local communication strategy for key messages

of the focus area

2. Organise and conduct one parenting education session every three months

3. Promote key messages through word-of-mouth communication and support

efforts involving youth theatre and community radio

4. Plan and conduct follow-up support including home visits and peer support

groups

5. Report monthly to Administrative Post Trainer-Mentor and/or MSS Social

Support Worker.

Aldeia level:

1. Carry out follow-up activities each quarter to reinforce key messages

2. Promote parenting education sessions and invite parents and caregivers to

attend, particularly those in need of additional support such as

parents/caregivers of children with special needs and young/adolescent

parents

3. Work in teams or individually to carry out home visits with households

identified as in need of additional support due to distance or situational

factors

4. Liaise and build relationships with existing small groups in the aldeia in

order to build peer support groups and ‘piggy-back’ parenting education and

support activities with existing initiatives at the grassroots level.

6. Monitoring and Evaluation On-going coordination along with monthly reporting from the suco to the

administrative post level will be needed. In addition, quarterly reporting from

administrative post to the municipality level, and six-monthly reporting from

municipality to the national level is recommended. The Programme Working Group,

established at the national level will provide oversight and coordination support to both

MSS Master Trainers and local level trainers. The working group will also oversee the

overall programme and make necessary adjustments and re-planning for the next phase

of the programme.

The programme has been designed based on a comprehensive KAP survey on parenting

practices. It is recommended that this baseline survey be followed up with a midline

and endline survey (see estimated costing spreadsheet) to enable the changes in

knowledge, attitudes and practices based on the programme activities to be measured

and tracked. Specific tasks under this activity should include:

1. Establish a M&E sub-committee within the working group

2. Decide on the timeline for the programme so the mid-line and end-line surveys

can be planned

3. Identify a local research agency to carry out the surveys and potentially an

international research expert to oversee the surveys

4. Finalise indicators, select monitoring sites and develop tools

5. Train municipal and administrative post level actors on monitoring and

reporting.

“Through this programme we learnt how to accompany our children’s development as

they grow… We also had the opportunity to go and continue to share this information

with those in the community. But, I can say that the time was too short for us to learn

well, because when we’re going to go share this information we need to study and

practice a lot. It’s because of this that, if possible, this information should be shared not

only in Ermera but also with communities all across Timor.”

Napolito C. Madeira, 23, Induction Training Railaco Participant, Representative of the

Group Dejukdil [Catholic youth group], Suco Railaco Leten, Railaco, Ermera

“I ask the Ministry (MSS) and UNICEF to give more training next month. We ask the

Ministry MSS and UNICEF to continue to increase this programme in the coming

months/year so that we can understand the programme thoroughly, so that we can go

down the suco and aldeia levels for implementation with communities.”

A 29 year old female TOT participant

VI. Pilot Assessment Issues and Recommendations This section includes additional details of some of the challenges and issues identified

during the pilot and specific recommendations to address them in future

implementations.

1. Logistical challenges were evident during the pilot.

Overall Recommendation Pilot Issue

Promote local solutions and options for

implementers at the local level to ensure

improved effectiveness of training.

Examples of logistical challenges included:

Too many people attended community sessions for teaching

and learning for them to be effective (up to 100 at times).

Distance to parenting education sessions an issue for some

families.

Sessions run over time.

Specific Recommendations:

People at the local level should be empowered to create their own solutions to

challenges encountered during the training process.

For example:

Parenting education sessions should include a maximum of 30 people. Facilitators

could run more sessions to reduce participant numbers if necessary. Facilitators

should apologise if they turn people away, explain that it is far busier than expected

and invite the overflow participants to return at the new proposed time.

If an aldeia is far away, consider doing a session in that area so people don’t have to

walk.

If the sessions are lasting more than two hours, facilitators should adapt the content and

their techniques to fit the allotted time. For example, they could try to get people to

come on time, do more practice to ensure the material can be covered, consider cutting

some activities and doing them in a peer support group instead, or split one session into

two sessions.

2. There was a lack of sharing of information among parenting

programme stakeholders.


Find champions, bring sectors together,

and work with civil society and others to

share information and piggy-back on

existing initiatives.

Not all stakeholders had all available information on the

programme. Considered important to ensure best results and wide

dissemination of research material, findings and programme.


MSS – as the key Government agency – should lead on developing top-level

government support. UNICEF should work with MSS to encourage them to lead.

Find Champions at the national level who will support and promote the programme

such as the Prime Minister, President or First Lady, Ministers and Secretariats of

State, important people with an interest in this area.

Create a Programme Working Group at the national level to liaise with municipal

focal points, receive reporting data, oversee the Master Trainers and coordinate

with SECOMS for national/municipal media campaign development and

distribution.

Create a National Level Working Group to lead on coordination, planning and review

of monitoring and evaluation – as well as national/municipal level media campaign

distribution/development of materials. (See steps section of the report).

The Working Group should include some development partners and INGOs and big

NGOs. Recommend: CVTL (Red Cross), Plan, Marie Stopes, CRS, Health Alliance

International, Asia Foundation, Search for Common Ground, Care and Peace Corps

which is placing a lot of people at local/rural levels. The Working Group members

should be liaising with their local level people to support the programme and for

integration – this includes the line ministries as well as the INGOs/NGOs.

Develop mechanisms for regional and global sharing of information and research.

3. Master trainers required additional training to be effective in training

facilitators of parenting education sessions


Select, train and mentor 10 Master Trainers

who have the skil ls, networks, experience

and time to take part (and ensure two

people are trained per administrative post).

Master Trainers required more training and support to deliver

effectively. Repeatedly people asked for continuous training to

increase their capacity and understanding of the material (to

really “dominate” the material and be able to explain it well at

the suco level). There is a lot of material to learn and being

really confident about what you are going to do is very important

in Timor to ensure no loss of face.

The initial pilot plan was to train one person per administrative

post. However, in the pilot TOT, two people per post were

trained - the MSS Social Animator/Social Support Worker and

another person identified from each post to be the Master

Trainer. MSS suggested this because these MSS staff have good

networking skil ls, are well known and trusted, and are good

organizers. However, they are not trainers and might not be

available to do the follow up work.


