25 October, 2012

LLIN Keep Up Strategy – School Net Programme Training Manual 2012
1 TRAINING MANUAL ORGANIZATION .......................................................................................................1
1.1. PURPOSE OF THE SCHOOL NETS TRAINING MANUAL .....................................................................1
1.2. TRAINING OBJECTIVES .....................................................................................................................1
1.3. LEVELS OF TRAINING ........................................................................................................................1
1.3.1. Training of Trainers (ToT) .............................................................................................................1
1.3.2. Training of Implementers (teachers and Ward Education Coordinators) - TOI ...........................1
1.4. TRAINING TIME-TABLES ...................................................................................................................2
2 CONTENTS FOR TRAINING TO IMPLEMENTERS .......................................................................................3
2.1. WELCOME, INTRODUCTION AND LOGISTICS (Time: 10 minutes) ....................................................3
2.2. TRAINING OVERVIEW AND OBJECTIVES (Time: 15 minutes) ...........................................................3
2.2.1. Instructions for the Trainer ..........................................................................................................3
2.3. MALARIA CONTROL IN TANZANIA (Time: 30 minutes) ....................................................................3
2.3.1. Malaria Situation .........................................................................................................................3
2.3.2. How can malaria be controlled ....................................................................................................4
2.3.3. What is a Long-Lasting Insecticidal Net (LLIN)? ...........................................................................4
2.3.4. Instructions for the Trainer ..........................................................................................................4
2.4. LLIN KEEP UP STRATEGY – SCHOOL NET PROGRAMME (Time: 60 minutes) ...................................4
2.4.1. LLIN ‘Keep Up Strategy’ ................................................................................................................5
2.4.2. Instructions for the Trainer ..........................................................................................................5
2.5. REGISTRATION OF ELIGIBLE PUPILS AND STUDENTS (Time: 80 minutes) ......................................5
2.5.1. Registration Process .....................................................................................................................6
2.5.2. Instructions for the Trainer ..........................................................................................................6
2.6. SCHOOL NET DISTRIBUTION/TRANSPORTATION (Time: 45 minutes) ..............................................7
2.6.1. Distribution Process......................................................................................................................7
2.6.2. Instructions for the Trainer ..........................................................................................................7
2.7. LLIN ISSUING EXERCISE (Time: 90 minutes) .....................................................................................8
2.7.1. Issuing Process .............................................................................................................................8
2.7.2. Instructions for the Trainer ..........................................................................................................8
2.8. PLANNING BY SCHOOLS TO PREPARE FOR SCHOOL NET DISTRIBUTION (Time: 60 minutes) .........9
2.8.1. Planning Process ....................................................................................................................... 10
2.8.2. Instructions for the Trainer ....................................................................................................... 10

2.9. DISTRIBUTION OF BOOKLETS AND ADMINISTRATIVE ISSUES ....................................................... 10
3 TRAINING PROCESS, PLANNING AND SUPERVISION ............................................................................. 10
3.1. INTRODUCTION TO FACILITATION AND TRAINING SKILLS FOR ToTs (Time: 40 minutes) ............. 10
3.1.1. Training Techniques for Adults .................................................................................................. 11
3.1.2. Principles of effective facilitation .............................................................................................. 11
3.1.3. Facilitation and Training Methods used during this training .................................................... 11
3.2. PRACTICE FOR ToT TO IMPLEMENT THE TRAINING OF IMPLEMENTERS (Time: 3.5 hours) ......... 12
3.2.1. Process ...................................................................................................................................... 12
3.3. PLANNING AND LOGISTICS OF ToI SESSIONS (Time: 120 minutes) ............................................. 12
3.3.1. Information Gathering .............................................................................................................. 13
3.3.2. Planning of Training of Implementers at Divisional Level ......................................................... 13
3.3.3. Pre-Training Preparations by District Training Teams .............................................................. 13
3.3.4. Training materials required during each TOI Training Session ................................................. 13
3.4. SUPERVISION OF ISSUING EXERCISE ............................................................................................. 14
3.5. DISTRIBUTION OF BOOKLETS AND ADMINISTRATIVE ISSUES ....................................................... 14
ANNEXES ....................................................................................................................................................... 15
Annex 1: Standard Operating Procedures for Registration, Distribution and Issuing .............................. 15
Annex 2: Training of Implementers Registration Form............................................................................. 19
Annex 3: Time table for 2-day Training of Trainers .................................................................................. 20
Annex 4: Time table for 1-day Training of Implementers ......................................................................... 21
Annex 5: Summary Planning Chart for ToI ................................................................................................ 22
Annex 6: Supervision Checklist ................................................................................................................. 23
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LLIN Keep Up Strategy – School Net Programme Training Manual 2012
The purpose of this training manual is to standardize the training given to all actors involved in planning, implementation and follow up of the School Net Project. This manual explains the content, highlights the roles of each involved party and describes the steps involved in planning for the training sessions, facilitating the trainings and supervising the issuing process in selected schools. The content of the issuing and registration processes is based on the
Standard Operating Procedures (SoPs) shown in Annex 1. Chapter 1 outlines the background and objectives of the training; Chapter 2 describes the content of training; and Chapter 3 highlights all the steps in preparing for the trainings supervising the issuing in selected schools.
This training manual should be used as a guiding document for all the School Net trainings by all trainers at national, regional and district levels. The trainers should carefully read through this manual to acquaint themselves with the contents and methodology. Trainers should make an effort to follow the instructions provided for their use.
Training will be carried out at 2 levels (Training of Trainers (ToT) and Training of Implementers (ToI)) with different objectives for each level. The overall aim of the training is to strengthen capacity of a cadre of LGA staff (regional and district representatives, teachers and ward education coordinators) to effectively implement all aspects of the School
Net Project. The training will be a cascade training system. A team of national level core master trainers, will conduct a
TOT to District-based training teams made up of regional and district level staff (Regional and District Malaria Focal
Persons and School Health Coordinators) who in turn will train the in-service primary and secondary school teachers and
Ward Education Coordinators (WECs) to implement the distribution of the nets.
This training will be held at the regional level. The master trainers will train the regional and district school health coordinators together with malaria focal persons. The objective of this training is to enable this group to effectively train in-service primary and secondary school teachers and WECs to conduct the school based LLIN Keep Up Strategy in their respective schools. A second objective is to provide the Trainers with tools to plan and organize all aspects of the ToI in their respective districts.
By the end of the training programme participants will be able to:

Describe the malaria situation in Tanzania, and the current control and prevention strategies.

