Transcript Slide 1

(MHRD – CBSE– UNFPA)
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RESOURCE PERSONS
Priya Asnani
Dinesh Bhanderi
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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.
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Who is an advocate?
An advocate is a person
who influences others to
support an idea, issue,
organisation or
programme.
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WHAT DOES ADVOCACY INVOLVES
• Analyzing the environment
• Defining the agenda or the
cause
• Identifying partners
• Lobbying support of decisionmakers
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WHAT DOES ADVOCACY INVOLVES
(contd.)
• Forming
allies
and
rallying
support
• Establishing networks
• Mobilizing public opinion
• Enlisting support of beneficiaries
• Addressing the concerns of
adversaries
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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
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
Listen to all interventions &
participate in the discussion.
Maintain confidentiality at all
times. What is shared by the
group remains strictly within it.
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Punctuality and time
management. Mutual support in
maintaining timings for the
training.
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No interruptions. It is better to raise
hands so that the Resource Person
can invite the individual’s comment.
Ask questions one at a time and also
give others a chance to talk.
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Non-judgemental approach. Do
not laugh at any person.
Respect each other’s feelings,
opinions and experiences.
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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
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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
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 Adolescents
are vulnerable
to STIs, HIV/AIDS, sexual
abuse
 Health
of girls has intergenerational effect.
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‘Window of Opportunity’.
How can we make this a reality?
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Maternal Mortality Rate (MMR)

Neonatal and Infant Mortality Rate

STI incidence/prevalence Rate

HIV incidence/prevalence Rate
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Adolescent Concerns
• Growing up concerns
• Developing an identity
• Managing emotions
• Body image
• Building relationships
• Resisting peer pressure
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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).
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Issue: Education(contd.)
• Quality of education is poorstudents are not equipped with
skills to face life challenges
Please reflect on
• How can we make education useful
in handling day-to-day issues?
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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.
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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?
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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.
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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?
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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
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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)}.
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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%).
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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 NorthEastern States of the Country.
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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).
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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?
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Two Out of every three children were PhysicallyAbused.
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.
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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.
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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.
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Through information, education
and services adolescents are
empowered to:

Make informed choices in their
personal and public life promoting
their creative and responsible
behaviour.
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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
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National Programmes Influencing
Adolescent Health
• Ministry of Youth Affairs and Sports
• National Service Scheme
• Nehru Yuva Kendra Sangathan
• Scheme of
Development
Adolescents
Financial Assistance
and
Empowerment
for
of
• Ministry of Health and Family Welfare
• Reproductive
programme
and
Child
Health
(RCH)
• National AIDS Control Programme – Phase 3
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• Ministry of Human Resource Development
• Department of Education
• National
Adolescence
Programme
Education
• 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
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Addressing Health Concerns
Information
Education
LIFE SKILLS
Demand
Generation
Health
Services
Services
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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.
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The Adolescence
Education Programme
Session III
About the Programme
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Upscaled to
Adolescence Education as
a component of National
Population Education
Programme(NPEP)
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ADOLESCENCE 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, sociocultural and moral dimensions.
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

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 SubstanceAbuse.
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
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.
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
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).
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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
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adolescent-
APPROACHES
CURRICULAR
CO-CURRICULAR
Students
Teachers
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Curricular Approaches
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 of AE
in open schooling
& distance
learning system
Strategies
Strategy
Integration
Unit based
CCE
• Subject
specific
inclusion
of content
• Separate
module
within the
subject
• Continuous &
Comprehensive
Evaluation
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IVRS
• Interactive
Voice
Response
System
Co-Curricular Approaches
STRATEGIES
Interactive
Activities
Teacher
Counseling
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Peer
Education

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
Advocacy
Capacity building of teachers/peer
educators
Student activities
Health services – Counselling and
referrals to adolescent friendly
health services
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Stakeholders - AEP
• State Education Department
Govt. Secondary & Sr. Secondary
Schools
• National Organizations
COBSE 41 State Boards
CBSE
KVS
NVS
NIOS
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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
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• 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
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INTER SECTORAL LINKAGES
Ministry of
Health and
Family Welfare
(MHFW)
Ministry of
Human
Resource and
Development
(MHRD)


Health
Department
Education
Department
•RCH-2
•NACO – PL3
•Curricular
•Co-curricular

Ministry of
Youth Affairs
and Sports
(MoYAS)

AEP
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Youth
Affairs
• NSS (+2
level)
• Out of
School
Adolescents

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
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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
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HIV / AIDS
• HIV/AIDS: Causes and consequences
• Preventive measures
• Treatment: Anti-retro viral therapy (ART)
• Individual
and
towards people
(PLWHA)
social
living
responsibilities
with HIV/AIDS
• Services
available
for
improving
reproductive and sexual health, prevention
of spread of HIV and for HIV infected
persons.
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
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.
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LIFE 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
Coping with
communication emotions
Coping with stress
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Expected Outcomes
Development
of
Life
Skills
• Enhanced self esteem
• Self confidence
• Assertiveness
• Ability to establish relationships
• Ability to plan and set goals
• Acquisition of knowledge related to
specific content areas
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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
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FRAMEWORK 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
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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.
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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 nonaction.
Decision-making
helps
us
constructively with decisions
lives.
to
deal
about our
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.
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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.
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
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.
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Assesses the results and impact of the
interventions.
Answers the following questions:
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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?
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LEVELS OF
ASSESSMENT
National Level
State Level
District and School Level
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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)
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AEP Interventions
Advocacy on AEP
with school
Principals, parents,
community leaders
Expected Outcomes


Supportive family
environment
Supportive institutional
environment
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Expected Outcomes
AEP Interventions

Capacity building
of teachers/peer
educators


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.
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Expected Outcomes
AEP Interventions

Interactive student
activities

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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
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Expected Outcomes
AEP Interventions
Health
services
including
Counseling
for
adolescents

Utilization
services
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of
Expected
Outcomes

Utilizatio
n
of
services

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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
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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.
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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.
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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.
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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
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Qualities of Nodal Teacher
• Sensitive
• Non judgemental attitude
• Good rapport with students
• Willing to act as a nodal teacher
A
MUST
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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.
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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.
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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.
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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.
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ENABLING PEER EDUCATORS /
LEADERS TO BECOME ADVOCATES
• Creating supporting environment
• Undertaking capacity building through
training
• Ensuring
back-up
professional support
support
–
• Sustaining motivation to continue –
recognition and opportunity
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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.
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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.
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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.
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COMMUNITY MOBILISATION
(contd.)
• Community celebration on
particular days such as World
AIDS Day, International Youth
Day and Women’s Day etc.
• Advocacy
Panchayat.
with
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Village
Principal
Peer
Educators
Nodal
Teachers
Other members of Community
Message of AEP
School going
Adolescents
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