Extent to which knowledge, skills, attitudes and values are being acquired through life skills education: A case of selected Basic Schools of Kafue District in Lusaka Province

This study investigated the extent to which knowledge, skills, attitudes and values were being acquired through life skills education in selected basic schools of Kafue District in Lusaka Province. The study objectives were to find out how life skills education had been integrated in the basic education curriculum; establish the extent to which knowledge, skills, attitudes and values were being acquired through life skills education; and also to ascertain factors affecting the teaching and learning of life skills in basic schools.The study adopted a survey method. The sample consisted of 60 teachers, 60 pupils and 25 parents all drawn from Kafue District. Both qualitative and quantitative paradigms were used in the study. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while qualitative data were analysed using content analysis, through grouping and categorizing responses into themes. To collect data, questionnaires, pupil assessment tools and Focus Group Discussions were used, and both close and open-ended questions were applied.
The study revealed that life skills education was fairly integrated in basic schools, and 95% of the respondents indicated that knowledge, skills, attitudes and values were being acquired through life skills education. The results from the assessment indicated that the majority of the pupils were acquiring skills above average. However parents rated the extent to which their children were acquiring life skills as low. Revealed also were factors affecting the learning and teaching of life skills in basic schools. These included inadequate facilities to steer the teaching and learning of life skills, over enrollment, unskilled teachers, non community participation, poor learning environments and lack of assessment/monitoring life skills education. Suggested measures to improve life skills education in basic schools included training teachers adequately; provision of adequate teaching/learning materials; provision of an environment conducive to learning life skills; and also community participation in life skills education.