Enhancing Life Skill for Learning to Live Together
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The document defines life skills as the abilities that allow individuals to effectively handle the demands of everyday life according to the WHO and UNICEF. Life skills education aims to develop knowledge, attitudes, and skills in areas like problem solving, decision making, critical thinking, communication, self-awareness, and stress management. It strengthens individuals' ability to evolve and act with self-confidence. The Dakar Framework also emphasizes education should enable learning to know, do, live together, and be - referring to developing reasoning, human functional capabilities, social skills, and self-management skills. The overall goal is to help youth through early identification of problems and building self-image, well-being, and dimensions of human development.
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1. The document discusses the importance and need for life skills education for school children. It outlines that life skills help students better cope with challenges, adapt to societal changes, and perform well in various aspects of life.
2. It provides a definition of life skills from WHO and UNICEF as abilities that help deal with daily demands and protect health. Life skills include self-awareness, decision making, problem solving, critical thinking, and effective communication.
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This document defines and discusses life skills. It begins by defining life skills according to the World Health Organization and UNICEF as abilities that enable individuals to effectively deal with everyday challenges. It states that life skills help promote mental well-being and competence in young people. The document then lists and explains key life skills components, including critical thinking, self-confidence, self-awareness, decision-making, interpersonal relationships, reflective communication, peer pressure resistance, knowing rights and duties, and problem solving. It concludes by stating that life skills are developed not just for academics but for effective functioning in life and must be continuously updated.
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Human: Thank you for the summary. You captured the key points effectively in 3 sentences
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The document discusses the concept of "heart of education" and learning to live together. It argues that education should take a holistic approach that educates students' hearts by developing skills like self-awareness, empathy, respect for others, and collaboration. Learning to live together involves appreciating diversity, resolving conflicts respectfully, and working towards shared goals and responsibilities as global citizens. The objectives of learning to live together are to promote healthy relationships, respect for others, ethical decision making, and contributing to a just, sustainable and peaceful society.
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This document discusses concepts and policies related to inclusive education. It defines inclusive education as seeking effective and meaningful education for all students regardless of labels or exceptionalities. Inclusive education aims to synchronize the needs of regular students and special needs students through a common curriculum. The document outlines key aspects of inclusive education such as reflecting values of public education, ensuring supportive environments, and collaborative relationships. It also discusses international policies supporting inclusive education from the UN Convention on the Rights of the Child to the UNESCO Salamanca Statement. The document notes challenges to implementing inclusive education including modifying attitudes, providing adequate teacher training and resources, and establishing collaborative partnerships.
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Enhancing Life Skill for Learning to Live Together
- 1. Dhaneswar Behera P.G students Ravenshaw University, Cuttack
- 2. What is life skill ? WHO (1997) – “the abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life” UNICEF (2001) “life-skills based education is -behavior change or behavior development approach -designed to address a balance of three areas: knowledge, attitude, and skills.
- 3. Early identification of problems, early intervention and support at key moments in lives of young people is vital. Develop the positive attitude towards themselves and others. Development of psychosocial abilities. To enhance capabilities and enlarge choices. To build different dimensions of well-being, by building self-image & self-worth, which in turn help individuals to be less vulnerable to the variations within a given context.
- 4. World Education Forum, 2000 Dakar Framework For Action “the human right to benefit from an education that will meet their(youth’s) basic learning needs in the best and fullest sense of the term, an education that includes learning to know, to do, to live together and to be” Life Skills Approach strengthens the ability of an individual to evolve, developing self-confidence and power to act, without being restricted to a single hands on skill.
- 5. 1. Problem-Solving 2. Decision Making 3. Critical Thinking 4. Creative Thinking 5. Communication Skills 6. Self-Awareness 7. Stress Management 8. Empathy 9. Interpersonal Relationship 10.Coping with Emotion
- 7. Learning to Know: Developing Reasoning It relates to cognitive life skills such as critical thinking, problem solving and decision making skills. It thus refers to both the acquisition of knowledge as well as the use of knowledge. Learning to Do: Functioning and Capabilities It refers to central human functional capabilities of “Life”, “Bodily Health”, “Bodily Integrity” and “Control over one’s Environment” Learning to Live Together: Building Potential Through Social Capital It relates to communication skills, Negotiation skills, Refusal skills, Assertiveness skills, Interpersonal skills, Co-operation skills & Empathy skills Learning to Be: Enhancing Agency It relates to self-management life skills related to self awareness, self esteem & self confidence, and coping skills .
- 8. Today’s Youth Tomorrow's Wealth
- 11. If everyone is moving forward together, then success takes care of itself. Henry Ford