1/8 Employment Service Life & Soft Skills Training YouMatch Toolbox for Employment Services Orientation Preparation Matching Go to online version www.youmatch.global There is no universal definition of what life skills are nor what specific skills they comprise. In this context the term ‚skill‘ itself has a broad meaning covering also knowledge, values, attitudes and personality traits. It may be used synonymously with ‘ability’ or ‘competence’. Originally defined by the World Health Organization, life skills training is often associated with health education. The term ‘life skills’ is also used to describe basic functional skills such as literacy, numeracy and others (e.g. ICT skills, financial literacy). In formal education, the life skills concept is connected to reform efforts aiming at making traditional education systems more relevant for changing social and economic realities, putting emphasis on learning skills and metacognition. Life skills education helps children, young people, and adults to not only acquire knowledge, but to develop the values, attitudes and skills that will enable them to improve their capacity to work, to participate in society, to take control of their own lives and to continue learning. What life skills comprise has been summarised by the World Health Organisation (WHO) after meeting with UNICEF, UNHCR, and other UN agencies in 1998. The hosting WHO Mental Health Department concluded that life skills are psychosocial competencies and interpersonal skills that help people across cultures · make informed decisions, · solve problems, · think critically and creatively, · communicate effectively, · build healthy relationships, · empathize with others, · cope with stress and emotions and · manage their lives in a healthy and productive manner. 1 1 WHO Department of Mental health (1999): „Partners in Life Skills Education. Conclusions from a United Nations In- ter-Agency Meeting, Geneve, p. 1. Download at: http://www.who.int/mental_health/media/en/30.pdf
Transcript
18
Employment Service
Life amp Soft Skills Training
YouMatch Toolbox for Employment Services
Orientation Preparation Matching
Go to online version
wwwyoumatchglobal
There is no universal definition of what life skills are nor what specific skills they comprise In this context the term sbquoskilllsquo itself has a broad meaning covering also knowledge values attitudes and personality traits It may be used synonymously with lsquoabilityrsquo or lsquocompetencersquo
Originally defined by the World Health Organization life skills training is often associated with health educationThe term lsquolife skillsrsquo is also used to describe basic functional skills such as literacy numeracy and others (eg ICT skills financial literacy)In formal education the life skills concept is connected to reform efforts aiming at making traditional education systems more relevant for changing social and economic realities putting emphasis on learning skills and metacognition Life skills education helps children young people and adults to not only acquire knowledge but to develop the values attitudes and skills that will enable them to improve their capacity to work to participate in society to take control of their own lives and to continue learning
What life skills comprise has been summarised by the World Health Organisation (WHO) after meeting with UNICEF UNHCR and other UN agencies in 1998 The hosting WHO Mental Health Department concluded that life skills are psychosocial competencies and interpersonal skills that help people across culturesmiddot make informed decisionsmiddot solve problemsmiddot think critically and creativelymiddot communicate effectivelymiddot build healthy relationshipsmiddot empathize with othersmiddot cope with stress and emotions andmiddot manage their lives in a healthy and productive manner1
1 WHO Department of Mental health (1999) bdquoPartners in Life Skills Education Conclusions from a United Nations In- ter-Agency Meeting Geneve p 1 Download at httpwwwwhointmental_healthmediaen30pdf
28
YouMatch Toolbox for Employment Services Go to online version
wwwyoumatchglobal
This list overlaps extensively with how employers or human resource specialists conceptuali-ze ldquosoft skillsrdquo or ldquoemployability skillsrdquo The ILO defines ldquoemployability skillsrdquo as encom-passing ldquoskills knowledge and competencies that enhance a workerrsquos ability to secure and retain a job progress at work and cope with change secure another job if heshe so wishes or has been laid off and enter more easily into the labour market at different periods of the life cycle Individuals are most employable when they have broad-based education and training basic and portable high-level skills including teamwork problem solving infor-mation and communications technology (ICT) and communication and language skills learning to learn skills and competencies to protect themselves and their colleagues against occupational hazards and diseases This combination of skills enables them to adapt to changes in the world of workrdquo2
The Youth Employment Funders Group (YEFG) a network of donors working together to generate and share knowledge on what works in youth employment promotions prefers the term lsquosoft skillsrsquo in the context of workforce development and youth employment The YEFG defines soft skills ldquoas mix of skills attitudes behaviours personal qualities and mindsets that individuals use to be successful across different situations in work and liferdquo According to YEFG five core skills have been shown to enhance employment outcomesmiddot Positive self-conceptmiddot Self-controlmiddot Communicationmiddot Social skillsmiddot Higher-order thinking (which includes problem-solving critical thinking decision making)
The UNESCOrsquos International Bureau of Education states in its online glossary ldquoLife skills are not normally seen as a domain or a subject but as cross-cutting applications of knowledge skills values and attitudes which are important in the process of individual development and lifelong learning They are not just a set of skills nor are they equal to survival skills liveli-hood skills or vocational skills but are part of these skillsldquo3
