For Participants of the PGT (Geography) In-Service Course, 2017-18 किशोरावस्था शिक्षा कार्यक्रम Adolescent Education Programme For Participants of the PGT (Geography) In-Service Course, 2017-18 Presented by Dr. Abhijit Saha Training associate (Biology) ZIET Bhubaneswar

Module-1 Adolescence Education in India

Activity-1 Building Perspectives for Adolescence Education One person from each group will report on - some common feelings (positive as well as negative) during adolescence; - whether parents/teachers were supportive and understanding; - any questions that remained unanswered.

Activity-2 Needs, Concerns and Realities of Adolescents in India

What are the special needs and concerns of adolescents? Do young people get adequate information and support to resolve their concerns? If yes, who provides this information? Do they get the necessary information and support to address their concerns? Please provide reasons for your response. In case reliable sources of information are not available, from where do young people get information (or misinformation)? Is it important to provide young people with correct information and support? Please provide reasons for your response. Who all should be responsible for equipping young people with information and skills to address their concerns comprehensively?

Activity-3 Understanding the Framework of Adolescence Education (Interactive Discussion)

- Adolescence education aims to respond to the concerns of adolescents, specifically the ones that are yet to be assimilated by school curriculum in full measure; - The overall objective of adolescence education is to provide adolescents with accurate, age appropriate and culturally relevant information, promote healthy attitudes and develop skills to enable them to respond to real-life situations effectively; - The guiding principles of Adolescence Education Programme; • Main content areas of adolescence education include: 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 • Understanding and reporting abuse and violation • Prevention of HIV/AIDS, dealing with stigma, access to services, linkages with RTIs/STIs • Prevention of substance abuse: causes, access to safety net (protection from substance abuse), consequences, de-addiction, care and support - Understanding of life skills development as a core objective and a generic concept; - The need for participatory teaching-learning and curriculum transaction methods that build on the experiences of learners rather than didactic and rote teaching methods.

Activity-4 Life Skills Development: Core Objective of Adolescence Education

Assign one question to each group. The questions are as follows: 1. What is the meaning of life skills and why are they considered important for young people? In your opinion, what are some of the important life skills that enable adolescents to make optimal use of opportunities and respond to real- life situations effectively? Will the objective of life skills development be achieved through lecture- based traditional teaching methods? If ‘yes’, give reasons. If ‘no’, what teaching methods will be effective and why? Will it be valuable if curriculum and teachers adopt experiential and activity-based teaching-learning approaches focused on life skills development in the course of regular teaching? Give reasons for your answer. Give three examples of use of life skills in real-life situations based on your own experiences.

Video: Thirsty crow

Module-2 ADOLESCENCE EDUCATION PROGRAMME IN INDIA

Introduction Launched by the Ministry of Human Resource Development (MHRD), Government of India in 2005. The programme is implemented by different agencies at various levels. At the national level, the programme is supported by United Nations Population Fund (UNFPA) Implemented by national agencies including Kendriya Vidyalaya Sangathan (KVS), Central Board of Secondary Education (CBSE), Navodaya Vidyalaya Samiti (NVS), National Institute of Open Schooling (NIOS) and Council of Boards of Secondary Education (COBSE). National Council of Educational Research and Training (NCERT) is the coordinating agency on behalf of MHRD across 30 states and Union Territories. NCERT implements the National Population Education Project ( NPEP) through state council of educational Research and Training (SCERT). NPEP is one of the projects under Ministry of Human Resource Development (MHRD) Quality Improvement in Schools (QIS) initiative, National Aids Control Organisation (NACO) supported by United Nations Children’s Fund (UNICEF) implements adolescence Education Programme in State Board Schools in partnership with State AIDS Control Society (SACS) and SCERTS.

Activity-1 Need for Educational Interventions to Respond to Adolescents’ Concerns

A brainstorming session on the need for educational interventions focused on the critical concerns of adolescents; Every participant shall note down on a slip one or two critical concerns of students that are not getting resolved in their routine school experience.

Summary Adolescence Education Programme is an educational intervention designed to provide information and skills to address concerns of adolescents AEP enables young people to be equipped with accurate information, knowledge and skills in the content areas of the process of growing up, prevention of HIV/AIDS and prevention of substance abuse.