20.12.2013 - UNESCO Office in Kathmandu

Integrating life skills and livelihood in literacy

©UNESCO -Capacity building workshop on "Life skills curriculum development"

Staff working in non-formal education, mainly experts from the Ministry of Education and social mobilizers working at community learning centres completed earlier this month a training on “Life skills curriculum development” to strengthen their knowledge and skills on how to teach literacy programmes better integrating life skills and livelihood.

During the workshop, which was held in Dhulikhel from 9 to 13 December 2013,  participants learned to better identify life and livelihood skills in current textbooks used in literacy programmes. Due to diversity of participants who were from central, national and district level  it was a good opportunity to share, to link, to gain skills and practice together. 

The non-formal education stakeholders attempt to provide various types of life skills to training participants. Most of such skills are contextual. Generic life skills, which persons need to be able to work and survive in any context, are largely missing. 

Adequate and appropriate inclusion of life skills required by women, men, and young people in Nepal to develop a culture of a peaceful and harmonious living based on equality, equity and justice seem to be missing from most of the training manuals. 

The participants committed themselves to implement the training contents on ground level with facilitators in the districts. They will share gained presentations skills and experience, through analyzing textbooks on context of life and livelihood skills with facilitators, conducting training for facilitators and staff members, supervising the facilitators in the field, reflecting activities with their staff and creating model classes in the district. 

‘Life skills’ are a combination of literacy, contextual and generic skills. Curricula must be developed to strengthen combination of these different skills. It is important that generic skills (resolving conflicts, critical thinking, self-confidence), contextual skills (livelihood, basic health care, environmental education), and literacy skills (reading, writing and numeracy) should be integrated effectively into life skills programmes. 

The training was provided within the framework of the project “Building capacities for strengthening literacy and lifelong learning in Nepal” that the UNESCO Office as part of the global imitative “Capacity building for Education for All “(CapEFA). The project contributes to address the capacity gap of the non-formal education sub-sector in Nepal by enhancing the capacity of government officials in policy and planning, monitoring and evaluation, effective Non-Formal Education service management and delivery at the central, district and Community Learning Centres levels.

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