Life skills are a precondition for employability and are often part of employment promotion activities Life and soft skills are key elements of employment services for target groups who have not been equipped with these sorts of skills previously through family education com-munity at the workplace or who find themselves suddenly in difficult situations
2 ILO (2013) Enhancing youth employability What Why And How Guide to Core Work Skills piii Download at httpwwwiloorgwcmsp5groupspublic---ed_emp---ifp_skillsdocumentspublicationwcms_213452pdf3 UNESCO Bangkok (2012) ldquoRegional Handbook on Life Skills Programmes for Non-Formal Educationrdquo p 5 Download at httpwwwibeunescoorgenglossary-curriculum-terminologyllife-skills
38
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Non-formal education and training providersVarious organizations and institutions (eg youth-serving organisations community centres training providers) provide different life skills programmes to children young people and adults
Formal EducationLife skills training can be found in educational institutions at all stages Life skills are generic skills that can be learned early starting with pre-primary and primary education They constitute an important element of basic education As students advance in lower and upper secondary education new health topics can be integrated (pregnancy substance abuse HIVAIDS risky behaviour) At this stage and age livelihood skills and career planning become relevant to initiate Life skills education can be a stand-alone subject in the curriculum like for example in Tunisia where 12 core life skills are integ-rated as part of the national curriculum reform Also it can be integrated into regular subjects (like in Finnish schools) or be taught cross-curricular co-curricular or extra-curricular
EmployersEmployers are an important soft skills development provider unintentionally or deliberately when they open their doors for workplace learning such as job shadowing internships when they train new employees or collaborate with education training or placement service providers for business and for social reasons
Providers
Life and soft skills are important for children adolescents and adults in general and those in high-risk situationsThey can be taught to students from pre-primary education until school leaving age as well as to non-attending school children unemployed youth and vulnerable groups They are also provided to children youth and families in war and emergency situations and to migrants and refugees settling into new foreign environments
Target Groups
Life and soft skills training may focus on one or several of the following areas
Health is a precondition for employability The primary prevention of diseases accidents substance abuse early pregnancies and promotion of physical health and mental wellbeing may be objectives of life skills training This may include safety and security issues like for example how to avoid violen-ce in conflict how to say lsquonorsquo how to avoid risky situations and environmental pollution or how to stay safe and healthy in emergency situations
Empowering people to make use of and to further develop their skills to utilise existing support ser-vices to know about and to defend their rights to cope with changes to participate in the economy society and policy-making may be another goal of life skills training
Some life and soft skills trainings focus on livelihood topics such as income generation financial literacy employment and self-employment employability skills job search and application trainings career management skills Sometimes they are combined with technical short-term trainings or in-ternships
Objectives
Career guidance involves a broad range of services and activities It does not necessarily start with or even include testing Other elements are also typically part of career guidance processes processing information (on labour market occupations education and training opportunities) learning explora-tions skills (company visits interviews with professionals and workers job shadowing) self-awareness exercises to help individuals uncover their values attitudes skills talents and interests) re-gaining the joy of learning communication (listening skills giving and receiving feedback dealing with con-flicts etc) reflecting work experiences (jobs 5 internships) how to utilizes existing services coun-selling coaching mentoring elaborating portfolios or CVs to name a few
Career guidance services are relevant to all members of society and at various points in time Due to limited public resources service sometimes focus on critical points of transition (eg career education
to foster smooth school to work-transition) or on supporting disadvantaged or vulnerable groups
Range ofConcepts
48
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
The contents of various life skills training approaches depend on the situation and needs of the target group and the institutional framework objectives and budget of the provider The range of concepts is extensive and diverse which is obvious when comparing only a few examples (in addition to the case studies linked with this employment service such as the CAP YEI in Kenya)
1 The Akazi Kanozi Work Readiness Programme in Rwanda is based on eight modules linking perso-nal development with inter-personal communications work habits and conduct leadership safety and health at work worker and employer rights and responsibilities financial fitness and entre-preneurial skills
Akazi Kanoze participants receive 100 hours of work-readiness and 35 hours of entrepreneurship training The program additionally offers inkages to entry jobs internships apprenticeships and entrepreneurship opportunities
Range ofConcepts
Source The MasterCard Foundation (March 2017) ldquoSkills at Scale Transferable Skills in Se-condary and Vocational Education in Africardquo p 16 Download at httpwwwmastercardfdnorgwpcontentuploads201703MCF_SkillsAtScale-March2017pdf
58
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
