Adolescence Education Program

Frequently Asked Questions
Based on the experience of managing the Adolescence Education Programme and seeking regular feedback from different stakeholders, a list of questions pertaining to different aspects of the programme have been compiled. We would encourage you to review the questions and their responses. In case you have a question that is not yet included in the Frequently Asked Questions (FAQs), please post your query from the Question Box feature. You will receive a response within 10 working days. If the moderator considers that your question may be of interest to others, the question along with the response will be posted under the relevant thematic head in the FAQs feature.

Does the national curriculum framework (NCF) talk about AE issues?

Adolescence Education (AE) is guided by the National Curriculum Framework (NCF), 2005 which recommends that education should instill ‘independence of thought and action, sensitivity to others’ wellbeing and feelings, learning to respond to new situations in a flexible and creative manner, predisposition towards participation in democratic processes, and the ability to work towards and contribute to economic processes and social change.” Based on these principles, AE aims to provide 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 effectively.

What are the approaches for AEP transaction at school?

AEP focusses on participatory teaching-learning and curriculum transaction methods thatbuild on the experiences of learners rather than didactic and rote teaching methods. Curriculum transaction approaches of AE issues primarily focused on participatory and experiential modes of learning are effective for life skills development.

What is the mechanism for ensuring that accurate and age appropriate information reaches students under AEP?

The Adolescence Education Programme (AEP) is an important initiative that aims 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.

What are the key themes covered under AEP?

The key themes covered under AEP are ‘understanding changes during adolescence and beingcomfortable with them, establishing and maintaining positive and responsible relationships, understandingand challenging stereotypes and discrimination related to gender and sexuality, understanding and reporting abuse and violation, prevention of HIV/AIDS and prevention of substance misuse.

What is the role of Master Trainers, Nodal Teachers and Principals to ensure successful implementation of AEP?

Master Trainers: The AEP has created school system and geography specific master trainers who orient nodal teachers. Nodal Teachers: Two teachers per school are considered nodal teachers. These teachers are selected against pre-determined criteria by the school principal and are the key persons responsible for effective implementation of AEP in schools. These nodal teachers are entrusted with orienting all the teachers in their school in approximately 23 hours within 2-3 months of receiving the training. Sensitized teachers transact AEP in grades 8 through 11 over 23 hours in an academic year. Nodal teachers are expected to contribute to advocacy related activities for aproper appreciation of needs of adolescents and the significance of AEP, particularly for the parents. Nodal teachers are also responsible for monitoring of the Programme and submission of monthly and annual reporting forms. Principal: They provide the needed space and time for effective implementation of AEP activities. They extend required support to teachers, and other trained personnel in school for planning and organizing AEP activities. They also provide constant support and encouragement to nodal teachers to conduct activities related to AEP. Principals ensure that the programme is monitored and reports sent as per agreed upon protocols. They encourage development in use of innovative methodologies for transaction of AEP themes and organization of Life Skills focused co-curricular activities.

How AEP promotes Child Friendly Schools?

Adolescence Education (AE) is guided by the National Curriculum Framework (NCF), 2005 which recommends that education should instill ‘independence of thought and action, sensitivity to others’ well-being and feelings, learning to respond to new situations in a flexible and creative manner, predisposition towards participation in democratic processes, and the ability to work towards and contribute to economic processes and social change.” AE aims to empower young people through participatory, process oriented, non-judgmental approaches that build on the experiences of learners, provide them with opportunities to critically think, analyze and infer learning rather than prescribing a pre-determined set of behaviors. Activities like Question-Box, Group Discussion, Role Plays, Case Studies, Painting/Poster Competition, Essay Competitions and Quiz Contest are proving very effective in providing accurate and adequate informationto learners and inculcating in them positive attitude and developing the ability to respond to real life situations effectively.

Who are the stakeholders for AEP in India?

