The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar

Jejeebhoy, Shireen J.; Acharya, Rajib; Pandey, Neelanjana; Santhya, K.G.; Zavier, A.J. Francis; Singh, Santosh Kumar; Saxena, Komal; Gogoi, Aparajita; Joshi, Madhu; Ojha, Sandeep

doi:10.31899/pgy8.1032

Cited by 7 publications

(12 citation statements)

References 5 publications

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“…Pilot interventions in India, such as Do Kadam Barabari ki Ore in Bihar, that hold promise are: gender transformative life skills education, sports coaching to change attitudes towards violence, and training FLWs to identify and provide services for women at risk of violence. 3,4,5…”

Section: Violence Prevention and Interventionsmentioning

confidence: 99%

Adolescent health: Priorities and opportunities for Rashtriya Kishor Swasthya Karyakram (RKSK) in Uttar Pradesh

Desai¹

2017

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Section: Violence Prevention and Interventionsmentioning

confidence: 99%

Adolescent health: Priorities and opportunities for Rashtriya Kishor Swasthya Karyakram (RKSK) in Uttar Pradesh

Desai¹

2017

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“…An increasing number of intervention models to build agency and promote egalitarian gender role attitudes among adolescents have been tested in India (Acharya et al, 2009;Achyut et al, 2011;Das et al, 2012;Jejeebhoy et al, 2017a;Mehra et al, 2016;Verma et al, 2006). As noted in a recent synthesis of promising interventions (Jejeebhoy, 2017), these models could be reviewed and replicated or scaled-up as appropriate.…”

Section: Promote Gender Transformative Life Skills Programmes For Boymentioning

confidence: 99%

“…Peers have also been identified as acceptable sources of information, and while there is a debate about the effectiveness of peer educators in other settings, there is some evidence from India that suggests that young people may indeed be a reliable source of information for their peers (Pandey et al, 2016;Mehra et al, 2016;Jejeebhoy et al, 2017a). The Rashtriya Kishor Swasthya Karyakram has also advocated for a peer educator approach to inform and counsel youth, and its programmes offer a unique opportunity through which to inform and empower adolescents about sexual and reproductive matters as well as many other health-related matters that may place adolescents at risk.…”

Section: Strengthen Family Life Education For Those In School and Outmentioning

confidence: 99%

“…While evidence on workable models in these areas are lacking for the most part in India, some recent experiments focused on boys hold promise, namely, the Do Kadam programme and the Parivartan programme, both of which used gender transformative life skills education and sports coaching to impart values that encouraged adolescent boys and young men to denounce attitudes that justify violence against women and girls. A second project of the Do Kadam programme trained frontline workers to identify young women at risk of violence and link them with support services (Jejeebhoy et al, 2017a;and Das et al, 2012). Other life skills education programmes, such as Action for Adolescent Girls by UNFPA and the Better Life Options by the Centre for Catalysing Change have included components that raise awareness among girls about protecting themselves against violence and taking action in case they experience it (CEDPA, 2006;UNFPA, 2014).…”

Section: Invest In Violence-prevention Activitiesmentioning

confidence: 99%

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Executive Summary: Understanding the lives of adolescents and young adults (UDAYA) in Uttar Pradesh, India (2015–16)

