• Dr. Deepa
• D. Philomin Subbathra

World Health Organization has defined and enlisted life-skills for the students to be acquired right from primary education. Problem solving and decision-making skills , Development of critical and creative thinking skills, Communication and interpersonal skills, Self-awareness and empathy, Coping with stress and emotions are the skill set in which students are to be trained. Many training modules exist to train the students in these life skills. The unexplored areas in implementing the life-skill training among the students are basically the ‘conceptualization part’ and the ‘assessment indicators part’. The dual objective of the paper is to study the gap of understanding the concept of life-skill by the students and the trainers/ mentors and to develop a construct to assess the acquired life-skill. The findings reveal the conceptualization gap between students and mentors. Also the authors developed a construct to be tested in educational institutions to assess the effectiveness of life skill training.

World Health Organization, life-skills, conceptual gap, Life-skill Assessment construct.

"METRICS FOR LIFE-SKILL EDUCATION SYSTEM: IMPACT ASSESSMENT MODEL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.304-305, June 2019, Available :http://www.jetir.org/papers/JETIR1906P47.pdf

"METRICS FOR LIFE-SKILL EDUCATION SYSTEM: IMPACT ASSESSMENT MODEL", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp304-305, June 2019, Available at : http://www.jetir.org/papers/JETIR1906P47.pdf