close

Enter

Log in using OpenID

! A HOW TO GUIDE FOR IMPLEMENTATION OF YOUTH SRHR

embedDownload
A HOW TO GUIDE FOR IMPLEMENTATION OF YOUTH SRHR PROGRAMMES:
!
LESSONS LEARNED FROM DANCE4LIFE BARBADOS
!
! dance4life international youth council meeting, UK, 2011
“Tell me and I will forget.
Show me and I may remember.
Involve me and I will understand.”
dance4life: A HOW TO GUIDE FOR IMPLEMENTATION OF YOUTH SRHR PROGRAMMES
LESSONS LEARNED FROM DANCE4LIFE BARBADOS
Date: August, 2012
Created by: dance4life Barbados
“dance4life is a wonderful example of how the talent and strength of young people can energise our struggle.”
- Kofi Annan, Former Secretary General United Nations
3
!
dance4life is empowering
young people to push back
the spread of HIV and AIDS.
dance4life is a growing,
worldwide movement, led by
nearly half a million young
people. Through education, we
are challenging stigma and
taboo, and young people are
learning how they can protect
themselves.
!
4
! dance4life target groups:
Schools projects: 13 – 19 years old
Table of Contents
Pre-implementation
6
heartconnectiontour
8
skillsforlife
12
actsforlife
14
Biennial Big Event
16
Appendix
22
Financial progress report dance4life Country 2009
23
5
Pre-implementation
Prior to implementing the dance4life programme, there are several important steps to be followed:
Step 1: Secure start up programme funding.
* Please see suggested budget template in appendix.
Step 2: Set up meetings with key stakeholders.
Getting support and building partnerships with key stakeholders is critical to the success of the
programme. Key stakeholders include:
6
•
•
•
•
•
•
National HIV/AIDS Commission
Ministry of Health
Ministry of Education
Ministry of Youth (if present)
Principals & guidance counselors at schools
Relevant UN organizations (UNICEF, UNWomen, UNAIDS, etc.)
Step 3: Determine & set targets each year based on table 1 below.
Activity Targets for year
Short description/ comments/ explaination
(required for each section)
Basic info
Number of schools in country
Number of schools in area (if large country)
Number of students per school
% females
% males
Age
range
Heart Connection Tour
Number of schools to receive HCT
Number of out of school venues to have HCT
Total number of HCTs
Number of youth that will participate
Number
of schools with OT team, dance4life club or something similar
Skills4life & act4life Number of schools/ venues participating in skills4life
Number of youth participating in skills4life
Number of youth participating in act4life
Number
of agents4change
Event for agents4change
Number
of agents4change attending the event
Branding & communications
Number of condoms to be distributed
Number of promotional activities
Number of ambassadors Number of ambassador activites
Media
attention Finance
What percentage of your budget is not yet covered?
How much is still needed in USD? Step 4: Determine private sector organizations who may support the programme.
7
Heart Connection Tour
1. Heart Connection Tour (HCT)
1.1 Objective
The HCT is a two-hour workshop aimed to inspire youth
to become involved in the programme. A local dance4life
team travels to schools bringing fun and interactive sessions
with music, dance (the dance4life drill), peer education,
edu-drama, real-life stories and audiovisuals. Students are
inspired by the fun and emotive way other young people
bring the message and information. Basic misconceptions
and preconceived ideas are corrected, and taboos are broken
about the virus and how it is spread.
1.2 How to guide
Pre-HCT training how to:
HCT training aims:
To create a committed team of motivated facilitators and
peer educators.
Co-create a dynamic HCT schools workshop.
Before conducting an HCT, a training of the tour team must be
conducted. This training will take place over 5 days, with the
5th and final day being the pilot.
HCT team members:
HCT team participants consist of peer educators, musicarts facilitators, dancers, at least one young person living
with HIV or AIDS (if possible) and a technical assistant.
8
The number of trainees depends on the number of school
tour teams that need to be formed. Each school tour team
consists of, on average, a minimum of approximately 6-9
people (2 peer educators, 2 facilitators, 1-2 young person
infected or affected by HIV and/or AIDS and a technician).
When planning the HCT training you need to think of the
following:
Timing:
It is most effective to conduct a training around the time that
you will have your heart connection tour. The team often loses
momentum if there is a big lapse between the training and the
tour.
Schedule:
- 5 day training; pilot on the 5th day.
Venue:
- Space must be large enough to accommodate all participants
in a large circle with chairs and enough space to move
around (tables are not necessary).
