Life Skills Integration: Relevance, Feasibility and Opportunities

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Life Skills Integration: Relevance, Feasibility and

Opportunities

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Abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life (WHO)

What are Life Skills

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Psycho-social abilities that: •Empower individuals to connect with self as well as others and develop healthy life style and positive behaviors

•Enable people to deal with stresses and pressures in life and equip them with competencies to manage challenging situations and optimize opportunities

•Enhance coping resources, personal and social competencies of individuals

•Enable individuals to respond to situations in logical, sensitive and positive ways without harming either self or the society


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WHO categorizes them as


Communication and interpersonal skills

Decision making and critical thinking skills

Coping and self-management skills

Negotiation and refusal skills

Empathy building

Co-operation and team work

Advocacy skills

Problem solving Skills for increased personal confidence

Abilities to assume control, take responsibility and/ or bring about change

Skills for managing feelings

Skills for stress management

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Categorization may suggest distinctions among many skills but they are inter-related and work in conjunction

Equipped with accurate information and positive attitudes, “life skills provide individuals the tools to actualize behavior change” Prof. J.L. Pandey

Life skills are abilities that each of us possesses, and yet conscious efforts need to be made to enhance these abilities within oneself and others


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Educational processes should engage learners in creating knowledge that is relevant to their experiences and enable them to respond to real-life situations in positive and responsible ways

The purpose of life skills development is in alignment with the larger goals of education

School education could play a vital role in life skills development amongst learners as it exposes them to varied experiences and has abundant potential to create simulated situations to learn and practice

Why do life skills merit integration in the school curriculum

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As life skills are generic by nature, educational interventions have the potential to develop abilities to apply these skills across a range of different contexts, including scholastic areas

Why do life skills merit integration in the school curriculum

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Evidence of effectiveness

A meta analysis of 207 school-based drug prevention programs found that the most effective programs teach comprehensive life skills (Tobler, 2000)

High risk sexual activity (Kirby, 1997 and 1994; WHO/GPA, 1994; Postrado & Nicholson, 1992; Scripture Union, Zabin et al., 1986; Schinke, Blythe and Gilchrest, 1981);

Prevent peer rejection (Mize and Ladd, 1990) and bullying (Oleweus, 1990)

Social adjustment (Elias, Gara, Schulyer, Brandon-Muller, and Sayette, 1991) and reduce emotional disorders (McConaughy, Kay and Fitzgerald, 1998)

Health-related behaviours and self-esteem (Young, Kelley, and Denny, 1997)

Academic performance (Elias, Gara, Schulyer, Brandon-Muller, and Sayette, 1991)

Why do life skills merit integration in school curriculum

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Stand-alone

Utilization of existing spaces in the school, for example, school assembly, PTA, SUPW, annual function and others

Core subject within the broader curriculum

Within an existing scholastic subject like science, social sciences, languages and others

Placement of life skills in school education

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Opportunities for Integration of Life Skills in Scholastic Subjects

Examples Drawn From NIOS Secondary Curriculum

11NATIONAL INSTITUTE OF OPEN SCHOOLING

Examples of Integration

Science Lesson: Reproduction and Heredity, (Pg 21, Activity 3.5.1)

Large Population Countries like India

Small Population Counties like Sweden

Advantages Problems Advantages Problems

1) Suppose you are the Prime Minister of India. State three key areas in which your government will invest for improving the pace of development in the country so that the vast human potential can be realized?

2) India is struggling with issues related to a large population. On the other hand, countries like Japan and Sweden are worried that their population is not growing and are giving incentives to young people in their country to contribute towards population growth. Please fill the table below to identify the major advantages and problems that countries with large and small populations face.



Better use of existing learning opportunities in a lesson

English Lesson: Kondiba, A Hero

In-text Exercise: Use the information given in the chart below. Make as many sentences as you can by combining any two of the sentences at a time. Use the appropriate forms of the verbs (i.e. the simple past tense and the past perfect tense) and linking words when you combine the sentences .



Before After

7 am: Neena went to school

8 am: I prepared lunch box for father

9 am: Father left for office

10 am: Mother washed clothes

11 am: I went shopping with mother

2 pm: Neena returned from school

3 pm: We ate lunch together

6.00 am : Grandmother put on the music

6.30 am: All of us did Yoga

7.00 am: Father got us ready for school and mother made the lunch box

8.00 am: My sister and I left for school

9.00 am: Mother enjoyed a cup of tea as she made the monthly budget

2.00 pm: We returned from school and ate lunch

5.00 pm: We went out to play

7.30 pm: We worked on the school assignments and shared the day’s activities with our parents

Challenge gender stereotypes

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Evaluation tools to demonstrate that assessment of life skills is possible but the objectives different from traditional assessment methods:

•Learners’ responsiveness to what is taught rather than their capacity to retain

•Aimed at providing qualitative learning opportunities to the learner rather than validating inputs

•Focus on evaluation of teaching-learning process rather than mere knowledge-based outputs

•Evaluation items woven into lesson writing with focus on assessing the process of experiential and applied learning

Integration of Life Skills in Evaluation Items in NIOS Secondary Curriculum


Sample Evaluation Tools

1. Self Assessment Exercises, for example: assess your health and well-being through a questionnaire

2. Motivation to take action to change an existing situation: Letter to consumer complaint redressal forum or mobilizing peer group for a common concern like garbage removal in neighborhood

3. Projects to investigate a social reality in neighborhood: for example, girls drop out rates in secondary schools

4. Games/ Crosswords/ Puzzles/ Quiz that encourages learners to apply learning

Evaluation Tools


Example of An Evaluation Item

English Lesson:

The Little Girl

17NATIONAL INSTITUTE OF OPEN SCHOOLING17

Learning Objectives Assessment Tool Scoring Key

Enable learners to

Appreciate that it is important to communicate effectively in inter-personal relationships

Suggest different mechanisms of promoting healthy relationship between parents and children

Recognize that different family members have an important role in maintaining harmonious relationships

The misunderstanding related to father’s birthday gift almost ruined the relationship between Kezia and her father.

