1. Standardizing Success: Evidence-Based Guidelines for Youth Peer Education Robyn Dayton, MPH FHI Photographer unknown, USAID Photo Gallery

2. Presentation Acknowledgments Karah Fazekas Pedersen, FHI Joy Cunningham, FHI Suzanne Fischer, FHI The many peer education advisors who contributed to these guidelines Reverie Zurba, USAID Photo Gallery

3. What is peer education? The process by which well-trained and motivated youth volunteers undertake informal or organized educational activities with their peers - Activities occur over an extended period of time - Aimed at developing knowledge, attitudes, behaviors, and skills to support youth health and wellbeing Bijay Panday, USAID Photo Gallery

4. Evidence on the benefits of peer education Reaches large numbers of youth Positively influences attitudes and knowledge about sexual and reproductive health (SRH) and HIV Decreases number of sexual partners Increases use of condoms and other contraception Increases use of SRH services by vulnerable young people Improves community norms Adamchak. Youth peer education in reproductive health and HIV, 2006.

5. Evidence on the challenges in peer education Training and supervising can be expensive and time- consuming High turnover of educators Establishing meaningful youth involvement is difficult Peer education alone is not enough Effectiveness varies considerably – Lack of rigorous impact/outcome evaluations – Effectiveness most evident in the peer educators Adamchak. Youth peer education in reproductive health and HIV, 2006.

6. Why use the Guidelines? Recommendations that are tested and useful A framework for quality assurance Opportunity to increase a program’s capacity A basis for recognition

7. How was the tool created? Designed based on: Research findings on youth and peer education Lessons learned from peer education programs Experiences of experts all over the world Portions adapted from: National Standards in Peer Education for Young People – Ministry of Health and Social Welfare of Tanzania (2009) Standards for Peer Education Programmes – FHI/YouthNet, UNFPA, Y-Peer (2005) Emphasis on: Youth participation Monitoring and evaluation Mike Wang, PATH courtesy of Photoshare 2006

8. Who can use this tool? Policymakers Program managers Supervisors Trainers Peer educators Other stakeholders Richard Nyberg, USAID Photo Gallery

9. What will you find in the tool? Peer education overview Guidelines Checklist and action planning tool Annexes – Tools Logic model Group exercise Sample code of conduct – Resources Curricula and others Photographer unknown, USAID Photo Gallery

10. The Guidelines 1. Program Planning 2. Recruitment and Retention of Peer Educators 3. Training Youth to Be Peer Educators 4. Leading Peer Education Sessions 5. Supervision and Program Management 6. Monitoring and Evaluation

11. Each main section contains specific guidelines Monitoring and Evaluation 6-1. Establish functional, relevant indicators to measure progress 6-2. Set indicator targets 6-3. Develop and apply your M&E plan 6-4. Use appropriate monitoring tools 6-5. Gather baseline and follow-up data 6-6. Document the program

12. Under each guideline

13. Monitoring and Evaluation 6-1. Establish functional, relevant indicators to measure progress 6-2. Set indicator targets 6-3. Develop and apply your M&E plan 6-4. Use appropriate monitoring tools 6-5. Gather baseline and follow-up data 6-6. Document the program

14. 6-4. Use appropriate monitoring tools Develop monitoring tools that are easy to understand and fill out, or adapt existing tools that have been proven useful Pilot test the tools with those who will eventually be asked to use them After monitoring tools have been pilot tested and refined, train staff and peer educators how to use the tools

15. 6-4. Use appropriate monitoring tools - Example “Problems can arise if peer educators do not understand why they are collecting information. In one program, peer educators filled out the pre-training questionnaires themselves rather than giving the questionnaires to participants. Once a supervisor addressed the problem, the quality of the data collected improved and peer educators felt an increased ownership in the M&E process.”

16. Monitoring and Evaluation 6-1. Establish functional, relevant indicators to measure progress 6-2. Set indicator targets 6-3. Develop and apply your M&E plan 6-4. Use appropriate monitoring tools 6-5 Gather baseline and follow-up data 6-6. Document the program

17. 6-5. Gather baseline and follow-up data - Research “Few published studies have rigorously evaluated the effect of peer education programs on youth and on community health indicators and outcomes. Evaluation studies that measure a program’s impact can include randomized experiments, quasi-experiments, and other evaluation designs.”

18. Checklist and Action Planning Tool

19. Activity – Getting Familiar with the Guidelines 1.Go to the section that most interests you 2.Read the relevant section of the Guidelines (5 min) 3.With your group, decide what about your section is most note-worthy and why (10 min) 4.Choose a presenter to share the group’s feedback 5.Each group presents for 2 minutes with 1 minute for questions

20. Additional peer education resources

21. Thank you Remember – Order form for Evidence-based Peer Education Guidelines – Resources – Session evaluation – Check out the IYWG Web site www.youthwg.org www.youthwg.org Andrea Aragón. USAID Photo Gallery