Life Skills-Based Education Practices in Pakistan and Challenges in Implementation

Abstract

In this quantitative research paper, the life skills based education (LSBE) practices in Pakistan and its implementation problems in higher education institutions (HEIs) in Islamabad are discussed. The study is based on faculty members, both academicians and administration, of Quaid-i-Azam University Islamabad (QAU), International Islamic University Islamabad (IIU) and Allama Iqbal Open University Islamabad (AIOU) consisting of 400 respondents. This study explores implementation challenges and their correlation with teachers training, curriculum support, institutional resources, administrative support, teacher awareness, assessment methods and gaps in the policy implementation. The paper used descriptive statistics and correlation analysis using SPSS.  Data  revealed that respondents' views of constraints on the implementation of LSBE are related to lack of administrative follow-up, poor monitoring systems, a lack of instructional time, teacher workload, lack of assessment routines, and interdepartmental policy gaps. The results of correlation indicate that implementation challenges are negatively and significantly correlated with teacher training, curriculum support, institutional resources, administrative support, teacher awareness and assessment methods, but they are positively and significantly correlated with policy implementation gaps. The results indicated that pre-service training of teachers, curriculum integration, availability of institutional resources, managerial accountability, clear assessment support, and policy communication are important factors for successful LSBE in Pakistan.