Title: (MHRD
1ADOLESCENCE EDUCATION PROGRAMME
(MHRD CBSE UNFPA)
2RESOURCE PERSONS Priya Asnani Dinesh Bhanderi
3Introduction Session I Getting Started
4- OBJECTIVES OF THE WORKSHOP
- To understand the Adolescence Education Programme
(AEP) implemented by MHRD in the school system. - To create a supportive environment for
implementing AEP. - To highlight the role of Principals, Teachers and
Peer Educators as advocates of AEP.
5Who is an advocate? An advocate is a person who
influences others to support an idea, issue,
organisation or programme.
6- WHAT DOES ADVOCACY INVOLVES
- Analyzing the environment
- Defining the agenda or the cause
- Identifying partners
- Lobbying support of decision-makers
7- WHAT DOES ADVOCACY INVOLVES (contd.)
- Forming allies and rallying support
- Establishing networks
- Mobilizing public opinion
- Enlisting support of beneficiaries
- Addressing the concerns of adversaries
8- What are the qualities of an Advocate?
- Personal attributes background, experience
- Thorough Knowledge of the issue being advocated
- Positive attitude towards the issue
- Skills Thinking skills
- Social skills
- Negotiation skills
- Behaviour role model
9Some Indicative Ground Rules
- Listen to all interventions participate in the
discussion. - Maintain confidentiality at all times. What is
shared by the group remains strictly within it.
10Ground Rules(contd.)
- Punctuality and time management. Mutual support
in maintaining timings for the training.
11Ground Rules(contd.)
- No interruptions. It is better to raise hands so
that the Resource Person can invite the
individuals comment. - Ask questions one at a time and also give others
a chance to talk.
12Ground Rules(contd.)
- Non-judgemental approach. Do not laugh at any
person. - Respect each others feelings, opinions and
experiences.
13Critical ConcernsSession IISetting the Context
14- Who are Adolescents?
- Adolescents - 10-19 years.
- Youth 15- 24 years
- Young people 10-24 years
- Growth Phase
- Early Adolescence 10-13 years
- Mid Adolescence 14-16 years
- Late Adolescence 17-19 years
15Why focus on Adolescents?
- Large human resource (22 population)
- Caring, supportive environment will promote
optimum development physical, emotional,
mental. - Their behaviour has impact on National Health
Indicators like maternal and infant mortality
16Why focus on Adolescents? (contd.)
- Adolescents are vulnerable to STIs, HIV/AIDS,
sexual abuse - Health of girls has inter-generational effect.
17Age structure of Indias population-2005
18Comparative age structure of population-2005
Nigeria and USA
19Indias demographic bonus
- Window of Opportunity.
- How can we make this a reality?
20Public health impact of adolescent sexuality and
fertility
- Maternal Mortality Rate (MMR)
- Neonatal and Infant Mortality Rate
- STI incidence/prevalence Rate
- HIV incidence/prevalence Rate
21- Adolescent Concerns
- Growing up concerns
- Developing an identity
- Managing emotions
- Body image
- Building relationships
- Resisting peer pressure
22- Issue Education
- Enrollment figures have improved but dropout
rates are high 68 from class 1 to X. (Source
NSSO, 55th round, 2001). - Gender disparities persist - girls enrollment
less than 50 at all stages - Young people not at school join the workforce at
an early age nearly one out of three
adolescents in 10-19 yrs is working. (Source
Census 2001).
23- Issue Education(contd.)
- Quality of education is poor-students are not
equipped with skills to face life challenges - Please reflect on
- How can we make education useful in handling
day-to-day issues?
24Issue Marriage
- Despite laws prohibiting marriage before 18
years, more than 50 of the females were married
before this age. (Source Census 2001). - Nearly 20 of the 1.5 million girls who were
married under the age of 15 years are already
mothers. (Source Census 2001). - Choices are limited as to whether, when and whom
to marry when and how many children to have.
25Please reflect on
Issue Marriage(contd.)
- How can you contribute to prevent early
marriages? - What can we do to equip young people to have
children by choice, not chance?
26Issue Health
- Adverse sex ratio 10-19 years 882/1000, 0-6
years 927/1000. (Source Census 2001). - Malnutrition and anaemia - boys and girls below
18 years consume less than the recommended number
of calories and intake of proteins and iron. - Higher female mortality in the age group of 15-24
years.
27Issue Health(contd.)
