Fake peer educators.

Participants, especially older peer educators, were vocal about people who did not take the role seriously, and had self-serving motives for being involved in the programme. They

suggested that peer educators joined at the beginning of the year because of the camp: “everybody wants to be involved whenever there is something that has to do with traveling and food”. (P21)

The feeling was that “fake peer educators” were not committed to the programme and so would not act responsibly in working with programme content or in attending implementations:

I don't think they choose to go there (to T-PEP) because of what they want to do because of what they want to see happening outside there, because of the change they want to see. But some I think they just go because they kind of forced to go, to join a society. And then they feel, okay. I'll just join the peer edz group. (P24)

As fake peer educators revealed their true colours and dropped out of the programme it impacted the implementation efficacy:

During the year, time goes by, you only see a few of them that are still

remaining. So, for me that is, it it's devastating because we are the one who have to hold up the gap, because we are few and we have to cover for others that are, not actually present. (P21)

There was a desire to know who the real peer educators were: “If there was some sort of control measures that would be in place just to show, like so that they can have an

understanding, a record of who the REAL peer educators are”. (P07)

I would say it has to be changed in the way that we interact with them (new TSiBA students) when we are introducing peer edz…People don't know why you join peer edz. Do you have love for what you doing? Are you a person who wants to gain knowledge about this and, and things like that that needs to be looked into and in order to help us cope with our responsibility. (P21)

Frustrations with the programme affected the motivations in different ways. And

participants expressed demoralisation, unhappiness, decreased interest, and some a desire to give up the work.

Some frustrations were “people” frustrations, such as experienced in the interaction with other peer educators who failed to turn up for implementations:

But it does not mean that you either do not show up at all, you can phone ahead and say this is what happened I’m not coming in, or I have to leave early excuse yourself it's those small little logistic type things. (P25)

Some participants expressed frustration with lack of inclusion and wanted to leave the programme:

It would seem like (the coordinator) had a few selected people that maybe he let in on what's going on before everyone knew what's happening. Or he would listen to what they would have to say...I think that one of those things they just like made me rather not be a peer educator. Cos otherwise I'd would really love being a peer ed. (P12)

I didn't feel like I was part of the peer edz at that moment. [silence]. Actually I notice that it was like I didn't exist, I was just a number so whatever I was doing I didn’t think it was having any impact on the whole peer edz as a programme because the way, more like taking over cos they were there before (other peer educators). So that's what did discourage me. (P14)

Although the programme is overseen by TSiBA staff members, there is no student

management structure in place. As mentioned in the contextualizing chapter, this has been noted by the co-ordinator who is grooming students to assist in co-ordinating functions. However, the

students expressed annoyance, extended to the variable employment of the co-ordinator, with some peer educators having worked with 3 different co-ordinators during their time in the T-PEP:

Because every time we have a new manager coming in things change slightly. They are not always the way we used to. So it's for us...it gives how can I put it? It puts us in a difficult situation. (P12)

Participant 18 suggests that although it is difficult to clarify how the T-PEP is managed, if this problem is corrected other programme frustrations will be alleviated:

We have a failure in our leadership as I said. We are not organized at the moment I can't tell you that this is our leader, I can't tell you that this is our sec. it is not easy to say. We are poorly organised, so we need the improving on that. They are mostly that I think the rest will come if that one is well addressed than those minor ones they will also be okay. (P18)

Other peer educators were frustrated that the current co-ordinator, involved in many TSiBA activities, did not seem to be as committed to the T-PEP as they were:

So if you could have someone who is only focusing on peer edz, maybe that person can be able to see the long term goals of peer edz, what we all about. Rather like putting all the work on one person because the person who is now in charge, he's very busy. (P09)

Participant 08 feels that the co-ordinator’s lack of involvement has impacted on the T-PEP performance: “In terms of that management. I think they have to change management [laughs]. Cos I don't think we have been that proactive as we should be this year”. (P08)

This participant found the management disorganised and demotivating:

Dates were chopped and changed without prior notice…all the way to school and then we find that look the programme is cancelled for the week…. Those kind of logistical issues were quite demotivating. (P04)

There is resentment that the new coordinator has added non important duties to the peer educator workload: “When we were working with D, our focus was on our work and

And there is a mourning of the loss of the peer education essence which has been changed with the newer role of the peer educator:

So then they wouldn’t focus on the important things… not people…. The crux why they are there. They are there to facilitate, not to organize catering, not to

organize a camp, you know? So I think a lot of it has been lost. That spirit. (P03)

There is a loud voice of frustration with the lack of a management structure for the T-PEP, as participants feel it impacts on the programme: “I think if there was a committee there would be a bit of direction. Cos even at times like, things just started, like last minute rushing’s and then people wondering how they supposed to be done”. (P12)

In contrast however, this participant was happy with the current structure in place: I think good because like we get the resources on how like to execute the programme and we also like with the refreshments for the day for the children and for us as peer educators. (P20)