The key stakeholder of AEP includes the policy framers, opinion leaders, media persons, curriculum developers, officials in the Departments of Education and School Systems teacher educators, teachers, parents and adolescents.

Who are the implementing partners for AEP? What are their roles in implementing AEP in India?

Adolescence Education Programme (AEP) is implemented by different agencies at various levels. At the national level, the programme is co-ordinated by the National Council of Educational Research and Training (NCERT) and implemented in partnership with the Ministry of Human Resource Development (MHRD) and United Nations Population Fund (UNFPA). The implementing agencies include National Institute of Open Schooling (NIOS), Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS). The interventions include support for integration of life skills and adolescent concerns in the learning materials of National Institute of Open Schooling (NIOS) at the secondary level. The other important program component is implemented through schools in the Navodaya Vidyalaya Samiti (NVS) and Kendriya Vidyalaya Sangathan (KVS). This program component works through a cascade training approach that has created a pool of school system and board specific master trainers who orient nodal teachers who are further entrusted with the responsibility of transacting life skills based education to school students (classes 8, 9 and 11, ages 13 through 18) using interactive methodologies. NCERT is also the coordinating agency on behalf of MHRD across 30 states and Union Territories and implements the National Population Education Project (NPEP) through state council of educational Research and Training (SCERT). These initiatives are part of the Quality Improvement in Schools Scheme of MHRD.

How does AEP work for India? How does AEP get implemented in India?

The AEP ensures that schools will provide accurate and age appropriate life skills based adolescence education in a sustained manner to young people. The AEP was launched by the Ministry of Human Resource Development (MHRD) in 2005 and is supported by United Nations Population Fund (UNFPA). AEP being coordinated by National Council of Educational Research and Training (NCERT) and implemented by national agencies, including Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and National Institute of Open Schooling (NIOS). NCERT also implements the National Population Education Project (NPEP) in 30 states and union territories that encourages participation from state board schools on issues related to adolescent health and well being through creative and interactive group activities such as role plays, folk dance. AEP is also being implemented by States and Union Territories through SCERTs and State Boards with support of State AIDS Control Society (SACS).

Why is AEP significant for India?

The Adolescence Education Programme (AEP) is an educational response to the needs, concerns and realities ofadolescents in India. It describes the realities of Indian adolescents, and adolescence education as a systematic response to address their concerns. It incorporates all the critical concerns of adolescent reproductive and sexual health (ARSH) in the specific context of Indian socio-cultural ethos.

What is ‘Adolescence Education Programme’ (AEP)?

The Adolescence Education Programme (AEP) is an important initiative that aims 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. The program focuses on enhancing life skills to enable young people to tackle real-life situations effectively.

What is adolescence education programme?

The Adolescence Education Programme (AEP) is an important initiative that aims 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. The program focuses on enhancing life skills to enable young people to tackle real-life situations effectively.

Why only teachers considered more responsible for implementing educational interventions?

The teachers can be a male or female. Schools are one of the first places where students’ behaviour and future of a nation is being shaped. Teachers are carriers of inculcating positive behaviour toward students and spend a lot of time with them. It is believed that a real teacher becomes through many years of training and experiences and become experts in the teaching field. The NCF 2005 defines ‘roles of teacher as encouraging, supportive and humane facilitator in teaching-learning situations to enable learners to discover their talents, realise their physical and intellectual potentialities to the fullest, and to develop character and desirable social and human values to function as responsible citizens; and  active member of a group of persons who makes a conscious effort for curricular renewal so that it is relevant to changing societal needs and the personal needs of learners.’ Everything the teacher says will have an impact on the students and are responsible for the social behaviour in the classroom and society. This may be reasons that teachers considered more responsible for implementing educational interventions.

What is the role of Resource Person in AEP?