Use a model that works effectively, such as Ba Futuru’s conflict resolution work with

the Ministry of Interior (MI). To apply that model to the parenting programme, the

training for the Master Trainers could happen at the Administrative Post level with

the suco-level facilitators (2-3 members of the Family Support Team). The Master

Trainers should follow-up with them one-month and six-months post training, so

that the facilitators at the administrative post level are learning how to do

mentoring and follow-up support for the suco level people over time. In Year 1 the

‘training agency’ providing the TOT could supply two facilitators to support each

training and while at the beginning they would do most of the facilitation, over time

the MSS Master Trainers would gradually do more. By the end of Year 1 they would

run all the training, with mentoring support from the training agency facilitators. In

Year 2, the training agency should deliver the TOT on modules 5-10 and then

provide one trainer to accompany the Master Trainers as they do the Year 2

trainings at the AP level.

Master Trainers do the initial training, then follow-up one month later (with a one-

day refresher/mentoring session for induction training participants), and a final

follow up six months later. Subsequently, they should do the Year 2 training. In

Years 2 and 3 they should also do one or two refresher sessions.

Monitoring and evaluation should be incorporated into these mentoring/follow-up

sessions.

Mentoring should be at various levels throughout the programme to build

ownership and local capacity over time.

Train two people at each administrative post instead of one as they can be

accountable to each other, provide peer support, provide cover for sickness and

maternity leave, and balance each others’ skill sets (i.e. MSS organizes and networks

and the new person can mentor suco-level people and do reporting/M&E).

4. The duration of the training for parenting education session facilitators

and TOTs was inadequate.


Enhance suco-level facil itator selection

processes, extend training time and provide

on-going mentoring support.

Pilot training times were not sufficient. Participants

overwhelmingly pointed to the need for more training and ongoing support as per the recommendation above.

The material is much broader than originally envisioned.

There are 10 modules in the implementation manual.

Selection processes were not sufficient. In Viqueque

there were people with facil itating experience not chosen to attend the training, while many people who did attend did not have the experience.


Mentoring required as per above.

Increase Induction Training to five days, and provide on-going mentoring

through two follow-up/refresher sessions one and six months post training

(Year 1). In Year 2, provide the training with an additional two follow-ups

spread over the next two years of the programme.

Use the four modules in volume 1 in Year 1 as well as covering an explanation of

the programme (i.e. the programme structure, who the Family Support Team is

and what they do, how each session has the same 5 steps, and that in addition to

one community session the Family Support Team will also do home visits, peer

support groups and word-of-mouth promotion of key messages). Year 1 also

needs to facilitation tips and best practice for participatory processes. In Year 2

the training will cover Modules 5-10.

Ensure a thorough and thoughtful identification process for those who will

attend training.

Make the objectives of the training (that they will become suco facilitators) and

the desired skill set very clear to the Xefi Suco so that they can make a good

decision about who to pick.

Ensure this links into the monitoring and evaluation recommendations.

5. Poor communication practices within MSS and GoTL administrative

structures.


Improve links with MSS – through using

existing l ines of communication, using MSS

hierarchy and enabling MSS staff to include

activities in their trimestral planning

During the pilot, there was direct national to base level

communication instead of going through the chain of command

(national to municipal to postu, to suco, to aldeia). This creates

problems for MSS staff because a) they consider any requests

from national as urgent and that’s stressful, b) they have other

work to do in their trimestral plan, c) their co-workers or

supervisors might not know they got an urgent request from

national, d) they feel it’s disrespectful to not use the chain of

command and e) it can cause professional relationship conflicts.


Change from a quarterly to a trimestral model to align with MSS reporting and planning processes.

Use established chain of command in MSS.

6. Next steps for scaling up of pilot programme are unclear.


Recommend that INGOs/NGOs seek funding

to assist with roll out

Concern about how to roll out the pilot further.


MSS could encourage INGOs/NGOs to seek donor funding to roll the programme out

into other municipalities as implementing partners. The model and the materials—

which are evidence-based, contextually relevant and drawn on C4D best practices—

have been developed through this Phase 2 project. Many larger NGOs and INGOs

working in Timor-Leste already have priority municipalities in which they are

implementing programmes; they may wish to add or incorporate parenting

programme activities such as the parenting education sessions into their

programming. The working group suggested in the Next Steps section of this report

would provide a good forum for MSS to coordinate with these partners and possibly

divide up territory; additionally, implementing partners would be able to share

about challenges and best practices across municipalities, which will help to

improve programme delivery over time.

MSS should make the programme materials available to its partners including IEC

materials and planning documents such as the monitoring and evaluation

framework and the research. The costing and next steps will also be useful in this

area.

7. Inadequate monitoring data are being collected.


Enhance the frequency of monitoring data

collection from various levels, and

frequency/scope of evaluation as well as

developing M&E tools and providing an M&E

stipend to cover transportation and office-

related costs at the local level

There was not sufficient data collected during the pilot to

effectively evaluate the outcomes identified in the M & E

framework and elsewhere. This is considered important for best

results.


The Master Trainer activities should incorporate M&E to show the long-term

changes. This will be much more beneficial than having one post test after the

induction training. Continual monitoring is needed to determine whether the

knowledge and attitude change is being retained over time.

This monitoring could be linked with mentoring activities wherein the Master

Trainers would follow-up with Induction Training participants at one and six

months after the first training. Providing one-day follow-up workshops to training

participants is a method that Ba Futuru has found to be very effective at reinforcing

participants’ learning, leading to more sustainable outcomes. Given that it is not

recommended to provide any financial incentives to suco-level facilitators, the

impact of two one-day mentoring sessions at the administrative post level on

programme budgets would be modest.

