Education Portal for Students in India

Education, professional training, skill, and knowledge sharing are elementary features to inclusive, sustainable development. Both formal and informal education contributes to human capital development, the creation of fair employment opportunities, and social empowerment.

Meanwhile, adult education and lifelong learning participate in the enhancement of life skills, literacy, and occupational skills. Under international law, education is said to “enable all persons to participate effectively in a free society”, In the context of adult learning particularly, the lack of access to educational structures dramatically hinders economic development and social change.

When large, powerful stakeholders maintain a monopoly over policy-making processes without the possibility for local actors to engage, it inevitably creates an asymmetric relationship inhibiting inclusive participation in rethinking development policies.
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What is related with life skill education?

Life skills-based education

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Life skills-based education ( LSBE ) is a form of education that focuses on cultivating personal such as self-reflection, critical thinking, problem solving and interpersonal skills. In 1986, the recognized life skills in terms of making better health choices.

• The 1989 (CRC) linked life skills to education by stating that education should be directed towards the development of the child’s fullest potential.
• The 1990 Jomtien Declaration on Education for All took this vision further and included life skills among essential learning tools for survival, capacity development and quality of life.

The 2000 Dakar World Education Conference took a position that all young people and adults have the human right to benefit from “an education that includes learning to know, to do, to live together and to be”, and included life skills in two out of the six EFA Goals.
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What life skills are needed in adulthood?

Building the Skills Adults Need for Life: A Guide for Practitioners We all need a set of core life skills (or, ) to manage work, family, and relationships successfully. These skills include planning, focus, self-control, awareness, and flexibility. No one is born with these skills, but we can all learn them over time. And, although it’s much easier to learn core life skills when you’ve had a strong foundation early in life, it’s also never too late.

5 Ways to Help Adults Build Their Core Life Skills How Stress Affects Our Core Life Skills 4 Ways to Deliver Services That Reduce Stress

: Building the Skills Adults Need for Life: A Guide for Practitioners
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What are life skills are related to?

Life skills are based on executive functions ; they bring together our social, emotional and cognitive capacities to problem solve and achieve goals. Studies have found they are critical to success in school and life.
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What is the importance of life skills in education?

What Is Life Skills-Based Education? – Think of life skills as the building blocks or framework that allow students to apply the knowledge they acquire in school to real world problems and situations. Also referred to as ” soft skills ” in a professional context, the ability to think abstractly and approach problems from multiple angles to find practical solutions, and the skill to communicate clearly and effectively are just as important as technical knowledge in a particular field or academic subject.

According to Macmillan Education, “In a constantly changing environment, having life skills is an essential part of being able to meet the challenges of everyday life. The dramatic changes in global economies over the past five years have been matched with the transformation in technology and these are all impacting on education, the workplace, and our home life.” But life skills go well beyond choosing a major in college or impressing a potential employer in the future.

Life skills provide children with important tools for development, such as independent thinking, how to socialize and make new friends, and how to take action in situations where their parents or teachers may not be around to help or intervene ( dealing with a bully or personal insecurities and fears, for example.) Unlike motor skills and basic intelligence, executive function and decision-making skills are not innate but learned,

Self reflection Critical thinking Problem solving Interpersonal skills

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What is life skills navigating adulthood?

Life Skills: Navigating Adulthood What do you want out of life? How do you achieve your dreams for the future? These can be difficult questions to answer, but with the right tools, they don’t have to be. This course will encourage you to learn more about yourself and help you to prepare for the future.

Course Mobile Status: Course Grade Level: High School, Course Subject: Career & Technical Education

: Life Skills: Navigating Adulthood
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What adulthood means?

Adulthood, the period in the human lifespan in which full physical and intellectual maturity have been attained. Adulthood is commonly thought of as beginning at age 20 or 21 years. Middle age, commencing at about 40 years, is followed by old age at about 60 years.
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What is the main concept of life skill?

Life skills are defined as ‘a group of psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and cope with and manage their lives in a healthy and
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What is the most important of all life skills?

10. Effective Communication – Whether we’re talking about writing or speaking, communication is a vital life skill that encompasses both. No one makes it through this world alone, so learning to communicate with others will help you get where you need to be in life—and it’s definitely a learned skill.
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What are the characteristics of life skill education?

