Western Secondary Schools Education on Life Skills to Students

Introduction

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Life skills are the practical lessons that learning and training institutions teach to students to equip them in readiness for the real world outside the school. Most of these life skills are crucial especially the graduates. There are three main philosophical theories addressing the education, these are Perennialism, Essentialism and Progressivism. Most Western secondary school have little life skills programs incorporated with the real classwork that students go through. Secondary schools should provide life skills to the students in the west by applying several programs which improve these life skills and abilities.

Perennialism

Many secondary students are not ready for the real world, as the education system lacks the life skills ideologies. Perennialism philosophical theory emphasizes the need the students learn and acquire knowledge while understanding the major ideologies of the western civilization. Civilization requires ones ability to possess the necessary life skills while helping solve fundamental life problems. This theory emphasizes on the need of improved skillset to help someone in life events, addressing life issues. However, most of these skills portrayed in this theory lack in secondary schools. Therefore students rarely acquire such skills.

There is lack of life skills by students in secondary schools, as the Perennialism theory pertains. Life skills subject is a crucial prospect in school. Life skills provide the students with the ability to professionally execute their mandate whenever they are employed, or even in internships. Life skills improve the competence of a certain student, learner of a trainee in any individual field. Life skills are similarly critical as the academic skills the students learn in their respective schools.

2.0 A Society Is Affected When Students Lack Life Skills

How the community is adversely affected by students graduating with no basic life skills

The progressivism theory believe in education system focusing entirely on the student, rather than the teacher of the curriculum. This approach identifies the need to develop the child both academically a sin life skills. Students should test ideas practically while learning to improve their life skills. Implementation of this theory is little especially in most of the western countries, where the student lacks life skills and fail the credentials of the real world.

The higher impacts of an education system without life skill set are on the general society. The school system failing to address life skills, mostly to the graduating students gives to the community students why can barely perform any potential tasks in the society, which contribute to the societal development. Progressivists understand that a locus filled with many graduates who lack basic life skills faces a slow economic growth. It would be a shame for a graduate expected to perform a simple basic life skill, like for instance giving first aid to victims in an accident, or a fainting person, failing to do so, just because the secondary curriculum did not teach them so. Such core competencies are very pivotal in progressing society development wise.

A creation of a conducive life skills education in secondary schools is imperative. Most of the high schools lack this productive climate for offering the students these particular life skills. However, once a student lacks basic life skills generally lacks skills of tackling life, in wherever situation they are based in. life skills are not only in education, or at work, but to be applies at life to make a particular impact. Progressivists perceive the western secondary system as an education system failing to equip students with the proper workplace ethics and code of conduct provides half-baked graduates who find life hard to cope at work.

A western secondary system failing to provide these life skills leaves the graduates with a hard task to deal with the firms where they secure jobs. The task is then left to the organization or the employer to teach or train these fresh recruits on basic life skills, and their application to such a workplace. Therefore, as the philosophical education theory of progressivism, it would be hard for an employer hiring a fresh graduate to teach him life skills, when the organization has a lot of business related activities to perform. In this case, many secondary students are left jobless, at the expense of other highly qualifies personnel.

How everyone has different talents and abilities.

Different students in every class setting have different skills, talents, and abilities. A talent is usually inborn. One is usually born with, brought up with certain skills, which they dont learn from anywhere, which are talents. The teachers and the tutors similarly do not engage the students in establishing who has an individual skill in performing a certain task. The big mistake these curriculums and educators do is failing to acknowledge these skills, especially at a young age, when n student is at lower secondary classes.

Most of the Western curriculums and teachers additionally fail to establish a conducive environment for strengthening these talents, which would positively impact on the students life in future. A western system of education should put in place talent and skills programs in lower secondary classes. This move would increase the chances of talented students in focusing on their skills, and hence be able to make a living in the outside world after graduation, while similarly improving their basic life skills.