2 The International Youth Foundationrsquos ldquoPassport to Success (PTS)ldquo4 is a life skills training program preparing young people for the world of work by bridging the skills gap between employment opportunities and young job seekers Young people acquire skills that are relevant for both continuing education and the labour market PTS groups life skills into ten key areas middot Self-confidence middot conflict management middot anger management middot career planning middot responsibility middot job preparation middot respect middot workplace readiness middot cooperation and teamwork middot project planning
The PTS curriculum has up to 80 modules and is flexibly adjustable to the providerrsquos institutional setting and target group needs Providers may be employers (inducting new employees) formal education (universities high schools technical schools) vocational training providers or community-based organisations
3 The ldquoLife Skills Handbookrdquo by Clare Hanbury (2008)5 was initially developed for working with street children in Tanzania Apart from a section dealing with how to plan manage and implement a life skills programme it offers materials for 61 activities grouped into three parts The first part (ldquoWhere Are We Nowrdquo) deals with self-awareness identity influences friendship and commu- nication (listening assertiveness lying negotiating how to say lsquonorsquo for example) The second part (ldquoMoving Forwardrdquo) is about rights problem-solving decision-making harmful substances sexuality behaviour that hurts discrimination The third and last part (ldquoOur Futurerdquo) covers topics like goal setting resisting pressure and coping with change handling emotions and making endings and beginnings The handbook emphasises the importance of skilled educators as well as active learning methods (eg group discussions surveys games and exercises drawing silent reflection feedback reading quietly and interviews)
4 The teacher guide ldquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergenciesrdquo published by the Government of South Sudan6 offers four learning modules each with five sessions and nine guided activities per session ldquopsychosocial well-beingrdquo deals with feelings communications and how emergencies affect people ldquopeace and conflict resolutionsrdquo works on the childrenrsquos rights to attend school peace conflict communication during disagre- ments and peer pressure The third module (ldquoprotectionrdquo) covers topics like how to be safe on the way to school protection at school and in an emergency and offers information about landmines The last module (ldquohealthrdquo) is about handwashing flies and diarrhoea safe water and specific infections (eg Malaria)
Range ofConcepts
4 International Youth Foundation (2014) Passport to Success Preparing Young People for the World of Work Download at httpswwwiyfnetorglibrarypassport-success-preparing-young-people-world-work5 Hanbury Clare (2008) ldquoThe Life Skills Handbook An active learning handbook for working with young peoplerdquo Download at httpwwwlifeskillshandbookscom for USD 3000 (pdf-copies only)6 Government of South Sudan UNESCO (ed) (2013) bdquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergencies Teacher Guide for childrenldquo Download at httpunesdocunescoorgimages0023002322232257epdf
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
28
YouMatch Toolbox for Employment Services Go to online version
wwwyoumatchglobal
This list overlaps extensively with how employers or human resource specialists conceptuali-ze ldquosoft skillsrdquo or ldquoemployability skillsrdquo The ILO defines ldquoemployability skillsrdquo as encom-passing ldquoskills knowledge and competencies that enhance a workerrsquos ability to secure and retain a job progress at work and cope with change secure another job if heshe so wishes or has been laid off and enter more easily into the labour market at different periods of the life cycle Individuals are most employable when they have broad-based education and training basic and portable high-level skills including teamwork problem solving infor-mation and communications technology (ICT) and communication and language skills learning to learn skills and competencies to protect themselves and their colleagues against occupational hazards and diseases This combination of skills enables them to adapt to changes in the world of workrdquo2
The Youth Employment Funders Group (YEFG) a network of donors working together to generate and share knowledge on what works in youth employment promotions prefers the term lsquosoft skillsrsquo in the context of workforce development and youth employment The YEFG defines soft skills ldquoas mix of skills attitudes behaviours personal qualities and mindsets that individuals use to be successful across different situations in work and liferdquo According to YEFG five core skills have been shown to enhance employment outcomesmiddot Positive self-conceptmiddot Self-controlmiddot Communicationmiddot Social skillsmiddot Higher-order thinking (which includes problem-solving critical thinking decision making)
The UNESCOrsquos International Bureau of Education states in its online glossary ldquoLife skills are not normally seen as a domain or a subject but as cross-cutting applications of knowledge skills values and attitudes which are important in the process of individual development and lifelong learning They are not just a set of skills nor are they equal to survival skills liveli-hood skills or vocational skills but are part of these skillsldquo3
Life skills are a precondition for employability and are often part of employment promotion activities Life and soft skills are key elements of employment services for target groups who have not been equipped with these sorts of skills previously through family education com-munity at the workplace or who find themselves suddenly in difficult situations
2 ILO (2013) Enhancing youth employability What Why And How Guide to Core Work Skills piii Download at httpwwwiloorgwcmsp5groupspublic---ed_emp---ifp_skillsdocumentspublicationwcms_213452pdf3 UNESCO Bangkok (2012) ldquoRegional Handbook on Life Skills Programmes for Non-Formal Educationrdquo p 5 Download at httpwwwibeunescoorgenglossary-curriculum-terminologyllife-skills
38
