Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Status of Life Skill Education in Teacher Education Curriculum of SAARC Countries: A Comparative Evaluation
Krishnendu Munsi, Dr. Debjani Guha

The concept of Life skills have been incorporated to the curriculum of many developed and developing countries of present world at different levels of their educational systems and the authority concerned are trying to implement those in large scale. SAARC, a consortium of some South Asian nations based on regional economic, socio-cultural cooperation is trying to minimize the gap, formed between the intended curricula with that of the implemented one. In spite of little bit variations, to keep pace with modern global trend of educational system all the SAARC Countries are in a process of incorporating Life Skill Education in the secondary teacher education curriculum. Besides National Governments, some Non-Government Organizations of the region have also created a longing for continuation of Life Skill-Based Education (LSBE) among all the stakeholders. A secondary teacher, trained in Life Skill Education not only can use it for self-help and for the solution of health and sexual problems of adolescent students , rather can implement the same to improve quality of life of young population by helping in overcoming various obstacles faced by them in their daily life. This article is an attempt to overview a comparative estimate of secondary teacher education curricula of SAARC countries with special reference to the status of Life Skills-Based Education. The method employed for the present study is interpretative, analytical and comparative in nature.

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