Included Involved Inspired: A Framework for Youth Peer Education Programmes

The Included, involved, inspired framework

promotes the benefits of youth participation through peer education

guides us through planning, preparation, implementation and evaluation

describes best practice

provides tools to support the process of managing peer education

places young people at the centre of all the processes

"Peer education should support young people – both the peer educators themselves and those receiving information and services – to exercise their rights to sexual health, diversity and choice. We see peer educators as more than simply agents for behavioural change in themselves and their peers – our programmes show a commitment to also empowering them as individuals. In other words, a rights-based approach to peer education helps young people to develop the SRH knowledge, skills and attitudes needed to make their own choices regarding their sexuality and health."

Peer education makes young people real stakeholders, addresses discrimination, and improves access to services. Participation means altering the power balance between young people and adults; enabling young people to identify their own problems; and ensuring that young people in all their diversity are involved in programme activities.

  1. This framework for programme designers, managers and co-ordinators, supervisors, trainers and young people can be used alongside existing guidelines and training materials to ensure peer education programmes are effective and empowering. It covers 10 stages of a peer education programme with detailed information on:
  2. Planning a peer education programme
  3. Selecting programme managers and coordinators
  4. Recruiting peer educators
  5. Training peer educators
  6. Implementing programmes: involving young people at every stage and in different roles
  7. Developing content
  8. Providing materials and condoms
  9. Supporting and keeping peer educators motivated
  10. Linking to services
  11. Monitoring, evaluation and document of programmes

Includes:

  • case studies from Nepal, the Dominican Republic, Colombia, Brazil, Sri Lanka, Peru, Guatemala, Kenya, India
  • a check list of suggested qualities to look for, and to discuss with, a potential peer educator
  • a check list of what makes a good training programme
  • a case study on involving young people in monitoring and evaluation
  • a definition of key terms
  • a graphic of Olsson’s adapted ‘stairs of tolerance’
  • checklist of rules and responsibilities of a peer educator and peer counsellor
  • 13 forms and tools for peer education programmes
  • information on IPPF youth policies
  • a list of peer education resources and websites