CHAPTER ONE INTRODUCTION      Background to the Study

The need to focus on life skills as a critical response to the challenges facing young children today has found expression in international declarations such as the Convention of the Rights of the Child (CRC, 1989), Education For All (EFA, 1990) and the United Nations General Assembly Special Session (UNGASS, 2001). In June 2001, heads of state and government representatives met for the UNGASS on HIV/AIDS and this resulted in the issuance of a declaration of commitment. One of the commitments was to ensure that by 2005, at least 90% and by 2010 at least 95% of young men and women have access to information, education, including peer education and youth- specific HIV education. Provision of Services necessary to develop life skills required to reduce vulnerability to HIV infection, in full partnership with young persons, parents, educators and health care providers was part of the targets (UNGASS Declaration of commitment, 2001). This declaration called for a need to expanded access to information and education as a means of combating HIV/Aids. Through the introduction of life skills curriculum, Countries and policy makers hope that learners, teachers and the communities would develop appropriate responses to confront the HIV/AIDS crisis, among other advantages of having life skills knowledge.

The 1989 United Nations Convention on the Rights of child (CRC, 1989), linked life skills to education by stating that education should be directed towards the development

of the child‟s fullest potential. CRC reaffirms the fact that children, because of their vulnerability, need special care protection, and assistance. All these point to the need to empower children through incorporating the teaching of life skills in early childhood Education. The 1990 Jomtiem Declaration on Education for All (EFA) cites life skills as an essential learning tool for survival, capacity development and quality of life. This was further reinforced by the 2000 Dakar World Education Forum which stated that all young people and adults have the human right to benefit from an education that includes learning to know, to do, to live together this means that implementation of life skills is critical to the attainment of the EFA Goals.

Schooling is understood to be a powerful factor which steers the acquisition of moral values. According to Straugham (1982) modern society is becoming increasingly lawless, violent, indiscipline, and permissive especially among the youth. Further, there is a general decline in respect to authority, politeness and good manners. Teachers are not doing enough to impart the right values to children to ensure that their behavior is socially acceptable. The situation in Kenya is not different considering the widespread use of television and access to internet. Hence the introduction of life skills curriculum is envisaged to help children adjust and function appropriately in a dynamic social context.

Developed countries have taken a lead in institutionalization of programs to teach life skills education. In the United States of America and other Countries in Europe, the programs have been identified to be successful due to inclusion of United States Agency for International Development (UNAIDS) benchmarks in their curriculum (UNAIDS, 1997).

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