3.0 LIFE SKILLS AND THE PRIMARY SCHOOL CHILD
(a) Some of the characteristics of a primary school child in
Primary school children are not homogeneous in
terms of age, culture, religion etc. Most of them are in the 6-13 age range but
some may be several years older. They go to day or boarding schools in rural,
peri-urban and urban environments. Most belong to one of the major religious
denominations and while the majority still belong to one of the nationalities in
Uganda many now belong to two cultures as a result of intermarriages.
The majority of the children live in families and communities
which do not have adequate resources and services at their disposal. Many belong
to families with unstable or broken marriages. Some are staying with single
parents because of death (mainly due to AIDS or socio-political conflicts) or
the break up of relationships. Some are in the care of step-parents or other
relatives. The majority of parents or guardians have little or no formal
education, especially the women.
(b) Challenges to a Primary School Child in Uganda
Because of these situations in which children find themselves,
they are in danger of making uninformed and sometimes disastrous choices and
decisions concerning their lives
Todays children and adolescents are having to grow up in
an atmosphere which is full of messages, many of them confusing and
contradictory. Traditionally, parents, relatives and friends used to be charged
with the responsibility of passing cultural, social and vocational skills to the
children but today, most of these parents are unable to fulfil this role because
they may be unavailable, too busy, ignorant of their childrens changing
needs or not well equipped themselves. At the same time, traditional communities
are losing their role because of rural-urban migration and decreasing reliance
on the extended family. Cultural inhibitions and prohibitions have lost their
force in the face of the attraction of urban, and often foreign, life styles.
There is also the problem of peace and security. To crown it all there is the
STD/HIV/AIDS pandemic which is threatening to wipe out large sections of the
Schools have a key role to play in preparing children and
adolescents to face the challenges of their world. Unfortunately, to date, what
the teachers teach and how they teach it and what the pupils learn and how they
learn is geared exclusively to passing examinations, thereby only developing the
Moreover, the traditional parental or pedagogical approaches are
insufficient to face the contemporary challenges, problems and influences to
which children are exposed. For example, children are daily exposed to
information from the electronic media (TV, radio) in terms of music, dance,
drama, discussion, and news, and the print media (newspapers, books and
magazines) in the form of stories, pictures, photographs, and political issues.
While some of this information is beneficial, some is misleading and a danger to
the children. For example, songs which emphasise love affairs, especially
exploitative ones, films which emphasise crime and violence, pornographic
materials all tend to send them the wrong signals.
The communities in which the children live also tend to put the
children at a disadvantage. For example, male adults, including some relatives
and stepfathers, some teachers and some employers sexually exploit the girl
child within the school, on the way to and from school and within the family
home and community.
In addition, poverty in most of the rural and urban slum
families forces the parents to pay more attention to meeting the immediate
survival needs than to their childrens behaviours. The children are
therefore left mostly under the guidance of their peers. In the urban slum
areas, family dwellings tend to be crowded since most families cannot afford
more than one room. This, coupled with scarce building materials and shared
services like toilets and bathroom limits the essential privacy within and
between families. The children are therefore prematurely exposed to many
negative behaviours and influences from some parents and other adults who may
drink a lot, use drugs, fight, commit crimes, be corrupt or have multiple sexual
partners or extra -marital relationships. The results are that some children
take to drugs, alcohol, petty crimes and prostitution.
The ideal course of action would be to remove all these negative
pressures and influences from our society and save the children. But an ideal is
like a distant star. We chart our course by it but we never reach it. Therefore
the most practical and effective course of action is to help the children handle
and cope with these pressures and challenges by teaching them to take
responsibility for their growth and development through a life skills
initiative. The short term achievement from this will be that the children will
be able to cope with these pressures and challenges as they move towards and
through their adolescent years. The long term achievement will be that they will
take these life skills into their adult lives. Therefore, they will be more
responsible and effective parents and managers of society.
3.1 HOW CAN LIFE SKILLS EDUCATION BE PROMOTED?
(a) Methodologies and Learning Environment
In the baseline study to determine the level of life skills
among Ugandan primary school children, Cele et al (1996) found that while the
level of life skills was not very high, the teaching styles and
teaching/learning environments were generally not promoting the acquisition of
life skills by the children. Teachers were using mostly teacher-centred methods
which allowed limited or no pupil involvement and participation.
If the pupils are to learn and internalise life skills, more
active, participatory, learner-centred approaches must be employed. The pupils
must be exposed to learning experiences which will not only assist them to gain
knowledge but also provoke them to think about and interpret the meaning of the
learning experience and its implications in their daily lives. Such learning
experiences can include exposure to and frank discussions of real life
situations, games, pictures, role plays, case studies, songs, debates and
Many teachers may claim this is impossible for several reasons:
(i) The syllabus is already overcrowded and there is
no room for life skills activities.