The long-term change monitoring could use the following approach:

For Induction Trainees/ Facilitators of Parenting Education Sessions (Year One)

Initial Training One Month Post-Training Six Months Post-Training

Measure initial knowledge change Re-measure knowledge change

Assess perceptions of first

community session

Measure knowledge change

Measure attitudes change

Assess perceptions of subsequent

community sessions

For Parenting Education Session Participants (Year One)

Initial Parenting Education

Session

Six Months Post-Session

Measure initial knowledge change Measure knowledge change


For Induction Trainees/ Facilitators of Parenting Education Sessions (Years Two-Three)

Initial Training 1 – 5 Months Post-Training 6 – 12 Months Post-Training

Measure initial knowledge change Re-measure knowledge change

Measure knowledge change


Assess perceptions of community

sessions

For Participants of Parenting Education Sessions (Years Two-Three)

Initial PESCL Session Six Months Post-Session

Measure initial knowledge change Measure knowledge change


The programme would benefit from one midline evaluation and one endline

evaluation. MSS/UNICEF should seek costings on these.

The programme would benefit from the development of further M&E tools,

based on the M&E framework.

Pilot costing has $600/quarter per municipality to be divided up based on the

size and population of each Administrative Post. The SA/SSW + ‘mentor’ should

be checking in with the suco-level groups monthly and reporting to the

municipal level focal points quarterly.

8. An inadequate number of role models have been identified and

included in the programme.


Identify and promote role models throughout

the course of the programme.

Finding a sufficient number of role models has not been done,

and it is considered important for the programme’s impact.


Parenting programme implementers should identify role models who will be able to:

Be taken to various meetings to talk in the first instance

Have their stories recorded in writing for inclusion in the training

Have their stories recorded for a radio and television campaign (if funding permits).

9. Participants were not supported with a small gratuity such as

food/drinks/snacks.


Provide a small amount of food during

trainings

In Viqueque people paid out of their own pockets to provide

snacks. In Ermera there was no food. All the Ba Futuru

facil itators recommended a small amount of money be provided

for coffee/snacks because in Timor-Leste when people come

together it is common and culturally appropriate to have a

coffee/snack.


Recommend budgeting for $50 per suco per quarter for their food costs to provide a

snack to community session participants.

10. Some participants were not clear about the purpose of the Parenting

Education Sessions at community level.


Promotion of the Parenting Education

Sessions needs to explicitly state that they

are for parents to talk about parenting

issues

Some locals (such as veterans) saw the MSS led meetings as an

opportunity to discuss bigger concerns about the Government

and MSS, corruption and pensions.


Improve messaging around the sessions to ensure they are not diverted by other

issues.

Liaise with the community leaders to let them know that diverting discussions

away from parenting issues impacts children and is unfair on participants

wanting to learn.

If veterans are coming to complain, promote that veterans have children too and

this is about parenting of children. Diplomatically recommend that the sessions

should be for parenting issues only.

11. Some community members are unable to participate in Parenting

Education Sessions.


Increase scope of the community sessions

from only BdM to all parents in general

The pilot was extended based on UNICEF/MSS decision-making

process during the course of the project.


Extend the availability of the parenting programme, given the benefits to, and interest

from, the wider community in improving parenting practices.

12. Have one trainer-mentor work in partnership with MSS personnel at

the administrative post level. Developing two-person teams at the administrative post level would leverage the

mobilization and organizational capacities of the SA/SSWs while ensuring on-going

capacity building for suco-level programme implementers through a dedicated trainer-

mentor. Trainer-mentors would need to be selected by MSS in collaboration with

partners, based on local human resources and partner initiatives. The trainer -mentor

position could range from volunteer part-time to full-time paid position, dependent on

MSS resources and whether additional funds could be sourced for these positions.

Partnerships with INGOs/NGOs with national or municipal coverage may be pursued

for consistency in filling Trainer-Mentor positions; for example, in stakeholder

consultations with Cruz Vermelha Timor-Leste (CVTL, Red Cross Timor Leste) some

interest was expressed in developing such a partnership. CVTL has an extensive

volunteer network with offices in every municipality. A committed volunteership

(minimum one year time commitment, ideal two-three year commitment) could provide

an incentive to young professionals in terms of building their experience and skill set

through working directly with government programming. If promoted as a prestigious

position with a time commitment and good professional development opportunities,

this could help to offset concerns commonly associated with volunteer attrition.

This is important since the Trainer-Mentors need to receive comprehensive training on

the parenting programme package; this would be accomplished through including them

with suco-level facilitators in a series of trainings over the first two years of the

programme. Master Trainers would facilitate these trainings, focusing on providing an

enhanced level of mentoring to the Administrative Post Trainer-Mentors to build their

skills, experience and confidence. Over time the Trainer-Mentors would be able to take

over mentoring support for suco-level Family Support Teams as they carry out

parenting education sessions and follow-up support with vulnerable families. It is

recommended that the Municipal Focal Point organize four- or six-month meetings with

all Trainer-Mentors of the municipality to promote sharing and peer mentoring as well.

As the programme is rolled out in more municipalities, there is also the potential for

exchange visits of trainer-mentors to different municipalities.

13. Share the KAP report, M & E framework, midline study and endline

study, and other parenting programme documentation as widely as

possible. While it is common practice to share executive summaries, sharing full documents

related to this programme would benefit stakeholders. At a minimum, the annexes of

documents such as the M& E framework should be translated to Tetun and shared with

stakeholders. Sharing workshops on these would be beneficial and promote the

collective ownership/steering approach suggested by the working group

recommendation.

14. Change Implementation Manual content to simplify explanations and

make language more accessible. [completed] The Tetun translation had too many “high words,” so this has been simplified down in to

more “everyday language” following the pilot. Also, the content for modules 1 -4 that

was used for the pilot had a lot of scripts for the facilitators to use, with bullet points for

the process they should follow; they provided feedback that the manual would be easier

to use with shortened scripts and simpler numbered lists to explain the process. Based

on this feedback and in close consultation with UNICEF, all 10 modules for the

implementation manual have been simplified and revised.

15. In the implementation manual for facilitators, change the community

map activity to a Drawing of a Child and a Children’s Needs activity.

[completed] The reason for this was that people at the community level thought that doing the map

envisioning everything they want in the future meant that MSS would then give them

money to do all of those things.

At the recommendation of pilot participants this was changed to a different activity

wherein an outline of a child is drawn, and then people talk about what that child needs

to grow up to be happy, smart and successful. The goal for the activity is to show that

many of these needs can be met without money.

The references to the community map have been taken out of the subsequent modules.

