Life Skills Education Research Articles

A Conceptual Approach to Empower the Youth through Life Skill Education

A Conceptual Approach to Empower the Youth through Life Skill Education

Life Skill Based Education: A Systematic Narrative Review

Life skills-based education is required because adolescents today are exposed to different lifestyles, media, and rising expectations. The present scenario is full of violence, threat, crime, and drug abuse among the young generation. The immediate solution visible to the world is to enhance life skills among the future generation. Generally, adolescents look forward to peers/ teachers/parents and guardians for several daily issues. This review aims to trace a comprehensive understanding of the effectiveness of life skills education. It also aims to identify research gaps and priorities. This paper reviews 15 research articles and five official documents to draw a pen sketch of life skill-based education. This review is helpful to administrators, policymakers, researchers, and teachers for implementing an effective life skills program. The findings can act as inputs for developing sustainable life skills programs to ensure the transfer of knowledge and skills. The review of the literature suggests that a proper and relevant intervention in life skills can help school children develop their cognitive and social skills to lead a healthy life. It can uplift the self-concept of adolescents.

Tumultuous waters and turbulent times: JEDI, humanities, and intellectual leadership in American higher education

PurposeThis study aims to raise the issue of the president as the intellectual leader of the university in that they are the voice of the importance of the Humanities, both in inclusion and diversity measures, in decolonizing the curriculum and recognizing the importance of teaching life skills to students.Design/methodology/approachDiscussion focuses on unrealistic workloads of university and college presidents which have engendered a move away from the president as central to the academic mission. It is drawn from the author's 30 years of service in senior leadership posts at institutions, very diverse in their scope, size and mission.FindingsNo matter how much data is produced in support of the importance of the Humanities to the mission of the undergraduate degree, support continues to decline. Because we are all enmeshed in the sound bite approach, perhaps we can take back the narrative through organizations, social media outlets, but mostly to install presidents as the intellectual leadership of the institution.Originality/valueThe author’s perspectives are those having served a variety of institutions over time in senior-level positions, including vice-presidential support to presidents, but also from the experience of being a university president.

The Phenomena of Life Skill Education of a Coastal Community: An Empirical Study of Education from The Aspect of Community’s Productivity

As part of a nation, a coastal community has the potential and characteristics to develop for future success. Most studies explain that the poverty of a coastal community is due to several factors, including economic and socio-cultural factors where lifestyle is based on their mental capacity. Despite such a condition, they have positive expectations through programmed and sustainable efforts by focusing on non-formal education through the optimization of life skill education. This qualitative research is intended to map life skills for the coastal community to develop and describe their responses to the development of life skills or productive skills. Further, data collection techniques consisted of observation, interview, and documentation. The Source of data came from the coastal community and local government of Gorontalo Regency and theoretical sources, i.e., literature relevant to the study. The results suggested that life skill education required by the coastal community was dominantly related to vocational skills as their potential can build up such skills. The community also had a great response to the skill education through the intervention of non-formal education activities. The majority of them stated that acquiring life skills is an urgent need to meet. The local source potential as materials used for developing life skills for the community is sufficiently available. Next, the identification of the community’s response to the development of life skills has not been conducted much by other studies in the context of the behavior and life of a coastal community.
 
 
 Received: 27 August 2022 / Accepted: 25 October 2022 / Published: 5 November 2022

Strategi Pendidikan Life Skills di Masa Covid 19 Pondok Pesantren Mamba’ul Ma'arif Denanyar Jombang

After the outbreak of covid 19, a lot of education is less effective in learning. The education system began to look for new innovations for teaching and learning activities. So that learning can be maximized later. Interaction restrictions are an obstacle for someone to carry out learning activities. Life skills education at Mamba’ul Ma’arif boarding school, Denanyar Jombang, is carried out to develop students self in the skills they have, so they can face life’s problems. The formulation of the problem in this study is, how is the strategy for life skills education during the covid 19 period, as well as the supporting and inhibitting factors at the Mamba’ul Ma’arif Islamic Boarding School Denanyar Jombang.
 The approach used in this research is a qualitative approach with the type of case study research. The method used is observation, interviews, and documentation. The results of this study indicate that the strategy of the Islamic boarding school. Mentor, ustadz, ustadzah and students have interacted and formed well. And the implications made have been able to equip students to apply their life skills in society. Various suggestions that can be taken into consideration in providing life skills at Mamba’ul Ma’arif Islamic Boarding Shool Denanyar Jombang.

