Beyond Academic Learning - First Results from the Survey of Social and Emotional Skills
Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.
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Core employability skills build upon and strengthen the skills developed through basic education; the technical skills needed for specific occupations or to perform specific tasks or duties (such as nursing, accounting, using technology or driving a forklift); and professional/personal attributes such as honesty, reliability, punctuality and loyalty.
Core work skills enable individuals to constantly acquire and apply new knowledge and skills; they are also critical to lifelong learning. Various agencies and organizations have given different labels to these skills, ranging from “key competencies” to “soft skills”, “transferable skills” or “essential skills”.
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Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens. The benefits of developing children\'s social-emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well-functioning society. The OECD\'s Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students\' social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio-economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.
