(MHRD

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ADOLESCENCE EDUCATION PROGRAMME
(MHRD CBSE UNFPA)
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RESOURCE PERSONS Priya Asnani Dinesh Bhanderi
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Introduction Session I Getting Started
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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 decision-makers

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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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Some 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.

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Ground Rules(contd.)

• Punctuality and time management. Mutual support
  in maintaining timings for the training.

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Ground 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.

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Ground Rules(contd.)

• Non-judgemental approach. Do not laugh at any
  person.
• Respect each others feelings, opinions and
  experiences.

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Critical ConcernsSession IISetting the Context
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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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Why 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

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Why focus on Adolescents? (contd.)

• Adolescents are vulnerable to STIs, HIV/AIDS,
  sexual abuse
• Health of girls has inter-generational effect.

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Age structure of Indias population-2005
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Comparative age structure of population-2005
Nigeria and USA
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Indias demographic bonus

• Window of Opportunity.
• How can we make this a reality?

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Public health impact of adolescent sexuality and
fertility

• 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 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?

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Issue 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.

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Please 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?

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Issue 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.

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Issue 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?

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Issue 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

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Issue 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).

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Issue 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).

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Issue 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.

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Issue 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).

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Issue 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?

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CHILD-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.

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Salient 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.

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Salient 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.

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Vision 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.

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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 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

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• 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

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Addressing Health Concerns
Information Education
Health Services
LIFE SKILLS
Demand Generation
Services
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Empowering 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.

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The Adolescence Education Programme Session
III About the Programme
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Adolescence Education Programme (AEP)
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, socio-cultural and moral
dimensions.
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Objectives 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.

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Objectives 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.

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Common 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).

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Common 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

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APPROACHES
CO-CURRICULAR
CURRICULAR
Students
Teachers
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Curricular 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
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Co-Curricular Approaches
STRATEGIES
Interactive Activities
Teacher Counseling
Peer Education
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Intervention for Co-curricular Activities

• 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 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
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Health 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

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CONTENT of AEP
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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 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.

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Substance 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.

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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 communication Coping with emotions
Coping with stress Coping with stress Coping with stress
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• 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

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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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Core 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.

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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 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.

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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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Monitoring and Evaluation
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Process 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.

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Outcome 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?

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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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Monitoring of AEP School Level

• Expected Outcomes
• Supportive family environment
• Supportive institutional environment

• AEP Interventions
• Advocacy on AEP with school Principals, parents,
  community leaders

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Monitoring 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

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Monitoring 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

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Monitoring of AEP School Level (Cont.)

• Expected Outcomes
• Utilization of services

• AEP Interventions
• Health services including Counseling for
  adolescents

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Monitoring 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

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The Adolescence Education ProgrammeStakeholders
- Roles and ResponsibilitiesSession IVRole of
Stakeholders
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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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How 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.

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How 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.

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• 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

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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
  Womens Day etc.
• Advocacy with Village Panchayat.

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Principal
Peer Educators
Nodal Teachers
Other members of Community
Message of AEP
School going Adolescents
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Thank you