Describe the LLIN keep up strategy

Demonstrate ability in organizing and managing the registration, distribution and issuing exercise

Clarify the roles of teachers, ward education coordinators, pupils and students


Explain the process of planning for the ToI in their respective districts

Conduct supervision and follow up of the LLIN school net programme

Explain the proper procedures for information collection, compiling and reporting on LLIN school net programme
This training will be held in each district at Division level. The District training team will train the in-service primary and secondary school teachers together with the Ward Education Coordinators. From each school two teachers will be trained, the head of school and health teacher. Each ToI will have a maximum of 30 participants and will bring together
WECs and 2 teachers from each school, in neighbouring wards. Every district will have a pool of 4 trainers, namely the
District Malaria Focal Person, the School Health Coordinator-Health, the School Health Coordinator – Education, and
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Regional or National level Facilitator. Each training session will be facilitated by two trainers from this pool, so that 2 parallel training can be held every day.
The aim of this training is to strengthen capacity and self-efficacy of this group to effectively implement the School Net
Programme in their respective schools.
Post training tasks which implementers are expected to undertake are as follows: Orient the rest of school teachers on
LLIN keep up strategy in general and the School Net Programme in particular

Present the information on School Net Programme to the school committee/board

Organize health talk about malaria and LLINs to pupils/students

Organize and manage the registration and issuing exercise as described in the SoPs (Annex 1)

Plan and arrangement for school net issuing exercise

Supervise and coordinate all aspects of the school net distribution process

Fill out the different reporting formats and submit reports (Class Registration and Issuing Booklets and the Class
Summary Booklets)
Table 1: Training levels
Training level
Region
District
Location Participants
Each region
(Ruvuma,
Lindi,
Mtwara)
At divisional level in each district

Regional and district school health coordinators
(health & education)

Regional and
District Malaria
Focal persons

Head of schools and health teachers

Ward Education
Coordinators
Number of participants

.40 regional and district school health
 coordinators
. 20 regional and district malaria focal persons
Number of training days
2 days training

of schools
s
1 day training
Topic
Training of trainers on managing LLIN school net programme
Training on implementation of
LLIN school net programme at the school level
The Training of Trainers will be a two-day training and the ToI a one-day training. The first day will follow the same agenda as the Training of Implementers (ToI). The second day will focus on training practice and facilitation skills. The time-tables for the ToT and for the ToI are shown in Annex 3 and 4, respectively.
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The trainer should welcome and thank the group for their response. He/she should ask the group to briefly introduce themselves by names, position and place of work. The trainer should explain on the arrangements for the training which include subsistence allowance, transport, refreshments etc.
Payment of per diem will be done using Mobile Money (either MPesa or Airtel Money depending on network coverage).
In the invitation for the Training of Implementers, each participant will be instructed to bring their identification and functioning telephone to the training. During the introduction, the Trainer will circulate the registration form (Annex 2) and ask all participants to fill in the form. During the first tea break, the National Trainer will be required to scan the list, and send a copy via mobile phone to the NETCELL Administrator who will initiate payment to the mobile phones. An agent from the telecom companies will be present at the training to explain the process and pay the per diem (at the end of the session).

Before the training, ask each participant to write down his or her expectations with regard to the training and collect from each of the participants. This information will be compared to the training objectives to see whether the participants’ expectations have been met.

Present the Training Overview as per the Timetable in Annex 3 and Objectives outlined in section 1.4.2
above.

Explain the importance of the activity at hand and request their full support and active participation. Key messages to the School Teachers and WECs should include:

As teachers they play a crucial role in getting nets to their communities and will have a direct impact in protecting families from malaria

They have been chosen as the main implementers of this new strategy which if successful will form the basis of a long-term national programme;

They are piloting a LLIN Keep Up Strategy approach that will be closely assessed by the national and international public health community
Outcome:
At the end of this session participants will be able to:
1 Explain malaria burden in Tanzania
2 Describe Tanzania mainland malaria control and prevention strategies
Methodology:
 Presentation and discussions
Requirements:
 Training Handout Number 1

Scale of the problem: Malaria is one of the leading threats to public health in the world particularly in Sub-Saharan
African countries including Tanzania. According to World Health Organization estimates, about 2.7 million deaths occur in the world per year. Ninety percent (90%) of all malaria cases in the world occur in Africa. In Tanzania it.
Malaria is one of the leading causes of morbidity and mortality in Tanzania, with is an estimated 8 million clinical
 cases of malaria reported annually.
Cause of Malaria: Malaria is transmitted by the bite of an infected female anopheles mosquito.
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
Impact: People who have little or no immunity, such as young children and pregnant women are more likely to become very sick and die from malaria. School age children are also at risk of infection of malaria disease which leads to school absenteeism and poor performance. Families lose a lot of money not only on treatment of the sick person but also on transport to health facilities. They also lose a lot of time meant for gainful work. Consequently malaria leads to low productivity and hence poverty to the communities in the nation. Over 90% of the population in the mainland Tanzania lives in malaria transmission areas. The climatic conditions are favorable to mosquito breeding almost in the entire country.
The goal of malaria control is to prevent mortality and reduce morbidity and social and economic losses, through the progressive improvement and strengthening of local and national capabilities. The National Malaria Programme (NMCP) of the Ministry of Health and Social Welfare (MoHSW) implements two key technical strategies to control malaria in
Tanzania:

Malaria Diagnosis and Treatment; and

Malaria Prevention through Integrated Malaria Vector Control (IMVC) and Intermittent Prevention of Malaria in
Pregnancy (IPTp). IMVC includes the National Insecticide Treated Net (NATNETS) programme and in some Indoor
Residual Spraying and larviciding.

