Life Skills

Civics and Ethical Education
NTQF Level IV
Unit of Competence: Apply Life skills

Module Title: Applying Life skills
LG Code: TVET CEE4 M01 LO2-15

TTLM Code: TVET CEE4 TTLM 0112v1
LO 1:Discuss the objectives and principles of life skills

This learning guide is developed to provide you the necessary information regarding the
following content coverage and topics –
 Definition and concepts of life skills

 The objectives of life skills
This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
 Defineconcepts of life skills

 Enumerate the objectives of life skills
Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 20.
3. Read the information written in the “Information Sheets 1”. Try to understand what are being
discussed. Ask your teacher for assistance if you have hard time to understand them.
4. Accomplish the “Self-check 1” in page __.
5. Ask your teacher for the key to correction (key answers) or you can request your teacher to
correct your work. (You can get the key answer only after you finished answering the Self-check
1).
6. If you earn a satisfactory evaluation proceed to “Information Sheet 2”. However, if your
rating is unsatisfactory, see your teacher for further instructions or go back to Learning Activity
#2.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the “Information Sheet 2”. Try to understand what are being
discussed. Ask your teacher for assistance if you have hard time understanding them.
10. Ask from your teacher the key to correction (key answers) or you can request your teacher to
correct your work. (You are to get the key answer only after you finished answering the Self-
check 2).
Information Sheet #1 Definition and concepts of life skills
Life skills have been defined in different ways. According to Edward de Bon, Life skills
needed by an individual to operate effectively in society and in active and constructive
way.On the other hand, it is defined as” personal and social skills required for young people
to function confidently and competently with themselves, other people, in the wider
community”. (TACAD, UK).
From the above two definitions life skills may be understood as:
 Livelihood or vocational skills
 Practical health related skills(For instance; washing your hand before and after eating)
 Physical skills and
 Skills related to behavior and interaction
Information Sheet #2 The objectives of life skills
It is assumed that life skills and attitudes would continue to be thought with in the family and the
community. Nevertheless, traditional approaches failed, there by living young people more
exposed to social evils. Besides the challenges and threats that children or young people are
facing increased from day-to-day for different reasons. Thus, it has become apparent such
emphasis on prioritizing of knowledge at the expense of other aspects of human personality was
found inadequate way of preparing children and youth for the complex nature and challenges of
the physical and social environment they are living in.
Life skills programs are designed to facilitate the learning and practice of skills associated with
the healthy development of the youth. The programs attempt to combine psychological and
social factors that contribute to the healthy behaviors.
Therefore, life skills education is required in our institutions for the following reasons.
It is common to observe unhealthy behaviors in young people. These undesired
behaviors need to be prevented for healthy development.
The young people are lacking self-confidence, self-esteem and strong interpersonal
relationship. These skills need to be promoted.
The influx of foreign culture and influence of mass media require new coping skills.
Creative and critical thinking are not presently being developed enough to enable the
young people to become effective problem solvers.
Violence, ethnic conflicts, political turmoil, war conflicts are observed in the life of the
young people. Coping and prevention skills need to be promoted.
Children face economic pressures and challenges of nation building. Coping skills are
highly demanded.
Children face problem of sexual abuses.
Unhealthy sexual behaviors, negative behaviors, taking drugs and alcohol(substance
abuse), teenage pregnancies, and spread of STDs and HIV/AIDS are prevalent that need
prevention
Young people need to be aware of their potential and capabilities.
Written Test
Self-check #1& 2
1. Define the term life skill in your own words.(3 points)

2. Write an essay as to why life skill education is resumed in TVET institutions.
(7points)
Note: Satisfactory rating – 5points Unsatisfactory - below 5points

You can ask your teacher for the copy of the correct answers.
Answer Sheet
Score = ___________
Rating: ____________
Name: ___________________ Date: _______________
Short Answer Questions

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LO2: Identify types and advantages of life skills
 Types of life skills

 The contribution of life skills
 Psychosocial Development
 Define and list types of life skills

