HIV and AIDS youth peer educators : a study of HIV and AIDS youth peer education in East London and Durban

Abstract

HIV and AIDS youth peer education (YPE) in South Africa is largely studied from the point of view of organized institutions, such as schools and workplaces. Moreover, peer education research is frequently directed at measuring the effectiveness of the programmes, neglecting the role of HIV and AIDS youth peer educators (PEs) in the processes of YPE. The latter situation is what this study aimed to address, as the study explored work of community based peer educators from ELHTA in Duncan Village and Scenery Park in East London and HOPE to educate in Durban, looking at particularly the difference that the PEs in the above programmes make through their work. The data used for this study was collected by the means of in depth interviews and focus group discussion methods. The reason for using the latter methods is to ensure authenticity of the experiences and testimonials of the PEs since the main aim of the study is to explore the impact of community based peer educators‟ work on the outcomes of the YPE in Duncan Village, in East London with a view to ascertain how PEs contribute the success or even failure of the YPE in the above community, since current research in South Africa on community based youth peer education is scant. This study aimed to contribute to the scientific work that expands research on peer education with young volunteers in South African communities, rather than just the existing research which centres largely on schools and workplaces. From this study it was found that youth peer educators play pivotal role in peer education in that peer educators are peer education and peer education is peer educators. Monetary incentives were found to be the major motivating factor in peer education. Furthermore interest to know more about HIV and AIDS, family history of members infected with HIV and lastly interest to be agents of change were among some of the motivating factors. Peer educators were found to be faced with so many challenges; ranging from stigma, denial, and delay in uniform provision, risky working conditions and insults from community members, however, passion for peer education motivates peer educators to remain in their programmes, irrespective of the challenges, thus making unique contribution and keeping the youth peer education structure functional. Youth Peer educators were found to be important assets to their communities and also as they face challenges, they need the support from different organisations within communities and they need to be recognised and be empowered. Peer educators were found to be faced with so many challenges; ranging from stigma, denial, and delay in uniform provision, risky working conditions and insults from community members, however, passion for peer education motivates peer educators to remain in their programmes, irrespective of the challenges, thus making unique contribution and keeping the youth peer education structure functional. Youth Peer educators were found to be important assets to their communities and also as they face challenges, they need the support from different organisations within communities and they need to be recognised and be empowered.