Salzburg Global's multi-year series on Education for Tomorrow's World seeks to address systemic challenges and opportunities for re-shaping education to prepare for the societies and work of the future. New technologies and artificial intelligence are taking us faster towards a post-industrial world in countries at all stages of economic development, with standardized teaching systems and metrics increasingly called into question. Young people across the social spectrum urgently need skills and support networks to realize their potential throughout their life-paths, and to optimize their health and wellbeing as work patterns change. Such needs are most acute for marginalized groups at risk of exclusion across generations and for many young people with migrant or refugee backgrounds.
The 2016 session is the second international meeting in this interdisciplinary series, which supports collaborative action to advance the United Nations' 2030 Agenda for Sustainable Development. It will build on the outcomes of Salzburg Global's 2015 session on 'Untapped Talent: Can better testing and data accelerate creativity in learning and societies?', which explored the need for new approaches in assessment science, practice and predictive analytics.
While most national educational systems appear to pay greater attention to academic, technical and vocational skills, emerging evidence in education, psychology, neuroscience and economics suggests that social and emotional (SEL) skills can also be measured and developed to help improve academic achievement, reduce negative behaviors, and enrich interpersonal relationships. More systematic approaches to cultivating SEL skills could therefore have long-term benefits for learners, schools and colleges, and workplaces. To put such approaches in place, reliable data and relevant standardized testing and assessment frameworks will be essential.
Now is a great moment to bring social and emotional learning back to the centre of learning, where it belongs. This may, however, require adjustments in our education systems which can only be effectively done through in-depth reflections on the evidence, mapping hurdles and opportunities on a global scale, and involvement of key stakeholders across sectors and scales.
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