Strategies to Enhance Life Skills Education in High Schools: Eswatini Context

Racheal Mafumbate ,Zanele Precious Simelane

doi:10.7176/jep/10-12-20

Abstract

The youth in Eswatini are facing several challenges which require a comprehensive, coordinated, and multi-sectorial response from the government and other relevant stakeholders. Cases of high school dropout rate, HIV/AIDS prevalence, violence, drug and substance abuse, and poor academic performance, are on the rise in the country. The learners’ behaviours indicate inadequate knowledge of Life Skills Education which are indicators of ineffective implementation of the programme in high schools in Eswatini. This study was therefore, conducted to ascertain strategies which can be used to enhance Life Skills Education in high schools in the Shiselweni region of Eswatini. The study adopted a qualitative research approach using a multiple case study design. The theory which informed the study is the Targeting Life Skills Model by Hendricks (1998).The target population were Life Skills Education teachers and high school learners in the Shiselweni region. A purposive sample of three high schools in which the Life Skills Education programme was piloted in the region 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 factors as vital in enhancing Life Skills Education in high schools. These are: 1) making Life Skills Education examinable, 2) collaboration with parents and other schools, and 3) provision of needed resources such as adequate training of teachers, providing incentives, and provision of a variety of instructional materials. It was recommended that Life Skills Education should be considered as an examinable subject. Furthermore, teachers should be adequately trained on Life Skills Education and be provided with needed resources. Last but not least, parents should be sensitized on the importance of Life Skills Education. Keywords : Life skills, Life Skills Education, challenges, implementation. DOI : 10.7176/JEP/10-12-20 Publication date : April 30 th 2019

Highlights

Adolescents are considered to be productive members of society due to their intellectual capacity, most of them are unable to utilize their potential to the fullest due to inappropriate environment (Arparna & Raakhee, 2011)
Cases of high school dropout rate, HIV/AIDS prevalence, and poor academic performance, for instance, are on the rise in Eswatini (Ngcamphalala, 2015). It is on this basis that this paper focuses on ascertaining strategies which can be employed in order to enhance Life Skills Education in high schools
The target population for this study was fifty (50) Life Skills Education teachers and four hundred (400) high school learners in the Shiselweni region. These comprised of Life Skills Education teachers and learners from the five (5) high schools where the Life Skills Education programme was piloted in the Shiselweni region

Summary

Introduction

Adolescents are considered to be productive members of society due to their intellectual capacity, most of them are unable to utilize their potential to the fullest due to inappropriate environment (Arparna & Raakhee, 2011). They are always engaging in antisocial activities such as drug and substance abuse, violence, early pregnancies, crime, and general indiscipline, which deteriorate their physical and intellectual capabilities (UNESCO, 2012). Life Skills Education was conceptualized as one of the means to improve the well-being of the youth by empowering them to deal with the many challenges of life (UNESCO, 2011). A child is said to have attained optimal development if he/she has the ability to acquire culturally relevant skills and behaviours which allow him/her to function effectively in his/her current context as well as to adapt successfully when the context changes (Early Childhood Counts, 2009)

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Results

Discussion

Conclusion