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Life skills help young people navigate the challenges of everyday life. They enable them to develop into healthy, responsible, and productive adults. Adolescent life skills are central to psychological theories that aim to understand how skills and competencies develop. From a practical standpoint, the promotion of life skills has been identified as a key resource for enhancing positive and productive development in youth. As today's societies rapidly become ever more diversified both demographically and politically, our youth and adolescents face multifaceted challenges. What do these societal demands imply for the key skills that young people need to acquire? Answering this question is important not only for maintaining the quality of civic life and social cohesion, but also for enabling children and adolescents to develop into healthy, productive, and autonomous adults. Defining such skills can also improve our assessment of how well prepared young people are for life's challenges, and it can help us identify overarching goals for monitoring and evaluating education and intervention practices. Scholars, practitioners, and institutional administrators agree that having life skills help young people navigate these societal challenges, thereby contributing to their healthy, positive, and productive development. It is to define the key life skills in young people, identify their core domains, and review the theories and empirical evidence that address them and how they are acquired. The need for a developmental perspective is highlighted and the implications of a life skills framework for monitoring and evaluating educational and intervention practices are discussed. From the theoretical frameworks and exemplary models of life skills development in youth, it has become clear that despite conceptual differences, life skills frameworks for youth development suggest that all interventions need to provide age-appropriate ways for young people to fulfil their growth potential by improving their mental health, their ...

Education is basically a man making process and it implies practicing and ensuring transformation of the human stuff at various levels. In life education thus enables an individual to live his life efficiently and successfully. Every individual has certain goals in life and he/she tries to achieve those goals. In this endeavour he/she has to acquire certain skills to lead a happy life in the present democratic society that encounters a number of challenges in economic, social, political and technological fields .These skills are known as life skills. Every teacher has to keep these life skills in his mind while creating optimum and challenging learning atmosphere in the classroom situation.

Education is basically a man making process and it implies practicing and ensuring transformation of the human stuff at various levels. In life education thus enables an individual to live his life efficiently and successfully. Every individual has certain goals in life and he/she tries to achieve those goals. In this endeavour he/she has to acquire certain skills to lead a happy life in the present democratic society that encounters a number of challenges in economic, social, political and technological fields .These skills are known as life skills. Every teacher has to keep these life skills in his mind while creating optimum and challenging learning atmosphere in the classroom situation.

This article intends to elaborate a charge include life skills opportunities in both madrasah curriculum of ibtidaiyah, tsanawiyah and aliyah. The approach used is the science of Islamic education. Some important concepts in Islam that allows it to be analyzed and used as the basis of life skills-based curriculum contained in QS. Al-Ghâsyiyah [88]: 17-20, QS. Fâthir [35]: 39, QS. Al-Jâtsiyah [45]: 12-13, QS. Al-A"râf [7]: 56-85 and QS. Al-Hujurât [49]: 1, 13, 18. Ethical values (Rasul Muhammad) Islam that allows elaborating life skills is shiddiq, amanah, fathanah and tabligh. The fourth value is assumed to equip graduates of madrassas that he later had a number of personal, social, academic, vocational and soft. The fourth value is assumed to equip graduates of madrassas that he later had the skills. A number of core Islamic values should be in synergy with the age issues such as democracy, globalization, the mastery of science, technology and information (the environment).

This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province. Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship. The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation. The results of the study are management of life skills program start from planning activities that include vision, mission, goals and strategies for achievement life skills program are carried out through integration of subjects, semi-integration, courses, training and habituation. Life skills program evaluation includes program evaluation system, funding and teaching staff. The evaluation results are used to improve the program. The advantages of pesantren in managing life skills program include having the concepts of planning, implementation and evaluation, obtaining legality and funding support from foundation, as well as permanent funding assistance from the regional and provincial government. Santri's entrepreneurship behavior developed in Islamic boarding schools includes social behavior in the form of creative and innovative attitude that dare to take action with measured risks so as to create new things that are original and of ...

