 | Life Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.) |
 |  | (introduction...) |
| | Foreword |
| | Preface |
| | Acknowledgements |
|  | Section One: The Life Skills Education Initiative |
| | (introduction...) |
| | 1.0 Background |
| | 2.0 What are Life Skills? |
| | (introduction...) |
| | 2.1 WHAT ARE THE AIMS OF LIFE SKILLS EDUCATION? |
| | 2.2 WHY A SKILLS BASED APPROACH? |
| | 2.3 WHAT ARE THE BENEFITS OF LIFE SKILLS EDUCATION? |
| | 3.0 Life Skills and the Secondary School Child |
| | (introduction...) |
| | 3.1 HOW CAN LIFE SKILLS EDUCATION BE PROMOTED? |
| | 3.2 WHEN CAN LIFE SKILLS BE PROMOTED? |
| | 3.3 WHERE CAN LIFE SKILLS BE PROMOTED? |
| | 3.4 WHO SHOULD RECEIVE LIFE SKILLS EDUCATION? |
| | 4.0 Other Supporting Activities/Strategies |
| | (introduction...) |
| | 4.1 CHILDREN’S RIGHTS |
| | 4.2 THE SARA COMMUNICATION INITIATIVE (SCI) |
| | 5.0 Problems and Solutions |
| | (introduction...) |
| | 5.1 YES... BUT... |
| | Section Two: Methodologies and Training Session Activities |
| | (introduction...) |
| | PART A. General Activities |
| | 1.0 Introductory and Preparatory Activities |
| | 1.1 ICE-BREAKING |
| | 1.2 EXPECTATIONS AND FEARS |
| | 1.3 LAYING GROUND RULES FOR LIFE SKILLS EDUCATION |
| | 1.4 TEAM BUILDING |
| | 1.5 COPING WITH DIFFICULT GROUP MEMBERS (BEHAVIOURS) |
| | 1.6 ENERGISERS |
| | 2.0 Participatory Methods |
| | (introduction...) |
| | 2.1 BRAINSTORMING |
| | 2.2 QUESTIONNAIRES |
| | 2.3 RANKING |
| | 2.4 CASE STUDIES |
| | 2.5 ROLE PLAYS |
| | 2.6 DRAWING |
| | 2.7 DISCUSSION |
| | 2.8 BUZZ GROUPS |
| | 2.9 TABLEAUX |
| | 2.10 STORYTELLING |
| | 2.11 PROCESSING |
| | 2.12 UTILISING THE CREATIVE ABILITIES OF THE PARTICIPANTS OR THE STUDENTS |
| | PART B. Specific activities that may be used to focus upon some of the key issues of Life Skills Education |
| | (introduction...) |
| | WORKSHOP A: HOW TO IDENTIFY THE NEEDS OF A 13 YEAR OLD UGANDAN CHILD |
| | WORKSHOP B: WHAT ARE THE PRIORITIES FOR THE EDUCATION OF CHILDREN? |
| | WORKSHOP C: INTRODUCING LIFE SKILLS CONCEPTS |
| | WORKSHOP D: ATTITUDES TO LIFE SKILLS |
| | WORKSHOP E: AIMS OF LIFESKILLS EDUCATION |
| | WORKSHOP F: THE HEALTH PROMOTING SCHOOL |
| | WORKSHOP G: PROMOTING SELF ESTEEM IN SCHOOL |
| | Section Three: A Framework for Developing Life Skills within the Secondary Health Education Syllabus |
| | (introduction...) |
| | SUMMARY - TOPICS AND LIFE SKILLS |
| | A FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS |
| | Section Four: Sample Activities |
| | (introduction...) |
| | HEALTH |
| | WATER AND ENVIRONMENTAL SANITATION |
| | FAMILY HEALTH AND SOCIAL PROBLEMS |
| | COMMUNICABLE DISEASES |
| | ORAL HEALTH |
| | SMOKING |
| | DRUG ABUSE |
| | Section Five: Preparing Your own Units |
| | (introduction...) |
| | 5.1 INTRODUCTION |
| | 5.2 WHAT DOES IT TAKE? |
| | 5.3 HOW TO PREPARE AN ACTIVITY |
| | 5.4 SAMPLE LESSON PLANS FOR SECONDARY |
| | 5.5 SUMMARY |
| | References |
Acknowledgements
The manual was produced by:
Cyprian Cele (Uganda National Examinations Board)
Robinah Dumba (Institute of Teacher Education, Kyambogo)
David Kabiswa (ACET, Kampala)
Emmanuel Kusemererwa (Ministry of Education, Health Education Unit)
Joy Ogutu (Straight Talk, Jinja)
Joshua Ongom (National Curriculum Development Centre, Kyambogo)
in collaboration with:
Martin Buczkiewicz (Consultant, TACADE, U.K.)
Richard Mabala (Consultant, Sara Communication Initiative, Tanzania)
and with the untiring support of:
Janet Kiima (Ministry of Education, Health Education Unit)
Santa A. Opumar (Ministry of Education, Health Education Unit)
ably facilitated by:
Fred Ogwal-Oyee (UNICEF Programme Officer)
illustrated by:
Vie Kasinja (Consultant, Sara Communication Initiative, Malawi)
Robert Asaph Sempagala-Mpagi (Free-lance artist, Uganda)
layout and cover design by:
Robert Asaph Sempagala-Mpagi (Free-lance artist, Uganda)
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