LIFE SKILLS

PREPARED BY : Mr. Mr Qoyi

 Learning Outcomes
• Define the concept “life skills”
• Explain the necessity for life skills education
• Discuss the bio ecological systems theory of Bronfenbrenner
• Discuss the aim of life skills education in FP
• Describe the structuring of life skills as a subject in FP
• Design life skills learner activities using Howard Gardner’s multiple intelligence
model
• Select appropriate techniques to teach life skills in the FP
 What is Life skills
• In the 21 century, LS are a set of abilities that learners need to develop,
with particular emphasis on the need to succeed in the age of info-tech.
• Practicing LS leads to qualities such as self-esteem, sociability and
tolerance, readiness and commensurate capacity to take action and
generate constructive change and the independence of confident, well
balanced, adventurous spirit to decide what to do and what to be.
 Life skills Education
• Education with a pertinent life skills focus has a history of supporting
child development and health promotion in many parts of the world.
• LS education is recognised as a tool to enable learners to make better
health choices
• LS education is now recognised as distinct methodology that can be
beneficially applied to address a variety of issues of child and youth
development
 LS Education and Bronfenbenner’s Bio-ecological system theory
• Bio-ecological theory (1979) centres on the interchange between children’s
development and the layered relationship or systems that define their environment
and influence their development .
• This is to emphasis how child’s growth to maturity is influenced by his or her
own biology in combination with environmental factors, which significantly
include the influence of the immediate family, community and society at large.
• Bronfenner observes that children’s interaction with their immediate (familiar) to
broader (societal) environment becomes more complex as their physical and
cognitive structures grow and matures.
• The stages or systems that mark an individual’s passage through a normal life
span include the micr, meso, exo, macro and chronosystems (Sincero, 2012)
 Bio-ecological system
A) The micro system
The child’s immediate circle of family, friends, classmates, teachers, neighbours and
others of direct relevance are included here.
B) The mesosystem
This system consists of the relationships between children’s microsystem. E.g.
interactions among family members and teachers. Expand as individual enters new
setting over time. Impact individual indirectly through his/her interactions within the
microsystem
C) Exosystem
Social circumstances beyond the children’s immediate circle may affect their lives by
impinging on persons within their immediate circle. E.g. Education policies,
programme components
 Cont…
D) The macrosystem
This system is culturally determined. It includes norms and values of culture
and subcultures (belief systems, ideologies, societal structure, gender role
socialisation and international resources
 LS Education in the FP
• Life skills education in particular lays the foundation for the development
of individual capabilities and a society that will be equipped with:
• A high level of creativity that will be especially conducive to problem
solving
• A capacity for critical thinking when making decisions
• Communication skills that enable people to blend harmoniously into
society
 Specific aims of life skills education
• Through life skills learners are exposed to a range of knowledge, skills and values
that strength their:
• Physical, social, personal, emotional and cognitive development
• Creative and aesthetic skills and knowledge through engaging in dance, music,
drama and visual arts activities
• Knowledge of personal health and safety
• Understanding of the relationship between people and environment
• Awareness of social relationships, technological processes and elementary
sciences.
 Multi intelligences suggested by Howard
Gardner
Gardner (1999) refers to learning styles as intelligences and maintains that learners tend
to apply one or two such intelligences in preference to others. So teachers need to be
aware of these preferences in order to accommodate the learners. The following are the
reasons why accommodating multi intelligences in life skills education is important:
• To help all learners reach their full potential
• To help all learners become independent
• To encourage creative use of material
• To encourage cooperative behaviour
 Gardner identified the following
intelligences
• Verbal linguistic intelligence
• Logical/mathematical intelligence
• Visual/ spatial intelligence
• Body/kinesthetic intelligence
• Musical/rhythmic intelligence
• Interpersonal intelligence
• Intrapersonal intelligence
ACTIVITIES TO USE WHEN TEACHING LIFE SKILLS
IN THE FP
• The following activities are considered most helpful in the FP:
• Role play
• Pair and group work
• Brainstorming
• Whole-class discussions
• Questioning
• Drawing
• Story telling
• Poems
• Riddles
 END OF THE LESSON
• The above slides are meant to provide a brief understanding of the
topic/unit that is being delivered. After each lesson students are advised to
do further research on the topic/unit. This called student-centered learning.

THANK YOU