Life skills-based education
||This article provides insufficient context for those unfamiliar with the subject. (October 2009)|
||It has been suggested that this article be merged into Life skills. (Discuss) Proposed since August 2014.|
Life skills have been defined by the World Health Organization (WHO) as “abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life”. They represent the psycho-social skills that determine valued behaviour and include reflective skills such as problem-solving and critical thinking, to personal skills such as self-awareness, and to interpersonal skills. Practicing life skills leads to qualities such as self-esteem, sociability and tolerance, to action competencies to take action and generate change, and to capabilities to have the freedom to decide what to do and who to be. Life skills are thus distinctly different from physical or perceptual motor skills, such as practical or health skills, as well as from livelihood skills, such as crafts, money management and entrepreneurial skills . Health and livelihood education however, can be designed to be complementary to life skills education, and vice versa.
Life Skills-Based Education (LSBE) has a long history of supporting child development and health promotion in many parts. In 1986, the Ottawa Charter for Health Promotion recognized life skills in terms of making better health choices. The 1989 Convention on the Rights of the Child (CRC) linked life skills to education by stating that education should be directed towards the development of the child’s fullest potential. The 1990 Jomtien Declaration on Education for All took this vision further and included life skills among essential learning tools for survival, capacity development and quality of life. The 2000 Dakar World Education Conference took a position that all young people and adults have the human right to benefit from “an education that includes learning to know, to do, to live together and to be”, and included life skills in two out of the six EFA Goals.
Life skills-based education is now recognized as a methodology to address a variety of issues of child and youth development and thematic responses including as expressed in UNGASS on HIV/AIDS (2001), UNGASS on Children (2002), World Youth Report (2003), World Program for Human Rights Education (2004), UN Decade on Education for Sustainable Development (2005), UN Secretary General’s Study on Violence Against Children (2006), 51st Commission on the Status of Women (2007), and the World Development Report (2007).
Expected learning outcomes include a combination of knowledge, values, attitudes and skills with a particular emphasis on those skills that related to critical thinking and problem solving, self-management and communication and inter-personal skills.
- WHO (1999), Partners in Life Skills Training: Conclusions from a United Nations Inter-Agency Meeting, Geneva 
- WHO (2004), Skills for health : An important entry-point for health promoting/child-friendly schools, Geneva.
|This article relies largely or entirely upon a single source. (October 2007)|