aolescence education programme n.
Skip this Video
Loading SlideShow in 5 Seconds..
Download Presentation


139 Vues Download Presentation
Télécharger la présentation


- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript


  2. AGENDA Adolescence Education in India Adolescence Education Programme in India Skills of a Facilitator Advocacy Training of Peer Facilitators

  3. 1. Adolescence Education in India

  4. Adolescent Realities • Adolescence is a transition period between childhood and adulthood • Physical, intellectual, and emotional characteristics & patterns of childhood are gradually replaced by adult ones • Girls and boys progressively evolve into a state of relative socio-economic independence • transition from socio-economic dependence to relative independence

  5. Profile of Indian Adolescents • 22 percent of the billion-strong population • Affected by prevailing socio-economic disparities • 47% of women and 16% men have never received any information on sexual matters from anybody • 70% of the students who have been exposed to AEP, teachers are the main source of information

  6. Profile of Indian Adolescents • Only 28% of young women and 54% of young men have good knowledge about HIV/AIDS • Adolescent girls continue to face gender based discrimination in most parts of India • projected number of drug abusers is about 3 million (UNODC, 2003)

  7. Objectives, Themes and Scope of Adolescence Education • Incorporating all the critical concerns of adolescent reproductive & sexual health (ARSH) • Preparing a scheme of contents suitable to provide adequate coverage to ARSH • Identifying curriculum transaction strategies focused on promoting experiential learning suited to the specific needs

  8. Objectives, Themes and Scope of Adolescence Education Adolescence education as an educational intervention, focusing on critical elements that would enable young people to deal effectively with issues related to: • Understanding changes during adolescence and being comfortable with them • Establishing and maintaining positive and responsible relationships • Understanding and challenging stereotypes and discrimination related to gender and sexuality

  9. Objectives, Themes and Scope of Adolescence Education • Understanding and reporting abuse and violation • HIV/AIDS: prevention, vulnerability, dealing with stigma, access to services, linkages with RTIs/STIs • Prevention of substance abuse: causes, access to safety net, consequences, de-addiction, care and support

  10. What Students Like about Adolescence Education sessions Issues like • self esteem, disagreements with parents • relationship with friends, attraction towards opposite sex • changes during adolescence, changes in feelings and emotions • Knowledge on bad habits, gender discrimination, decision making and stress management

  11. What Students Like about Adolescence Education sessions • When their issues were raised, discussed • Enjoyed sharing their emotions and perceptions • Discussion with psychologist on internal changes occurring during adolescence • When their teachers shared about the problems that are prevalent in society

  12. Life Skills as an Integral Part of Adolescence Education • Defined as psycho-social abilities that enable individuals to translate knowledge, attitude and values • Empowers learners to observe the process involving “what to do, why to do, how to do and when to do” Life Skills Adolescence Education Life Skillls are the core of Adolescence Education

  13. Life Skills as an Integral Part of Adolescence Education Encompasses the ability :- • to build sound, harmonious relationships with self, others and the environment • to act responsibly • solve problems • survive under a variety of conditions • optimize opportunities

  14. Life Skills Development: Approach Framework • Identify curricular as well as co-curricular activities that have the potential for developing skill application ability • Role play can be very appropriate in respect of negotiation skills or interpersonal skills or skills related to empathy • The education intervention may have to be designed and operationalized differently for different contexts

  15. 2. Adolescence Education Programme in India

  16. Adolescence Education Programme • Launched by Ministry of Human Resource Development, Government of India in 2005. • A major part of AEP is supported by United Nations Population Fund (UNFPA), and implemented by national agencies • Ultimate goal of the programme is to empower adolescent learners to acquire knowledge of their needs and concerns

  17. Aims and Objectives of AEP • Support development of behaviours that will empower adolescents to make healthy choices • Provide opportunities for enhancement of life skills and reinforcement of positive behaviors • To enable young people to grow up healthy, cope with challenges & optimize opportunities in positive and responsible ways

  18. Components of the Program • Life skills development focused co-curricular activities in schools • Curricular integration in school curriculum, curricula and study materials of out-of-school target audiences and teacher education courses and materials

  19. You can also split your content Implementing AEP Stratagies • Awareness Building • Integration in the School Curriculum • Use of Participatory Learner Centric Approaches to Promote the Objectives of AE Major Categories of Programme Activities • Material Development • Training • Advocacy • Organisation of Activities • Monitoring and Evaluation

  20. Transaction Methods • Question Box • Role Play • Situation-Analysis and Case Studies • Value Clarification • Group discussion • Presentation • Debate • Quiz Contest • Brain-Storming

  21. 3. Skills of a Facilitator

  22. Facilitator A facilitator under Adolescence Education Programme (AEP) can be either of the following • Master Trainer • Nodal Teacher (Trained Teacher) • Trained Peer Educator

  23. Facilitator • An individual who enables groups to interact and work more effectively • a content neutral party who by not taking sides • support everyone to do their best thinking and practice • Encourages full participation, promotes mutual understanding and cultivates shared responsibility • Search for inclusive solutions and build sustainable agreements

  24. Skills of a Facilitator • timekeeping, following an agreed-upon agenda, and keeping a clear record. • watching the group and its individuals in light of group dynamics. • variety of listening skills including ability to paraphrase, draw people out, balance participation

