Research On Life Skills Education In South Africa

According to the definition of the World Health Organization,life skills generally refer to a variety of abilities that can better adapt to society and make positive behaviors.The purpose is to enable individuals with skills to effectively cope with the needs of daily life and know how to do it.Make the right choices and decisions.Since the early 1990 s,life skills education has become a key measure for the education sector to respond to sexual health and AIDS with the support and promotion of international institutions.South Africa is one of the countries with the worst AIDS epidemic in the world.The 25-year epidemic of AIDS,tuberculosis and sexually transmitted diseases has brought about a series of complex social problems.Its government is trying to address the prevention and treatment of these epidemics from all angles.For Africa's economic situation and medical level,the best response is to prevent it in advance.At the same time,formal school education has always proved to be an important way to popularize knowledge about AIDS prevention and control,and life skills education in basic education has played an important role.In 1999,the South African Ministry of Education issued a national policy on AIDS education,which targets school students and educators.South Africa has also become the first country in the world to formulate education policies on AIDS,sexually transmitted diseases and tuberculosis.It integrates AIDS education into the content of compulsory education,and teaches “life skills” as the core to carry out comprehensive AIDS education.The main goal of life skills education is to integrate infectious diseases such as AIDS and related life skills into school curricula to preventand reduce the spread of infectious diseases such as AIDS,and to provide care and support to infected students and teachers.The course covers comprehensive,scientific,accurate,realistic and non-judgmental knowledge and information on epidemics such as AIDS,tuberculosis and sexually transmitted diseases,as well as the skills that need to be mastered.In addition to limited classroom time,life skills education is introduced into extracurricular activities through innovation.Related research agrees that life skills education in sub-Saharan African schools has better helped children and adolescents avoid being infected with epidemics such as HIV.But at the same time there are many situations where resources are wasted,such as special funds,related materials and training programs that do not work.School-related life skills education is not particularly effective.Many important and sensitive topics have not been mentioned.For example,students do not have much opportunity to participate in expressing opinions on the curriculum.Other relevant organizations have limited educational space to enter the school.Insufficient sensitivity of ethnic,sexual,and multicultural influences in South African society.Therefore,if life skills education is regarded as an internationally recognized new paradigm for HIV-related prevention work for adolescents,more research and input is needed on the relevance and effectiveness of life skills education.The paper is divided into three parts.The first part introduces the rise and development of life skills education in South Africa.The concept of life skills originated from the field of psychoanalysis in the UK and was subsequently promoted by the World Health Organization in the field of school HIV prevention education.The second part analyzes the policies related to life skills-centered AIDS education developed by the South African government and the Ministry of Education.They are the basic education comprehensive strategy,the South Africa National Strategic Plan for AIDS,Tuberculosis and Sexually Transmitted Diseases,and the Ministry of Basic Education AIDS.National policy on tuberculosis and sexually transmitted diseases.The third part provides a comprehensive introduction to the curriculum and teaching of life skills education in South Africa,including the foundation,curriculum content and teaching model of life skills education in South Africa.The final conclusion highlights the multicultural nature of South African society.Adolescence is a period of important development of both human physiology and psychology.It is easily influenced by the pressure of cultural formation.At this stage,the education of young people needs attention to the special multiculturalism of South Africa.The role of social atmosphere.