- Should be able to play loud music without disturbing others.
Technical equipment:
The venue needs to have:
- Audiovisual projection capability.
- Music system with speakers.
- Microphone (preferably cordless).
- Laptop computer.
- Necessary chords to connect all of the above.
NCO staff:
It is important for one or more NCO staff members to be
present during the training. This allows the NCO to:
- Get a comprehensive understanding of what the HCT is
about.
- To get to know the participants, as they will be working
closely with them after the trainers have left.
- To check the HIV/SRHR message is appropriate for their
country.
Participant information sheet:
- This must be filled out for each participant in order to give
trainers a clearer idea of the group dynamic.
*Please see appendix for participant information sheet
template.
Materials needed during training:
-Flip chart & flip chart paper.
-Markers.
- dance4life decorations (if possible).
-List of participants with contact details.
-Name tags/ stickers.
-Speakers that can be connected to computer.
-Projector/ screen or wall.
-Printing of training materials.
Materials for trainees:
- All participants should be provided with a training pack
developed by dance4life International. This contains
general information about dance4life and the HCT. In
addition to this pack, the following information should be
given to trainees:
- HIV, AIDS and SRHR basic facts and information specific to
your country (materials from work with other projects can
be used).
- NCO contact information.
- Information about the training (date, time, location, etc).
- Contact list of all trainees.
- Notebooks & pens.
- dance4life t-shirts (if funding allows).
Food & drinks:
- Training lasts all day, so it is necessary to provide participants
with refreshments and food, or enough time and a per diem
to organize their own.
Photography & filming:
- Some photography of the training is always helpful to begin
building a local dance4life portfolio for your country.
- Photos and videos of the try out day are most useful.
Pilot day:
The pilot day is an opportunity for participants to put their
training to use, while having the trainers there to provide
feedback and support. Prior to the training, the NCO should
organize the pilot by ensuring that:
- the venue is confirmed. Must be a large enough space for
trainees to teach dance4life drill and youth to participate. A
stage is very helpful.
- Access to the venue approximately 30 minutes before HCT
start is available. HCT members use this time to set up
everything and check that all technical equiptment is ready
to go.
- Audiovisual capabilities are present. Needs to be able to
show video with sound, as well as play music without
disturbing others.
- Microphone is available.
- HCT lasts approximately 2 hours and therefore seating for
participants is important.
9
HCT workshop overview:
The HCT workshop is approximately two hours long and involves a dynamic mix of
information, education and inspiration.
Time
10
Action
Notes
5-10
Creating a Vibe
High energy welcome with music or live drums. As young people arrive use call and
response to create a connection.
15
Lower the energy and increase the focus. Give an overview of the project by sharing the
DVD, talk about the Past, Present and Future vision to mobilize one million agents of change.
Intro and Project Overview 20
Drill 1
Lift the energy, and breakdown the various elements. Provide clear expectations and ask for concentration and lots of energy. Project your voice and you will create a powerfu presence that allows you to be in control.
5-10
HIV and AIDS Peer Education Lower the energy – interactive session, asking for general info from young people,
acknowledge and celebrate those who share as it takes a lot of courage. Clarify misconceptions and capture any questions on a flip chart.
5-10
Creative Message Work with creative tools that the team may already have, such as spoken word, songs or
theatre.
10
High energy with call and response – invite maximum energy and intent.
Drill 2 10
Positive Voice An individual sharing their reality can create an emotional, focused, and intimate
connection to the issue. This helps to draw the subject closer to home.
20
Four short and popular “local” dance moves supporting ownership. The moves need to be
easily recognizable by the youth you aim to reach.
Drill 3 10
Open Forum – act4life
Invite the young people to start taking responsibility now! Engage them in generating and
capturing ideas for ways they can become agents of change.
15
Final Dance x 2
High-energy, full drill run-through! Teach the intro and remind them to listen to the music,
sing along and watch the team.
5
Wrap-up / Close / Thanks
A final chance to invite the young people to take responsibility for life and opportunity to
acknowledge all involved in making the day a great success.
1.3 Challenges & Solutions:
Challenge 1: Gatekeepers at schools
Scheduling meetings with principals and guidance counselors
can often be a challenging, particularly if the programme is
not well known in the country or region.
Solution(s):
- If you are finding this to be difficult, it can sometimes to
be effective to go to the school in person and wait to speak
to someone. This may seem pushy, but can be effective
in getting a meeting.
Note: Have your introductory
presentation ready, as you may be invited to meet then and
there.