Three cross-cutting strategies support these interventions: (1) Monitoring, evaluation and surveillance; (2)
Behaviour Change Communication; and (3) Regional / district support and capacity building.

Description: LLIN is an Insecticide Treated Net (ITN) which is manufactured with long-lasting insecticide directly incorporated into its fibres, hung over a sleeping space to protect sleepers from insect bites. The insecticide adds a chemical barrier to the physical barrier provided by the net. LLINs have the advantage over conventional nets in that the insecticidal activity is not lost during washing. Conventional nets are mosquito net that has been treated by dipping in a WHO-recommended insecticide.

“Mass Immunity”: By reducing the vector population in this way, ITNs when used by a majority of the target population, provide protection for all people in the community, including those who do not themselves sleep under nets. Studies have shown that relatively modest coverage (around 60%) of all adults and children can achieve equitable community-wide benefits. ITNs have been shown to avert around 50% of malaria cases.

Insecticides: The insecticides used for LLINs are approved to be safe by the WHO and Ministry of Health and Social
Welfare. Registration is done by the Tanzania Pesticide Research Institute (TPRI)


Present the information above to the plenary group (30 minutes)
Provide opportunity for questions from the group
Outcome:
At the end of this session participants will be able to:
1.
Describe clearly LLIN keep up strategy
2.
Describe the implementation of school net programme
Methodology:
 Lecture discussion questions and answers
Requirements:
 Training Handout Number 2
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
NATNETS: The National Malaria Control Programme (NMCP) of the Ministry of Health and Social Welfare (MoHSW) has been spearheading the National Insecticide Treated Nets (NATNETS) Programme since 2000 to manage the scaling-up of Insecticide Treated Nets (ITN) use in Tanzania. The aim of NATNETS is to have at least 80% of the population sleeping under an insecticide treated net.

Tanzania National Voucher Scheme: In 2004, the Tanzania National Voucher Scheme (TNVS) was launched to enable groups most at risk from malaria (pregnant women and infants) to obtain a Long Lasting Insecticide Treated Net by means of a discount voucher. To complement the TNVS and rapidly and equitably increase ITN use, two mass LLIN distribution campaigns were implemented. The first was the Under 5 Catch Up Campaign in 2009 whereby all children under five years of age were given treated nets, and the second was the Universal Coverage Campaign in
2010 to provide nets to uncovered sleeping spaces not reached by the U5CC or the TNVS.

Mass Campaigns: A total of 26.4 million free LLINs have been issued through mass campaigns 8.1 million ITNs were sold through TNVS (5.4 million pregnant women and 2.7 million infant vouchers) since inception in 2004. Tanzania has now reached the target of 80% coverage sleeping spaces.

LLIN Keep Up Strategy: To maintain the current status, the MoHSW has developed a “LLIN Keep-Up Strategy” based on a combination of school based net distribution together with the Tanzania National Voucher Scheme (TNVS). The objective of LLIN keep up strategy is to have a continuous LLINs distribution to cover new sleeping spaces and replace lost or worn out nets. An estimated 7 million new nets are needed annually.

School Net Programme: The School net project will be piloted in the Southern Zone (Lindi, Mtwara and Ruvuma regions) and gradually cover all regions in the country targeting schools (funding permitted). LLINs will be distributed free of charge on an annual basis to all school children enrolled in Standards 1, 3, 5, and 7 and Form 2 and 4. Each pupil/student of the selected classes will receive LLIN for their households. As a school child moves through the school system, s/he will bring home a new net to his or her household every other year. Providing a LLIN to each student every year would provide more nets than needed to maintain universal coverage. The assumption is that
LLINs will be redistributed within the household or to the neighborhood if the household has more LLINs than it needs. Sleeping under a treated net every night gives a person a good night sleep and protection against malaria.
Nets are valuable and when cared for can last a long time, people should take care in storing, using and repair nets.

Integration in the School Health Programme: The Education sector perceives malaria as a major challenge, and recognizes the impact of malaria to school children. Schools can support community wide interventions such as LLIN distribution thereby helping to maximize coverage rates. In Tanzania, the joint national MoHSW and MoEVT School
Health Promotion policy clearly emphasizes the role of teachers in health promotion including massive prevention interventions such as distribution of LLINs. Collaboration between the health and education personnel exists down to the grass root level. At the regional and district levels both health and education personnel are under the Prime
Minister’s Office-Regional Administration and Local Government (PMO-RALG). School based interventions have been applied successfully in mass school de- worming.

Present the information above to all participants (40 minutes)

Provide opportunity for questions from the participants (20 minutes)
Outcome:
At the end of this session participants will be able to:
1.
Explain the steps in organizing and conducting registration exercise
2.
Methodology:
 Presentation, demonstration, role play
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Requirements:
 Training Handout No 3
 Flow Chart of the Standard Operating Procedures
 Copy of Class Registration/ Issuing Booklet
 Copy of School Registration Booklet

This is important so that we know how many nets each school should be given.

The exercise will involve pupils/students in Standards 1, 3, 5, 7 and Forms 2 and 4. This will allow every child to get a school net for his/her family once every two years.

