The effectiveness of life skills education and HIV prevention for secondary schools in South Africa: a systematic review

2012 ◽  
Vol 10 (Supplement) ◽  
pp. 1-10
Author(s):  
Jennifer Chipps ◽  
Barbara Simpson
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
Hiv Prevention ◽  
Secondary Schools ◽  
Life Skills ◽  
Skills Education ◽  
Life Skills Education

The impact of life skills education on adolescent sexual risk behaviors in KwaZulu-Natal, South Africa

2005 ◽  
Vol 36 (4) ◽  
pp. 289-304 ◽  
Author(s):  
Robert Magnani ◽  
Kate MacIntyre ◽  
Ali Mehyrar Karim ◽  
Lisanne Brown ◽  
Paul Hutchinson ◽  
...  
Keyword(s):  
South Africa ◽  
Sexual Risk ◽  
Risk Behaviors ◽  
Life Skills ◽  
Sexual Risk Behaviors ◽  
Kwazulu Natal ◽  
Adolescent Sexual Risk ◽  
Skills Education ◽  
The Impact ◽  
Life Skills Education

scholarly journals PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION

2021 ◽  
Vol 9 (46) ◽  
pp. 11348-11354
Author(s):  
Sk Samsul Alli
Keyword(s):  
Secondary Schools ◽  
Life Skills ◽  
Group Discussion ◽  
Peer Pressure ◽  
Government Support ◽  
Thick Description ◽  
Teaching Learning ◽  
Tools And Techniques ◽  
Skills Education ◽  
Life Skills Education

The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.

scholarly journals Age-Specific Life Skills Education in School: A Systematic Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Esther Kirchhoff ◽  
Roger Keller
Keyword(s):  
Systematic Review ◽  
Influencing Factors ◽  
Life Skills ◽  
Self Regulation ◽  
Individual Development ◽  
Health Promotion In Schools ◽  
Health Related ◽  
Life Skills Programs ◽  
Skills Education ◽  
Life Skills Education

Strengthening life skills is a popular approach for prevention and health promotion in schools. It aims to empower students to deal effectively with the demands of everyday life by improving self-regulation, making informed decisions, and building supportive social relationships. By addressing various health-related topics such as friendship, sexuality, violence, or substance use, life skills education has the potential not only to teach students how to act responsively regarding their health and well-being, but also to build a comprehensive understanding of the biological, psychological, and social factors influencing their individual development. However, little is known about whether the contents of life skills programs differ depending on student age, either in terms of the set of skills promoted or the influencing factors on health that are the focus. This systematic review addressed this gap by analyzing evaluated school-based life skills programs regarding age-specific targeted life skills, underlying theoretical frameworks, and effectiveness. The analysis, following the PRISMA guidelines, was based on longitudinal evaluation studies published between 2007 and 2020, which were retrieved from six electronic databases, and referred to eighteen programs. Results showed that programs were mostly implemented in adolescence and that the targeted life skills shifted from a more behavioral-affective focus in childhood to a broader set of life skills targeted in adolescence which emphasized social and sociocultural influencing factors on health. Little evidence was available on the effectiveness of the programs on life skills development. Ultimately, life skills education promotes health-related self-regulation, especially in adolescence. However, further research is needed to clarify how to achieve sustainable effects in the development of life skills, both in childhood and adolescence.

EVALUATION OF SOUL CITY SCHOOL AND MASS MEDIA LIFE SKILLS EDUCATION AMONG JUNIOR SECONDARY SCHOOL LEARNERS IN SOUTH AFRICA

2003 ◽  
Vol 31 (8) ◽  
pp. 825-834 ◽  
Author(s):  
Karl Peltzer ◽  
Supa Promtussananon
Keyword(s):  
South Africa ◽  
Mass Media ◽  
Secondary School ◽  
Condom Use ◽  
Life Skills ◽  
City School ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Skills Education ◽  
Life Skills Education

The study aimed at evaluating Soul City school and mass media life skills education among junior secondary school learners in South Africa using a postintervention design. The sample consisted of 3150 learners, 44.1% were male and 55.9% female, and their mean age was 15.6 yrs (SD=1.6) ranging from 13 to 24 years. Results indicate that Soul City school life skills exposure was positively associated with puberty/body knowledge, HIV knowledge, HIV risk perception, and condom use at last sex. The Soul City life skills mass-media edutainment had mainly a significant positive impact on condom use knowledge, attitudes towards people with HIV/AIDS, self-efficacy, and delaying sex.

scholarly journals A narrative systematic review of life skills education: effectiveness, research gaps and priorities

2018 ◽  
Vol 24 (3) ◽  
pp. 362-379 ◽  
Author(s):  
Aishath Nasheeda ◽  
Haslinda Binti Abdullah ◽  
Steven Eric Krauss ◽  
Nobaya Binti Ahmed
Keyword(s):  
Systematic Review ◽  
Life Skills ◽  
Effectiveness Research ◽  
Research Gaps ◽  
Skills Education ◽  
Life Skills Education

scholarly journals An Investigation of Secondary Schools’ Readiness towards the Implementation of Life Skills Education: A Study of Trans-Nzoia County, Kenya

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
R. S. Simiyu ◽  
E. Kirwok ◽  
R. W. Thinguri
Keyword(s):  
Secondary Schools ◽  
Life Skills ◽  
School Management ◽  
Hiv And Aids ◽  
Simple Random Sample ◽  
Learning Materials ◽  
Related Field ◽  
In Trans ◽  
Skills Education ◽  
Life Skills Education

<div><p><em>Life skills education was introduced by the Kenya government to replace the HIV and AIDS education which was not positively perceived by its implementers. The purpose of this study was to investigate Secondary schools’ readiness towards the implementation of life skills education in Trans-Nzoia County. The main objectives were to determine teachers’ training on life skills education implementation in Trans-Nzoia County, to assess the availability of teaching and learning materials and infrastructure for the implementation of life skills education in Trans-Nzoia County, to evaluate teachers’ attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County, and to establish school management attitude towards the implementation of life skills education in secondary schools of Trans-Nzoia County. The study was guided by Work readiness theory by Catherine, Walker, Mathew and Cathy. This study employed concurrent triangulation study design with mixed methodology, where a target population of 2,234 teachers was studied. The study used concurrent sampling technique. Probability sampling with a simple random sample was used to sample thirty percent of schools. It further purposively sampled out thirty percent of secondary schools principals, deputy principals, guidance and counselling heads of department and teachers assigned to teach life skills who participated in the study. Instruments of data collection included interview schedule, observation guide and document analysis guide. A pilot study was carried out to establish the reliability of research instruments. Data was analyzed descriptively and thematically. The study was significant in contribution to the formulation of policies for life skills education in secondary schools, recognition of life skills education in the development of the nation by the stake holders, consideration of school management and teacher factors that are related to the teaching of life skills education by curriculum developers and also serve as a reference material to potential researchers in the related field of study. The findings of the study indicated inadequate training of teachers in life skills education, inadequate use of teaching learning materials, some element of unwillingness by teachers in the implementation of life skills education in secondary schools of Trans-Nzoia County. There was also inadequate supervision and support towards teachers by administrators towards the implementation of life skills education in Secondary schools of Trans-Nzoia County. The recommendations were that the government should put a policy in place as an affirmative action to train teachers in the implementation of life skills education. Kenya Institute of Curriculum Development should review the implementation programme in terms of time and curricular and nationally evaluate the subject. </em></p></div>

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