Students participate in these activities and become more confident and independent thinkers. These activities help them become good speakers and listeners and perceive life with positive outlook.
Students who join the Center leave as more independent and confident individuals.
Even smallest of skills such as driving a car, using a computer fall under ‘life skills’.
When it comes to the education of differently-abled students, life skills are generally adopted as a part of curriculum either because a student is unable to access some or all of the regular academic syllabus outcomes in a particular subject without/with adjustments or because these students need help in dealing with day to day challenges of life and emerge as confident and positive individuals.
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.
Life skills-based education is now recognized as a methodology to address a variety of issues of child and youth development and thematic responses including as expressed in UNGASS on HIV/AIDS (2001), UNGASS on Children (2002), World Youth Report (2003), World Program for Human Rights Education (2004), UN Decade on Education for Sustainable Development (2005), UN Secretary General’s Study on Violence Against Children (2006), 51st Commission on the Status of Women (2007), and the World Development Report (2007).
Life skills-based education has a long history of supporting child development and health promotion in many parts.
In 1986, the Ottawa Charter for Health Promotion recognized life skills in terms of making better health choices.
They overcome the fears of interacting with someone new or of travelling by themselves.
They accept their lives with happiness and find ways to bring changes and overcome their challenges.