 Elaborate the contribution of life skills
 Understand Psychosocial Development
1).
#2.
check 2).
11. Read the information written in the “Information Sheets 3 and 4”. Try to understand what are
being discussed. Ask you teacher for assistance if you have hard time understanding them.
check 3).
Types of life skills
Information Sheet #1
Life skills can be categorized in to four components. These are:
 Physical skills
 Mental skills
 Technical and vocational skills
 Psychosocial skills
Physical skills:
These skills enable individuals to perform different activities. Most activities are carried out
through physical skills. These skills are acquired through experience and training. Example;
Farming, running, dance etc.
Mental skills:
These skills are used by individuals to decide on different situations and events. They also help
individuals to make decisions while living with their respective community.
These skills help to:
 Improve way of life
 Solve problems
 Solve natural and social challenges
These skills can be acquired and progressed through experience, education and training.
Example; calculating or solving Math problems, Good decision making and analysing.
Technical and vocational skills:
These skills create an understanding of instruments of labour and develop our capacity of doing
activities. These skills, like physical skills can be acquired either by experience or training.
Example; carpentry, machinist, pottery, hand craft etc.
Psychosocial skills:
Are the skills needed for the promotion of psychosocial competence, to enable you:
 Get along with other people;
 deal with the problems, pressures, stress, and challenge of everyday life; and
 reflect your abilities for adaptive and positive behaviour.
The main psychosocial life skills can be categorized in to one of the following three areas. These
are:
i. the skill of knowing about, and living with oneself
ii.the skill of knowing and living with others
iii.the skill for making effective decisions.
Written Test
Self-check # 1
Instruction: Choose the correct answer for the given questions from the provided alternatives.
(10 points)
1. Skills that can be acquired by experience such as pottery:
A) Psychosocial Skills C) Technical Skills
B) Mental Skills D) Physical Skills
2. Solving Math problem is an example of ___________ skills.
A)Technical C)Psychosocial
B)Mental D) Physical
3. ____________ skills enable us to get along with other people.
A) Mental C) Psychosocial
B) Physical D) Technical
4.Skills that enable us to decide in different situations:
C) Psychosocial Skills C) Technical Skills
D) Mental Skills D) Physical Skills
5. Farming is an example of ___________skills.
A)Technical C)Psychosocial
B)Mental D) Physical
Note: Satisfactory rating – 5 points Unsatisfactory - below 5 points
Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
Multiple Choice questions
1.________________ 3.________________ 5.________________
2.________________ 4._______________
The contribution of life skills

Information Sheet # 2
There are different skills that enable an individual to operate effectively and efficiently in a
society in active and constructive way. These skills are very important to function
confidently and competently.
Life skill is important:
 Health benefit: life skill is an important skill for humans to keep themselves from
something that endanger their life and helps them to take preventive action. For
instance; HIV/AIDS, STD.
 Social Benefit: Life skill is important to create smooth social relations between and
among societies.
 Cultural Benefits: These skills help to understand different cultural experiences
and to create an opportunity to live people from different cultural background.
 Economic Benefit: It makes people productive in the work they are performing.
Other than this life skill comprises political and educational benefits.
Written Test
Self-check # 2
Match the terms under “A” column with their corresponding statement under “B”.
(10 points)
“A” “B”
1. Economic Benefit a) understand different cultures
2. Health benefit: b) makes productive in the work they are performing
3. Social Benefit c) important skill for humans to keep themselves
4. Cultural Benefits: d) important to create smooth social relations
5. Life skill e) important to function confidently and competently

Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
Matching.
1.________________ 3.________________ 5.________________
2.________________ 4._______________
Psychosocial Development
Psychosocial development enables you to practice assertiveness, confidence, self-fulfilment,
empathy, tolerance, adaptation to changes, resistance to negative individual, peer, or social
influences, prevention of violence, accident etc.
Self-awareness helps you to:
Become aware of how you see yourself and how other see you
Understand your strength and weakness
Develop confidence to implement your good qualities
Improve the things about yourself that you want to change, and
Know what you want to become
Major changes that take place during the period of adolescence are:
a) Understanding physical change
The rapid physical changes are often source of worry and embarrassment during the age of
adolescence. For instance, becoming taller and thinner or shorter and fatter influence the
psychological feelings of the teenage.
b) Understanding intellectual change
Many young people can understand and create general principles or formal rules to explain many
aspects of human experience. During adolescence humans:
 Begin to build theories about literature, philosophy, morality, love, and the world of work
 Begins to think beyond concrete facts
 Develops the ability to reason and solve problems
 Promptly uses language and his/her language communication skills are enhanced
c) Understanding emotional change
An important part of your personality is related to your emotions. Emotions are feelings that you
here in response to certain people or situations. Positive emotions are associated with good
interpersonal relationships, with the feeling of warmth and love. Whereas negative emotions lead
to poor interpersonal relationship and friendship is lost.
The following ideas help you to deal with your anger:
 Try counting to ten slowly.