It now involves a review and thinking about how what they’ve learned ties in with

children’s needs.

VII. Costing A detailed costing Excel spreadsheet has been provided to UNICEF as an attachment with this report. A summary of costs by section is provided

below. Estimated costs for a full roll out in the two municipalities where pilot activities were conducted, Ermera and Viqueque, are provided

alongside estimated costs for UNICEF’s five priority areas: Aileu, Covalima, Ermera, Oe-cusse Ambeno Special Administrative Region and Viqueque.

No. Resource Description Timeline Estimated Cost (Ermera & Viqueque)

Estimated Cost (5 convergence municipalities)

I Suco-level Programme Implementation Costs

for suco level communication, community sessions, follow-up and Grupu Hametin Familia meetings

A Programme IEC Materials Programme flipchart, posters, banner, booklets

Y1 Q1 35,061.00 66,898.00

B Community Sessions Resources Community sessions implementation Manual, Vol 1-2, facilitation handouts, basic training materials

Y1 Q1 & Y2 Q1 57,379.38 109,482.50

C Follow-up Support & Programme Group Meeting Resources

Follow-up Support Frameworks Guide, notebooks, pens Y1 Q1 14,964.00 28,552.00

Sub-Total 107,404.38 204,932.50 II Training Costs, Year 1 for Year 1 (Modules 1-4) TOT, Induction Training and follow-

up/mentoring

A TOT for MSS Master Trainers TOT facilitation, training costs, travel, materials Y1 Q1 6,694.05 6,694.05 B Induction Training TOT facilitation, training costs, travel, materials Y1 Q2 78,921.50 169,617.50 C Refresher Training/ Follow-up /

Mentoring, Year 1 Mentoring facilitation, training costs, travel, materials Y1 Q2-4

17,906.00 38,870.00 Sub-Total 103,521.55 215,181.55 III Training Costs, Years 2-3 for Year 2-3 (Modules 5-10) TOT, Induction Training and follow-

up/mentoring

A TOT for MSS Master Trainers TOT facilitation, training costs, travel, materials Y2 Q1 7,078.00 7,078.00 B Induction Training TOT facilitation, training costs, travel, materials Y1 Q2 37,058.00 79,910.00 C Refresher Training/ Follow-up /

Mentoring, Years 2-3 Mentoring facilitation, training costs, travel, materials Y2 Q3 –

Y3 Q1 15,572.67 33,870.00 Sub-Total 59,708.67 120,858.00

IV Media/Communication Campaign Radio drama serial, Youth Theatre Activities, TV/Radio PSAs

A Radio Drama Serial *costs to be determined by MSS/UNICEF TBD - - B Youth Theatre Activities Youth theatre guide, facilitation fee, travel, materials TBD 33,414.00 84,035.00 C Radio/TV PSAs *costs to be determined by MSS/UNICEF TBD - - Sub-Total 33,414.00 84,035.00 V Other Costs National level workshops with key partners and stakeholders,

Programme launch activities, etc.

A National Level Workshops workshop/meeting costs, materials, facilitation and coordination costs (human resources), travel

Y1 Q1 4,900.50 4,900.50

B Programme Launch Activities *estimated costs only, to be determined by MSS/UNICEF Y1 Q1 10,000.00 10,000.00 C National Level Programme

Working Group Meetings *recommended quarterly for coordination, promotion and decision-making

Y1 Q1 – Y3 Q4 6,000.00 6,000.00

D End-line Evaluation Workshop / Visibility

*estimated costs only, to be determined by MSS/UNICEF 15,000.00 15,000.00

Sub-Total 35,900.50 35,900.50 VI Monitoring & Evaluation (M&E)

Costs

A Quarterly monitoring (ongoing) lumpsum cost per municipality/region to be divided at

administrative post level; 10 quarters Y1 Q2 – Y3 Q3 12,000.00 30,000.00

B Initial M&E tools development and training

Y1 Q1-2 10,000.00 10,000.00

B Mid-line Evaluation *cost to be determined by MSS/UNICEF (estimate provided) Y2 Q2 15,000.00 15,000.00 C End-line Evaluation *cost to be determined by MSS/UNICEF (estimate provided) Y3 Q4 25,000.00 25,000.00 Sub-Total 62,000.00 80,000.00

TOTAL

401,949.10 740,907.55

VIII. Contact Persons Contact information for all induction training participants was gathered as they will be key contact persons for future activ ities as

members of the Family Support Teams. Table 16 shows the available contact information for contact persons in Railaco, Ermera. Table

17 shows available contact information for contact persons in Uatolari, Viqueque.

Table 7: Contact Persons for Roll out of Activities in Railaco, Ermera

N

o Name Age Sex Organisation Position Suco Phone

1 Elezita Soares 31 F - Women's Representative Fatuquero -

2 Olivia S. Ximenes 37 F - Community member Fatuquero -

3 Maria Ludvina A. 45 F - PSF Fatuquero -

4 Manuel Ximenes 45 M - Farmer Liho 77392403

5 Natalina de Jesus do N. 25 F - Farmer Liho 77102596

6 Francisco do Rego 25 M - Male Youth Representative Liho 7852363

7 Juliandina P. Soares 29 F - Women's Representative Liho 77113863

8 Bendita Correia Martins 33 F - PAAS Liho 77279189

9 Hermelinda de Oliveira 31 F - Female Youth Representative Liho -

10 Elefonso de S. Oliveira 47 M - Chefe Aldeia Lihu -

11 Carlos Soares - M - Chefe Aldeia

Railaco

Leten -

12 Benevida Boayida S. 26 M - Youth (male) Railaco -

Leten

13 Aderito Exposto S. 23 M - -

Railaco

Leten -

14 Cesar M. Soares 22 M - -

Railaco

Leten -

15 Napolito C. Madeira 23 M -

Desukdit (Catholic organisation

for young people)