LIFE SKILL EDUCATION Self-awareness 2. Critical thinking 3. Creative thinking 4. Decision making 5.
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Why are life skills important in the 21st century?

1) To develop ethics – Life skills help to develop personally as well as social ethics. Ethical values help to groom your personality as well as upliftment of society. Children will cultivate their ethics from life skills and hence they become moral to others in the future. So life skills are very important for every child.
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Can adults still learn new skills?

The amazing fertility of the older mind It’s never too late to learn – if you go about it in the right way. I If you ever fear that you are already too old to learn a new skill, remember Priscilla Sitienei, a midwife from Ndalat in rural Kenya. Having grown up without free primary school education, she had never learnt to read or write.

1. As she approached her twilight years, however, she wanted to note down her experiences and knowledge to pass down to the next generation.
2. And so, she started to attend lessons at the local school – along with six of her great-great-grandchildren,
3. She was 90 at the time.
4. We are often told that “you can’t teach an old dog new tricks” – that the grizzled adult brain simply can’t absorb as much information as an impressionable young child’s.

Many people would assume that you simply couldn’t pick up a complex skill like reading or writing, at the age of 90, after a lifetime of being illiterate. The latest studies from psychology and neuroscience show that these extraordinary achievements need not be the exception.

Although you may face some extra difficulties at 30, 50 – or 90 – your brain still has an astonishing ability to learn and master many new skills, whatever your age. And the effort to master a new discipline may be more than repaid in maintaining and enhancing your overall cognitive health. Wax tablets But there hasn’t always been such an optimistic view of learning brand new skills from scratch as a grown adult.

The prevailing, pessimistic, view of the ageing mind can be traced back to the Ancient Greeks. In his treatise De Memoria et Reminiscentia, Aristotle compared human memory to a wax tablet. At birth, the wax is hot and pliable, but as it cools it becomes too tough and brittle to form distinct impressions – and our memory suffers as a result.

Read more: What’s the prime of your life?

Millennia later, scientists’ understanding of the brain appeared to echo this view. Neuroscientists even use a word to describe the brain’s adaptability – neuroplasticity – that directly recalls the malleable wax of Aristotle’s ” tabula rasa “, and as we age, we were thought to lose much of that plasticity.

1. Childhood, in particular, was thought to be the “critical period” to make those impressions.
2. By the end of the critical period, the brain’s circuits begin to settle, making it far harder to learn many complex new skills.
3. Compelling evidence for this theory appeared to come from people learning a second language.

Young children brought to a new country seemed to find it far easier to reach fluency than their older siblings or parents, for instance. Yet a closer look at the data paints a somewhat rosier picture. Analysing the census records of immigrants, Ellen Bialystok at York University in Toronto showed that the immigrants fluency appeared to decline very gradually with the age at arrival, rather than a drop off a cliff predicted by a critical period.

1. And that may have been partly due to the fact that the children simply had more opportunities to master the language, with the support of schools and their classmates.
2. Or perhaps children are simply less inhibited and aren’t so scared about making mistakes.
3. Just consider the case of Aleksander Hemon.
4. Originally from Sarajevo in then-Yugoslavia, he found himself stranded in the US on the outbreak of the Bosnian war in 1992 – despite having little command of English.

“I had this horrible, pressing need to write because things were happening. I needed to do it the same way I needed to eat, but I just had no language to write in,” he later told the New York Times, And so he set about embracing the language on the streets around him.

Within three years, he had published his first piece in an American journal, a path that eventually led to three critically acclaimed novels, two short story collections, a book of autobiographical essays, and a MacArthur Genius Award, Hemon’s profound mastery of expression should have been near impossible if language acquisition had to fall within a critical period for us to achieve true fluency.

But his sheer determination and the urgency of the situation fuelled his power to learn. Admittedly, children may still find it easier to master certain skills, particularly those that revolve around the fine-tuning of our perception. A linguist may struggle to exactly match a native’s accent, while a new musician may never be able to acquire the refined perception of “absolute pitch” shown by stars like Ella Fitzgerald or Jimi Hendrix.

• But as Hemon shows, you can still be an award-winning novelist without sounding like a native, and many accomplished musicians do not have perfect pitch.
• Amazing progress is still possible in many different fields, and adults may find that they can make up for some of the deficits with their greater capacity for analysis, self-reflection – and discipline.

