1. Fostering Social and Emotional Skills through Education Policies and Practices Anna Choi and Koji Miyamoto, OECD

2. Extracted from Le Monde, 16 Nov 2015

3. Coping Caring Harmony

4. 1. Social and emotional skills that matter 4

5. 5 1. Social & emotional skills that matter Social and emotional skills Achieving Goals -Responsibility -Perseverance -Self-control Working with others -Sociability -Respect -Caring Managing emotions -Self-esteem -Optimism -Confidence Definition Consistent patterns of thoughts feelings and behaviours Can be developed Influence important socioeconomic outcomes

6. The Powers of Social and Emotional Skills Direct effects on education, labour market and social outcomes 1. Social & emotional skills that matter

7. Depression at 25 (Switzerland) OECD (2015) Source: TREE 1. Social & emotional skills that matter

8. The Powers of Social and Emotional Skills Direct effects on education, labour market and social outcomes Enhancing the impact of cognitive skills on outcomes 1. Social & emotional skills that matter

9. Depression at 25 (Switzerland) OECD (2015) Source: TREE PISA 1. Social & emotional skills that matter

10. Depression at 25 (Switzerland) Translating intentions into actions? OECD (2015) Source: TREE 1. Social & emotional skills that matter

11. The Powers of Social and Emotional Skills Direct effects on education, labour market and social outcomes Enhancing the impact of cognitive skills on outcomes Enhancing the impact of investments in education on outcomes 1. Social & emotional skills that matter

12. Benefits of going to university OECD (2015) 1. Social & emotional skills that matter

13. The Powers of Social and Emotional Skills Direct effects on education, labour market and social outcomes Enhancing the impact of cognitive skills on outcomes Enhancing the impact of investments in education on outcomes Direct effects on cognitive skills 1. Social & emotional skills that matter

14. Cognitive Social and Emotional learning inputs Social & emotional skills enhance benefits of investing in cognitive skills USA (Heckman and colleagues) Korea (OECD, 2015) 1. Social & emotional skills that matter

15. The Powers of Social and Emotional Skills Direct effects on education, labour market and social outcomes Enhancing the impact of cognitive skills on outcomes Enhancing the impact of investments in education on outcomes Direct effects on cognitive skills  Social and emotional skills could be among the key measures of quality of education policies and practices 1. Social & emotional skills that matter

16. 2. Ongoing education policies and practices 16

17. Policy-makers and practitioners generally recognise the importance of social and emotional skills. 2. Education policies and practices

18. Mission of Education (Ministerio de Education Nacional, Colombia) Grant the right to education with equity, quality and effectiveness criteria to educate honest, competent, accountable citizens, capable of building a happy, fair, productive, competitive, supportive and proud-of-itself society.

19. PISA (2012) 2. Education policies and practices

20. 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 2. Education policies and practices

21. 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 2. Education policies and practices

22. School Report Cards 2. Education policies and practices

23. 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) Translating “intentions” into curricular frameworks, curricular activities and programmes 2. Education policies and practices

24. 3. Way forward 24

25. We need better evidence-base to inform policy- makers and teachers. We need better data. We need better measures of social and emotional skills. 3. Way forward

26. 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 And eventually….. 3. Way forward

27. 1.Improve measures, data and evidence-base – Longitudinal Study of Social and Emotional Skills in Cities (LSEC) – PISA 2018 Global Competence 2.Stimulate policy dialogues and progressively refine the conceptual framework – Education and Social Progress (ESP) 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. 3. Way forward

28. 28 https://wholechilded.wordpress.com/

29. Thank you anna.choi@oecd.org koji.miyamoto@oecd.org 29