Railaco

Leten -

16 Simiko Luis Pereira 30 M - Chefe Aldeia

Railaco

Leten -

17 Fernando Soares 60 M - Chefe Aldeia

Railaco

Leten -

18 Silvero Henonatus 48 M - Community member Samaleten -

19 Armando Soares 37 M - Chefe Aldeia Samaleten -

20 Juliana Martins - F - Female Youth Representative Taraço 77103101

21 Mariana de Jesus 39 F - Women's Representative Taraço -

22 Salvador C. Salsinha 27 M - Farmer Tocoluli 76754336

23 Roberto da C. Martins 28 M - Farmer Tocoluli 78518872

24 Analia de Fatima 43 F - Women's Representative Tocoluli 78237943

Table 8: Contact Persons for Roll out of Activities in Railaco, Ermera

N Name Age Sex Organisation Position Suco Phone

o

1 Cipriano A. R. 47 M PHK OHS Afaloicai 7779191

2 Sidonia Trindade 38 F

Women's Representative Afaloicai 77963103

3 Joana Soares 29 F

Female Youth Representative Afaloicai -

4 Sabastiao R. 46 M

PAAS Afolocai 77792361

5 Dealindo Mascarendas 46 M

PAAS Babulo 77792167

6 Adelina Gusmão 32 F

Female Youth Representative Babulo -

7 Adelina da Silva 48 F OPMT OPMT Suco Babulo 77461564

8 Maria Almeida A. 35 F

Female Youth Representative Babulo 78474313

9 Daniel da Silva 47 M

Chefe Suco Macadique 78592790

10 Armindo G. 39 M

Youth Representative Macadique 77627912

11 Madalena Pinto 40 F OPMT OPMT Macadique 78192218

12 Celestina da Silva 29 F

Female Youth Representative Macadique 76134300

13 Isabel do Rosario 47 F Rede Feto Rede Feto Macadique 77174768

14 Antonio Amaral 55 M

Chefe Suco Mataboi 77127084

15 Antonio Freitas 60 M

Chefe Aldeia Mataboi -

16 Hernando de G. 56 M

OPL Mataboi 77297994

17 Canslida da Silva 40 F OPMT OPMT Mataboi 77777067

18 Juliana Braga 32 F

Preschool Mataboi -

19 Juliana Soares 40 F Pre-school Teacher Mataboi 77828897

20 Roberta Fernandes 35 F Pre-school Teacher Mataboi 77032851

21 Martino Pinto 46 M

PAAS Uaitame 77171636

22 Ilidio Amaral 44 M

Chefe Suco Vessoru 78418344

23 Madalena Fernades 28 F

Female Youth Representative Vessoru -

24 Mariana M. Fernandes 28 F

Female Youth Representative Vessoru -

25 Clara da Costa S. 49 F

Women's Representative Vessoru 77454859

26 Lidia M. Ximenes 28 F

Female Youth Representative Waitame 7653745

27 Aderiana Soares 35 F

Female Youth Representative Waitame -

Annex I: Agenda for Training of Trainers (TOT)

Day One

No. Description Duration Start End

1 Registration & Sign in 15 min 08:30 08:45

2 Opening of the training 15 min 08:45 09:00

3 Introduction to the ‘Hametin Familia’ Programme

- Objectives

- Target groups

- Rationale

- Values/Principles

- 4 ways of reaching parents:

communication, community sessions,

home visits, peer groups

- Benefits

- What it needs to succeed

- Questions?

40 min 9:00 9:40

4 Building and Strengthening the Family Support

Team

- Who are the members?

- What are the roles & responsibilities

- Tips for making it work well

40 min 9:40 10:20

5 Morning coffee 10 min 10:20 10:30

6 Facilitation Tips

- How to be a good facilitator

- Do & Don’t List

- Dealing with difficult situations

- Icebreaker and energizing activities

1 hr, 15

min

10:30 11:45

7 How the Family Support Team can plan for each

key focus area

- Review from the previous (#4), what

people remember about the Family

Support Team

- Having meetings – splitting up tasks

30 min 11:45 12:30

Building local buy-in and excitement

- Confidence, confidence, confidence

- 5 steps of each community session

7 Lunch 60 min 12:30 13:30

8 Training on Module #1

- Overview of the module objectives and

key learning messages

- Overview of the 5 Steps

- Practice together

- Questions?

2 hours 13:30 15:30

9 Afternoon tea 10 min 15:30 15:40

10 Pratika – Eskplikasaun Programa Hametin Familia

ne’e saida?

20 min 15:40 16:00

11 Pratika – Modulu 1 90 min 16:00 17:30

12 Debriefing and Wrap-up 30 min 17:30 18:00

Day Two


1 Welcome and Review of Day One 30 min 08:30 09:00

2 Review Training on Module #1 60 min 9:00 10:00

3 Review Icebreaker 5 min 10:00 10:05






- Questions?

2 hrs 15

min

10:15 12:30

7 Lunch 60 min 12:30 13:30

8 Practice Module #1 2 hrs 13:30 15:30

9 Afternoon Tea 10 min 15:30 15:40

10 Practice Module #2 2 hours 15:40 17:40

11 Wrap-up 20 min 17:40 18:00

Day Three


1 Welcome and Review of Day Two 30 min 08:30 09:00





- Questions?

1 hr 30

min

9:00 11:00







- Questions?

1 hr 30

min

11:15 12:45

7 Lunch 60 min 12:45 13:45



10 Practice Module #4 2 hours 15:55 17:55

11 Wrap-up 5 min 17:55 18:00

Day Four


1 Welcome and Explanation of Final Day Schedule

of Activities

30 min 08:30 09:00

2 Practice giving training on ‘Hametin Familia’

Programme & Facilitation tips

60 min 9:00 10:00




6 Facilitator Checklist and Feedback 15 min 12:15 12:30

7 Lunch 60 min 12:30 13:30

8 Practice Modules #2, 3 & 4 2 hrs 15 13:30 15:45

min


10 Planning for the Induction Training 1 hr 15:55 16:55

11 Practice Ice Breaker 5 min 16:55 17:00

12 Question & Answer 30 min 17:00 17:30

11 Wrap-up & Close Training 30 min 17:30 18:00

Annex II: Agenda for Induction Training

Day One

No. Description Duration Start End 1 Registration & Sign in 30 min 08:30 09:00 2 Opening of the training 15 min 09:00 09:15 3 Introduction to the ‘Hametin Familia’ Programme

- Objectives - Target groups - Rationale - Values/Principles - 4 ways of reaching parents:

communication, community sessions, home visits, peer groups

- Benefits - What it needs to succeed - Questions?