This is a key component of the whole distribution process. It will need good supervision and good preparation to ensure the data collected is accurate.
2.5.2.
To start the process, the Head of school should call for a morning school assembly to announce about the expected school net issuing event. Together with the health teacher, they will explain when the event will take place (month and week) and who are the eligible pupils/students to get the net and the criteria used for selection. They should inform pupils/students on the benefits of using the selected classes approach – i.e. to ensure that every child gets a net to take home once every two years. They should clarify that the net will be given to the pupils/students for their families’ use. The head of school should explain that, all the teachers should cooperate during the issuing date. Patapata children programme: children should participate in patapata listening groups.
2.5.3.
Instructions for the Trainer
Presentation and demonstration (30 minutes):

Ask the participants to look at the Flow Chart in the Handout and take them through the Registration Procedures step by step, using the explanation outlined above.

Ask the participants to look at the Class Registration Booklet in their Training handout. Explain that the Head
Teacher has to appoint one overall coordinator for each respective Standard (1, 3, 5, 7) or Form (2 or 4). This
Standard or Form Coordinator will be responsible for ensuring that all class teachers of their respective Standard or
Form fills in the Class Registration Booklet. The Coordinator will be responsible for collecting their respective Class
Booklet and submitting it to the Head Teacher.

Ask the participants to look at the first form of the School Summary Registration Booklet (called the ‘Registration
Summary Sheet’). Explain that the Head Teacher is responsible for recording the summary registration data of each
Class Booklet. Explain that the WECs are responsible for verifying the data and for submitting the data to the districts.

Provide opportunity for questions from the group.
Role Play on registration exercise (40 minutes):
Task:

Form two groups which represent classes/standards (Class 1, 3, 5, 7) and assign roles. Each group should be comprised of: WEC; Head Teacher, health teacher, Std 1 coordinator, Class Teacher 1A, Class Teacher 1B, one pupil in each class, Std 3 coordinator, Class Teacher 3A, Class Teacher 3B, one pupils in each class, Std 5 coordinator, Class
Teacher 5A, Class Teacher 5B, one pupils in each class,, Std 7 coordinator, Class Teacher 7A, Class Teacher 7B, one pupil in each class.
Assigned roles:

Head Teacher:

Give each class coordinator one registration and issuing booklet for the registration exercise.

Organize the registration process amongst his or her group.

Collect and keep all the filled registration and issuing booklets for the issuing role play.

Summarize the information from the registration and issuing booklets into the summary registration booklet
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
Class Teacher:

Fill in the name of pupil on the form.

Health Teacher:

Provide support to the head teacher during the registration exercise and verify the forms

Class coordinator:

Take the registration and issuing forms from the head of school.

Collect all the forms in the respective classes and submit to the head of school

WEC:

Collect and verify the school summary registration booklet.

Submit the yellow, white and blue copies to the district and leave the pink copy with the head of school.

Pupils/ Observers:

Observe the role play and take notes.
Plenary feedback (10 minutes)

Share lessons learnt in a large group after the role play.
Outcome: At the end of this session participants will be able to:
1.
Describe stages in LLINs distribution/transportation exercise from MSD Mtwara zonal facility to schools
2.
Describe the process of school net delivery, receipt and storage at school
Methodology:
 Presentation, discussions
Requirements:
 Training Handout Number 4
 Flow Chart of the Standard Operating Procedures

Transportation: From the national level LLINs will be transported to the Mtwara Zonal facility where the LLINs will be re-bundled into the required numbers for each school based on the registration forms. It is therefore very important that the registration by each school is done accurately and submitted on time. When the consignment leaves the Mtwara Zonal facility the regional representatives will inform the respective district executive directors that the consignments have been dispatched. If there is any deviation from the original distribution plan, the DEDs will be informed beforehand.

Delivery notification: Once the nets have reached the respective schools, the head teachers will be required to sign a delivery note and remain with the original copy. He/she will be requested to send an SMS to the Project Hotline to report of the number of nets that have been delivered.

Storage: After delivery, they will need to be stored in a secure storage facility at the schools. A single store must be
 used to store LLINs in order to reduce logistical requirements and inventories. This could be the office of the Head
Teacher or any room that can be locked and provides protection from sunlight and rain.
Security: The Head Teacher of each school will be responsible for the security of the nets. The store must be as secure as possible in order to avoid losses, theft or degradation. Each school will be provided a maximum budget of
Tsh 100,000 via the Head Teacher to cover any costs related to security up to the date of issuing, such as purchase of padlocks and other security measures. During the ToI, the trainers must refer to the SoPs and allow sufficient time for questions and clarifications.
Presentation (25 minutes):
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 Ask the participants to look at the SoPs Flow Chart in the Handout and take them through the Distribution
Procedures step by step, using the explanation outlined above.
Questions and discussion (20 minutes):
 Provide the participants to asks questions
Outcome: At the end of this session participants will be able to:
1.
Describe the process in managing LLIN issuing in schools
2.
Demonstrate steps in LLIN issuing in schools
Methodology:
 Presentation, demonstration, role play
Requirements:
 Training Handout Number 5
 Standard Operating Procedures in the Training Handout
 Copy of Class Registration and Issuing sheets in the Training Handout
 Copy of School Summary sheets in the Training Handout
During the ToI, the trainers must describe each step of the issuing process to the participants as outlined in the SoPs, allowing ample time for questions and clarifications. A summary of key points is given below.

On the day of issuing during morning assembly, the head of school should inform teachers and pupils/students regarding issuance of nets. All respective class teachers should cooperate and the exercise should be accomplished effectively.

Distribution of LLINs will take place at schools in the respective classrooms

This exercise will be conducted and completed in one day but the School has the flexibility to choose within a range of three days (preferably between Tuesday and Thursday). The exact dates will be communicated by NMCP to the
School Health Coordinators via the respective district authorities. The LLINs will be brought from the school store to the respective classes

It is vital that the LLINs are given with the pack fully opened to minimize the risk of nets being sold
The pupil/student who comes to receive nets will go through the following steps:

They will given information about the LLINs by the classroom teachers

They will be given a LLIN with the packet cut open

They will sign their name at the relevant place on the Registration Sheet

They will depart to take the LLIN home and give to the family for using as instructed.