Given her situation, a) If you were in Kezia’s place, could you have done anything different to improve your relationship with your father? Please explain giving one example. b) Please suggest at least two different ways in which Kezia’s mother or grandmother could have helped clear the misunderstanding.

Insufficient (0-33):The learner does not give any positive suggestions for something that Kezia, her mother and grandmother could have done differently to improve the relationship between the father and daughter

Needs Improvement (34-55): The learner is able to provide one example of how Kezia could have tried something different,ORSuggest one or two mechanisms through which Kezia’s mother or grandmother could have helped


Learning Objectives Assessment Tool Scoring Key

Enable learners to

Appreciate that it is important to communicate effectively in inter-personal relationships

Suggest different mechanisms of promoting healthy relationship between parents and children

Recognize that different family members have an important role in maintaining harmonious relationships

Satisfactory (56-75):The learner is able to Provide one example of how Kezia could have tried something differentAND, Suggest two mechanisms through which Kezia’s mother or grandmother could have helped

Excellent (76-100):Besides achieving the objectives for obtaining satisfactory scores, learner demonstrates in-depth understanding of Kezia’s situation and provides suggestions that are possible for Kezia and her mother/ grandmother to implement in their circumstances

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NATIONAL INSTITUTE OF OPEN SCHOOLING

Example of An Evaluation Item –Science, Control and Co-ordination

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Learning Objective

Recognize the roles and relevance of reflex, voluntary and involuntary actions in the efficient functioning of human body

Assessment ToolNow that you are aware that the well-thought out voluntary actions that are co-ordinated by the cerebrum and immediate response actions or reflex actions co-ordinated by the spinal cord, please identify whether the following situations may be best managed by well-thought out voluntary reactions or quick response reflex actions. Please provide at least one reason for your choice

Scoring Key

Situation Action (voluntary or reflex)

Reason for your Choice

1.You need to immediately stop your bicycle as a speeding motorbike comes in front of your bicycle


L Obj

Assessment Tool Scoring Key

Situation Action Reason for your Choice

Insufficient (0-33): Not able to provide correct responses on ‘appropriate action ‘ on any of the 4 situations

2.You have scored good marks in all the subjects in class X and now need to choose between science and commerce streams. Your family feels you should study science while you like numbers and would like to study commerce

Needs Improvement (34-55): Able to provide correct responses on any 3 or 4 situations without explaining reasons for making the choice

3.You are cleaning your cupboard and a sharp needle pokes you and you remove your hand immediately

Satisfactory (56-75): Able to provide correct responses on all 4 situations without explaining reasons for making the choice

4.You have moved to a new neighborhood and are trying to make new friends

Excellent (76-100): Provides correct responses on all 4 situations with clear reasons

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Pre- Conditions

Most effective in influencing behaviors when applied as part of a comprehensive, multi-strategy approach that delivers consistent messages over time

Intensive and should begin before the onset of risk behaviors

Commitment not only from the top leadership, administrative and implementation authorities but across all levels, including communities where possible

Factors that Contribute Towards Effective Life Skills Programs

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During the Development of Curriculum and Learning Materials

Based on theoretical approaches that have been proven to be effective in similar settings

Context-specific: Program goals, content and teaching methods should be relevant to the age, experience, and culture of young people and their communities

Address a balance of knowledge, attitudes, and skills- rather than heavy emphasis on knowledge

Institutionalize mechanisms for active participation of diverse stakeholders : students, teachers, civil society, content experts, parents, and the wider community at all stages of the program


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During the Development of Curriculum and Learning Materials

Participatory teaching methods

Adequate emphasis on development of tools for assessment of life skills

Factors that Contribute Towards Effective School-based Life Skills Programs

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During Implementation

Process driven approaches with continuous engagement with the relevant stakeholders that demonstrates that integration of life skills adds value to an existing content area rather than dilute it

Critical mass of key functionaries: Teachers should receive adequate training and regular opportunities for professional development for transacting and assessing skills-based curricula

Should bring about a change in the learning environment rather than a stand-alone initiative

Pilot tested before being implemented on scale


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During Implementation

Clearly defined monitoring protocols and opportunities for ongoing and objective feedback

Concurrent assessments to improve understanding of pathways of life skills development rather than measuring only knowledge

Co-ordination within and among development partners and national programs important


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Infusion across a range of subjects without providing a solid foundation of linking and developing knowledge, attitudes and skills in a sequential, reinforcing manner

Inadequate orientation and training of administrators, teachers and other support staff

Lack of focus in learning materials and teaching methods

Weak leadership and lack of commitment

Barriers to Effective Life Skills Programs

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Barriers to Effective Life Skills ProgramsExisting perceptions among the existing teaching-learning community: increased work load, dilution of content

Inadequate focus on teachers training

Lack of quality teaching materials and participatory methods

Competition with other topics

Inadequate funding

Inadequate mechanisms for supervising, monitoring and evaluating programs including a lack of documentation

Life Skills Integration: Relevance, Feasibility and Opportunities

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