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Study from Zimbabwe
Many pupils in the eastern and southern African context leave school long before completing what might be described as a basic education. Thus, as a way of compensating for the adverse effects of early drop-out rates, there has been considerable ‘talk’ about including life skills as a key part of the primary curriculum.
The idea behind this being that if pupils are taught skills for life and survival after school, rather than the present largely academic curriculum, they will be better able to cope with unfavorable economic climates.In theory life skills are supposed to be part of the primary curriculum in Kenya,
Uganda and Zimbabwe but the reality seems to be that it is largely ignored in the rush to prepare pupils for the all-critical primary school leaving examinations. Even more problematic is the realization that there is little consensus as to exactly which life skills are needed and how they can, or should,
be taught and assessed. Sexual maturation is another area where the need for intervention at school level is recognized but it is rarely effectively dealt with -- it is still shrouded in mystery, myth and embarrassment. This exploratory research from Zimbabwe is part of a three-part study conducted in Kenya,
Uganda and Zimbabwe which focuses on the provision and teaching of life skills in primary schools, how the processes of sexual maturation for both boys and girls are handled in the schools and at home and finally exploring whether there is a link between adequate sanitation and sanitary protection for girls and their retention in school.
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