Editors:
- Calls for critical conceptualizations of life skills
- Offers examples and considerations for reframing life skills conceptually and pedagogically
- Draws on a review of theoretical, methodological, and empirical literature on life skills
- This book is open access, which means that you have free and unlimited access.
Part of the book series: Young People and Learning Processes in School and Everyday Life (YPLP, volume 5)
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Table of contents (12 chapters)
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Front Matter
About this book
This 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 inthe 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.
Keywords
- examining life skills education scholarships
- life skills for adolescents in developing countries
- linking life skills education and social-emotional learning
- life skills for 'at risk' youth
- social justice based approach to life skills
- empirical cases of life skills education
- employability and soft skills curriculum development
- career skills as education
- Open Access
Editors and Affiliations
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University of Minnesota, Minneapolis, USA
Joan DeJaeghere
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University of California, Berkeley, Berkeley, USA
Erin Murphy-Graham
About the editors
Erin Murphy-Graham is an Associate Adjunct Professor at the Graduate School of Education, University of California, Berkeley, where she teaches courses in research methods, international development, and globalization and education. Her research focuses on three inter-related areas: 1) the process by which education can foster the empowerment of girls and women, and the theorization of what empowerment entails; 2) the role of education in changing how students relate to others, particularly in their intimate relationships and in building trust; 3) the rigorous evaluation of educational programs that have demonstrated potential to empower youth and adults in Latin America. She iscurrently engaged in a design-based research project to prevent child marriage in Honduras, and has a longstanding research program on the innovative secondary education system Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT).
Bibliographic Information
Book Title: Life Skills Education for Youth
Book Subtitle: Critical Perspectives
Editors: Joan DeJaeghere, Erin Murphy-Graham
Series Title: Young People and Learning Processes in School and Everyday Life
DOI: https://doi.org/10.1007/978-3-030-85214-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2022
Hardcover ISBN: 978-3-030-85213-9Published: 24 November 2021
Softcover ISBN: 978-3-030-85216-0Published: 24 November 2021
eBook ISBN: 978-3-030-85214-6Published: 23 November 2021
Series ISSN: 2522-5642
Series E-ISSN: 2522-5650
Edition Number: 1
Number of Pages: XVI, 276
Number of Illustrations: 1 b/w illustrations
Topics: Life Skills, Career Skills, Schools and Schooling, Curriculum Studies, Social Structure, Social Inequality, Personality and Social Psychology