Reframing Life Skills: From an Individualistic to a Relational Transformative Approach

Mapping Intimacies ◽

10.1007/978-3-030-85214-6_4 ◽

2021 ◽

pp. 73-90

Author(s):

Joan DeJaeghere

Keyword(s):

Life Skills ◽

Behavioral Approach ◽

Individual Responsibility ◽

Health Issues ◽

Common Life ◽

Environmental Relations ◽

Transformative Approach ◽

Societal Problems ◽

Skills Education ◽

Life Skills Education

AbstractThis chapter examines how life skills education draws on a dominant individualistic behavioral approach that aims to teach skills to young people so they can overcome various social and economic problems. Life skills are taught to girls so that they can be empowered to overcome health issues, such as HIV/AIDs or early pregnancy. They are also targeted at boys who are deemed ‘at risk’ of engaging in asocial behaviors in efforts to reduce violence and to contribute to the economy. Yet many of these societal problems are linked to changing social, economic and environmental relations. To think differently about how to use life skills to foster a good life that is just, equitable, and sustainable, the chapter offers a transformative framing based in a critical and relational approach. Such an approach requires a reframing of skills to consider the values and perspectives that are often implicitly taught, such as individual responsibility and self-promotion, and to reorient these skills around values that youth desire and need within their challenging contexts. It concludes with a discussion of some common life skills and how they can be reframed to achieve transformation in society so youth can live life well – oriented toward greater justice, equality and peace.

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Life Skills Education to address the Challenges during Adolescence

Global Humanities and Social Sciences ◽

10.47852/bonviewghss2021020101 ◽

2021 ◽

Vol 2 (1) ◽

Author(s):

Pabi Maya Das

Keyword(s):

Academic Success ◽

Life Skills ◽

Well Being ◽

Educational Systems ◽

Health Issues ◽

Technological Transformation ◽

Guiding Principle ◽

Positive Attitudes ◽

Skills Education ◽

Life Skills Education

Life Skills Education plays a pivotal role in safeguarding children’s personalities the 21st century as they are entrusted with different kinds of adversity such as changes in the global economic, technological transformation, social problems, and critical health issues. Academic success alone is inadequate to meet the difficulties confronted in one’s daily life. Bhutan strongly believes in the well-being of the citizens and Gross National Happiness (GNH) has been the guiding principle in the country’s development and in enhancing values in the Bhutanese children. Along with GNH principle, Life Skills Education plays a significant role in emotional, intellectual, social, and physical development of an individual. Life Skills Education (LSE) has been incorporated in many developing countries including Bhutan and has prepared children to overcome the challenges in everyday life. This article describes LSE and its importance in the educational systems to enable students to develop positive behavioral changes, sound livelihood values, skills, and positive attitudes to deal with critical health issues, make informed use and decisions, and enhance self-esteem in Bhutan.

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Introduction

10.1007/978-3-030-85214-6_1 ◽

2021 ◽

pp. 1-12

Author(s):

Joan DeJaeghere ◽

Erin Murphy-Graham

Keyword(s):

Life Skills ◽

Deep Understanding ◽

Capabilities Approach ◽

Behavioral Approach ◽

Youth Engagement ◽

Middle Income ◽

Middle Income Countries ◽

Multilateral Aid ◽

Skills Education ◽

Life Skills Education

AbstractThis chapter provides an overview of how life skills are conceptualized and taken up in curriculum, teaching, and measurement in different educational settings around the world, as discussed in the chapters in this book. We focus on life skills programming in low- and middle-income countries because bilateral and multilateral aid organizations have significantly shaped discourse and programming in life skills education. We intentionally included studies utilizing a variety of research methodologies, which allow for a deep understanding of both the micro level (curriculum, pedagogy, and youth engagement and outcomes) and macro level (organizational processes and assumptions) in life skills programming and policy. Chapters in the book highlight a disconnect between the dominant individualistic behavioral approach used by many organizations and programs and the life skills that youth and local communities emphasize as important to change social and economic problems. To respond to this disconnect, this chapter provides an overview of a capabilities approach to life skills, with the purpose of focusing on wellbeing. We suggest that life skills education should develop the capabilities that societies and individuals have reason to value.

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LIFE SKILLS EDUCATION FOR SCHOOL DROP OUTS IN TAMAN SARI, DISTRICT BOGOR REGENCY

DISEMINASI: Jurnal Pengabdian kepada Masyarakat ◽

10.33830/diseminasi.v1i2.951.2019 ◽

2019 ◽

Vol 1 (2) ◽

pp. 46

Author(s):

Stefani Nawati EKORESTI

Keyword(s):

Life Skills ◽

Economic Value ◽

Skills Training ◽

Poor People ◽

Housing Conditions ◽

The Cost ◽

Skills Education ◽

Work Done ◽

Drop Outs ◽

Life Skills Education

Taman Sari Sub-District, Bogor Regency has the potential for fertile soil. But these lands have not been tilled properly. Narrow housing conditions, especially for poor people, do not allow residents to plant crops. Causing the lack of consumption of vegetables; which causes residents become easily sick. In addition, there is also a lot of plastic waste, especially bottled drinking water and other things that come from tourists and fishermen who have not been processed. This condition gave rise to the idea to provide life skills training in making vertical gardens, hydroponic plants and waste management. Besides the need for makeup and haircutting skills also needed especially for orphans fostered by Yasayan Usawatun Hasanah. Community Service Activities (PkM) aims to foster community awareness of the cleanliness of the environment and empower citizens to be more creative and entrepreneurial. Therefore, in addition to the types of activities requested by the residents, UPBJJ-UT Bogor will also teach about identifying the economic value of the work done in the form of determining the cost of goods sold / production. This activity was attended by 50 orphans and it ran smoothly and successfully. Now orphans already have life skills that hope can lift their economy.

