New Vision for Education: Fostering Social and Emotional Learning Through Technology

Industry AgendaNew Vision for Education: Fostering Social and Emotional Learning through TechnologyMarch 2016Prepared in collaboration with The Boston Consulting GroupNew Vision for Education.indd 104.03.16 13:57 World Economic Forum®2016 - All rights reserved.No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, or by any information storage and retrieval system.The views expressed are those of certain participants in the discussion and do not necessarily reflect the views of all participants or of the World Economic Forum.REF 040316New Vision for Education.indd 204.03.16 13:57 3New Vision for EducationContents4 Executive summary6 Chapter 1: Benefits and best practices in SEL6 The benefits of SEL8 Best practices in SEL11 Chapter 2: The promise of education technology11 Capitalize on what works13 Embed SEL into foundational ed-tech products14 Expand the realm of the possible18 Chapter 3: What’s holding back adoption of SEL technologies?18 Limited awareness of SEL and its benefits19 Insufficient prioritization of social and emotional skills 19 Lack of consensus about valid and reliable SEL measurements 19 Low levels of funding and resources for SEL 20 Inadequate supply of SEL programmes and products 24 Chapter 4: The way forward for SEL24 How global organizations shape the agenda25 How country-level organizations advance the agenda25 How individual stakeholders influence the agenda26 How to foster collaboration among stakeholders27 Appendix 1: Definitions of SEL strategies28 Appendix 2: Definitions of ed-tech features30 Appendix 3: Education reform in action30 A central-government programme31 A public-private partnership in a decentralized system31 An NGO-led project in a developing country31 A global campaign32 Appendix 4: Methodology33 Acknowledgements34 EndnotesNew Vision for Education.indd 304.03.16 13:57 4New Vision for EducationTo thrive in the 21st century, students need more than traditional academic learning. They must be adept at collaboration, communication and problem-solving, which are some of the skills developed through social and emotional learning (SEL). Coupled with mastery of traditional skills, social and emotional proficiency will equip students to succeed in the swiftly evolving digital economy.In 2015, the World Economic Forum published a report that focused on the pressing issue of the 21st-century skills gap and ways to address it through technology (New Vision for Education: Unlocking the Potential of Technology). In that report, we defined a set of 16 crucial proficiencies for education in the 21st century. Those skills include six “foundational literacies”, such as literacy, numeracy and scientific literacy, and 10 skills that we labelled either “competencies” or “character qualities”. Competencies are the means by which students approach complex challenges; they include collaboration, communication and critical thinking and problem-solving. Character qualities are the ways in which students approach their changing environment; they include curiosity, adaptability and social and cultural awareness (see Exhibit 1).In our current report, New Vision for Education: Fostering Social and Emotional Learning through Technology, we follow up on our 2015 report by exploring how these competencies and character qualities do more than simply deepen 21st-century skills. Together, they lie at the heart of SEL and are every bit as important as the foundational skills required for traditional academic learning. Although many stakeholders have defined SEL more narrowly, we believe the definition of SEL is evolving. We define SEL broadly to encompass the 10 competencies and character qualities.1 As is the case with traditional academic learning, technology can be invaluable at enabling SEL.The advantage of SELAs we explore in Chapter 1 of the report, social and emotional skills are critical to the workforce of the future. The kinds of skills that SEL addresses, such as problem-solving and collaboration, are increasingly necessary for the labour market. According to one estimate, 65% of children entering grade school will ultimately work in jobs that don’t exist today, putting creativity, initiative and adaptability at a premium. Another study shows that jobs are increasingly Executive summaryFoundational LiteraciesCompetenciesCharacter QualitiesHow students apply core skillsto everyday tasksHow students approachcomplex challengesHow students approachtheir changing environment21st-Century Skills1. LiteracyDE2. Numeracy4564. ICT literacy3. Scientific literacy5. Financial literacy6. Cultural and civic literacyLifelong Learning7. Critical thinking/ problem-solving8. Creativity9. Communication10. Collaboration11. Curiosity13. Persistence/ grit14. Adaptability15. Leadership16. Social and cultural awareness 12. InitiativeExhibit 1: Students require 16 skills for the