I think you want to know the role of Resource Persons in Adolescence Education Programme (AEP). In AEP, Resource Persons are individuals who have received an in-depth orientation to the programme at the national level and are entrusted with the responsibility of further orienting school teachers to respond to concerns of adolescents effectively. These are faculty members of the two schooling systems, KVS and NVS. These individuals are readily available human resources who can contribute towards monitoring the programme, advocating with different stakeholders, such as the school staff, administrators or parents, suggesting innovations for improving the effectiveness of AEP, such as organizing theme-based activities for various stakeholders. Essentially, they are the friends of Adolescence Education programme.

Is there any scholarship programmes available for 11th standard under AEP?

If you wish to know about scholarship programmes under AEP, then there is no scholarship programme available at present. Currently, several competitions such as poster making, role play and folk dance events on themes related to adolescence education are organized every year at school, regional and at national levels through State Boards of Education and State Council of Educational Research and Training under the National Population Education Project. 

When will be next training for master trainers?

I think you wish to know about Master Teachers Training programme under AEP. We have recently (April- May 2014) completed the Master Training programme on AEP in five different venues across India. The next round of National level Master Teachers Training programme will be decided at the time of planning for the next academic session 2015-16. Please keep visiting www.aeparc.org for regular updates.

Some parents think that AEP is not only Adolescence education programme but it a sex education programme so how to convince them?

There is a lot of confusion due to the recent controversy on ‘Sex Education’ in the media and public discussions.  Adolescence Education Programme is wider educational intervention focusing on critical elements related process of growing up, drug abuse and HIV. It aims to enable young people to deal effectively with issues related to:

  • 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
  • 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.

 

The ultimate aim is to provide age and experience appropriate and accurate information to the young adolescents and inculcate life skills among them to take informed and responsible decisions in their lives. There is a need to generate awareness and accurate understanding about the rationale and scope of the of adolescence education among teachers, principals, parents and other stakeholders in the country. 

Can yoga be helpful to solve the problems of adolescence age?

Yoga contributes to the physical, social, emotional and mental aspects of an individuals’ development. Yoga has a positive impact on psycho-social and mental wellbeing. Yogic practice contributes to the overall development of the child and various studies have shown that it contributes to flexibility and muscular fitness and also corrects postural defects among school children. In addition it plays an important role in improving cardio-vascular efficiency and helps to control and reduce excessive body fat while contributing to the overall physical and health related fitness. Apart from contributing to physical fitness, yoga also contributes to improving learning, memory and dealing with stress and anxieties (Position paper on Health and Physical Education NCERT).

How AEP works?

The Adolescence Education Programme (AEP) is an important initiative that aims to empower young people with accurate, age appropriate and culturally relevant information. This programme promotes healthy attitudes and develops skills by organising school-based activities which enable them to respond to real life situations in positive and responsible ways. AEP was launched by Ministry of Human Resource Development, Govt. of India in 2005. At present AEP is being coordinated by National Council of Educational Research and Training (NCERT) and implemented by national agencies, including Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and National Institute of Open Schooling (NIOS). AEP is also being implemented by States and Union Territories through State Council of Educational Research and Training (SCERTs) under National Population Education Project (NPEP) of NCERT. AEP is also being implemented by States and Union Territories thorough SCERTs and State boards with support of State AIDS Control Society (SACS). 

What is adolescence?

Adolescence is generally defined with reference to a period of years. World Health Organization (WHO) defines individuals in the age group 10-19 as adolescents. But adolescence may not be seen only in association with the precise number of years, as it is contextualized to individuals’ personal experiences that may vary from one socio- cultural setting to another. Also physiologically, there may be individual differences in reaching the same developmental milestones.  Adolescence therefore may appropriately be defined as the period of physical, psychological and social maturation from childhood to adulthood, the period extending from puberty to the attainment of full reproductive maturity.   India is home to 253 million adolescents; young people in the age group of 10-19 years who comprise 21% of the country’s population (Census, 2011)

Why is Adolescence Education Programme (AEP) important for students?

