Context
As Tunisia continues to reform its education system, improving the relevance of learning for young people has become a key national priority. Alongside strengthening core academic skills, policymakers are increasingly focused on equipping students with the life skills needed to navigate a rapidly changing social and economic environment.
English language education provides a valuable platform for this development. In addition to building language competence, English lessons can support the development of communication, collaboration, critical thinking and problem-solving skills—competencies that are increasingly important for employability and civic engagement.
However, teachers in Tunisian state schools often face constraints when attempting to integrate these broader competencies into classroom practice. Many teachers work with limited resources and lack access to structured materials that combine language learning with life skills development. There is also a growing need to ensure that learning materials reflect the realities faced by young people, including issues related to social cohesion, digital literacy and global citizenship.
The Skills for Success Life Skills Toolkit project was designed to address these challenges by providing structured supplementary materials that support both English language learning and the development of life skills among Tunisian students.
Implementation
The project developed a series of supplementary teaching resources designed specifically for Grade 7 English teachers in Tunisian state schools. The materials integrate directly with the national curriculum and are designed to reach approximately 200,000 learners each year.
The toolkits combine multimedia content with classroom-ready teaching guidance. Each module is structured around animated video content linked to the topics in the Grade 7 English textbook. These videos are accompanied by structured classroom activities that encourage communicative language practice while simultaneously developing key life skills.
The design of the materials draws on the UNICEF life skills framework for the Middle East and North Africa, ensuring alignment with regional development priorities and recognised educational approaches.
Activities encourage students to explore themes such as teamwork, decision-making, problem-solving and responsible citizenship.
The toolkits also include clear guidance for teachers, helping them structure classroom activities and manage interactive learning tasks effectively. This practical orientation was designed to support teachers who may have limited prior experience with life skills pedagogy or activity-based learning approaches.
In addition to their use in mainstream schools, the materials were adapted for UNICEF Second Chance Centres, which support young people who have dropped out of formal education. In this context, teachers adapted the toolkit content using different videos and learning sequences tailored to the needs of vulnerable learners.
The project was funded through the UK Foreign, Commonwealth & Development Office’s Conflict, Stability and Security Fund (CSSF). As a result, the materials were also designed to contribute indirectly to broader development goals, including strengthening resilience among young people and addressing issues such as misinformation, radicalisation and social cohesion.
Following the successful development of the toolkits, a two-day Diversity, Equity and Inclusion (DEI) workshop was delivered in Tunis for 25 school inspectors. During the training, participants explored how inclusive practices could be embedded within English teaching and materials development. This led to the creation of a working group of inspectors who committed to developing further guidance for teachers on DEI and incorporating these principles into future materials development initiatives.
Impact
The Life Skills Toolkit project has strengthened the integration of life skills development within English language education in Tunisian state schools.
By aligning the materials directly with the national curriculum and textbook structure, the toolkits provide teachers with practical resources that can be used immediately in the classroom. This helps teachers move beyond traditional language instruction towards more communicative, interactive teaching approaches that promote critical thinking and collaboration among students.
The scale of the initiative is significant: the materials are designed to support learning for approximately 200,000 students each year, extending the reach of the programme across the national school system.
The adaptation of the materials for use in UNICEF Second Chance Centres has also broadened the programme’s social impact. By tailoring the toolkit activities for vulnerable learners who have left formal education, the project supports inclusion and helps these young people continue developing both language and life skills.
In addition, the project has strengthened professional collaboration among Tunisian education stakeholders. The DEI training for school inspectors has already generated new initiatives, including the development of guidance on diversity, equity and inclusion for teachers and the integration of these principles into future teaching resources.
Overall, the Skills for Success Life Skills Toolkit project demonstrates how targeted curriculum support and materials development can enhance both language learning and broader student competencies. By embedding life skills within English teaching, the initiative contributes to Tunisia’s wider goal of preparing young people to participate confidently and constructively in society.