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EDUCATION FOR TOMORROW'S WORLD

Past Program

Overview

Social and Emotional Learning (SEL) is one of the hottest topics in global education today. Evidence shows that SEL can help young people acquire the skills to thrive in the fourth industrial revolution and shape new jobs and career pathways. SEL skills can also help communities and populations grapple with complex change and advance the Sustainable Development Goals. 

On the demand side, there are compelling calls from around the world for the systematic development and embedding of social and emotional learning opportunities in education systems. Unusually, these demand side drivers are now coming from industry, private sector and economists as well as from education and civil society organizations

On the supply side, however, it is still rare to find SEL opportunities integrated at a system-wide level in national education sectors. At global level, the three most frequently cited barriers relate to teacher preparation, curriculum design, and perceived challenges around measurement and assessment. There are also significant constituencies who for different reasons do not consider SEL opportunities to be important and relevant in education.

A comprehensive evidence base now demonstrates the correlation between social and emotional skills and academic attainment. Recent years have seen the emergence and/or expansion of a number of national and regional SEL initiatives in different parts of the world. Despite this, there are few, if any, opportunities for leaders, influencers, researchers and practitioners from different networks to share their insights and learning.  This program – the latest in Salzburg Global Seminar’s series on Education for Tomorrow’s World - connected key stakeholders across sectors, regions and cultures to share and critique a range of policies and practice, analyzing what has or has not worked in order to develop scalable recommendations for future educational reform. 

Key Questions

  • How do we convince the unconvinced? The argument for SEL is not yet won and as SEL programs become more established and better known, there may be more push back from stakeholders with differing priorities.
  • What does current best SEL practice look like and how can it be developed in new parts of the world? 
  • How important is definitional clarity around key SEL concepts as the work moves forward?
  • What SEL training will teachers and other educators need, and how can they develop their own social and emotional skills?
  • What does a 21st century curriculum need to look like? How can the full range of learning opportunities that contribute towards the acquisition of social and emotional skills be recognized? / 
  • How do we measure social and emotional skills in a way which is equitable and does not lead to cultural normalization?
  • What are the next steps that education leaders and other stakeholders can take to leverage SEL opportunities?
  • How can we create better collaboration and learning across different education systems?

Photos


View full set on Flickr

All images are available for download. Please credit Salzburg Global Seminar. Unwatermarked images are available on request.

Graphics


View full set on Flickr

All images are available for download. Please credit Salzburg Global Seminar/Wolfgang Irber. 

