A HOW TO GUIDE FOR IMPLEMENTATION OF YOUTH SRHR PROGRAMMES: ! LESSONS LEARNED FROM DANCE4LIFE BARBADOS ! ! dance4life international youth council meeting, UK, 2011 вЂњTell me and I will forget. Show me and I may remember. Involve me and I will understand.вЂќ dance4life: A HOW TO GUIDE FOR IMPLEMENTATION OF YOUTH SRHR PROGRAMMES LESSONS LEARNED FROM DANCE4LIFE BARBADOS Date: August, 2012 Created by: dance4life Barbados вЂњdance4life is a wonderful example of how the talent and strength of young people can energise our struggle.вЂќ - 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 вЂ“ 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 вЂў вЂў вЂў вЂў вЂў вЂў 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 вЂ“ 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 вЂ“ 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 вЂњlocalвЂќ dance moves supporting ownership. The moves need to be easily recognizable by the youth you aim to reach. Drill 3 10 Open Forum вЂ“ 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, вЂ�skills4lifeвЂ™ 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 вЂ“ 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 schoolвЂ™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 13вЂ“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 wonвЂ™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, вЂ�My StoryвЂ™. 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: вЂў MC вЂ“ Try to get a young local DJ or entertainer who the youth are excited about and who will be energetic. вЂў Dancers вЂ“ you can use your own HCT dancers if they are not needed as volunteers вЂў Photographer вЂў Insurance (for venue and students) вЂў Security (police and private) вЂў First Aid вЂў Music license - If your country will be connecting live via satellite, your technical needs will be greater. You will need the following: вЂў Satellite uplink and downlink provider (this is usually paid for by dance4life International. вЂў Event producer вЂў Professional lighting (the Event producer should be able to arrange for lighting and sound) вЂў Professional sound (the Event producer should be able to arrange for lighting and sound) WhoвЂ™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 (NGOвЂ™s, MinistryвЂ™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 вЂ“ 12:30 12:45 1:00 вЂ“ 1:03 1:03 вЂ“ 1:13 1:13 вЂ“ 1:20 1:20 вЂ“ 1:40 1:40 вЂ“ 1:45 1:45 - 1:55 2:00 вЂ“ 2:30 2:30 вЂ“ 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 dayвЂ™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 вЂ“ 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 вЂ“ something you want to avoid. Budget: - An example of the Barbados 2010 Event Budget in US dollars: Step 4: Biennial Big Event вЂ“ CELEBRATE Location вЂ“ 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 YesвЂ¦ Do they have experience sharing their personal story? Yes_____ No_____ Are they able to inspire others with their story? Yes_____ No_____ If infectedвЂ¦ 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