They will be given IEC materials (TO BE DETERMINED)
Presentation and demonstration (40 minutes):

Ask the participants to look at the SoP Flow Chart in the Handout and take them through the Issuing Procedures step by step, using the explanation outlined above.

Ask the participants to look at the Class Registration Booklet in their Training handout. Explain that the same form that was used to record the registered children will be used to record nets issued.

Explain that each class teacher before issuing the nets must ask each individual child whether he or she slept under a net the night before. The teacher must explain that there is not a correct answer and that the child will get a net irrespective of the answer. The data is important for planning purposes.
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
Ask the participants to look at the second form in the School Summary Registration Booklet (called the ‘Final
Registration/Issuing Summary Sheet’). Explain that the Head Teacher is responsible for recording the summary registration data from the first form in the School Summary Book. In addition, the Head Teacher must record the issuing summary data from each Class Booklet. Explain that the WECs are responsible for verifying the data and for submitting the data to the districts.

Provide opportunity for questions from the group.
Questions (5 minutes):

Allow the participants to ask questions.
Role Play on issuing exercise (40 minutes):
Task:

Divide the group into two as per the registration role play.
Assigned roles:

Head Teacher:

Give the class coordinators the registration and issuing booklets that were filled during the registration role play.

Organize the issuing process amongst his or her group

Collect the filled booklets from the class coordinators and summarize in the final registration and issuing booklet

Class teachers:

Organize pupil and provide health talk to the class (3-5 minutes)

Let the pupil sign the issuing form against his/her name.

Give a net to the pupil .

Class coordinator:

Collect the filled class registration/ issuing booklets and submit to the head teacher just like in the registration role play 2.

Health Teacher:

Provide support to the head of school during issuing exercise and verify booklets

WEC:

Verify the Final School Summary registration/issuing booklets.

Submit the yellow, blue and white copies to the district and leave the pink copy with the head of school

Pupil:

Sign the issuing form and receive a net.

Observers:

Observe the role play and take notes
Plenary Feedback (10 minutes):

Share lessons learnt in a large group after the role play.
Outcome:
By the end of this training session participants will be able to:
1.
plan and prepare for the school net programme at the respective schools
Methodology:
 Presentation, group work
Requirements:
 Training Handout Number 6
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Roles of the teachers after training:
When returning to the respective schools, the teachers will be responsible for all the tasks as outlined in the Standard
Operating Procedures, including:

Mobilizing their colleagues and orienting their teams on the strategy and procedures

Providing correct information to the pupils and students in their schools

Providing correct information to the parents and wider community

Ensuring all the relevant class teachers have the Class Registration/ Issuing Booklets Ensuring that a secure storage facility is available and all necessary security precautions are in place

Ensuring that all preparations are in place during the registration and issuing days and that the issuing is done in an efficient manner, will all reporting requirements met
Planning considerations:

Number of pupils/students per class

Whether one classroom is used by more than one class/standard

Identification of storage facilities depending on the number of LLINs required

When to inform the pupils/students about LLIN issuing date and time

Ensuring that the school has sufficient Class Booklets and a Summary School Booklet

Preparation of health talk on malaria and LLINs to the selected classes by the health teacher

Head teacher to appoint the coordinator who is incharge of all the streams in a standard

Arrangements with class teachers on how to execute the registration and issuing processes successfully

IEC materials will be distributed,
Presentation and questions (10 minutes):
Group work (30 minutes):

Split into smaller groups per school. The WEC will circulate between the groups of his or her ward.

Each group will be asked to brainstorm for 30 minutes about the key issues described above, indentify possible challenges and come up with a rough plan for their respective school. Any concerns or questions should be raised and discussed with their respective WECs.
Plenary feedback session facilitated by the Training (30 Minutes):

Call the groups back into plenary and invited them to share their observations and lessons learned with each other.

During the TOI training, the trainers will issue to each Head of school the Class Registration Booklets (5 for the
Primary Schools and 3 for Secondary Schools) and a School Summary Booklet (one for each school) to carry to their respective schools.

Payment of per diem will be done by the Mobile Money agent (see 2.1 above).
Outcome: By the end of this training session participants will be able to:
1.
Describe the facilitation/training methods
2.
Demonstrate ability of using various facilitation methods and skills
3.
Explain the process of monitoring and evaluation of training.
10

Methodology:
 presentation
Requirements:
 Handout/chart on meaning and importance of effective training and facilitation skills.
 Hand out of training and facilitation methods.
Learning occurs best for adults when it:

Allows for some self-direction. Participants need to feel that they have some control over their learning. They may resist situations where they feel that they are being placed in a dependent role.

Values their experience and builds on it. Participants usually come with some experience. Trainers should respect learners, acknowledge existing knowledge and help learners relate learning to their own experience.

Is relevant to the person. Participants learn best by drawing on their own knowledge and experience. Learning must meet their real life needs and be useful to their jobs, family and life.

Fills and immediate need. People are most motivated to learn when the information or skill meets their immediate needs and they can use the use the information or skill right away.

Engages the participant (is not passive). A learner gets more involved through discussion, small groups, and learning from others.

Provides feedback and praise. Effective learning requires feedback that is corrective but supportive. It also requires that praise is given, even for small attempts.

Uses visual materials and practice of new skills. Adults remember best when they practice the new skill (they remember 20 per cent of what they hear, 40 per cent of what they see, and 80 percent of what they practice).

Provides a safe and comfortable atmosphere. A cheerful, relaxed person learns more easily than one who is hungry, afraid, embarrassed or angry.

Basic facilitation and training skills:

Have all materials prepared prior sessions.

Be a good listener including being sensitive to body language, moods and other more subtle messages.

Communicate clearly and to the point

Be ready to receive positive and negative feedback, and act on the feedback.

Begin and end on time

Time Management

Use the time frames included in the training manual and follow them as closely as possible to maintain the overall training design.

