ZENITH International Journal of Multidisciplinary Research

It is generally found that different countries in the world have diversity in social, cultural, economic conditions, political and educational structures. In spite of these differences, all the developing countries allocate a common goal i.e. to bring qualitative improvement in education. The introduction of Life skills education at both basic and tertiary education was meant among other things to improve all aspects of the quality education. Life skills are abilities that facilitate an individual to live a productive and fruitful life. Life skills can be broadly divided into three categories – Social, Emotional and Thinking skills. These include various skills like decision-making, problem solving, critical and creative thinking, communication, building healthy relationships, empathize with others, and coping with emotions and stress etc. Life skills education (LSE) would help the students in primary, secondary and tertiary institutions to develop knowledge, values and skills required to face the challenges of their lives. This would enable the country to build individuals who believe in themselves, who are efficient leaders and administrators, who are able to understand their potentials and achieve them. With this education, they can find themselves as “creatures of excellence, intelligence and skill”. Hence, this paper outlines the meaning, components and need of teaching life skills as well as the framework for life skills education in brief.