 Work off your feelings by doing something
 Write a letter to yourself describing your feelings
 Talk to yourself to get pent up feelings
 Try to remain calm when you feel angry
 Listen to other person’s reply without interrupting
 Avoid attacking other person verbally by making negative comments
 Apologise when you realize that you are wrong
 Talk about your feelings with a family member, trusted friend, teacher or counsellor.
d) Understanding psychosocial change
Formation of identity can be affected by personal family, peer, society, economic and political
factors.
Relationship with peers: during adolescence, the peer groups becomes increasingly decisive than
adults. There is a need for acceptance by peers. As a result, behaviour pattern of the peers are
copied or imitated.
Parent-child relationship: within the family you practice the skill of communication, trust,
responsibility, consideration, respect, and application. These skills help you to get along the
family members and prepare you for relationship that you will have outside your family.
Communicating with parents is especially important during adolescent and this stage of
communication is important in the rest of your life. Thus, if you find difficulty to talk to your
parents the following will help you.
 Choose time when you/they can be alone and not busy or upset
 Began the conversation with positive comments about what happened during the day
 Keep your/their emotion in control. Do not rise your/their voice or lose your/their temper.
 When there is a problem, choose quite time to talk to your parents
 Try to understand the position of your/ their parents
 Make it a habit to talk with parents every day.
Written Test
Self-Check # 3
1. How can you explain the concept of self-awareness?(4 points)
2. What do you mean by positive and negative emotions? Use examples to clarify the
concepts.(6 points)
3. Can you list some of the suggestions that help you cool your anger?(4 points)
4. Explain with one or two paragraphs about the parent-child relationship in teenage?
(6 points)

Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
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LO3 Describe Basic Facts of HIV/AIDS
 The meaning of HIV/AIDS
 The spread and transmission of HIV/AIDS
 Threats and Challenges of HIV/AIDS to human race
 Prevention of HIV/AIDS
 Define the meaning of HIV/AIDS

 Discuss the spread and transmission of HIV/AIDS
 Explain Threats and Challenges of HIV/AIDS to human race
 Enumerate Prevention of HIV/AIDS
1).
#2.
check 2).
11. Read the information written in the “Information Sheets 3 and 4”. Try to understand what are
being discussed. Ask you teacher for assistance if you have hard time understanding them.
check 3).
The meaning of HIV/AIDS

AIDS means Acquired Immune Deficiency Syndrome is a human viral disease that ravages the
immune system, undermining the body’s ability to defend itself from infection and disease
caused by the human immune deficiency virus (HIV), AIDS leaves an infected person vulnerable
to opportunistic infections. Such infections are harmless in healthy people, but in those whose
immune systems have been greatly weakened, they can prove fatal. Although there is no cure for
AIDS new drugs are available that can prolong the life spans and improve the quality of life of
infected people.
Infection with HIV does not necessarily mean that a person has AIDS. Some people who have
HIV infection may not develop any of the clinical illness that defines the full- blown disease of
AIDS for ten years or more. Physicians prefer to use the term AIDS for cases where a person has
reached the final life threating stage of HIV infection.
Written Test
Self-check # 1
Individual project:
1. Ask any health professional about the meaning of HIV/ AIDS and present your
report to your classmates.(5 points)
Note: Satisfactory rating – 3points Unsatisfactory - below 3 points
Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________

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The spread and transmission of HIV/AIDS

