BRAC Adolescent Development Programme

The establishment of the Adolescent Development Programme (ADP) came about as it was noticed that after graduating from the BRAC Education for Older Children (BEOC) schools, the enrollment rate of the older BEOC graduates in secondary schools was lower and the drop-out rate was higher. To encourage them to retain their literacy, numeracy and life skills, an idea to establish centres equipped with reading materials was realized in 1993 (and developed into the Adolescent Development Programme in Phase III) with the establishment of Reading Centres (later renamed as Kishori Kendro-KK, meaning Adolescent Centre in English). These Reading Centres (RCs) particularly targeted adolescent girls to become members. The centres not only contained reading materials, but also became a safe place where the girls could socialize, play indoor games, sing, dance and exchange ideas amongst themselves.

ADP Working Areas in Bangladesh

Evolution of ADP

The activities of the Reading Centres were not limited to reading, singing and dancing. With the operation of Reading Centres, an importance was felt to provide the girls with adequate knowledge on various social issues. Thus the first life skill course was introduced called Adolescent Peer Organised Network (APON also known as APON I). Later, another tailor-made course was developed to provide the girls with business knowledge as an addition to the APON course, called APON ABRITO (also named as APON II), which is to be taken upon completion of APON.

These multidimensional activities in the Reading Centres led BRAC to change the concept of the Reading Centres. It was also found that the enrolment rate of adolescents in secondary schools was increasing, and so adolescents were able to maintain their literacy in school. As a result, they did not want to come to the Reading Centres only for the purpose of reading. It was then decided that the RCs would be made more attractive through the introduction of popular recreational activities. Thus the original objectives of the RCs have been broadened to create a safe haven for socialization and entertainment for girls. Since these centres were created to cater to the needs of adolescents, the centres were renamed Kishori Kendros (Centre for adolescents).


APON for Boys

With the success of APON for Girls, BEP felt that it was important that boys also be given a course in life skills to sensitise them to issues regarding their female peers. Without the awareness and support of the adolescent males the idea of women’s empowerment and equality will never be fully accepted into society. Thus, APON for Boys was developed. APON boys’ curriculum covers almost the same issues covered by APON girls. There are also some other issues incorporated in the curriculum which are specifically relevant to the lives of adolescent boys’ e.g. drug addiction, terrorism wet dream etc.

The APON Courses

The APON courses provide information on basic life skills for adolescent girls, which include sexual and reproductive health, social, family, and community issues related knowledge. These two categories are under APON, and there are more under APON ABRITO. In total there are 15 books for APON for girls and 11 for APON for boys. Topics include:

Sexual and reproductive health (APON I)

Puberty: physical and emotional changes; coping with emotions, reproduction and reproductive health, family planning and birth spacing, STDs, HIV/AIDS, pre-natal care and mis-carriage, post-natal care, girls/women’s health, including breast cancer, sexual abuse of children, and introduction to local health-care facilities.

Social, family, and community issues (APON I)

Positive role of adolescents in society; child rights including birth registration; gender equity/discrimination, including sex determination of babies; child marriage; dowry; polygamy; marriage registration; divorce rights; legal rights and inheritance; child abuse-emotional and physical cruelty- (e.g. child labour); child trafficking; violence-resolving conflict peacefully; gender based violence-teasing, acid attacks, and rape; addiction-smoking, alcohol, and drugs; and adult life.

For the boys, the same components are included, but some materials are modified to match boy’s needs and interests (e.g. puberty). Cross-cutting issues such as rights, negotiation skills, and gender discrimination are incorporated into all areas as appropriate.

APON ABRITO, livelihood skills (APON II)

Course introduction and group formation; concepts about business and jobs; information about risky work for children; how to overcome obstacles while starting a job or business; demand and supply; evaluation and competition in business; profitability and practice classes on profitability; capital, proper planning for expenditure and bookkeeping/evaluation; promotion in business; and course evaluation. One textbook embedded with activities has been developed as the medium to provide the above-mentioned information.