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ADOLESCENCE EDUCATION

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Adolescence Education

AEP IN SCHOOL

THE LIFE STAGE OF ADOLESCENCE

Adolescence is a very special period of person’s life where an individual assumes a sense of self identity and is marked by a myriad of emotions including enthusiasm, idealism, self-doubt and anxiety. It is a transitional phase between childhood and adulthood and is characterized by a number of physical, emotional, cognitive, intellectual and attitudinal changes.

NEED FOR ADOLESCENCE EDUCATION

Adolescence Education (AE) has been conceptualized as an educational response to the need for support, encouragement, clarifications and information that adolescents often express in order to make sense of their rapidly changing world.

Adolescence Education (AE) is guided by the National Curriculum Framework (NCF), 2005 which recommends that education should instill independence of thought and action, sensitivity of other’s 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. 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.

THE ADOLESCENCE EDUCATION PROGRAMME (AEP)

At the national level, the Adolescence Education Program me (AEP) is co-ordinate by the National Council of Educational Research and Training (NCERT) in partnership with the Ministry of Human Resource Development (MHRD). This programme is a major initiative within the larger Quality Improvement in School Scheme of MHRD.

The guiding principle of Adolescence Education clearly articulate that adolescence should be recognized as a positive and valuable resource that needs to be respected and appreciated rather than being treated as a problem, AEP should contribute towards realizing the transformational potential of education and that the programme should enable adolescents to articulate their issues, know their rights, counter, shame and fear, build self-esteem and confidence, and develop ability to take on responsibility for self, relationships and (to an extent) the society around them. The guiding principles also recommend that AEP should influence the entire school curriculum and ethos rather than being a stand-alone program.

AEP IMPLEMENTATION STRATEGY

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 NavodayaVidhyalayaSamiti (NVS) and KendriyaVidyalayaSangethan (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.

To facilitate the nodal teachers to transact life skills based education in the classroom, NCERT, with support from UNEPA has developed training and resource materials that recommend a minimum of 23 hours of transaction around the themes of 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, recognizing and reporting abuse and violation, prevention of substance misuse and HIV/AIDS. To create an enabling environment for the implementation of the AE programme, advocacy sessions are recognized with principals of participating schools and sensitization sessions are held with parents.

AEP IN MARKAZ PUBLIC SCHOOL

In Markaz Public School Balussery, the school has appointed a trained counselor who is handling the problems of adolescent’s. In each Fridays the counseling classes is convened for girls’ students of 6th to 8th grades in an alternative way. The boys also are given some classes related with adolescent issues. The classes will be giving as per different topics contemporary related to adolescents. The topics so far covered are Self-Awareness for best life. Neatness keeps fitness, flesh out your mind, the science of love. Students were given different contracts in each class.

DATE CLASS TOPICS
07-08-2015 6A, 6B, 7A –Girls Self-Awareness for best life
21-08-2015 7B, 7C,8A Self-Awareness for best life
04-09-2015 6A, 6B, 7A- Boys Self-Awareness for best life
11-09-2015 7B, 7C, 8A Neatness keeps fitness
18-09-2015 6A, 6B, 7A Flesh out your mind
09-10-2015 7B,7C,8A Self-Awareness for best life
06-11-2015 6A, 6B, 7A The science of love
20-11-2015 8B, 8C, 8A-Boys The science of love
11-12-2015 6A, 6B, 7A The web traps of alcoholism
INDIVIDUAL SUPPORT TO STUDENTS

The students have psycho somatic problems, observed by teachers or councilor is being treated for remediation and individual help. The counseling staff finds times each day for interacting with these students. The councilor is very friendly, amiable and supportive to all students.

REMEDIAL CLASS FOR BACKWORD STUDENTS

The students who are referred to be having scholastic backwardness is registered for one hour assessment. As per the result of assessment the parents and teachers will be called given detailed reports regarding their routines, brain gym and other exercise. The selected students will be called in convenient time for remedial classes extra coaching. At present around 30 students and parents are getting this remedial coaching.