- Life Skills Training Manual For Youth Ppt Presentation
- Life Skills Training Curriculum
- Life Skills Program
- Life Skills Training Manual For Youth Ppt Pdf
Life Skills for Lobbying
Introduction
To practice effective lobby and advocacy, it is crucial that there is attention for the underlying skills that people need to be effective lobbyists. These are the skills that we call ‘life skills for lobbying’. Communication and persuasion skills, goal setting and decision making, teamwork, cultural-sensitivity, assertiveness, self-efficacy and self-esteem are examples of skills that are crucial underlying skills to be a successful lobbyist. In addition to these topics, the life skills for lobbying training also has attention for issues related to diversity, gender, and sexual harassment in lobby and advocacy. The life skills for lobby training is designed as a hands-on, practical training focusing on an in-depth and reflective understanding of the life skills that are crucial for lobby.
Method & tool
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Assessment of the situation, and assuring a tailor-made approach that is based on the needs and priorities of the community is key in our approach. Therefore, each trajectory starts with a needs assessment and adaption of the training materials.
To reach as many people as possible, while also ensuring quality training, we use a master trainings model. Our Edukans trainers are (international) trainers, who train and coach master trainers from partner organizations to cascade the training to local organizations and community groups.
We equip trainers with the competencies to use creative and participatory methodologies to train others in life skills for lobbying. Our training is characterized by its active and participator methodology. The training is hands-on and the active practicing of skills are at the center. The participants are involved actively by focusing on self-reflection, role-plays, peer-to-peer learning and coaching.
The trainers leave the training with the skills, attitude and knowledge to cascade the training in a safe learning environment, and the competencies to use the training manual, posters, and learning aids for the training.
Edukans life skills for lobbying package:
1 Needs assessment
2 Adaption and contextualization of the life skills for lobbying module; Autodesk autocad 2019 xforce osx keygen.
Life Skills Training Manual For Youth Ppt Presentation
3 Training of trainers; including coaching towards sustainability
4 Monitoring, evaluation and learning.
Launch of the Life Skills for Lobbying Training with the Dutch Ministry of Foreign Affairs.
Results
In 2019, trainings of trainers were implemented in Kenya, Uganda, Mali, and Benin. In 2020 a blended training of trainers was done in Ethiopia (face-to-face training, with international support on distance) These trainings were implemented and cascaded as part of the Civic Engagement Alliance. Edukans international trainers trained the local partner organizations. In Uganda 17 trainers were trained, in Kenya 16 people were trained, in the combined training for Mali and Benin 20 people participated and in Ethiopia, 15 people were trained. The cascading of the training is ongoing in 2020; in each country the trainers follow cascading models to reach small-farmers organizations and women self-help groups in order to strengthen their lobby activities. While the analysis of the KAP assessment is still being collected, evaluations of training included testimonies like:
“I have done so many trainings, but this is the most participatory training, I have really learned a lot”
– trainer, Kenya (2019)
“We are not only learning to master the topics of life skills, we are also improving our facilitation skills”
– trainer, Benin (2019)
“The best thing about the training is that we learn so much from each other’s experiences”
– trainer, Mali (2019)
“For our members, each of these skills are necessary to develop which in return enables our group to stand strong. For example: strong communication skill, strong team work and cooperation, problem solving skill are very useful and required to effectively work and address issues at hand.”
– trainer, Ethiopia (2020)
The problem
While addressing the youth unemployment challenge, it is crucial to prepare young people for their education, work and life in general. A lack of the right soft skills are common and can cause school drop-out, a mis-match between the workplace requirements and the competencies of young people, psychosocial problems, attitudinal problems, or even criminality. In addition, there is a lack of access to quality training (TVETS), and the life skills needed to be successful employees are not addressed. Young women are specifically facing challenges in the current system. In emergency situations, young people are even more in need of developing resilience: they need to deal with situations of adversity, violence and loss, and they need to gain skills to build peaceful societies.
