評(píng)論
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A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
Policy options-what governments should do
Recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development;
Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes;
Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills;
Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches;
Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development; ,Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills;
Advocate for the links between primary and (early) secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.
Policy options-what funding agencies should do
Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education;
Support innovative (創(chuàng)新的) teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about;
Recognize the links between primary and secondary education in ensuring that children develop strong life skills;
Support, therefore, the early years of secondary education as part basic education.
What UNESCO is doing
As support to governments and in cooperation with other international agencies, UNESCO:
Works to define life skills better and clarify what it means to teach and learn them;
Assists educational policy makers and teachers to develop and use a life skills approach to education;
Advocates for the links between a life skills approach to education and broader society and human development.
做題順序，先看文章標(biāo)題，直到文章主要內(nèi)容，然后看第一小題，在小題部分的定位詞先圈出來(lái)，在回原文找。找到第一小題后，再看第二小題。看一個(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。
1. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.
定位詞：長(zhǎng)單詞inner capacities或者psycho-social skills
文章第1個(gè)小標(biāo)題why this goal?下第二段首句。答案選Y。
2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine people's livelihood.
