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Developing SE Skills by Dr. Victoria Levin
Developing SE Skills by Dr. Victoria Levin
SOCIOEMOTIONAL SKILLS:
Why, when, and how?
Victoria Levin,
Senior Economist
and Global co-Lead
for
Skills Global Solutions Group
Education Global
Practice
February 14, 2022
OUTLINE:
Digital skills
Cognitive Technical Socioemotional
Involving the use of Involving manual Beliefs, personality traits,
logical, intuitive dexterity and use of Behavioral skills
and creative methods, materials, tools
thinking & instruments Big 5 traits: Openness to
Raw problem solving Developed through experience,
ability vs. knowledge to VET/university or conscientiousness,
solve problems acquired on the job extraversion, agreeableness,
emotional stability
Verbal ability, numeracy, Related to specific
problem solving, memory occupations/trades (e.g. Behaviors/attitudes: Self-
(working and long-term) engineer, economist, IT regulation, Grit/perseverance,
and mental speed specialist, plumber) decision making, self &
interpe3rsonal skills
W H Y ARE
S O C I O E M O T I O N A L SKILLS
(INCREASINGLY)
IMPORTANT?
SOCIO-EMOTIONAL SKILLS PREDICT EDUCATIONAL
ACHIEVEMENT
US: GED recipients (lower SE skills) have lower post- Peru: Grit helps to explain enrollment in higher education
secondary attainment compared to high school and choice of university over technical post-secondary
graduates (higher SE skills) 0.3
5
0.3
0
0.2
5
0.2
0
0.1
5
0.1
0
0.0
5
0.0
0 University | institute
Enrollment in higher educatienr
onollment Attend university rather
than technical institute
Source: Deming (2015), “The Growing Importance of Social Skills in the Labor Market”, NBER WP No. 21473
EVIDENCE FROM THE PHILIPPINES: DEFICIT OF SOCIO-
EMOTIONAL SKILLS IN THE LABOR MARKET
Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
EVIDENCE FROM THE PHILIPPINES: SOCIO-EMOTIONAL
SKILLS CORRELATE WITH LIKELIHOOD OF EMPLOYMENT
Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
EVIDENCE FROM THE PHILIPPINES: SOCIO-EMOTIONAL SKILLS
ASSOCIATED WITH HIGHER WAGES, PARTICULARLY FOR
DISADVANTAGED
Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
H O W TO DEVELOP
SOCIO- E M O T I O N A L
SKILLS?
FOR INTERVENTIONS, SE SKILLS MOST RELEVANT FOR EDUCATIONAL AND
LABOR MARKET OUTCOMES CAN BE GROUPED IN THE PRACTICE MODEL
Sub-Skills
Socio-emotional skills
(skills, attitudes, beliefs, behaviors)
Social-information processing skills
Problem-solving Decision making
Planning skills
Stress resistance
Perseverance
Resilience Optimism
Adaptability
Mastery orientation
Achieve motivation Sense of purpose
Motivation to learn
Delay of gratification Impulse control
Attentional focus Self-management
Control
Empathy/prosocial Low aggression
Communication skills Relationship skills
Teamwork
Agency
Initiative Internal locus of control Leadership
Honesty Fairness
Ethics Moral reasoning
Problem-solving F O O R
Resilience O O R
Achieve motivation O R R
Control O O O R
Teamwork O O R
Initiative O O O O
Confidence F O O R
Ethics F O
Source: Guerra, Modecki and Cunningham (2014). F= FOUNDATIONAL; O= OPTIMAL; R=
O
REINFORCEMENT
EFFECTIVE SOCIO-EMOTIONAL SKILLS INTERVENTIONS ARE
“SAFE”
Source: CASEL based on Durlak et al. (2010), “A meta-analysis of after-school programs that seek to promote personal and social skills in
children and adolescents,” American journal of community psychology, 45(3-4), 294-309.
OTHER SUCCESS FACTORS FOR SOCIO-EMOTIONAL SKILLS
INTERVENTIONS
Motivation:
• Only 9% of students from low-income communities graduate from college
Results of OneGoal:
21
A LOOK AT PASO A PASO CURRICULUM, WITH DEFINED AGE-
APPROPRIATE STANDARDS FOR EVERY GRADE
22
STAND-ALONE: GROWTH MINDSET INTERVENTION IMPROVES MATH
GRADES IN THE US
• Intervention that taught about malleability of intelligence and skills reversed downward
trend in math grades among seventh-graders in New York City public schools
Mindset Intervention
www.mindsetworks.om
24
STAND-ALONE: ONGOING GROWTH MINDSET INTERVENTIONS IN PERU,
INDONESIA AND SOUTH AFRICA
• Work is ongoing in Peru, Indonesia, and South Africa testing adaptations of Growth
Mindset interventions, using videos, stories, multiple sessions, comic books, self-
administered computer-based sessions, targeting primary and secondary students
25
STAND-ALONE: TEACHING GRIT IN MACEDONIA IMPROVED SOCIO-
EMOTIONAL SKILLS AND INCREASED ACHIEVEMENT FOR ROMA
26
POST/AFTER-SCHOOL: EDUCATE! BUSINESS CLUBS WITH
SOCIOEMOTIONAL SKILLS TRAINING HELP YOUTH SUCCEED IN AFRICA
Source: Follow-up RCT conducted in partnership with researchers from the University of California- Berkeley, the
World Bank, and Innovations for Poverty Action to measure program impact on students
3.5 years after graduating from secondary: Carney, et al. (2019). “Educate! Evaluation: Four-year Follow-up
Report.”
27
POST-SCHOOL: YOUTH SKILLS TRAINING HAD LONG-TERM IMPACTS ON
LABOR OUTCOMES, LARGELY DUE TO LIFE SKILLS TRAINING
Self-starting: be different,
do not mimic others, and
think creatively
Overcoming barriers: be
persistent when problems
happen, learn from
mistakes
Togo, Uganda, Ethiopia, Source: Campos et al. (2017). Teaching
Ghana, Mexico personal initiative beats traditional training in
boosting small business in West Africa.
https://pi-training.org/ Science, 357(6357), 1287-1290.
29
POST-SCHOOL: PROJECT-BASED LEARNING IN UNIVERSITY
IN COLOMBIA INCREASED 21ST CENTURY & SE SKILLS
32
STAND-ALONE: MCII INTERVENTION INCREASED GRADES
AND ATTENDANCE IN US MIDDLE SCHOOL
Experimenta
l Group