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PREPARED BY MR.P.K.BEDUYE PRINCIPAL KV NO.1 INDORE

ADOLESCENCE EDUCATION PROGRAM. PREPARED BY MR.P.K.BEDUYE PRINCIPAL KV NO.1 INDORE. Goal of Adolescence Education.

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PREPARED BY MR.P.K.BEDUYE PRINCIPAL KV NO.1 INDORE

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  1. ADOLESCENCE EDUCATION PROGRAM PREPARED BY MR.P.K.BEDUYE PRINCIPAL KV NO.1 INDORE

  2. Goal of Adolescence Education To empower young people with accurate, age appropriate and culturally relevant information, promote healthy attitudes and develop skills to enable them to respond to real life situations in positive and responsible ways

  3. Needs and Concerns of Adolescents • World Health Organization (WHO) defines that individuals in the age group of 10-19 are known as adolescents, in the age group of 10-24 as young people and in the age group of 15-24 as youth • India has 327 million young people in the age group of 10-24 (WHO, 2007) • Eighty three percent young men and 78% young women in the age group 15-24 expressed that they perceived family life education to be important (IIPS: Pop Council Youth survey, 2006-07)

  4. Needs and Concerns of Adolescents • Young people (45% boys and 27% girls) voted for teacher as the most appropriate person to transact education on family life matters • Findings from the National Family Health Survey 3 also show that young people are poorly informed on issues related to HIV prevention. Only 28% of young women and 54% of young men in the age group of 15-24 had comprehensive knowledge about HIV/AIDS. This is worrisome in the light of the fact that over 35% of all reported AIDS cases in India occur among young people in the age group of 15-24 years and more than 50% of the new HIV infections occur also among young people (NACO, 2005).

  5. Needs and Concerns of Adolescents • Sexual Harassment in public spaces, institutions of education, in and around home and at the workplace is also a well established fact. Child abuse, bullying and ragging are also common and more so among boys. • Hence, although India has a vast human resource at its disposal, the country will have to make consistent and substantive investments in the health and well-being of its young people in order to harness their potential.

  6. Life Skills Development - Objective of Adolescence Education • Life skills are psycho-social abilities that empower individuals to connect with self as well as others and develop healthy life style and positive behaviors. Life skills equip individuals with competence to manage challenging situations and utilize existing opportunities optimally. These skills enhance coping resources and personal and social competencies of individuals. • Life skills development is a life-long process that helps individuals grow and mature; build confidence in one’s decisions taken on the basis of adequate information and thought and discover sources of strength within and outside.

  7. Life Skills Development - Objective of Adolescence Education • It is noteworthy that from times immemorial, every culture and society has invested in educating and empowering its younger generation to lead fulfilling and responsible lives. For example, the ‘Panchatantra’ stories from India have important lessons in life skills enhancement that remain relevant for all generations. • Education, and particularly school education plays a vital role in life skills development among individuals, as it exposes them to varied experiences in their formative years and has abundant potential to provide them with relevant simulated situations to learn and practice. • Life skills are generic abilities, which can be effectively integrated in educational processes. These abilities can be contextualized to any specific setting, for example, adolescence education • Transaction approaches primarily focused on participatory and experiential modes of learning are effective for life skills development.

  8. Themes • Understanding Changes during Adolescence and Being Comfortable with Them (including differences in the process of maturation and their effects on body image) • 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 Substance Misuse: Causes, Access to safety net (protection from substance misuse), Consequences, De-addiction, Care and Support • Prevention of HIV/AIDS: Prevention, Vulnerability, Dealing with Stigma, Access to Services, Linkages with RTIs/STIs

  9. Structures and Activities • Sensitization of school principals • Cascade approach with system-specific mentors/ resource persons who further orient nodal teachers • The key activities in the 2 national school systems (KVS and NVS) include: • Allocation of 23 hours in school time table for transaction of learner-centric participatory activities in classes 9, 10 and 11 (ages 14-16) by 2 nodal teachers • Question box activity where student concerns are answered in an anonymous manner • Thematic school assemblies and events such as role plays, creative writing, poster making and others based on students and teachers imagination • Peer facilitators (4 per school)

  10. Structures and Activities • An online resource centre on different aspects of adolescent health and well being, also supports an electronic discussion forum for teachers (www.aeparc.org). Launched in June 2014. • Online reporting by individual schools operationalized for academic year, April 2014-March 2015   • Integration of adolescent concerns, life skills and participatory pedagogies in select scholastic subjects through the National Institute of Open Schooling (NIOS) at secondary level

  11. Role of ROs • Contribute towards building an enabling environment. • Ensure necessary human resource, time and infrastructure support for effective program implementation. • Identify and engage committed and well informed resource persons. • Establish and implement clear monitoring protocols and reporting channels on a regular frequency. • Selection of appropriate Master &Nodal teachers. • Active involvement with schools in planning, organizing and participating in AEP activities. • Constant support and encouragement to Principals, Master & Nodal teachers to conduct activities related to AEP. • Regular interaction and advocacy with principals, teachers, parents and community leaders.