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Non-formal education and training providersVarious organizations and institutions (eg youth-serving organisations community centres training providers) provide different life skills programmes to children young people and adults
Formal EducationLife skills training can be found in educational institutions at all stages Life skills are generic skills that can be learned early starting with pre-primary and primary education They constitute an important element of basic education As students advance in lower and upper secondary education new health topics can be integrated (pregnancy substance abuse HIVAIDS risky behaviour) At this stage and age livelihood skills and career planning become relevant to initiate Life skills education can be a stand-alone subject in the curriculum like for example in Tunisia where 12 core life skills are integ-rated as part of the national curriculum reform Also it can be integrated into regular subjects (like in Finnish schools) or be taught cross-curricular co-curricular or extra-curricular
EmployersEmployers are an important soft skills development provider unintentionally or deliberately when they open their doors for workplace learning such as job shadowing internships when they train new employees or collaborate with education training or placement service providers for business and for social reasons
Providers
Life and soft skills are important for children adolescents and adults in general and those in high-risk situationsThey can be taught to students from pre-primary education until school leaving age as well as to non-attending school children unemployed youth and vulnerable groups They are also provided to children youth and families in war and emergency situations and to migrants and refugees settling into new foreign environments
Target Groups
Life and soft skills training may focus on one or several of the following areas
Health is a precondition for employability The primary prevention of diseases accidents substance abuse early pregnancies and promotion of physical health and mental wellbeing may be objectives of life skills training This may include safety and security issues like for example how to avoid violen-ce in conflict how to say lsquonorsquo how to avoid risky situations and environmental pollution or how to stay safe and healthy in emergency situations
Empowering people to make use of and to further develop their skills to utilise existing support ser-vices to know about and to defend their rights to cope with changes to participate in the economy society and policy-making may be another goal of life skills training
Some life and soft skills trainings focus on livelihood topics such as income generation financial literacy employment and self-employment employability skills job search and application trainings career management skills Sometimes they are combined with technical short-term trainings or in-ternships
Objectives
Career guidance involves a broad range of services and activities It does not necessarily start with or even include testing Other elements are also typically part of career guidance processes processing information (on labour market occupations education and training opportunities) learning explora-tions skills (company visits interviews with professionals and workers job shadowing) self-awareness exercises to help individuals uncover their values attitudes skills talents and interests) re-gaining the joy of learning communication (listening skills giving and receiving feedback dealing with con-flicts etc) reflecting work experiences (jobs 5 internships) how to utilizes existing services coun-selling coaching mentoring elaborating portfolios or CVs to name a few
Career guidance services are relevant to all members of society and at various points in time Due to limited public resources service sometimes focus on critical points of transition (eg career education
to foster smooth school to work-transition) or on supporting disadvantaged or vulnerable groups
Range ofConcepts
48
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
The contents of various life skills training approaches depend on the situation and needs of the target group and the institutional framework objectives and budget of the provider The range of concepts is extensive and diverse which is obvious when comparing only a few examples (in addition to the case studies linked with this employment service such as the CAP YEI in Kenya)
1 The Akazi Kanozi Work Readiness Programme in Rwanda is based on eight modules linking perso-nal development with inter-personal communications work habits and conduct leadership safety and health at work worker and employer rights and responsibilities financial fitness and entre-preneurial skills
Akazi Kanoze participants receive 100 hours of work-readiness and 35 hours of entrepreneurship training The program additionally offers inkages to entry jobs internships apprenticeships and entrepreneurship opportunities
Range ofConcepts
Source The MasterCard Foundation (March 2017) ldquoSkills at Scale Transferable Skills in Se-condary and Vocational Education in Africardquo p 16 Download at httpwwwmastercardfdnorgwpcontentuploads201703MCF_SkillsAtScale-March2017pdf
58
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
2 The International Youth Foundationrsquos ldquoPassport to Success (PTS)ldquo4 is a life skills training program preparing young people for the world of work by bridging the skills gap between employment opportunities and young job seekers Young people acquire skills that are relevant for both continuing education and the labour market PTS groups life skills into ten key areas middot Self-confidence middot conflict management middot anger management middot career planning middot responsibility middot job preparation middot respect middot workplace readiness middot cooperation and teamwork middot project planning
The PTS curriculum has up to 80 modules and is flexibly adjustable to the providerrsquos institutional setting and target group needs Providers may be employers (inducting new employees) formal education (universities high schools technical schools) vocational training providers or community-based organisations