There are different viewpoints surrounding the rise and development of HIV/ AIDS. So far, the
origins of HIV and first cases of AIDS are not clear. The illness firstcame to be known in the
early 1980’s in the USA. Some would like to push the origin of HIV as far back as the 1940’s but
there is no solid evidence for this. There are a number of theories on the origin of AIDS.
HIV is a virus that is contracted through the exchange of body fluids.It weakens an infected
person’s immune system so that, when they contract an illness, their body is not able to fightto
get better. This means that the person is likely to die of the illness, such as TB or bronchitis.
The person would then be said to have had AIDS
It is important for you, and the people around you, to be aware of how you can contract HIV.
An exchange of body fluid can occur in many different ways; here are some of the most
common in Ethiopia:
 Unprotected sex.
 From mother to baby during birth.
 From mother to baby while breastfeeding.
 Through unsterilised equipment when tattooing, scarring, circumcising or during female
genital mutilation.
The risk of contracting HIV in Ethiopia is high and, due to its rapid spread across the country,
we have to take great care to avoid infections. One way to help protect ourselves is by using a
condom when having sex as this creates a barrier between body fluids.Another way is to make
sure that equipment used to cut the body is properly sterilised.
It is advisable to have a HIV test. If you are an expectant mother who has HIV then your baby
does not necessarily have to contract the virus. Most babies become infected during birth,
however this risk can be reduced if a woman takes action soon enough. She needs treatment
during her pregnancy and her baby should be treated at birth and over the first7 days.
Another reason you should be tested for HIV is because you need to start treatment as soon as
possible. If you wait to see symptoms, then it may be too late for you to receive treatment.
Children orphaned due to HIV/AIDS
Written Test
Self-check # 2
Group project:
1. Collect data on HIV/AIDS problems from hospitals and health centers in your locality.
Then study the major causes of HIV/AIDS transmission in your locality and present your
findings to the whole trainees.(10 points)
Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________
Short Answer Question

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Threats and Challenges of HIV/AIDS to human race
HIV/AIDS is a great threat to human race in every aspect- social, economic and political. It
affects the day-to-day quality of life of the HIV positive individuals and their families. It also
removes these people from their work place leading to absenteeism. Thus, the household
spending power will decrease, labour productivity will suffer, and the skill base within socio-
economic institutions will literally die out. Moreover the economy of a nation as a whole will
have to pick up for training new work force and paying health expenses, etc. In most of African
countries, agriculture provides as many as 85% of the population. Consequently, as adults in a
rural area fall ill productivity in agriculture drops off dramatically. These are some of the socio-
economic impact of HIV/AIDS on human race. HIV/AIDS also affects governance of a country.
It is obstacle for a country’s attempt to establish and maintain democracy and equity. The
reasons are:
 The next generation of political and economic leaders is being wiped out
 A magnitude of orphans poses a long-term threat to stability and development
 Family and social structures are breaking down due to their inability to cope
 Citizen support and participation in democratic governance will decrease as more people
are infected and removed from public sphere.
The global HIV/AIDS epidemic is far more extensive than initially anticipated. The number of
people living with HIV/AIDS at the end of the last century was more than 50% higher than had
been predicted in 1999 by the world health organization (WHO). Particularly its ugly face is so
serious in Africa. The HIV epidemic ranging across sub-Saharan Africa is a tragedy of epic
proportions and alerting the regions demographic future. It is reducing life expectancy, raising
mortality, lowering fertility, and leaving millions of orphans in its wake.
Generally, the challenge faced by the human race due to HIV/AIDS is threatening its survival,
the existence of humanity as a community and of course as a nation. Previously, when
HIV/AIDS developed it was considered as a minimal social problem. But now, it is clear that
HIV/AIDS is not merely a social problem. Rather it is all rounded problem threating the
existence of human race.
Written Test
Self-check # 3
Group project:
1. HIV/AIDS is a great threat to human race in every aspect- social, economic and political
spheres. Conduct an interview to public health professionals and present your findings to
the whole trainees.(10 points)
Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________

