Life Skills For Primary Schools In Uganda

MINISTRY OF EDUCATION AND SPORTS
LIFE SKILLS FOR PRIMARY SCHOOLS
IN UGANDA
A TEACHER’S HAND BOOK

FOREWORD

A TEACHER’S HAND BOOK

In line with the Constitution of the Republic of Uganda (1995 Edition) Section 30, which highlights Education as a Children’s Right; the Education for All (EFA) Goals 2 and 3, which call for achievement of universal primary education and promoting gender equality and women empowerment respectively; and the Millennium Development Goals, Government of Uganda in 1997 launched Universal Primary Education (UPE). The introduction of UPE led to a drastic increase in primary school enrolment, which was a big achievement. The major challenge now is to ensure that the increase in enrolment is matched with quality.
Among the critical interventions which have been made in an effort to improve the quality of UPE is the review of the Primary School and Primary Teacher Education (PTE) Curricula. This has been done to make the curricula more responsive to the current needs of the country and to address the national goals of Primary Education and Primary Teacher Education (Government White Paper on Education, 1992) more effectively.
A lot of effort has also been invested in training and retraining of primary school teachers as one way of addressing the quality demands. The introduction of the Life skills curriculum and this Handbook as support materials for the reviewed PTE and Primary school curricula is yet another important milestone to enhancing the quality of our teachers, hence, quality primary education.
It is the hope of the Ministry of Education and Sports that tutors in Primary Teachers’ Colleges and teachers in primary schools will use the life skills curriculum and this Handbook effectively to improve life skills education in primary schools.

Signed
.................................. Francis X.K. Lubanga
PERMANENT SECRETAY Ministry of Education and Sports

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ACKNOWLEDGEMENTS
The Ministry of Education and Sports acknowledges the following organisations for their contribution in developing the life skills curriculum for Primary school teachers and this accompanying Handbook: Forum for African Women Educationalists Uganda Chapter (FAWEU), Literacy and Adult Basic Education (LABE), Uganda National Teachers’ Union (UNATU) for initiating the idea and coordinating the development of the curriculum and this Handbook; Oxfam NOVIB and Education International for funding the Quality Educators’ (QUE) Project under which the curriculum and Handbook were developed; the education and civic leadership of Gulu, Apac, Amolatar and Pader, which were the focus districts for the Quality Educators Project for hosting the Project and for making input into the materials during the development process; the leadership, CCTs and preservice tutors of Gulu, Loro, Kitgum and Shimoni Core PTCs for their input and support during the piloting of the materials; Kyambogo University and National Curriculum Development Centre for availing officers to serve on the steering committee of the QUED Project and making input during the development of the materials. The Ministry also recognises: M.N. Nsereko – Commissioner Teacher Instructor Education and Training, Janet Florence Aguti – Acting Assistant Commissioner Primary Teacher Education, Jane Egau Okou – Assistant Commissioner Instructor and Tutor Education; Web Elicard Ndyabahika – Assistant Commissioner Secondary Teacher Education, for providing policy guidance to to the QUED project during the development of the materials; and the following members of the Project Steering Committee: Godfrey Bakaira- Kyambogo UniversityDepartment of Teacher Education and Development Studies; Wilber Wanyama- Department of Teacher, Instructor Education and Training, MoES; Gabriel Obbo Katandi-National Curriculum Development Centre; Lydia NakijobaDirectorate of Education Standards, MoES; Martha Muhwezi- Forum for African Women Educationalists Uganda Chapter; Stella Tumwebaze- Literacy and Adult Basic Education; Teopista Birungi Mayanja- Uganda National Teachers’ Union; Juliet Wajega- Uganda National Teachers’ Union and Norah Athieno- Forum for African Women Educationalists Uganda Chapter for guiding the process of developing the materials. Also recognised are John Bwayo and Gaston Byamugisha- Kyambogo University, for offering consultancy services to develop the initial drafts of the documents.
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TABLE OF CONTENTS