The Adolescence Education Programme (AEP) is an important initiative that aims 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. AEP interventions focus on the acquisition of authentic knowledge, development of positive attitudes, and empowerment for appropriate action, including the avoidance of risky behavior among young adolescents.

Who will teach Adolescence Education issues in Indian schools?

School is a place where a student is exposed to a formal curriculum and interacts with fellow students and teachers that to a large extent mould his/her behaviour and personality. Teachers, through training and experience, are great influencers on students. While all teachers in schools are responsible for one or the other scholastic subjects, teachers trained in AEP are additionally responsible for transacting activities designed in the programme that relate to critical needs of the adolescence period and the concerns of adolescents and youth. A number of contents in AEP are sensitive as they pertain to sex and sexuality, hence prone to misinterpretation. Trained nodal teachers are thus equipped to deal with these issues in a much better and comprehensive manner. 

Why women are under-estimated in the society?

Both men and women should be treated equally in society. In the socialisation process gender based stereotypes dictate certain practices prevalent in society.Qualities like bravery, shyness, weakness and strength are not ‘male’ or ‘female’ and don’t have any gender. For example, a woman can be strong and a man can be shy. Gender is a concept made by society, teaching us how men and women should behave and how they are expected to act within that society. The way girls and boys are socialised to be masculine or feminine is called gendering. These are manifest all around us, in the songs we hear, the movies we watch, the games we play, the books we read. For example, ‘boys don’t cry’; ‘woman is the real homemaker’; ‘girls are gentle’ ‘men should be the wage earners of a family’. Recognising that gender is socially constructed and that gender-based behaviour is learned helps us to understand that such behaviour can be changed. There is a need to change the mindsets to respect women in the society. The attitude towards women needs to be altered only then we can expect gender equality in the real sense of the word. 

What is the role of adolescence education in personality development?

Growth and maturation is a continuous process and adolescence is a stage in the continuum of growth and development across the life span. As one grows one experiences many changes in our life, some of which are predictable. Adolescents need to be prepared for the physical, mental, emotional and psychosocial changes that take place during the adolescence phase so that they are not anxious about them and respond to these changes in positive and responsible ways. This also helps them to mould their personality.  Recognising that changes during adolescence occur at different pace and timings in different individuals will help them develop a positive acceptance of self.  

I am poor at public speaking, how can I improve to be a good public speaker?

Yours is not an exceptional problem. Almost all individuals undergo a phase similar to the one you are experiencing.  Start discussing topics on different issues with your friends, teachers and family members. Try gradually to start volunteering your name to participate in activities like debates and discussions in school.  This will help build your confidence. You can also do mock practice at home by reading aloud a lesson or a topic taught in class  Continuous practice will help you hone your speaking skills and you could become a good public speaker.

Please advise how to utilise summer vacation meaningfully? I am in class IX.

This is a time to refresh and rejuvenate yourself before you get into serious academic work in your new class. As a young person, you are advised to explore interests and activities such as sports, fine arts, social service that will help develop your overall personality and strike a healthy balance in life. Try to read books, share quality time with people around you, visit places of historical importance. You may also share your feelings with your peer groups, travel together, discuss work and career and do creative activities and have fun. Try to keep a healthy balance in life. 

I maintain a journal every day to express my thoughts. Once my teacher seized it and discouraged me for the same.What shall I do?

Please do not get disheartened. Maintaining a diary is a very good activity. Self-confidence and assertiveness are essential for one’s development.  Well wishers enable us to discover our strengths, identify weaknesses and help to overcome them.  Externally determined standards/ comments should not negatively affect your confidence. The more you write, your hand writing and writing skills would improve. Make a conscious effort to write legibly and have confidence in you work. 