Abilities on other side are very much different from talents. Here acquiring of talents in life are naturally inborn in an individual, skills. In life, either through ordinary life experiences or schoolwork. For instance, no one is born with the ability to drove or steer a plane a ship or such, yet some stud nets develop excellent skills and abilities how to perform these tasks than others.

An education system like the westerns dos does not isolate the best students in particular skills from the rest, so as to ultimately furnish them with the potential to perform these tasks. The curriculum and the teachers end up teaching and t dos not isolate the best students in particular skills t from the rest, so as to eventually equip them with the potential to perform these tasks. The curriculum and the teachers end up teaching and training these students in the same class, irrespective of what each student is best suited.

3.0 Counterargument against the Teaching Life Skills in Western Secondary Schools

The curriculum of the West should be built with an ability to make potential talents and abilities to students who show potential in such skills, which are marred with virtues of success in life sills. Many cases of a student dropping out from high school are treated to those students not grasping or showing any skills at their particular area of training. Essentialism philosophical theory emphasises on general focusing on the student, and in this case life skills ghoul be improved in the student ts life, which would help the learner advance in life.

The education system should, therefore, deal with an increasing number of high school dropouts by establishing talents and abilities section in the education sector. In this case, essentialism theory requires every student would train where their best interests, skills, talents or abilities are. Drop outs mostly noted in high school are generally due to the students being forced to learn most of the subjects they lack interest in.

4.0 Barriers to Making Necessary Life Skills Part of the Education Curriculum.

Several factors are barring the western education sector from adopting the life skills in schools. Among these barriers include;

Insufficient funding for cultivating these talents. Most of the secondary schools lack enough funds to nature the talents of young students, as well as improving other necessary life skills.

Lack of institutional culture and values. Most secondary schools, especially the public schools require the values, such as etiquette related values like discipline which an individual should exhibit in a real open environment. The Essentialism theory forms the basics of this barrier.

Insufficient assessment by the teachers and guardians. Most teachers do not capitalize on looking for potential skills in abilities s and talents in these students, which form the core life skills, where a student can benefit from when it is well natured.

Inability of teaching on several aspects of personal growth. Most of the western secondary schools only tackle adolescent in their school work, while leaving behind some other significant development and growth skills, which students can well apply as they grow.

Inappropriate planning. Ina most academic success tasks, a plan is very crucial. There lacks an adequate plan on how to inject life skills into students how to do it especially with a big group of students.

Lack of focus on life skills, and control of the subject. There lacks subject in western schools, which solemnly teaches life skills to students. A curriculum should develop such units and issues to equip students with life skills.

5.0 How to Get Life Skills as Part of the Education Curriculum.

Among the many reasons why there lacks an appropriate life skills plan in secondary schools is because the curriculum does not provide for any program or subject to teach such. The first step in ensuring the education system has life skills units is by changing the curriculum, to accommodate life skills topics in every subject. This move would work in establishing a progressive life skills in all levels of the secondary education.

Training the teachers and other trainers on life skills is important in ensuring they replicate the same knowledge to their students. Most teachers, just like the students, lack the life skillet to offer to the students. Another aspect attributed to the curriculum development. The curriculum should however train teachers on how and what to teach high school students in respect to life skills. These teachers would ten cultivate the reasonable talents and abilities in students, therefore making them practically equipped in life skills.

6.0 Conclusion.

The western education lacks the potential criteria of establishing an education coupled with life skills to secondary schools. The lack of basic life skills to most student graduates has negatively impacted in their social life, on employment as well to the society at large. The curriculum and the teachers in secondary schools have failed to identify potential talents and abilities in students which would work in establishing an effective and developmental life skills for the students. Among the barriers to establishing an effective life skills adoption in secondary schools are; insufficient funding, improper planning, failed assessment by teachers, lack of institutional culture and values, failed teaching on personal growth as well as lack of focus on life skills. The life skills subjects can be introduced into the secondary education by simply changing the curriculum, in bid to accommodate such lessons. The training of teachers to effectively teach the students can similarly be an effective means of introducing the life skills topics to these schools.