30 min 9:15 9:45

4 Building and Strengthening the Family Support Team

- Who are the members? - What are the roles & responsibilities - Tips for making it work well

30 min 9:45 10:15

5 Morning coffee 15 min 10:15 10:30 6 Facilitation Tips

- How to be a good facilitator - Do & Don’t List - Dealing with difficult situations - Icebreaker and energizing activities

60 min 10:30 11:30

7 How the Family Support Team can plan for each key focus area

- Review from the previous (#4), what people remember about the Family Support Team

- Having meetings – splitting up tasks - Building local buy-in and excitement - Confidence, confidence, confidence - 5 steps of each community session

30 min 11:30 12:00

7 Lunch 30 min 12:00 12:30 8 Training on Module #1

- Overview of the module objectives and key learning messages

- Overview of the 5 Steps - Practice together - Questions?

2 hours & 30 min

12:30 15:00

9 Afternoon tea 15 min 15:00 15:15 10 Training on Module #2



2 hours & 30 min

15:15 17:30

11 Wrap-up 15 min 17:30 17:45 Day Two No. Description Duration Start End 1 Welcome and Review of Day One 30 min 08:30 08:45

2 Training on Module #3 - Overview of the module objectives and

key learning messages - Overview of the 5 Steps - Practice together - Questions?

1 hr, 30 min

08:45 10:15

3 Morning coffee 15 min 10:15 10:30 4 Training on Module #4



1 hr, 30 min

10:30 12:00

5 Lunch 30 min 12:00 12:30 6 Practice – Planning with the Family Support Team

- Divide into small groups, each group practices as a Family Support Team

- Make a plan using the template and checklist

- Communication strategy - Community sessions plan - Follow-up plan - Presentation of results

* divide into 4 groups, 5-6 people per group

60 min 12:30 13:30

8 Practice – First community session - Trainer-mentors introduce the activity and

give feedback throughout (15 min) - Practice Step 1 – Introduction (15 min) - Practice Step 2 – Information (30 min) - Practice Step 3 – Discussion (30 min) - Each group from before can take a turn

with the steps

1 hour & 30 min

13:30 15:00

9 Afternoon tea 15 min 15:00 15:15 10 Practice – First community session

- Practice Step 4 – Solutions (30 min) - Practice Step 5 – Conclusion (15 min)

45 min 15:15 16:00

11 Facilitator Checklist and Feedback - Facilitator Checklist - Group feedback - Questions & Answers

30 min 16:00 16:30

12 Logistics for the Community Sessions Pilot - Scheduling for all suco groups - Coordination plan

30 min 16:30 15:00

13 Review of Modules #2-4 - 10 min per module

30 min 17:00 17:30

11 Closing 15 min 17:30 17:45

Annex III: M&E Tools

This annex provides the tools used throughout piloting activities. As noted in the report, post-

session focus groups were cancelled due to the sessions running three to four hours long

instead of the planned two-hour duration. Ba Futuru facilitators conducted informal interviews

with community leaders instead. A list of the tools that are included in this annex is as follows:

1. Pre Assessment for TOT participants 2. Post Assessment for TOT participants 3. Daily Feedback Form for TOT participants (also used for Induction Training) 4. Pre Assessment for Induction Training participants 5. Post Assessment for Induction Training participants 6. Facilitation Checklist (used for Monitoring of Induction Training and Parenting

Education Sessions Facilitation) 7. Identifying Grassroots Stakeholders

PRE Assessment for TOT participants

Code Name:

M&E Assessment Tool for TOT Participants_PRE Page 52

Objective of this Assessment:

The purpose of this assessment is to gauge participants’ knowledge and experience level prior to

the Training-of-Trainers (TOT). Through this questionnaire, we can determine how effective the

TOT has been and understand how to make it better in the future.

Instructions for this Survey:

1. Read through each question carefully before answering.

2. Answer the questions by checking the boxes or writing in answers when needed.

3. Be sure to write your ‘code name’ at the top of the survey. Use the same code name for

the pre survey before the training and the post survey after the training. (Note: Your

responses are confidential and all of the surveys will be considered as one group not

individually for monitoring and evaluation purposes).

4. If there is anything you feel unsure about, answer the question to the best of your ability.

There are no correct answers because we are interested in what you think and feel from

the training. Do not ask another participant for what they answered or look at anyone

else’s survey.

5. Please answer truthfully based on your own memory and experience. Thank you!

[START OF SURVEY]

PART I

1. In your opinion, who has the most influence on a child’s good development?

☐ Teachers ☐ Health workers ☐ Parents ☐ Other _____________

2. In your opinion, how important is it for children to have a father who plays with, reads to,

and spends time with them?

☐ not important ☐ somewhat important ☐ very important

3. In your opinion, which is better?

☐ It’s best for each household to think about their own children only

☐ It’s best for people to think about all children as a community


Code Name:


4. Write two or three examples of things parents do to attend to children’s needs.

1)

2)

3)

PART II

1. According to your knowledge, is the following statement true or false:

The first three years are a very important time for the development of baby’s brain.

☐ True ☐ False

2. According to your knowledge, when should parents start to teach a child?

☐ Newborn ☐ 6-12 months ☐ 1-2 years ☐ 3-4 years ☐ 5-6 years

3. Write two or three examples of how parents can help a young child’s development.

4. In your opinion, which is better for babies and children under three years old?

☐ Toys from the store/shop ☐ Toys made by parents

PART III

1. In your opinion, what are some of the harmful impacts of child abuse on children for the

present time and in their future?


Code Name:


2. In your opinion, what can parents do to protect their children from child abuse?

3. In your opinion, is it okay to leave children under age nine alone in the house (without an

adult or older sibling) while you are out?

☐ Yes ☐ No

4. How do you feel about sharing specific strategies with parents to help protect their

children from physical abuse, emotional abuse, sexual abuse and neglect?

☐ Not very confident ☐ Confident ☐ Very Confident

PART IV

1. In your opinion, what is the difference between discipline and punishment? (If there is no

difference then just write ‘No difference’)

2. According to your knowledge, is physical punishment something that parents need to do

to be a good parent?

