1. AOLESCENCE EDUCATION PROGRAMME

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

20. Transaction Methods Question Box Presentation Role Play Debate
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. Levels of advocacy In two or three columns
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