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Bangkok, Thailand, Unesco Principal Regional Office for Asia and the Pacific, 1991. , 100 p. (Population Education Programme Service)The UNESCO training manual for secondary school teachers or other family life educators is a revised version of Adolescent Education. This volume is Module 1, Physical Aspects. The other modules comprising the package are Module 2, Social Aspects; Module 3, Sex Roles; and Module 4, Sexually Transmitted Diseases. Materials are based on the Population Education Clearing House collection, and have been adapted for use in Asian and Pacific areas, even though attitudes vary widely among countries. Physical aspects deals with male and female reproductive systems, including physical, emotional, and psychological changes that occur during puberty and the physiological processes of human conception. The 1st chapter is concerned with providing a conceptual framework for understanding the adolescent education program and a short bibliography. The Module is comprised of 7 lessons and each may have a set of objectives, time required, materials needed, procedure, comments and considerations, information sheet, and suggested activities. Lesson 1.1 deals with the female reproductive system and external genitalia and male reproductive system and bullbourethral glands and penis. Lesson 1.2 is concerned with ovulation and menstruation. Lessons 1.3 is on the physical, emotional, and psychological changes during puberty. Lesson 1.4 relates to the body clock, which tells the physical signs of reproductive maturity. Lesson 1.5 entails looking at myself as I see my body. Lesson 1.6 is on conception. Lesson 1.7 provides the necessary information on pregnancy and essential needs. The time required for each lesson ranges from 40-80 minutes. Worksheets provide detailed pictures to augment the information sheets. An example of the information sheet for the male body clock is as follows: Puberty is described, and 8 sequential changes are outlined. Puberty is defined as beginning between 10-11 years and proceeding at a variable rate of change. The changes are growth of testes and scrotum, straight pubic hairs, 1st ejaculation, growth spurt, voice change, underarm and coarser body hair, oil and sweat glands activated, and facial hair (beard).
Bangkok, Thailand, Unesco Principal Regional Office for Asia and the Pacific, 1991. , 73 p. (Population Education Programme Service)The revised UNESCO secondary school teaching manual provides lessons on family life education. Materials are based on the those available from the Population Education Clearing House. 4 Modules cover various aspects of adolescence education: Module 1, Physical Aspects; Module 2, Social Aspects; Module 3, Sex Roles; and Module 4, Sexually Transmitted Diseases. This report on the Social Aspects begins with a general discussion of the program and conceptual framework for the adolescence education package. 6 lessons are included in this module. Lesson 2.1 is devoted to adolescent sexuality or sexual behavior. Each lesson has a set of objectives, time required, and materials, and usually has procedures, information sheet, and suggested activities outlines. Lesson 2.2 is concerned with sexuality in childhood and adolescence. Lesson 2.3 deals with love. Lesson 2.4 consists of dating and relationships. Lesson 2.5 provides information on adolescent pregnancy in terms of the growing number and the consequences of adolescent pregnancy and parenting in the premarital and marital states. The other objective is to explore individual feelings and attitudes about adolescent pregnancy and sexual behavior. Lesson 2.6 is on a moral code of ethics, their roles and function. An example of the information sheet on love is as follows: several paragraphs describe various aspects of love as sharing, caring, action, time and sacrifice, not always agreement, a relationship, the glue to hold families together, and so on. There are different types of love: love for parents, love among siblings, love for friends, conjugal love. Mature love is differentiated from immature love by the degree of caring about the other person as more important to you than having the other person care for you. Immature love is the reverse where one is more concerned with having the other person care about you and involves more taking than giving. Communication is sometimes blocked in order to avoid hurting the other's feelings, is directed to another instead of directly to one's partner, or is misdirected to a small action instead of focusing on the larger concern. Partners must conscientiously work on getting through to each other. Spontaneity and mutual confidence will develop as each becomes more comfortable with the other.
Bangkok, Thailand, Unesco Principal Regional Office for Asia and the Pacific, 1991. , 40 p. (Population Education Programme Service)The revised UNESCO Adolescent Education package serves secondary school teachers in providing 4 Modules on family life education. This volume, Module 3, deals with Sex Roles. Module 1 covers Physical Aspects; Module 2, Social Aspects; and Module 4, Sexually Transmitted Diseases. Materials are based on resources from the Population Education Clearing House and are adapted for use in Asian and Pacific areas, even though there is a wide diversity of attitudes. Module 3, Sex Roles, deals with role expectations, male and female roles, and sex stereotyping. The 1st chapter provides a description of family life education. Module 3, Sex Roles, has 4 lessons ranging in required time from 30-180 minutes. Lesson 3.1 pertains to role expectations. The objectives are to examine attitudes towards sex, men, women, and youth; to identify and discuss the role expectations of men, women, and youth in the family and society; and to be aware of child rearing practices in the family and in society as they affect sex role development. It includes objectives, time required, materials (Film), synopsis of the film, and information sheet. Lesson 3.2 covers male and female roles by providing objectives, time required, materials, procedures, information sheets, and suggested activities. Lesson 3.3 includes being masculine or feminine and provides objectives, time required, materials, procedures, information sheets, and suggested activities. Lesson 3.4 is on stereotype voting and includes objectives, time required, materials, procedures, and comments and considerations. An example of information included in the Procedures for learning about Male and Female Roles in Lesson 3.2 is outlined in 4 points. The 1st is to lecture on how cultures differ in the roles of men and women based on the information sheet. Then explain that experts agree that there is much pressure and anxiety surrounding sexuality issues. There is male pressure to perform and female pressure to bear children and so on. Finally, teachers conduct lectures and discussion based on recent studies and cross cultural comparisons on roles and stereotypes. Encourage discussion about how male and female roles can influence data and sexual patterns. Be aware of peer pressure and conformity. Suggested activities follow the lecture and discussion.