|dc.description.abstract||The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student
teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for
Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning
methods for training had to be identified to achieve outcomes in the most effective way. New
methods of presentation and assessment had to be exploited to address the new challenge of
reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions
in South Africa had to be determined so that general outcomes and guidelines for effective
training of Foundation Phase student teachers in Life Skills could be established.
A literature study was done to determine the nature of Life Skills for Foundation Phase student
teachers. Four outcomes were identified were identified from this study, namely health
promotion, promotion of the environment, development of human potential and the promotion of
moral, cultural and religious values as main components of Life Skills.
In addition a literature study was done on effective teaching-learning methods which should be
applied to ensure effective Life Skills training for student teachers. The four most important
components or essential features that should be considered during the facilitation of Life Skills
for Foundation Phase student teachers, namely the lecturer, student, learning environment as
well as the aim of teaching, including teaching content and assessment were set out.
After questionnaires regarding the nature of training for Foundation Phase student teachers in
Life Skills were sent to institutions for higher education and the responses were statistically
analysed, it was possible to make a number of findings and recommendations. From the
empirical research it became clear that the identified outcomes were also valued and applied by
lecturers at other institutions for higher education. Furthermore, it became apparent that active
teaching learning-methods and self-regulated learning are valued as important aspects of
effective teacher training. Skills should not only be practised during contact sessions, but
learning environments should be extended. It should include a variety of contexts like
community service, practical teaching experience at schools under supervision of mentors as
well exposure to diverse and multicultural teaching learning-environments.
By effective planning and organising, it is possible for lecturers to guide students to become self regulated
and effective learners within the context of reduced contact time.||