Model of Success and Sustainability of Financial Life Skills (FLS) Training Program

2021 ◽  
pp. 1-8
Author(s):  
Regina Deti H Mulyono ◽  
Aida Vitayala S Hubeis ◽  
Illah Sailah ◽  
Lukman M Baga
Keyword(s):  
Conceptual Framework ◽  
Training Program ◽  
Systems Thinking ◽  
Life Skills ◽  
Development Program ◽  
Survey Method ◽  
Life Skill ◽  
Interview Method ◽  
Depth Interview ◽  
Systems Thinking Approach

The financial Life Skill (FLS) Training Program is a development program for youth to be ready to work and skilled in managing finances. This program is considered very beneficial. However, there is no information for the stakeholders about how FLS Training can succeed and be sustained. This research used the in-depth interview method to the stakeholders and the survey method to obtain the most essentials roles this research used the systems thinking approach and the system dynamics approach to analyze problems to attain a conceptual framework. The interactions between variables are visualized by a causal loop. The result of this research shows that 16 variables are influential to the success and the sustainability of the FLS Training. The result is useful for various stakeholders in making decisions for the sake of success and sustainability of the FLS Training after the period of the project ends.

scholarly journals Assessing the Environmental Quality Resulting from Damages to Human-Nature Interactions Caused by Population Increase: A Systems Thinking Approach

2019 ◽  
Vol 11 (7) ◽  
pp. 1957 ◽  
Author(s):  
Fernando Ramos-Quintana ◽  
Héctor Sotelo-Nava ◽  
Hugo Saldarriaga-Noreña ◽  
Efraín Tovar-Sánchez
Keyword(s):  
Conceptual Framework ◽  
Human Nature ◽  
Systems Thinking ◽  
Closed System ◽  
Feedback Loop ◽  
Population Increase ◽  
Environment Quality ◽  
Management Actions ◽  
Systems Thinking Approach ◽  
Multiple Interactions

Multiple interactions between population increase-as driving force- and pressure factors can cause damage to human-nature interactions. In this paper, we aim to identify, understand, and assess those interactions that exert effects on environment quality. The assessments of multiple interactions will allow selecting management actions to reduce negative effects, such as the loss of vegetation cover, on the environment. However, multiple interactions hinder the understanding of such complex systems. The relevance of this study is related to the support of the systems thinking approach to achieve two objectives: (1) to build a conceptual framework that facilitates the construction of a network aimed at representing the multiple interactions; (2) to build a closed system for the sake of developing a sustainable environmental management system. Thus, the performance of the implemented management actions is assessed through the feedback loop of the closed system. The proposed conceptual framework and the closed system were applied to the state of Morelos, Mexico. We highlight the following results: the systems thinking approach facilitated the construction of a conceptual framework to build understandable causal network; a set of environmental pathways were derived from the causal network and then combined to define and assess a global environmental state. Environmental pathways are composed of relationships between population increase and pressure variables that exert effects on the environment quality; the feedback loop facilitated the performance analysis of implemented management actions related to natural protected areas. The current results suggest further research to apply this study to diverse systems where multiple interactions between drivers and pressure factors damage human-nature interactions, thus exerting effects on the environmental state.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals DAMPAK PELATIHAN KETERAMPILAN HIDUP (LIFE SKILLS) MONTIR OTOMOTIF TERHADAP KESEMPATAN KERJA DAN PENDAPATAN WARGA BELAJAR

2016 ◽  
Vol 11 (2) ◽  
pp. 81-98
Author(s):  
Dayat Hidayat
Keyword(s):  
Training Program ◽  
Life Skills ◽  
Skill Training ◽  
Skills Training ◽  
Learning Needs ◽  
Life Skill ◽  
Life Skills Training ◽  
Entrepreneurial Attitudes ◽  
The Impact

