The OECD hopes that the PISA report will also measure social and emotional education

The Organization for Economic Co-operation and Development (OECD), which publishes the PISA report on the evaluation of education systems in each country every three years, expressed today its hope that in the future it will also be possible to measure progress in as social and emotional education.

"We believe that the next educational measurement frontier will be about social and emotional education," said Dirk Van Damme, head of the OECD division of measurement innovation and progress, at the E2 technology and education conference held by Microsoft. celebrate these days in Paris.

Van Damme indicated that when PISA began in the year 2000, the organization did not expect to have the impact it has achieved at present, in which it has become the global standard to measure the quality of education in each country and recognized that PISA it does not measure "everything that is education".

Therefore, he claimed the importance of social and emotional education (empathy, ability to reach agreements, to create personal connections, to adapt to different areas, etc.) and lamented that the "rankings" of PISA are the only thing that receives public attention of a "complex issue" such as measuring progress in education.

"Sometimes in the OECD we give too simplistic answers, 'rankings' are only one dimension of a very complex issue, but they are the first thing that politicians and the press give visibility to," explained the head of innovation at the OECD.

"The data indicate that so-called" soft skills "(social and emotional skills) have a major impact on the future of children, as much or more than cognitive knowledge," and are strongly related to "future variables such as levels of unemployment , salary and cases of depression, "he said.

Van Damme also explained how employers tell you that they hire their employees based on their cognitive skills (theoretical knowledge and practical skills) and dismiss them because of their non-cognitive abilities (lack of social and emotional skills).

"The idea that character is something with which one is born has been rejected by modern psychology, character is constructed and molded, and school plays a fundamental role in it," he concluded.


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