While the concept of “life skills” has gained significant traction in the domains of health education and social policy, it remains devoid of a universally agreed-upon definition. However, the World Health Organization’s definition has gained widespread acceptance. Life skills have been delineated in an abundance of diverse manners by various organizations operating within the domain.
Life skills education is an example of such a discipline. The infant acquires the capacity to manage his life in an appropriate fashion and to arrange life-related tasks in a methodical fashion. It is a form of education in which the child acquires the abilities and intellect necessary to make decisions in peculiar circumstances through the development of skills that are efficient. Simultaneously, such sufferings must be created in the course of human existence. In order to furnish him with the necessary abilities to become an informed citizen.
In light of globalization, liberalization, privatization, and the advancement of Information and Communication Technology (ICT), there emerged a recognition in the late 20th century of the imperative to furnish learners with novel proficiencies and abilities. This would enable and empower them to develop into capable, contributing members and engaged citizens, while also promoting harmonious coexistence.