2014.10.10 - naec seminar_identifying social and emotional skills
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Human Capital for Growthand Social Progress – the Role of
Social and Emotional Skills
Dirk Van Damme & Koji Miyamoto, OECD
NAEC Seminar, Paris, 10 October 2014
NAEC Synthesis Report (MCM 2014)
2.2.5 Investing in education and skills for all(…) “147. It is also important for policies to support the development of social and emotional skills, such as perseverance, resilience, conscientiousness, sociability and self-esteem. Recent evidence suggests that these non-cognitive skills can have a very significant impact on various measures of social progress, that they remain malleable beyond childhood and that they can be reliably measured…”
Purpose• To demonstrate that children need to develop diverse
capabilities including social and emotional skills to face the socio-economic challenges of the 21st century
• To suggest that enhancing children’s social and emotional skills is obvious yet untapped means to effectively address socio-economic challenges
• To inform that the OECD can play an important role by developing reliable and robust instruments to measure socio-emotional skills, collect data and conduct policy analyses
Outline• A broader view on skills that matter• Do social and emotional skills matter?• Are social and emotional skills relevant for
policy?• What can the OECD do?• Key messages
A BROADER VIEW ON SKILLS THAT MATTER
Dirk Van Damme
21st Century Skills
Ways of thinking•Creativity and innovation•Critical thinking, problem solving•Learning to learn, meta-cognition
Ways of working •Communication•Collaboration (teamwork)
Tools of working •Information literacy•ICT literacy
Living in the world•Citizenship – local and global•Life and career•Personal, social responsibility
Source: Microsoft-Intel-Cisco ATC21S project
Individual Skills for Innovation
Subject-based skills (know-what and know-how)
Skills in thinking and creativity
(Critical thinking, ability to make connections,
imagination, curiosity,...)
Behavioural and social skills
(Self-confidence, energy, perseverance, passion,
leadership, collaboration, communication)
How to explain the impact of educational attainment on various social outcomes?
Percentage of adults who are obese, by educational attainment (2011)PortugalSweden
The Netherlands5Italy2
CanadaDenmark
FinlandNorway
Ireland3OECD averageUnited States4
Slovenia1Poland
HungaryEstonia
Czech Republic
0 2 4 6 8 10 12 14 16 18
Women
PortugalSwedenThe NetherlandsItalyCanadaDenmarkFinlandNorwayIrelandOECD averageUnited StatesSloveniaPolandHungaryEstoniaCzech Republic
024681012141618
Life expectancy differences between adults with 'tertiary educa-tion' and 'below upper secondary education'
Men
Difference in life expectancy by educational attainment at age 30 (2010)
How to explain the impact of educational attainment on various social outcomes?
Uni
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Chile
Aust
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Belg
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Nor
way
Swed
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Turk
ey
Fran
ce
Aust
ria
Spai
n
Net
herl
ands 1 0
10
20
30
40
50
Below upper secondary education Upper secondary education Tertiary education
%
Adults with a tertiary education are half as likely to be obese as those with only a below upper secondary education
Percentage of adults who are obese, by educational attainment (2011)
How to explain the impact of educational attainment on various social outcomes?
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Swed
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Aver
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and
Aust
ralia
Flan
ders
(Bel
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Finl
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Nor
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Level 1 or below Level 2 Level 3 Level 4 or 5%
Certainly, foundation skills play an important role.
Proportion of adults reporting that they volunteer at least once a month, PIAAC literacy proficiency level (2012)
The relevance of a broad view on skills
• Growing evidence that people need to mobilise a highly diversified set of mutually reinforcing skills to develop behaviour that copes with contemporary challenges and risks:– Employment– Health– Political participation, civic engagement, social cohesion– Violence, bullying– Environmental behaviour
The analytical challenge
• Linking new insights from personality psychology and economics in addressing socio-economic challenges
• Novel empirical methodologies to come closer to demonstrating causal effects: taking into account measurement errors, endogeneity.
• Shedding light on interdependencies
What are social and emotional skills?
• Diverse labels used– non-cognitive skills, soft skills, character, personality, etc.
• Working definition– Relatively enduring patterns of thoughts, feelings and
behaviours that reflect the tendency to respond in certain ways under certain conditions
• Narrowing the scope– Relatively stable across contexts, malleable over time,
productive and measurable
• Characterising social and emotional skills
What are social and emotional skills?
OECD (forthcoming)
DO SOCIAL AND EMOTIONAL SKILLS MATTER?
Koji Miyamoto
Do social and emotional skills matter?
• It can bring wider-benefits to the society– Literature reviews (Heckman, Kautz, Borghans and ter Weel)– Longitudinal analyses of 9 OECD countries
» Belgium (Flanders) Longitudinal Research in Secondary Education» Canada Young in Transition Study» Korea Korean Youth Panel Study» New Zealand Competent Children» Norway Young in Norway» Sweden Evaluation Through Follow-up» Switzerland Transition from Education to Employment» United Kingdom British Cohort Studies» United States Early Childhood Longitudinal Study
Do social and emotional skills matter?
Skills cognitive
socio-emotional
Outcomes adolescence and
adulthood
Tertiary education
Employment
Obesity
Depression
Violence
Life satisfaction
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
• It can bring wider-benefits to the society– Literature reviews (Heckman, Kautz, Borghans and ter Weel)– Longitudinal analyses of 9 OECD countries
• It can enhance the powers of cognitive skills
Do social and emotional skills matter?