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Prevention of HIV/AIDS
With a vaccine for AIDS years away and no cure on the horizon, experts believe that the most
effective treatment for AIDS is to prevent the occurrence of HIV infection. Health officials focus
public education programs on alerting risky behaviours linked to HIV transmission, particularly
unsafe sexual practices and needle sharing by intravenous drug user. Safe sex campaigns
sponsored by health clinics, social centres, schools and training institutes, churches and mosques
encourage sexual abstinence or monogamy (sexual relation with only one partner). Education
program instruct about the proper way to use condoms to provide a protective barrier against
transmission of HIV during sexual intercourse. Needle exchange programs which provide clean
needles to drug users enable intravenous drug abusers to avoid sharing HIV contaminated
needles. Needle exchange programs have been widely criticized because they seem to condone
illicit drug use. However, numerous US government funded studies have indicated that such
programs reduce HIV transmission without promoting greater drug use. To reduce the accidental
transmission of HIV during medical procedures, both the US and Canada have established strict
guidelines for health care settings, including the use of protective clothing and proper instrument
disposal.
Public health officials have learned that education programs that teach and reinforce safe
behaviour through a series of meeting are more effective than one time exposure to public
health information provided in a class lecture, magazine, article, advertisement or pamphlets.
Education programs tailored to reflect specific ethnic and cultural preference prove even more
effective.
Written Test
Self-check # 4
Individual Project:
Go to library and read different books, magazines, newspapers, pamphlets and other written
materials that create awareness for prevention of HIV/AIDS. Present your findings to your class
mates. (10 points).
Answer Sheet
Score = ___________
Rating: ____________
Name: _________________________ Date: _______________

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LO-4 .Assess gender Issues
 Concepts and practices in gender and development
 Social control of women
 DescribeConcepts and practices in gender and development

 Understand Social control of women
1).
#2.
check 2).
Concepts and practices in gender and development
Gender and sex
In most cases the terms sex and gender are used interchangeably to express a person as being
male or female. Usually to know a person’s identity either of maleness or femaleness we ask
what sex or gender of that person is. Even though they are used interchangeably sex and gender
are different in meaning.
Sex: - is a natural attribute differentiating a male person from a female and it is endowed
biologically. Relative to sex male and female are different in their natural creation and biological
attributes
Gender:-refers to socially constructed roles and relationships, personality trait, attitudes,

behaviors, values relative power and influence that society assigns to the two sexes. It refers to
the social and cultural construct, which differentiates the ways in which women and men interact
with each other. There is always a distinct difference between women’s and men’s roles, access
to productive resources and decision making authority .It is learnt through a process of
socialization and in the culture of a particular society. These societal differences are often
mistaken for biological differences.
Concept of gender
Gender role: are roles which are classified by sex. The classification is social not biological.
Sex role: refers to biological function. Therefore, a necessary qualification belongs to one
particular sex category. For instance, pregnancy is a female sex category.
Gender division of labor: is an overall societal pattern where women are given one set of
gender role, and men are given another set.
Gender equality: there is no gender discrimination based on person’s sex in the allocation of
resource.
Equity: means fairness and justice in the distribution of benefit and responsibilities.
Gender discrimination: means to give differential treatment to individuals on the ground of
their gender.
Gender sensitivity: the ability to recognize gender issue.
Gender awareness: is the ability to identify problem arising from gender inequality and
discrimination.
Gender analysis: means a close examination of a problem or situation in order to identify the
gender issue.
Patriarchy: is the male domination of ownership and control, at all levels in society.
Gender planning: means taking in to account of gender issue in planning.
Gender mainstreaming: is defined as considering gender equality concerns in all policy,

