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Life skills education for youth = cr...

DeJaeghere, Joan.

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Life skills education for youth = critical perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Life skills education for youth/ edited by Joan DeJaeghere, Erin Murphy-Graham.
Reminder of title:	critical perspectives /
other author:	DeJaeghere, Joan.
Published:	Cham :Springer International Publishing : : 2022.,
Description:	xvi, 276 p. :ill., digital ;24 cm.
[NT 15003449]:	Section 1: Examining Life Skills Education Scholarship and Programs for Youth -- 1. Life skills for adolescents in developing countries: What are they and why do they matter? -- 2. Linking Life Skills Education and Social-Emotional Learning: From Conceptualization to Practical Application in a Global Context -- 3. Life skills for 'at risk' youth: From individual life skills to a relational approach -- 4. A social justice based approach to life skills: Insights from the Prerna School -- Section 2: Empirical Cases of Life Skills Education -- 5. Transfer and re-contextualization of life skills education: Case studies from Uganda -- 6. Employability and Soft Skills Curriculum Development in Context -- 7. Career skills as Education for Sustainable Development (ESD) competencies: Bridging the personal and the political -- 8. Incorporating life skills for developing personal agency to prevent child marriage: A case study from rural areas of Honduras -- 9. Developing girls' life skills through sport: Are programs measuring up to the task? -- 10. Conclusion.
Contained By:	Springer Nature eBook
Subject:	Life skills - Study and teaching. -
Online resource:	https://doi.org/10.1007/978-3-030-85214-6
ISBN:	9783030852146

Life skills education for youth = critical perspectives /
Life skills education for youthcritical perspectives /[electronic resource] :edited by Joan DeJaeghere, Erin Murphy-Graham. - Cham :Springer International Publishing :2022. - xvi, 276 p. :ill., digital ;24 cm. - Young people and learning processes in school and everyday life,v. 52522-5650 ;. - Young people and learning processes in school and everyday life ;v. 5..

Section 1: Examining Life Skills Education Scholarship and Programs for Youth -- 1. Life skills for adolescents in developing countries: What are they and why do they matter? -- 2. Linking Life Skills Education and Social-Emotional Learning: From Conceptualization to Practical Application in a Global Context -- 3. Life skills for 'at risk' youth: From individual life skills to a relational approach -- 4. A social justice based approach to life skills: Insights from the Prerna School -- Section 2: Empirical Cases of Life Skills Education -- 5. Transfer and re-contextualization of life skills education: Case studies from Uganda -- 6. Employability and Soft Skills Curriculum Development in Context -- 7. Career skills as Education for Sustainable Development (ESD) competencies: Bridging the personal and the political -- 8. Incorporating life skills for developing personal agency to prevent child marriage: A case study from rural areas of Honduras -- 9. Developing girls' life skills through sport: Are programs measuring up to the task? -- 10. Conclusion.

Open access.

This open access book 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.

ISBN: 9783030852146

Standard No.: 10.1007/978-3-030-85214-6doiSubjects--Topical Terms:

582494
Life skills
--Study and teaching.

LC Class. No.: HQ2037 / .L54 2022

Dewey Class. No.: 646.700842

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506 $a Open access.
520 $a This open access book 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.
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650 2 4 $a Curriculum Studies. $3 895988
650 2 4 $a Social Structure, Social Inequality. $3 1567121
650 2 4 $a Personality and Social Psychology. $3 1001451
700 1 $a DeJaeghere, Joan. $3 3589838
700 1 $a Murphy-Graham, Erin. $3 1907381
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