Please convey me the composition of SRG (State Resource Group) & DRG (District resource Group in implementing AEP programme

I think you want to know about Resource Persons in Adolescence Education Programme (AEP). In AEP, Resource Persons are individuals who have received an in-depth training in the programme at the national level and are entrusted with the responsibility of further orienting school teachers to respond to concerns of adolescents effectively. These individuals are readily available human resources who can contribute towards monitoring the programme, advocating with different stakeholders, such as the school staff, administrators or parents, suggesting innovations for improving the effectiveness of AEP, such as organizing theme-based activities for various stakeholders. Essentially, they are the friends of Adolescence Education Programme. 

Why there is a need of AEP?

Adolescence Education Programme (AEP) aims to empower young people through participatory, process-oriented, non-judgmental approaches that build on the experiences of learners, provide them with opportunities to critically think, analyze and infer learning rather than prescribing a pre-determined set of behaviors. Activities like Question-Box, Group Discussion, Role Plays, Case Studies, Painting/Poster Competition, Essay Competitions and Quiz Contest are proving very effective in providing accurate and adequate information to learners and inculcating in them positive attitude and developing the ability to respond to real life situations effectively.

Is it necessary to explain about the Function and Structure of Sex Organs for Students of Classes VIII-IX?

 The explanations about function and structure of sex organ are already there in text books. However, based on the level of maturity of the learners, the teacher should introduce the topic by organizing question box activity. The teacher should encourage the learners to put questions into the box. Quite often a participatory approach in responding is also useful by asking learners who think they know the answers respond to them. Teachers should be open to their students about the topic and develop a rapport with them that would help create a comfort level enabling them to enquire further and get the accurate and age appropriate information. The experience of AEP shows that teachers who have been trained are better able and comfortable talking about these issues. 

 

I am a government teacher. I want to join the AEP. Is there any possibility?

We will be glad to have you as a member . Please visit the AEP website www.aeparc.org and register yourself as a member.  You can contribute to the E-Discussion Forum and also access relevant documents available on the website. Once privy to the resource materials you can interact with young students in your school, can advocate with different stakeholders, such as the school staff, administrators or parents by integrating theme-based activities in the existing / ongoing programme and activities on AEP. You can also share on the AEP-ARC portal work that you have done as a teacher.

I am PGT Math at JNV Almora, Uttarakhand I am a nodal teacher AEP (male). Can I show the PowerPoint presentation regarding AIDS and Substance Abuse to the students?

In the AEP, resource persons and nodal teachers are individuals who have received an in-depth orientation to the programme at the national level and are entrusted with the responsibility of further orienting school teachers and students to respond to concerns of adolescents effectively. Since you are exposed to the AEP training programme you can contribute towards monitoring the programme, advocating with different stakeholders, such as the school staff, administrators or parents, suggesting innovations for improving the effectiveness of AEP, such as organizing theme-based activities for various stakeholders in consultation with your authorities. However, based on the level of maturity of the learners, you should introduce topics like AIDS and substance misuse by organising ‘Question box’ activity. You should encourage the learners to put questions into the box. At times seeking a response from the learners themselves using a participatory approach is also useful.  You should be open to your students about the topic and develop a rapport with them that would help create a level of comfort enabling them to enquire further and get the accurate and age appropriate information. The experience of AEP shows that teachers who have been trained are better able and comfortable talking about these issues. 

What do teachers do to counsel students involved in love affairs and other malpractices at a very tender age?

Attitudes are formed at an early age, hence engaging with young people is important to help develop positive attitudes in them and thereby inculcating rational and responsible behaviour. Almost all adolescents undergo a phase similar to the one you are experiencing. Teachers usually have high expectations in academia from their students. This is usually because they feel that excellent academic performance alone can enable young people to live a good life. If they feel that the young person is deviating from the path of academic excellence, they get concerned and often times resort to counselling.  Teachers help you to access accurate and authentic sources so that young people like you develop life skill and take responsible decisions. Teachers perceive that counselling and in some situations punishment is the only way of bringing the child back on track. Teachers should make efforts and enable adolescents to discover their interest and motivate them to pursue it to the best of their abilities. 

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