UNICEF’s Global Skills Framework: A four-dimensional and systems approach to life skills

• In Event: Reimagining life skills: UNICEF’s global framework on skills, from theory to practice

Proposal

There are multiple conceptual frameworks on life skills education (LSE) that have been developed at global, regional and country levels. Many of those prioritize the skills young people need for the future in different ways. This prioritization of certain skills above others is shaped by the political vision for economic growth; an expression of national values; and organizational remits. In our literature review on conceptualization and programming on LSE, we found that a child-centered and holistic perspective was uncommon. Many frameworks adopt perspectives centered on the demands of the labour market (OECD, 2012), the need to deliver information on sexual and reproductive health (Population Council, 2013), or focus on the needs of adolescent girls only (WB, 2015). Moreover, we observed a general lack of systemic approaches to skills development resulting in unsustainable or short term interventions with limited impact (UNICEF, 2017). These factors translate into limited models of LSE that result in children and adolescents developing a breadth of skills over the life course, leading to personal empowerment, civic participation, lifelong learning, and employability.
UNICEF’s Global Conceptual and Programmatic Framework on Skills fills this gap, providing a holistic vision on a breadth of skills development (for learning, employability, empowerment, and active citizenship), at scale, across the life course and through multiple learning pathways. The framework will inform and strengthen our programming across over 150 low and middle income countries, contributing to improving the quality of education at a global scale.
The framework is underpinned by four essential pillars: a holistic approach to quality education, a rights-based approach that fosters human dignity for all girls and boys, and especially the most marginalized, a lifelong learning approach, and a multiple pathways and systems approach
The framework proposes a conceptual and definitional understanding of LSE based on a four-dimensional model of learning. This model consolidates and broadens the lifelong learning paradigm developed by Delors (UNESCO, 1996), repositioning the pillars of education as Dimensions of Learning, to emphasize their dynamic nature.
Th framework is not only grounded in what we know works in LSE, but it is also the result of multi-stakeholder consultative processes with education experts, governments, multilateral organizations, civil society, and the private sector. This process led to identifying 12 core life skills: creativity, critical thinking, problem-solving, cooperation, negotiation, decision-making, self-management, resilience, communication, respect for diversity, empathy and participation. Within the framework, the skills are interrelated and work in tandem with subject matter knowledge, creating a vision for quality education that can be advanced through multiple sectors beyond education (e.g. health, child protection, etc.).
Furthermore, the framework addresses programmatic elements that need to be considered and that could serve as entry points to develop these skills effectively and at scale. These include promoting effective learning and teaching practices, providing enabling environments, engaging in a multiple pathway approach through different channels and modalities, as well as a system approach that looks at skills development within areas such as national policies and plans, curricula frameworks, coordination and partnership frameworks, assessments, and certification frameworks.

References
UNICEF. (2017). Reimagining Life Skills and Citizenship Education in the Middle East and North Africa, Conceptual and Programmatic Framework
OECD. (2012). Better Skills, Better Jobs, Better Lives. A Strategic Approach to Skills Policies. Paris: OECD
Publishing.
World Bank. (2015). Life Skills: What are they, Why do they matter, and How are they taught? World Bank’s Adolescent Girls Initiative
Population Council. (2013). Adolescent Girls Empowerment Program. Health and Life Skills Curriculum.
UNESCO. (1996). Learning: The Treasure Within.

Author

• Bassem Nasir, UNICEF