☐ Yes ☐ No

3. Write two or three examples of how to manage a child’s behaviour without violence.

1)

2)

3)


Code Name:


4)

4. Do you feel confident that you could explain to parents why it is better to use positive,

non-violent discipline methods?

☐ Not very confident ☐ Confident ☐ Very confident

5. If you answered that you feel confident or very confident to the question above, write

your explanation to parents about why it’s better to use non-violent discipline.

PART IV

1. How much experience do you have as a training facilitator?

☐ No experience ☐ Some experience ☐ A lot of experience

2. Have you ever received a training-of-trainers?

☐ Not yet / no ☐ Yes, write name of training: ___________________________

3. What is the highest level of schooling that you completed?

☐ Primary school ☐ Pre-secondary ☐ Secondary

☐ University S1 ☐ University S2

4. How old are you? _______________________

5. Are you male or female?

☐ Male ☐ Female

6. Is there anything else you would like us to know?


Code Name:


[SURVEY FINISHED]

Thank you!

POST Assessment for TOT participants

Code Name:

M&E Assessment Tool for TOT Participants_POST Page 57


The purpose of this assessment is to gauge participants’ knowledge and experience level after

receiving the Training-of-Trainers (TOT). Through this questionnaire, we can determine how

effective the TOT has been and understand how to make it better in the future.











else’s survey.


[START OF SURVEY]

PART I











Code Name:


1)

2)

3)

PART II



☐ True ☐ False




4. Write two or three examples of simple toys that parents can make from local materials for

babies and children under three years old.

PART III

1. In your opinion, what are some of the harmful impacts of child abuse on children for the

present time and in their future?


Code Name:


2. In your opinion, what can parents do to protect their children from child abuse?

3. In your opinion, is it okay to leave children under age nine alone in the house (without an

adult or older sibling) while you are out?

☐ Yes ☐ No

4. How do you feel about sharing specific strategies with parents to help protect their

children from physical abuse, emotional abuse, sexual abuse and neglect?

☐ Not very confident ☐ Confident ☐ Very Confident

PART IV

1. In your opinion, what is the difference between discipline and punishment? (If there is no

difference then just write ‘No difference’)

2. According to your knowledge, is physical punishment something that parents need to do

to be a good parent?

☐ Yes ☐ No

3. Write two or three examples of how to manage a child’s behaviour without violence.

1)

2)

3)

4)


Code Name:


4. Do you feel confident that you could explain to parents why it is better to use positive,

non-violent discipline methods?

☐ Not very confident ☐ Confident ☐ Very confident

5. If you answered that you feel confident or very confident to the question above, write

your explanation to parents about why it’s better to use non-violent discipline.

PART V

1. Do you feel prepared to facilitate a two-day training about how community leaders can do

community sessions activities with parents?

☐ Very prepared ☐ Prepared ☐ Not very prepared

2. What will be the duration of each community session, using one module?

☐ 30 mins ☐ 1 hour ☐ 2 hours ☐ 3 hours ☐ 1 day

3. In your opinion, which one is more important?

☐ The facilitator should be an expert on the topics of discussion.

☐ The facilitator should give opportunities for participants to share their ideas and experiences.

4. How many steps are there for each community session?

☐ 2 ☐ 5 ☐ 7 ☐ 10

5. Who might be members of the suku ‘Hametin Familia’ Group? (List titles or roles)


Code Name:


6. Does the implementation manual have scripts for the facilitator to read?

☐ Yes ☐ No ☐ I don’t know

7. What should facilitators do before they implement the first community session?

1)

2)

3)

4)

8. How is your knowledge of the ‘Hametin Familia’ programme objectives and structure?

☐ Good understanding ☐ Average understanding ☐ Weak understanging

9. How is your understanding of the four community sessions modules and activities?


10. Do you feel that this TOT helped you to increase your capacity as a trainer/facilitator?

☐ no increase ☐ small increase ☐ large increase

Write an example of how your capacity increased. (If there was no increase please explain why

the TOT did not increase your capacity as a trainer/facilitator)

PART VI




Code Name:



2. How old are you? _______________________


☐ Male ☐ Female

4. Do you work for MSS?

☐ Yes ☐ No


[FINISHED]

Thank you!

FEEDBACK FORM for TOT participants

Code Name:

M&E Assessment Tool for TOT Participants_FEEDBACK Page 63

Objective of this Feedback Form:

To gauge participants’ daily experience during the Training-of-Trainers (TOT). Through this form,

we can improve the materials and content of the TOT in the future.

Instructions for this Form:


2. Write your ‘code name’ at the top of the survey, using only one code name throughout.

(Note: Your responses are confidential and all of the surveys will be considered as one

group not individually for monitoring and evaluation purposes).


[START]

Write today’s day and date: Day: ________________ Date: ___ / ___ / 2016

1. According to your thinking, how was the material covered today in the training?

☐ easy to understand ☐ not very easy to understand ☐ difficult to understand

2. How were the explanations of the activities from the TOT facilitators?

☐ not very clear ☐ clear explanations ☐ clear, really great

3. Today did you receive sufficient time to practice?

☐ sufficient time ☐ not really enough time ☐ too much time

4. For today’s activities, did you feel they were relevant to help you become a trainer for the

pilot programme ‘Hametin Familia’?

☐ not very relevant ☐ relevant ☐ very relevant

5. Write one or two examples about what you learned today in the training that was

PRE_TOT

Code:

M&E Assessment Tool for TOT Participants_PRE Page 64 of 81

interesting or made you feel surprised.

1)

2)

3)

[FINISHED]

Thank you!

PRE Assessment for Induction Training

Code Name:

M&E Assessment Tool for Induction Training Participants_PRE Page 65


The purpose of this assessment is to gauge participants’ knowledge and experience level prior to

the Induction Training. Through this questionnaire, we can determine how effective the TOT has

been and understand how to make it better in the future.











else’s survey.


