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EXPERIENCIAS DE LIFE SKILLS Y CHARACTER SKILLS
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the activity of love
catherine on which to build you
sit pancar me mine well this
work activity proposed watering the
[Music]
welcome to you it costs you well good
morning and welcome to everyone to this meeting
meeting
experiences of life hill and of
characters that is something innovative both
in the world of school and work
work
we are going to discuss in this meeting of the
esc and of competences for life and of
character skill competences that have to
do with the personality and with the
some years ago in experts of the
pedagogical sector economists scholars of
different disciplines especially of disciplines
disciplines
wanted to introduce the content that we
have here we can say that the
question of the so-called non-
cognitive competences lights that is important
became important for two reasons
the first is because it has become
evident an increasing role of
these competences in the
labor and formative contexts in an equal measure
if not greater than the
cognitive competences mathematics sciences
literature and thus knowing how to
work in a group and relating
positively with others and being
creative and developing
personal critical thinking have
become essential elements to
obtain more
satisfactory jobs and to be able to carry them
out and meet
professional and personal aspirations the second reason
reason
is that in the face of an increasing
importance of these competences there
has matured awareness that
educational institutions schools
universities training centers
pay little attention and above all little professionalism
in the development of cognitive skills
skills
training house killed maintaining on the
other hand a priority attention on
disciplinary knowledge therefore
school programs subjects so to speak
are knowledge transmitted in school and have
remained almost unchanged
over time and have not left
any space yet to rethink the
most important competences to
transmit to young people the
third reason would be that at the moment in which
some educational institutions
have begun to ask themselves about the
best way to develop
non-cognitive competences they have
realized the existence of a step a
space between experiences in
the models in which to be inspired and
questions have arisen to which we will try to
answer today such as is it
necessary to define
specific subjects for each of these
competencies what activities or
teaching methods in this network
promote the development of
non-cognitive competencies within a
traditional scholastic path
what competencies should
teachers acquire in order to develop their
own role as educators in the
context of this new responsibility
well our meeting this
morning attempts to make a contribution in
this direction or what in itself
attempts to share positive experiences and
propose reference models to
carry out specific work in
schools and training entities
towards the development of
non-cognitive competencies we would like that at the end of
this meeting we have a clearer idea
of what these
non-cognitive competencies are and how to
work on these competencies in
school before going into detail with
our guests it is appropriate to propose
a definition that is not intended to
be exhaustive but rather wants to
guide our discussion
towards this objective i am going to borrow
a definition that I found in a
volume that was used by professor
maccarini from padua a friend of mine which
refers to learning the social message
motive as and i quote the process through which
children adults
acquire and effectively apply the
knowledge attitudes and
necessary competencies to understand
and manage emotions to set and
achieve positive goals to feel and
show empathy towards others to
establish and maintain
positive relationships and to make responsible decisions
from this definition
two important elements clearly emerge that I would
like to underline for our dialogue
today the first is motivational
because I think and do certain things
and the second is capacitive how I am
able to think and carry out
certain things the set of these
two motivations and capacities allow us to
appropriately apply
behaviors that we could define
as morally positive in various
contexts and situations
and develop a
in light of these elements and the
questions that animate this
meeting are 22 types first is it
possible to develop this type of
learning in schools is it a
responsibility of schools to work
on these competencies or should these
knowledge dynamics be
assigned to other contexts such as family
the oratory or the parishes or
entertainment circles and second
question in the relationship in what
relationships are sorry
cognitive competencies with non-comitants during
our listening to the testimonies and
the elections today we will try to
keep both questions alive the
meeting It has been structured in two
parts, in the first we will have the
testimony of three experiences, three
places that represent experiences in
which a
specific and intentional attention has been shown towards the
development of boys at 37 360
degrees. Soon we will have the testimony of
Cometa training at the Oliver Twist school,
such as
the Plaza de los Oficios de Touring and the
Ente Caldos de Milano.
In a few minutes we will ask each of them to
receive us beforehand, their own
reality and their own experience in the
development of non-cognitive skills.
In the second part we will give the floor
to two experts who are working in
this area, in particular the president
of INBAL, if the tests to observe the
quality of education
and Adreas Likes, director of the DGA
First I will give the floor to tell us about
his experience, I
say simply,
the person in charge of the Ente Caldos de Milano.
