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dc.contributor.editorDeJaeghere, Joan
dc.contributor.editorMurphy-Graham, Erin
dc.date.accessioned2021-12-13T18:55:41Z
dc.date.available2021-12-13T18:55:41Z
dc.date.issued2022
dc.identifierONIX_20211213_9783030852146_28
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/51950
dc.description.abstractThis open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
dc.languageEnglish
dc.relation.ispartofseriesYoung People and Learning Processes in School and Everyday Life
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNZ Study & learning skills: general
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNR Careers guidance
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFF Social issues & processes
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JM Psychology::JMS The self, ego, identity, personality
dc.subject.otherexamining life skills education scholarships
dc.subject.otherlife skills for adolescents in developing countries
dc.subject.otherlinking life skills education and social-emotional learning
dc.subject.otherlife skills for 'at risk' youth
dc.subject.othersocial justice based approach to life skills
dc.subject.otherempirical cases of life skills education
dc.subject.otheremployability and soft skills curriculum development
dc.subject.othercareer skills as education
dc.subject.otherOpen Access
dc.titleLife Skills Education for Youth
dc.title.alternativeCritical Perspectives
dc.typebook
oapen.identifier.doi10.1007/978-3-030-85214-6
oapen.relation.isPublishedBy6c6992af-b843-4f46-859c-f6e9998e40d5
oapen.relation.isFundedBy1edf7275-d11e-45ad-a038-9270d4ffa2e0
oapen.relation.isbn9783030852146
oapen.imprintSpringer International Publishing
oapen.series.number5
oapen.pages276
oapen.place.publicationBern
oapen.grant.number[grantnumber unknown]


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