Across the world, education systems are undergoing a quiet revolution, a shift from rote memorization to the holistic development of learners who can think critically, empathize deeply, and act ethically. In Uganda, this transformation is being advanced through a strategic partnership between the National Curriculum Development Centre (NCDC, Uganda) and  Action for Life Skills and Values in East Africa (ALiVE) initiative. Together, NCDC and ALiVE are championing the implementation of the Competency-Based Curriculum (CBC), which places life skills and values at the heart of teaching and learning, equipping learners to thrive in a changing world. Through this partnership, NCDC and ALiVE are on a learning journey with 6 primary schools to unlock evidence on working models for developing skills and nurturing values through the whole school approach. The partnership is also supporting the development of evidence informed Learning Progressions for three skills (cooperation, creative thinking and problem solving) across four grade levels (P6, S1, S2 and S3). This aims to enhance understanding of developmental progressions for these skills as well as strengthening classroom practices for nurturing these competencies amongst the learners. Under the same NCDC–ALiVE partnership, a literature review was conducted.  This review offers insights that continue to inform and strengthen the ongoing learning journey with schools. It serves as an evidence base linking research to practice, ensuring that the partnership’s interventions for nurturing life skills and values are grounded in both global and local knowledge. As explained in the review, the 21st-century learner must be nurtured as a whole being, not just to pass exams, but as citizens who are compassionate, creative, and conscious of their role in shaping a just and sustainable world. An education that equips the whole person requires us to adapt and adopt to a new posture. From our current review of global and local literature, three key insights stand out: 1. Beyond Knowledge: Teaching for Humanity Traditional teaching methods often focus on content mastery, leaving little room for character formation or emotional intelligence. However, emerging pedagogies including inquiry-based learning, problem-based learning, reflective dialogue, and technology-enhanced instruction emphasize learning as a process of exploration and meaning-making. These methods allow learners to question, investigate, and collaborate, building confidence, curiosity, and empathy along the way. For instance, in inquiry-based learning, students become investigators of real-life issues, engaging in critical reasoning and ethical decision-making. In problem-based learning, they work collaboratively to find solutions to community challenges while strengthening teamwork, persistence, and accountability. Technology-enhanced learning, when used ethically, further develops digital citizenship and innovation skills, preparing learners for both local and global realities. 2. Learning from the World Around Us Bogere’s synthesis reveals that experiential and place-based learning play a vital role in connecting knowledge to life. When learners engage directly with their communities, natural environments, and local cultures, they develop a sense of belonging and responsibility. Such approaches nurture environmental stewardship and civic consciousness values that are crucial for achieving UNESCO Education for Sustainable Development goals. Whether through school gardens, community clean-ups, or local storytelling projects, these experiences teach children that learning extends beyond the classroom. They help students appreciate the interconnectedness of social, environmental, and ethical dimensions of life. 3. Teaching with Heart and Reflection The review also underscores the importance of reflective questioning and dialogue-based teaching. When teachers ask open-ended questions and facilitate discussion rather than dictation, they encourage learners to express themselves, listen actively, and respect diverse opinions. This nurtures humility, patience, and emotional intelligence – qualities which are vital for peaceful coexistence in diverse societies. By cultivating curiosity and moral reflection, educators help learners to see the value of compassion and ethical choice. These skills prepare them not only for the world of work but also for leadership, family, and community life. A Call to Action The message is clear: nurturing life skills and values is not an optional add-on; it is the very purpose of education. Schools that blend academic rigor with moral development and social engagement produce well-rounded individuals ready to thrive in a rapidly changing world. For teachers, this means rethinking classroom practices; for policymakers, reimagining assessment and accountability; and for parents, reinforcing values at home to complement what is nurtured in school. When these stakeholders work together, education becomes a force for both personal and national transformation. To build a peaceful, equitable, and sustainable Uganda, we must move beyond “learning to know” toward “learning to be.” When life skills and values drive education, schools do not just prepare students for jobs they prepare them for life. By Seezi Bogere Seezi Bogere is a Research Officer at NCDC and Co-Lead of ALiVE Learning Journey with Schools, Uganda