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oapen-20.500.12657-519502021-12-14T02:45:56Z Life Skills Education for Youth DeJaeghere, Joan Murphy-Graham, Erin examining life skills education scholarships life skills for adolescents in developing countries linking life skills education and social-emotional learning life skills for 'at risk' youth social justice based approach to life skills empirical cases of life skills education employability and soft skills curriculum development career skills as education Open Access bic Book Industry Communication::J Society & social sciences::JN Education::JNZ Study & learning skills: general bic Book Industry Communication::J Society & social sciences::JN Education::JNR Careers guidance bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFF Social issues & processes bic Book Industry Communication::J Society & social sciences::JM Psychology::JMS The self, ego, identity, personality This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions. 2021-12-13T18:55:41Z 2021-12-13T18:55:41Z 2022 book ONIX_20211213_9783030852146_28 9783030852146 https://library.oapen.org/handle/20.500.12657/51950 eng Young People and Learning Processes in School and Everyday Life application/pdf n/a 978-3-030-85214-6.pdf https://link.springer.com/978-3-030-85214-6 Springer Nature Springer International Publishing 10.1007/978-3-030-85214-6 10.1007/978-3-030-85214-6 6c6992af-b843-4f46-859c-f6e9998e40d5 1edf7275-d11e-45ad-a038-9270d4ffa2e0 9783030852146 Springer International Publishing 5 276 Bern [grantnumber unknown] University of California, Berkeley Foundation UC Berkeley Foundation open access
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This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
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