programs, administrations and financial activities and in organizational procedures. It is a
process for obtaining equality and equity in all interventions.
The Concept of Development
In the 1960s, the term development was defined as economic growth and prosperity of human
beings. This means transfer capital and skilled human resource from developed countries to
developing countries with the aim to improve their lives. In 1970s taking in to account the
different needs of developing countries as compared to the developed countries and the
realization that rural development is not only technological, development policies shifted to
economic growth and social equity. This approach has focused on addressing basic needs,
improving income and living standard of the people of developing countries.
Development is defined as a process of enabling people to take charge of their own lives to
escape from poverty. According to IRRR (1996), development is a process of positive change
with respect to people, technology, and proper planning in social, economic and political terms.
It is a process that should involve all members of a society to the same extent.
Why gender is a development issue?
Development planning efforts still fail to recognize fully women’s actual and potential
contribution to development processes or the effect of the development processes on them.
Women are key actors in economic systems yet their neglect in development plan has left
untapped a potentially large economic contribution. Women represent the majority of the
population yet they are concentrated at the bottom of the ladder in terms of employment,
education, income, and status. Both economic growth and social justice call for increased
attention to the integration of women in to the development process.
Now a days recognition of the need to improve the status of women and to promote their
potential roles in development is not only seen as an issue of human rights and social justice but
also as an investment to achieving sustainable development. It is identified that low level of
education and training, poor health and nutritional status, and limited access to resources hinder
economic growth.
Therefore, investing in women’s health has positive impact on reducing the country’s population
growth rates, improving the health and welfare of children and families. Investing in the
education of girls not only results in positive returns to the girls themselves, but to society as
well. Thus, for such and other contributing factors, gender is considered as an issue in the
development process.
Women can do more if given the opportunity and treated equally
According to FDRE Constitution Article 35 some of the rights of women are:

1. Women shall, in the enjoyment of rights and protections provided for by this
Constitution, have equal right with men.
2. Women have equal rights with men in marriage as prescribed by this Constitution.
3. The historical legacy of inequality and discrimination suffered by women in Ethiopia taken
into account, women, in order to remedy this legacy, are entitled to affirmative measures.
The purpose of such measures shall be to provide special attention to women so as to enable
them to compete and participate on the basis of equality with men in political, social and
economic life as well as in public and private institutions.
4. The State shall enforce the right of women to eliminate the influences of harmful
customs. Laws, customs and practices that oppress or cause bodily or mental harm to
women are prohibited.
5. (a) Women have the right to maternity leave with full pay. The duration of maternity leave
shall be determined by law taking into account the nature of the work, the health of the mother
and the well-being of the child and family.
(b) Maternity leave may, in accordance with the provisions of law, include prenatal leave with
full pay.
6. Women have the right to full consultation in the formulation of national development
policies, the designing and execution of projects, and particularly in the case of projects
affecting the interests of women.
7. Women have the right to acquire, administer, control, use and transfer property. In particular,
they have equal rights with men with respect to use, transfer, administration and control of
land. They shall also enjoy equal treatment in the inheritance of property.
8. Women shall have a right to equality in employment, promotion, pay, and the transfer of
pension entitlements.
9. To prevent harm arising from pregnancy and childbirth and in order to safeguard their health,
women have the right of access to family planning education, information and capacity.
Written Test
Self-Check # 1
Instruction: Match the statement under “A” column with their corresponding terms under “B”
column. (10 points)
A B
1. Socially and culturally constructed a) sex