Explain that time they have to observe time set for each session. The co-trainer should assist the lead trainer to observe time.
1 Presentation: given by the trainer to present facts e.g. when introducing a new subject. This can be reinforced by handouts.
2 Demonstrations: should be visible to all learners and needs to be repeated several times. Demonstration should be conducted step by step and analyzed precisely. The facilitator should describe what is being done and why.
3 Role Play: An effective method of training adults. The method is dramatic and involves learners directly in the learning process. In order to use this method effectively the following are some of the few points to be observed:
1.
The topic should be decided by the facilitator and he/she should prepare a relevant script for the role play.
2.
A number of participants should be prepared for their roles. Each participant to play one role; such as a teacher and students/pupils) at a school setting.
11

3.
The play should be short and to the point. Only one idea/message should be dramatized at a session to avoid confusion.
4 Group work: Small group work encourages general participation based on participant’s experiences, and help to deepen participants understanding on a given topic by relating each participant’s experiences. The size of the group varies from 3 to 6 participants. Emphasize that the smaller the group, the more the interaction among the participants. Discussion may start by the facilitator asking a question on a training aid or a concept of an event.
Questions based on the objectives of the session can generate discussions in the group. These discussions are useful as they enable the facilitator to assess the extent to which the participants have learned.
Outcome:
By the end of this training session, Trainer of Trainers will be able to:
1.
Demonstrate ability of using various facilitation methods and skills
Methodology:
 group work, presentations
Requirements:
 Training Manual

During the Training of Trainers, the group will be split into three smaller groups of 6 – 7 people. Each group will take turns presenting and introducing the topics of the training outlined in the ToI Time-Table in Annex 3, starting with:

Explanation and demonstration of the registration process (30 minutes)

Explanation of the distribution process and forms (30 minutes)

Explanation and demonstration of the issuing processes (30 minutes)

Explanation of the micro-planning process at schools (30 minutes)

Overview of malaria in Tanzania (30 minutes)

Introduction of the LLIN Keep-Up Strategy and the School Net Programme (30 minutes)

Each group will listen to the presentation and provide feedback to the presentation. Each presentation should not take more than 20 minutes, leaving 10 minutes of feedback to the presenter.

The feedback should address issues related to:

Clarity of the presentation

Any mistakes that might need to be rectified

Time-keeping

Suggestions for improvement

Feedback should be supportive and constructive. Begin by stating all the aspects that were done well, before stating the parts that could be improved.

Feedback should be descriptive and specific. It is more useful to discuss specific events than general behavior. The more specific you are, the easier it will be for the person to understand what needs to be changed and why.
Outcome: By the end of this training session Trainer of Trainers will be able to:
1) Plan for the TOI in their respective districts
Methodology:
 Presentation, group work, discussions,
Requirements:
 Summary Planning Chart for ToI (Annex 5)
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
Preparations before training: Each District Training Team in collaborating with its respective Regional Training
Team will need to gather the following data prior to the ToT:

List of all primary and secondary schools both private and government in their respective district

Localities of the schools

List of all wards

Distance between schools and teacher training centers

Group work per district: Participants should sit in groups per district and plan:

Where they will hold the trainings (training venues)

Expected number of participants for the trainings (to monitor attendance)

Tentative date for each training

Discuss the modalities for inviting participants at short notice

During the Training of Trainers, each group will be divided into their respective District Training Teams. With support from the Regional Training Teams and the National Trainers, each team will be required to identify venues at divisional level for each of the training sessions, and organize the ToIs to be held in their respective districts using the Planning Chart attached in Annex 5.
2-3 weeks before the training:

Ensure that training materials are ready and available for each training session in the respective district

Determine training room configuration and how to accommodate small group discussions during break-out sessions

Ensure equipment such as projectors, computers etc are working

Purchase all training related supplies (folders and their contents)

Send invitation letter to eligible participants
3 -7 days before the training:

Write session objectives, group work instructions and discussion questions on the flip charts

Reference the hand outs (write the numbers of the hand out which go with each session on the flip chart for the session).

Assemble participants packets (notebook, pen, name tag etc)

Where applicable, confirm participants arrival times, lodging arrangements, refreshments, travel and per diem reimbursements

Conduct a core facilitators team building meeting: ensure that lead facilitators are prepared for their sessions; ensure that core facilitators know exactly how they will support the lead facilitators during each session; decide who will conduct the daily evaluations; and identify a time and place for holding facilitators’ meetings after each day’s sessions

1 roll of flip chart

2 rolls of masking tape

1 stapler with 2 packets of staple pins

1 box of assorted marker pens (blue, black, green/red)

1 file folder for organizing the handouts (only for TOT)

1 note book per participant

1 pen per participant

Folder/my clear bag (for TOI)
13


Copies of training manual (only for TOT)

Forms ( registration/issuing, training supervision checklist for TOT, pre & post evaluation)

Training handouts for teachers and WECs

TOI micro-planning format / data for reference in planning sessions

Beneficiary Leaflets and other IEC materials

Each District Training Team is required to select one member to be part of the Regional Supervision Team. The supervision will take place during the three issuing days in a select number of schools in selected districts. The purpose of the supervision is to assess whether the issuing process is being conducted correctly and according to plan. A Supervision Checklist is given in Annex 6.

In addition, an Audit Firm will be contracted to undertake a Procedural Audit of the School Net Project and Ifakara
Health Institute (IHI) will be contracted to undertake the monitoring and evaluation of the project.

