The importance of social emotional learning skills in assisting youth to successfully transition into the professional world

Gloria Marsay,Henry Nsubuga,Chong M Park,V Scott H Solberg,Paboussoum Pari,Abdoulaye Ouedraogo,Enyonam Y Kossi,Kokou A Atitsogbe

doi:10.4102/ajcd.v3i1.37

Abstract

Background: This article shares the results of research on educator perceptions of the nature and value of social emotional learning (SEL) skills undertaken in four African countries: Burkina Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills.Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan educators, this study describes the (1) SEL skills educators should be using to effectively teach their students and the (2) SEL skills the educators believe students should be using to be effective learners and successfully transition into the world of work.Method: Data collection methods include online and offline surveys, with the exception of Uganda that complemented their survey data with interviews. Thematic content analysis, using modified grounded theory, was used to analyse the data, as well as the qualitative data analysis software NVivo.Results: The results indicated seven common SEL themes shared across the four African countries. The SEL themes identified were consistent with the existing framework of Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially around interpersonal relationships and decision-making skills.Conclusion: The findings indicate that the salience and importance of specific SEL skills varied based on the unique history and context of each country.

Highlights

‘social emotional learning’ (SEL) is considered a core element in K-12 education (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2021)
The findings show that social awareness, in particular, was important in the career development of Togolese students
The perspectives of the educators in Burkina Faso, South Africa, Togo and Uganda offer a culturally responsive SEL model that reflects the African contexts as its students and educators face different challenges in school and at home, requiring different SEL skills

Summary

Introduction

‘social emotional learning’ (SEL) is considered a core element in K-12 education (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2021). The CASEL is an independent nongovernment or non-profit organisation that was originally part of the University of Illinois, Chicago, United States of America that continues to develop free-access resources to help education systems adopt and effectively engage in SEL-related activities, establish learning standards and assessment for schools and allow researchers to have theoretical and methodological reflections (CASEL, n.d.). The CASEL framework involves five SEL categories: self-awareness refers to one’s understanding of his or her emotions, thoughts, values and talent and one’s awareness that these may affect their interpersonal relationships. Self-management refers to one’s ability to effectively manage his or her emotions, thoughts and values in ways that enable them to develop and maintain positive interpersonal relationships, pursue desired goals and experience positive outcomes. Relationship skills refer to one’s ability to establish and maintain positive collaborations and engage in problem-solving to resolve differences. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills

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Methods

Results

Discussion

Conclusion