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Query: Rafique and Nabesh from CARE EMPHASIS project in India and Joao Arnaldo Vembane from Mozambique want to learn from experiences on application of Community Life Competence Process by peer educator and apply it with peer educators in their own projects. Both teams have applied CLCP with migrants and people with disabilities respectively. Indonesian team celebrated Community Action Day with peer educators. Dewi's posting on  CAD with peer educators

I am putting the responses received so far and urge others to share their experiences.


Responses received so far:


Joao Arnaldo Vembane, Handicap International, Mozambique

Dear Rituu,

Thank you very much for getting us connected with others and supporting us on collecting more from experienced people.

We are, indeed preparing for two training sessions of 32 peer educates (16 of 10-14 years old and other 16 of 15-24 years). The sessions will be carried out by me during the 17th to 26th January (with four days for each, and two travelling days). It is going to be in very remote areas
around 350km from province mains town).

After this sessions, my colleagues will implement other 14 sessions for around 224 youth  in the same methodology.

If anyone has developed any tool of linking ACP to PE, I'd thank so very much if you could share. However, if there is nothing, I am keen to exchange on what tools we can plan to use for effectiveness.

I have no doubt that there is great linkage between PE and ACP since the
key point is about methodology that promotes discussion from people that
see each other as same and thus, equally vulnerable and respectful.

Thanks and regards,



Laurence Gilliot, Constellation, Thailand


Hi Joao,

RDCCompetence trained peer educators in Bas-Congo. They trained them to become facilitators of the AIDS Competence Process. These peer educators were also trained in more 'traditional' methods of awareness raising sessions. There was definitely a tension there between giving information and facilitation local responses. I think that facilitation of local responses needs more accompaniment.
Many of the facilitators of RDCCompetence are former peer educators. They changed the way of working with the communities to become facilitators. They something still organize awareness raising sessions if the communities asks for it. But they only do it if there is a request from the community after doing their self-assessment. 
In the facilitators manual we developed in DRC, we added a few pages of information about HIV in case the community asks questions to the facilitator.
Good luck with the training.
Dr E Mohammed Rafique, CARE, India
Dear Laurence,
The RDC Competence experiences with their Peer Educators is for us a fore runner of what we in EMPHASIS could undertake a year or two from now. As for the 'tension' you describe, our NGO's most of the time complain they are 'confused' about their roles as facilitator versus Trainer. One way out we found was to conduct CLCP sessions and Targeted Intervention Sessions separately in the community.
The value of your sharing is highly appreciated.  I am at Hyderabad, namely Secunderabad Railway Station waiting for a train to Rajmundhry.
With best regards,
Gaston Schmitz, Constellation, Thailand
Dear Joao and others,

My (limited) experience in Indonesia was that before the UNFPA-trained peer educators were mainly working alone. They would talk to some friends now and then on the issues they received training on. Results were limited. For me, the introduction of CLCP/ SALT made two major differences for the peer educators:

1. They started working in groups. I remember that they mentioned it was the first time they sat in a circle and discussed all together, both peer educators and peers.

2. They looked at themselves first. Several peer educators admitted that they were not fully acknowledging that HIV affects them personally. They still had to improve on practice 1, 5 and others. Their peers knew this, which could harm their credibility. Once the peer educators shared their vulnerabilities and other realities, the group realized they can work on their practices as a community. 

Hope this helps,



Rituu B Nanda, Constellation, India


Dear Laurence, Rafique and Gaston,

Thanks for sharing your rich experience. I think this needs to go on Ning, so that others can learn as well as share. I am just wondering how.

In India a big challenge is the large number of people one peer educator has to cover. Where CLCP can help is the formation of a local volunteer team which can work with the peer educator. I remember an exchange with ACP facilitator in Nagaland India who was earlier a peer educator. She said that she was now more successful in her work through SALT visits.  Earlier as a peer educator she just went and spoke about HIV and PPTCT. However with SALT visits there were discussions which stimulated community members to think what were their risks and how they could address them. She often went with a team of youth volunteers of the village. Another factor which helped was home visits as some people were hesitant to talk in a public gathering. As a result of stimulating local response, the number of voluntary testing went up dramatically in Village Molvum. Because of the huge demand for testing, government gave an old vacant house in the village to the NGO People in Need Foundation (PNF)  to open a voluntary couselling and testing center.