Thank you Diego for being with us and I
appreciate your invitation because you
have allowed me to tell my
experience and also to discuss a
very important experience. The
Galdós vocational school was founded a few
years ago in Milan and over time it has
grown and has diversified by the
vocational training of young people has
reached the vocational training of
adults also to services for
work and educational nature and
of system to learning for
didactic innovation insofar as it has been
dedicated to training
professional workers today's topic is essential
without a doubt
insofar as the world of work
and not only
requires more and more
transversal or non-cognitive skills I read to you
in order to begin my intervention one
of the many emails that we have received
from companies as feedback see in
practice the practices that one of
our students has done it is going very well
your boy and I would say even very
well the boy shows a lot of curiosity
interest in all aspects of
our work both from
customer management for their assistance as well as all the
marginal services of our
primary interest he is very involved in the
cleaning and care of the
store business and he is very passionate he gets
involved and does not stop at anything if he does
not see himself capable of facing a problem he
begins to study the subject until he is
capable of
solving it autonomously I have
also greatly appreciated the solidity
that he transmits
as well as the personal education that he
demonstrates if you think that we can
find a student that he shows
again We will host
the next internships for the next training and this
is what I have read because it seems to me to be a
significant example of how a company
company
looks at non-cognitive soft skills in order to
also select its staff.
Well, introducing soft skills in the classrooms I
think helps to find
a common language between the school and the
company and this is not something to take for
granted when they tell us, for example,
that the important thing is that the new [Applause]
[Applause]
educated internships are
necessary and we also have to
value the assessment and grading criteria because in school the most positive thing is always seen
seen
as something negative.
We have chosen a scale of
numbers because I get it
from 4 to 10 because it reminds me of
some examples where some teachers who
put 0 - and I would say that this is not
exactly valuing and grading, not
evaluating adequately and understanding with
respect to this phrase I want it educated,
which is precisely how it can be
valued between schools and
companies, how can a joint
training experience
of internships be achieved? It seems to me
therefore to value the auc hill as a
necessary first step. I don't know if these
skills can truly be
taught to them. First question, but they
can certainly be testified how it is
possible to create an environment predisposed to
welcome and value these obs that the
boy of age who referred to the
mail has also received training in
his family in the social environments in which he has
lived there is no doubt but the
school can and should have a
fundamental role in this area
in galdós we introduce the soft
kiel already from the first year because it is
required above all that the boys are
capable of understanding that they exist and that
the auc hill exist and what they are about and
therefore we have identified a set of
10 skills that are cardinal in our
opinion that it is an
objective to overcome the first in the
first year of higher education we
try to have them learn them by heart and
then we also try to be
able to show them in action by means of
video testimonies
aiming to educate the boys to
observation and the judgment that arises that
derives from it later on we ask
the boys to be capable of
identifying in themselves the
soft skills inviting them to observe themselves
especially during group work
practical exercises and
laboratories and thus dialogues and conversations are born
particularly with their own tutor
scholastic that for us in a
professional figure
is essential to accompany them on this
journey to the boys to the companies
we only ask that they observe and
evaluate in their internship experience
the same set of 10 skills an assessment
that the boy can then include in
his own resume we tell the
companies hey what you are going to
transmit to us regarding the other kills to
this list of 10 soft skills that
true and be accurate because this
assessment that you are going to make as long
as it is positive will clearly
have it on your resume and in this
assessment process it is essential to
understand where I know where it has
started and therefore the student that we
talked about before in the first years of
school was not brilliant in his
studies is more since secondary education he
has shown attendance problems it was
difficult for him to attend
class and well being an educated boy he has
shown in the school environment different
personal weaknesses when it has been
proposed to him it is always this student to
do an internship in a
computer and
mobile phone repair business he has shown his discontent and has been
afraid especially in the
direct relationship with the client who has never
faced after a few days he has
requested he has asked almost crying to be
changed to another training experience
even the family was hesitant but in the end
the process has convinced him to
resist a few more days to
verify in a more serious way about the
experience itself in the field as it
arose and the boy agreed to continue
and after a month the
school has received as feedback that
email that I have just read to you therefore that
a boy is placed on probation and in this case also in a
business to a shop has had an
objective which is to claim so that
his personality emerges to the point
that it has changed also in relation
to the study it is also essential
that the school increasingly becomes a place
that gives a meaning and in this it is and for
this reason in vocational training it
is facilitated by its method
that we simply call learning by
doing in galdós we have introduced
programming and assessment by objectives
objectives
in stages in the objective of overcoming
that logic and these and very often without
sense of the school average entered
followed by the school the students
to achieve the pass we are
insisting a lot to give it to have a greater
number of students with scholarships to be able to go
abroad and do internships and
professional workers stem
projects education for objectives but the fact is
that all this cannot replace the