The scientific literature is now dotted with case studies of older adults performing amazing mnemonic feats, including a septuagenarian who learnt to recite all 10,565 lines of John Milton’s Paradise Lost for public performance. Such extended neuroplasticity also seems to be reflected in more recent studies of the brain’s anatomy, revealing that the adult brain is far more fertile than expected, and more than capable of sprouting the connections necessary for profound learning. Adults are often reluctant to learn new skills – but the ability to learn new skills, from languages to art, is still well within reach (Credit: Getty) A simple lack of confidence may present the biggest barrier – particularly for older learners, past retirement, who may have already started to fear a more general cognitive decline.

1. Through a string of recent experiments, Dayna Touron at the University of North Carolina at Greensboro has shown that older adults (60 and over) frequently underestimate the power of their own memories, leading to some bad habits that fail to make the best use of their minds.
2. In one (deliberately tedious) study, Touron’s participants had to compare a reference table of word pairings (like ‘dog’ and ‘table’) with a second list, and then identify which words had not appeared in the original table.

The word pairings were not difficult to learn, and by the end most people – of all ages – would have been able recite them. But the older adults – aged 60 and over – were more reluctant to rely on their memory, preferring instead to laboriously cross-reference the two tables, even though it took significantly more time.

1. For some reason, they weren’t confident that they had learnt the pairs accurately – and so took the more cautious, but time-consuming, strategy.
2. In another experiment, the participants had to work through a list of calculations, with many of the sums appearing repeatedly through the list.
3. The younger participants soon started to recall their previous answers, while the older subjects instead decided to perform the calculations from scratch each time.

Again, this did not seem to reflect an actual hole in their memory – many could remember their answers, if they had to, but had simply chosen not to. “We do see some adults who come into the lab and who never shift to using their memory,” says Touron.

They say they know the information, they just prefer not to rely on it.” By asking her participants to keep detailed diaries of their routine, Touron has shown this habit of “memory avoidance” may limit their cognitive performance in many everyday activities. Older people may be more likely to rely on GPS when driving, for instance – even if they remember the route – or they may follow a recipe line by line, rather than attempting to recall the steps.

Eventually, that lack of confidence may become a self-fulfilling prophecy – as your memory skills slowly decline through lack of use. On the plus side, she has found that simply giving the older adults feedback on their performance – and underlining the accuracy of their memory – can encourage them to rely more on their recall. Sometimes life circumstances force adult learners over mental hurdles, like the immigrants at this ESL migrant centre in Connecticut. (Credit: Getty) Break through those psychological barriers to learning, and you may soon see some widespread and profound benefits, including a sharper mind overall.

• As evidence, Touron points to research by Denise Park at the Center for Vital Longevity at the University of Texas at Dallas.
• Park first divided her 200 participants into groups and assigned them to a programme of different activities for 15 hours a week for three months.
• Some were offered the opportunity to learn new skills – quilting, digital photography, or both – that would challenge their long-term memory and attention as they followed complex instructions.

Others were given more passive tasks, such as listening to classical music or completing crossword puzzles, or social activities – such as field trips to local sites of interest. At the beginning and the end of the three months, Parks also gave the participants a memory test.

Of all the participants, only the subjects learning the quilting or the photography enjoyed a significant improvement – with 76% of the photographers showing a higher score at the second memory test, for instance. A later brain scan found that this seemed to be reflected in lasting changes to circuits in the medial frontal, lateral temporal, and parietal cortex – areas associated with attention and concentration.

Overall, the more active pastime of learning a new skill led to the more efficient brain activity you might observe in a younger brain, while the passive activities like listening to music brought no changes. Crucially, these benefits were long-lasting, lingering for more than a year after the participants had completed their course.

Park emphasises that she still needs to replicate the study with other groups of participants. But if the results are consistent with her earlier findings, then the brain boost of taking up a new hobby may trump so-called “brain training” computer games and apps, with study after study finding that these programs fail to bring about meaningful benefits in real life,

Although the specific activities that Park chose – photography or quilting – may not appeal to everyone, she suspects the same benefits could emerge from many other hobbies. The essential point is to choose something that is unfamiliar, and which requires prolonged and active mental engagement as you cultivate a new set of behaviours.

• It’s important that the task is novel and that it challenges you personally,” Park says.
• If you are a pianist, you might find greater benefits from learning a language say, than attempting to pick up the organ; if you are a painter, you might take up a sport like tennis.
• You may be surprised by how much you enjoy the challenge itself.