Warm regards,



Dewi Rahmadania, Indocompetence, Indonesia

Dear Joao and all.,

first, thank you Gaston for your share ;) its help me  remind some experience

yes we start worked as a group, because we can support another group who need help from other.
we share what is the objective of the training and how is success in other region or event country.!
show them  a photos, story or maybe we can ask someone to come to testimony how clcp can  changes our of thinking and working

Our experience work with young people / Peer educator is :
1. its start with share what we are doing in daily life, what our concern, what is our position in our family, make them feel comfort with us so they will share their experience without we ask.!
2. the training held in cozy and fun situation, not to serious, because we work with young people
3. ask them to share games or ice breaking, its like a practice of inclusion
4. we make 2 big paper, put in the wall and they free to share what they feel  Before and After they know about ACP
5. just do it and Good luck for the training..,

I agree with laurence, it also happens in Indonesia, but that the challenges how we can share CLCP and information about HIV and we linked with other NGO or organitation who worked for HIV. in this case, we ask them to do SALT visit and practice that.

for rafique .,
honestly we have same question last year when we conduct Learning event for facilitator from around the country, the participant of the event is asking about what is the differences between being a facilitator, Peer educator, trainer and Coach. its also makes us feel so "confused" and finally  after along discussion   among us and other fasolotator. why we have to debating on that. its depend on what is our role in that trainiing or event or "situation" as long as we understand the definition of facilitator and trainer. as we know
# A facilitator is someone who competent to facilitate the Community Life Competence Process (CLCP) in communities, they have beeb trained as a facilitator CLCP
 # A coach or trainer is a person that is competent to facilitate the CLCP and that can transfer it to new facilitators.

Dewi, Indocompetence

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Replies to This Discussion

Dear Rafique and others,

thanks for your nitiatives, first of all been  a peer educator is sometimes difficult more erspecially working in remote communities with differnt peolple with differen cultural background.

Honestly i have once served as a volunteer peer educator for RESTLESS DEVELOPMENT formerly Student partnership world wide Sierra Leone on their sexual reproductive health program, some of the key challenges faced initially were follows:

  • Language barer
  • traditional differeces
  • High expectations from community people.
  • Negative perceptions over reproductive health.

In tackling these challegee, i become very much creative in implimenting my life skiils, despite the fact that language barer is an obstakle i start working closly with community youth who can understand my objectives better, i delegate responsibilities on them for them to take the lead in implementing community activites.

I also formed community board members comprised of the town chife,head master,women's leader, pastor,immam and  youth leader.This board normally seet and organised activities under my supervission.

I think these approaces could be of great important to all peer educators working in remot communiteis  and even among their peers




Community based extension system is crucial to empower the communities on a sustainable basis. While implementing Integrated Village Planning project with support of UNICEF in Lalitpur district of Uttar Pradesh, we have developed community level volunteers  representing diffrent social groups. These vlounteers have been capacitated through foundational training and field level mentoring support. Over the period of time, they have gained their recognition as locat catalysts  and vital link between the people and government service providers. They are actively involved  in  planning, implmentation, monitoring and updation of village action plans rooted in local needs specificaly women and children development needs. They have also emerged as behaviour change communicators and brought about positive behavioural changes at family level.Key areas of behavioural changes are new born care, girls education, mother and child health, HIV/AIDS. Akhilesh

Dear All,


Santiago has posted a blog on application of CLCP with peer educators. Read more at:


Warm regards,


Dear All,


Jon Jon from Philippines has uploaded a video on community life competence event with Peer educators held in Februrary 2011. You will enjoy watchiing this video.



Dear All,


Wanted to bring to your notice dream building with peer educators facilitated by Anchal charitable Trust from EMPHASIS project Indi. Blog posted by KK Mishra



Dear All, ekspecially to Mrs. Rituu


I was became a peer educator since i sit in senior high school MAN CIAWI TASIKMALAYA. Peer educator in my opinion is very helply to young to improve skill and capacity building. I'm very-very happy to be a peer educator, so i can know how life excelent and how to can be get a good prestation.

In two years ago i have a girl friend name Rini, she is very-very smart and ery-very dilligent to share and lesson Reproduction Healthy to many young orthers.


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