According to a study published in ‘International Journal of Education and Applied Research’, the status of Life Skills Education in India in aspects like Policies (System-level documents that provide guidelines for life skills education), Curriculum (Curricular modules designed and developed for teacher/ teacher educator/student use), Learning/Quality Goals (Mechanisms in place to ensure the quality of life skills delivery), Contextual Evidence Body (Evidence base on impact of life skills education interventions in the Indian context), Funding (Funding allocated for life skills purposes as part of education policy), Pre-service + In-service Teacher Training (Provision of preparatory and ongoing professional development to teachers to ensure that teachers develop skills and expertise in inculcating such skills) ranges from ‘Absent’ (no or limited progress) to ‘Emerging’ (on way to meeting minimum standard) on a scale – ‘Absent’ (no or limited progress) à ‘Emerging’ (on way to meeting minimum standard) à ‘Established’ (acceptable minimum standard) à ‘Advanced’.