During the Training of Trainers, each District Training Team will be provided with all the materials and booklets required for distribution to the participants of the ToI (see 2.9 above).
14

ANNEXES: LLIN Keep Up Strategy – School Net Programme Training Manual 2012
SOP FOR REGISTRATION
Responsibilities of the Head Teachers:
1 Call a meeting with all Class Teachers of Standard 1, 3, 5, 7 if the school is a Primary School, or Class Teachers of Forms 2 and 4 if the school is a secondary school and explain the registration process.
2 Appoint one focal person per grade if there is more than 1 stream/ class.
3 Fill in the front page of every Class Registration and Issuing Booklet, including information on Region, District, Ward, Name of School, and grade – one booklet per class.
4 Number all the Registration Booklets sequentially.
5 Distribute one Class Registration and Issuing Booklet to each focal person per grade (or to the class teacher if there is only one class).
6 Instruct teachers to fill in the first table (Registration) with names and details of each pupil.
7 Instruct teacher to submit Booklets to the Head Teacher with completed registration data and signature, within one day.
8 Verify the data for each class against the School Register/ Admission Book and counter-sign.
9 Complete the Summary Registration Form in the School Summary Booklet within one day of receiving all registration forms from each eligible grade. Sign the Summary Form.
10
11
Make Class Registration Booklets and School Summary Booklet available to WEC for verification and counter-signing.
Keep all Registration Booklets and Summary Booklet at school and store in safe place until issuing.
12 Inform parents of the pupils/ students about the School Net Project and the rationale for the Keep Up Strategy approach during village meetings, etc
Responsibilities of the School Health Teachers:
1 Explain to all the pupils/ student (e.g. during General Assembly or other opportunities) about the School Net Project and the rationale for not giving all pupils a net. Emphasise the importance of sleeping under a net.
2 Provide support to the Head Teacher in managing the registration process.
Responsibilities of the Ward Education Coordinators:
1 Confirm the total number and names of primary and secondary schools in your ward, and inform the Regional Training Coordinator during the ToT.
2 Verify the Summary Registration Forms (first sheet in the School Summary Booklet) against the class registration booklets, filled in by the schools in your respective ward.
3 Counter-sign the Summary Registration Form.
4 Tear out the original white copy (TRCS), and Blue (SHC-E) and Yellow (NMCP) copies of the Summary Registration Form
5 Leave the pink copy in the booklet and return the entire School Summary Booklet to the Head Teacher
15

SOP FOR REGISTRATION
6 After visiting all the schools in your ward, submit all three copies (white, blue and yellow) of the Summary Registration Forms to the
School Health Coordinator – Education (SHC-E) at the district headquarters.
Responsibilities of the District School Health Coordinators (Education and Health):
1 Keep the Blue Copy of the Summary Registration Forms from the WECs for district records.
2 Confirm that all primary and secondary schools in your district have submitted the Summary Forms
3 Compile summary of district data in collaboration with TRCS representative and MFPs within 3 days of receiving the copies
4 Give all white copies of the Summary Registration Forms to the TRCS representative
5 Submit the District summary data and remaining copies (Yellow for NMCP and Blue for the District) to the DED via the DMO
Responsibilities of the District Medical Officer and the District Executive Director:
1 Officially inform the MoHSW of number of eligible students in the district per school together with the copies for NMCP, with c.c. to the
National Malaria Control Programme
Responsibilities of the MoHSW and NMCP
1 Verify district summary data against school data and compile comprehensive list for all 17 districts
2 Submit comprehensive summary data of all 17 districts to JSI for packaging of LLINs to schools, with copy to TRCS
SOP FOR DISTRIBUTION
Responsibility of TRCS in collaboration with NMCP
1 Receive the original copies (white) of the Summary Registration Forms of each school from the respective District School Health
Coordinator – Education in each of the districts
2 Cross-check the data with the summary sheets as submitted to NMCP via email by the respective DSHCs
3 Provide final data with total nets required by each school to JSI and MSD and agree on date to start the distribution process
4 Inform the Regional Administrative Secretary of the date of the repackaging at Mtwara Zonal Warehouse
5 Supervise the offloading of the LLIN consignment to the MSD warehouse
6 Supervise the repackaging of nets into bundles for the individual schools based on data provided
7 Sign the issue voucher from MSD after repackaging has been successfully completed
8 Hand-over the consignments of repackaged bundles as outlined in a Distribution Manifest to the respective regional representatives with co-signature from the contracted Transportation Company
Representatives from Mtwara, Lindi and Ruvuma Regions
1 Supervise the repackaging of nets into bundles for the individual schools
2 Sign the Distribution Manifest
3 4 Inform the respective District Executive Directors by telephone that the consignments have been dispatched. If there is any deviation from the original distribution plan, the DEDs will be informed beforehand by TRCS.
16

SOP FOR DISTRIBUTION
Responsibility of TRCS:
5 Inform the Head Teacher via telephone or text message when nets have been dispatched and the expected date of delivery.
Responsibilities of the Head Teachers:
1 Receive the consignment from the Transportation Company, verify the numbers delivered and sign the Proof of Delivery Note.
2 Attach a copy of the Delivery Note to the Summary Issuing Sheet for submission to WEC (see below).
3 Ensure that the nets are appropriately safely stored at the school until the day of issuing.
Responsibilities of the Ward Education Coordinators:
1 Check with the school in your ward whether consignment have been delivered and whether storage facilities are satisfactory
2 In case of problems, call or send SMS to the Project Hotline 0xxx-xxx xxx
QUESTIONS AND ANSWERS
Q What if the nets have not been delivered?
A Send an SMS or call the project hotline for immediate action.
Q What if the delivered number of nets does not correspond to the number of registered pupils?
A Send an SMS or call the project hotline for immediate action.
Q What if the nets have been stolen from the storage at the school?
A Report to the Village Security Committee, the WEC and the police. Inform the project via the telephone hotline.
SOP FOR ISSUING
Responsibilities of the Head Teachers:
1 Inform class teachers of official dates of issuing after receiving message from School Health Coordinators
2 Distribute the Class Registration/ Issuing Booklets to the respective class teachers on the day of issuing
3 Release the LLINs from the storage to the respective class teachers and allocate appropriate number of nets according to the Summary
Registration Form.
4 Supervise the issuing exercise in the respective classes.
5 Collect all Class Registration and Issuing Booklets as well as the lists of any unregistered pupils from the respective class teachers and record them in the Final Summary Sheet within 1 day after issuing.
Responsibilities of the Class Teachers:
1 Receive the nets from the Head Teacher and take them to the respective class
2 Read the standard statement noted on the front page of the Class Registration and Issuing Booklet.
3 Call the registered pupils one by one according by name as recorded in the Registration Forms. Ask the pupil if s/he slept under a net the night before and record the answer in the Booklets in the table named ‘issuing’. Give one net to the pupil and ask him/her to sign for receipt.
17

