| Notes |
Session 2: Overview of the proposed Social and Emotional Skills Framework
6. Filip de Fruyt (Ghent University) presented a summary of discussions at the Expert Group Meeting held on 2-3 February 2015 in the Hague, and Oliver John (University of California, Berkeley) presented a conceptual framework of the social and emotional skills constructs. The framework includes five broad skill domains: 1) engaging with others, 2) collaboration skills, 3) emotion regulation, 4) task performance, and 5) open-mindedness. He explained the rationale behind choosing these five domains, including cross-cultural and cross-linguistic relevance, capacity to predict important outcomes, replicability and the high degree of independence from cognitive skills.
7.
The Steering Group members:
APPROVED the proposed social and emotional skills framework, acknowledging the strengths of the framework in its comprehensiveness and cross-cultural relevance, and its capacity to capture other key constructs of interest to participating countries/cities (e.g. resilience, leadership, civic-mindedness).
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EDU/CERI/CD/RD(2015)6
EDU/CERI/CD/RD(2015)6
SUGGESTED including developmental pathways of social and emotional skills in the framework, given that skills can be age-specific. Filip de Fruyt nevertheless suggested that measurement should not be limited to age-specific skills, since there is a variation in individuals’ sensitive periods.
SUGGESTED exploring ways to link social and emotional skill measurement of the proposed study with other OECD measurement instruments such as those used in PISA and PIAAC, as well as with local measurement instruments such as standardised achievement tests. Andreas Schleicher (OECD) responded that coherence across projects is important and that any conceptual framework needs to have a convincing validation strategy.
SUGGESTED that the framework should reflect what policy makers expect from the study. Elisabeth Buk-Berge (Norway) pointed out that the framework is scientifically solid but lacks relevance to the real world. Tone Abrahamsen (Norway) suggested facets should be school relevant. Filip de Fruyt responded that the framework is a starting point and should be translated to be linked to specific questions that the study is expected to answer.
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