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.
Introduction
