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10 July 2019 USAID ECCN

WELCOME TO THE WEBCAST

Advancing Social and Emotional Learning in Practice and Policy

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ADVANCING SOCIAL AND EMOTIONAL LEARNING IN POLICY AND PRACTICE

OVERVIEW

USAID ECCN

Ø ECCN is a forum for collaboration, networking, information, and knowledge sharing that USAID and its implementing partners use to equitably increase access to education in crisis and conflict-affected environments. Ø Priority Areas: Safer Learning Environments, Improved Programming, Enhanced Equity, & Stronger Local Institutions. Ø ECCN’s external Partner Initiatives program showcases timely and important research on issues of education in crisis and conflict settings. Save the Children was one of 5 Partner Initiatives selected by ECCN.

Salzburg Global Seminar

Ø Salzburg Global Seminar’s mission is to challenge current and future leaders to shape a better world.

eccnetwork.net @EdCCNetwork usaideccn@edc.org Website Twitter E-mail salzburgglobal.org @SalzburgGlobal info@SalzburgGlobal.org

SPEAKERS

Shailendra Sharma

Principal Advisor to the Director

• f Education

Delhi Government (India) shailendraksharma10@gmail.com

Nina Weisenhorn

• Sr. Advisor in Education in

Crisis and Conflict USAID Office of Education (United States) nweisenhorn@usaid.gov

Dominic Regester

Program Director Salzburg Global Seminar (Austria) dregester@SalzburgGlobal.org

Daniela Labra

Co-Founder and General Director AtentaMente (México) daniela@atentamente.mx

Stephanie Jones

Professor of Education Harvard University (United States) jonesst@gse.harvard.edu

AGENDA

Introductions SEL and Salzburg Global Seminar India: The Happiness Curriculum México: Construye-T Contextualizing SEL SEL and USAID Q&A Closing Remarks

THE HAPPINESS CURRICULUM IN DELHI

Integrating the science of emotions into classrooms

Shailendra Sharma

Principal Advisor to the Director of Education Delhi Government (India) shailendraksharma10@gmail.com

REVISITING THE BUILDING BLOCKS OF SEL

INTENTION AND APPROACH

Ø Help children develop skills of mindfulness, self-awareness, critical thinking and reflection Ø Adopt a scientific, structured approach to social emotional learning Ø Encourage students to explore the qualitative nature of happiness Ø A 35 minute period is scheduled in the timetable each day for Grades 1-8 Ø Weekly structure for the classes with specific activities planned for each day Ø Daily Mindfulness Practice, observation and discussion on emotions using stories & experiential activities as mediums Ø 20 Stories & Activities provided as a bank for the year without the expectation of having to complete them in a specified period

SCALE

Ø Implemented in all 1024 schools in Delhi from Grades Nursery - VIII Ø 800,000 students being reached every day Ø 18,000 teachers have been trained to facilitate the classes during regular school hours

IMPACT

Ø Numerous stories of change have been related by students, teachers and parents describing how Happiness classes have led to reduced mental tension and a calmer state of mind

IMPACT CONT…

Ø The stories and activities have led to reduced misunderstandings between friends and improved relations with parents and teachers

TESTIMONIALS

Ø “I am able to control my temper better” – student, Grade 8 Ø “I feel an increased sense of gratitude when someone does something for me” – student, Grade 7 Ø “I keep things in their proper place in the class so that others can find them when they need it” – Khushi, Grade 3 Ø “I was overjoyed when my daughter came and told me that I was the source

• f her happiness which she discovered

through an activity in the Happiness Class” – a Parent of Grade 7 student Ø “This is the first time I have seen a curriculum that focuses on building better human beings which is the greatest need of the hour” – a Middle School Teacher

SEL AS PUBLIC POLICY IN MÉXICO

The case of Construye T

Daniela Labra

Co-Founder and General Director AtentaMente (México) daniela@atentamente.mx

Text

10 July 2019 USAID ECCN

Mexico, a leading country in Socio-emotional Education

The importance of developing skills such as self-awareness, empathy and team work is acknowledged They were not part

• f what was taught

in school

2017: SOCIO- EMOTIONAL SKILLS

Genesis of a nation-wide intervention

• Between 60% - 70% of Mexican

students have been victims of violence (OECD).

• Violence spread throughout the

country: organized crime, decomposition of the social fabric

• Mexico is significantly below

average in the PISA test.

• Mexico ranks 1st in

workplace stress in the world.

• 75% of employees report

being stressed (IWO).

The importance of developing skills such as self-awareness, empathy and team work is acknowledged

VIOLENCE EDUCATION WELLBEING

An answer from prevention: SEL in the curricula

The importance of developing skills such as self-awareness, empathy and team work is acknowledged

Professional development

• In-person (12 hours, 8500 Principals and tutors)
• Online program (40 hours, 50,000 teachers)
• Online tutoring/support (4000 tutors)

Curriculum development

• Instructional design
• 352 lessons (teachers and students)

Research

• Program evaluation design: Efficacy and fidelity of

implementation

Construye T (K10-12), 2016-2018

• Federal, Nation-wide
• 4 (10)6 teens, 280,000 teachers, 16,000

schools

CONSTRUYE T EXPERIENCE IN FULL IMPLEMENTATION

RELATE

KNOW YOURSELF CHOOSE YOURSELF

BUILD YOURSELF

3 Transversal Skills:

• Attention
• Clarity
• Emotional

literacy

Buy-in and sustainability: TEACHERS AND PRINCIPALS FIRST

EMOTIONAL MATERIAL PHYSICAL

WELLBEING

SOCIAL PROFESSIONAL

19

KEY ELEMENTS TO IMPACTING PUBLIC POLICY:

EMBODYING AND SPEAKING OUT

1

MAPPING KEY STAKEHOLDERS

In the education sector and other sectors too.

