1. Training of Peer Facilitators
ADOLESCENCE EDUCATION PROGRAMME

2. OVERVIEW Peer Facilitator Rationale Identification of Peer Facilitator
Role of a Peer Facilitator
Empowerment

3. Peer Facilitation: Importance
Has been an important aspect of the process of socialization
Peer facilitation initiatives have been documented as far back as Aristotle
In recent decades, has been employed in areas of public health, reproductive and sexual health, nutrition education and substance abuse, HIV/AIDS education, gender education and environment education

4. Peer Facilitation: Resistance
Peer facilitation as a modality is still to find spontaneous acceptability in the school education system in India in spite of some successful experiences gained sporadically.
Under AEP also this strategy has been employed, but on a limited scale.
The reason for the indifference: the popular notion that students are recipients of education in schools and not as providers of education or constructors and communicators of knowledge.

5. Peer Facilitation: Rationale
More cost effective than other methods
Peers are a credible source of information
Utilizes an already established means of sharing information and advice
Peers are more successful than professionals in passing on information because people identify with their peers
Peers can reinforce learning through ongoing contact

6. Peer Facilitation: Rationale
Peer facilitators act as good role models
Peer facilitation can be used to educate those who are hard to reach through conventional methods
Education by peers may be acceptable when other education is not ……..
Peer facilitation can be used to educate those who are hard to reach through conventional methods.

7. Peer Education: Rationale
Peer education has proved to be an effective strategy in educational programs focused on culturally sensitive issues like reproductive and sexual health, HIV/AIDS and substance abuse
Transaction facilitated by adults may not always be effective as adults are more likely to be prescriptive and judgmental

8. Identifying Peer Facilitators
Suggested Criteria
Ability of a student to establish spontaneous interpersonal relationship with peer members, based on mutual confidence and trust; someone in whom peer members can confide their concerns without hesitation.
Considers herself/himself as “the co-partner and guide” of the peer group,
Able to facilitate a process through which the group develops shared knowledge and skills

9. Identifying Peer Facilitators
Must have time to perform her/his responsibilities and there is an explicit commitment to that effect by her/him as well as the school administration
Also demonstrates effective communication skills and the ability to establish spontaneous rapport with members of the peer group in other school activities

10. Training Peer Facilitators
To be empowered by:
Developing complete understanding of the framework of AEP in the context of local socio- cultural setting;
Improving interpersonal communication skills and enriching the life skills to be non-judgmental and empathic; and
Having comprehensive knowledge of the roles and functions of Peer Facilitators

11. Role of Peer Educators
Lending active support to Nodal Teachers in organization of activities and transaction of life skills focused adolescence education in and outside classrooms and getting feedback;
Interactions with Peer Group as follows:
As a follow up of the sessions engaged by Nodal Teachers, having continued interaction with the peer group as per the need;
Making need-based interventions for creating and sustaining enabling environment in and outside schools; and
Acting as role models by “practicing” what s/he “preaches”

12. Essentials of a Peer Educator
To be empathic and understand the situation of a particular peer member
To help peers manage their problems well
To see beyond stereotypes and appreciate how the world of adolescents work
To understand how a particular peer member feels in a specific situation and what is her/his point of view
To develop and practice exemplar responsible behaviour, to lead by example, and to evolve as a young ambassador of AEP.

13. Essentials of a Peer Educator
To keep abreast of new information and knowledge in respect of the ARSH concerns, HIV/AIDS, substance abuse and related concerns
To follow up the sessions conducted by Nodal Teachers, to be conscious about the need to be non-judgemental and observe the following Dos and Don’ts:

14. ‘Don’ts’ for a Peer Educator
Not to be prescriptive, as experiences prove that preaching is counter-productive.
Not to make value judgment, as education is more effective when varied views are expressed and discussed.
Not to comment on things that cannot be changed.
Not to reject or ridicule any point of view, even though it may not be acceptable or may be against the social norms.
Never to modify or manipulate scientific facts for gaining an immediate acceptability of the peer group.

15. ‘Dos’ for a Peer Facilitator
To avoid conveying personal values, especially while discussing value laden issues
To respect the diversity of background of the peer members, their values and beliefs
To convince all the peer members that no idea or opinion is absurd or unwarranted
To discuss every issue supported by scientific facts and in the context of the positive elements of socio-cultural ethos

16. Peer Education: An Approach for Empowering Adolescents Summing Up
Peers have more influence on adolescents and are accepted as more credible source of information.
Peer facilitators act as role models and they are better suited also to reinforce learning through on-going processes.
Peer education is not a substitute but complimentary to teacher led learning efforts in providing information, shaping attitudes and developing skills in young people to enable them to make informed and responsible decisions.
Peer education provides opportunities for creating youth leadership and a much-needed platform for sharing and learning among young people.
Peer education is a cost effective method of reaching young people through both informal and organized educational activities on young people’s concerns.

17. Identifying Needs of Peer Facilitators for their Trainings Summing Up
Identification of peer facilitator is important and should meet the objectives of the AEP program. Identification and selection process should ensure a balance of gender, vulnerability, age, personality, communication skills.
Peer facilitators have to engage peers in organized or informal educational activities on the concerns of adolescents, provide them authentic knowledge and focus on life skills development
Peer facilitators are expected to assist teachers in organizing activities and gathering feedback, to act as role models and also to reinforce learning through on-going processes

18. Contd… Summing Up
Training needs of Peer Facilitators are based on their roles and responsibilities; they must have accurate knowledge on adolescents’ concerns and also about the authentic sources of information, have skills to organize informal and formal activities focused on objectives of adolescence education and gather feedback
Training plans have to be based on the training needs of peer facilitators, socio-cultural setting as well as the school ambience
Qualities of a peer facilitator – One who is respected by peers; is non judgmental; discreet; tolerant; is a role model; energetic; interested; self confident; friendly; responsible; committed; an effective communicator and, is motivated.