Cover Image
close this bookLife Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.)
View the document(introduction...)
View the documentForeword
View the documentPreface
View the documentAcknowledgements
close this folderSection One: The Life Skills Education Initiative
View the document(introduction...)
View the document1.0 Background
close this folder2.0 What are Life Skills?
View the document(introduction...)
View the document2.1 WHAT ARE THE AIMS OF LIFE SKILLS EDUCATION?
View the document2.2 WHY A SKILLS BASED APPROACH?
View the document2.3 WHAT ARE THE BENEFITS OF LIFE SKILLS EDUCATION?
close this folder3.0 Life Skills and the Secondary School Child
View the document(introduction...)
View the document3.1 HOW CAN LIFE SKILLS EDUCATION BE PROMOTED?
View the document3.2 WHEN CAN LIFE SKILLS BE PROMOTED?
View the document3.3 WHERE CAN LIFE SKILLS BE PROMOTED?
View the document3.4 WHO SHOULD RECEIVE LIFE SKILLS EDUCATION?
close this folder4.0 Other Supporting Activities/Strategies
View the document(introduction...)
View the document4.1 CHILDREN’S RIGHTS
View the document4.2 THE SARA COMMUNICATION INITIATIVE (SCI)
close this folder5.0 Problems and Solutions
View the document(introduction...)
View the document5.1 YES... BUT...
close this folderSection Two: Methodologies and Training Session Activities
View the document(introduction...)
close this folderPART A. General Activities
close this folder1.0 Introductory and Preparatory Activities
View the document1.1 ICE-BREAKING
View the document1.2 EXPECTATIONS AND FEARS
View the document1.3 LAYING GROUND RULES FOR LIFE SKILLS EDUCATION
View the document1.4 TEAM BUILDING
View the document1.5 COPING WITH DIFFICULT GROUP MEMBERS (BEHAVIOURS)
View the document1.6 ENERGISERS
close this folder2.0 Participatory Methods
View the document(introduction...)
View the document2.1 BRAINSTORMING
View the document2.2 QUESTIONNAIRES
View the document2.3 RANKING
View the document2.4 CASE STUDIES
View the document2.5 ROLE PLAYS
View the document2.6 DRAWING
View the document2.7 DISCUSSION
View the document2.8 BUZZ GROUPS
View the document2.9 TABLEAUX
View the document2.10 STORYTELLING
View the document2.11 PROCESSING
View the document2.12 UTILISING THE CREATIVE ABILITIES OF THE PARTICIPANTS OR THE STUDENTS
close this folderPART B. Specific activities that may be used to focus upon some of the key issues of Life Skills Education
View the document(introduction...)
View the documentWORKSHOP A: HOW TO IDENTIFY THE NEEDS OF A 13 YEAR OLD UGANDAN CHILD
View the documentWORKSHOP B: WHAT ARE THE PRIORITIES FOR THE EDUCATION OF CHILDREN?
View the documentWORKSHOP C: INTRODUCING LIFE SKILLS CONCEPTS
View the documentWORKSHOP D: ATTITUDES TO LIFE SKILLS
View the documentWORKSHOP E: AIMS OF LIFESKILLS EDUCATION
View the documentWORKSHOP F: THE HEALTH PROMOTING SCHOOL
View the documentWORKSHOP G: PROMOTING SELF ESTEEM IN SCHOOL
close this folderSection Three: A Framework for Developing Life Skills within the Secondary Health Education Syllabus
View the document(introduction...)
View the documentSUMMARY - TOPICS AND LIFE SKILLS
View the documentA FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS
close this folderSection Four: Sample Activities
View the document(introduction...)
View the documentHEALTH
View the documentWATER AND ENVIRONMENTAL SANITATION
View the documentFAMILY HEALTH AND SOCIAL PROBLEMS
View the documentCOMMUNICABLE DISEASES
View the documentORAL HEALTH
View the documentSMOKING
View the documentDRUG ABUSE
close this folderSection Five: Preparing Your own Units
View the document(introduction...)
View the document5.1 INTRODUCTION
View the document5.2 WHAT DOES IT TAKE?
View the document5.3 HOW TO PREPARE AN ACTIVITY
View the document5.4 SAMPLE LESSON PLANS FOR SECONDARY
View the document5.5 SUMMARY
View the documentReferences

Preface

WHO IS THIS MANUAL FOR?

This training manual has been prepared for lecturers of secondary school teachers in order to prepare them to introduce life skills in the schools themselves. It gives an introduction to and examples of life skills and the kind of methods needed to make the life skills meaningful. It then shows how the skills can be integrated or infused into the Basic Science and Health Education syllabus and examples of activities that can be used with the children.

HOW CAN THIS MANUAL BE USED?

The manual can be used in several ways. Lecturers can read through the manual and use it to train themselves in the approach before using it with their students. The students would also benefit from reading through the manual, especially since the last section gives hints and examples on how they could prepare their own activities when they go to work in the schools.

WHY IS THERE A NEED FOR THIS MANUAL?

In the last few years, it has become increasingly clear that knowledge alone does not change behaviour. Doctors continue to smoke even while they tell others of the dangers of smoking. Taxi drivers have seen their colleagues killed or seriously injured because of dangerous driving but they continue to drive in the same manner. People in the village are very familiar with the advantages of latrines, or the importance of cutting the grass around their house, but they continue to live as before. The dangers of such a gap between knowledge and behaviour have become even more apparent with the onset of HIV/AIDS. All our children are under threat from the disease. As a result, the Ugandan government in conjunction with UNICEF, have seen that there is a need to teach our children the life skills they require to cope with the world in which they live.