- For rape victims in the age group of 14-18 years,
a majority of the offenders are known to victims. - More than 70 girls suffer from severe or
moderate anaemia (Source District Level Health
Survey Reproductive and Child Health, 2004). - Please reflect on
- How can we improve the nutritional status of
Adolescents?
28Issue HIV/ AIDS
- There are 2 3.1 million (2.47 million) people
living with HIV/AIDS at the end of 2006. - Number of AIDS cases in India is 1,24,995 as
found in 2006 (Since inception i.e. 1986 to
2006). (Source naco.india.org) - 0.97 million (39.3) are women and 0.09 million
(3.8) are children
29Issue HIV/ AIDS(contd.)
- India 2nd largest population of HIV positive
persons infected. Over 35 of all reported HIV
cases are in the age group of 15-24 years (NACO). - India has the second largest population of AIDS
patients. Over 35 of all reported AIDS cases
occurs among 15-24 year olds. Source NACO and
UNICEF, 2001. Knowledge, attitudes and practices
for young adults (15-24 years NACO. 2005. India
Resolves to Defeat HIV/AIDS).
30Issue HIV/ AIDS(contd.)
- Lack of abstinence is a contributory cause.
- Persons living with HIV/AIDS face stigma
discrimination. - The estimated adult prevalence in the country is
0.36 (0.27 - 0.47).
31Issue Substance Abuse
- Estimated number of drug abusers in India is
around 3 million and that of drug dependents is
0.5 - 0.6 million. (Source UNODC and Ministry of
Social Justice and Empowerment, 2004) - Problem is more severe in the North-Eastern
States of the Country.
32Issue Substance Abuse(contd.)
- Most drug users are in the age group 16-35 years.
- Drug abuse rate is low in early Adolescence and
high during late Adolescence. - Among current users in the age group of 12-18
years, 21 were using alcohol, 3 cannabis and
0.1 opiates (NHS-UNODC 2004).
33Issue Substance Abuse(contd.)
- A Household Survey on Drug Abuse indicated that
24 of 40,000 male drug users were in the age
group of 12-18 years. (Source UNODC and Ministry
of Social Justice and Empowerment, 2004) - Please reflect on
- How can we reduce the vulnerability of young
people to Substance - Abuse?
34CHILD-ABUSE
- Two Out of every three children were
Physically-Abused. - Out of 69 children Physically-Abused in 13
sample states, 54.86 were boys. - Over 50 children in all the 13 sample states
were being subjected to one or the other form of
Physical-Abuse.
35Salient Findings on Study on CHILD-ABUSE(contd.)
- Out of those children Physically-Abused in family
situations, 88.6 were Physically-Abused by
parents. - 53.22 children reported having faced one or more
forms of Sexual -Abuse. - Andhra Pradesh, Assam, Bihar and Delhi reported
the highest percentage of Sexual-Abuse among both
boys and girls.
36Salient Findings on Study on CHILD-ABUSE(contd.)
- 21.90 child respondents reported facing severe
forms of Sexual-Abuse and 50.76 other forms of
Sexual-Abuse. - Out of the child respondents, 5.69 reported
being sexually assaulted. - In matters of Sexual-Abuse, 50 abusers are
persons known to the child or in a position of
trust and responsibility. - Most children did not report the matter to anyone.
37Vision for Healthy and Empowered Adolescents
- Through information, education and services
adolescents are empowered to - Make informed choices in their personal and
public life promoting their creative and
responsible behaviour.
38- National Policies on Adolescent Health
- Ministry of Youth Affairs and Sports
- National Youth Policy 2003
- Ministry of Health and Family Welfare
- National Population Policy 2000
- National AIDS Prevention and Control Policy 2000
- National Health Policy 2002
- Ministry of Human Resource Development
- National Policy on Education, 1986 (as modified
in 1992) - National Policy for Empowerment of Women, 2001
39- National Programmes Influencing Adolescent Health
- Ministry of Youth Affairs and Sports
- National Service Scheme
- Nehru Yuva Kendra Sangathan
- Scheme of Financial Assistance for Development
and Empowerment of Adolescents - Ministry of Health and Family Welfare
- Reproductive and Child Health (RCH) programme
- National AIDS Control Programme Phase 3
40- Ministry of Human Resource Development
- Department of Education
- National Adolescence Education Programme
- Mahila Samakhya Programme
- Sarva Shiksha Abhiyan
- Ministry of Women Child Development (MWCD)
- Kishori Shakti Yojna
- Ministry of Social Justice and Empowerment
- Scheme for Child Helplines
- Services for Treatment of Drug Addicts
41Addressing Health Concerns
Information Education
Health Services
LIFE SKILLS
Demand Generation
Services
42Empowering adolescents
Provide opportunities for making informed choices
in real life situations.
