UK Youth’s Peer Qualifications programmes are aimed at young people (aged 16 plus) who are training to be peer educators or peer mentors in a wide range of non-formal education settings such as voluntary youth organisations and youth clubs. Young people can take part in the Peer Qualifications Programme through schools or colleges, voluntary youth organisations, their local Youth Service and training provider.
The BTEC Intermediate Award in Peer Education and the BTEC Intermediate Certificate in Peer Mentoring are both Level 2 qualifications accredited by Edexcel. The programmes aim to support quality peer work by encouraging young people to reflect on their roles and to plan and evaluate their peer work.
Please click on the links below for more information:
1. What is Peer Education?
2. What is Peer Mentoring?
3. What is the BTEC Intermediate Award in Peer Education?
4. What is the BTEC Intermediate Award in Peer Mentoring?
What is Peer Education?
The key elements of peer education are that:
- Peer Educators are made fully aware of the role they are taking on.
- Peer Educators know exactly what is expected of them.
- Peer Educators are well prepared for their task, and understand the limitations of their role.
- Peer Educators are encouraged and supported in looking at the way other people might feel about their literacy and numeracy problems, and the effect their own attitudes might have.
- Peer Educators are encouraged to conduct their activities in a manner that shows respect and concern for young people, and to be tolerant of different beliefs, views and values.
- Peer Educators are given appropriate and flexible personal and practical support to enable them to succeed in their aims.
- Peer Educators are encouraged to evaluate their own development and the impact their teaching has on other young people.
Peer education projects give young people the opportunity to learn and develop valuable skills, for example:
- Explore how to listen effectively to others
- See the world through someone else’s eyes
- Understand how their attitudes and values can affect others
- Be aware of and be prepared for possible difficulties
- Evaluate their progress
- Practice their skills
What is Peer Mentoring?
Peer mentoring is about…
- Facilitating emotional growth in other young people.
- Being a signpost in order to tell other young people where they can get help for their problems.
- Creating an opportunity for other young people to talk in a safe place about what they want.
- Supporting young people in developing decision making skills.
- Gaining new skills and gaining confidence in fun ways.
- Helping others to develop skills needed to look after their own mental and emotional health.
The key to successful peer mentoring projects is to give young people the opportunity to develop their skills and qualities in a way that is beneficial both to themselves and to others. The following principles highlight the issues that need to be taken on board if this is to be achieved:
- Peer Mentors need background knowledge of the programme, including its aims and goals.
- Peer Mentors are made fully aware of the role they are taking on and what is expected of them.
- Peer Mentors are well prepared for the task and understand the limitations of their role.
- Peer mentors are made aware of the potential and pitfalls of their role.
- Peer Mentors are treated with fairness and trust regardless of their personal circumstances, culture and/or sexual orientation.
- Peer Mentors are encouraged to look at their own attitudes and prejudices, and how these might offend others.
- Peer Mentors are encouraged to behave in a manner that shows respect and concern, and to be tolerant of different view, values and beliefs.
- Peer Mentors are given appropriate and flexible personal and practical support to enable them to succeed in their aims.
- Peer Mentors are actively encouraged to evaluate their own development and the impact their skills have on other young people.
- Peer Mentors are given access to resources for further information and support.
Peer mentoring projects also encompass a variety of concepts, such as:
- Supporting young people in developing skills
- Helping young people to manage their own learning and making sure that they have appropriate support in doing this
- Giving accurate and appropriate information so the young person understands roles, responsibilities and limitations
- Referring young people to other sources of guidance where appropriate
- Giving guidance in a manner which encourages the self-development and decision making of the young person
- Giving advice in an appropriate manner and pace
- Exploring barriers to learning and providing appropriate guidance to learners with difficulties
What is the BTEC Intermediate Award in Peer Education?
The BTEC Intermediate Award in Peer Education is a nationally recognised, competence-based qualification for young people who are participating in a peer education programme.
The Award comprises of 4 units as follows:
UNIT 1: SELF-PREPARATION
UNIT 2: PREPARING LEARNING OPPORTUNITIES
UNIT 3: REVIEWING THE LEARNING EXPERIENCE
UNIT 4: CREATING THE LEARNING ENVIRONMENT
UNIT 1: SELF- PREPARATION
If young people are going to be encouraged to educate other young people about issues that affect their day-to-day lives, it's realistic to assume that they may well be exposed to both sensitive issues and a wide range of human reactions from those they are teaching. They will therefore need some kind of preparation and training themselves.
Many young people might feel enthusiastic about becoming a Peer Educator but then think, "Am I the right person?" Other young people are sometimes encouraged to think that it's dead easy being a Peer Educator but lose a lot of self-confidence when they get it wrong because they have not been given the appropriate training and support.
By inviting young people to become the transmitters of important and sensitive messages about youth issues, the worker is also asking Peer Educators to place themselves in challenging situations.
Following the completion of this unit, learners should have:
- Increased their knowledge and understanding about the ethics of teaching others.
- Developed more self-awareness about the qualities and skills necessary in order to enable others to learn.
- An understanding of the different ways people learn.
- The knowledge and understanding to evaluate their own development needs as Peer Educators.
UNIT 2: PREPARING LEARNING OPPORTUNITIES
Planning peer education activities is an important part of the learning process for Peer Educators. Initially this may well take as long if not longer than doing the peer learning session itself. The planning stage involves thinking about what other young people might want to learn about from their peers as well as what the Peer Educators need to do to prepare for their teaching activities.
Following the completion of this unit, learners should have:
- Increased their knowledge about how to identify learning needs.
- Understood more about the different ways people try to educate others.
- Increased knowledge about what factors have to be considered when planning an event.
