Peer Ed Pribila Mahler

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					And Technical Leadership
    In Peer Education
  Maryanne Pribila and Hally Mahler
                  Accomplishments

• 1.7 million young people reached
• 4,000 peer educators trained
• 191 NGOs joined the network
• 27 countries adopted and adapted Y-PEER
  tools
• 10 countries are self-sustaining in their
  activities
    What Y-PEER’s Approach?

•    Network creation
•    Local and regional trainings
•    Youth participation and
     partnerships with adults
•    Tools available for translation and
     cultural adaptation
Building A Network

• Face-to-Face
  – Trainings
  – Meetings
• Virtual
  –   Video conferencing
  –   www.youthpeer.org
  –   Email lists
  –   Country portals
Trainings and Meetings



              Specialized
               Training




     Advanced Training of Trainers




    Basic Training of Peer Educators
Youth Participation and
Youth-Adult Partnerships




          Raising Awareness
         Sharing Knowledge
      Promoting Behavior Change
           Preventing HIV
Peer Education Tools
•   TOT Manual
•   Advocacy Kit
•   Ice Breaker Cards
•   CyberPeer CD-ROM
Lessons Learned
 •   Demand can be created by
     providing core tools and resources
 •   Highly creative field
 •   Capacity building works
Going Global

• Demand from other regions
• Y-PEER approach in place
• Tools ready for distribution
Technical Leadership in Peer
Education
What is needed?

•   Evidence base on peer education
•   Mechanisms to build capacity
•   Tools that are adaptable
•   Wide dissemination of the above
Adaptable Tools

•   PE TOT Manual
•   Advocacy Kit
•   Ice Breaker Cards
•   CyberPeer CD ROM
•   Theatre-based Training
•   Standards in PE
•   Performance Improvement for PE Managers
•   Handbook for the Evaluation of PE Programs
Research and Tools to Practice

• Research results in scientific literature
• Disseminating the PE tools through
  networks, training, etc.
• Making the Y-PEER network available
  globally
• Peer Education Consultation
Discussion Questions

• What kind of guidance does the field need
  to improve peer education programs?

• What are the best, most effective ways to
  provide such guidance?

				
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