In an educational era where student achievement and skills are based primarily on

standardized assessments, performance-based options are limited due to federal mandates.

President Obama, during his first months in office, called for the development of standards
and assessments that measure more than memorization of information. He stated that we need
to find out whether students possess skills for the 21st century, skills such as problem-
solving, critical thinking, creativity, and entrepreneurship (Toch, 2011).

World Health Organization has defined life skills as, "the abilities for adaptive and positive
behaviour that enable individuals to deal effectively with the demands and challenges of
everyday life".

UNICEF defines life skills as “a behaviour change or behavior development approach

designed to address a balance of three areas: knowledge, attitude and skills”. The UNICEF
definition is based on research evidence that suggests that shifts in risk behaviour are unlikely
if knowledge, attitudinal and skills based competency are not addressed.

Life skills are essentially those abilities that help promote mental well-being and competence
in young people as they face the realities of life. Most development professionals agree that
life skills are generally applied in the context of health and social events. They can be utilized
in many content areas: prevention of drug use, sexual violence, teenage pregnancy,
HIV/AIDS prevention and suicide prevention. The definition extends into consumer
education, environmental education, peace education or education for development,
livelihood and income generation, among others. In short, life skills empower young people
to take positive action to protect themselves and promote health and positive social.

According to Albertyn et al. (2004), life skills training enhances critical thinking abilities,
which further impacts living life actively, being responsible on the job, and in future planning
too. Ramesh and Farshad C. (2004) in their study proved the effectiveness of like skills
training in increasing mental and physical health, pro-social behavior, and decreasing
behavioral, social problems & self-destructive behaviors. Smith & et al., (2004) noted
significant improvement in interpersonal relationships and a reduction in aggression and
behavioral problems. Tuttle et al., (2006), during their investigation, add life skills to
students' curriculum. The results of this study suggested the extraordinary capability of teens
to positive promotion and flexibility. Vranda and Rao (2011) proved that life skills training
enhanced their psychosocial Competencies.
Puspakumarag (2013) in his study showed that life skills training was effective in preventing
a wide range of problems such as substance abuse, teenage pregnancies, violence Bullying &
to promote self-confidence and self-esteem among the adolescents. Roodbari, Sahdipoor, and
Ghale (2013) in their research showed that life skills training has a positive effect and
improves social development, emotional and social adjustment, suggesting an increase in
compatibility of children and public health.

My precious time at the University of Zimbabwe has been a worthwhile. My studies have
equipped with different set of life skills that will help me through in life and in the industry.
During President’s Mnangangwa’s era, he has endorsed learning which develops students’
skills from primary to tertiary level. This has been through research and continuous
assessment where by we as students we are supposed to display deep critical thinking and
understanding of the problems at hand, with a zeal to solve them. This is supposed to
necessitate development of an upper middle-income society by the year 2030, by flooding
industries with critical thinkers, problem solvers etc. Meyer, K. A. (2015) asserts that through
collaboration, solving real-world problems, and inquiry through deep learning and research,
students are able to develop critical skills that will help prepare them for 21st century needs.

Accounting studies emphasize the importance of accuracy and attention to detail. We learn to
meticulously examine financial records, identify discrepancies, and ensure the accuracy of
financial information. During internship these skills proved to be handful as I was tasked with
different assignments that needed me to pay attention to detail whilst attending to them. The
data we were handed with was trivial for company planning purposes and as students we had
to handle all the tasks with due diligence as decisions we passed for recommendations in the
Audit were very sensitive to the company. These skills are valuable in post-university life,
where individuals encounter situations that require precision and a meticulous approach, such
as managing personal finances, preparing tax returns, or analyzing business opportunities.

The accounting and auditing field often emphasize need to communicate financial
information effectively to various stakeholders. This is witnessed in presentation of financial
information in board meetings or reporting progress of quarterly assignments etc.
Consequently, my studies typically include assignments and presentations that require
students to communicate complex financial concepts in a clear and concise manner. Strong
communication skills are valuable in post-university life, enabling individuals to articulate
their ideas, negotiate effectively, and collaborate with others to solve problems.
The ethical principles instilled through the Code of Ethics of Auditors guide me in decision-
making in both professional and personal domains. I have developed a strong sense of
integrity, which has enabled me to make ethical choices and maintain trust and credibility in
my relationships. Upholding these ethical standards contributes to my personal growth,
reputation, and overall success in life. Hence, these standards are critical to uphold in life as
they serve as guidance in life.

Self-awareness, self-esteem and self-confidence are essential tools for understanding my

strengths and weaknesses. Consequently, as an individual, I’ll be able to discern available
opportunities and prepare to face possible threats. This leads to the development of a social
awareness of the concerns of both my family and society. Subsequently, it is possible to
identify problems that arise within both the family and society. With these life skills, as
students, we are able to explore alternatives, weigh pros and cons, and make rational
decisions in solving each problem or issue as it arises. It also entails being able to establish
productive interpersonal relationships with others.

In conclusion, the implementation of life skills education is increasingly recognized as a

crucial need in today's society. Imparting life skills to students, including those acquired
through accounting studies, can have a positive impact on their personal and professional
lives. The integration of practical, cognitive, emotional, social, and self-management skills
equips individuals with the tools they need to navigate the challenges of post-university life
successfully.

Research has shown that programs focused on developing life skills have yielded numerous
benefits. These include a reduction in violent behavior, an increase in pro-social behavior,
improved problem-solving abilities, enhanced self-image and self-awareness, better
classroom behavior, and improved interpersonal relationships. Furthermore, life skills
education has been found to contribute to positive outcomes such as increased knowledge
acquisition, improved self-control, effective conflict resolution, and the development of
attitudes and behaviors necessary for preventing the spread of diseases like HIV/AIDS.