“Need and Importance of Life Skill Education at Secondary

School Education”

Abstract

Schools’ main focus is on developing children’s core academic knowledge and skills
in literacy, numeracy, and range of curriculum subjects. But there are other skills that are
increasingly seen as important to children’s wider development: ‘essential life skills’ such as
confidence, social skills, self-control, motivation, and resilience. These are the attitudes,
skills and behaviours that are thought to underpin success in school and work, and include the
ability to respond to setbacks, work well with others, build relationships, communicate
effectively, manage emotions, and cope with difficult situations. Such skills are often referred
to as ‘social and emotional skills’, ‘soft skills’, ‘non-cognitive skills’ or ‘character’. They are
usually seen as distinct from academic knowledge and skills; however, they are increasingly
thought to play an important part in learning, as well as contributing to children’s wider
development, well-being and readiness for life beyond school. Life skills education promotes
mental well-being among youngsters and makes them able for facing the realities of life. Life
skills education equips students for behaving in a social manner. Life skills education
empowers children and enables them to take more responsibility in their lives.

Keywords: Life Skills Education, Secondary School Students.

INTRODUCTION

In the new millennium, education is undergoing a revolutionized change

regarding science & technology, globalization, privatization, urbanization,
industrialization, etc. Today’s youth are facing many emerging issues such as global
warming, famines, poverty, suicide, population explosion as well as social, emotional,
physical and psychological issues. Cut-throat competition, unemployment, lack of job
security, etc. are some of the major concerns for the educated and as a result, they are
caught in the mad race. No one has time for his/her ‘self’, to develop empathy with
surrounding and to have harmony in society.
Young mind is being considered, as the most productive members of the society, due
to their physical and intellectual capability. But in real scenario, most of them are unable to
utilize their potential in an appropriate way due to lack of guidance and motivation. Social
problems like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-
social acts, etc. have an adverse effect on them and others too, to a large extent.

Adolescence, a vital stage of growth and development, marks the period of transition
from childhood to adulthood. It is characterized by rapid physiological changes and
psychosocial maturation. Adolescence is also the stage when young people extend their
relationships beyond parents and family and are intensely influenced by their peers and the
outside world in general. As adolescents mature cognitively, their mental process becomes
more analytical. They are now capable of abstract thinking, better articulation and of
developing an independent ideology. These are truly the years of creativity, idealism,
buoyancy and a spirit of adventure. But these are also the years of experimentation and risk-
taking, of giving in to negative peer pressure, of taking uninformed decisions on crucial
issues, especially relating to their bodies and their sexuality. Adolescence is thus a turning
point in one’s life, a period of increased potential but also one of greater vulnerability.

This new challenge requires immediate and an effective response from a socially
responsible system of education. Education, now a days is hence, very important, but the kind
of education, to support and live life better is more important. Thus, the cardinal focus of
Education, therefore, needs an extraordinary emphasis on developing such skills in secondary
school students, as they are the important building blocks for a dynamic citizen, who can
cope up with future challenges, and survive.

The World Health Organization has advocated the promotion of psychosocial

competence among children. It has defined psychosocial competence as “a person’s ability to
maintain a state of mental well being and to demonstrate this in adaptive and positive
behavior while interacting with others, his/her culture and environment.” Not only children,
human beings of all ages need to develop the psychosocial competence today. According to
WHO, psychosocial competencies can be developed through teaching the life skills. Life
Skills are the skills and knowledge apart from academic skills, necessary for effective living.

Life Skills have been defined by WHO as

“Ability for adaptive and positive behaviour that enable individuals to deal
effectively with the demands and challenges of everyday life”

Life Skills can also be defined as the skills, in addition to essential literacy and
numeric skills which could enhance the ability to build sound, harmonious relationship with
self, others and the environment. It is also the ability to act responsibly and safely; the ability
to survive under a variety of conditions; and the ability to solve the problems.

I. Life skill has been classified into three broad categories:

• Thinking skills: Thinking skills are the skill that enhances the logical faculty of the
brain using an analytical ability, thinking creatively and critically, and developing problem-
solving skills and improving decision-making abilities.

• Social skills: Social skills include interpersonal skills, communication skills,

leadership skills, management skills, advocacy skills, co-operation and team building skills,
etc.

• Emotional skills: Emotional skills, involves, knowing and being comfortable with
oneself. Thus, self– management, including managing/coping with feelings, emotions, stress
and resisting peer and family pressure.

III. WHO Has Recognized Following Ten Core Life Skills –

1. Empathy- Empathy is the ability to imagine oneself in the position of another

person and to feel and understand that person’s happiness and sorrow.

2. Critical Thinking- Skill of estimation of positive and negative dimensions of an

experience or events without the influence of personal bias is critical thinking. There is more
objectivity in critical thinking.

3. Problem Solving- the ability to identify the problem correctly, understanding its
sources and causes is the first step in solving a problem.

4. Effective Communication- Effective communication is the ability to convey the

intended thoughts, ideas, feelings and expectations and plans meaningfully, politely and
assertively to others.

5. Coping with stress- Coping with stress is the ability to relieve one’s stress
constructively without affecting one’s morale.

6. Self Awareness- Self awareness is the ability to know one’s strengths,

weaknesses, objectively and one’s likes, dislikes, attitudes correctly. That means knowing
oneself as he or she is.
 7. Creative Thinking- It is the ability to form new and original from the available
information. This is also called as divergent thinking.

8. Decision Making- Decision making involves taking an appropriate decision after

weighing the advantages and disadvantages of a situation, and its future consequences.

9. Inter Personal Relationship- Interpersonal relationship is the maintenance of

friendly, healthy, purposeful and successful social relationship with others.

10. Dealing with Emotions- Dealing with the emotions is the ability to express one’s
emotions rationally taking the surrounding circumstances into consideration.

IV. Need and Importance of Life Skills Education:

Life skills education promotes mental well-being among youngsters and makes them
able for facing the realities of life. Life skills education equips students for behaving in a
social manner. Life skills education empowers children and enables them to take more
responsibility in their lives. At the United Nations Inter-Agency Meeting held at W.H.O.,
Geneva life skills education was considered important for promoting healthy children and
adolescent development, preventing some causes of child and adolescent death, disease and
disability, preparing young people for changing social circumstances, socialization. (Prajapati
et al., 2017) Life skills education helps in different ways, for instance, preventing abuse,
preventing bullying and preventing HIV and AIDS among youths. If we apply life skills
education programme effectively in schools, it is able to change outlook of children about
others and themselves, resulting in improvement of their self-esteem and self-confidence.
Life skills education helps students in developing their emotional and psychosocial
competencies and interpersonal skills which results in an attitude for solving problems, taking
right decisions, thinking critically and creatively, communicating effectively, creating good
relationships, empathize with others, and managing their lives in a healthy and perfect
manner.

V. Aims of Life Skills Education

In equipping the learner with the life skills mentioned above, life skills education aims at
promoting the following abilities in the learner.
(i) Taking positive health choices.
(ii) Making informed decisions.
(iii) Practising healthy behaviours.
(iv) Recognising and avoiding risky health situations and behaviours.

VI. Imparting ‘Life Skills Education’ in Classroom

Imparting Life Skills Education in classroom has been researched meticulously. In the
light of the above literature review, now have been a proven fact that it has positive outcome
when taught as a part of curriculum Yadav P, Iqbal N (2009). There are various past research
indications, over life skills be implemented as a training program, as an intervention approach
and a model contributing to healthy development of adolescents. Thus, the significance of life
skills education and in the following section researchers have tried to attempt, how with the
help of simple activities it can be implemented in classroom settings. Different activities that
can be used to enhance Life Skills in Students are as follows:

 Classroom Discussions: An activity, providing opportunities for students to learn and

practice turning to one another in solving problems. Enables students to deepen their
understanding of the topic and personalize their connection to it. Develops skills, in
listening, assertiveness, and empathy.
 Brainstorming: It allows students to generate ideas quickly and spontaneously. Helps
students use their imagination and think out of the box. Good discussion starter
because the class can creatively generate ideas. It is essential to evaluate the pros and
cons of each idea or rank ideas according to certain criteria.
 Role Plays: Along with being a fun activity and involves whole class, to be active and
participative, it also provides an excellent strategy for practicing skills; experiencing
how one might handle a potential situation in real life; increasing empathy for others
and their point of view; and increasing insight into own feelings.
 Groups: Groups are helpful when the time is limited as it maximizes student input.
Allows students interactions, allows to, know, one another better which in a way
enhances team building and team work.
 Educational Games and Simulations: It promotes fun, active learning, and rich
discussion as participants work hard to prove their points or earn points. They require
the combined use of knowledge, attitudes, and skills and allow students to test out
assumptions and abilities in a relatively safe environment.
  Analysis of Situation and Case Studies: It gives a chance, to analyze, explore,
challenges, dilemmas and safely test solutions for; providing opportunities for
working together in groups, sharing idea, new learning’s and gives insight and
promotes sometimes to see things differently.
 Story-Telling: Storey telling is helpful for students to develop critical thinking skills,
creative thinking skills for writing or telling stories. It helps to draw conclusions and
make comparisons. Storey telling also enhances concentration, listening skills and
develops patience and endurance in students.
 Debates: Provides chances to discuss issues in depth and creatively. It allows students
to defend an argument or point and provides chances for practicing high order
thinking skills.

Life skills education, therefore, does not teach skills in isolation but are an integral part of
a variety of educational programmes such as:

 Drug abuse prevention.

 Prevention of adolescent pregnancy.
 AIDS education.
 Protecting young people from abuse.
 Peace education.
 Suicide prevention programmes.
 Programmes for vulnerable youth such as street children, orphans etc.

The skills outlined above are transferable to many different situations and issues.
Linking these skills to the knowledge available will enable the child to become a confident
and competent individual, able to take his/her place in society.

VII . Benefits of Life Skills Education

The World Health Organisation suggests the following:

1. Health Benefits

(i) Life skills education addresses the combination of psychological and social (i.e.
psychosocial) factors that contribute to healthy behaviour.

(ii) The implementation of life skills education in schools addresses the needs of all children.
(iii) The promotion of personal and social skills is an important aspect of health promotion
interventions that aim to empower the individual to promote his/her own health as well as the
health of others and of the community.

2. Educational Benefits

(i) Life skills education introduces learner-centred and interactive teaching methods which
can have a positive impact on:

 The relationships between teachers and pupils.

 Young people’s enjoyment of learning.
 Teacher’s job satisfaction.
 Rates of drop out and absenteeism from school.

(ii) Life skills have an impact on the teaching of academic subjects, e.g. because of the
introduction of interactive methods.

(iii) There are indications that life skills education can have a positive impact on academic
performance. Once the students or pupils feel that they are involved in issues of relevance to
their own lives, they participate more and learn more.

3. Social Benefits

Life skills education can promote more pro-social behaviour and so result in less delinquency
among adolescents.

4. Cultural Benefits

(i) Life skills education helps to clarify the needs of young people growing up in modern
societies.

(ii) Life skills education is of particular value to young people growing up in multicultural
societies.

5. Economic Benefits
(i) Life skills education, and the skills promoted, appears to be amongst the ones most highly
valued by the future employers of young people.

(ii) Early prevention can be expected to reap maximum rewards in regard to a healthy society,
especially since the health and social problems prevalent today have at their root a component
of human behaviour.

6. Political Benefits

Life skills education addresses the needs of the child as specified in the United Nations
Convention on the Rights of the Child and the Child Statute of Uganda, 1995.

Research into the effectiveness of life skills education have shown similar results.

(i) Several studies have reported positive changes in self-reports of health-related behaviour
following educational programmes based on life skills, for example research on self-reports
of drug use and smoking.

(ii) Several reviews of programmes have found that those based on skills learning are more
effective than traditional approaches based on information.

(iii) Numerous studies have reported improvements in mental health status. In particular,
improvements in self-esteem and self-confidence are frequently reported.

(iv) Numerous small studies have indicated teacher satisfaction after training and
implementation of a life skills programme. In addition, improved teacher-pupil relationships
and classroom behaviour have obvious benefits for school staff.

Conclusion

On the whole, life skills education, have found to be an effective psychosocial

intervention strategy for promoting positive social, and mental health of adolescents which
plays an important role in all aspects such as strengthening coping strategies and developing
self-confidence and emotional intelligence, as well as enhancing critical thinking, problem
solving and decision making skills as has been well documented in the aforementioned
studies. Thus, there is, significance and importance of life skills education to be integrated
into the regular school curriculum and given on a daily basis by a life skills trainer/
teacher/counsellor to enhance the mental health of students, equip them with better adapted
skills to face the challenges of changing life situations and empower them to become fully
functioning contributors to the host society in particular and the world in general. In the light
of above discussion, it could be concluded, that, Life skill education has its importance and
significance in overall development of students.

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