The problem:
- Youth unemployment challenge
- Not the right (soft) skills
- No quality training in TVET’s
- Challenges of young women
- Vulnerability of people in emergencies
The solution
To close the skills gap, more attention for the universal life skills is needed. Life skills focus on the development of social and emotional skills; the development of the whole person. (holistic approach). While strengthening the interpersonal and intrapersonal skills of young people, it helps building resilience and prepares them to be successful in work, communities, and life in general. To address the life skills gap, with specific attention for the challenges faced by young women, a quality life skills curriculum is needed. Trainers also need to be equipped with the competencies to create a safe learning space and the skills to use creative and participatory methodologies to teach life skills and address sensitive topics related to sexual and reproductive health rights and sexual and gender-based violence.
The solution:
- Attention for life skills
- Building resilience
- Prepare young people for life and work
- Attention for the needs of young women
- Create safe learning spaces
Edukans approach
Teaching young people life skills is crucial to address the youth unemployment challenge, prepare young people to deal with challenges in the fast-changing modern world, to become a generation of young people who will be successful in their communities, work, and life in general. Edukans life skills program does exactly this, while building on the needs and priorities of the communities, specific needs of young women, and adapting local contexts – and working with all important stakeholders.
Edukans approach:
- Addressing the youth unemployment challenge
- Teaching life skills: training trainers
- Prepare a generation for a better quality of life
- Build on needs and priorities of the community
- Attention challenges of women
Life skills
Life skills focuses on the development of social and emotional skills, including Sexual and Reproductive Health and Rights (SRHR). Life skills equip youth to be successful and deal with the challenges of the fast-changing world. Life skills is part of our comprehensive approach to address the challenge of youth unemployment and helps to build resilient youth who will be successful in their community, work and life. Life skills equips trainers with the competencies to create a safe learning space, and the skills to use creative and participatory methodologies to teach life skills. With a master training model, we work with partners and TVET-trainers, who will be training the final target group of youth. In addition, we can also offer the same trajectory to companies who want to equip their staff with the right life skills.
Edukans approach
We equip trainers with the competencies to create a safe learning space, and the skills to use creative and participatory methodologies to teach life skills. Our life skills approach is characterized by:
- Active & Participatory approach
- Integrated delivery and holistic approach of life skills
- Contextualized and tailor-made programs
- Gender sensitive approach
Active and participatory approach
The active and participatory approach that we use in the design of our life skills lessons, and in the trainings of trainers, ensures that both young people and trainers gain the right knowledge, attitude and skills. Our program is based on the needs and priorities of the young people of today and their communities, and is connected to the eco-system of the educational centres and employment opportunities.
Training trainers and master training
The trainers of life skills are key in training these young people, therefore we provide a master-training model and we focus extensively on building the capacity of trainers. We equip trainers with the competencies and skills to use creative and participatory methodologies to teach life skills and to create a safe learning space. Not only do we equip trainers with the competencies to work with young people, trainers also work on their own resilience and empowerment by working on life skills.
Life skills trajectory
We offer a 7 steps life skills trajectory:
- a needs assessment with young people, education institutions and employers;
- adaption and contextualization of the life skills module;
- involvement of the eco-system (including community, employers, and relevant stakeholders);
- training of trainers/facilitators;
- coaching towards sustainability; and
- assessment of impact
- document learnings for future programming (continuous improvement)
Impact
Our life skills program equips participants with the skills to be confident young people, with interpersonal and intrapersonal knowledge and skills, in order to build a successful career and thrive in all spheres of life. We aim to contribute to a generation of resilient young people, who are ready to deal with the challenges and adversities that are part of the fast-changing modern realities.
