• Susmitha B
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As per the recommendations of UNICEF most of the schools in India have introduced life skills component in the Primary and Higher Primary school curriculum. Life skills may be viewed as a range of psycho-social and cognitive abilities that equip children to make informed decisions and choices, manage their emotional well-being and communicate effectively. The important life skills identified by UNICEF are Decision –making, Problem-solving, Creative thinking,Critical thinking,Communication, Interpersonal skills, Self-awareness, Empathy,Coping with emotions , Coping with stress.The National Curriculum Framework (NCF) 2005 has emphasised on constructive learning experiences, and on the development of an inquiry -based approach, work-related knowledge and broader life skills. Central Board of Secondary Education (CBSE), in 2005, introduced life skills education as an integral part of the curricula through Continuous and Comprehensive Evaluation (CCE) for classes 6 to 10 and has developed life skills manuals for teachers teaching classes 6, 7 and 8. However the major issue is even after fourteen years after introduction of life skill education in schools most of the schools are not having trained teacher in that particular area. Ironically most of the schools are making the children to mug up and say the life skills instead of focusing on imbibing them as a part of personality through demonstrations, activities and other practical methods. Adding to it most of the parents are also tuned to think that the academic progress of child alone can lead to the success of child, which is a myth. Here it requires change in the attitude of parents and teachers. Building teacher’s belief the potential of life skills education and their capacity to impart such skills. Life skills education in schools clearly needs to take place in the context of broader education system reforms. To be effective, life skills ultimately need to be age - aligned, and inculcated in schools that are inclusive, with trained and motivated teachers who can employ participatory and experiential teaching practices.This would definitely address the mental health issues of the adolescents and entrepreneurial issues of the adults.

life skills, attitude of teachers, belief of parents

"Life Skill Education and National Development ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 3, page no.575-579, March-2019, Available :http://www.jetir.org/papers/JETIR1903085.pdf

"Life Skill Education and National Development ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 3, page no. pp575-579, March-2019, Available at : http://www.jetir.org/papers/JETIR1903085.pdf