Social and emotional skills

Fostering Social and Emotional Skills
for
Well-being and Social Progress
Taller Calidad de la educación más allá del conocimiento:
Lecciones aprendidas, PNUD
Maria Huerta and Koji Miyamoto
Bogota, 12 Nov 2014
Outline of Presentation
1. Policy contexts
2. Previous OECD work
3. Conceptual framework
4. Evidence
5. Future work
•2
Policy Contexts
•3
¨Las habilidades se han convertido en la moneda
global del Siglo XXI. Hoy la importancia de
fortalecer el conjunto correcto de habilidades es
cada vez más apremiante. Necesitamos ampliar
nuestro pensamiento y considerar el invertir en
un rango más amplio de habilidades, donde las
competencias sociales y emocionales sean tan
importantes como las cognitivas”.
Foro Sao Paulo, 24 de marzo de 2014
•4
Numerosos desafíos socioeconómicos
La desigualdad de ingresos en Colombia sigue siendo una de las
más altas del mundo.
Gini coefficient of household disposable income and gap between richest and poorest 10%, 2010
0.50
30
Gini coefficient (↗)
S90/S10 income decile share (right scale)
Gini coefficient
0.40
0.35
25
El coeficiente de
Gini es de 0.58,
comparado con
0.31 del
promedio de la
OCDE.
0.30
La relación de
ingresos del
10% superior de
0.20
la población
frente al 10%
inferior es de
37:1. El
promedio de la
OCDE es de 9:1.
Source: OECD Income Distribution Database (www.oecd.org/social/income-distribution-database.htm)
0.25
20
15
S90/S10 income decile share
0.45
10
5
0
•5
Numerosos desafíos socioeconómicos
El nivel de educación ha aumentado, pero en Colombia la tasa de
abandono escolar continua siendo elevada.
Población con educación media superior (2011)
2000
80
70
60
50
40
30
20
10
0
2011
Numerosos desafíos socioeconómicos
La repetición escolar en Colombia es mucho mayor al del promedio
de la OCDE e incluso por encima de la de otros paìses de la región.
Percentage of students reporting that they have repeated a grade in:
primary, lower secondary or upper secondary school
70
60
50
40
30
20
10
0
Source: PISA 2012 Results: What Makes a School Successful? (Volume IV) Resources, Policies and Practices - © OECD 2013
Numerosos desafíos socioeconómicos
La tasa de desempleo en jóvenes se encuentra en sus niveles más altos
Source: OECD (2013) Employment Database, for Colombia DANE, Gran Encuesta Integrada de Hogares 2014 (jovenes de 14 a 28).
•8
Numerosos desafíos socioeconómicos
Uno de cada diez varones reportan ser victimas de “bullying” en la escuela
Percentage of boys 11-15 years who report being bullied at least twice in the past couple months
30
20
10
0
•9
Previous OECD Work
•10
Previous OECD work
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
Social Outcomes of Learning (SOL) project
Phase 1 and 2
Motivation
Main findings
• Recognition of the diverse socioeconomic
challenges (e.g., health, citizenship, crime)
facing countries, and severe budget
constraints calling for cost-effective solutions
• Taking into account emerging evidence on the
wider-benefits of education
•
•
Skills (cog, social and emotional) are
an important pathways through
which education affects social
outcomes.
Education is among the relatively
cost-effective ways to address
diverse social challenges (e.g. healthrelated costs, crime)
•11
Previous OECD work
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
Social Outcomes of Learning (SOL) project
Phase 1 and 2
Education and Social Progress (ESP)
Phase 1
Objective
To better understand how education can contribute to well-being
and social progress via skills.
•12
Previous OECD work
Education and Social Progress (ESP)
Phase 1: 2011-13
1. Literature review – background reports
2. Empirical analyses of longitudinal
studies in 9 OECD countries:
BFL, CAN, KOR, NOR, NZL, SWE, CHE,
GBR, USA
3. ESP International Report - January
2015
•13
Previous OECD work
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
Social Outcomes of Learning (SOL) project
Phase 1 and 2
Education and Social Progress (ESP)
Phase 1
Education and Social
Progress (ESP) Phase 2
•14
Conceptual Framework
•15
Conceptual Framework
Contexts
Progress
Skills
Education
Family
- Parenting styles
- Learning resources
Cognitive
School
- Teachers quality
- Pedagogy
Employment
Health
Social &
emotional
Citizenship
Community
- Peer interactions
- Learning opportunities
Safety
Conceptual Framework
Dynamic Skills Formation
EarlyAdolescence
MidAdolescence
EarlyAdulthood
LateAdolescence
Childhood
Skill
Skill
Age
6
Contexts
10
Contexts
15
Contexts
Skill
Skill
Skill
20
Contexts
23
Conceptual Framework
Dynamic Complementarities
Cognitive
Cognitive
Learning
Inputs
Social and
Emotional
Time = t-1
Social and
Emotional
Time = t
Conceptual Framework
Skills
Conceptual Framework
Learning contexts
Home
Classroom
School
Community
Conceptual Framework
Outcomes
•21
Evidence
•22
Evidence
Which Skills Matter? How to raise these skills?