Impact for young people
- equipping participants with the skills to be confident young people;
- with interpersonal and intrapersonal knowledge and skills;
- in order to be successful in work and thrive in all spheres of life;
- a contribution to a generation of resilient young people, who are ready to deal with the challenges and adversities that are part of the fast-changing modern realities;
- improving self-confidence of young people;
- improving self-motivation of young people;
- supporting them in getting a job and earning money;
- Improving the quality of life of young people
Value for trainers
Trainers who are trained in life skills, become more confident and resilient themselves. The training focusses on understanding the importance of all life skills, including those relating to the personal development of trainers. Being the right role-model for students is a crucial part of life skills. Trainers are thus becoming more confident and empowered, they learn how to work together more effectively and to create the right environment for their students to thrive. Trainers do not only learn to work with the life skills curriculum, but also how to use a range of active and participatory methodologies throughout their teaching practice.
Value for government
Life skills is also extremely interesting for the government. After all, it increases young people’s chances on the job market because they have already developed skills that directly meet the needs and wishes of potential employers, be they companies, organizations or government institutions.
Value for employers
For employers, it is crucial that their employees have not only the right technical knowledge and skills, but also an attitude and competence to work well with others and to do their job in a responsible way. Employees need to be able to manage themselves well (time management; anger management), to work well in a team, and to be part of a healthy and safe work environment (free from discrimination, conflict, and sexual harassment). The life skills program focusses on those skills that young people need to become part of a healthy and efficient work environment. By embracing Life skills, companies also contribute to corporate social responsibilities. Companies that recognise the value of Life skills can also offer this approach within their organisation to their existing employees.
Life skills are abilities for adaptive and positive behaviour that enable humans to deal effectively with the demands and challenges of life.[1] This concept is also termed as psychosocial competency.[2] The subject varies greatly depending on social norms and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.
Enumeration and categorization[edit]
The UNICEF Evaluation Office suggests that 'there is no definitive list' of psychosocial skills;[3]nevertheless UNICEF enumerates psychosocial and interpersonal skills that are generally well-being oriented, and essential alongside literacy and numeracy skills. Since it changes its meaning from culture to culture and life positions, it is considered a concept that is elastic in nature. But UNICEF acknowledges social and emotional life skills identified by Collaborative for Academic, Social and Emotional Learning (CASEL).[4] Life skills are a product of synthesis: many skills are developed simultaneously through practice, like humor, which allows a person to feel in control of a situation and make it more manageable in perspective. It allows the person to release fears, anger, and stress & achieve a qualitative life.[5]
For example, decision-making often involves critical thinking ('what are my options?') and values clarification ('what is important to me?'), ('How do I feel about this?'). Ultimately, the interplay between the skills is what produces powerful behavioral outcomes, especially where this approach is supported by other strategies.[6]
Life skills can vary from financial literacy,[7] through substance-abuse prevention, to therapeutic techniques to deal with disabilities such as autism.
Life skills[edit]
Life Skills Training Curriculum
The World Health Organization in 1999 identified the following core cross-cultural areas of life skills:[8]
- decision-making and problem-solving;
- creative thinking (see also:lateral thinking) and critical thinking;
- communication and interpersonal skills;
- self-awareness and empathy;
- assertiveness and equanimity; and
- resilience and coping with emotions and coping with stress.
UNICEF listed similar skills and related categories in its 2012 report.[3]
Life skills curricular designed for K-12 often emphasize communications and practical skills needed for successful independent living as well as for developmental-disabilities/special-education students with an Individualized Education Program (IEP).[9]
There are various courses being run based on WHO's list supported by UNFPA. In Madhya Pradesh, India, the programme is being run with Government to teach these through Government Schools.[1]
Skills for work and life[edit]
Skills for work and life, known as technical and vocational education and training (TVET) is comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods. TVET, as part of lifelong learning, can take place at secondary, post-secondary and tertiary levels, and includes work-based learning and continuing training and professional development which may lead to qualifications. TVET also includes a wide range of skills development opportunities attuned to national and local contexts. Learning to learn and the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET.[10]
Parenting: a venue of life skills nourishment[edit]
Life skills are often taught in the domain of parenting, either indirectly through the observation and experience of the child, or directly with the purpose of teaching a specific skill. Parenting itself can be considered as a set of life skills which can be taught or comes natural to a person.[11] Educating a person in skills for dealing with pregnancy and parenting can also coincide with additional life skills development for the child and enable the parents to guide their children in adulthood.
