Life skills based education program for adolescents

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

2. 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
Goal of Adolescence Education

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.
11

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.
12

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.
13

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. Ritu Pallavi
Principal KV No.3 Bhopal Was venue director and Mrs. Pooja
Shrivastav PGT Biology and Mrs. Bhavana Jaiswal 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. Vikas Rawat
 Mr. Deepak Maravi
 Mrs. Pooja Shrivastav
 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
1. 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
1. Formation of AEP committee (Principal, mentor, master
trainers, nodal teachers, peer facilitators).
2. Maintaining AEP register (notices, events, details of
committee members).
3. AEP corner (Posters, slogans, creative writing, photographs,
articles, related to AEP topics).
4. Annexure-9 (year planner/ quarterly report).
5. Thematic assemblies (For a day).
6. Question box activity (Monthly).
7. Committee meeting every month (Plan of action and report).
8. 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).
11.Quarterly reports (user name and passwords).
12.Sensitizing parents (PTM).
13. AEP theme based item in annual day celebration.
14.Division of work among all AEP trained teachers(AEP corner ,thematic
assembly, outsourcing, website updating)
15.AEP theme based activities in subject enrichment activities
16.AEP theme based class room decoration
17.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
Offences Punishment
Penetrative Sexual Assault (Sec. 3) Imprisonment up to 3 years and
also
liable to fine.
Aggravated Penetrative Sexual
Assault
(Sec. s)
Rigorous Imprisonment for not
less
than 10 years, may extend to
imprisonment for life, also liable to
fine.
Sexual Assault (Sec. 7) Not less than 3 years but may
extend to 5 years and also liable to
fine.
Aggravated Sexual Assault (Sec. 9) Not less than s years, may extend
to 7 years and also liable to fine
Sexual Harassment (Sec. 11) Imprisonment up to 3 years and
also