[START OF SURVEY]

PART I











Code Name:

M&E Assessment Tool for Induction Training _PRE Page 66

1)

2)

3)

PART II



☐ True ☐ False




PART III

1. How much experience do you have as a training facilitator?

☐ No experience ☐ Some experience ☐ A lot of experience

2. Have you ever received a training to be a facilitator?

☐ Not yet / no ☐ Yes, write name of training: ___________________________





Code Name:

M&E Assessment Tool for Induction Training _PRE Page 67

4. How old are you? _______________________


☐ Male ☐ Female


[SURVEY FINISHED]

Thank you!

POST Assessment for Induction Training

Code Name:

M&E Assessment Tool for Induction Training Participants_POST Page 68


The purpose of this assessment is to gauge participants’ knowledge and experience level after

receiving the Induction Training. Through this questionnaire, we can determine how effective the

Induction Training has been and understand how to make it better in the future.











else’s survey.


[START OF SURVEY]

PART I











Code Name:

M&E Assessment Tool for Community Sessions_FACILITATION Page 69

1)

2)

3)

PART II



☐ True ☐ False




4. Write two or three examples of simple toys that parents can make from local materials for

babies and children under three years old.

PART III

1. Do you feel prepared to facilitate a two-hour community session with parents based on

the modules from the Implementation Manual that you received training on?

☐ Very prepared ☐ Prepared ☐ Not very prepared

2. What will be the duration of each community session, using one module?


Code Name:


☐ 30 mins ☐ 1 hour ☐ 2 hours ☐ 3 hours ☐ 1 day

3. In your opinion, which one is more important?

☐ The facilitator should be an expert on the topics of discussion.

☐ The facilitator should give opportunities for participants to share their ideas and experiences.

4. How many steps are there for each community session?

☐ 2 ☐ 5 ☐ 7 ☐ 10

5. Does the implementation manual have scripts for you to read as a facilitator?

☐ Yes ☐ No ☐ I don’t know

6. What should you do before implementing the first community session?

1)

2)

3)

4)

7. How is your knowledge of the ‘Hametin Familia’ programme objectives and structure?


8. How is your understanding of the two community sessions modules and activities?


9. Do you feel that this training helped you to increase your capacity as a trainer/facilitator?

☐ no increase ☐ small increase ☐ large increase


Code Name:


Write an example of how your capacity increased. (If there was no increase please explain why

the training did not increase your capacity as a trainer/facilitator)

PART VI


[FINISHED]

Thank you!

Facilitation Checklist (Monitoring Form)


Date: _____________ Location (Suku/Postu/Munisipiu): _________________________________________________________

Name of Facilitator: ______________________________________ Monitor:_________________________________________

Check to rate the quality of facilitation on the topics below: 1. Very low / 2. Needs to Improve / 3. Adequate / 4. Good / 5. Excellent

1. 2. 3. 4. 5. Comments/ Suggestions for Improvement

Facilitation Skills

Speaks at an appropriate speed

Speaks clearly and can be understood

Uses Participatory facilitation style

Confident in front of participants

Manages participants well

Engages participants

Knowledge

Knowledgeable about the material

Prepared for the training

Accurately answer questions

Able to impart knowledge

Clearly shared session objectives

Activities

Facilitation Checklist (Monitoring Form)


Activities were engaging and fun

Activities were useful

Allowed you to apply new skills

Adequate time to do activities

Group size was adequate

Instructions for activities were clear

Identifying Grassroots Stakeholders Form

M&E Assessment Tool for Community Sessions_Stakeholder Identification Page 74

Process:

o After the community session ask for people to stay behind to participate in a short focus

group that will take about 20 minutes.

o Explain that through the focus group we will be able to gather important information

about what has worked well from the pilot, what has been challenging, and how to

improve the programme to make it better in the future.

o Then, go through the questions below one by one. Make sure that one person is in

charge of taking notes and recording the focus group if possible.

o After the session, write down some thoughts about how many people were in the focus

group, what the discussion was like and your general impressions.

o Make sure to label your notes with the date, time and place of the focus group. If you

are making a recording, be sure to state the date, time and place at the beginning of the

recording so that it will be easy to identify later.

Questions

1. For the first question, we will divide into small groups of 4-5 people. Then, we will have

3-5 minutes to discuss: what are the things that you typically do as a parent, and now

after the session what would you do differently?

o Make sure the participants are dividing up into small groups.

o Give them 3-5 minutes for discussion to answer the question above.

o One representative of each group can share the results of their discussion.

o The facilitator should write down all the examples on a flipchart with two columns.

The person taking notes should also write everything down.

o It’s better if the parents come up with their own examples. Do not prompt with

additional questions.

2. What makes children’s lives difficult in your community and how can you help to them to

overcome these problems?

3. Can you tell us what are some of the non material needs of a child? What are some

things every child needs from their parents or caregivers?

o Just have them list words that they associate with parenting or a child’s needs


4. If the children’s problems are not addressed over time, what happens as the child grows

older? What are the consequences for the child, the family, and the community if

problems are not addressed?

5. How will you use the information you have learnt in your community?

6. What did you learn from these lessons?

7. What do you think of the facilitation of the community session? Based on your

observations, are the methods of facilition that we use effective? Why or why not? What

methods would work well for your community?

8. What was easy for you to learn from the session? What was difficult?

9. How do you feel about the duration of the session? Was two hours the right amount of

time, too little or two much? What is the best way for the community sessions to be

scheduled and promoted in the community?


Grassroots Stakeholder Identification Form

1. Which municipality are you from? ☐ Ermera ☐ Vikeke

2. What administrative post are you from? ______________________________________

3. What suco are you from? ______________________________________

4. In your knowledge, what organizations are working within the administrative post?

List the names of the organizations that are connected to relevant issues for the Hametin Familia

Programme such as the areas below – if any:

Parenting/caregiving support:

Health/medical:

Nutrition, agriculture:

Water, Sanitation and Hygeine (WASH):

Education, study groups, preschool:

Violence prevention, conflict resolution:

Child protection:

Mothers’ groups:

Fathers’ groups:

Parenting Preparation (for young people):


5. In your opinion, what is the best way to build ownership for the Hametin Familia

Programme within the community?

6. How can the Hametin Familia Programme become very sustainable?

deliverable 2 6 - pilot assessment report_final

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