Improve adolescent-friendly health services and
link with existing programmes.
Provide education and build life skills.
- Create a safe and supportive environment.
43The Adolescence Education Programme Session
III About the Programme
44Adolescence Education Programme (AEP)
Upscaled to
Adolescence Education as a component of National
Population Education Programme(NPEP)
45ADOLESCENCE EDUCATION An educational
intervention to help learners acquire accurate
and adequate knowledge about reproductive and
sexual health with a focus on the process of
growing up during adolescence, in its biological,
psychological, socio-cultural and moral
dimensions.
46Objectives of AEP
- To develop essential value enhanced Life-Skills
for coping and managing concerns of adolescence
through co-curricular activities (CCA). - To provide accurate knowledge to students about
process of growing up, HIV/AIDS and
Substance-Abuse.
47Objectives of AEP(contd.)
- To develop healthy attitudes and responsible
behaviour towards process of growing up, HIV/AIDS
and substance abuse. - To enable them to deal with gender stereotypes
and prejudices.
48Common Minimum Content
-
- Imparting accurate age and sex-appropriate
knowledge about the process of growing up during
adolescence to young people in schools. - Basic facts about HIV/AIDS, its transmission and
methods of prevention also addressing myths and
misconceptions relating to it, and encouraging
positive attitudes towards people living with
HIV/AIDS (PLWHA).
49Common Minimum Content (contd.)
-
- Basic facts about substance abuse, signs and
symptoms, and prevention. - Reinforcing existing positive behaviour and
strengthening life skills development that will
enable young people to protect themselves from
risky situations. - Linkages with adolescent-friendly health services
50APPROACHES
CO-CURRICULAR
CURRICULAR
Students
Teachers
51Curricular Approaches
Council of Board of School Education (COBSE) Council of Board of School Education (COBSE) Council of Board of School Education (COBSE) National Institute of Open Schooling (NIOS)
Integration in syllabi at Secondary and Higher secondary stages through state boards Integration in syllabi at Secondary and Higher secondary stages through state boards Integration in syllabi at Secondary and Higher secondary stages through state boards Integration of AE in open schooling distance learning system
Strategies Strategies Strategies Strategy
Integration Unit based CCE IVRS
Subject specific inclusion of content Separate module within the subject Continuous Comprehensive Evaluation Interactive Voice Response System
52Co-Curricular Approaches
STRATEGIES
Interactive Activities
Teacher Counseling
Peer Education
53Intervention for Co-curricular Activities
- Advocacy
- Capacity building of teachers/peer educators
- Student activities
- Health services Counselling and referrals to
adolescent friendly health services
54Stakeholders - AEP
- State Education Department
- Govt. Secondary Sr. Secondary Schools
- National Organizations
- COBSE 41 State Boards
- CBSE
- KVS
- NVS
- NIOS
55- School Level Activities
- Time Minimum of 16 hours per academic year (more
than 16 hours, wherever feasible) - Training At least two Nodal Teachers and two
Peer Educators per school trained along with a
plan of action for schools to conduct activities
by teachers. - Advocacy activities at the school and community
level - Conducting sessions by organizing interactive
activities
56- Using Question Box activity and responding to
questions raised by students - Training, Peer Educators and students to reach
out to children who have dropped out or were
never enrolled in school - Strengthening linkages with Adolescent/ Youth
Friendly Health Services
57INTER SECTORAL LINKAGES INTER SECTORAL LINKAGES INTER SECTORAL LINKAGES INTER SECTORAL LINKAGES INTER SECTORAL LINKAGES
Ministry of Health and Family Welfare (MHFW) ?? Ministry of Human Resource and Development (MHRD) ?? Ministry of Youth Affairs and Sports (MoYAS)
?? ??
Health Department ?? Education Department ?? Youth Affairs
?? ??
RCH-2 NACO PL3 ?? Curricular Co-curricular NSS (2 level) Out of School Adolescents
? ? ?
AEP
58Health Services for Adolescents in RCH-2
- Services reorganised at Primary Health Centres
on dedicated days and timings for adolescents - Nutrition counselling, including treatment of
anaemia - Tetanus Toxoid immunisation
- Counselling for issues related to growing up and
health - Management of menstrual problems
- RTI/STI prevention, education and management
59CONTENT of AEP
60- PROCESS OF GROWING UP
- Nutritional needs of adolescents in general and
adolescent girls in particular - Physical growth and development
- Psychological development
- Reproductive and Sexual Health
- Gender sensitization
61- HIV / AIDS
- HIV/AIDS Causes and consequences
- Preventive measures
- Treatment Anti-retro viral therapy (ART)
- Individual and social responsibilities towards
people living with HIV/AIDS (PLWHA) - Services available for improving reproductive and
sexual health, prevention of spread of HIV and
for HIV infected persons.