OECD (forthcoming)
Do social and emotional skills matter?
• It can bring wider-benefits to the society– Literature reviews (Heckman, Kautz, Borghans and ter Weel)– Longitudinal analyses of 9 OECD countries
• It can enhance the powers of cognitive skills• It can enhance the socio-economic returns to
education
Do social and emotional skills matter?
OECD (forthcoming)
Silver bullet?
• The importance of the “whole child”– There are no social and emotional skills that work for all outcomes– Skill complementarities “translating intentions into actions”
• Not always show positive effects (e.g., extraversion in Norway)
Self-reported obesity Self-reported eating disorders
OECD (forthcoming)
Silver bullet?
• Diminishing (and eventually negative) returns?– e.g., Extreme persistence and self-esteem
• Social and emotional skills can be valued differently across cultures– e.g., Modesty
• Social and emotional skills can be valued differently across contexts– e.g., Talent valued in Google “Smart creatives are impatient, outspoken risk-takers who are easily bored and change jobs frequently” (Eric Schmidt, former CEO of Google).
ARE SOCIAL AND EMOTIONAL SKILLS RELEVANT FOR POLICY?
Koji Miyamoto
Policy relevance
• Policy-makers, teachers and parents can shape it– Age differences in social and emotional skills
Policy relevance
10 20 30 40 50 6040
45
50
55
60Agreeableness
Age
Mea
n Sc
ore
Female
Male
helpful, unselfish, considerate, kind, forgiving, not quarrel
Soto, et al. (2008)
• Consistent with results from longitudinal studies
• Evidence suggest high malleability until adolescence (Cunha and Heckman, 2008 and Henkman, Cunha and Schennach, 2012)
Policy relevance
• Policy-makers, teachers and parents can shape it– Age differences in social and emotional skills– Successful intervention programmes: causal impact
OECD (forthcoming)
Policy relevance
Family involvement
Parent-child attachment Mentoring Programmes
Early Childhood
(0-4)● ● -
Abecedarian (US), Jamaican Supplementation Study, Head Start (US), Perry Pre-school (US), Chicago Child Parent Center (US), Sure Start (US)
Childhood(5-9) ● ○ -
Project Start (US), Seattle Social Development (US), Montreal Longitudinal Experimental Study (Canada)
Adolescence(10-18) ○ - ●
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)
Key features of promising intervention programmes
Policy relevance
• Policy-makers, teachers and parents can shape it– Age differences in social and emotional skills– Successful intervention programmes: causal impact
• Those targeted to disadvantaged family can be a cost-effective means to address social challenges– Helps reduce education, labour market and social inequalities– High rates of returns: good investment from a purely economic
standpoint
• It can be a new approach to economic challenges– Social and emotional skills as among the key education policies– Education policy as part of economic, social and health policies
Are policy-makers and teachers ready?
• The evidence-base is still limited• There are measurement challenges
Big 5 (Short scale): Conscientiousness
I see myself as someone who: tends to be lazy. does a thorough job.
Disagree strongly
Disagree a little
Neither agree or disagree
Agree a little
Agree strongly
Rammstedt and John (2007)
WHAT CAN THE OECD DO?
The role of the OECD
• Enhance the evidence-base
The role of the OECD
• Enhance the evidence-base• Improve measurement
– PISA 2012 and 2015– OECD Longitudinal Study of Skills Development in Cities
Framework – dynamics of skills development
6
Childhood
Early-Adolescence
Mid-Adolescence
Skill
Contexts
Late-Adolescence
Early-Adulthood
Age 10 15 20 23
Skill Skill Skill Skill
Contexts Contexts Contexts
Longitudinal Study of Skills Development in Cities
6
Skill
Age 10 15 20 23
Skill Skill Skill Skill
Labour market
CivicEngagement
Safety
Health behaviours
CivicEngagement
Safety
Health behaviours
CivicEngagement
Safety
Health behaviours
CivicEngagement
Safety
Health behaviours
Age>23Age>20Age>15Age>10
Canada(Ottawa)
Korea* (Seoul and Daegu)
Japan(Tokyo-Suginami)
Cities interested in participating
Russia(Moscow)
Brazil*(tbd)
Mexico(tbd)
* confirmed participation in the feasibility study
Norway*(Oslo)
Netherlands(tbd)
Argentina*(Buenos Aires)
UK*(tbd)
Chile*(tbd)
USA(tbd)
Colombia*(Bogota)
The role of the OECD?
• Enhance the evidence-base• Improve measurement
– PISA 2012 and 2015 – OECD Longitudinal Study of Skills Development in Cities
• Stimulate policy dialogue and communication– Informal Ministerial: “Skills for Social Progress” in Sao Paulo, Brazil
Key messages
• Improving learning contexts to enhance social and emotional skills can be part of policy-makers’ toolkits to address socio-economic challenges.
• The OECD can help drive the process in improving the measurements and expanding the evidence-base.
Thank youEducation and Social Progress (ESP) Project
[email protected]/edu/ceri/educationandsocialprogress.htm
www.oecd.org/site/espforum2014/
Koji MiyamotoHiroko Ikesako
Maria HuertaMarta Rilling
Dirk Van Damme