Life Skills Learning *
English: number or % of participants who have gained the required knowledge and skills in the supported life skills-based education programs
French: nombre ou % de participants ayant acquis les connaissances et compétences requises dans les programmes d'éducation sur les compétences essentielles (life skills) qui sont appuyés
Czech: počet či % účastníků, kteří v podpořených programech životních dovedností získali potřebné znalosti a schopnosti
What is its purpose?
Life skills-based education programs focus on the development of knowledge, attitudes, values and skills, which enable people to deal effectively with the demands and challenges of life. The indicator measures number or proportion of learners that have achieved the pre-defined minimum learning outcomes in a given life skills-based education program. It demonstrates the ultimate effect of any life skills development intervention.
How to Collect and Analyse the Required Data
1) Prepare your assessment tools in line with the learning objectives of your life skills program. Make sure you do not only cover knowledge, but especially skills. The assessment should always focus on practical demonstration of newly acquired knowledge and skills. Before you start the assessment, set the minimum performance the participant needs to meet in order to be considered as having ‘required knowledge and skills’. For more ideas on developing assessment tools, use the instructions provided in the document below.
2) At the end of your life skills program, let all life skills program participants take a test of the required knowledge and skills. If testing all participants is impossible, you can conduct the assessment with a representative sample of your participants.
3) To calculate the indicator’s value, divide the number of participants who passed the test by the total number of participants and multiply the result by 100.
1) Disaggregate the data by sex, age and specific vulnerable groups.
2) If possible, use these assessment methods with learners both in the baseline and endline phase of a life skills-based education program in order to gain a deeper understanding of changes brought about by the course/program.