  25. Skills of a Facilitator • Knowledge and skill to be able to intervene in a way that adds to the group's creativity rather than taking away from it • embodies respect for others and a watchful awareness of the many layers of reality in a human group

  26. Role of Master Trainers • training of nodal teachers, peer educators and other functionaries • are expected to contribute to advocacy related activities for a proper appreciation of needs of adolescents and the significance of AEP • Cooperation in the monitoring of the programme

  27. Nodal Teachers • Regular teachers selected for conducting activities under AEP in their respective schools • they are the key persons responsible for effective implementation of AEP in schools • are expected to contribute to advocacy related activities for a proper appreciation of needs of adolescents & the significance of AEP, particularly by the parents and community leaders

  28. Peer Facilitators • Peer education is an effective behaviour change strategy and peer educators’ role under AEP • Pupils are supposed to educate and inform each other about issues and concerns • Identification of students who would be trained as Peer Educators • Identification of students done by respective schools

  29. 4. Advocacy

  30. What is Advocacy? • pleading for, defending or recommending an idea with a view to promoting its acceptability. • include many activities that a person or organization undertakes, media campaigns, public speaking etc • ‘Lobbying’ is a form of advocacy where a direct approach is made to legislators on an issue which plays a significant role in modern politics

  31. Skills and Qualities of a Good Advocate • Is well informed about the idea or the programme or the new initiative which is to be advocated • Knows the system, socio-cultural environment and also how the system works • Asks a lot of questions to promote discussion on critical issues • Actively listens to what others have to say • Thinks about what the target audience want, and what they want to say

  32. Skills and Qualities of a Good Advocate • Is prepared and organized • Takes action, one step at a time, to make sure that the target audience develops a shared understanding of the objectives of the program/ initiative being advocated • Communicates clearly and with confidence • Is assertive, but respectful and polite • Identifies allies/ change agents who will help in taking the agenda forward

  33. Communicating Effectively • Be Respectful • Asking questions/ seeking clarifications • Listening Actively • Dealing with Emotions • Stay Focused to Your Purpose: • Being Assertive

  34. Proactive or reactive advocacy • Sometimes advocacy work is forced on us – the problem or issue is already there, and we use advocacy to reduce the problem. This is reactive advocacy. • At other times it is possible to plan for the future, to ‘set the agenda’ and use advocacy to create a positive environment or prevent a problem before it happens. This is proactive advocacy

  35. In two or three columns Levels of advocacy Local level for Principal/ Teachers of the School, Parents, Members/Opinion Leaders of the Community, Panchayat Leaders, District Level Educational Authorities. State level Policy-makers in State Governments, Curriculum Framing and Examination Bodies, Teacher Education Bodies, Teacher Educators, Professional Associations National level Policy-makers at National level, National Apex Bodies of School Education (Curriculum Framing and Examination Bodies, Teacher Education Bodies), Professional Associations

  36. 5.Training of Peer Facilitators

  37. Who is a Peer? • Who has a near equal standing or is comparable in terms of traits and/ or characteristics under consideration • The trait or characteristic could be based on social group, age, education, sex, occupation, socio-economic, health status or other factors

  38. Peer Education • More cost effective than other methods. • Peers are a credible source of information. • Peer education is empowering for those involved. • Utilizes an already established means of sharing information. • Information passed by peers is better accepted in the peer group

  39. Peer Education • Peer educators act as good role models • Peer education can be used to educate those who are hard to reach through conventional methods • Peers can reinforce learning through repeated sharing amongst themselves as well as through other efforts such as teacher led activities

  40. Identification of Peer Facilitators • Respected by peers • Non judgmental • Discreet • Tolerant • Role model • Energetic • Interested • Self confident • Friendly • Responsible • Committed • Effective • Communicator • Motivated

  41. Role and Functions of Peer Facilitator under AEP: • Lending active support to Nodal Teachers in the organization of activities and transaction of life skills focused adolescence education in and outside classrooms • Peer Facilitators have to keep abreast of new information and knowledge in respect of adolescent concerns, HIV/AIDS, substance abuse and related issues

  42. Role and Functions of Peer Facilitator under AEP: Interactions with Peer Group for empowering its members: • As a follow up of the sessions engaged by Nodal Teachers, having continued interaction with the peer group as per the need; • Making need-based interventions for creating and sustaining an enabling environment in and outside schools • Acting as role models by “practicing” what s/he “preaches”

  43. Training of Peer Facilitators • Undergoing intensive training to be organized for Peer Facilitators under AEP • Developing complete understanding of the national framework of AEP and its adapted version in the context of local socio-cultural • Sharpening their interpersonal communication skills and enriching the life skills • Having comprehensive knowledge of the roles and functions of Peer Facilitators

  44. Training of Peer Facilitators AGENDA • To develop an understanding of the scope of AEP and rationale for peer education in the programme • To enhance awareness of self to contribute towards development of a positive identity • To recognize attributes of positive and responsible relationships and invest in them & inculcate leadership qualities • Defining roles and responsibilities of peer facilitator

  45. THANK YOU ! - Anahita Singh