Intro -- Acknowledgments -- Contents -- Contributors -- Abbreviations -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Life Skills in Low- and Middle-Income Countries -- The Purpose of Life Skills: To Live Life Well -- Contributions of the Volume and Chapter Summaries -- Conclusions -- References -- Chapter 2: Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter? -- Introduction: Clarifying the Muddy Waters of Life Skills Education -- Skill as the Ability to Do Something Well -- Review and Analysis of Life Skills Education -- Findings: What Are Skills and Why Do They Matter for Education? -- Life Skills for Prevention -- Skills for Labor Market Productivity -- Life Skills for Quality Education -- Conclusion -- References ---
Chapter 3: Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context -- Introduction -- What Is Social and Emotional Learning? -- Relevance of Social and Emotional Learning to International Education and Development Goals -- Distinguishing Social and Emotional Learning from Life Skills Education -- Complexity in the Field of Social and Emotional Learning -- A Lack of Consensus, Clarity, and Precision -- Responding to the Challenge: Explore SEL Website and Coding System -- Comparing Frameworks, Programs, and Measures for Social and Emotional Learning -- A Closer Look at SEL Frameworks -- On Which Skills Do SEL Frameworks Focus? -- A Closer Look at SEL Programs -- Which Skills and Competencies Do SEL Programs Build? -- A Closer Look at Measures of Social-Emotional Development ---
Which Skills and Competencies Do Measures of Social-Emotional Development Assess? -- How Do SEL Measures Take Context into Consideration? -- Discussion of Alignment Between SEL Frameworks, Programs, and Measures -- Conclusion -- References.
Training Teachers -- What Can Boys Do and Who Can They Be? Action Research About How Boys Develop Critical Life Knowledge and Skills at Prerna School -- Methodology: Action Research for Organizational Improvement -- Findings -- Confidence and Self-Expression -- Increased Gender Sensitization -- Influencing Their Families and Advocating for Their Sisters -- Change in their Perceptions of Manhood -- Understanding Social Inequalities More Comprehensively -- Conclusion -- References -- Chapter 10: Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!) -- Introduction -- Research Context and Background -- Secondary Education in Honduras -- Methodology -- Data Analysis -- Understanding Child Marriage in Rural Areas of Honduras Through the Identification of Problems That Cause Child Marriage ---
Brief Description of HEY!’s Curriculum Implementation Design -- Understanding the Change Process: The Roles of Critical Thinking and Cognitive Dissonance -- Pedagogies to Support the Incorporation of Critical Thinking and Cognitive Dissonance in the Classroom -- Examining Critical Thinking and Cognitive Dissonance During and After the Implementation of HEY! -- Dialogue, Critical Mirrors, and Re-examining Assumptions -- Assessing Critical Thinking Through Scenarios -- Experiencing Discomfort and Hope: How Critical Thinking Can Lead to Cognitive Dissonance -- From Class to Life: How Can Studying HEY!’s Curriculum Influence Students’ Decisions and Actions? -- Conclusion -- References -- Chapter 11: Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives -- Introduction -- Pastoralist Education Context in Ethiopia ---
Formal Education and Curriculum: A Concern for Relevance -- Methodology -- Afar Perspectives on Life Skills -- Afar Perspectives: Shared Voices About What Matters Most.
Formal Schooling and Traditional Learning -- Curriculum Content Analysis -- Foundational Life Skills Intended Under the National Framework: Curriculum Analysis -- Life Skills That Matter Most to Pastoralists: Curriculum Analysis -- Discussion and Conclusion -- References -- Chapter 12: Concluding Thoughts on Life Skills Education for Youth -- Introduction: Which Life Skills? It Depends -- Theme 1: Teaching Life Skills Helps Marginalized Adolescents, But Not in Isolation -- Theme 2: Convergence Around Certain Life Skills Domains, with an Emphasis on Critical Thinking -- Theme 3: How Life Skills Are Taught Matters as Much as Which Skills Are Taught -- Final Thoughts for the Way Forward -- Governments May Not Want It -- Life Skills Programs Are Complex to Implement and Measure -- We Must Contend with the Risk of Unintended Consequences.
1 Introduction ...1 - Joan DeJaeghere and Erin Murphy-Graham // 2 Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter? ...13 - Erin Murphy-Graham and Alison K. Cohen // 3 Social and Emotional Learning: From Conceptualization / to Practical Application in a Global Context ...43 - Katharine E. Brush, Stephanie M. Jones, Rebecca Bailey, Bryan Nelson, Natasha Raisch, and Emily Meland // 4 Reframing Life Skills: From an Individualistic to a Relational Transformative Approach ...73 - Joan DeJaeghere // 5 Empowering Girls Through Sport: A Gender Transformative Approach to Life Skills? ...91 - Christina Ting Kwauk // 6 Workforce Skills Curriculum Development in Context: Case Studies in Rwanda, Algeria, and the Philippines ...113 - Catherine Honeyman, Laura Cordisco Tsai, Nancy Chervin, Melanie Sany, and Janice Ubaldo // 7 Life Skills Education for Urban Youth in Honduras and Guatemala: A Capability Analysis of the Sports-Based Job Training Program A Ganar ...147 - Erin Murphy-Graham // 8 Career Life Skills for 10th Grade Boys in Delhi, India: Mapping Information Literacies for Sustainable Development ...169 - Aditi Arur and Mansi Sharma // 9 A Life Knowledge Approach to Life Skills: Empowering Boys with New Conceptions of Masculinity ...193 - Urvashi Sahni // 10 Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!) ...215 - Diana Pacheco-Montoya and Erin Murphy-Graham // 11 Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives ...245 - Sileshi Yitbarek, Yohannes Wogasso, Margaret Meagher, and Lucy Strickland // 12 Concluding Thoughts on Life Skills Education for Youth ...267 - Dana Schmidt