Challenge 2: Technical difficulties
Each HCT is at a different venue, and therefore there are
always technical challenges to be conscious of. For instance:
- Challenges setting up the equipment. All HCT teams do
not necessarily have persons who are skilled in this area,
and therefore it may take some trial and error to set up the
equipment properly.
- Location of equipment, eg. Sound system, projector, etc.
Technical equipment may be in a fixed location, this can be
challenging during the HCT as sound and projection needs
to be synchronized. Solution(s):
- Have the logistics person conduct a site visit prior to the
HCT day in order to determine any potential challenges.
- Always allow approximately half and hour or more set up
time on HCT day.
Challenge 3: HCT Team members unavailable on
tour day.
All HCT team members may not always be available for every
HCT.
Solution(s)
- Offering stipends may increase commitment (if funds allow).
- Ensure that team members are comfortable with roles other
than their own and that every role has substitute.
- If possible, it may also be a good idea to include more
persons than are needed in the HCT training. This way the
NCO can always call on trained extras if necessary.
Challenge 4: Unresponsive audience
At times, no matter how energetic and enthusiastic the HCT
team is, the crowd may be unresponsive and this can be
demoralizing to the team.
Solution(s)
- This is where the organizational team in the school can come
in handy. Ask them to source the dancers in the school prior
to the HCT. Have some popular music on hand, and have
the student dancers perform as well as any other students
who would like to. This can be done at the end of the HCT
(end on a high note), or in the middle for five minutes as an
energy boost.
- Increase general student participation. Have a few extra
interactive activities on hand, which can facilitate further
audience involvement.
Challenge 5: Lighting for projection
At the beginning of the HCT, videos are projected onto a
large screen or wall; if the space is outdoors or in an outdoor
auditorium, it will be difficult to see the images being projected.
Solution(s)
- Have the logistics person conduct a site visit prior to the HCT
day. Check any other available spaces in school.
- If in an outdoor auditorium, check if there is any other way
to darken the area where the videos will be projected i.e.
curtains, turning off lights, etc.
11
skills4life
2. skills4life
2.1 Objective
To EDUCATE young people about sexual and reproductive
health and rights, HIV and AIDS. To increase their knowledge
and self-esteem and provide them with the skills needed
for better communication, negotiation, decision-making,
leadership and entrepreneurship, which will empower them
to make positive decisions about their futures.
2.2 How to guide
Once inspired to become part of dance4life, young people
join in skill building workshops, �skills4life’ which works in
conjunction with the local HFLE programme. dance4life
Barbados has developed a fun, interactive, youth tailored
manual which incorporates key elements from the HFLE
curriculum and the dance4life international skills4life
framework and builds upon the principles of BCC programming
by ensuring that our team of trained peer educators understand
that youth behaviours are driven by social, cultural and
economic factors which must be considered when addressing
strategies to achieve behaviour change.
12
Although the focus of dance4life lies in HIV and AIDS and
SRHR, skills4life covers a vast range of topics including:
building trust and self-esteem, sexuality, gender, human rights,
substance abuse, stigma and discrimination, leadership and
entrepreneurship; additionally students learn skills for better
public speaking, debating, negotiation, and decision-makingall of which empowers them to make positive decisions about
their futures. skills4life is delivered by dance4life trained
youth peer educators from a variety of active youth groups
such as the Rotaract Club, University/ College HIV clubs,
Youth Ambassadors, etc., thus ensuring that students have
a non-judgemental forum where they feel comfortable to
discuss sensitive issues affecting them.
The core of this step is the skills4life manual. Using the
manual from Barbados, it can be adapted to the specific needs
and cultural peculiarities of the implementing country. i.e
photos, statistics, inclusion or exclusion of sensitive or illegal
content (condom references for example), local realities such
as drug uses, homophobia etc. The manual must be acceptable
to local society, and as such must be adapted to be appropriate
in that context.
Once the manual has been finished, it must be approved
by the Ministry of Education, as it will form part of the
school curriculum for those students in the programme. It
is also advisable to have feedback and input from as many
local agencies as possible, i.e. The agencies of the UN, the
NAC, Ministry of Health, Ministry of Youth, etc. If possible,
the completed manual should make references to all of the
contributing agencies and include their logos on the cover as
partners on the manual.
A group of young people (aged 18 – 35) must be trained
as dance4life peer educators. They will be responsible for
conducting the skills4life sessions. It is advisable to have 2
educators per class, preferably 1 male and 1 female. You must
gauge the number of youth to be educated depending on the
availability of the peer educators. As schedules may conflict, it
is advisable to educate as many as possible, so that there will
always educators available.
