Peer Group Education
Definition
"Peer Group education is a method of information transference or role modeling where a particular type of behaviour is promoted or information transferred. The peer educators closely match the target group in some manner; whether it is by age, sexuality, gender, etc.
(Brammer/Walker 1995 [1])
Typology
"Three general pillars can help to draw a dividing line:
1. Peer group education in formal educational settings
Peer group education in schools is initiated by the teachers with the aim to subsequently give over the responsibility of the programme to the students and pupils. During the process of the programme the role of the teacher changes from initiator and teacher to facilitator and consultant, in the ideal case, the teacher should eventually become redundant for the succession of the programme.
In methodological terms, this could mean teacherless groups, pairing of students, proctoring (Keller, 1968) and the opening of formal educational settings to a wider public.
(Project reference in section 5: The mediation programme in schools of the Jugendbildungswerk Offenbach, Germany)
2. Peer group education in informal educational settings
Peer group education in 'out-of-school education' is relevant for youth organisations, youth services, youth agencies and youth and social work in general. The aim to give young people the responsibility for the education of other young people can be achieved by the continuity of the out-of-school sector. The challenge to the adults in out-of-school education is the step by step retreat out of peer group education programmes. Working towards loss of 'control' and allowing for action alongside the structured programmes of organisation, agencies and services. Peer group education programmes can reach out to a wider public than only to the "members" of the organisation and institutions and can therefore bring about synthesis and enrichment.
(Project reference in section 5: The prejudice reduction programme of NCBI, the programme of RFSL in Stockholm).
3. Peer group education initiated by young people - grass roots initiatives
Young people feel the urge to gain the support of other young people for a subject or issue they consider important or feel strongly about. Consequently they organise action with multiplying effects. This is the 'pure' peer group education without any adult influence, peer led from the beginning to the end of a 'project'.
(Project reference in section 5: The Stop the Violence programme in Denmark, The Guardian Angels)" (http://www.eycb.coe.int/domino/02.html)
History
"Dr Andrew Bell developed one of the earliest documented examples of a peer education approach with his monitorial system in a Madras school in India. Like Bell, Joseph Lancaster later identified peer led approaches in the late eighteenth century through school programmes where under a carefully planned supervision, disadvantaged young people taught reading, writing and arithmetic to their peers.
ilya Wagner in her comprehensive history of peer teaching examines the development of peer education acknowledging the work of the Swiss educationalist Pestalozzi working with orphan children in Switzerland.
Pestalozzi developed a more informal approach to peer teaching than Bell and Lancaster had.
- '... drilling one child through an artificial machinery of lifeless tasks and the child so drilled they employ to drill others in the same manner and by the same means.'(Leitch, 1876).
An 1831 American report numbered almost two thousand monitorial schools each in Denmark, Sweden, Spain and Sardinia. The Dutch had earlier developed a system which was taken on by the English. This time of reform and development within the educational authorities of nineteenth century Europe influenced greatly the development of educational theory in other parts of the world.
Lancaster and others describe how these early formal systems were beneficial to the monitors themselves.'Lancaster was shrewdly aware of the stimulating effect of being a monitor not only on a boy's learning but also on his behaviour. 'Lively, active tempered boys are the most frequent transgressors of good order; and the most difficult to reduce the reason; the best way to form them is by making monitors of them.'(Goodland, 1979)
In the late 1950's, peer education had a revival in Europe, Canada, USA and Australia and continued to be pursued as an effective approach to communicating and education sometimes hard to reach young people with messages about health, welfare and social issues. At the University of Minnesota (USA) in the early 60's, programmes were developed to help minority youth learn about science and mathematics, this and others in Chicago and Sacramento identified the role of the adult as a distant coach in the peer education process.
It is well documented that peer led methodology reduces the number of barriers between teacher and taught where young people are trained to be the educators. Paolo Freire the South American educationalist, highlighted what he called 'teacher/student contradiction' (Freire 1972), which can act as barriers to learning and development. Peer led approaches whether in formal settings or in very informal ways can - if planned and resourced - affect attitudes and behaviour positively to a great extent.
In recent years, peer education has been widely applied to many issues particularly those around HIV disease, AIDS prevention, sexual education, drug abuse and smoking cessation. On the African and Asian continents limited resources and the need for educational approaches to stem the AIDS pandemic has led to many programmes which build on the energy and efficacy of young people. In Europe, USA and Australia the development of peer group education in the context of health is well documented, reaching young people who are not in communication with health and education authorities." (http://www.eycb.coe.int/domino/02.html)
Discussion
Rationale of Peer Education
There are many reasons why peer group education is used as an educational approach to deal with specific issues. Commentators suggest a contemporary rationale for using peer education (Manchester University), looking at four main points:
1. Efficacy
Young people are ready made experts, may have a perspective on the issues as they affect young people in similar situations and can often 'make things happen', if encouraged and resourced.
2. Communication
Young people can be ready made role models as members of their peer group they will have the potential to determine effective styles and approaches. This may be through workshops and games, music and mass media, discussion and story telling. Young people will be best placed to devise such methods.
3. Cost-effectiveness
Where resources are limited and large numbers have to be reached peer group education can have a multiplier effect. Such programmes can also have informal, knock-on or cascade effects, creating 'buzz' in the local community.
4. Empowerment
If carefully planned young people can control the process of education and information exchange. This will depend on in which setting a programme is operating, Peer group education can help to foster youth participation in programmes of formal and informal education." (http://www.eycb.coe.int/domino/02.html)