“The participants got more confidence in themselves,” Park says. One man went on to take photographs for his local newspaper; another woman had at first reluctantly attended the quilting class, despite having no real interest in the skill. She still wasn’t convinced by the end, but her successes had nevertheless inspired her to take up a new hobby – painting – instead.

• I didn’t like quilting, but I had learnt how to learn,” she told Park.
• So why not give it a go yourself and attempt to stretch your mind beyond its comfort zone? As Priscilla Sitienei – the 90-year-old Kenyan great-great-grandmother – put it: “Education has no age limit.” – David Robson is a freelance writer.

He is @d_a_robson on Twitter, Join 800,000+ Future fans by liking us on Facebook, or follow us on Twitter, If you liked this story, sign up for the weekly bbc.com features newsletter, called “If You Only Read 6 Things This Week”. A handpicked selection of stories from BBC Future, Earth, Culture, Capital, and Travel, delivered to your inbox every Friday.
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Can adults teach themselves new skills?

Sign up for Scientific American ’s free newsletters. ” data-newsletterpromo_article-image=”https://static.scientificamerican.com/sciam/cache/file/4641809D-B8F1-41A3-9E5A87C21ADB2FD8_source.png” data-newsletterpromo_article-button-text=”Sign Up” data-newsletterpromo_article-button-link=”https://www.scientificamerican.com/page/newsletter-sign-up/?origincode=2018_sciam_ArticlePromo_NewsletterSignUp” name=”articleBody” itemprop=”articleBody”> Two years ago, Bob and Jane knew nothing about beekeeping. But they scoured books, blogs and research articles. They joined online and community beekeeping groups and watched YouTube videos. They shadowed master beekeepers. They created their own syllabus for what they needed to learn, and assigned themselves homework. Eventually, they formed their own beekeeping groups to help others set up their colonies. And now they’re expert beekeepers, tending six colonies. Should we be surprised that Bob and Jane aren’t in their 20s or 30s, but rather in their late 50s? We shouldn’t. Bob and Jane’s experience mirrors that of others, detailed in memoirs that describe middle-aged or older adults who have learned new skills. Late to the Ball, for example, by Gerald Marzorati, describes how he learned to play tennis in his 50s. Old in Art School, by Nell Painter, describes how she received a bachelor’s and master’s in painting after retiring from Princeton as a history professor. Ernestine Shepherd is, as far as anyone knows, the world’s oldest bodybuilder—but she didn’t even start to exercise until her 50s. Irving Olson adapted to changing photographic technology over nine decades and was featured in Smithsonian magazine for developing cutting-edge techniques when he was 98 years old. These experiences should be celebrated. But why do they seem extraordinary? We think it is because experts and laypeople alike emphasize that maintaining mental and physical abilities (“staying active”) is the best way to avoid cognitive decline in adulthood, especially older adulthood. The recommendations for doing so, such as physical exercise, healthy eating and doing crossword puzzles, don’t prioritize learning new skills. Consider that 50 percent of adults over age 40 in a 2017 AARP survey self-reported that they don’t learn new information every week. That includes googling for new information. Our research team proposes that the benefits of learning and mentally growing —such as learning new skills like beekeeping—outweigh those of maintaining, Why should adults learn new things in midlife and beyond? The ability to live independently requires periodic “upgrades” because of changes in our environment, especially due to technological advances. Cellphone providers are disconnecting 3G networks, and health care providers are moving toward online-only access to patients’ medical records. This means learning how to use a smartphone, or new online portals. And if people avoid learning these skills themselves, it fosters functional dependence—asking others to do stuff for them. To facilitate learning new things, adults can borrow lessons from childhood, when cognitive growth and learning are a given. We say babies and children absorb new information like sponges. This sponginess is partially because they learn multiple skills simultaneously, they commit to learning, and they get encouragement from teachers and caregivers. And when infants and children are exposed to environments with low expectations and resources, we scramble to fix the situation. In contrast, adults—especially older adults—almost always find themselves in the latter situation. They face a discouraging learning environment with low expectations and resources, such as access to teachers, and efforts to fix these issues are minimal. Our research team conducted a study, recently published in the Journals of Gerontology, Series B: Psychological Sciences, Our hypothesis: learning multiple new skills in an encouraging environment in older adulthood leads to cognitive growth, just like it does in childhood. We asked older adults 58 to 86 years old to simultaneously take three to five new classes (approximately 15 hours per week on average), similar to the undergraduate course load, for three months. These classes included learning Spanish, how to use an iPad, photography, drawing/painting, and music composition. They also attended weekly one-hour sessions with us to discuss barriers to learning, the value of learning new skills for functional independence, and resilience in aging. We then measured changes in short-term memory—such as remembering a phone number for a few minutes—and cognitive control, or switching between tasks. The learning intervention participants increased their cognitive abilities to levels similar to those of middle-aged adults, 30 years younger, after just 1.5 months. We are investigating how long these benefits last. The control group, who did not participate in the classes, but were active community members, maintained their cognitive abilities at levels similar to those of older adults in general. The take-home message: not only can older adults learn multiple new skills at the same time in the right environment and with the right beliefs, but doing so may improve their cognitive functioning considerably. The intervention brought older adults out of their comfort zones, and made them feel fearless about new challenges. At the start of the intervention, many older adults thought they could barely walk a mental mile, but they completed a triathlon. The views expressed are those of the author(s) and are not necessarily those of Scientific American.
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How do adults learn most effectively?