Management Of Community Learning Activity Centers In Fostering Independence Of Learning Citizens Package C Through Lifeskill Education

PKBM is currently being developed by various parties, both by the community, social and religious institutions (organizations), or formed by the government, especially the District/City Education Office, District through Community Education Inspectors, even at the Village/Kelurahan level. However, the problems that surround it continue to occur, this is due to the large number of PKBMs that are not established on the basis of the community's need, but are built on the basis of the interest of absorbing government programs only. In addition, PKBM has not really played a role as a facilitator who empowers the community. In fact, there are still many PKBMs that were engineered to encourage people to establish PKBM. The research approach used is qualitative. The data collection method used is the case study method. Data collection techniques used are observation techniques (observations), interview techniques, documentation studies, bibliographic studies (library studies) and participation. Based on the results of research findings, interpretations and discussions, it is concluded that PKBM Management in Fostering Independence of Learning Citizens Package C through Lifeskill Education through the stages of planning, organizing, implementing and evaluating, is not optimal because there are still weaknesses in Sempurna PKBM and Al Hikmah PKBM. Meanwhile, the results of the study indicate that PKBM Management has not been developed fundamentally either based on curriculum theory, national system qualification rules and lifelong learning achievements as the basis for implementing PKBM management which is the basic orientation of implementing life skills education in PKBM. Activities carried out in planning begin with the teacher analyzing KI/KD, syllabus, teacher books and student books. The organization of learning materials is made in balance between the competence of attitudes, knowledge and skills, so that students can master the material theoretically, have an honest attitude, have character, taqwa, be creative and be devoted to both parents. Implementation of the learning process with the steps of learning activities according to the syllabus, teacher's book and lesson plans, including very good qualifications. The problem faced is the availability of PKWU learning time allocation which is only two hours of lessons in one week and the lack of synchrony between education at home and in PKBM. The solution in overcoming these problems is that PKBM makes every effort to fortify students and all elements in PKBM with noble character and positive character of independence through well-programmed habituation and exemplary activities and PKBM strives to continue to develop an independent curriculum based on independence skills, noble character, skilled and have a good future.

The impact of COVID‐19 on teachers' transition practices for students with disabilities in Illinois, USA

Transition services are central in preparing youth with disabilities for opportunities in postsecondary education, employment and independent living. The life skills education acquired in school may be the only resources they receive to help them with this transition. With COVID‐19, educational systems were interrupted, including the access of students with disabilities to service provision and transition services. This study aimed to investigate the impact of COVID‐19 on teachers' transition practices for students with disabilities in the State of Illinois, United States and to identify factors associated with the differences in teachers' practices across eight domains of transition. Results indicated statistical significant differences in transition practices before and during COVID‐19 in all eight domains. Gender, Race, School Closings & Type of School did not show significant associations with any of the eight domains. Emotional Disability was found to have a significant association with all eight domains, whereas Intellectual Disability did not show significant association with any of the eight domains. Grade level and teachers' educational level showed significant associations with certain domains. Future investigations into how COVID‐19 changed teachers' transition practices for students with disabilities and the long‐term impact that these changes will have on students' post‐secondary outcomes are needed.

Informal mentoring in prison. Guide for volunteer mentors

The idea of mentoring is used in different areas of life – they vary from students’ support to help for drug-addicted people. Today mentors can and should provide expertise to essentially less experienced individuals to help them advance their careers, enhance their education, and build their networks. While mentoring is an important aspect to leadership training, it doesn't hold to a typical training environment or process. It is tradition has existed even longer than traditional training. Mentoring is a unique and valuable volunteer service in prisons. It can often be the foundation for fundamental, positive change. Mentoring is provided so that each prisoner or ex–prisoner will have a positive influence in life and have a positive contact to assist the prisoner upon release. Mentoring is intended to enhance personal growth through the sharing of experiences and wisdom and to offer a framework for teaching and modeling values and life skills (Sapouna et al., 2011). Mentoring it is mentor’s and mentee’s interaction with a common objective.

The concept of life skills employed in the epic Ramayana: A theoretical perspectives

Every human being in the world is unique creation of this universe and one is born with specific qualities and characteristics. If we are not able to use the hereditary and acquired qualities to increase our efficiency, then these qualities have no meaning in the life. In this context, the importance of life skills in the field of education is being explained today. Life skills education provides the person with the skills to face the conflicts that come in life. This creates the foundation of a cultured society that is prudent. Even scholars in modern times admit that although the current education system is familiar with these life skills principles, most of these have been developed by Western countries. While there is a comprehensive description of life skills pervading in ancient Indian scriptures. The theoretical perspective of those aspects are compiled and presented here with examples related to life skills described in the Ramcharitmanas. The current attempts may serve as a guide for moral, spiritual and social advancement in education needed in current learning system. Theoretical presentation may be contributory to the current battery of knowledge in the areas of life skill exploration in the contexts of ancient scriptures.

