Life Skills Education Toolkit

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

MODULE ONE: Getting Started

The introductory module provides a background
for initiating a Life Skills Education Program. Life
skills will only be learned if the training experience
reinforces what is taught.

The module includes activities for introducing
oneself, identifying expectations and establishing
ground rules. It introduces the children to the idea
of teamwork and encourages cooperative behavior
among them. From the very beginning, the children
are encouraged to express their opinion and
participate in activities, be it in establishing ground
rules or reflecting on sessions to follow with other
activities outside the classroom.

Facilitators play a key role in the entire process.
Their participation and involvement with the
children will ensure interactive and participatory
learning. The comfort level of the facilitators in
discussing sexuality and sexual health issues creates
the right kind of atmosphere to explore these issues
with young people.

Establishing a supportive environment is crucial since
many of the life skills sessions deal with sensitive
issues. A supportive environment allows the children
to freely express their thoughts and feelings if they so
desire. Many children may be unaware that their
reactions or statements may hurt others. It is
therefore necessary to sensitize the group to ensure
empathy and concern for each other.

Trust and confidentiality are valued in addressing
sensitive issues such as HIV and sexual health.
Children are also informed that their participation in

the program is voluntary, and they can choose to

remain silent in any session if they so desire. The

sessions ensure that children living with HIV are not

discriminated against and that they get to participate

actively in all activities with the other children.

This module assumes that needs have been

identified and that a life skills curriculum has been

developed based on an analysis of these needs. The

needs assessment is based on the assumption that

a road map must be drawn so the participants

know where they are going and why.

Module One consists of three sessions:

SESSION ONE

Introduction

This session contains six activites to introduce

oneself

SESSION TWO

Rules and Expections

This session sets ground rules and voices expectations

SESSION THREE

Trust and Support

This session creates a supportive environment

for training. It has four activities with an option

of two additional activities.