  12. Responsibilities of Nodal Teachers • Sensitize other teachers on the core components of AEP. • Conduct sensitization meetings with parents. • Facilitate co-curricular activities on AEP themes with adolescent students. • Integrate AEP themes and participatory methodologies in teaching of scholastic subjects. • Encourage participation of students in competitions/ workshops/ seminars on AEP themes both within and outside the school. • Involve peer facilitators in program implementation and monitoring. • Compile reports related to the program.

  13. Role of Principals • Provide needed space and time for effective implementation of AEP activities. • Select resourceful teachers to be trained as nodal teachers and staff nurses to be trained under AEP to provide counselling services to adolescent students. • Extend required constant support and encouragement to nodal teachers, staff nurses and other trained personnel in planning and organizing / conducting activities related to AEP.

  14. RECENT TRAINING PROGRAME HELD IN BHOPAL REGION • A three day nodal teachers training workshop was held at two venues • Kv no.1 Indore from 4th Dec to 6th Dec 2017 • Mr. P. K. Beduye Principal KV No.1 Indore was the venue director and Mr. Deepak Nagde TGT Hindi and Mrs. Prathibha Menon TGT English were the resource persons 55 nodal teachers were trained in this workshop the 2nd venue was kv no.3 Bhopal from 6th Dec to 8th Dec 2017 Dr. RituPallavi Principal KV No.3 Bhopal Was venue director and Mrs. PoojaShrivastav PGT Biology and Mrs. BhavanaJaiswal PGT Chemestry were the resource persons 40 nodal teacher were trained in this workshop

  15. AEP MENTORS OF BHOPAL REGION • Mr. N.K. Trivedi • Mr. K.K. Shrivastav • Mr. VikasRawat • Mr. Deepak Maravi • Mrs. PoojaShrivastav • Mr. A.K. Soni • Mr. Deepak Nagde • Mrs. Prathibha Menon The mentors are assigned the task of visiting five neighboring schools For guidance, monitoring and reporting of AEP activities conducted in the Schools . The mentors are provided with monitoring tools for observations in The allotted school and submit the report to RO as well as AEP project Officer.

  16. CHALLENGES IN IMPLEMENTING AEP • TIME CONSTRAINT • Thematic assembly , arrangement period, CCA periods can be used • Inclusion Of aep topics in day to day teaching in class rooms • Availing the services of doctor nurse counseller are the some of the ways • To tackle this problem • 2. LACK OF TRAINED TEACHERS • Principals should recommend names of teachers for nodal teacher training • 3. AEP IS MISUNDERSTOOD AS SEX EDUCATION • Sensitizing parents about the need of AEP and make them aware about the • Topics covered

  17. AEP IMPLEMENTATION IN SCHOOLS Formation of AEP committee (Principal, mentor, master trainers, nodal teachers, peer facilitators). Maintaining AEP register (notices, events, details of committee members). AEP corner (Posters, slogans, creative writing, photographs, articles, related to AEP topics). Annexure-9 (year planner/ quarterly report). Thematic assemblies (For a day). Question box activity (Monthly). Committee meeting every month (Plan of action and report). Peer facilitator DISHA club.

  18. 9. CCA competitions based on AEP topics (Skit, creative writing etc). • 10. Celebrations of important days (AIDS day, world population day, women’s day, anti-drug day etc). • Quarterly reports (user name and passwords). • Sensitizing parents (PTM). • AEP theme based item in annual day celebration. • Division of work among all AEP trained teachers(AEP corner ,thematic assembly, outsourcing, website updating) • AEP theme based activities in subject enrichment activities • AEP theme based class room decoration • AEP activities to be uploaded on school website

  19. Protection of children from Sexual Offences (POCSO) Act 2012

  20. Basic information on POCSO Act • The Protection of Children from Sexual Offences Act 2012 published in official Gazette for general information on 20.06.2012 • Brought into force from 14.11.2012 by way of a separate notification in terms of Section 1(3). • The Protection of Children from Sexual Offences Rules 2012 also notified and brought into force on 14.11.2012

  21. Offences and Punishment covered POCSO Act

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