River City Drumbeat

River City Drumbeat

Consequences of Reproductive and Sexual health in Victims of Child-adolescent Sexual Deviations and Preventive Strategies: A Review Study

Background and Objective Paraphilia is one of the disorders without precise statistics in Iran. One of the most important sexual injuries is the lack of abilities and skills required in the sexual management of children and adolescents. Paraphilic behavior, especially child sexual abuse, produces dire consequences in children and adolescents. Materials & Method The research was done by searching in PubMed, CINAHL, Web of Science, Google Scholar, ScienceDirect, Scopus, Magiran, and SID using the keywords of “sexual deviance,” “consequence,” “victim,” “sexual education,” “child,” “adolescent,” “COVID-19,” and “reproductive and sexual health.” Results The consequences of deviant behaviors of paraphilia in child and adolescent victims include various sexually transmitted diseases, unwanted pregnancy, obstetric complications, reluctance to marry and have children, posttraumatic stress syndrome, and sexual dysfunction. Preventive solutions include school-based sex education with the family-school-peer triangle, teaching parenting skills to parents, using family-centered sex education models, promoting sexual restraint in adolescents, monitoring the impact of the media on child sex education, paying attention to the early diagnosis of disorders, such as depression or anxiety in children and parents, avoiding destructive parenting styles, such as controlling or banning extreme freedom and teaching life skills to children and adolescents. Conclusion Considering the dreadful consequences of paraphilic behaviors in children and adolescent victims, there is a need for sexual education by taking preventive measures at the level of macro-policies in families, kindergartens, and schools through relevant experts, training child sex educators.

UPAYA PENDIDIKAN LIFE SKILL DALAM MENUMBUHKAN KEWIRAUSAHAAN WARGA BELAJAR PAKET C

Residents of learning package c in addition to requiring academic knowledge and provision of skills relevant to their living environment so that residents studying package c can immediately work according to the skills they can have while attending education which is called life skills education or life skills education in PKBM Girisewu District Cisewu. The purpose of this research is to describe the efforts of life skills education in growing entrepreneurship for learning citizens package c. The method used in this study is a qualitative descriptive method, using data collection techniques by means of observation and interviews. The research subjects are one manager, one tutor and three study residents PKBM Girisewu. The results show that growing entrepreneurship is formed from life skills education with the planning used in growing entrepreneurship through life skills education, the positive impact for residents learning package c following life skills education is that learning citizens are able to analyze entrepreneurial opportunities and take advantage of the potential around them as entrepreneurial commodities in the form of goods or services. The conclusion is that the role of PKBM is very supportive in community empowerment through PKBM's flagship program, namely life skills education programs that help improve the community's economy.

Implementasi Pembelajaran Life Skill Education dalam Upaya Penguatan Pendidikan Karakter di Kabupaten Bone

This paper aims to reveal the suitability of Life Skills Education learning with the 2013 curriculum which is able to strengthen the character education of students in schools designated by the local government as Unicef piloting schools in Bone Regency. This research is located in SMP Negeri 2 Ajangale so it includes field research using a qualitative approach. The research instrument used an interview guide and google form. The results showed that; The formulation of Life Skills Education Learning Implementation that is Relevant to the 2013 Curriculum is based on six core curriculum components, namely, curriculum objectives, Program/Material Content and Structure, Learning media, methods, and evaluation.These characters include; the ability to self-regulate, creative, critical thinking, making decisions, negotiating, cooperating, solving problems, participating, able to manage stress and emotions, resilient, able to survive, empathize with communication, and appreciate differences.

MANAJEMEN PROGRAM PENDIDIKAN KESETARAAN KEJAR PAKET C DI PKBM SARIJAYA KECAMATAN TELUKJAMBE BARAT KABUPATEN KARAWANG

This research aims to describe the process of planning, implementing and evaluating the management of equality education learning programs pursued by PKBM Sarijaya Telukjambe Barat, Karawang. In the management of this pake c chase education program behind various activity programs to fulfill the wishes of the community, it can be understood that PKBM is a means of education that can help the community. This research uses qualitative methods by taking a phenomenological approach intended to give a clear picture of the problems studied based on the experience experienced by informants. The subjects of this study are the Head of PKBM Sarijaaya, pamong or tutor, administrative staff and learning citizens. Data collection techniques using Observation, Interview and Documentation Techniques. Data analysis is done by identifying the collected data and then synthesized and compiled. The results of this study show that: (1) Program planning based on community learning needs, 2) Implementation of managed programs such as formal education coupled with the practice of life skills education, 3) Program evaluation includes formative evaluation, summative and final evaluation.

A cost analysis of a sports-based sexual health education programme for adolescent girls in South African schools.