Training sessions usually run for 3 full days. All peer
educators will have to be educated on dance4life as well
as the dance4life approach (high energy, non-judgemental,
interactive, etc), and it is always good to allow those youth
who have had previous non-d4l peer education training to
attend these sessions as refreshers. dance4life Barbados will
provide a template for training.
As skills4life is conducted during the HFLE sessions, it
will be necessary to get a timetable of all HFLE sessions for
the year groups participating in the programme for all of the
schools. Discussions will have to be held with each of the
school’s guidance counsellors to determine the best schedule
for the skills4life sessions. Sessions may run back to back
weekly, with a shorter completion date, or they may be held
once monthly over the course of the entire academic year.
This will have to be determined by the implementing NGO in
conjunction with the individual guidance counsellors. As buy
in from the principals, teachers and guidance counsellors is
vital to the success of the programme, it is imperative to plan
a course for skills4life that is endorsed by them all.
Once a timetable of classes across all of the schools has
been completed, it must be distributed to the recently trained
peer educators for them to slot in the classes that they will
take. If the peer educators are not paid in any way, this step
is critical, as if they are not part of the scheduling process,
it is more likely that they will cancel sessions that are not
convenient for them. It is recommended that 2 peer educators
conduct each skills4life session. This is for quality control (to
ensure that if one forgets critical information, the other can
interject), classroom control and for general support of one
another.
It will be necessary to have a 3 session peer educator
observation period before newly trained peer educators are
allowed to conduct sessions on their own. This is to ensure
that they are comfortable and effective while delivering the
sessions and that the sessions are being executed according
to the danc4life model (upbeat, non-judgemental, accurate
and interactive). Once the master trainer is satisfied that a peer
educator is competent in delivering the sessions on their own,
the observation period ends.
Each lesson should follow the format and sequence of the
skills4life manual.
13
act4life
3.
Act4life
3.1 Objective:
Activate youth to make a positive difference in their
communities. After youth have been inspired and educated
by dance4life, the next step is supporting them to actively
push back HIV and AIDS and begin changing the way HIV
is viewed by their friends and family. Activities can vary
from fundraising actions, to advocacy, volunteer work and
awareness raising actions, but all have one thing in common:
they result in young people making a positive change in
their community themselves. We call these young people
agents4change because they create social change.
Between now and 2014, dance4life aims to create one
million agents of change* - young people committed to
making a difference, either in their own lives or that of the
larger community, country or world, and by so doing, taking
responsibility and helping to push back HIV and AIDS
worldwide.
*Official definition of a dance4life agent of change - a young
person (core target group 13–19 years old) who is actively
involved in the dance4life project. Agents of change make a
positive active contribution on an individual level and on one
or more of the following levels:
14
Family/school/community
International and national
This results in social change in their communities that will
contribute to prevention, awareness raising and breaking
down of taboos, silence, stigma & discrimination around HIV
and AIDS amongst (other) young people, wider society and
political and religious leaders.
An agent of change has taken part in the heart connection tour
as well as in skills4life and act4life. Only agents of change
are invited to the biennial dance4life event.
3.2 How to guide:
Volunteerism in Barbados is not as widespread as it is in other
dance4life countries. As such, our act4life programme is much
more structured than it is in many other countries. Rather than
being separate to the schools programme, we have integrated
act4life into the HFLE curriculum following skils4life. This also
allows initial acts to be monitored and easily supported by the
local dance4life team.
Act4life manual:
dance4life international has created an act4life manual which
can be included at the back of the skills4life manual. The
act4life manual is a useful tool to get students conceptualizing
ideas for different actions. This tool is also useful in guiding
students though the planning and implementation of their act
as well as the followup afterwards.
Options for rolling out act4life:
If you are following this model and including act4life into the
schools programme, the final term/ semester in the school year
is an effective time to schedule this. Depending on the amount
of time you have act4life can be carried out in two ways:
Option 1.
- For various reasons, skills4life may not have been fully
completed in the first and second term of the school year,
and as such may need to be carried over into the final term. If this happens, the act4life programme will need to be
condensed.
- There is often a period after exams where students won’t
have classes but school has not yet finished. This can be a
good time to utilize for act4life. - Rather than have act4life over a period of several HFLE
classes, use one HFLE class to go through the act4life manual.
