Fostering and Measuring Skills

Kautz, Tim; Heckman, James J.; Diris, Ron; Weel, Bas ter; Borghans, Lex

doi:10.1787/5jxsr7vr78f7-en

Cited by 95 publications

(50 citation statements)

References 222 publications

(172 reference statements)

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“…For instance, some early childhood interventions among poor children in the United States -such as the Perry School Project 12 and, more recently, "Head Start" -have been found to have significant, durable effects on personality traits and social outcomes (Lee, 2008;Heckman et al, 2009). As Section 4 argues, there is also evidence that specialised interventions for adolescents from underprivileged backgrounds can improve skills and social and economic outcomes (also see Kautz et al, 2015).…”

Section: The Neet Challenge: What Can Be Done For Jobless and Disengamentioning

confidence: 99%

Proportions of young people (16-29) in receipt of unemployment and disability benefits are generally low

2016

Society at a Glance

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Section: The Neet Challenge: What Can Be Done For Jobless and Disengamentioning

confidence: 99%

Proportions of young people (16-29) in receipt of unemployment and disability benefits are generally low

2016

Society at a Glance

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“…using comparison group identified ex-post) as well as longitudinal studies that exploit differences in the timing of learning contexts and skill outcome measures are also used. This paper largely relies on evidence presented in literature reviews conducted by Gutman and Schoon (2013), Kautz et al (2014), OECD (2015), Noelke (forthcoming) and Collaborative for Academic, Social, and Emotional Learning (2012), as well as on the assessment of promising programmes described on the website of the Promising Practices Network (2014).…”

Section: Scope Of This Papermentioning

confidence: 99%

“…A child's early years matter tremendously in the development of skills, as they lay the foundations for future skill development. Investment in early childhood interventions brings the biggest returns in terms of securing higher levels of skills and positive adult outcomes (Kautz et al, 2014). During these years, family is of crucial importance and the patterns of interaction between parents and children have significant impacts on cognitive, social and emotional skills.…”

Section: Skills Need To Be Understood In a Dynamic Frameworkmentioning

confidence: 99%

“…In addition, alternative programmes for those who drop out of school (i.e. in-work training) have also been found to be important for later skill development (Kautz et al, 2014).…”

Section: Skills Need To Be Understood In a Dynamic Frameworkmentioning

confidence: 99%

“…The High/Scope Perry Pre-school Programme is a well-known early childhood intervention programme for disadvantaged families, in which trainers visit homes to help mothers improve parent-child relationships. These programmes are proven to have lasting effects on children's social and emotional development as demonstrated by increased academic motivation (CPC, High/Scope), reduced engagement in juvenile crime (CPC, FDRP) and improved adult economic stability and reduced adult criminal activity (High/Scope) (Kautz et al, 2014), although it is difficult to isolate the effects of improved parent-child relationships from the overall treatment effects.…”

Section: Strengthening Parent-child Relationshipsmentioning

confidence: 99%

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Fostering social and emotional skills through families, schools and communities

Ikesako

Miyamoto

2015

OECD Education Working Papers

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JT03378287Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Working Papers describe preliminary results or research in progress by the authors and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com.Comment on the series is welcome, and should be sent to edu.contact@oecd.org.This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.-EDU/WKP(2015)10 3 ABSTRACT Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children's social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children's social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of interventions designed to raise social and emotional skills. RÉSUMÉLes compétences socio-affectives, telles que la persévérance, la sociabilité et l'estime de soi, aident les individus à faire face aux dé...

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