32 • PART TWO: FACILITATOR’S GUIDE
From experience
The YWCA’s Life Skills Education Program
in New Delhi created linkages for boy’s
vocational training since many older boys
had demanded information on alternative
economic avenues.
Prerana in Mumbai works with children of
sex workers in its Life Skills Education
Program. The group held meetings with
stakeholders, which resulted in developing
networking links with other organizations
and their programs. As a result, a common
forum for helping children has been
established by all NGO partners working in
the area.LINKING LIFE SKILLS WITH OTHER PROGRAMS
WITHIN AN ORGANIZATION
Existing programs within an organization are
useful for supporting children’s needs and linking
them with Life Skills Education Programs to help
children better cope with their life situations. Life
Skills Education Programs that function in
isolation (without providing additional services)
are less effective.
Families – Capacities of family members can be
strengthened so they can better deal with problems
on their own without becoming dependent on the
organization. As children learn new skills, families
must support their changes in behavior. For
children affected and infected with HIV, successionplanning and strengthening community safety nets
will help to plan for their future needs. Within
families, children can be helped to support each
other, with special attention paid to the vulnerability
of girls and women.
Shelter – Vulnerable children and children affected
with and infected by HIV require safe shelters,
including drop-in centers, residential hostels or
group housing for older boys and girls.
Health – Available health services need to be
reviewed to ensure that they are youth friendly, and
provide easy access to STI treatment, condoms and
counseling. If unavailable, health services that
respond to the needs of children and young people
will need to be developed.
Education – Non-formal education and other
community-based education provide alternatives to
children who need to “catch up” to attend classes
with their own age groups. The education
curriculum needs to be flexible and supportive of
Life Skills Education Programs.
Vocational Training – Older children need to be
supported in identifying the appropriate vocational
skill to fit personal abilities and market demand.
One example is finding a training program that
offers apprenticeships for youth. Life Skills
Education Programs must pay attention to helping
children develop a strong work ethic.
Play – Children have a need to play under any
circumstances. Play is important for therapy,
building social skills and for just plain enjoyment.
Having safe places for play is critical.