3 The ldquoLife Skills Handbookrdquo by Clare Hanbury (2008)5 was initially developed for working with street children in Tanzania Apart from a section dealing with how to plan manage and implement a life skills programme it offers materials for 61 activities grouped into three parts The first part (ldquoWhere Are We Nowrdquo) deals with self-awareness identity influences friendship and commu- nication (listening assertiveness lying negotiating how to say lsquonorsquo for example) The second part (ldquoMoving Forwardrdquo) is about rights problem-solving decision-making harmful substances sexuality behaviour that hurts discrimination The third and last part (ldquoOur Futurerdquo) covers topics like goal setting resisting pressure and coping with change handling emotions and making endings and beginnings The handbook emphasises the importance of skilled educators as well as active learning methods (eg group discussions surveys games and exercises drawing silent reflection feedback reading quietly and interviews)
4 The teacher guide ldquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergenciesrdquo published by the Government of South Sudan6 offers four learning modules each with five sessions and nine guided activities per session ldquopsychosocial well-beingrdquo deals with feelings communications and how emergencies affect people ldquopeace and conflict resolutionsrdquo works on the childrenrsquos rights to attend school peace conflict communication during disagre- ments and peer pressure The third module (ldquoprotectionrdquo) covers topics like how to be safe on the way to school protection at school and in an emergency and offers information about landmines The last module (ldquohealthrdquo) is about handwashing flies and diarrhoea safe water and specific infections (eg Malaria)
Range ofConcepts
4 International Youth Foundation (2014) Passport to Success Preparing Young People for the World of Work Download at httpswwwiyfnetorglibrarypassport-success-preparing-young-people-world-work5 Hanbury Clare (2008) ldquoThe Life Skills Handbook An active learning handbook for working with young peoplerdquo Download at httpwwwlifeskillshandbookscom for USD 3000 (pdf-copies only)6 Government of South Sudan UNESCO (ed) (2013) bdquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergencies Teacher Guide for childrenldquo Download at httpunesdocunescoorgimages0023002322232257epdf
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
38
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Non-formal education and training providersVarious organizations and institutions (eg youth-serving organisations community centres training providers) provide different life skills programmes to children young people and adults
Formal EducationLife skills training can be found in educational institutions at all stages Life skills are generic skills that can be learned early starting with pre-primary and primary education They constitute an important element of basic education As students advance in lower and upper secondary education new health topics can be integrated (pregnancy substance abuse HIVAIDS risky behaviour) At this stage and age livelihood skills and career planning become relevant to initiate Life skills education can be a stand-alone subject in the curriculum like for example in Tunisia where 12 core life skills are integ-rated as part of the national curriculum reform Also it can be integrated into regular subjects (like in Finnish schools) or be taught cross-curricular co-curricular or extra-curricular
EmployersEmployers are an important soft skills development provider unintentionally or deliberately when they open their doors for workplace learning such as job shadowing internships when they train new employees or collaborate with education training or placement service providers for business and for social reasons
Providers
Life and soft skills are important for children adolescents and adults in general and those in high-risk situationsThey can be taught to students from pre-primary education until school leaving age as well as to non-attending school children unemployed youth and vulnerable groups They are also provided to children youth and families in war and emergency situations and to migrants and refugees settling into new foreign environments
Target Groups
Life and soft skills training may focus on one or several of the following areas
Health is a precondition for employability The primary prevention of diseases accidents substance abuse early pregnancies and promotion of physical health and mental wellbeing may be objectives of life skills training This may include safety and security issues like for example how to avoid violen-ce in conflict how to say lsquonorsquo how to avoid risky situations and environmental pollution or how to stay safe and healthy in emergency situations
Empowering people to make use of and to further develop their skills to utilise existing support ser-vices to know about and to defend their rights to cope with changes to participate in the economy society and policy-making may be another goal of life skills training
Some life and soft skills trainings focus on livelihood topics such as income generation financial literacy employment and self-employment employability skills job search and application trainings career management skills Sometimes they are combined with technical short-term trainings or in-ternships
Objectives
Career guidance involves a broad range of services and activities It does not necessarily start with or even include testing Other elements are also typically part of career guidance processes processing information (on labour market occupations education and training opportunities) learning explora-tions skills (company visits interviews with professionals and workers job shadowing) self-awareness exercises to help individuals uncover their values attitudes skills talents and interests) re-gaining the joy of learning communication (listening skills giving and receiving feedback dealing with con-flicts etc) reflecting work experiences (jobs 5 internships) how to utilizes existing services coun-selling coaching mentoring elaborating portfolios or CVs to name a few
