Teaching and learning for life skills development: Insights from Rwanda鈥檚 12+ programme for adolescent girls
This paper draws on lessons from Rwanda鈥檚 12+ programme, a non-formal life skills programme for adolescent girls
Abstract
The development of life skills has been increasingly recognised in formal and non-formal education programmes as critical to enabling young people to flourish. Recent competency-based curricular reform reflects a growing consensus on the importance of developing a combination of socio-emotional, cognitive and practical skills to overcome contemporary social, environmental, and economic global challenges.
This paper examines the pedagogical practices that develop such skills by drawing on lessons from Rwanda鈥檚 12+ programme, a non-formal life skills programme for adolescent girls.
Five insights are highlighted: structured teaching and learning materials; the use of dialogic teaching; experiential learning opportunities; the importance of safe spaces; and the engagement of mentors as role models. These ingredients of effective life skills led to the development of adolescent girls鈥� skills, knowledge, and attitudes.
Teacher education and ongoing professional development should focus on strengthening teachers鈥� capacity to use learner-centred, interactive methods, and to foster positive social relationships with and amongst learners.
This is an output of the Gender and Adolescence: Global Evidence (GAGE) programme
Citation
D鈥橝ngelo, S., Marcus, R. and Ngabonzima, E. (2022). Teaching and learning for life skills development: Insights from Rwanda鈥檚 12+ programme for adolescent girls. Development Policy Review, 00, e12622. https://doi.org/10.1111/dpr.12622