2. Biological identity of a person b) gender
3. Arises from gender inequality c) gender issue
4. A process to escape from poverty d)Development issue
5. To recognize fully women’s potential contribution e) Development
Answer Sheet
Score = ___________
Rating: ____________
Name: ___________________ Date: _______________
1.__________ 3.___________ 5.__________
2.__________ 4.___________
Social control of women
Vulnerability as social control
The cultural definition of women in many countries is women as subordinate and passive. Rape
is a social control. In some cultures rape is considered as essential sexual relationship between
males and females. Rape is more likely to occur in the home of victim or offender than on dark
streets and deserted places. There abundant incidents of rape and other forms of sexual violence
against women and girls in Ethiopia. This often lead to unwanted pregnancy and transmission of
sexually transmitted diseases, including HIV/AIDS Furthermore, most rapists are neither
psychopaths nor insane. But studies of men show that rapists differ in no significant way from
“normal” males.
Women are also forced for sexual harassment in the work place and other places. Sexual
harassment may occur when male sexuality is aroused in the sense of female sexual
vulnerability. It has less to do with sexual desire. But it is a habit by men to humiliate women. In
addition to that absence of controlling resources and rural women particularly travelling long
distances to fetch water and fire wood exposes them to violence and abduction. These negatively
affect their health, education and the free development of their personality.
Experience to gender discrimination begun at an early age for little girls. They are considered as
adults at much younger age than boys. They are rarely allowed to play with their friends and
enrich their creativity. They are often required to stay indoors helping their mothers. They are
socialized from early childhood that they should be passive, shy and nonassertive. Most of them
get married before they complete their education. They are also direct victim of harmful practice
such as female genital mutilation.
Various nations, nationalities and people have customs that are prejudicial to the right of women.
For example; in many cases religious edicts and local traditions condone female genital
mutilation, early marriage, abduction and other harmful practices.
Demonstration against violence
Written Test
Self-Check # 2
Group project:
Divide in to group of 5 and discuss the following :( 20 points).
Harmful traditional practices such as early marriage, female genital mutilation and abduction are
common in Ethiopia. There are various reasons for these social problems. Do these forms of
discrimination against women and girl child exist in your locality? If they do what do you think
are the major causes of these maladies? Discuss how they affect the right of women to equality
and suggest methods of addressing the problem. Undertake a research by conducting an
interview with family members, i.e. mother, grandmother, aunts etc. Report your groups finding
to the class.
Answer Sheet
Score = ___________
Rating: ____________
Group’s Name: ___________________ Date: _______________
1_____________________________________________________________
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Civics and Ethical Education

Unit of Competence: Apply Life skills

LG Code: TVET CEE4 M01 LO2-15

LO 1:Discuss the objectives and principles of life skills

 Definition and concepts of life skills

 Defineconcepts of life skills

1. Define the term life skill in your own words.(3 points)

Note: Satisfactory rating – 5points Unsatisfactory - below 5points

Name: ___________________ Date: _______________

Short Answer Questions

 Types of life skills

 Define and list types of life skills

Life skills can be categorized in to four components. These are:

Name: _________________________ Date: _______________

Multiple Choice questions

1.________________ 3.________________ 5.________________

The contribution of life skills

Life skill is important:

1. Economic Benefit a) understand different cultures

2. Health benefit: b) makes productive in the work they are performing

3. Social Benefit c) important skill for humans to keep themselves

4. Cultural Benefits: d) important to create smooth social relations

5. Life skill e) important to function confidently and competently

Note: Satisfactory rating – 5 points Unsatisfactory - below 5 points

Name: _________________________ Date: _______________

1.________________ 3.________________ 5.________________

Self-awareness helps you to:

a) Understanding physical change

b) Understanding intellectual change

The following ideas help you to deal with your anger:

 Try counting to ten slowly.

Note: Satisfactory rating – 10 points Unsatisfactory - below 10 points

Name: _________________________ Date: _______________

Short Answer Questions

LO3 Describe Basic Facts of HIV/AIDS

 Define the meaning of HIV/AIDS

The meaning of HIV/AIDS

Name: _________________________ Date: _______________

Short Answer Questions

The spread and transmission of HIV/AIDS

Name: _________________________ Date: _______________

Short Answer Question

Name: _________________________ Date: _______________

Short Answer Question

Name: _________________________ Date: _______________

Short Answer Question

 DescribeConcepts and practices in gender and development

Gender and sex

Gender:-refers to socially constructed roles and relationships, personality trait, attitudes,

Gender sensitivity: the ability to recognize gender issue.

Gender planning: means taking in to account of gender issue in planning.

Gender mainstreaming: is defined as considering gender equality concerns in all policy,

The Concept of Development

Why gender is a development issue?

Women can do more if given the opportunity and treated equally

According to FDRE Constitution Article 35 some of the rights of women are:

1. Socially and culturally constructed a) sex

Name: ___________________ Date: _______________

Short Answer Questions

1.__________ 3.___________ 5.__________

Vulnerability as social control

Group’s Name: ___________________ Date: _______________

Short Answer Questions

Name: _____ Date: _

Name: ___________ Date: _

1. 3. 5.

Name: ___________ Date: _

1. 3. 5.

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: ___________ Date: _

Name: _____ Date: _

1.____ 3._ 5.______

Group’s Name: _____ Date: _