(ii) Participatory methodologies require a lot of preparation
and take up too much time in the classroom.
(iii) The most important life skill in the current Ugandan
situation is passing the examinations which will enable the children to develop
(iv) Teachers are already under so many pressures caused by
economic insecurity, community expectations, overcrowded classes, insufficient
teaching materials and inadequate training, etc that they cannot be expected to
break away from the tried and trusted traditional methods.
In answer to these partially valid objections, it can only be
(i) The infusion of life skills into the current
syllabi using more participatory methodologies is based on the fact that it is
not true that the children and adolescents know nothing. Especially on issues
concerning their health, they already know a great deal from parents and
relatives, health workers, visits to hospitals and earlier training in school
The methodology provides simultaneous feedback on
the learning experiences of the child. (Participants in pretest, Mbale)
Therefore, rather than plodding through one topic after another,
the tutor (and teacher) can, by using the kind of methodologies and activities
outlined in the next sections of the manual, elicit and build on the knowledge
the students already have while at the same time connecting the knowledge (which
is also vital) with the life skills required to use it effectively in their
(ii) Although most teachers follow the chalk and
talk model, they may not be satisfied with it. It may need less
preparation, especially for a teacher who relies on the notes of years in the
past, but the classes themselves are tiring precisely because they depend on
excessive efforts from the teachers who have to do most of the talking. Worse
still, because the vast majority of the pupils are not involved, they tend to
lose interest and the teacher has to expend a lot of effort on maintaining
discipline. The life skills approach leads to a more involved, less stressful
classroom so that the teacher can actually enjoy her/his teaching more. This is
why the teachers who participated in the base line survey were initially
suspicious but later enthusiastically embraced the need to infuse life skills
into their teaching.
(iii) Even in terms of examinations, life skills has a positive
contribution to make.
The content sticks with less strain on the part of both
student and instructor. (Participants in pretest, Mbale)
Firstly, lively classes lead to better retention of content.
Secondly, the skills of critical and creative thinking are essential in
examinations and finally children who have a dear awareness of themselves and
their relationships with their peers and their community are more motivated and
focussed in their learning.
(b) The educator
Effective implementation of the life skills education initiative
will depend, to a great extent, on the life skills educators. For example, s/he
must be able to correctly interpret and internalise the aims and objectives of
life skills education, integrate the skills in appropriate carrier subjects and
topics and select the most suitable situations and activities for the pupils to
appreciate and learn the skills. S/he must also be convinced about the values of
the individual skills. S/he must have the ability to recognise the pupils
characteristics, challenges and needs in a given community. S/he must be
sensitive and coordinate fellow educators, parents and opinion leaders so that
they too play their roles in promoting the development of life skills. S/he must
be a role model in words, actions and behaviours. If this seems a big
responsibility for any individual teacher, there are many who are already
showing many of these qualities and the life skills initiative merely provides
them with the chance to develop them further.
3.2 WHEN CAN LIFE SKILLS BE PROMOTED?
Life skills education should be given right from birth. All the
interactions between the baby and the mother, father, fellow children and other
people in the family should be geared towards promoting the appropriate life
skills in the child as it develops. These interactions should demonstrate love,
affection, warmth, support and guidance. The physical environment should promote
health and at the same time provoke and reward curiosity and the wish to learn
In communities or families where children go to pre-primary
schools, they should continue to support family and community efforts to promote
the skills. Formal life skills education should start right from Primary One.
3.3 WHERE CAN LIFE SKILLS BE PROMOTED?
Life skills education should be given everywhere. Within the
school, every activity should offer an opportunity to impart life skills. For
example, English Language and the ability to communicate effectively are crucial
to life skills. Science lessons can help to develop skills such as critical
thinking and decision making. Mathematics can be used to analyse trends and
patterns of behaviour, and of course Religious Education, Political Education,
History and Social Studies are often prime vehicles for instilling some of the
life skills. During the pretest, several of the participants had already
assimilated life skills into English, Geography and Political Education.
In addition, assemblies, communal work, meal times, worshipping
time and games also provide useful opportunities. One Bushenyi school suggested
that clubs like religious associations, scouts and guides and other extra
curricular activities should include life skills in their activities.
Outside the school, life skills education should be given in the
families and communities. During the pretest of this manual, the consensus
everywhere was that parents and community need to be aware of the nature and
purpose of the life skills initiative so that they become active participants.
Some effort has been made in the activities to include parents but a broader
sensitisation process is required, as shown by the participants in Lira who have
already made plans to introduce life skills at Parent Teacher Associations
3.4 WHO SHOULD RECEIVE LIFE SKILLS EDUCATION?
The obvious answer to the question is that everybody should.
This manual targets first of all the college tutors. Through them, the primary
and secondary school student-teachers and teachers will be reached who will
eventually teach the pupils. This is therefore a cascade model of