Life Skills Education Toolkit

LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA 1•

PART TWO: Facilitator’s Guide

T

he Facilitator’s Guide was developed

for practitioners who need a concise,

hands-on guide for understanding

and how to work with children.

Practitioners have asked for guidelines on how to

plan, implement and evaluate a Life Skills

Education Program. The Facilitator’s Guide helps

practitioners to choose, adapt and develop their

own life skills curriculum according to the needs

of a particular group of children.

SECTION ONE: Understanding

Life Skills

What are Life Skills?

• Approach to learning life skills.


• A framework for life skills.

Why Children Need Life Skills?

• Life skills are critical for young people.


• Life skills lead to behavior change.


• Life skills are more effective than traditional
  information-based programs.


• How life skills are learned.


• Life skills are important in existing
  programs.

How a participatory approach helps Life

skills learning:

Lessons from Child-to-Child Programs

• Value of youth participation in programs.

SECTION TWO: DEVELOPING A

LIFE SKILLS EDUCATION

PROGRAM

Planning a Life Skills Education Program

• Understanding the needs of children.


• What information is needed?


• How to collect information.


• Using data for planning.


• Setting objectives and indicators.


• Using the toolkit.


• Making an action plan.


• Organizational support structures.


• Confidentiality.


• Ethical guidelines.


• Creating a supportive community environment.


• Linking with other programs.

Implementation of a Life Skills Education

Program

• Understanding participation.


• How to enhance participation.


• Approaches to active learning.


• Linking learning to life.


• Active methods of learning.


• Challenges in using participatory and active
  methods of learning.


• Selection and training of facilitators.


• Changing community perceptions.

Evaluating a Life Skills Education Program

• Tools for evaluation.


• Who should conduct an evaluation?


• What should be evaluated?


• Child participatory tools for assessment.

Next Steps

• Starting a club or youth group.