KVS PROJECT

2.  National Population Education Project (NPEP) initiated in 1980 with
focus on Demographic Issues and Family Life Education
Support from UNFPA and Technical Assistance from UNESCO
 National Policy on Education 1986 (revised in 1992) identified NPEP as
a thrust area
In 90s: Focus on ICPD Goals and two major thrust areas :
Population and Development Concerns and Adolescent Reproductive and
Sexual Health
 National Curriculum Framework (2005) recognized Adolescence
Education as an important area in school education
 In 2005, different government initiatives on Adolescence Education
were harmonized by the Ministry of Human Resource Development
under the umbrella of AEP
Evolution of Adolescence Education Program

3. Teacher
Training
Institutions
AE under NPEP
Quality
Improvement
in Schools
NPEP
30 States/
UTs
AEP (National
Level)
Formal
Schools
* KVS
* NVS
NIOS
AEP in
States
NACO
SCERTs &
State Boards
of Education
NGOs/
Academic
Institutions
Independently
& in
Partnership
with State
Boards of
Education
Reaching Young People in Educational Institutions
NCERT
Coordination &
Monitoring

4.  FOR AUTHENTIC
INFORMATION
 Positive and responsible
relationship
 Understanding &
reporting abuse and
violation
 Prevention of Substance
Abuse
 IN A SAFE AND
FRIENDLY
ATMOSPHERE
 Inbuilt flexibility in terms
of content and process
as per changing needs
of young people.
 Empower through
participatory, process-
oriented, non-judgeme
ntal approaches.

7. 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

8. 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)

9. 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

10. Learning from Advocacy Efforts
From battling the odds to creating a positive climate
•Post 2006-07, ban on the program in selected states
•Some curricula reduced to ‘abstinence only’
Recovery through strategic advocacy
•Sustained multi-stakeholder consensus building on
importance of responding to young people’s concerns and
cultural relevance of AE
•Positioning AE in the context of enhancing life skills to
enable young people to achieve their potential and realize the
demographic dividend

11. Learning from Advocacy Efforts
Capitalize on window of opportunity
•National Curriculum Framework (2005)
• Recognized AE as an important area in school education
•Recommended learner-centric pedagogies and supported revisions in
AE
•Buy-in from senior policy makers in the MHRD
•Leadership from NCERT at the national level and SCERT/ State Boards for
the state specific projects
•Continuous engagement of schooling systems (adolescents, teachers and
principals) , civil society, academic institutions and independent experts led
to revisions in
•Conceptual framework:2009
•Guiding principles of AEP: 2010
•Curriculum that integrates concerns related to health and well being of
young people including RSH across all stages of school curriculum:
2010

12. Learning from Advocacy Efforts
Keep the larger vision in place and aim for steady, sustainable and incremental
progress in partnership with the system rather than quick solutions
Current AEP Resource Materials are more progressive from the “abstinence
only” curricula, better aligned to international technical guidelines and
include:
•Comprehensive discussion on genital hygiene and nocturnal emission
•The concept of sexuality explained with emphasis on the fact that there is
nothing dirty or shameful about it.
•Need to understand and challenge discrimination underscored
•The issue of gender-based violence dealt in detail to generate discussion
on sex selection, child marriage, unintended pregnancy
•‘Question box’ activity to facilitate anonymous discussion and findings
could provide the evidence for revisions

13. Learning from Material Development
•Engaging diverse group of stakeholders
•Changing mindset through
•
o Exposure to varied opinions and world view of young people
o Demonstration of value enhancement through incorporation of
adolescent concerns and participatory methodologies
•Elaborate feedback mechanisms to enhance ownership
•Resource Manual for Formal Schools Pre-tested:
•150 Master Trainers
•504 Nodal Teachers
• Materials posted on NCERT website
•Post pre-test revisions incorporated over 2 years
•Process driven approach of capacity building through continuous engagement
•Learning together, learning better videos as an accompaniment to open
school materials

14. Learning from Capacity Enhancement
•Both pre-service and in-service teacher training
•Create a critical mass of trained functionaries within the
system at all levels
oInitially used external master trainers to train
nodal teachers
oStarting 2009, focus on creating master trainers
within the schooling systems

15. Learning from Program Implementation
Flexibility to respond to emerging needs and demands of the
school systems and young people
•Respond to mental health concerns of young people
•Review of counseling services provided by KVS and NVS teachers who
had completed career guidance and counseling course offered by
NCERT
•Staff nurses in 200 JNVs oriented (2010-13), Process evaluation in 2014
•Re-envisioned as a health promoting school with a team approach to
responding to adolescent concerns
•Utilizing technology
•Improved access to resources through online learning and sharing
platforms (www.aearc.org).
• Online reporting operationalized in national AEP for 2014-15
academic year

16. Learning from Program Implementation
Flexibility to respond to emerging needs and demands of the school
systems and young people
• Mentoring mechanisms introduced in 2015
•Initiate adolescence education from class 6, scheme of content being
finalized and resource materials should be available mid-2016
•More organized plans for active engagement of young
people at all stages of program design and implementation
•Inputs during development of materials
•Identifying and orienting peer facilitators
•Planned opportunities of shared learning through school-
specific, regional and national events
http://www.ug.du.ac.in/app2