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Developing the management models of life skills education in order to deal with climate change and disaster prevention for students in the ethnic minorities boarding high school in the current period - The status and solutions

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/129 ◽

2018 ◽

Author(s):

Le Thi Nhu Quynh

Keyword(s):

Climate Change ◽

Natural Disaster ◽

Ethnic Minorities ◽

Life Skills ◽

Disaster Prevention ◽

Current Period ◽

And Behavior ◽

Attitudes And Behavior ◽

Skills Education ◽

Life Skills Education

Life skills education to deal with the climate change and management of natural disaster prevention for students in ethnic minorities boarding high schools are very necessary nowadays. Based on educational activities of life skills, we establish and develop the awareness, attitudes and behavior for students, help them to find the causes and consequences of climate change and the natural disaster so that they shape attitudes and behavior of themselves in adaptation and mitigation due to climate change and natural disasters, as well as conscious propaganda for everyone to perform, toward a better life, a civilized society, meet overall educational goals during the current period. So that, life skills education for the goals of meeting the needs of disaster prevention for students are concerned. However, we not only say doctrinairely but also pay attention to the results of the life skills education due to meet the needs of disaster prevention, by then we form perceptions, attitudes and behavior for students in schools and in society. So there must be coordination between the forces of education in schools with families and society. Therefore, life skills education for students acquire sustainably. Assay results consulted reviews of managers, teachers showed that life skills educational management measures meeting the needs of disaster prevention for the students are necessary and available, suitable with the practice of ethnic minorities boarding high schools.

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MANAGING LIFE SKILLS EDUCATION ACTIVITIES IN ETHNIC MINORITIES BOARDING JUNIOR SECONDARY SCHOOLS TO COPE WITH CLIMATE CHANGE AND DISASTER PREVENTION IN THE CENTRAL HIGHLANDS TODAY

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/192 ◽

2017 ◽

Author(s):

Pham Van Truong ◽

Ngo Quang Son

Keyword(s):

Climate Change ◽

Ethnic Minorities ◽

Life Skills ◽

Disaster Prevention ◽

Junior Secondary Schools ◽

Junior Secondary ◽

And Behavior ◽

Attitudes And Behavior ◽

Skills Education ◽

Life Skills Education

Life skills education meet the needs of disaster prevention and management of life skills education meet the needs of disaster prevention for pupils in ethnic minorities boarding junior secondary schools to establish and develop the awareness, attitudes and behavior for pupils, help them to find the causes and consequences of climate change and the disaster so that they shape attitudes and behavior of ourselves in adaptation and mitigation due to climate change and natural disasters, as well as conscious propaganda for everyone to perform, toward a better life, a civilized society, meet educational goals overall during the current period. Life skills education meet the needs of disaster prevention for pupils of the schools are concerned, however, is not only to say doctrinaire but must essentially by the results of the life skills education meet the needs of disaster prevention is formed perceptions, attitudes and behavior of pupils in schools and in society so there must be coordination between the forces of education in schools with families and society. Like that, life skills education for pupils acquire a sustainable. Assay results consult reviews of managers, teachers showed that life skills educational management measures meet the needs of disaster prevention for the pupils proposed are necessary and available high performance, consistent with the practice of ethnic minorities boarding junior secondary schools.

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Implementasi Pendidikan Kecakapan Hidup Dalam Pembelajaran PAI Di SMP Diponegoro Moropelang Babat Lamongan

AKADEMIKA ◽

10.30736/akademika.v10i2.22 ◽

2016 ◽

Vol 10 (2) ◽

pp. 248-263

Author(s):

Vivi Nor Vaiqoh

Keyword(s):

Environmental Conditions ◽

Life Skills ◽

Inhibiting Factors ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Skills Education ◽

Life Skills Education

Education is basically an attempt to develop the potential of students and the demands of environmental conditions to have life skills. So that researchers interested in lifting the title "Implementation of Life Skills Education in Learning PAI At SMP Diponegoro. The formulation of the problem and the goal that researchers take is to answer questions and to find out how the implementation of life skills education in learning PAI, how the factors supporting and life skills and how to overcome the inhibiting factors of life skills in learning PAI in SMP Diponegoro Moropelang Babat Lamongan. To find out the problems and get the data clearly, here the researchers used a qualitative descriptive approach. The technique of collecting data and information is done through observation of events and circumstances relating to the implementation of life skills education in learning PAI, Interview principals, teachers PAI, teacher coaches life skills and learners and documentary archive of documentation that an official of the SMP Diponegoro Moropelang Babat Lamongan.

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