- Following this introductory session, request that the school
allows you to have a two to three hour timeslot with
approximately 2-3 classes at one time (approximately 60-
70 students depending on the volunteers/ peer educators to
student ratio). - Create a very basic list of different act suggestions and
prepare necessary materials accordingly (paper, markers,
etc). These suggestions can be given to students to choose
from and adapt as they see fit. *Note: the aim of this is to allow the students to organize,
plan and excute their acts as independantly as possible. Act
suggestions are provided soley for the purpose of saving time
and allowing facilitators to pre-plan necessary resources.
Students should be free to manipulate the suggestions or
come up with entirely new concepts on their own if they
would like to.
- By the end of the session, all students should have completed
an act or planned an act to carry out.
Option 2.
- If skills4life was completed at the end of the second term,
the remaining term can be focused entirely on act4life. This
gives students more time to come up with larger acts/ class
acts that they can plan and implement over the 3rd term
period.
- After going over the act4life manual, it is essentially up to
the students to determine what and how they will carry out
their acts.
- The role of peer educators/ volunteers here is to support and
guide students in any way necessary to facilitate their act(s). Make acts known:
After completing an act it is important for students to make
their actions known in their community, nationally, and, if
possible, globally. The purpose of this is to not only raise
awareness of the issues being addressed, but also to show
that young people are taking a stand and making a positive
contribution to their community. Making the acts known also
increases dance4life brand awareness which in turn supports
fundraising efforts, and helps the programme to move more
easily into new schools and other community groups.
3.3 Challenges & Solutions:
Challenge 1: Organization of different acts happening
simultaneously.
This can present a challenge particularly in Option 1 of the
act4life rollout, when there is a short period of time and many
students are working on acts.
Solution(s):
- When approaching the school to request the 2-3 hour time
slot, it is useful to also request a large space to carry out the
session, for example a school hall or outdoor auditorium.
- Once students have decided on their acts, create assigned
spaces in the room where everyone conducting that
particular act will be.
- Assign at least two volunteers/ peer educators to each group. These volunteers/ peer educators will be responsible for
supporting the acts decided by their group.
Challenge 2: Making acts known.
Making acts known can be difficult for many reasons:
1. Students may not have access to a computer or the internet.
2. Students may not have a camera to capture action(s), or they
may not be allowed to bring them to school.
3. Younger students may not know how to go about contacting
a local newspaper to share their story.
Solution(s):
- In the act4life manual there is a section, �My Story’. Have
all students fill out this section and collect for dance4life
contact. The local dance4life team will be able to share
these stories via facebook, website, blog, youtube etc.
- Remind volunteers/ peer educators to bring at least one or
more cameras to the school to capture the acts for publishing.
- If funding allows, the NCO can buy a few cameras which
can be lent to students during the act4life session, so that
they may take photos from their perspective.
15
Biennial Big Event
4. Biennial Big Event
4.1 Objective:
To celebrate the achievements of the agents4change, a
powerful global dance event is organized every two years
on the Saturday before World AIDS Day to celebrate the
commitment and achievements of the agents4change. Only
those young people who took action are invited to attend for
free. United by one cause and connected live via satellite,
they dance together to inspire and gain support from the rest
of the world, and to remind the world leaders of the promises
they made with the Millennium Development Goals. They
visibly demonstrate what they believe in and what they have
achieved during their dance4life schools project.
Summary:
16
The (international) dance4life event is held as far as
possible simultaneously with the other participating
countries.
Only agents4change are invited to the event and the
entrance is free.
The NCO will involve as many youth icons/ambassadors
as possible.
Programming must be youth oriented using different
music and dance styles appealing to youth.
The agents4change will share their achievements on stage.
The young people will wear white clothes (preferably the
white dance4life T-shirts).
Security for every visitor of the dance4life event will be
guaranteed by the national concept owner, at least by the
following measures: First Aid service, enough security
at the entrance, no allowance for weapons, alcohol and
drugs.
The NCO needs to provide students with safe
transportation: young people are to be able to safely travel
from home to the event and back again.
4.2 How to guide:
When planning the HCT training you need to think of the
following:
Timing:
- If the live satellite connection is occurring, you must check
with dance4life International to see what time slot your
country will be in. Your event must be timed around the live
connection. It is advisable to begin your event approximately
2 hours prior to the live feed time so that students are
energised and hyped up already.
- 5 hours in total has proven to be a manageable time for the
total Event, but ultimately this is up to individual countries.
The live segment takes approximately 30 minutes.
Schedule:
The event is always held on the Saturday before World AIDS
Day (December 1st), every two years. The next Event is
December 1st, 2012.
