SCHOOL OF EDUCATION: Life Skills for Educators

"Ladies and gentlemen, change ain't what it used to be -- accept that change is constant and inevitable, and, in the 21st century, exponential."

Life skills education is designed to facilitate the practice and reinforcement of psychosocial skills in a culturally and developmentally appropriate way; it contributes to the promotion of personal and social development, the prevention of health and social problems, and the protection of human rights.

Girls on the Run (GOTR), a physical activity-based positive youth development program, uses running as a platform to teach life skills and promote healthy behaviors. In this companion paper of our comprehensive project, the authors evaluated program impact on positive youth development by comparing GOTR participants to youth in other organized activities (Sport and physical education [PE]) on life skills transfer and social processes. Qualitative methods complemented quantitative data through interviews with GOTR stakeholders.

This article presents the results of a study regarding the effect of social learning on undergraduate students in the School of Education at the Lebanese International University, Beirut Branch in the education course Teaching of Reading. An electronic questionnaire was conducted before and after intervention to assess changes in students' self-perception towards helping their community, helping others in need, having sense of responsibility towards their community, sensing the need for community service, knowing that community service and that they themselves can make a difference, having the willingness to participate in community service, and believing that community service would impact them positively.

The present study aimed to compare the differential effect of gender, residential locale, educational qualification, age, and service length on the life skills of high school teachers of Salesian schools and Model schools from Andhra Pradesh and Telangana states (India). The Life Skill Assessment Scale for School Teachers, developed by the investigator for the purpose of the study, was administered along with a personal data sheet on a sample of 300high school teachers (150 each from Salesian schools and Model schools), selected on astratified random basis.

Tackling high reoffending rates in England and Wales is of significant political interest, with education and training being viewed as an important mechanism to achieve change. This paper presents the findings of a small empirical study examining a life skills programme delivered in a Category C prison in the West Midlands.

The aim of this study is to determine classroom and science teachers’ views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey.