What is Life Skill Education? Its Types & Importance

What is Life Skill Education? Life skills education is designed to facilitate practice and strengthen psychological skills in a culturally and developmentally appropriate way: it promotes personal and social development, the prevention of health and social problems, and the protection of human rights.


What is Life Skill Education?

What is Life Skill Education Program? Life skill education programs offer quality training that develops valuable skills in order to prevent future financial and personal tragedies and enable participants to rebuild their lives.   

The most common goals of these programs are to provide life skills, so that individuals can better protect and manage their assets, as well as become responsible members of society. It involves two steps: first, functional and aspirational skills.   

Second, a specific vision of their desired future. Through the functional and aspirational components, participants can utilize life skills that reflect their abilities and obligations in the present day and in the future. 

As more and more life skills programs are adopted across the globe, there are a myriad of skills that can be developed in our response to the growing global pandemic.   

In this post, I’ll briefly review three of these life skills, and how life skill instructors can create programs with the appropriate skills focus and priorities.   

Functional skills


Functional skills are a key part of creating training programs. The capability to do anything is an important component of functional skills. These skills include financial literacy, physical fitness, and conflict management. These skills build upon our values, ethical standards, and social skills.   

Health and wellness professionals can identify these actions in my health and wellness professional. Most importantly, these skills build confidence, which is essential to personal fulfillment and to success in a recovery or change orientation.   

Life skills in the pediatric setting


My first opportunity with life skills in the pediatric setting is being a role model. Purposeful and relevant experiences are critical to developing functional skills and the appropriate life skills in children. 

Through observation, critique, and observation, pediatricians can play critical roles in identifying which behaviors demonstrate the patterns and challenges that can arise in recovery, and offer important clues as to how certain behaviors can be addressed. 

Some examples include:   

Using the six S’s — surveying, discussing, observing, and intervening — the doctor helps the child remember things the child took for granted before the coronavirus.   

Setting realistic goals — for example, a pediatrician may require an individualized health care plan with diagnostic criteria.  

Building confidence — for example, by helping the child affirm their resiliency.   

The life skill breakdowns can be derived from the critical thinking challenge among pediatricians to help plan opportunities for children to earn something. This can be done in one of several ways: individually with the child or team-based. 

Each team can create unique life skills portfolios that advance the needs of each participant. Team-based life skills portfolios take into account the needs of their individuals.   

Seeking help from hospital social workers who can provide referrals to the family, pediatric specialists, and local social service organizations. This was an approach I employed for many of my outpatient children’s residency students, and led to many opportunities for them to see life skills in practice.   

One such opportunity included a learning experience at Children’s Hospital of Philadelphia, where we worked with developmental health services. Hospital social workers who provided resources helped students identify potential obstacles, and plan strategies for how to correct behaviors that varied between children.   

The program participants can then follow up with external agency specialists who offer additional resources.   

The healthcare profession is in a unique position to be considered a family. When learning about life skills, pediatricians can increase their child’s knowledge about themselves and their community. 

Through these hands-on experiences, pediatricians can reinforce positive traits, discourage disordered behavior, and promote positive social functioning.   

Each physician can also focus on goals, objectives, and resiliency for their children — most importantly, the children’s mother and father. Through the role-playing opportunity and role-replay practice I had in my postdoctoral fellowship as a psychotherapist, my patients always understand me as a confidant with integrity.   

Throughout my years as a family therapist, I’ve seen that my patients still share feeling of unworthiness and fear. We talk about those kinds of emotions and how it affects their relationships with their siblings and family, which is where we end up learning basic life skills from others.   

Weaves a life experience for my children. Many times, life skills are the tools we use to solve problems in our families and our communities. As pediatricians see children with developmental disorders like autism spectrum disorder and epilepsy, I see the limits of how we can better serve them.   

Life skills may provide the foundation for inclusive strategies to help improve the children’s lives and eventually set them on a path to physical health and long-term physical wellness.   

By continuing these life skills training sessions with my children and family, I know my children will begin to understand that their family is more important than anything else, because our families are part of the healthcare professional’s family.  




What is Life Skill Education vision? Produce Qualified “LIFE SKILLS TRAINERS” to meet the urgent needs of coaches in education as well as in society. Expand employment and employment opportunities for youth interested in life skills training.   

There is a huge demand for Soft Skills instructors both among vocational training institutes and at the school level.   

Against the backdrop of demand, supply is approaching zero. Institutes are willing to appoint trainers for their in-house student personality development trainings. 

Due to the lack of life skills trainers, institutions depend on the market / agencies for the requirements for personal development classes. Industry instructors are expensive deals.   

There are very few institutions in India and abroad producing life skills / soft skills trainers to teach students at school level as well as graduate and postgraduate levels.   

Various Types of Life Skills Education?


Life skills are the capacities for adaptive and positive behaviors that enable people to effectively cope with the demands and challenges of everyday life – (WHO). 


  • Core Life Skills


  • Social Skills

1. Self-Awareness 

2. Effective Communication 

3. Interpersonal Relationship 

4. Empathy   

  • Thinking Skills

5. Creative Thinking 

6. Critical Thinking 

7. Decision Making 

8. Problem Solving   

  • Emotional Skills


9. Coping with Stress 

10. Coping with Emotions 


Objectives of Life Skills Education


What is Life Skill Education Program



  • Severe demand for life skills / soft skills instructor requirements at upper secondary and upper secondary level (CBSE, ICSE, UP and other state councils, etc.)


  • High demand for life skills / personal development coaches in institutions with professional and non-professional courses.


  • School public sector inspectors are expected to be life skills / soft skills experts for overall student assessment and assessment.


We plan to introduce new PG courses as part of life skills training related to employability. The market size is huge and the demand for life skills instructors is in the thousands. Accordingly, we expect 100% placement from each batch in the future for many years.   

In the north of India, there are about 3,700 institutes with undergraduate courses and 490 institutes with MBA courses. They need personal development coaches, which are scarce at the moment.   

In North India alone, there are more than 3,000 organizations (MNC) that always require life skills instructors to train their recruits (B. Tech & MBA).   

There are around 5,500 CBSE schools in northern India that are in dire need of qualified life skills instructors for teaching and assessment under the CBSE CCE program. 

Other References:  


  • National

www.cbse.nic.in/cce/life_skills_cce.pdf www.wikipedia.org/wiki/continous_and_comprehensive_evaluation www.cbse.gov.in   

  • International


UNESCO and Indian National Commission for co-operation (2001): Life Skills in Non-formal Education WHO (1999): Partners in Life Skills Education-Geneva UNICEFF- https://www.unicef.org/ UNFPA – https://www.unfpa.org/ UNESCO – https://www.unesco.org/ UNITED NATIONS – https://www.un.org/   

Importance of Life Skills Education


Various researches have proven time and again that developing strong early childhood human capital involves core social cultural and religious tools, such as sheltering the child from sexual abuse and prevent suicide.   

Around the world, prevention of preventable deaths and disability caused by preventable heart disease, cancer, and AIDS remains one of the largest impediments to building a world free of mortality and disability. Life skills training helps a lot in these matters. 

So, Life Skills Education is very important in social life.


Life Skills Education in Schools


The question of which skills transfer to education is contentious (Johnson 1). Critics of the approach to well-rounded,” well-rounded” education argue that there is little to be gained from this approach in terms of understanding what skills transfer between different subject areas.   

Social sciences, according to this view, are weak areas, and teachers ought to focus on less specific skills (Johnson 1). Teachers should, therefore, discuss higher order, and frequently applied skills that will enable learners to understand the context of the specific subject they are studying.   

Or as Michael Cooke (2) argues that social studies information about societies through which people acquire new skills must be present in literacy instruction. This approach does not view social studies as a third “body” in education after literacy and numeracy. Knowledge is a non-delivery issue, and it is the learners who assess and determine whether knowledge exists.   

The American Association of School Administrators recognizes science, the arts, and math as vital to learning, but provides little conceptual framework in support of these necessary areas. These skills transfer is better viewed as a framework supporting the present-day breadth of science.   

Literacy instruction is too narrow a subject area because teachers tend to focus in the sciences on skills that build depth, not breadth. Teachers today are interested in combining the depth of science with literature, educational design, and getting to know people.   

More applications can be made to these skills when teachers look at literacy as the tool for people of diverse backgrounds. 

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