Venue:
- The event needs to be in an area that is large enough to
comfortably hold all students as well as the VIP stakeholders
and volunteers.
- Remember that students will be dancing (drill, performers) so
it must be a comfortable temperature (not too hot).
- Should be able to play loud music without disturbing others.
- There must be a stage and a large screen.
- As there will be audio-visuals shown, it is important to use a
venue that can be dark enough to show video.
Performances:
- Local artists should be invited to perform, ensuiring that all
ambassadors that you have perform as well.
- It is important to have an MC. Try to choose someone who
is popular with the youth, but who is also familiar with d4l
and with music. A socially concious radio personality or DJ
is always a good bet.
- Allow time for agents4change to showcase any talent, such
as dances, songs etc. Make sure that it will be entertaining
for all. It is important to keep the energy of the entire event
high, so a student performance that is low energy should not
be put on the agenda.
- Try to get as many artisits as possible to perform. Shorter
high energy sets are better for students than longer ones
where they may get bored.
- Be mindful that there will be content sent from d4l
International that needs to be shown. This is usually done
right before the live feed. If there is no live feed, you can
determine the best time to show the footage.
- The d4l brand should always run through the event. Begin by
showing the moodclip, or a new clip made just for the event
of the activities of the past year. The students always love to
see themselves on the big screen. During perfomances, you
can project pictures of the programme onto the big screen,
or use photos as decoration on the walls if your budget
allows.
Volunteers:
- The number of volunteers needed will depend on the
number of youth estimated to attend as well as the number
of stakeholders invited. Volunteers are needed to help
supervise the children, coordinate the performers, distribute
food and drink, cater to the VIPs, assist with the facilitation
of student transport, etc.
- All volunteers should have dance4life T-shirts on to identify
themselves as well as volunteer badges (with names if
possible).
Technical equipment:
The venue needs to have:
- Audiovisual projection capability.
- Stage
- Screen
- Music system with speakers.
- Microphones (preferably cordless).
- Laptop computer.
- Necessary cords to connect all of the above.
Production Essentials:
- You will need the following for the Event:
• MC – Try to get a young local DJ or entertainer who the
youth are excited about and who will be energetic.
• Dancers – you can use your own HCT dancers if they
are not needed as volunteers
• Photographer
• Insurance (for venue and students)
• Security (police and private)
• First Aid
• Music license
- If your country will be connecting live via satellite, your
technical needs will be greater. You will need the following:
• Satellite uplink and downlink provider (this is usually
paid for by dance4life International.
• Event producer
• Professional lighting (the Event producer should be able
to arrange for lighting and sound)
• Professional sound (the Event producer should be able
to arrange for lighting and sound)
Who’s invited:
- All agents4change if possible. If the number of agents4change
is too large to accommodate all of them, then you will have
to run contests for tickets.
- It is important to make a list of attendees (those who took
tickets) separated into schools. This list will be used for
accountability (to encourage those who take tickets to
actually attend, and to encourage only those who are serious
about coming take tickets), for safety purposes on the buses
(as well as to ensure that we do not leave anyone at the
schools), and for safety purposes at the event (to ensure that
tickets were not given to people that should not be there
17
(from non-participating schools, much older people). Lists of
students names per school should be given to the volunteers
responsible for each school.
- If you do not have any agents4change, you can invite the
students presently in the skills4life programme.
- Corporate and non-corporate sponsors and partners and
potential funders and partners (NGO’s, Ministry’s, HIV
Commission, etc). The Event is one of the strongest tools
for gaining support for the programme; use it to showcase
d4l as much as possible. You can have a separate VIP area
where these invited guests can mingle and watch the event
separate from the students.
- A letter should be sent home with the tickets addressed to
parents giving details about the programme and the event.
It is not necessary to have parents sign their permission as
the event takes place outside of school hours. The letter is
purely informative.
18
Tickets:
- Tickets should be printed on card (so they cannot be
duplicated easily) with a d4l stamp on the back to ensure
that they are originals.
- They should be distributed at the schools with each student
signing their name and form along with contact info. When
d4l volunteers are not at the school, the tickets can be left
with the guidance counselors
- The letter for the parents should be attached to each ticket.
- Tickets should include all relevant event info (including d4l
contact info).
- You should also put up event flyers in schools from the
beginning of Term 1 (September). These flyers can also be
used to gain sponsors.
Transport:
- Where possible, transportation to and from the event should
be free for students.
- Buses from various schools to the event should be arranged
and back.
