Suchergebnisse

The present study titled, "Perception of Major Stakeholders of secondary schools on Life Skills Education" was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

Camping is generally believed to be a context for positive youth development. The 4-H Camp environments presumably focus on the development of life skills including managing and thinking; relating and caring; giving and working and; living and being. However, the effectiveness of the Missouri 4-H Camp environments in developing life skills among campers had never been evaluated in a consistent manner across the multiple camping programs. In order to evaluate the efficacy of these camp programs, resident campers within the 10-13 year age range were surveyed about their camping experience during the summer of 2005 and a similar group was surveyed in 2006. Parents of campers were also surveyed both years to gather their perceptions of 4-H Camp's impact on their children in developing the life skill areas identified above. Parents and youth agreed strongly that the 4-H Camp experience was substantially valuable in developing the life skills identified in the Targeting Life Skills Model (Hendricks, 1998).

As children become teenagers, their social and emotional needs change and guiding them becomes more challenging. The high rate of social change has also made it important for schools to find ways to teach a core vocabulary of social skills to an ever-more diverse population of pre-teens and teens. 101 More Life Skills Games for Children provides a collection of activities that responds to these challenges

The study presented in this paper focuses on an important aspect of life-event decision making: Consumer Decision Making. The purpose of the reported research was to ascertain if there is correlation between participating in the 4-H Consumer Decision Making (CDM) Program and life skill development. The study identified twelve life skills. The research hypothesis was that participants involved in multiple opportunities of the CDM program will report higher levels of positive life skill development than individuals reporting minimal involvement. Participants reported the 4-H CDM Program influenced development of decision making, critical thinking, and useful/ marketable life skills. The study investigated the relationship between member participation in eight core CDM program opportunities in Minnesota 4-H and life skill development. The study found that county fair project exhibit, county day camp, state consumer decision making educational activity/field trip, and consumer decision making judging contests have significant influence on life skills. It was determined that participants involved in more opportunities (6-8) reported greater influence on life skill development than participants in only 1-2 program opportunities.

In today's workplace, a blend of both hard and soft skills is needed for employees to succeed, even though the latter remains overlooked. Hard skills are the job-specific abilities that workers need to perform their duties, while soft skills are the personal qualities they need to thrive in the world of work. This study postulates that learning institutions have overly inclined towards hard skills at the expense of soft 'employability' skills, thereby making those seeking to secure or progress in their jobs learn the hard way their need for such skills. The objectives were:

To study the most important factors that organizations consider while hiring or promoting workers,
To observe the common employability and life skills that employers consider while making hiring/promotion decisions, and
To assess the extent to which employability and life skills are important in securing and maintaining livelihood opportunities.

With the research seeking to answer the 'what' question rather than the 'how' or 'why,' a descriptive research design was adopted to complement an inductive reasoning approach. A mixed methodology was used to collect quantitative and qualitative data from 284 respondents from 24 counties in Kenya out of 47, who represented more than 10 sectors. The results show that employability skills constitute the main factor of consideration while hiring/promoting workers. The common employability skills include communication, time management, a positive attitude, teamwork, and decision-making. Without these soft skills, workers struggle to secure and maintain jobs at the strategic, business, and operation levels of an organization.

Correctional education can have a positive influence on post-release employment. Yet barriers to employment remain significant, particularly for formerly incarcerated men of color. In this article, the authors use ethnographic methods to critically examine the underlying discourses involved in jail-based life skills courses geared to assist men in becoming "employable." With few exceptions, life skills instructors did not address structural barriers to employment. Rather, major themes of the courses included individual responsibility, cognition, and spiritual enlightenment. The authors suggest that these life skills courses mirrored a larger correctional philosophy in keeping the focus on individual behavior rather than structural conditions.

The Improvement of Life Skills Program for Community Empowerment of Surrounding Islamic Boarding School. As the effect of economic crisis in 1998 and facing global economic crisis situation since 2008, Indonesia has to overcome various social problems such as unemployment, the increasing number of drop-out students, and the increasing rate of the poverty. This phenomenon drives the Department of National Education (DNE) to establish the Life Skills Program involving the society. But, there are different concepts and implementation about this program between World Health Organization (WHO) and DNE. The government policy give opportunity for the society to actively engage in education sector is responded by the community of Village of Sukosono, District of Kedung, Regency of Jepara by establishing Community Learning Center (CLC) "Al-Wathoniyah". This establishment is driven by the relatively low level of welfare and education in Sukosono community. CLC carries out the extramural education including Life Skills Program and cooperates with Islamic Boarding School "Mambaul Qur'an". The implementation of this program needs to be evaluated and given feedback through research and action program, by means of observation, interview, documentation study, and Focus Group Discussion (FGD) in order for the program to be implemented better in the future.

This article presents findings from the statistical test of an instrument designed to measure youth's perceptions of the life skills that were improved as a result of their participation in 4-H Clubs. The questionnaire was administered to 126 4-H club members in Florida. The 19-item self-rating Life Skills Improvement Scale was examined for face and content validity. The results were also submitted for exploratory factor analysis and internal consistency testing. The factor analysis yielded a four-factor solution to the 19-item scale, which accounted for 62.6% of the variance in the scale. The Cronbach's alpha reliability coefficient for the 19 items was 0.88. The article also discusses implications and future use of the instrument, as well as recommendations for further study.

This book presents an epistemological framework for integrating entrepreneurship education across the general school curriculum. It also explores how such education can be inclusive and integral to the objective, content, pedagogy and assessment practices for different stages of school education in general and the elementary stage in particular. It takes on board the development of entrepreneurial proficiencies through the use of narratives, arts and craft, work and life skills and home-community partnership. The precise aims of the book are to: (a) conceptualize entrepreneurship education in different stages of school education as an objective, an approach and as a specific subject; (b) promote the culture of entrepreneurship in the school system; (c) establish a methodology within which effective teaching-learning can be developed with respect to the extent to which entrepreneurial learning is considered to be an extracurricular activity or as an intrinsic part of school education; (d) integrate entrepreneurship education at the elementary stage, and its progression further on; and (e) identify behavioural outcomes validating entrepreneurship development in school education.

Apreliminary study of a statewide life-skills job-readiness program in which 116 female Temporary Assistance to Needy Families recipients participated found that significant gains made in curricular areas were positively correlated with self-esteem and social supports. The responses to a qualitative survey and ethnographic data revealed these women's strengths and the ways in which gender may have facilitated positive outcomes.

A large study within the educational project «Children`s University» and Partners` educational projects in southern Russia was aimed at investigating understandings of life skills of juniors. The analysis of the notion under research is based on the major issues of the holistic approach which is actively developed by researchers nowadays. Outcomes in the article indicate that the holistic theory becomes essential in understanding life skills and provides the basis for making conceptualisations related to the effective and positive childish development in contemporary educational settings. A new conceptual approach of children's upbringing in the framework of extra-curricular educational projects like "Children`s University" is designed and implemented in our research. The obtained results prove the idea of possible integration of holistic theories with modern educational practices, oriented to life skills development. The children involved in the project acquired new physical, mental, emotional and social life skills appreciated and used throughout their lives.