Baseline Report: Advancing Learning Outcomes For Transformational Change Phase III

Abstract

With the increasing 21st century demands, it has become critical for education stakeholders to ensure that education systems nurture students who are not only academically competent but also responsible, caring, and socially competent (Cristóvão, Candeias, & Verdasca, 2017). These views are emphasized by Greenberg et al (2003) who postulates that learning should go beyond basic academic skills (reading, writing, counting) to promote students’ social-emotional competence, character, health, and civic engagement. These non-academic competencies go by different names such as life skills, soft skills, 21st-century skills, transferable skills, social-emotional learning or psychosocial skills (CASEL, 2015; Cimatti, 2016; World Health Organization, 1994).