BUILD ON PREVIOUS LEARNING. Adults learn best when they can relate new material to what they already know. Learners need road maps, with clear objectives. Each new piece of information needs to build logically on the last. Avoid presenting large amounts of new information all at once.
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Why are Adulting skills important?

Why is it so important? – Adulting is essential because doing those mundane, necessary tasks gives you the skills to live independently. For example, learning financial skills can help you in do things such as:

feed yourselfpay for housingpay your utilitiessave for retirement

Those are just some examples of how learning one life skill can benefit you and is necessary for survival. Research from 2017 indicates the development of life skills plays a vital role in our mental development and overall well-being.
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What are the benefits of life skills?

Confidence and self-esteem – Practicing life skills can improve a child’s self-esteem, confidence, and social competence. Learning any new skill instills in children a sense of pride and accomplishment. Learning life skills will further help children make the most out of life, helping them to take action and increase agency in their own lives.

1. Mastering an increasing repertoire of life skills can give special needs children more options for participation in the workplace and community where they can live to their fullest potential.
2. And it’s fun! Gateway students enjoy life skills activities such as preparing and eating breakfast together in our ADL room,

These types of learning activities are very appropriate for the Gateway student because they are both hands-on and multi-sensory. The research supports these types of applied actions to enable our students to learn more effectively.
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What are the three components of life skill approach?

UNICEF defines life skills as ‘a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills’.
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What are the four components of life skills?

Communication and interpersonal skills; self-awareness and empathy; assertiveness and equanimity; and. resilience and coping with emotions and coping with stress.
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What is a life skills class called?

About the Online Life Skills Class You have likely found this program because you have been asked to complete a Life Skills Class by a judge, court, parole officer, probation officer, state or county official, attorney, family member, employer, etc. The Life Skills Class may also be known by one of the following names:

• Better Choices Class
• Cognitive Awareness Course
• Cognitive Decision Making Class
• Cognitive Skills Class
• Cognitive Thinking Class
• Court Ordered Life Skills Class
• Decision Making Class
• Decision Making Course
• Discovering Better Choices Class
• Effective Decision Making Class
• Life Skills Course
• Life Skills Development Class
• Life Skills Probation Class
• Life Skills Program
• Life Skills Training
• Making Better Choices Class
• Problem Solving Class
• Responsible Thinking Class
• Vital Living Skills Course

The Life Skills Class is offered in minimum time requirements of four (4), eight (8), twelve (12), or sixteen (16) hours. A timer is provided to help you keep track of time spent within the course. You may start and stop the Life Skills Class as often as you’d like and your progress will be saved each time.

1. Life skills
2. Personal responsibility
3. Self-evaluation
4. Focus on me
5. Self-esteem
6. Values
7. Thinking
8. Communication styles
9. Decision making and problem solving
10. Changing behavior
11. Time management
12. Employment
13. Personal finance
14. Relationships
15. Substance abuse
16. Obeying the law
17. Resources and references

At course completion a certificate of completion will be instantly available for download and will be sent to you by email. The certificate can also be sent by email to the party that has required that you complete this Life Skills Class. We guarantee that the certificate of completion will be accepted.
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