The program included professional development of local facilitators who then conducted workshops with community members.
In fact, some researchers (e.g., Borko et al., 2011; Borko et al., 2014; Coles, 2013; Elliott et al., 2009) have begun to focus on the development of PD facilitators in order to move their programs to different contexts and ensure the sustainability of these programs (Gaudin and Chaliès, 2015).
The findings of this study can be used in the development of clinical facilitator models, guidelines and in continuing education.
AES led the scale-up process of the LDP in Aswan- including the adaptation of local training materials and development of 35 local facilitators.
Increased opportunities for skill development might increase the motivation of facilitators and reduce turnover rates.
They included establishment of structures and networks for OVC; capacity development of project coordinators, family facilitators, other project staff including in the identified ECD sites; enhancement of caregivers' capacity to provide quality care for children; outreach of the community with information and support for child caring.
Similar to research that documents trajectories of teacher learning (see for example, van Es, 2011), findings from this work could lead to the generation of materials and resources that can be used to scaffold learning to facilitate while also lead to the development of a curriculum for facilitator learning.
Building on this effort, the U.S. State Department's TIP Office supported the development of the companion training facilitator's guide, Caring for Trafficked Persons: Guidance for Health Providers, Facilitator's Guide, to promote wider training of health care professionals globally.
Further, in a study where facilitators were involved in interprofessional education, weekly gatherings were recognised as being an important component for the facilitators' progress [ 38], suggesting that the development of skills of the NeoKIP facilitators might have been faster with more frequent support.
THOTH is based on the teaching of three types of facilitators for the development of simple explicit strategies (memorization codes, guiding questions, and guiding schemes) involving the processes of planning, translation, and revision, which were translated into and adapted to Portuguese.
