Life Skills Education: A Guide to Managing Conflicts in Secondary Schools

Description

Life Skills Education (LSE) has received international recognition as a prerequisite subject since it gives individuals the abilities to adapt to daily challenges. Theories of learning indicate that the adolescent stage which finds most people of that age group in secondary schools is the most appropriate level at which one can effectively grasp the life skill of decision making. This is the stage where peer group interaction is at its highest making interpersonal conflicts rampant as the individual tries to assert the self and at the same time seeks to achieve cooperation with others. Life skills therefore become essential to enabling one to manage any conflicts that may arise. Kenya’s Ministry of Education chose to include LSE in curriculum since the year 2003. It is however disturbing that in spite of mainstreaming LSE in Kenyan schools; students in secondary schools continue to experience heightened conflicts with insurmountable consequences. A survey of schools in Kakamega County revealed heinous constant conflicts experienced by secondary school students. This book thus looks into the how best LSE can be used as a tool to managing conflicts among secondary school students. The book highlights some of the strategies that will make LSE effectively impart social skills that will enhance conflict management in schools. Founded on Piaget’s theory of cognitive development and Kohlberg’s theory of moral development; two psychologists who believe that moral reasoning is the basis of ethical behaviour and that logic and morality develop through constructive stages.

This book is pieced into twelve chapters with the first chapter being an introduction to the aspect of life skills education and conflict management. Chapter two expounds on the concepts and theories that inform the book. In chapter three, having been developed from a study that was conducted in Kakamega County in public secondary schools, this book highlights the methods and techniques employed in addressing the topic. Chapter four further presents the informant demographics followed by the structure of life skills education in chapter five. Perspectives of conflicts and conflict resolution are discussed in chapter six after which we draw attention to some of the strategies used in teaching life skills education, and challenges faced by students in the application of Life skill education in managing conflict. Chapter nine breaks down solutions into the conflict management styles while chapter ten revolves around the sources and evaluation of life skills education. In chapter eleven, concern is on how students perceive Life Skills Education and the value they attach to it in their day to day life. Finally chapter twelve closes up with eth conclusions and recommendations made for the betterment of future LSE.

Cahn’s Conflict Communication theory is also alluded to in this book to create an understanding of the concept of conflict and its management for the readers. Culminating from a study that was conducted in Kakamega County Kenya, this book in its chapter two highlights the principles and procedures of inquiry into the topic. The author uses cross tabulations to observe the variation of boys and girls in using life skills to manage interpersonal conflicts. This book brings to our attention that lack of teaching skills, resources and time are major bottlenecks in our secondary schools hindering conflict management. The author therefore recommends training of teachers and enhanced multiple LSE interventions in schools to equip the students with conflict management skills.