Career guidance services are relevant to all members of society and at various points in time Due to limited public resources service sometimes focus on critical points of transition (eg career education
to foster smooth school to work-transition) or on supporting disadvantaged or vulnerable groups
Range ofConcepts
48
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
The contents of various life skills training approaches depend on the situation and needs of the target group and the institutional framework objectives and budget of the provider The range of concepts is extensive and diverse which is obvious when comparing only a few examples (in addition to the case studies linked with this employment service such as the CAP YEI in Kenya)
1 The Akazi Kanozi Work Readiness Programme in Rwanda is based on eight modules linking perso-nal development with inter-personal communications work habits and conduct leadership safety and health at work worker and employer rights and responsibilities financial fitness and entre-preneurial skills
Akazi Kanoze participants receive 100 hours of work-readiness and 35 hours of entrepreneurship training The program additionally offers inkages to entry jobs internships apprenticeships and entrepreneurship opportunities
Range ofConcepts
Source The MasterCard Foundation (March 2017) ldquoSkills at Scale Transferable Skills in Se-condary and Vocational Education in Africardquo p 16 Download at httpwwwmastercardfdnorgwpcontentuploads201703MCF_SkillsAtScale-March2017pdf
58
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
2 The International Youth Foundationrsquos ldquoPassport to Success (PTS)ldquo4 is a life skills training program preparing young people for the world of work by bridging the skills gap between employment opportunities and young job seekers Young people acquire skills that are relevant for both continuing education and the labour market PTS groups life skills into ten key areas middot Self-confidence middot conflict management middot anger management middot career planning middot responsibility middot job preparation middot respect middot workplace readiness middot cooperation and teamwork middot project planning
The PTS curriculum has up to 80 modules and is flexibly adjustable to the providerrsquos institutional setting and target group needs Providers may be employers (inducting new employees) formal education (universities high schools technical schools) vocational training providers or community-based organisations
3 The ldquoLife Skills Handbookrdquo by Clare Hanbury (2008)5 was initially developed for working with street children in Tanzania Apart from a section dealing with how to plan manage and implement a life skills programme it offers materials for 61 activities grouped into three parts The first part (ldquoWhere Are We Nowrdquo) deals with self-awareness identity influences friendship and commu- nication (listening assertiveness lying negotiating how to say lsquonorsquo for example) The second part (ldquoMoving Forwardrdquo) is about rights problem-solving decision-making harmful substances sexuality behaviour that hurts discrimination The third and last part (ldquoOur Futurerdquo) covers topics like goal setting resisting pressure and coping with change handling emotions and making endings and beginnings The handbook emphasises the importance of skilled educators as well as active learning methods (eg group discussions surveys games and exercises drawing silent reflection feedback reading quietly and interviews)
4 The teacher guide ldquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergenciesrdquo published by the Government of South Sudan6 offers four learning modules each with five sessions and nine guided activities per session ldquopsychosocial well-beingrdquo deals with feelings communications and how emergencies affect people ldquopeace and conflict resolutionsrdquo works on the childrenrsquos rights to attend school peace conflict communication during disagre- ments and peer pressure The third module (ldquoprotectionrdquo) covers topics like how to be safe on the way to school protection at school and in an emergency and offers information about landmines The last module (ldquohealthrdquo) is about handwashing flies and diarrhoea safe water and specific infections (eg Malaria)
Range ofConcepts
4 International Youth Foundation (2014) Passport to Success Preparing Young People for the World of Work Download at httpswwwiyfnetorglibrarypassport-success-preparing-young-people-world-work5 Hanbury Clare (2008) ldquoThe Life Skills Handbook An active learning handbook for working with young peoplerdquo Download at httpwwwlifeskillshandbookscom for USD 3000 (pdf-copies only)6 Government of South Sudan UNESCO (ed) (2013) bdquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergencies Teacher Guide for childrenldquo Download at httpunesdocunescoorgimages0023002322232257epdf
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
48
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
The contents of various life skills training approaches depend on the situation and needs of the target group and the institutional framework objectives and budget of the provider The range of concepts is extensive and diverse which is obvious when comparing only a few examples (in addition to the case studies linked with this employment service such as the CAP YEI in Kenya)
1 The Akazi Kanozi Work Readiness Programme in Rwanda is based on eight modules linking perso-nal development with inter-personal communications work habits and conduct leadership safety and health at work worker and employer rights and responsibilities financial fitness and entre-preneurial skills
Akazi Kanoze participants receive 100 hours of work-readiness and 35 hours of entrepreneurship training The program additionally offers inkages to entry jobs internships apprenticeships and entrepreneurship opportunities
Range ofConcepts
Source The MasterCard Foundation (March 2017) ldquoSkills at Scale Transferable Skills in Se-condary and Vocational Education in Africardquo p 16 Download at httpwwwmastercardfdnorgwpcontentuploads201703MCF_SkillsAtScale-March2017pdf