62Substance Abuse
-
- Situations in which adolescents are driven to
substance abuse. - Commonly abused substances.
- Consequences of substance abuse.
- Preventive measures.
- Treatment.
- Rehabilitation of drug addicts.
- Individual and social responsibilities.
63LIFE SKILLS Life skills are abilities for
adaptive and positive behaviour that enable
individuals to deal effectively with the demands
and challenges of everyday life. The ten core
life skills are as follows
Self-awareness Empathy Critical thinking
Creative thinking Decision making Problem solving
Interpersonal relationships Effective communication Coping with emotions
Coping with stress Coping with stress Coping with stress
64- Expected Outcomes of Life Skills Development
- Enhanced self esteem
- Self confidence
- Assertiveness
- Ability to establish relationships
- Ability to plan and set goals
- Acquisition of knowledge related to specific
content areas
65- APPLICATION OF LIFE SKILLS
- Life Skills can be utilized in many areas of
concern, such as - Process of Growing Up
- HIV/AIDS/STD prevention
- Sexual violence
- Suicide prevention
- prevention of drug abuse
66FRAMEWORK OF LIFE SKILLS FOR AEP
Thinking Skills
Self awareness Problem solving/decision making Critical thinking/creative thinking Planning and goal setting
Social Skills
Interpersonal relationships Communicating effectively Cooperation teamwork Empathy
Negotiation Skills
Managing feelings / emotions Resisting peer / family pressure Consensus building Advocacy skills
67Core Life Skills
- Self-awareness includes our recognition of
ourselves, of our character, of our strengths and
weaknesses, desires and dislikes. - Empathy is the ability to imagine what life is
like for another person, even in a situation that
we may not be familiar with. - Interpersonal relationship skills help us to
relate in positive ways with the people we
interact with. - Effective communication means that we are able to
express ourselves, both verbally and
non-verbally, in ways that are appropriate to our
cultures and situations. - Critical thinking is the ability to analyze
information and experiences in an objective
manner.
68- Creative thinking contributes to both decision
making and problem solving by enabling us to
explore the available alternatives and various
consequences of our actions or non-action. - Decision-making helps us to deal constructively
with decisions about our lives. - Problem solving enables us to deal constructively
with problems in our lives. - Managing feelings and emotions includes skills
for increasing the internal locus of control for
managing emotions, anger and stress.
69- Methodology for Life Skills Development
- Interactive and fun learning process
- Methods used are brainstorming, group discussion,
games, role-playing, debates, collage and quiz. - Structure is provided through the use of
processing questions. They help in student
involvement and reflection. - Practice of skills in a supportive learning
environment and experiential learning.
70Monitoring and Evaluation
71Process evaluation
- Answers the following questions
- Is it being implemented as planned? Are there any
deviations from the plans and their reasons? - Dimensions of the process evaluation
- Coverage extent to which the programme actually
reaches the intended audience. - Quality adequacy of training and satisfaction of
stakeholders with training and delivery of the
programme.
72Outcome evaluation
- Assesses the results and impact of the
interventions. - Answers the following questions
- To what degree have the objectives been
accomplished? - To what extent have the knowledge, attitudes,
skills and behaviour of the students and the
staff been influenced? - Which specific interventions or components of the
programme work best? - Which elements do not work to the optimum?
73LEVELS OF ASSESSMENT National Level State
Level District and School Level
74- KEY PERFORMANCE INDICATORS IN AEP
- Reach and Coverage of AEP
- Effectiveness of Training Programme
- Effectiveness of Advocacy Sessions
- Changes in both teachers and students as
reflected through pre and post-measurement tools
for Knowledge, Attitude and Life-Skills
Application. - Integration Policy level changes (curriculum,
pre-service and in-service teacher training)
75Monitoring of AEP School Level
- Expected Outcomes
- Supportive family environment
- Supportive institutional environment
- AEP Interventions
- Advocacy on AEP with school Principals, parents,
community leaders
76Monitoring of AEP School Level (Cont.)
