UNESCO and NFEC focus on life skills in non formal education
How to design curricula that better integrate life skills, a set of competencies to manage personal affairs, is at the centre of a four day capacity building workshop entitled “TOT Guidelines on Life Skills Curriculum Development”, which opens today in Kathmandu. It is organized by the UNESCO Office in Kathmandu in collaboration with Nepal’s Non-Formal Education Centre (NFEC).
Integrating life skills training makes education more relevant to the lives of learners as they help young and adult people to develop capacity, values and attitudes to improve their professional skills, enabling them to take control of their lives, make informed decisions, and participate fully and confidently in public live.
During the workshop, around 40 practitioners from governmental agencies and civil society organizations will be reviewing the basics, the meaning and processes of non formal education curriculum development focusing on life skills.
“The workshop aims to explore how a non formal education settings and community-wide learning have to be designed to support the skills development of learners” says Tap Raj Pant, who leads the Education Unit of the UNESCO Office in Kathmandu.
The workshop, which takes place from 22 to 25 July, is part of the project "Building Capacities for Strengthening Literacy and Lifelong Learning in Nepal" which UNESCO and the NFEC jointly implement within the framework of UNESCO’s initiative “Capacity Development for Education for All (CapEFA)”. The project aims at strengthening capacities of Government of Nepal through testing innovative approaches to NFE, enhancing the NFE management information system, and assisting in the planning and implementing literacy and lifelong learning programmes.
The concept of life skills which is age old, gained new prominence with the 1998 report “Learning. The treasure within” that was prepared for UNESCO by the International Commission on Education for the Twenty-first Century. Commonly known as the Delors Report, it has been highly influential in the development of life skills, understood as going beyond practical and vocational skills and knowledge to encompass social skills, such as communication and interpersonal skills, decision making and critical thinking skills, coping and self-management skills.
Tap Raj Pant, National Programme Officer
Myo Ghettalae, CapEFA Project Coordinator
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