58
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
2 The International Youth Foundationrsquos ldquoPassport to Success (PTS)ldquo4 is a life skills training program preparing young people for the world of work by bridging the skills gap between employment opportunities and young job seekers Young people acquire skills that are relevant for both continuing education and the labour market PTS groups life skills into ten key areas middot Self-confidence middot conflict management middot anger management middot career planning middot responsibility middot job preparation middot respect middot workplace readiness middot cooperation and teamwork middot project planning
The PTS curriculum has up to 80 modules and is flexibly adjustable to the providerrsquos institutional setting and target group needs Providers may be employers (inducting new employees) formal education (universities high schools technical schools) vocational training providers or community-based organisations
3 The ldquoLife Skills Handbookrdquo by Clare Hanbury (2008)5 was initially developed for working with street children in Tanzania Apart from a section dealing with how to plan manage and implement a life skills programme it offers materials for 61 activities grouped into three parts The first part (ldquoWhere Are We Nowrdquo) deals with self-awareness identity influences friendship and commu- nication (listening assertiveness lying negotiating how to say lsquonorsquo for example) The second part (ldquoMoving Forwardrdquo) is about rights problem-solving decision-making harmful substances sexuality behaviour that hurts discrimination The third and last part (ldquoOur Futurerdquo) covers topics like goal setting resisting pressure and coping with change handling emotions and making endings and beginnings The handbook emphasises the importance of skilled educators as well as active learning methods (eg group discussions surveys games and exercises drawing silent reflection feedback reading quietly and interviews)
4 The teacher guide ldquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergenciesrdquo published by the Government of South Sudan6 offers four learning modules each with five sessions and nine guided activities per session ldquopsychosocial well-beingrdquo deals with feelings communications and how emergencies affect people ldquopeace and conflict resolutionsrdquo works on the childrenrsquos rights to attend school peace conflict communication during disagre- ments and peer pressure The third module (ldquoprotectionrdquo) covers topics like how to be safe on the way to school protection at school and in an emergency and offers information about landmines The last module (ldquohealthrdquo) is about handwashing flies and diarrhoea safe water and specific infections (eg Malaria)
Range ofConcepts
4 International Youth Foundation (2014) Passport to Success Preparing Young People for the World of Work Download at httpswwwiyfnetorglibrarypassport-success-preparing-young-people-world-work5 Hanbury Clare (2008) ldquoThe Life Skills Handbook An active learning handbook for working with young peoplerdquo Download at httpwwwlifeskillshandbookscom for USD 3000 (pdf-copies only)6 Government of South Sudan UNESCO (ed) (2013) bdquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergencies Teacher Guide for childrenldquo Download at httpunesdocunescoorgimages0023002322232257epdf
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
58
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
2 The International Youth Foundationrsquos ldquoPassport to Success (PTS)ldquo4 is a life skills training program preparing young people for the world of work by bridging the skills gap between employment opportunities and young job seekers Young people acquire skills that are relevant for both continuing education and the labour market PTS groups life skills into ten key areas middot Self-confidence middot conflict management middot anger management middot career planning middot responsibility middot job preparation middot respect middot workplace readiness middot cooperation and teamwork middot project planning
The PTS curriculum has up to 80 modules and is flexibly adjustable to the providerrsquos institutional setting and target group needs Providers may be employers (inducting new employees) formal education (universities high schools technical schools) vocational training providers or community-based organisations
3 The ldquoLife Skills Handbookrdquo by Clare Hanbury (2008)5 was initially developed for working with street children in Tanzania Apart from a section dealing with how to plan manage and implement a life skills programme it offers materials for 61 activities grouped into three parts The first part (ldquoWhere Are We Nowrdquo) deals with self-awareness identity influences friendship and commu- nication (listening assertiveness lying negotiating how to say lsquonorsquo for example) The second part (ldquoMoving Forwardrdquo) is about rights problem-solving decision-making harmful substances sexuality behaviour that hurts discrimination The third and last part (ldquoOur Futurerdquo) covers topics like goal setting resisting pressure and coping with change handling emotions and making endings and beginnings The handbook emphasises the importance of skilled educators as well as active learning methods (eg group discussions surveys games and exercises drawing silent reflection feedback reading quietly and interviews)
4 The teacher guide ldquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergenciesrdquo published by the Government of South Sudan6 offers four learning modules each with five sessions and nine guided activities per session ldquopsychosocial well-beingrdquo deals with feelings communications and how emergencies affect people ldquopeace and conflict resolutionsrdquo works on the childrenrsquos rights to attend school peace conflict communication during disagre- ments and peer pressure The third module (ldquoprotectionrdquo) covers topics like how to be safe on the way to school protection at school and in an emergency and offers information about landmines The last module (ldquohealthrdquo) is about handwashing flies and diarrhoea safe water and specific infections (eg Malaria)
