Life Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.): Section Three: A Framework for Developing Life Skills within the Secondary Health Education Syllabus: (introduction...)

Life Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.)

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Foreword

Preface

Acknowledgements

Section One: The Life Skills Education Initiative

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1.0 Background

2.0 What are Life Skills?

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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

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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

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4.1 CHILDREN’S RIGHTS

4.2 THE SARA COMMUNICATION INITIATIVE (SCI)

5.0 Problems and Solutions

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5.1 YES... BUT...

Section Two: Methodologies and Training Session Activities

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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

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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

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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

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SUMMARY - TOPICS AND LIFE SKILLS

A FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS

Section Four: Sample Activities

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HEALTH

WATER AND ENVIRONMENTAL SANITATION

FAMILY HEALTH AND SOCIAL PROBLEMS

COMMUNICABLE DISEASES

ORAL HEALTH

SMOKING

DRUG ABUSE

Section Five: Preparing Your own Units

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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

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INTRODUCTION

This section begins with a summary sheet. This lists all the topics and subtopics, suggesting Life Skills for each Unit.

The tables following are arranged in five columns and provide a detailed explanation of the linkages between the subtopics and the Life Skills.

The first column gives the class under consideration.

The second column presents the content within each Unit.

The third presents the suggested Life Skills that are considered suitable for development while teaching the given subtopic. This is not a prescriptive list. The teacher may feel that there are other more pertinent skills for her/his context. These suggestions are directional guidelines.

The fourth column outlines the general characteristics and needs of the learners. Again, the teacher may feel that his/her group has slightly different characteristics and needs. In such a case, a teacher may adapt the materials to meet these, or write some new activities (see Section Five of this manual).

Column five suggests the variety of methodologies that would foster the development of knowledge, attitudes and skills in a Life Skills context. There are also references to the Sara Communication Initiative (SCI) and the Child Rights Convention (CRC). The methodologies are not prescriptive. The teacher may choose any child-centred approach that will lead to active as opposed to passive learning by the children. The emphasis is that while learning content (knowledge), children should develop skills and attitudes that will enable them to use what has been learnt for their own healthy growth and development. The Life Skills components will have an influence upon their health behaviour.

Key
Self Awareness	SA	Peer Resistance	PR
Self Esteem	SE	Negotiation	NG
Assertiveness	AS	Conflict Resolution	CR
Coping with Emotion	CE	Effective Communication	EC
Coping with Stress	CS	Critical Thinking	CT
Interpersonal Relationships	IR	Creative Thinking	CRT
Friendship Formation	FF	Decision Making	DM
Empathy	EM	Problem Solving	PS