Studies have shown that school-based sexual health promotion interventions can improve adolescent sexual and reproductive health outcomes. However, there has been insufficient evidence on the cost and cost-effectiveness of such programmes, driving poor and inconsistent investment and prioritization. This paper analyses the costs of the SKILLZ Health for Girls programme, a sports-based sexual education intervention targeted at adolescent girls in the secondary school environment. Costs were collected alongside a cluster-randomized trial, including 38 secondary schools in Cape Town, South Africa. The analysis was conducted from a provider (multi-sector) perspective and used a mixed-methods costing approach. We developed a cost data collection tool to compile cost information from one-on-one interviews, administrative data and non-participant observations of the intervention. Costs were analysed for 2019, representing a full academic year of programme implementation. The intention-to-treat analysis revealed an average cost per learner per session of $9.92, and the cost per learner reached was estimated at $69.43. Sensitivity analysis indicated that these costs were sensitive to the participation rates of the learners who did not complete the intervention. The cumulative cost for the scale-up scenario for the Western Cape Province based on the base-case analysis (maximizing coverage of schools but only including 30% of eligible learners within schools) was estimated at $5 311 453.00 for a 3-year period, which exceeds the provincial conditional grant allocation dedicated to the human immunodeficiency virus and acquired immune deficiency syndrome (life skills education) for the same period, yet is comparable to the expenditure for a similar donor-funded programme within the province. The study's results will contribute to decision-making for implementing sexual education interventions in schools in South Africa and similar contexts.

Awareness on Life Skill Education for Employment Oppurtunity among Prospective Teachers

The tasks of globalization in the modern era make the higher education institutions to struggle hard to produce employable prospective teachers as creative and dynamic human assets. In India the rate of unemployment of prospective teachers keeps on rising because the academic and technical skills provided by an educational institutions are not adequate and satisfactory to achieve the demands of the personnel. Academic- skills alone do not promise upcoming job perspectives of prospective teachers. The current analysis of literature vibrantly echoes that the absence of life skills is one of the main reasons for unemployment of them. In this background, a survey was conducted to find out the level of awareness of the prospective teachers on 21st century life skills such as Critical thinking, Problem Solving, Communication, Cooperation, Creativity, Leadership, Effective Guidance, Character Development, Professional Ethics and Technology literacy.300 prospective teachers from three Colleges of Education in Salem district, Tamilnadu were selected as sample, by simple random sampling method. The findings of the study revealed that the awareness of prospective teachers on life skills was Low. Hence life skills training could be integrated in their curriculum which in turn give them proper employment opportunity.

Linking the level of awareness on life skills education with sexual behaviour among secondary school students in Kenya

The study sought to explore the level of awareness of LSE in secondary schools and its influence on sexual behaviour. Using used Ex post facto research design, data were collected using questionnaires and an interview schedule. The target population was 20,227; the accessible population was 3,568 Form 3 students in the seven sub-counties. Multi-stage, probability proportionate to size, purposive, stratified and simple random sampling was used to select 378 students, 21 teachers, 21 school principals and 7 education officials’. The questionnaires were validated through piloting. Reliability was tested using the Spearman-Brown Prophecy formula after a pilot study. Data were analysed using both descriptive and inferential statistics. Study findings indicate a strong relationship between the level of awareness of LSE and students’ sexual behaviour. Those who had high levels of awareness abstained from sexual activities. The majority had a moderate level of awareness. The findings indicate that LSE is partially being implemented in schools. There is a need to avail LSE in schools and strengthen policy action on the part of the government to ensure its implementation. It will assist stakeholders in evaluating and reinforcing school programmes to meet its objectives.

Developing Personal and Social Life Skills to Protect Children and Youth From Substance Addiction

This article focuses on life skills training within the scope of substance abuse prevention programs. The paper clarifies prevention programs and their importance withing the scope of teaching life skills to children and youth. Life skills, and life skills training programs and approaches specifically related to addiction prevention in America and Turkey are briefly covered. This paper presents an extensive and in-depth literature review of the information from pertinent documentation related to substance abuse, life skills, life skills training and the effective implementation of such programs in a number of countries. Finally, based on the textual analysis, recommendations on life skills education on addiction prevention are offered for application in Northern Cyprus.

Use of Integrated Teaching Approaches to Enhance Students with Autism Spectrum Disorder’s Functional and Educational Skills

Autism spectrum disorder (ASD) learners have capabilities but frequently experience functional and academic difficulties. This article calls attention to the current debates about autism and the challenges of including ASD students in school systems. I assert that supporting the education of ASD students locally and globally is critical for their wellness and society. I focus on the qualities of learners with ASD to reveal that they have the capacities and abilities to learn and maintain that they can succeed in schools and communities with appropriate support. I illustrate selected best teaching practices and discuss ways educators can use them to develop functional and academic skills of ASD learners and dismantle autism myths. I conclude by calling on stakeholders to promote inclusion and teach life and educational skills to enable ASD learners to grow and develop into individuals capable of having meaningful lives in school and adulthood.

Facets of life skills education – a systematic review

PurposeThe study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents.Design/methodology/approachProlific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education.FindingsAlthough there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills.Originality/valueThe present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.