17. • Well defined and relevant monitoring mechanisms with efficient
evaluation and effective feedback
• Establish clear criteria for selection and performance based
recognition
• Mentoring mechanisms should be institutionalized
• Budget for assessments not only at the end-line but mid-term as
well
 --
 Importantly, better instruments/ indicators needed for measuring
non-health outcomes that will impact health and well being, such
as, agency among girls, attitudes towards body image, gender
stereotypes, sexual harassment

18.  Strategies for increased acceptance of AEP in the
education system
• Given the focus on scholastic achievement, AEP
needs to demonstrate the link between its
inputs and improvement in scholastic
performance
• More creative use of existing spaces: school
assembly, SUPW, PTA meetings, annual events
and regular classroom transactions

19. Before After
7 am: Neena went to school
8 am: I prepared lunch box for
father
9 am: Father left for office
10 am: Mother washed clothes
11 am: I went shopping with mother
2 pm: Neena returned from school
3 pm: We ate lunch together
CHALLENGING GENDER
STEREOTYPES
6 am: Grandmother put on the music
6.30 am: All of us did yoga
7.00 am: Father got us ready for school and
mother prepared the lunch box
8.00 am: My sister and I left for school
9.00am: Mother enjoyed a cup of tea as she
made the family’s monthly budget
2.00 pm: We returned from school and ate lunch
5.00 pm: We went out to play
7.00 pm: We worked on our school assignments
and shared the day’s activities with our parents

20. • Young people recognized as an important resource; hence,
ongoing political engagement
• In tandem with the current discourse on educational reforms
related to learner-centric pedagogies
• Concurrence for institutionalization within the education
system with
• Inclusion in school time table
• Willingness to allocate time and resources for induction and in-
service training of teachers
• Integration in self learning materials of open school

21. • Sensitization of officials in the Department of Education at all levels
• Creating opportunities for continued learning
o Inclusion in induction and in-service training
o Encourage learning and exchange among neighborhood schools
o Web-based learning
o Distance learning opportunities and certification
• Monitoring and supportive supervision
o Integration in regular planning and review mechanisms
o Focus on reviewing processes rather than numbers
o Performance linked recognition by the system (certification, increments)
• Meaningful involvement of parents
• Advocacy with media

22. • Duplication in the roles of different
implementing agencies
• Insufficient linkages between departments of
Education and Health
• Expand in a phased manner with better quality
control vs. reaching everyone
• Building in elements of AE in formal school
assessments

23.  Provision in Time-
Table
 Activities co-ordinated
with CCA Plan.
 Meetings of peer
Leaders should be
attended or reviewed
once in a month for
further implementation.

24.  Provide opportunities for
enhancement of life
skills & reinforcement of
positive behaviour to
enable young people to
grow healthy, cope with
challenges and optimize
opportunities in positive
and responsible ways.

25. Health-
Cleanli
ness
 CDs on health related
issues in the
Adolescence – Club.
 Health Talks in the
morning assembly by the
staff nurse/doctor.
 Duties of peer leaders in
the canteen for the
menu(healthy food)& for
healthy eating habits.

26. AWARENESS
CLASSES
 Should be properly
scheduled---at least once
in a week and with a clear
cut topics/split-up-
syllabus like Emotional
adjustment, personality
development, gender-
sensitisation, intellectual
growth, social behaviour,
eco-friendly and
motivational stories etc.

27.  OBJECTIVES:
 To provide a platform for
free discussion on issues
related to adolescents.
 To equip adolescents
with accurate information,
knowledge & skills in the
specific context of the
process of growing up.
 To engage Peer
Educators as a link
between teachers and
students
 Constitution Of The Club
:
 All students of Class VIII to
Class XI – Members
 4 Peer Educators , one as
the convener of the club
 Two Peer-Facilitators /
programme initiators
(one boy & one girl) from
each class
 Principal & NAEP Trainers
- as the advisor of the
club

28.  To be sensitive towards
adolescents issues.
 Act as a link and not
adviser to his peers.
 In no case ,right of the
child be violated, mutilated
,demoralised.
 No student will be asked to
stay beyond the school
hours.
 Is not a forum for
addressing personal
grievances/ complaints of
students.

29.  Inter class quiz –
competition on World
AIDS Day
 Health fair in school
and in the community.
 Ask the Expert
session-QUESTION
BOX.
 FIRST –AID Training
 Yoga Sessions
 Special school
magazine /bulletin
issue on AEP Areas
 Meditation session
 Self –defence training
 Activities during short
adventure camps
 Inter class Poster
Making
 Role play

30.  Psycho-social abilities---
that enable individuals to
translate knowledge,
attitude and values into
responsible action.
 Empowers learners to
observe the process
involving ‘what to do,
why to do, how to do and
when to do
 Core of Adolescence
education
LIFE
SKILL

31.  Psycho -social abilities –
directed towards personal
actions or actions towards
others.
 Interpersonal skills –
empowering individuals to
interact with the self as well
others and develop healthy
lifestyle and responsive
and responsible behaviour.
 Life skills are developed
through interactive
experiential learning.
 Mechanical skills,
livelihood skills, vocational
skills or language skills are
technical skills.

32.  No nation an be great if its
people are narrow- minded in
thought and action.
 Unhappy is the place where
people assert their rights and
forget their duties
 ‘Sarve bhavantu sukhinah Sarve
santu niramaya,
 Sarve bhadrani pashyantu
 Ma kashchid dukh bhag bhavet’ .
 Ancient Indian culture
 Niti-Vachan
 Hitopdesh
 Panch-Tantra
 Biographies of the great
leaders
 Inspirational stories