Participants

Jennifer Adams
Director of Education, Ottawa-Carleton District School Board, Canada
Leyla Akoury-Dirani
Associate Professor, American University of Beirut (AUB), Lebanon
Asmaa Alfadala
Director of Research and Content Development, World Innovation Summit for Education (WISE), Qatar
Carine Allaf
Senior Programs Advisor, Qatar Foundation International (QFI), USA
Oruba Al Musa
Chief of Education Programs, United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), Jordan
Ayla Bonfiglio
Principal and Founder, Conflict and Education Learning Laboratory (CELL Foundation), Netherlands
Marc Brackett
Director, Yale Centre for Emotional Intelligence, USA
Claudia Brovetto
Cluster Lead, New Pedagogies for Deep Learning, Plan Ceibal, Uruguay
Linda Brownlow
Head of School of Education, University of Strathclyde, UK
Esther Care
Senior Fellow - Global Economy and Development, Center for Universal Education, Brookings Institution, USA
Tonia Casarin
CEO & Founder, Fireworks Education, Brazil
Valeria Cavioni
Psychologist, Developmental and Educational Studies, University of Milano-Bicocca, Italy
Carmel Cefai
Director of the Centre for Resilience and Socio-Emotional Health, University of Malta, Malta
Rio Cheung
Educational Psychologist, Education Bureau, China, Hong Kong SAR
María Cortelezzi
National Director, Evaluation of Educational Quality; Secretary of Educational Evaluation, Ministry of Education, Argentina
Mutlu Cukurova
Lecturer in Digital Technologies in Education, UCL Knowledge Lab, Institute of Education, University College London, UK
Pedro Cunha
Deputy Director, Gulbenkian Program for Knowledge, Fundação Calouste Gulbenkian, Portugal
Rena Deitz
Technical Advisor, Education, International Rescue Committee, USA
Manjula Dissanayake
Founding President, Educate Lanka, Sri Lanka
Mia Doces
Vice President for Innovation, Committee for Children, USA
Gavin Dykes
Director, Education World Forum, UK
Sofia Frech
Coordinator, Ministry of Public Education, Mexico
Simone Gbolo
Executive Director, Public Policy and International Affairs (PPIA) Program, University of Minnesota, USA
Olli-Pekka Heinonen
Director General, National Agency for Education, Finland
Mark Herbert
Director, Schools & Skills Programmes, British Council, UK
Joysy John
Director of Education, NESTA, UK
Patrick Kyllonen
Senior Research Director, Educational Testing Service (ETS), USA
Bruno Macedo
Project Manager, Fundação Calouste Gulbenkian, Lisbon, Portugal
Grace Maina
Senior Deputy Director, Curriculum and Research Services, Kenyan Institute for Curriculum Development, Kenya
Parag Mankeekar
Leader, RealLives, India
Simeon Mawanza
Grant Manager, Porticus, Kenya
Joanne McEachen
Global New Measures Director, New Pedagogies for Deep Learning, USA
Sarah Mercer
Professor of Foreign Language Teaching, University of Graz, Austria
Heloisa Mesquita
Director, Diferente Consultoria, Brazil
Catherine Millett
Senior Research Scientist, ETS Policy Evaluation & Research Center, United States
Dr. Benito Mirón
Director General of International Relations, Secretariat of Public Education, Mexico
Koji Miyamoto
Senior Economist for Education Global Practice, World Bank, USA
Paolo Nardi
Head of Research, Cometa, Italy
Karen Niemi
President and CEO, CASEL: The Collaborative for Academic, Social and Emotional Learning, USA
Amie Njie
Senior Education Officer Life Skills Unit, Ministry of Basic and Secondary Education, Gambia
Olena Orzhel
Education Reforms Office, Ministry of Education, Ukraine
Lorena Pacheco
Program Officer at the Club de Madrid, Spain
Riia Palmqvist
Counselor of Education, Ministry of Education, Finland
Louka Parry
Director, Education and Training, Education Changemakers, Australia
Humberto Perez Leon Ibanez
Head of Learning Quality Measurement Office, Ministry of Education, Peru
Maria Poulou
Professor in Education Psychology, Patras University, Greece
Ian Rivers
Professor of Education for Social Change and Senior Vice Dean for the Faculty of Humanities and Social Sciences, University of Strathclyde, UK
Emiliana Rodriguez
Co-Founder and Education Director, AttentaMente, Mexico
Sukhmani Sethi
Program Manager, Porticus, India
Shailendra Sharma
Principal Advisor to the Director of Education, Delhi Government, India
Mark Sparvell
Education Leader, Microsoft Corporation, USA
Saran Stewart
Senior Lecturer for Comparative Higher Education and Deputy Dean of the Faculty of Humanities and Education, University of the West Indies, Jamaica
Jina Sung
Director, Institute for Social-Emotional Learning in Korea, Republic of Korea
Vishal Talreja
Co-Founder, Dream a Dream, India
Winsome Waite
Vice President of Practice, Alliance for Excellent Education, USA
Dylan Wray
Director, Shikaya, South Africa
Kwiri Yang
Founder and CEO, LifeGyde, USA

PARTNERS & CO-CHAIRS

PARTNERS

Daily Newsletters

Issue 1

Issue 2

Issue 3

 

Resources

Alliance for Excellent Education (All4Ed). "Science of Adolescent Learning Consensus Statements."

Alliance for Excellent Education (All4Ed). "Science of Adolescent Learning Infographic (1)."

Alliance for Excellent Education (All4Ed). "Science of Adolescent Learning Infographic (2)."

Askell-Williams, Helen. "Transforming the Future of Learning with Educational Research.Advances in Educational Technologies and Instructional Design (AETID) Book Series. 2015.

Blad, Evie. "Schools Should Teach (and Measure) 'Soft Skills,' Parents and Educators Agree." Blog. Education Week. August 2018. 