Many life skills programs are offered when traditional family structures and healthy relationships have broken down, whether due to parental lapses, divorce, psychological disorders or due to issues with the children (such as substance abuse or other risky behavior). For example, the International Labour Organization is teaching life skills to ex-child laborers and at-risk children in Indonesia to help them avoid and to recover from worst forms of child abuse.[12]
Models: behavior prevention vs. positive development[edit]
While certain life skills programs focus on teaching the prevention of certain behaviors, they can be relatively ineffective. Based upon their research, the Family and Youth Services Bureau,[13] a division of the U.S. Department of Health and Human Services advocates the theory of positive youth development (PYD) as a replacement for the less effective prevention programs. PYD focuses on the strengths of an individual as opposed to the older decrepit models which tend to focus on the 'potential' weaknesses that have yet to be shown. The Family and Youth Services Bureau has found that individuals who were trained in life skills by positive development model identified themselves with a greater sense of confidence, usefulness, sensitivity and openness rather than that of preventive model.[citation needed]
See also[edit]
Life Skills Program
Sources[edit]
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from Pathways of progression: linking technical and vocational education and training with post-secondary education, UNESCO, UNESCO. UNESCO.
References[edit]
- ^Life Skills Education for Children and Adolescents in Schools (Report). World Health Organization. Retrieved 29 December 2020.
- ^Best Thomas, A study on stress and its correlatives with family environment. Retrieved from ResearchGate.
- ^ ab'Global evaluation of life skills education programmes'. unicef.org (Evaluation Report). New York: United Nations Children’s Fund. 17 November 2016. pp. 8–9. Retrieved 29 December 2020.
- ^'Skills & Competencies - CASEL'. Archived from the original on 13 May 2011. Retrieved 10 June 2018.
- ^'Do Hasya Yoga'.
- ^'UNICEF – Search Results'. unicef.org. Retrieved 2015-10-20.
- ^USA Funds Life SkillsArchived 2011-03-17 at the Wayback Machine
- ^'Partners in Life Skills Education : Conclusions from a United Nations Inter-Agency Meeting'(PDF). World Health Organization. 1999. Retrieved 2018-07-15.
- ^'Puget Sound ESD – excellence & equity in education | Pre-K-12 Life Skills Curriculum Guide'. psesd.org. Retrieved 2015-10-20.
- ^UNESCO (2018). Pathways of progression: linking technical and vocational education and training with post-secondary education. UNESCO. ISBN978-92-3-100290-8.
- ^Prinz, Ron (2009). 'Behavioral parent training'. Encyclopedia of Human Relationships. doi:10.4135/9781412958479.n53. ISBN9781412958462.
- ^Improving Vocational and Life Skills of Ex-Child Labourers and at Risk Children Aged 15 to 17 YearsArchived 2011-09-26 at the Wayback Machine
- ^'Home | Family and Youth Services Bureau | Administration for Children and Families'. acf.hhs.gov. Retrieved 2015-10-20.
Further reading[edit]
- People Skills & Self-Management (free online guide), Alliances for Psychosocial Advancements in Living: Communication Connections (APAL-CC)
- Andrew J. DuBrin (2016). Human Relations for Career and Personal Success: Concepts, Applications, and Skills. Pearson Education. ISBN978-0-13-413171-9.
- Life Skills: A Course in Applied Problem Solving., Saskatchewan NewStart Inc., First Ave and River Street East, Prince Albert, Saskatchewan, Canada.
Life Skills Training Manual For Youth Ppt Pdf
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