Santhya¹,

Acharya²,

Pandey³

et al. 2017

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Executive Summary1 Adolescents in ages 10-19 constitute one-fifth of the Indian population, and, globally, every fifth adolescent lives in India. India has articulated its commitment to protect and promote the health and rights of adolescents and meet their development needs through numerous policies and programmes, which are being implemented over the course of this century particularly. Despite these commitments, Indian adolescents and youth are, for the most part, unprepared to meet the needs of a globalising world-few complete high school, the quality of education received by many is poor, many lack livelihood skills and employment opportunities, the health of many is compromised, and gender gaps and gaps between the socio-economically disadvantaged and advantaged persist. Therefore, there is clearly a need for a commitment to ensure that promises made in policies are translated into reality for adolescents, that programmes do indeed reach adolescents, that the scope and content of the programmes are expanded, and that promising lessons are assimilated and scaled-up.Major gaps in data on adolescents pose one of the biggest challenges in promoting their rights. The absence of longitudinal data that are essential to understand the factors that determine rather than those that are associated with healthy transitions from childhood to adolescence and adulthood and successive cross-sectional data that are important to establish the levels of key markers of these transitions at various points in time have thwarted the designing of optimal programmes as well as rigorous assessment of the reach and effectiveness of on-going programmes.The programme of research titled, 'Understanding the lives of adolescents and young adults (UDAYA) in Bihar and Uttar Pradesh', implemented by the Population Council, seeks to fill these gaps in evidence. The goal of UDAYA is to establish the levels, patterns, and trends in the situation of younger (10-14) and older (15-19) adolescents and assess factors that influence the quality of transitions they make. The specific objectives of UDAYA are: (1) to explore the situation of adolescents, with a focus on assessing the extent to which both younger and older adolescents have acquired a set of assets that can help them make a healthy, safe, and successful transition from adolescence to young adulthood in the states of Bihar and Uttar Pradesh; (2) to describe the extent to which the situation of adolescents has changed over time; and (3) to assess factors that determine the accumulation or loss of assets and the quality of transitions from adolescence to young adulthood. UDAYA uses both cross-sectional and longitudinal designs and focuses on unmarried boys in ages 10-14 and 15-19, unmarried girls in ages 10-14 and 15-19, and married girls in ages 15-19 in both rural and urban settings in Bihar and Uttar Pradesh. These two states together constitute 25 percent of the country's population and adolescents in these states account for 29 percent of the country's adolescent population. This report...

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“…Research also shows the importance of mentors (and teachers) engaging in self-reflective processes during training to challenge their own biases around gender roles and norms(Jejeebhoy et al, 2017;Sahni, 2018). It is not clear whether such reflection was structured into 12+ mentor training.…”

mentioning

confidence: 99%

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

D'Angelo¹,

Marcus²,

Ngabo³

2022

Development Policy Review

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Summary Motivation The development of life skills has been increasingly recognized in formal and non‐formal education programmes as critical to enabling young people to flourish in personal relationships, the workplace, and wider society. Recent competency‐based curricular reform reflects a growing consensus on the importance of developing a combination of socioemotional, cognitive, and practical skills to overcome contemporary social, environmental, and economic global challenges. Yet there is limited research examining the pedagogical practices that lead to the effective development of such skills. Purpose This article seeks to fill that gap by drawing on lessons from Rwanda’s 12+ programme, a non‐formal life skills programme for adolescent girls. Examining potential links between pedagogical practices and the programme’s impacts on adolescent girl participants, it enquires into lessons that can be learnt for both formal and non‐formal schooling. Methods and approach Insights from focus groups and interviews with 12+ graduates (ages 15–17) and mentors were triangulated with analysis of project documentation including teaching and learning materials. Findings Five insights are highlighted: structured teaching and learning materials and scaffolded support for mentors; the use of dialogic teaching; experiential learning opportunities; the importance of safe spaces and trusting relationships; and the engagement of mentors as role models. These combined ingredients of effective life skills programming were perceived to have led to the development of adolescent girls' skills, knowledge, and attitudes, including confidence, voice and agency, financial literacy, self‐efficacy, and self‐care. Policy implications Teacher education and ongoing professional development should focus on strengthening teachers' capacity to use learner‐centred, interactive methods, and to foster positive social relationships with and among learners. Sharing of materials and approaches between non‐formal programmes and the formal education system should be encouraged.

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The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar

Cited by 7 publications

References 5 publications

Adolescent health: Priorities and opportunities for Rashtriya Kishor Swasthya Karyakram (RKSK) in Uttar Pradesh

Adolescent health: Priorities and opportunities for Rashtriya Kishor Swasthya Karyakram (RKSK) in Uttar Pradesh

Executive Summary: Understanding the lives of adolescents and young adults (UDAYA) in Uttar Pradesh, India (2015–16)

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

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