Range ofConcepts
4 International Youth Foundation (2014) Passport to Success Preparing Young People for the World of Work Download at httpswwwiyfnetorglibrarypassport-success-preparing-young-people-world-work5 Hanbury Clare (2008) ldquoThe Life Skills Handbook An active learning handbook for working with young peoplerdquo Download at httpwwwlifeskillshandbookscom for USD 3000 (pdf-copies only)6 Government of South Sudan UNESCO (ed) (2013) bdquoSkills for Life for Children Life Skills and Psychosocial Support for Children in Emergencies Teacher Guide for childrenldquo Download at httpunesdocunescoorgimages0023002322232257epdf
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
68
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
Life skills education training and workshops need the same physical and technical resources as
any other training Because of its inter-active nature materials beyond books boards and chalk
are necessary (eg print-outs posters videos dices ropes crayons and the like)
The most important resources aremiddot teaching-learning methodologymiddot which allows well-trained staff to deliver a programmemiddot that needs to be tailored to the needs of the target group and the provider (materials contents sequence timing)middot ideally supported with instructional guides (manuals handbooks)middot with sufficient time resources
ldquo(hellip) life skills are not a subject that can be taught or a set of skills that can be trained in an abs-tract and theoretical way Rather life skills are the result of applying knowledge values attitudes and different types of skills during the process of learning to know learning to do learning to be and learning to live together (hellip) Based on this concept life skills programmes can be defined as educational approaches (hellip) that enable learners to enhance or generate desirable characteristic or psychosocial skills which are necessary and relevant to specific contexts (such as health environ-ment gender work etc) in specific time framesrdquo8
Resources
SettingLife skills training need a failure-friendly environment wheremiddot learners are physically protected socially and emotionally safemiddot all treated equitably respectfully and fairlymiddot the classroom climate is positive and free from fear and discipline is positive (not punitive)middot gender and diversity aspects are included building an inclusive atmosphere
Success Factors
7 UNICEF MENA Regional Office (2017) Reimagining Life Skills and Citizenship Education in the Middle East and North Africa A Four-Dimensional and Systems Approach to the 21st Century for more information on concepts and terms Download at wwwlscemena orguploadsresourceslsce_(171002)01_CPF_report_(interactive)pdf8 UNESCO Bangkok (2012) bdquoRegional Handbook on Life Skills Programmes for Non-Formal EducationldquoDownload at httpunesdocunescoorgimages0021002175217507epdf
It is impossible to offer a complete overview of all existing life and soft skills concepts They are too manifold7 What they have in common ismiddot A high relevance for personal development and for success in learning and workingmiddot enabling learners to engage themselves with high degrees of selfdeterminationmiddot specific pedagogical approaches and methods (interactive client-centred applied) to facilitate these skills
Range ofConcepts
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
78
YouMatch Toolbox for Employment Services
wwwyoumatchglobal
ProgrammingThere is a substantial experience base which can be used for establishing new programmes They must be tailored to the needs of the target group(s) and to the providerrsquos institutional framework A simple copy and paste approach will not work Existing examples can be re-constructed to fit the situ-ations objectives and resources
MethodologyTeaching-learning methods are interactive participatory learner-centred engaging learners into their learning processes and helping participants transfer and apply learning results to their own life situa-tions and experiences Methods and contents should be appropriate to the age and education level of learners and be relevant for participants If the learning can be applied to real and relevant situations a sustainable learning impact is likely Additional implementation tools for life skills programmes can be mentor talks group discussions team work learning from case studies and from role models dra-wing field visits and experiential exercises and activities
Qualified staff and trainingTraining practitioners and trainers on the new pedagogies is crucial
Scaling-upFor roll-out instructional implementation manuals and teaching aids are important however they are not always easy to sustain due to a lack of resources when relevant policies and strategies are under-funded Integrating life skills training into existing formal and non-formal training provision may be one way to use existing infrastructure and human resources Pedagogy is key to success and requi-res specific training programmes and facilities for continuous staff development (pre- and in-service) Monitoring and evaluating learning outcomes (changed attitudes and behaviour) is so far a field of learning but necessary for up-scaling strategies to monitor programmesrsquo quality and effectiveness
Success Factors
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
poststellebmzbunddewwwbmzde
As of May 2018
In cooperation with
YouMatch Toolbox for Employment Services
88
wwwyoumatchglobal
Imprint
Published by Deutsche Gesellschaft fuumlr Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn und Eschborn Germany
YouMatch - Global Initiative on Innovative Employment Services for YouthDag-Hammarskjoumlld-Weg 1-565760 Eschborn Germany E youmatchgizdeI wwwyoumatchglobal
Author Layout YouMatch ndash Global Initiative on Innovative Employment Services for Youth
On behalf of
Directorate-General Global issues ndash sector policies and programmes
Addresses of the BMZ BMZ BonnDahlmannstraszlige53113 Bonn 4T +49 (0)228 99 535-0F +49 (0)228 99 535-3500
BMZ Berlin | Im EuropahausStresemannstraszlige 9410963 BerlinT +49 (0)30 18 535-0F +49 (0)30 18 535-2501