- Volunteers should be at the schools to assist students getting
on and ensuring proper conduct while on the bus. They
should also accompany the students back to their schools
after the event.
Event Agendas:
- You will need to print out detailed agendas with times. Make
enough copies that each volunteer can have as well as all
production personnel. For the event coordinators, it is good
to ensure that they have clipboards and pens as well.
- All event coordinators must have watches.
- If possible, it is a good idea to have walkie-talkies for the
coordinators to use.
- The Barbados Agenda from 2010 is below:
Saturday November 27th
Time
5:00 am
10:00am
11:00
11:25
11:30
12:00 – 12:30
12:45
1:00 – 1:03
1:03 – 1:13
1:13 – 1:20
1:20 – 1:40
1:40 – 1:45
1:45 - 1:55
2:00 – 2:30
2:30 – 3:00
3:00 pm
Activity
Location
Satellite Connection Check
LESC
Sound Check
LESC
Volunteers & Students arrive at schools
HC,SM, ES, SLB,PMS, FSS
Students are briefed on day’s activities
Buses leave for LESC
Students arrive at LESC and are served a light snack
LESC
Briefing of students in Welcome
LESC
DJ Mark
Performer # 1- Dwane Husbands (7mins)
Inter-school Dance Competition Performer # 2- Kirk Browne
Dance troupe- revision of d4l drill Live satellite link
Dance troupe performance & Performer # 3 Bus pick up Relevant Persons
CMC
MLP, Dwane Husbands,
Main contact- Aneya Emtage
Announcer
19
Decorations:
- The venue should have dance4life decorations (if possible).
- If you have no branded decorations, then anything that is
red, white and black (d4l primary colours) can be used. As it
is an event for the youth, grey and orange may also be used.
- Banners are advisable around the stage for branding
purposes when showing the video recording of the event at
later dates. You may also want to have your sponsors logos
displayed somewhere near the stage as well.
- The T-shirts worn by the volunteers and students will also
serve to decorate the venue.
Food & drinks:
- As the students will be there for a sizeable chunk of the day,
there needs to be food for them.
- Food should also be provided for the volunteers and if
possible for the production crew.
- We do not want to encourage students bringing money or
lunchboxes – food will be provided.
- Ensure to provide healthy items for lunch, but also items
that can be easily bagged before the event. It is easier to
have individual lunch bags that are pre-filled with labels on
them for each student to take. This will reduce time spent
distributing lunch.
- Ensure that there is a vegetarian option for those students
and volunteers who do not eat meat.
- There will also need to be catered finger foods for the VIP
guests: partners, corporates, etc.
20
Photography & filming:
- Photography of the event is essential. A dedicated
photographer is needed to take pictures of the entire
event (including some backstage photos and photos of the
volunteers, students, and production crew).
- Photos can be added to your local dance4life portfolio for
your country and used for fundraising purposes, recruitment
and to sell the programme in general.
- If you have an event producer then they will be filming the
event and making a video for you. If you do not have an
event producer (there is no live satellite connection), you will
still need to have a dedicated filmographer. As with photos,
video of the event is essential for your multi-media portfolio.
T-shirts:
- It is important that each student have a T-shirt for the
event (especially if it will be broadcast on the live satellite
connection).
- If you do not have the funding for T-shirts for the students,
then ask them to wear red, white and black and accessorize
with the same colours.
- It is essential that performers, and volunteers have dance4life
branded T-Shirts.
- Ensure that costs for t-shirts is in the budget for the event.
- You may choose to have sponsors logos on the t-shirts, or
ask a particular corporate to sponsor the t-shirts with the
agreement that their logo will be on them exclusively along
with the d4l logo.
- Try to avoid getting too many X-large t-shirts.
- You will have to determine how best to distribute the t-shirts
(either when the students get their tickets, or at the event).
- There are pros and cons to each. You want to avoid giving
students t-shirts who will end up not showing up to the event.
Yet you also want to ensure that students feel comfortable
wearing them, which may not be the case if they are
distributed at the event. In addition to that, you will need to
allot extra time to allow students to change into their t-shirts
which will also mean that they will have to bring bags to put
their originals shirts in – something you want to avoid.
