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dc.titleLearning for Life: The Development of Socio-Emotional Skills and the Role of Teachers (Summary)
dc.contributor.authorArias Ortiz, Elena
dc.contributor.authorHincapie, Diana
dc.contributor.authorParedes, Diana
dc.contributor.orgunitEducation Division
dc.coverageColombia
dc.coverageArgentina
dc.coveragePeru
dc.coverageBrazil
dc.coverageUruguay
dc.coverageChile
dc.coverageMexico
dc.coverageBolivia
dc.coverageDominican Republic
dc.coverageEcuador
dc.coverageHonduras
dc.coverageCosta Rica
dc.coverageLatin America and the Caribbean
dc.date.available2020-08-27T00:00:00
dc.date.issue2020-07-31T00:00:00
dc.description.abstractChildren and youth need to develop socio-emotional skills to achieve personal and professional success in the 21st century. For this reason, education systems in Latin America and the Caribbean have implemented policies and programs to develop the socio-emotional skills of their students. This brochure presents a summary of the technical note “Learning for Life: The Development of Socio-Emotional Skills and the Role of Teachers, which analyzes the inclusion of socio-emotional skills in 12 education systems in the region and the training that teachers receive to develop these skills in their students. While progress has been made, we highlight four challenges to develop socio-emotional skills in the region: (i) clearly defining in the learning standards what socio-emotional skills should be developed in each education system and the expected levels of achievement; (ii) developing measurements that allow establishing a diagnosis of students' socio-emotional skills and monitoring their progress; (iii) establishing guidelines and strategies to support the education community in implementing learning standards and developing socio-emotional skills in schools; and (iv) supporting teachers in developing their socio-emotional skills and the pedagogical practices to develop them in their students, through pre-service and in-service training. In the face of constant social and technological change, the development of socio-emotional skills acquires even greater relevance, and education systems must continue to make efforts to develop these skills in all children and youth in the region.
dc.format.extent6
dc.identifier.doihttp://dx.doi.org/10.18235/0002523
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Learning-for-Life-The-Development-of-Socio-Emotional-Skills-and-the-Role-of-Teachers-Summary.pdf
dc.identifier.urlhttps://publications.iadb.org/publications/spanish/document/Educar-para-la-vida-El-desarrollo-de-las-habilidades-socioemocionales-y-el-rol-de-los-docentes-Resumen.pdf
dc.identifier.urlhttps://publications.iadb.org/publications/portuguese/document/Educar-para-a-vida-O-desenvolvimento-das-habilidades-socioemocionais-e-o-papel-dos-professores-Sumario.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectEducation
dc.subjectSocio-Emotional Skill
dc.subjectTeacher Effectiveness
dc.subjectTeacher Education
dc.subject21st-Century Skill
dc.subjectCurriculum
dc.subjectTeacher-Student Interaction
dc.subject.jelcodeI24 - Education and Inequality
dc.subject.jelcodeI21 - Analysis of Education
dc.subject.jelcodeI28 - Government Policy
dc.subject.jelcodeN36 - Latin America • Caribbean
dc.subject.keywordsLatin America and the Caribbean;Education;Socio-Emotional Skills;teacher training
dc.typeCatalogs and Brochures
idb.identifier.pubnumberIDB-CB-00355
idb.operationRG-K1062
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