Measured and Unmeasured Contributions of Peer Education: Experiences from the "Get Up, Speak out for Youth Rights!" (GUSO) Programme in Kisumu and Siaya Counties, Kenya

Autor/inn/en	Evelia, Humphres; Watson, Katherine; Billowitz, Marissa; Kivuvani, Mwikali; Amina, Judy; Both, Rosalijn; Araque, Heidy
Titel	Measured and Unmeasured Contributions of Peer Education: Experiences from the "Get Up, Speak out for Youth Rights!" (GUSO) Programme in Kisumu and Siaya Counties, Kenya
Quelle	In: Sex Education: Sexuality, Society and Learning, 23 (2023) 1, S.96-113 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watson, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2022.2031148
Schlagwörter	Foreign Countries; Peer Teaching; Sex Education; Program Effectiveness; Birth; Late Adolescents; Young Adults; Measurement; Civil Rights; Contraception; Sexuality; Access to Information; Access to Education; Sexually Transmitted Diseases; Acquired Immunodeficiency Syndrome (AIDS); Kenya + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Geburt; Halbstarker; Young adult; Junger Erwachsener; Messverfahren; Bürgerrechte; Grundrechte; Zivilrecht; Empfängnisverhütung; Sexualität; Education; Access; Bildung; Zugang; Bildungszugang; Sexual transmitted disease; Geschlechtskrankheit; Kenia
Abstract	Peer education is a widely used strategy in sexual reproductive health and rights (SRHR) programmes for young people, yet measurement of its effectiveness often focuses on a narrow set of outcomes. This qualitative study explored how peer education was integrated into the "Get Up, Speak Out for Youth Rights!" (GUSO) programme in Kisumu and Siaya Counties, Kenya and the contribution it made to measured and unmeasured outcomes. Findings indicate that whilst peer educators were a central part of the GUSO theory of change, the intentionality of design varied between partners and sites, and their contributions were formally measured only in relation to two of five outcome areas. In addition to their contributions to these measured outcomes, the study found that peer educators also contributed to a range of other, unmeasured outcomes related to community support and mobilisation; gender norms; and economic empowerment. Findings show that peer educators may contribute to many unmeasured -- and sometimes unexpected -- outcomes that go beyond traditional measurement of their contributions. These merit further exploration in the literature and in programming. Programme developers are encouraged to be more intentional in the design and measurement of peer education, ensuring that the breadth of its contribution to programming are recognised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01