Brackett, Marc. "The Emotional Intelligence We Owe Students and Educators." Educational Leadership. 2018.

Brackett, Marc. Patti, Janet. "Creating Emotionally Intelligent Schools." School Administrator. 2016.

Brackett, Marc. Rivers, Susan. Bertoli, Michelle. Salovey, Peter. "Emotional Intelligence." Handbook of Emotions. 2016.

Brackett, Marc. Dymnicki, Allison. Jones, Stephanie. Kidron,Yael. Osher, David. Weissberg, Roger. "Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward." Review of Research in Education, 40. 2016.

Cavioni, Valeria. Zanetti, Maria Assunta. Beddia, Giusy. Spagnolo, Mara Lupica. "Promoting Resilience: A European Curriculum for Students, Teachers and Families." 2018.

Cavioni, Valeria. Grazzani, Ilaria. Ornaghi, Veronica. "Social and emotional learning for children with Learning Disability: Implications for inclusion." International Journal of Education. 9: 2. 100 - 109. 2017.

CASEL. "Social and Emotional Learning Competencies." 2017.

Cefai, Carmel. "Strengthening Social and Emotional Education as a core curricular area across the EU." NESET II. 2018.

Cefai, Carmel. Ferrario, Erika. Cavioni, Valeria. Carter, Audrey. Grech, Tracy. "Circle time for social and emotional learning in primary school.Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. 2013.

Hart, Angie. Heaver, Becky. "Resilience Approaches to Supporting Young People’s Mental Health: Appraising the Evidence Base for Schools and Communities." University of Brighton/Boingboing. 2015.

Heinemeyer, Catherine. "Mental health crisis in teens is being magnified by demise of creative subjects in school." Blog. The Conversation. 2018.

Jones, Stephanie. Zaslow, Martha. Darling-Churchill, Kristen. Halle, Tamara. "Assessing early childhood social and emotional development: Key conceptual and measurement issues." Journal of Applied Developmental Psychology, 45. 42 - 28. 2016.

Kordich Hall, Darlene. "Compendium of Selected Resilience and Related Measures for Children and Youth.The Child & Family Partnership. 2010.

Korean Educational Development Institute. "A Window into Korean Education." 2018.

McEachen, Joanne. Kane, Matthew. "Cultural Competency Rubric." The Learner First. 2018.

McEachen, Joanne. Kane, Matthew. "Connection Learning Progression." The Learner First. 2018.

McEachen, Joanne. Kane, Matthew. "Self Understanding Learning Progression." The Learner First. 2018.

McEachen, Joanne. Fullan, Michael. Quinn, Joanne. "2018 NPDL Global Report." New Pedagogies for Deep Learning. 2018.

Murphy-Graham, Erin. Cohen, Alison K. "Life skills education for adolescents in developing countries: What are they and why do they matter?

NESET II. "Strengthening Social and Emotional Education as a core curricular area across the EU." European Union. 2018.

OECD. "The Study on Social and Emotional Skills." 

O'Donnell, Carol. "Science Education, Identity, and Civic Engagement: Empowering Youth through the UN Sustainable Development Goals." G7 Executive Talk Series. 2018.

Schick, Andreas. Cierpka, Manfred. "International evaluation studies of Second Step, a primary prevention programme: a review.Emotional and Behavioural Difficulties. 18:3, 241-247. 2013.

The Learner First. "Delivering Whole-System Change for Oklahoma City Public Schools’ Learners." 2016.

 

Multi-Year Series

Salzburg Global’s series on Education for Tomorrow’s World shapes new approaches to learning, skills and inclusion for radically different societies. Topical programs and regional workshops address emerging challenges and opportunities for education, assessment and the future of work, generating strategic recommendations and practical projects to recalibrate and reform current systems.

The December 2018 program will build on three years of evidence-gathering and analysis in Salzburg (566 / 606 / 612) and in regional meetings for Latin America (organized by the Chilean Quality Education Authority and Inter-American Development Bank, Santiago, Chile), the Middle East, North Africa and Turkey (organized in partnership with British Council and ETS in Amman, Jordan) and for Mexico, US and Canada (organized with ETS in Princeton, USA).