Skills for Social ProgressThe Power of Social and Emotional Skills

Koji Miyamoto, OECD

Extracted from Le Monde, 16 Nov 2015

Coping

Caring

Wider benefitsUniversity

GraduationJob

Performance

Healthy Lifestyles

Civic Participation

Launching

1. Characterising “social and emotional skills”

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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.

• 8

1. 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 skillsso important?

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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 masteryPISA

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 skillsAchievement 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

CognitiveSocial andEmotional

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?

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Roberts, Walton and Viechtbauer (2006)

3. Enhancing Social & Emotional Skills

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?

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• 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?

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• 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)

Fran

ceFin

land

United St

ates

Canad

aJa

panAustr

alia

Swed

en

United Kin

gdom

Norway

OECD av

erag

eGer

man

yBra

zilChile

Urugu

ayM

exico

Argen

tinaPer

u

Shan

ghai-

China

Singa

poreColo

mbia

0

10

20

30

40

50

60

70

80

90

100

% Students in schools where there is a consensus on the importance of children’s socio-emotional development

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

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?

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• 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.

• 43https://wholechilded.wordpress.com/

Obrigado !

Koji.miyamoto@oecd.orgwww.oecd.org/edu/ceri/educationandsocialprogress.htm

Koji Miyamoto, OECD

6. Key messages

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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

educationSocial 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

• 49https://wholechilded.wordpress.com/

Obrigado !

Koji.miyamoto@oecd.orgwww.oecd.org/edu/ceri/educationandsocialprogress.htm

Koji Miyamoto, OECD