SOP FOR ISSUING
4 For those registered pupils that are not present on the day of issuing, return their nets back to the store.
5 If there are any pupils that are not on the original registration list record their details (names, kitongoji, sex, and grade of the pupil) on a separate piece of paper and submit to the Head Teacher.
Responsibilities of the Ward Education Officers:
1 Within 2 days after issuing, visit each school in your respective ward and verify the Summary Registration and Issuing Reports of each school.
2 Remove the school copy (Pink) of the Final Summary Sheet in the School Summary Booklet as well as the pink copies of each Class
Registration Booklet and give to Head Teacher for their school records.
3 Take the entire School Summary Booklet and all of the Class Registration Booklets with the remaining three copies (white, blue and yellow) and submit to the District School Health Coordinator – Education in the District HQ.
Responsibilities of the District School Health Coordinators
1 Receive the booklets from the WECs and confirm that all primary and secondary schools in your district have submitted their booklets.
2 Keep the Blue Copy from the School Summary Booklet and all of the Class Registration Booklets for district records.
3 Compile Summary of District data in collaboration with TRCS representative and MFPs within 3 days of receiving the copies
4 submit the summary data as well as all district and NMCP copies to the DMO
Responsibilities of the District Medical Officer and District Executive Director
1 Assign LLINs from district buffer stock to those schools with unregistered children
2 Submit all summary data of number of LLINs issued per school and copies (blue for district and yellow for NMCP) to the DED
3 Officially submit the summary data and NMCP copies to the MoHSW
Responsibility of MoHSW and NMCP
1 Verify data and draft comprehensive summary data for MoHSW and donors
QUESTIONS AND ANSWERS
Q What if a registered pupil is not present during issuing day?
A Keep the net in store and issue when pupil returns to school.
Q What if a child was not present during registration but is eligible to receive a net?
A Her/his name will be recorded as ‘unregistered’ on the Summary Sheet and will obtain a net from the district buffer stock.
Q What if a pupil was registered in a school but has moved to another school prior to issuing?
A Keep the net in the store and keep as buffer stock for those eligible pupils that were not registered.
18

ANNEXES: LLIN Keep Up Strategy – School Net Programme Training Manual 2012
Date District
# Name of payee Title Mobile NO Bank Acc
Per diem
Amount
Ward
# of booklets
Class School booklets Summary Signature ID No
19

ANNEXES: LLIN Keep Up Strategy – School Net Programme Training Manual 2012
12:15
1:00
2:00
3:30
4:30
DAY 2
8:00
8:40
10:10
10:30
12:30
1:30
3:30
4:00
4:45
TRAINING OF TRAINERS TIME-TABLE
From To Activity
DAY 1
8:00
8:30
8:40
8:55
9:25
10:25
10:45
8:30
8:40
8:55
9:25
10:25
10:45 Tea Break
12:15
Registration
Welcome, Introduction and Logistics
Training overview and objectives
Malaria control in Tanzania
LLIN keep up strategy – School Net Programme
Registration of eligible pupils/ students (including demonstration and group work)
1:00
2:00
3:30
4:30
5:15
School net distribution logistics
Lunch break
LLIN issuing exercise + reporting
Planning at School Level
Admin issues and payment
8:40 Review of training and facilitation skills
10:10 Practice of presentations (group work)
10:30 Tea Break
12:30 Practice of presentations (group work)
1:30
3:30
4:00
4:45
5:00
Lunch Break
Planning for ToIs (group work per district)
Supervision process during issuing
Distribution of materials and admin
Closing
20

TRAINING OF IMPLEMENTERS (TOI) TIME TABLE
From To Activity
8:00 8:30 Registration
8:30 8:40 Welcome, Introduction and Logistics
8:40 8:55 Training overview and objectives
8:55 9:25 Malaria control in Tanzania
9:25 10:25 LLIN keep up strategy – School Net Programme
10:25 10:45 Tea Break
10:45 12:15 Registration of eligible pupils/ students (including demonstration and group work)
12:15 1:00 School net distribution logistics
1:00 2:00 Lunch break
2:00 3:30 LLIN issuing exercise + reporting
3:30 4:30 Planning at School Level
4:30 5:15 Distribution of booklets and administration
5:15 5:30 Closing
21

ANNEXES: LLIN Keep Up Strategy – School Net Programme Training Manual 2012
Ward name Number of primary and secondary schools
Number of participants for the training
Teachers WECs TOTAL
Date of training
Training venue
Number of
Trainers/Fa cilitators
22

ANNEXES: LLIN Keep Up Strategy – School Net Programme Training Manual 2012
1.
Is the issuing site (classroom) properly set up?
2.
Are nets available at the issuing site (classroom)?
3.
How many nets were delivered to the school?
4.
Is there a plan for re-stocking when supplies are running low?
5.
Is the issuer (class teacher) present and in control of the class?
6.
Is the class teacher correctly recording the nets given out against the names registered?
7.
Are the class registration and issuing booklets filled in correctly and countersigned by the head of school and WEC?
8.
Are the school summary booklets filled in correctly and countersigned by the head teacher and
WEC?
9.
Are there any means of transport which will be used to bring more nets to this school if there is stock out?
10.
What problems were observed at this school? a. b. c.
11. What corrective actions/solutions were proposed?
12. List 3 key observations/lessons learned: a. b. c.
23