• Literature reviews
– Heckman, et. al. (2014)
– Noelke (2014)
• Longitudinal analyses in 9 countries
–
–
–
–
–
Belgium-Flanders
Canada
Korea
New Zealand
Norway
–
–
–
–
Sweden
Switzerland
United Kingdom
United States
Latent Factor Model
Evidence
Which skills matter?
Tertiary education
Employment
Obesity
Depression
Skills
cognitive
socio-emotional
Outcomes
Violence
adolescence and
adulthood
Life satisfaction
Evidence
Powers of Social and Emotional Skills
Education
Returns on skills
Labour market
Social
Cognitive skills
High
High
Medium
Social and emotional
skills
Low - Medium
Medium
High
Evidence
Which social and emotional skills matter?
OECD (2014, forthcoming)
•26
Evidence
Which social and emotional skills matter?
Heckman and Kautz (2014)
Tasks
1. Achieving goals
Social and
emotional skills
fostered
3. Managing
emotions
Education
Labour market
Social
Conscientiousness
-
●Earnings (Perry, STAR,
Career academies, Yearup)
●Crime (Perry)
●Family formation (Career
academies)
Openness to new
experience
-
●Employment (ABC)
●Health (ABC)
●Earnings (Seattle)
●Health (Seattle)
-
●Earnings (Perry, STAR,
Year-up)
●Wages (Dominican)
●Employment
(Dominican)
●Crime (Perry)
-
●Earnings (Perry)
●Employment (ABC)
●Crime (Perry)
●Health (ABC)
●Earnings (Jamaican,
Perry)
●Wages (Dominican)
●Employment (ABC,
Dominican)
●Crime (NFP, Perry)
●Health (ABC)
Self-efficacy
2. Working with
others
Outcomes
Social,
communication and
team-working skills
Agreeableness
(externalising
behaviours)
Emotional stability
(internalising
behaviours), Selfesteem
●Educational attainment
(Seattle)
●Educational attainment
•27
Evidence
Which Learning contexts Matter?
Key features of promising intervention programmes
Family
Parent-child
involvement attachment
Early
Childhood
(0-4)
Childhood
(5-9)
Adolescence
(10-18)
●
●
○
●
○
-
Mentoring
●
Programmes
Abecedarian (US), Jamaican Supplementation Study,
Head Start (US), Perry Pre-school (US), Chicago Child
Parent Center (US), Sure Start (US)
Project Start (US), Seattle Social Development (US),
Montreal Longitudinal Experimental Study (Canada)
Big Brothers Big Sisters (US), Entrepreneurs for Social
inclusion (US), Becoming a Man (US), Pathways to
Education (Canada), National Guard Challenge
(United States), Job Corps (US), Dominican Youth
employment Program, Year-up (US), Joven (Chile)
OECD (forthcoming)
Evidence
Key messages
• Both cognitive and social and emotional skills matter for
children’s future outcomes
• Social and emotional skills outperform cognitive skills in
explaining a wide variety of social outcomes
• Skills that matter for future outcomes: conscientiousness
(responsibility and persistence), sociability and emotional
stability (self-esteem)
• Strong attachments between educators and children
facilitated through parenting and mentoring can be effective
• However, existing evidence and micro-data are not sufficient to
generate useful evidence that guides education policies and
practices
Future Work
•30
Future work
Study Proposal
What do we measure?
• Skills
Focus on social and emotional skills
• Learning contexts School, family and community learning contexts
• Learning outcomes Education, labour market and social outcomes
What is the structure?
Target cohorts Children in Grades 1 and 7
Sample size
Minimum of 5000 per cohort
Cycle
Annual data collection from 2017/18 school year
Respondents School (students & teachers) and home (parents)
Coverage
Major cities (with optional national coverage)
Sampling
Random selection of schools, full sample of 2 cohorts
Duration
Minimum 3 years and ideally until early adulthood
Future work
20192017-18
Main data
collection
Pilot study and
Field trials
2015-17
Feasibility study:
Socio-emotional skills instrument
•32
Future work
Longitudinal study preparation
• Long-term planning
– Focus on social and emotional skills
– Build on existing instruments (e.g. PISA)
– Invest sufficient resources to improve measures that better
address relevance, validity and cross-cultural reliability
•33
Future work
Longitudinal study preparation
• Feasibility study – Socio-emotional skills instruments
– Content
• Test instruments for Grades 1-12
• Use multiple assessment methods: self-reports; teacher and
parents reports; objective assessments, behavioural tasks;
and administrative data.
•34
Thank you
Koji Miyamoto
Maria Huerta
Hiroko Ikesako
Marta Rilling
OECD Education and Social Progress
•35