The purpose of this study was to analyze the implementation of life skills for automotive mechanic in CLC Cepat Tepat, which includes the steps of planning, implementation and assessment to improve employment and learners income. The approach used in this study is qualitative case study method. The data collection techniques through observation, interviews and documentation study. Subjects are six people consisting of four learners, one of organizer, and one of learning resources or trainers. Analysis of data used an interactive model, through the following steps: collection of data, reduction of data, display of data, and conclusion or verification. The results showed that the implementation of life skills training for automotive mechanic started by the analysis of learning needs of learners and carrying capacity which available in the CLC. Life skill training program for automotive mechanic is going well by involving all components of life skills. The results showed that the implementation of life skill training are skill enhancing in the areas of automotive and entrepreneurial attitudes of learners independently. The impact of life skills training program showed an increasing of getting chance to have job and learners’ income to open his own workshop or others automotive ones and automotive industry companies in Karawang.

scholarly journals Konsep Life Skills dalam Pembelajaran Bahasa Arab di Madrasah

2017 ◽  
Vol 1 (2) ◽  
pp. 20
Author(s):  
Muhammad Mas'ud
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Life Skills ◽  
Development Program ◽  
Secondary Data ◽  
Arabic Language ◽  
Cultural Development ◽  
Life Skill ◽  
Basic Competencies ◽  
Personal Skills

This research uses qualitative descriptive approaching method and use study case research type. The data obtained from primary and secondary data sources, which data collection techniques are observation, interview, and documentation. The results of the research stated that in the life skill education design in the Arabic Language Learning at MI NU Tamrinut Thullab Undaan Kudus are: The aspects of life skills that will be developed are integrated and will be a part of the basic competencies that must be pursued accomplished with the achievement skills derived from the substance of the subject matter of Arabic Language Learning which is outlined into Prota, Promes, SK and KD Mapping, Syllabus, and RPP form. Implementation of life skill education in Arabic Language Learning at MI NU Tamrinut Thullab Undaan Kudus; according to the physiological and psychological level of students at the MI, it is emphasized on efforts to develop generic skills such as personal skills and social skills. While the supporting factors in the Life Skill Education implementation in Arabic Language Learning at MI NU Tamrinut Thullab Undaan Lor Undaan Kudus are: (1) Madrasah Religious Program; (2) Self Development Program in Madrasah; (3) Madrasah Cultural Development Program; (4) Most students have been studied at Diniyyah / TPQ. Whereas, the obstacles factors in the life skills education implementation in Arabic Language Learning at MI NU Tamrinut Thullab Undaan Lor Undaan Kudus are: (1) The lack of funds and facilities; (2) Educators are less motivated to be creative and innovative for using and developing learning strategies.

scholarly journals A Conceptual Framework for a Systems Thinking Approach to US Population Health

2016 ◽  
Vol 34 (6) ◽  
pp. 686-698 ◽  
Author(s):  
Julie M. Kapp ◽  
Eduardo J. Simoes ◽  
Anne DeBiasi ◽  
Steven J. Kravet
Keyword(s):  
Conceptual Framework ◽  
Population Health ◽  
Systems Thinking ◽  
Systems Thinking Approach

PROMOTION OF LIFE SKILL EDUCATION FOR ADOLESCENTS

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Drdillip Giri ◽  
Jyoti Sharma
Keyword(s):  
Social Competence ◽  
Everyday Life ◽  
Life Skills ◽  
Regular Education ◽  
Peer Pressure ◽  
Educational Setting ◽  
Life Skill ◽  
Mental Functions ◽  
Educational Application ◽  
The World

This article focuses on the importance of Life skill education, which is an educational application of life skills to develop psycho social competence which helps an individual to develop his/her positive behaviour, so as to deal with the challenges and demand of everyday life. It is psycho social because it mainly deals mental functions such as awareness, attitude, leadership, creativity, appreciation and interaction with self, others and environment. It is a study of abilities, coping with peer pressure, emotion conflict and stress. UNICEF in 2009 has recommendation life skills based education should be given with the regular education. It has insisted LSBE should be contributed to a self inclusive gender free educational setting. Therefore research on LSBE is carried out massively in all parts in the world related to this education recently.

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