Introduction to Life Skills Education

1

Chapter One

2

The Concept of Life Skills and Life Skills Education

2

Topic One: The Concept of Life skills

2

Topic Two: Life skills education

4

Chapter Two

5

Skills for Knowing and Living With Oneself

5

Topic One: Self Awareness

5

Topic Two: Self Esteem

9

Topic Three: Assertiveness

11

Topic Four: Coping with Emotions

14

Topic Five: Coping With Stress

17

Chapter Three

21

Skills for Knowing and Living with Others

21

Topic one: Relating with others

21

Topic Two: Negotiation skills

23

Topic Three: Empathy

26

Topic Four: Managing Peer Relationships

27

Topic Five: Effective communication

29

Topic Six: Non Violent Conflict Resolution Skills

31

Chapter Four

34

Life Skills for Decision Making

34

Topic One: Creative Thinking

34

Topic Two: Critical Thinking

38

Topic Three: The Concept of Decision Making

40

Topic Four: Problem Solving Skills

44

Chapter Five

46

Life Skills as a Tool for Earning a Living

46

Topic One: Alternatives of Earning a Living

46

Topic Two: Entrepreneurship

48

Topic Three: Functions of Entrepreneurs

50

Topic Four: Factors to Consider Before Starting a Business

51

Chapter Six

53

Life skills as a tool for developing leadership skills

53

Topic One: Functions of Leader

53

Topic Two: Qualities of Effective Leaders

55

Topic Three: Leadership Styles

56

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Introduction to Life Skills Education
In 1986, the Ottawa Charter for Health Promotion recognised the importance of life skills of making better health choices. The 1989 Convention on the Rights of the Child (CRC) linked life skills to education by stating that education should be directed towards the development of the child’s fullest potential. The 1990 Jomtien Declaration on Education for All took this vision further and included life skills among the essential learning tools for survival, capacity development and quality life. The 2000 Dakar World Education Conference on Education For All (EFA) also took a position that all young people and adults have the human right to benefit from “an education that includes learning to know, to do, to live together and to be and included life skills in goal 3 which talks about ‘promotion of life skills for young people and adults’ and goal 6 which highlights ‘improvement of the quality of education in all aspects’, aiming for a situation where men and women, boys and girls can achieve excellence.” In 1995, the Government of Uganda and UNICEF came up with a Programme on Basic Education, Child Care and Adolescent Development (BECCAD) which stressed the promotion and empowerment of learners and adolescents with life skills. This was in line with a number of international efforts. The Life Skills Programme in Uganda followed a series of initiatives. In the 1990s, throughout the whole Eastern and Southern Region of Africa (ESAR) there was a growing awareness that the needs and life skills of learners and adolescents had been largely neglected in educational programmes in and out of school. It was also observed that life skills are an essential aspect for confronting the crisis caused by the HIV/AIDS pandemic and other social problems facing young people. Currently more effort is being made to consolidate life skills education in primary education in Uganda. Both the thematic and upper primary curricula make deliberate effort to systematically develop, record and assess life skills achievement. In order for the learners to acquire these life skills, teachers need to be empowered with sufficient and appropriate content on life skills and values. However, evidence from classroom observations and teacher preparation shows that life skills development still poses a challenge to teachers. In a survey, done in the Northern Uganda in 2010, it was established that to a larger extent, these were lacking among the teachers. This Handbook is therefore intended to enable a teacher to equip his/herself with the competences they require to handle facilitation of life skills’ development among pupils during the teaching and learning process. It outlines the different sub skills under each life skills and makes suggestions for activities that can be used to develop each of them in a learning situation.
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CHAPTER ONE

A TEACHER’S HAND BOOK

The Concept of Life Skills and Life Skills Education
Introduction to Life Skills Education
Bono Edward (1999) defines Life skills as skills needed by an individual to operate effectively in society in an active and constructive way. The World Health Organization (1993) similarly define life skills as personal and social skills required for young people to function confidently and competently with themselves, with other people and with the wider community.
This Chapter deals with the following topics: Topic 1: Life skills
Topic 2: Life skills Education
Learning Outcome
This chapter is intended to enable teachers to demonstrate an understanding of the theories, principles and practices of life skills education and appreciate the role of life skills and their value in teacher education and primary school education in Uganda.
Competences
By the end of this chapter, the teacher should be able to demonstrate:
I. Knowledge of life skills II. Ability to include life skills education in different curriculum content

