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Download - UNESCO Bangkok Download - UNESCO Bangkok
EFA Goal Three: Promoting Life Skills and Lifelong Learning 394.3 Child-Friendly Schools IndicatorsPresenter: Cliff Meyers, Regional Education Officer, UNICEF East Asia and PacificRegional OfficeNone of the 18 core indicators of EFA are linked to life skills. So within the context ofnational assessments, it will be critical that national committees discuss the localizedgoals and identify indicators to monitor and assess progress to date. As life skills arethe bridge from school to home and the community, by bringing in a wider range ofdata, countries will be in a position to undertake much deeper analysis of the goal.Potential data sources include the MICS/DHS surveys, traditional MoE data sources,related surveys and system indicators.Elements of Life SkillsFurthermore, there is a potential to link life skills todimensions of the Child-Friendly Schools concept, Problem solvingparticularly dimensions on healthy, safe and productive Creative thinkingenvironments and participation of community, familyCritical thinkingand students.Decision-makingExamples of Healthy/Safe/Protective IndicatorsSelf-awareness● Percentage of schools with water, with toilets Communication(student/toilet ratio)Interpersonal relationships● School counselors or school nurses to student Empathyratio● Per cent fo schools with feeding programmes, with sanitary hygiene, withregular anti-helminth days, with curriculum/system indicators● Per cent of schools with bullying or accidents, crime or suicide ratesExamples of Indicators of Participation● Per cent of schools with child clubs or active child government● Per cent of schools with parent/teacher associations● School planning processes in place● School self-assessment systems in place, with processes for parents, studentsand teachersFor those countries which have undertaken MICS/DHS surveys, national assessmentcommittees may wish to consider which indicators are worth incorporating. These mayinclude:● Child/mother education, health and nutrition● Child labour and chores● Domestic violence and punishment● Physical disability and developmental delay● Socio-economic, sanitation, waterEducation for All: Reaching the Unreached
40 EFA Mid-Decade Assessment4.4 Life Skills in MalaysiaPresenter: Sahara Ahmad, National EFA Coordinator, MalaysiaIn Malaysia, life skills programmes are divided into two. One through the formaleducation system and the other through programmes conducted by other ministries foryouth and adults. At present, the life skills programme under the formal educationsystem is focusing on provision of youth with relevant skills and knowledge, whiledeveloping positive attitudes to ensure they are able to contribute effectively to nationbuilding.The most recent development in life skills education is to include in the curriculumgeneric skills and employability skills, as well as ICT skills, so that on leaving school,young people will have the necessary skills for the workplace, and so that they wouldbe more able to cope with the challenges, tensions and risks they may face within thecommunity.Beyond the generic life skills taught in school, a range of the subjects are introduced todirectly address these goals. These include civics and citizenship, vocational subjectsin academic school, living skills and ICT.Editor’s Note: To effectively undertake assessment of the life skills and lifelonglearning programmes, it is first necessary to understand the range and scope ofactivities undertaken both within the Ministry of Education and outside it through othergovernmental offices and private initiatives. By effectively identifying the scope of thesubject, national assessment committees will then be able to begin identifyingassessment strategies and relevant indicators to assess the goal.Summary of Peer Group Discussions4.5 Key Issues to be Studied and AssessedCurrently, the definition of life skills is country specific and varies according to nationalpriorities, culture, etc. making it difficult to measure progress and achievements relatedto this goal. Countries thus emphasized the need for a standard definition of life skills.Some countries suggested that life skills programmes should be in line with localculture and values while others recommended that it should focus on skills needed tosurvive in a multi-cultural society.Existing country life skills programmes and curricula in both formal and non-formalsectors should also be examined to assess their relevance and effectiveness.Countries should integrate life skills training into their formal education curriculum,although some countries already do this.Education for All: Reaching the Unreached
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- Page 14 and 15: IntroductionxiiiEFA Mid-Decade Asse
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- Page 32 and 33: EFA Goal One: Expanding Early Child
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- Page 38 and 39: EFA Goal One: Expanding Early Child
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- Page 50 and 51: EFA Goal Three: Promoting Life Skil
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- Page 62 and 63: EFA Goal Four: Improving Adult Lite
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- Page 68 and 69: EFA Goal Five: Achieving Gender Par
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- Page 76 and 77: EFA Goal Six: Enhancing Educational
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- Page 80 and 81: Country Work Planning Guide 658Coun
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- Page 84 and 85: Country Work Planning Guide 69Pleas
- Page 86 and 87: Addendum 71TWG on EFA member agenci
- Page 88 and 89: Annexes 7315.30-16.00 Break16.00-17
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- Page 92 and 93: Annexes 7710.2 List of Participants
- Page 94 and 95: Annexes 79CHINAINDIAINDONESIADong J
- Page 96 and 97: Annexes 81MALAYSIAMALDIVESKhammoune
- Page 98 and 99: Annexes 83NEPALPAKISTANShagdarsuren
- Page 100 and 101: Annexes 85THAILANDVIET NAMCharuaypo
- Page 102 and 103: Annexes 87Rehabilitation Internatio
40 EFA Mid-Decade Assessment4.4 Life Skills in MalaysiaPresenter: Sahara Ahmad, National EFA Coordinator, MalaysiaIn Malaysia, life skills programmes are divided into two. One through the formaleducation system and the other through programmes conducted by other ministries foryouth and adults. At present, the life skills programme under the formal educationsystem is focusing on provision of youth with relevant skills and knowledge, whiledeveloping positive attitudes to ensure they are able to contribute effectively to nationbuilding.The most recent development in life skills education is to include in the curriculumgeneric skills and employability skills, as well as ICT skills, so that on leaving school,young people will have the necessary skills for the workplace, and so that they wouldbe more able to cope with the challenges, tensions and risks they may face within thecommunity.Beyond the generic life skills taught in school, a range of the subjects are introduced todirectly address these goals. These include civics and citizenship, vocational subjectsin academic school, living skills and ICT.Editor’s Note: To effectively undertake assessment of the life skills and lifelonglearning programmes, it is first necessary to understand the range and scope ofactivities undertaken both within the Ministry of Education and outside it through othergovernmental offices and private initiatives. By effectively identifying the scope of thesubject, national assessment committees will then be able to begin identifyingassessment strategies and relevant indicators to assess the goal.Summary of Peer Group Discussions4.5 Key Issues to be Studied and AssessedCurrently, the definition of life skills is country specific and varies according to nationalpriorities, culture, etc. making it difficult to measure progress and achievements relatedto this goal. Countries thus emphasized the need for a standard definition of life skills.Some countries suggested that life skills programmes should be in line with localculture and values while others recommended that it should focus on skills needed tosurvive in a multi-cultural society.Existing country life skills programmes and curricula in both formal and non-formalsectors should also be examined to assess their relevance and effectiveness.Countries should integrate life skills training into their formal education curriculum,although some countries already do this.Education for All: Reaching the Unreached
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