3

SCIENTIFIC AND FIELD EVIDENCE

• Evidence-based program, from mexico for

Mexico, with renowned researchers

• Previous experience in different education

levels and other workplace contexts.

2

POSITIONING

• Becoming a reference of SEL in

Mexico.

• Multidisciplinary team with

knowledge and experience, fidelity

• f implementation.

4

ALLIANCES

• National and international
• Researchers, universities, experts,

entrepreneurs, policy-makers

5

• Being and advocating
• Inviting international and national

experts as spokespersons

20

HOW DID/DO WE IMPACT EDUCATIONAL POLICY?

PUBLIC FORUMS & CONFERENCES

Promoting SEL in different spheres and sectors.

1

NATIONAL CURRICULA

Invited by SEP (Ministry of education) as part of expert group

2

TEACHER HIGHER EDUCATION

Designing SEL curriculum for teacher higher-education ESCUELAS NORMALES

3

OPERATIONALIZATION

• High-school, Construye-T/ Book
• Preeschool, Banorte Fundation
• Junior school/ Books (McGraw Hill)

4

CONTINUITY: THE UNCERTAIN FUTURE

• Lobbying: new Ministers, stakeholders,

policy-makers) other NGOs, public opinion.

• FUNDING!

5

RESOURCES FOR SOCIAL AND EMOTIONAL LEARNING

Stephanie Jones

Professor of Education Harvard University (United States) jonesst@gse.harvard.edu

Decision-making and implementation

SOCIAL AND EMOTIONAL LEARNING RESOURCES

Navigating SEL Frameworks Navigating SEL Strategies and Practices Contextualizing SEL for Different Settings

NAVIGATING SEL FRAMEWORKS

THE TAXONOMY PROJECT

Ø System for transparently navigating between and communicating across different disciplines, perspectives, organizing systems in the field. Ø Uses a common coding system to look at widely-used frameworks and determine what skills/competencies they include and how they are defined. Ø Designed to function as a Rosetta Stone, allowing users to:

Communicate clearly and precisely across disciplines, perspectives and sectors. Understand how skills and terms are defined in various frameworks. Navigate between frameworks that employ different language.

THE TAXONOMY PROJECT

EXPLORE SEL

NAVIGATING SEL STRATEGIES AND PRACTICES

Targeted; flexible; easy to use, adapt, integrate

KERNELS OF SEL

CONTEXTUALIZING SEL FOR DIFFERENT AUDIENCES

CONTEXTUALIZING SEL CONT.…

SOCIAL AND EMOTIONAL LEARNING AT USAID

Nina Weisenhorn

• Sr. Advisor in Education in

Crisis and Conflict USAID Office of Education (United States) nweisenhorn@usaid.gov

U.S. GOVERNMENET BASIC EDUCATION STRATEGY

Vision The goal of the U.S. Government Strategy on International Basic Education is to achieve a world where education systems in partner countries enable all individuals to acquire the education and skills needed to be productive members of society. Objective 1 Improve Learning Outcomes Objective 2 Expand Access to Quality Basic education for All, Particularly Marginalized and Vulnerable populations.

USAID EDUCATION POLICY

Priorities Ø Children and youth, particularly the most marginalized and vulnerable, have increased access to quality education that is safe, relevant, and promotes social well-being. Ø Children and youth gain literacy, numeracy, and social- emotional skills that are foundational to future learning and success. Ø Youth gain the skills they need to lead productive lives, gain employment, and positively contribute to society. Ø Higher education institutions have the capacity to be central actors in development by conducting and applying research, delivering quality education, and engaging with communities.

USAID TERMINOLOGY AND DEFINITIONS

Social and Emotional Skills Set of cognitive, social, and emotional competencies that children, youth, and adults learn through explicit, active, focused, sequenced instruction that allows them to understand and manage their emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Soft Skills Broad set of skills, behaviors, and personal qualities that enable people to effectively navigate their environment, relate well with others, perform well, and achieve their goals.

ADVANCING USAID’S PRIORITIES

Ø Build individual self-reliance Ø Reach and retain students Ø Boost academic outcomes, such as literacy and numeracy Ø Mitigate the negative effects of prolonged exposure to conflict and crisis Ø Help youth be successful in a variety of career pathways Ø Ensure teachers have the skills needed to create inclusive, supportive classrooms

RESOURCES AND GUIDANCE

Available Resources

Ø www.edu-links.org

Forthcoming…

Ø USAID Education Policy Brief: Social and Emotional Learning and Soft Skills (2019) Ø USAID SEL/Soft Skills Implementation Guidance (2020)

QUESTIONS AND ANSWERS

Advancing Social and Emotional Learning in Practice and Policy

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THANKS FOR JOINING!

For more information about Salzburg Global Seminar, please visit salzburgglobal.org. Register for free at eccnetwork.net to receive our announcements, including more upcoming Partner Initiative webcasts and other activities. USAID ECCN is developing new webcast titled Ensuring Research Ethics in Rapid Assessments in Crisis and Conflict Contexts which will be out later this summer.

10 July 2019 USAID ECCN