- Sufficient knowledge to participate in planning a Peer Education programme.
UNIT 3: REVIEWING THE LEARNING EXPERIENCE
Monitoring and evaluation are integral to the peer education programme and need to be built in from the planning stage. The process allows both the co-ordinator and the Peer Educators to get a picture of whether the project is meeting its aims and proving worthwhile. For example, have those that have been taught by the Peer Educators learned what was intended, or have they picked up the wrong messages, or very biased ones? What kind of things can the Peer Educators evaluate in order to learn and develop their peer education activities in line with the aims of the project?
Some Peer Educators like to evaluate their own skills regularly as group facilitators and/or information givers. Others might be more interested in what went well or badly with the planning and delivery of the peer education programme.
Following the completion of this unit Peer Educators should be able to:
- Monitor their own development.
- Collect information from learners.
- Review a Peer Education programme against set objectives.
UNIT 4: CREATING THE LEARNING ENVIRONMENT
Creating learning environments is probably one of the most challenging aspects of a Peer Education preparation programme. However much is learned about how groups tick and what to do, nobody can really predict the exact nature of how any group of young people will react to a Peer Educator. It may well be that one session goes extremely well yet the next session doesn't, for no apparent reason other than that the young people are different.
Supporting Peer Educators to explore different kinds of strategies for responding to individuals and group situations is essential for both the Peer Educator and participants who are learning from them. This will go some way to ensure that the learning activity is both fun and constructive for all concerned, rather than one where some people may feel harassed, or not respected for their views.
Following the completion of this unit Peer Educators should be able to:
- Create a learning environment that encourages people to respect each other.
- Use skills that encourage other people to talk.
- Devise strategies for dealing with difficult group situations.
What is the BTEC Intermediate Certificate in Peer Mentoring?
The BTEC Intermediate Certificate in Peer Mentoring is a nationally recognised, competence-based qualification for young people who are participating in a peer mentoring programme.
The Certificate comprises 4 units as follows:
UNIT 1: INTRODUCTION TO PEER MENTORING
UNIT 2: PLANNING PEER MENTORING ACTIVITIES
UNIT 3: UNDERTAKING PEER MENTORING ACTIVITIES
UNIT 4: REVIEW PEER MENTORING ACTIVITIES
UNIT 1: INTRODUCTION TO PEER MENTORING
This unit will develop the learners’ skills and understanding of the principles of peer mentoring to create purposeful development opportunities for other young people to maximise their potential in planned one-to-one situations. The learner will explore how values and attitudes are formed and the channels through which these are generated. The learner will also develop an understanding of expectations and limitations of the role, what can realistically be achieved, and how an individual can achieve success by being enabled and encouraged to take charge of their own learning and development.
Following the completion of this unit, learners should:
- Understand the principles of peer mentoring
- Understand how attitudes and values develop
- Understand the expectations and limitations of the mentoring role
UNIT 2: PLANNING PEER MENTORING ACTIVITIES
This unit will enable the learners to consider the key elements relating to the planning and delivery of one-to-one mentoring activities. The focus will be on the identification of opportunities for mentoring, exploring how and why young people may want to develop or change and to provide or access the resources to support peer mentoring activities. The learner will explore factors and barriers, which may influence mentoring activities and through careful planning and consideration will prepare an environment for peer mentoring.
Following the completion of this unit, learners should:
- Recognise peer mentoring opportunities
- Understand different support mechanisms available
- Consider factors which may influence mentoring activities
- Prepare the environment for a peer mentoring session
UNIT 3: UNDERTAKING PEER MENTORING ACTIVITIES
This unit will develop the learners’ skills and understanding of facilitating individual development through peer mentoring to enable other young people to develop and maximise their potential. The learner will develop skills in effective questioning, listening and negotiation, and develop skills to handle a variety of one-to-one situations, by establishing ground rules and creating a climate conducive to constructive support. The learner will also explore the expectations of achievement and the limitations within which they will operate.
Following the completion of this unit, learners should be able to:
- Explain and agree the aims of the session
- Support individuals through the mentoring process
- Understand the expectations and limitations of the mentoring role
UNIT 4: REVIEW PEER MENTORING ACTIVITIES
This unit will develop the learners’ skills and understanding of the process of review and evaluation of progress, and the achievement of objectives both for the individual and for themselves.
Following the completion of this unit, learners should be able to:
- Evaluate progress towards the mentoring plan
- Review personal development needs in undertaking the peer mentoring role
UK Youth’s Peer Programmes are mapped against Basic Skills on the Adult Core Literacy Skills Curriculum and the four Key Skills: “Improving Own Learning,” “Working with Others,” “Problem Solving,” and “Communication.”
The Peer Qualifications programmes have been graded level two on the National Qualifications Framework which is equivalent to GCSE grades A-C. The Peer Qualifications programmes have accreditation learning points that can contribute towards a young person’s entry into college/ university.
QCA National Qualifications Framework
| Level of qualification | General | Vocationally-related | Occupational |
| Level 5 | Higher-level qualifications
BTEC Higher Nationals | Level 5 NVQ |
| Level 4 Key Skills | Level 4 NVQ |
| Level 3 Advanced Key Skills | A level | | Vocational A level
(Advanced GNVQ) | Level 3 NVQ Advanced MA |
| Level 2 Intermediate Key Skills | GCSE grade A*-C | UK Youth Peer Qualification Programmes | Intermediate GNVQ | Level 2 NVQ Foundation MA |
| Level 1 Foundation Key Skills | GCSE grade D-G | | Foundation GNVQ | Level 1 NVQ |
| Entry level | Certificate of (educational) achievement | | |
