|
|
发表于 2018-5-31 23:08:48
|
显示全部楼层
Section B
46、
Promote Learning and Skills for Young People and Adults
A) This goal places the emphasis on the learning needs of young people and
adults in the context of lifelong learning.It calls for fair access to learning
programs that are appropriate，and mentions life skills particularly.
B.Education is about giving people the opportunity to develop their
potential，their personality and their strengths.This does not merely mean
learning new knowledge，but also developing abilities to make the most of
life.These are called life skills——including the inner capacities and the
practical skills we need.
C.Many of the inner capacities——often known as psych0—social skills——cannot
be taught as subjects.They are not the same as academic or technical
learning.They must rather be modeled and promoted as part of learning，and in
particular by teachers.These skills have to do with the way we behave—towards
other people，towards ourselves，towards the challenges and problems of life.
They include skills in communicating，in making decisions and solving
problems，in negotiating and expressing ourselves，in thinking critically and
understanding our feelings.
D.More practical life skills are the kinds of manual skills we need for the
physical tasks we face.Some would include vocational skills under the heading of
life skills——the ability to lay bricks.sew clothes，catch fish or repair a
motorbike.These are skills by which people may earn their livelihood and which
are often available to young people leaving school.In fact，very often young
people learn psycho-social skills as they learn more practical skills.Learning
vocational skills can be a strategy for acquiring both practical and
psycho-social skills.
E.We need to increase our life skills at every stage of life，so learning
them may be part of early child—hood education.of primary and secondary
education and of adult learning groups.Life skills can be put into the
categories that the Jacques Delors report suggested;it spoke of four pillars of
education，which correspond to certain kinds of life skills—Learning to
know：Thinking abilities：such as problem—solving，critical thinking，decision
making，understanding consequences.Learning to be： Personal abilities：such as
managing stress and feelings，self-awareness，self-confidence.Learning to live
together：Social abilities：such as communication，negotiation，teamwork.Learning to
do： Manual skills：practicing know-how required for work and tasks.
F.In today’s world all these skills are necessary, in order to face rapid
change in society.This means that it is important to know how to go on learning
as we require new skills for life and work.In addition，we need to know how to
cope with the flood of information and turn it in touseful knowledge.We also
need to learn how to handle change in society and in our own lives.
G.Life skills are both concrete and abstract—practical skills can be
learned directly, as a subject.For example, a learner can take a course in
laying bricks and learn that skill.Other life skills，such as
self-confidence，self-esteem，and skills for relating to others or thinking
critically cannot be taught in such direct ways.They should be part of any
learning process，where teachers or instructors are concerned that learners
should not just learn about subjects，but learn how to cope with life and make
the most of their potential.
H.So these life skills may be learnt when learning other things.For
example：Learning literacy may have a big impact on self-esteem，on critical
thinking or on communication skills;Learning practical skills s ach as
drivin9，healthcare or tailoring may increase self-confidence，teach
problem—solving processes or help in understanding consequences.
I. Whether this is true depends on the way of teachin9—what kinds of
thinkin9，relationship building and communication the teacher or facilitator
models themselves and promotes among the learners.
It would require measuring the individual and collective progress in making
the most of learning and of life，or assessing how far human potential is being
realized，or estimating how well people cope with change.It is easier to measure
the development of practical skills，for instance by counting the number of
students who register for vocational skills courses.However, this still may not
tell us how effectively these skills are being used.
J.The psych0.social skills cannot easily be measured by tests and
scores，but become visible in Chang behavior.Progress in this area has often been
noted by teachers on reports which they make t.the parents of their pupils.The
teacher’s experience of life，of teaching and of what can be expected from
education in the broadest sense serve as a standard by which the growth and
development of individuals can be assessed to some extent.This kind of
assessment is individual and may never appear in international tables and
charts.
K.The current challenges relate to these difficulties：We need to recognize
the importance of life skills————both practical and psycho-social—————as part of
education which leads to the full development of human potential and to the
development of society.The links between psycho—social skills and practical
skills must be more clearly spelled out，so that educators can promote both
together and find effective ways to do this.Since life skills are taught as part
of a wide range of subjects，teachers need to have training in how to put them
across and how to monitor learners’ growth in these areas.
In designing curricula and syllabuses for academic subjects，there must be a
balance between content teaching and attention to the accompanying life skills.A
more conscious and deliberate effort to promote life skills will enable learners
to become more active citizens in the life of society.
L. Governments should recognize and actively advocate for the
transformational role of education in realizing human potential and in
socio—economic development.Ensure that curricula and syllabuses address life
skills and give learners the opportunity to make real-life applications of
knowledge，skills and attitudes.Show how life skills of all kinds apply in the
world of work，for example，negotiating and communication skills，as well practical
skills.Through initial and in-service teacher training，increase the use of
active and participatory learning/teaching approaches.Examine and adapt the
processes and content of education so that there is a balance between academic
input and life skills development.Make sure that education inspectors look not
only for academic progress through teaching and learning，but also progress in
the commmunication， modeling and application of life skills.Advocate for the
links between primary and(early.secondary education because learning life skills
needs eight or nine years and recognize that the prospect of effective secondary
education is an incentive to children，and their parents，to complete primary
education successfully.
M.Funding agencies should support research，exchange and debate.nationally
and regionally,on ways of strengthening life skills education.Support
innovative(创新的.teacher training in order to combine life skills promotion into
subjects across the curriculum and as a fundamental part of what school and
education are about.Recognize the links between primary and secondary education
in ensuring that children develop strong life skills.Support，therefore，the early
years of secondary education as part basic education.
N. As support to governments and in cooperation with other international
agencies，UNESC0：Works to define life skills better and clarify what it means to
teach and learn them.Assists education. policy makers and teachers to develop
and use a life skills approach to education.Advocates for the links between a
life skills approach to education and broader society and human development.
|
|