Topic One: The Concept of Life skills
What are Life Skills?
Life skills are abilities / proficiencies needed by an individual: I. To deal effectively with friends, family, society and one’s environment in a proactive and constructive way II. To appreciate and live with one’s self III. To adapt positive behaviour, values and attitudes to deal effectively with the demands and challenges of everyday life
Basing on the above definitions and the reasons for the inclusion of life skills in the curriculum, it is clear that life skills are needed by everybody, at all times, in all places and in all situations of life.
Life skills are looked at under three broad categories: I. The skills of knowing and living with oneself II. The skills of knowing and living with others III. The skills of making effective decisions

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This handbook has however gone a step further to deal with: I. Life skills as a tool for earning a living II. Life skills as a tool for developing leadership skills
Why Life Skills? Growing children are constantly baffled by and at odds with their inner selves and other people with whom they constantly interact; as well as the environment around them. As they develop into adolescents and adults, they need to acquire the knowledge, skills, values and attitudes that will enable them to handle themselves and their environment successfully. Traditional education attempted to address this holistic view of human personality through the informal education system. The current education system however, has tended to prioritise knowledge at the expense of other aspects of the human personality, believing that an increase in knowledge would automatically lead to positive changes in attitude and behaviour. At the same time it was generally assumed that life skills and attitudes would continue to be imparted through family and community. This has not happened and the challenges and threats facing young people have increased over time leaving them more vulnerable. It has become increasingly clear that prioritisation of knowledge at the expense of other aspects of human personality is a very inadequate way of preparing young people for the complex nature and challenges of life. It is on this premise that life skills education became a necessary and critical part of the broader education picture.
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Topic Two: Life Skills Education
What is Life Skills Education? Life skills education is the dissemination and teaching of relevant knowledge, attitudes, values and social and psychological skills to an individual to enable him/her develop their full potentials. Why Life Skills Education? Life skills education has the following aims:
i. To provide knowledge and information about human relationships and life styles ii. To promote positive attitudes towards cultural, ethnic and religious diversity, gender equality and
people with special education needs iii. To promote an individual’s self-confidence, self-esteem and self-worth iv. To explore feelings and emotions in order to create a greater self-awareness and to develop the skills
to manage them v. To provide equal opportunities for learners to fulfil their personal, social and academic potential vi. To make learners aware of the how social, economic and political issues influence their behaviour vii. To teach learners how to behave appropriately viii. To create a basis on which self-discipline and respect for others can be promoted It is therefore hoped that exposure to life skills education will: I. develop a balanced and self-determined individual II. enable an individual to relate successfully with others and the world in general in order to perform
their tasks effectively at a given time, in a given situation and at a particular place in all areas of human development III. help individuals recognize and assess risky situations IV. enable an individual avoid unhealthy and unbecoming behaviour V. encourage people to be role models /exemplary with the right attitude to life
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Chapter Two

Skills for Knowing and Living With Oneself
These are skills that will enable one to understand who they are, their weaknesses and strengths. Self-awareness is the foundation on which all other life skills are built. It includes skills for developing one’s self esteem and managing emotions and stress. An empty sack cannot stand; it is only when one has developed these life skills that s/he can effectively enable his/her learners to develop similar life skills.
In this Chapter we are going to look at the following topics: Topic 1: Self awareness Topic 2: Self esteem Topic 3: Assertiveness Topic 4: Coping with emotions Topic 5: Coping with stress
Learning Outcomes
This Chapter is intended to: I. Enable the teacher understand his/her potential, abilities, likes, dislikes, sociability, etc that can enable him/her effectively face the challenges of life. II. Enable the teacher to competently develop life skills for knowing and living with oneself in his/her pupils.
Competences:
By the end of this Chapter the teacher will be able to demonstrate: I. Self-awareness skills II. Self esteem III. Assertiveness skills IV. Skills for coping with their emotions V. Skills for coping with stress

Topic One: Self Awareness
This refers to an individual’s ability to know and understand him/herself in terms of their personality, character, feelings, motives and desires. When a teacher is aware of him/herself, it means that s/he knows
I. What s/he wants in life II. Her/his strengths and weaknesses III. What makes him/her happy IV. What makes him/her sad V. What makes him/her angry VI. How to relate with others VII. What s/he believes in
Importance of Self-awareness
When one knows oneself, s/he will be able to know how to approach the most important things in life. S/he will know how to:
I. relate with others
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