Skills for Social Progress The Power of Social and Emotional Skills Koji Miyamoto, OECD

Extracted from Le Monde, 16 Nov 2015

Coping Caring

Wider benefits University Graduation Job Performance Healthy Lifestyles Civic Participation

Launching

1. Characterising “social and emotional skills” 7

Individual capacities that: are manifested in consistent patterns of thoughts, feelings and behaviours, can be developed through formal and informal learning experiences, and influence important socioeconomic outcomes throughout individual’s life Characterising social & emotional skills Social and Emotional Skills?

9 1. Characterising social & emotional skills Social and emotional skills Achieving Goals -Passion for goals -Perseverance -Self-control Working with others -Sociability -Respect -Caring Managing emotions -Self-esteem -Optimism -Confidence

2. Are social and emotional skills so important? 10

USA (ECLS, NLSY) Belgium (LOSO) Switzerland (TREE) UK (BCS) New Zealand (CC) Korea (KYPS) Norway (YiN) Sweden (ETP) Canada (YITS) Longitudinal analysis of 9 Countries OECD (2015) 2. Power of social and emotional skills

Longitudinal analysis of 9 Countries Skills cognitive socio-emotional Outcomes adolescence and adulthood Tertiary education Employment Obesity Depression Violence Life satisfaction OECD (2015) 2. Power of social and emotional skills

College Completion (USA) OECD (2015) Source: NLSY Self-esteem, locus of control Cognitive skills deciles Social & emotional skills deciles Maths, numerical and coding 2. Power of social and emotional skills

Income at 25 (Canada) OECD (2015) Source: YITS Self-esteem, Self-efficacy, sense of mastery PISA 2. Power of social and emotional skills

Bullying at 15 (Korea) OECD (2015) Source: KYPS Achievement tests, report cards 2. Power of social and emotional skills

Happy at 20 (New Zealand) OECD (2015) Source: CC Perseverance, responsibility and social skills Achievement tests 2. Power of social and emotional skills

Depression at 25 (Switzerland) OECD (2015) Source: TREE 2. Power of social and emotional skills

Depression at 25 (Switzerland) OECD (2015) Source: TREE PISA 2. Power of social and emotional skills

Depression at 25 (Switzerland) Translating intentions into actions? OECD (2015) Source: TREE 2. Power of social and emotional skills

Benefits of going to university OECD (2015) 2. Power of social and emotional skills

Cognitive Social and Emotional learning inputs Social & emotional skills enhance benefits of investing in cognitive skills USA (Heckman and colleagues) Korea (OECD, 2015) 2. Power of social and emotional skills

In sum, social and emotional skills provide powerful means to improve children’s life chances. But are there roles for policy-makers and practitioners to play in enhancing social and emotional skills? 2. Power of social and emotional skills

3. Can we enhance children’s social and emotional skills? 23

Roberts, Walton and Viechtbauer (2006) 3. Enhancing Social & Emotional Skills

Social and emotional learning (SEL) Programmes

Service Learning Programmes

Interactive Experiential Practical Reflective Intentional Emphasise attachment, safe, warm, student centred, positive expectations and explicit rules. Integrate mentoring, teacher training and emphasise coherence across learning contexts. Nature of interventions that works OECD (2015) 3. Enhancing Social & Emotional Skills

Cost-effectiveness? 29 For every 1$ invested in SEL programs for children, there is a return of 11$ (U-Columbia study, 2015) 3. Enhancing Social & Emotional Skills 1 $ 11 $

How are education stakeholders promoting children’s social and emotional development? 3. Enhancing Social & Emotional Skills

4. Do ongoing policies and practices foster and measure social and emotional skills? 31

Policy-makers and practitioners generally recognise the importance of social and emotional skills. 4. Policies and practices

Federal Constitution of Education (Brazil) Article 205. Education, which is the right of all and duty of the State and of the family, shall be promoted and fostered with the cooperation of society, with a view to the full development of the person, his preparation for the exercise of citizenship and his qualification for work. 4. Policies and practices

PISA (2012) Existing polices and programmes

Policy-makers and practitioners generally recognise the importance of social and emotional skills. “Some” schools have activities that are intended to directly and/or indirectly improve social and emotional skills. – Curricular activities – Extra-curricular activities – Mobilising community resources 4. Policies and practices

Policy-makers and practitioners generally recognise the importance of social and emotional skills. “Some” schools have activities that are intended to directly and/or indirectly improve social and emotional skills. – Curricular activities – Extra-curricular activities – Mobilising community resources Most schools have “some” guidelines to measure/report the progress of children’s social and emotional development in most OECD countries 4. Policies and practices

School Report Cards

Policy-makers and practitioners generally recognise the importance of social and emotional skills. “Some” schools have activities that are intended to directly and/or indirectly improve social and emotional skills. – Curricular activities – Extra-curricular activities – Mobilising community resources There are some guidelines to measure the progress of children’s social and emotional development in most OECD countries HOWEVER…..  Detailed guidance do not always exist (teachers have limited tools)  Teachers are not necessarily ready to adapt.  Existing measures are noisy & biased (hard to measure progress) 4. Policies and practices Translating “intentions” into curricular frameworks, curricular activities and programmes

5. What next? 39

We need better evidence-base to inform policy- makers and teachers. We need better data. We need better measures of social and emotional skills.  We can develop a conceptual framework that: Explains how different dimensions of children’s cognitive, social and emotional skills relate Explains how these skills can be developed Helps communicate “how to raise skills that matter” to policy- makers, teachers and parents. 5. What next?

Policy-makers – Skills distributions and trends – Summative assessment of policies and programmes Schools, teachers and parents – Formative assessment of student’s progress – Formative evaluation of programmes Researchers – Programme evaluations – Longitudinal study of socio-emotional skills development 5. What next? And eventually…..

Improve measures, data and evidence-base – Longitudinal Study of Social and Emotional Skills in Cities (LSEC) – PISA 2018 Global Competence Stimulate policy dialogues and progressively refine the conceptual framework – Education and Social Progress (ESP) 6. Practical use of measures Contributions from the OECD….. The capability and disposition to act and interact appropriately and effectively, both individually and collaboratively, when participating in an interconnected, interdependent and diverse world.

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Obrigado ! Koji Miyamoto, OECD

6. Key messages 45

 Social and emotional skills are important drivers of individual well-being and social progress. They are as powerful as cognitive skills for education and labour market outcomes, particularly powerful for social outcomes, enhances efficiency of investments made in cog skills enhances the socioeconomic returns to investing in tertiary education  Social and emotional skills can be enhanced. 7. Key messages

 Most educators, parents and policy-makers already know the importance of developing the “whole child”. We now have harder evidence suggesting the powers of enhancing students social and emotional skills.  We need to make efforts to translate “intentions into actions”. 7. Key messages

 Some have made conscious efforts to enhance social and emotional skills. Quality evaluation programmes are increasing in numbers. But, we still don’t have a comprehensive understanding of ‘what works’.  Research programmes help:  efforts to improve measurement instruments, data and evidence base  Refine conceptual framework. 7. Key messages

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Obrigado ! Koji Miyamoto, OECD