Abstract
The researchers sought to explore how Life Skills Education enhances learners’ wellbeing. The study adopted a qualitative research approach using a multiple case study design. The study used an integrative lens and was guided by the Wellness theory by Hettler (1996) and Ubuntu theory. The target population were Life Skills Education teachers and high school learners in the Shiselweni region. A purposive sample of three high schools was selected. Data were collected using semi-structured interview guide and focus group discussion guide. Interviews were conducted with a total of nine learners whereas focus group discussions were carried out with twenty Life Skills Education teachers. Data was analysed using thematic analysis. Findings revealed several dimensions in which Life Skills Education enhances learners which include: socially, emotionally, intellectually, and occupationally. It was recommended that 1) the Ministry of Education and Training should consider training teachers who will specialise in teaching Life Skills Education, 2) Life Skills Education be considered a compulsory component in all pre-service teacher preparatory programmes, and that 3) mechanisms be put in place to ensure appropriate identification of teachers who will teach Life Skills Education. Keywords: Life skills, Life Skills Education, wellness, enhancement DOI : 10.7176/JRDM/59-06 Publication date :September 30 th 2019
Highlights
Life Skills preparation for adulthood is a crucial, yet overlooked concept in education
The following are themes that emerged during the in-depth interviews, and focus group discussions regarding Life Skills Education enhancing learners’ wellness
6.1 Theme 1: Social Enhancement Findings revealed that Life Skills Education has a positive influence on learners’ behaviour
Summary
Life Skills preparation for adulthood is a crucial, yet overlooked concept in education. In schools across the United States for example, young adults graduate from high schools with limited knowledge regarding how to navigate through the expectations of the real world (Cassidy, 2018). In our highly competitive and rapidly changing world, it is increasingly critical that learners enter into adulthood with skills for lasting success. WHO (2011) observes that young people are not sufficiently equipped with Life Skills Education to help them deal with increased demand and stress they experience. Parental influence in moulding moral and social values and the traditional school curriculum are seemingly becoming increasingly incapable of equipping young people with the skills needed to face real life (Wairimu, 2015). To make the life of adolescents valuable, and to convert them to individuals with high potential, there is need for the educational system to be reformed, giving due importance to Life Skills Education
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