Financial literacy und financial education, die beiden am häufigsten verwendeten englischen Begriffe für Finanzbildung, sind nicht nur an priorisierter Stelle der politischen Agenda vieler Länder und Organisationen. Sie haben auch in der wissenschaftlichen Forschung Fuß gefasst, was in einer in den letzten zehn Jahren stark steigenden Zahl von Publikationen zu diesen Themenbereichen und ebenso stark steigenden Zahl von Zitationen zum Ausdruck kommt. Die Publikationen zeigen, dass viele unterschiedliche Begriffe verwendet werden, die teilweise wie Synonyme, teilweise für unterschiedliche inhaltliche Akzentuierungen verwendet werden. Nicht in allen Publikationen wird das Begriffsverständnis offengelegt. Es stellt sich aber nicht nur die Frage, was Finanzbildung genau ist und wie der Stand an Finanzbildung überhaupt empirisch erhoben werden kann, sondern auch ob Finanzbildung überhaupt die postulierte Bedeutung für das finanzielle Wohlergehen der Individuen und der Gesellschaft hat oder eine weit überschätzte Modeerscheinung ist. Manche Kritiker vermuten sogar ideologisch begründete Motive hinter der Forschung zum Stand der Finanzbildung. Die Zielsetzung dieses Beitrags besteht daher darin, den Begriff Finanzbildung und damit inhaltlich verwandte Begriffe, die in der einschlägigen Literatur verwendet werden, zu klären und voneinander abzugrenzen. In diesem Zusammenhang interessiert auch das Verhältnis von Finanzbildung zu Ökonomischer Bildung. Darüber hinaus untersucht dieser Beitrag die Frage, wie Finanzbildung und ihre Auswirkungen empirisch untersucht worden sind und interpretiert ausgewählte empirische Ergebnisse und ihre Aussagekraft. Auf dieser Grundlage wird abschließend die Frage beantwortet, ob Finanzbildung ohne Übertreibung ein "life skill" genannt werden kann oder ob es sich um eine – womöglich ideologisch motivierte – Modeerscheinung handelt.

Adversity, including malnutrition, has had irrefutable effects on child development and mental health. India, for example, has approximately 160 million children in poverty: The growth of up to 59% of rural and 48% of all children is stunted. Hundreds of thousands of nongovernmental
organizations (NGOs) work with these disadvantaged children to increase their life skills and ameliorate effects of adversity. Yet a simple effective measure of program impact has remained elusive. We used observational data from 1,136 disadvantaged children aged 8 to 16 years to construct
a simple 5-item impact assessment scale. Although the scale was developed in India, we envisage that it could be used with disadvantaged children worldwide.

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women's and men's lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.

Life skills refer to adaptive and positive behaviors that help people effectively cope with the needs and challenges of daily life. Thus, this study aimed at the analysis of the application of life skills in the Sunnah of Prophet (PBUH) based on the life skills recommended by WHO such as problem-solving, decision making, creative thinking, critical thinking, self-awareness, empathy, interpersonal relationship, effective communication, coping with stress, coping with emotions. The deductive content analysis of topic-related data in Hadith which refers to the verbal, action, and recognition of the Prophet (PBUH), classic Islamic and modern literature, is conducted through the descriptive narrative method. The finding reveals the acknowledgment and the application of life skills on several occasions in Sunnah, as well as the adherence to such skills will assist walking through the guidance of Sunnah. As a result, it strongly suggests that the icon would serve as a guide for every individual in the modern world in terms of the effective application of life skills at various levels and circumstances that can assist in leading a successful life. This study will be referred for future studies regarding the application and the impact of life skills.

This paper highlights the impacts of a revised curriculum which incorporated a strong life skills focus into an existing civic education curriculum (for 4-H youth). The revised curriculum resulted in actual youth gains in life skills competencies. The study also explored the effect of volunteer facilitators in the implementation of an added life skills training component. Despite some significant limitations to the internal and external validity of the study, preliminary indications were that adding explicit life skills training content does in fact lead to an increase in life skills competencies. This was clearer in cases where volunteer facilitators fully implemented the additional content versus implementing none or only part of the life skills training. The limitations of the study and suggestions for future research are outlined in the conclusion.

The Blind Adolescent Life Skills Center provides both individual and group instruction in mobility, living skills, communication, recreation, and social relations. The program does not take place in a traditional classroom setting but tries to provide real experiences in independent living by housing the students in an apartment complex and offering services on an "on call" basis. Instruction is meaningful because it is related to daily activities. Participants acquire skills that enable them to select life styles that will be satisfactory to them when they leave the center.

Military personnel and families experience significant challenges and need skills that will prepare them for extended periods of separation and other military demands. Relationship and marriage education programs are often helpful. However, there is a need for life skills programs that also teach military members to manage finances and legal matters, garner social support, and access community resources that are not often accessible to personnel and families in the National Guard and Military Reserves. Essential Life Skills for Military Families was developed to integrate relationship and life skills into a short‐term course that has been offered to National Guard and Military Reserve members and families. This article describes the theoretical basis for the program, the program evaluation, and qualitative findings from participants, and identifies strategies for overcoming challenges to offering this kind of relationship skills program.