- Expected Outcomes
- Teachers/peer Educators knowledge base on AE
increased. - Teachers/Peer Educators attitude towards
adolescent issues, HIV/AIDS, gender concerns
improved. - Teachers/Peer Educators skills to use interactive
methodology enhanced.
- AEP Interventions
- Capacity building of teachers/peer educators
77Monitoring of AEP School Level (Cont.)
- Expected Outcomes
- Knowledge and understanding related to ARSH,
gender issues enhanced - Attitude towards adolescent issues, HIV/AIDS,
gender concerns improved - Life skills (thinking, social, negotiation
skills) improved - Reduced risk behaviour
- AEP Interventions
-
- Interactive student activities
-
78Monitoring of AEP School Level (Cont.)
- Expected Outcomes
- Utilization of services
- AEP Interventions
-
- Health services including Counseling for
adolescents
79Monitoring of AEP School LevelIndicators for
Health Services
- Expected
- Outcomes
- Utilization
- of services
- Suggested Indicators
- of students aware of health services available
- Number of students seeking counseling services in
the school from teachers or counselors (if
available) - Number of adolescents referred to professional
health workers/clinics by the teachers
80The Adolescence Education ProgrammeStakeholders
- Roles and ResponsibilitiesSession IVRole of
Stakeholders
81- ROLE OF THE PRINCIPAL
- Making school environment conducive for AEP
- Support the functioning of the trained teachers
and their group of peer educators. - Encouraging participation of students in
planning, designing and implementation of AEP.
82- ROLE OF THE PRINCIPAL (contd.)
- Selecting and supporting nodal teachers.
- Advocating with parents, other teachers and
Community Leaders. - Encouraging the incorporation of AE themes into
various Co-Curricular activities such as Debates,
Contests, Essay Writing, etc.
83- ROLE OF THE NODAL TEACHER
- Conduct advocacy meetings at school / community
level. - Conduct advocacy meetings with the parents and
the teachers before starting the AEP in the
schools. - Conduct the AE co-curricular activities in
schools with students.
84- ROLE OF THE NODAL TEACHER(contd.)
- Supporting Department of Education (DoE) in
Monitoring and Conducting Periodic Programme
Reviews. - Compiling reports on Co-Curricular activities and
sending these to the District Institute of
Education and Training/District-Level focal point
identified for collection of feedback
85- Qualities of Nodal Teacher
- Sensitive
- Non judgemental attitude
- Good rapport with students
- Willing to act as a nodal teacher
A MUST
86- PEER EDUCATOR APPROACH
- A Peer is an individual who is of equal
standing or rank with other person - A Peer Educator is a member of a group all of
whose members share the same backgroud,
experiences values.
87- PEER EDUCATORS
- HOW DO THEY WORK?
- Being aware of and being trained for the task.
Being enthusiastic. - Conveying Educational Messages to a target group.
- Endorsing healthy norms, beliefs and behaviour
in their group. - Challenging unhealthy behaviour and beliefs.
88How do peer educators benefit?
-
- Receive special training in making decisions,
clarifying values and acting in accordance with
those values. - Mastering extensive information relevant to their
own lives. - Gain leadership recognition from their peers.
89How do peer educators benefit? (contd.)
-
- Direct involvement, having a voice, and
exercising some control over programme design
and operation. - Learn important skills, including facilitation
and communication. - Improve self-discipline and self-esteem.
90- ENABLING PEER EDUCATORS / LEADERS TO BECOME
ADVOCATES - Creating supporting environment
- Undertaking capacity building through training
- Ensuring back-up support professional support
- Sustaining motivation to continue recognition
and opportunity
91- ROLE OF THE PEER EDUCATORS
- Enhancing knowledge, modifying beliefs, attitudes
and behaviours, and develop skills at an
individual level. - Encouraging collective action leading to change
in programmes and policies. - Acting as a motivator and role model for other
young people.
92- ROLE OF THE PEER EDUCATORS (contd.)
- Acting as bridge between adolescents and adults.
- Organizing other young people to work on AEP
issues. - Forming networks to encourage, support and
promote healthy living.
93- COMMUNITY MOBILISATION
- Project work to students involving advocacy with
community members. - Creating and distributing pamphlets on powerful
messages related to the issue of adolescent
health. - Advocacy with parents.
94- COMMUNITY MOBILISATION (contd.)
- Community celebration on particular days such as
World AIDS Day, International Youth Day and
Womens Day etc. - Advocacy with Village Panchayat.
95Principal
Peer Educators
Nodal Teachers
Other members of Community
Message of AEP
School going Adolescents
96Thank you