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close this bookLife Skills for Young Ugandans - Primary Teachers' Training Manual (UNICEF, 190 p.)
View the document(introduction...)
View the documentForeword
View the documentPreface
View the documentAcknowledgements
close this folderSection One: The Life Skills Education Initiative
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View the document1.0 Background
View the document2.0 What are Life Skills?
View the document3.0 LIFE SKILLS AND THE PRIMARY SCHOOL CHILD
View the document4.0 Other supporting activities/strategies
View the document5.0 Problems and solutions
close this folderSection Two: Methodologies and Training Session Activities
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close this folderPART A - General Activities
View the document1.0 INTRODUCTORY AND PREPARATORY ACTIVITIES
View the document2.0 PARTICIPATORY METHODS
close this folderPART B - Specific activities that may be used to focus upon some of the key issues of Life Skills Education
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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: Overview of current Primary Teacher’s College Health Education Syllabus and Potential for Development of Life Skills Education
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View the documentINTRODUCTION
close this folderSection Four: Sample Activities
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View the document4.1 Unit One - OUR HEALTH
View the document4.2 Unit Nine - HIV/AIDS
View the document4.3 Unit Thirteen - FAMILY HEALTH AND SOCIAL PROBLEMS
close this folderSection Five: Preparing Your own Units
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View the document5.1 INTRODUCTION
View the document5.2 WHAT DOES IT TAKE?
View the document5.3 SAMPLE LESSON PLANS FOR PRIMARY SCHOOLS
View the document5.4 SUMMARY
View the documentReferences

Preface

WHO IS THIS MANUAL FOR?

This training manual has been prepared for tutors of primary 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. Tutors 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.