Budget:
- An example of the Barbados 2010 Event Budget in US
dollars:
Step 4: Biennial Big Event – CELEBRATE Location – Limegrove Lifestyle Centre
21,179.50
Sponsored
Student transport
3,521.00
Event Producer
3,450.00
RB Sounds
1,750.00
IGM Lighting
4000.00
Catering (sandwiches) 500.00
Insurance
201.50
COSCAP (music licence) 156.50
Barbados Red Cross
126.00
Commissioner of Police
112.50
Print Brokers t-shirts for all students & volunteers BBM (toner for printing materials)
Straker Marketing (card for printing invites & posters) 7,500.00
981.00
91.50
MC- Alex Jordan
250.00
Dancers (6 @ $75)
225.00
Photography
75.00
21
APPENDIX
HCT- Participant Profile Information Sheet: dance4life Belize
Name:
Address:
Age:
E-mail:
Male/ female/ other:
Tel:
Experience in (please specify where indicated with *)
Drumming
Music
Dance
HIV/AIDS
Martial Arts
Arts
Theatre Experience
Addressing large audiences
Reproductive health & rights
Working with youth 10-19 years old
Life skills
Volunteering
Working with a team
Audio/ visual set up
Other
Is this person infected or affected by HIV or AIDS? (Please indicate with *)
Yes_____ No_____ Unknown_____
22
If Yes…
Do they have experience sharing their personal story? Yes_____ No_____
Are they able to inspire others with their story? Yes_____ No_____
If infected…
Are they living a healthy and positive life style? Yes_____ No_____
Do they appear to be emotionally stable? Yes_____ No_____
Financial progress report dance4life COUNTRY 2009
1 January - 31 December EXPENDITURE
1.
core staff
A.
salaries overall organisation
a.
program coordinator
b.
office assistant
c.
financial officer & HR
etc
etc.
B.
salaries core team related to program
a.
schools programme coordinator
etc
C.
salaries core team related to campaign
a.
communications officer
etc.
D.
other personnel costs
a.
insurances
b.
staff development
c.
capacity building visit (visit to D4L international)
etc
2. schools4life
A.
heart connection tour (HCT)
training
a.
accomodation of Red Zebra trainers
b.
food and transport RZ trainers
c.
transport tour team trainees
d.
food and drinks tour team trainees
e.
projector
f.
PA system
the heart connection tour
a.
tour team fees
b.
sound system etc
c.
HCT materials, publications
Budgeted
Local currency 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
EUR
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
23
EXPENDITURE
24
d.
transport to schools
e.
food en drinks tour teams
f.
qccomodation tour teams
etc.
B.
life skills and act4life programme
a.
recruitment of schools (comms. & transport)
b.
meeting with wtakeholders (teachers etc)
c.
life skills/act4life trainers fees
d.
PA System
e.
projectors
f.
organising teachers
g.
accomodation
h.
food and drinks
i.
transport
j.
handouts/ information packages
k.
youth conference
etc.
C.
dance4life event
a.
event producer
b.
location
c.
artists
d.
event personnel
e.
light and sound
f.
transport students
g.
T-shirts
etc.
D.
monitoring and evaluation
a.
consultant
b.
materials
etc
3.
campaign4life
A.
schools4life communication materials
a.
leaflets/brochures
Local currency 0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
EUR
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
EXPENDITURE
Local currency b.
posters and banners
0
c.
photography
0
d.
video
0
etc
0
B.
external communications
0
support dance4life campaign
a.
please list type of costs to be made below
0
b.
0
c.
0
d.
0
e.
0
C.
press relations
0
a.
presentations, press conferences, etc/
0
b.
PR agency
0
c.
clippings service
0
etc.
0
D.
other
0
a.
0
b.
0
c.
etc.
0
4.
office, administration and supplies
0
a.
office rent
0
b.
telephone, fax, internet, postage etc.
0
c.
insurances
0
d.
meeting costs (incl. travel)
0
e.
office supplies
0
f.
qudit
0
g.
fixed assets (xx% depreciation per year)
0
etc.
0
5.
5% licence fee D4L international
0
TOTAL COSTS
0
EUR
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
25
1 January - 31 December 2009
REVENUE
Carry over from previous year/quarter
Budgetted
Local currency 0
Covered through efforts of NCO
0
A.
0
B.
0
C.
0
D.
0
Covered through D4L international
0
E.
0
F.
0
G.
0
prognoses/possibilities
0
H.
0
I.
0
J.
0
K.
0
support dance4life fundraise result
0
TOTAL REVENUE
0
RESULT
0
NUMBER OF AGENTS OF CHANGE
1,750 COST PER AGENT OF CHANGE
0
26
EUR
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Document
Category
Education
Views
123
File Size
5 830 KB
Tags
1/--pages
Report inappropriate content