more traditional classes and study of
knowledge also theoretical even more
accompanying these
favors their acceptance by the
students who precisely acting
find a more reasonable incentive
full of reasons with respect to the
own demand of knowing and going
deeper into the reality that surrounds them
also the boy who is cited
prepared to face the world of
work after having obtained the
degree has decided to continue studying
however in order to reach the
selectivity eager to enter the
university and also obtain a
university degree oh what relationship can there
be between in a school between
cognitive disciplines without a name
cognitive well here we also try to
experiment test put the test with
the certainty that only an
integral education of the person is capable of
providing young people with the instruments
that can allow them to find their
place in the world that this is the slogan
of our galdós foundation and so we have
introduced the assessment of
professional behavior
a professional behavior that
refers to the involvement to the effort
work attention in the classroom the conduct
to the conduct understood as in their
day they understood the context how it moves in
the context punctuality attendance
at classes and so a synthetic judgment is drawn up that
sphere of
intermediate valuation in the notes in it
in the bulletin
if it is inserted as a summary vote if
in Italy I have not had serious
disciplinary notes or I collect quite a lot of
delay without adequate reason I will have an
insufficient grade in the subject of Italian and
therefore I will have a 5 in the
Italian summary also with I will have an
insufficiency in the cognitive evaluation
the vote of sufficiency will also be taken
into account at school sorry in
the group of teachers
the teaching staff
and then it will also be taken into account
subsequently everything that has been written
are attempts in action that we have the
objective of carrying forward to
try to offer in school a
proposal rich in meaning and relationships
relationships
a school that collectively can
represent for young people a
fascinating adventure in discoveries about
my Diego of
testimonies like yours is worth more than
more than a thousand
theoretical explanations in an attempt to
develop and make more true and
alive in boys in students
the non-cognitive killed that go through
a very determined option to decode
10 specific competences finding a
measurement system to entrust to a tutor
their observation seem to me to be
very important initiatives in this room there are many
teachers and school principals who
expect from this meeting to hear
concrete experiences in which to draw
inspiration and to be able to obtain
operational indications for their work therefore
indications like yours are very are
very useful for their own work we give
the time to the word and we appreciate
that we make your presence Giovanni
Figgini school leader of
Cometa Training School 'Oliver Twist'
thank you for your
invitation comments training finds
its birth from the
welcoming experience of the Cometa house in
collaboration with the words of Don
Giussani who wanted this
school to be born in 2003 the first
courses arose for some children who were
housed in the Cometa day center
who were having
school problems an increasingly
dramatic problem as Giorgio
Vittadini recalls in his book today is a phenomenon
that is increasingly accompanied by a
disorientation that is growing and
at increasingly precocious ages
we have gone to pick up the children
where they were not expecting
them to be where we we
wanted but to welcome them and with their
needs we have tried to shape
the school that today offers a path to
the dispersed the most lost the
institute of work
to give them their own dignity that
wants to find them a way
to start over in school and
at work also
vocational training courses have been born
conceived as a business school or what
is the same a place where you learn from
experience as it was said at the time
and since a few in September in this
time the next
artistic business institute will be born which is an
innovative and innovative project authorized
by the ministry of education with the
desire to respond to the profound the
profound disorientation that dominates
concluded the stage of the e-mail and in
Italy that try to move the
artisans and the culture
the manual to make the
thought find with the construction and the
manual realization with a possibility
of exit a double possibility once
this training is concluded either to go
to the university or they can dedicate themselves to the
world of work
we have realized therefore that we
cannot propose a school that is only
dedicated to
academic objectives but it has to be
dedicated to the integral human development
in numerous Attempts have been made to
convey and work on the characters that
I tried to cite some more
concrete examples that we have tried to carry
forward in these skills within
our courses one critical thinking
since last year we have brought
philosophy to the vocational school with
the help of Professor Petrosino from the
Catholic University through a
year long journey with the students
in which they distinguish stupor and fascination
we have also organized throughout the
year meetings with witnesses who through
their own experiences have been able to
arouse in the children a desire for
knowledge and a hope for the
future an aspect that should not be forgotten
towards type
we have had the grace of being able to
find for example Calabrian yolks I
also faced the orb
of the Sister of Charity and Daniela
Casaca and many others at each meeting we
invite the teachers to
have a job with the children
because in order for these meetings to
settle and to be able to create an
experience 2 relationship and orient and
guidance from the beginning we have put
into play a
dedicated and trained staff to
accompany the children in their relationships
with each other with their family with
companies and through
counseling, coaching in school and
and
internships and then accompanying to
work and university third point
awareness many companies have not
given us in this years and before the
availability not only for
internships but also to
work in teaching small
cradles of new companies that generate and
move the desire of the kids to
know themselves and lets them
discover allows them to discover that
work is not a condemnation but is a
way to enhance their creativity
fourth point protagonism creativity and
relationship with reality each one to
each of the classes be professional that the
high school we give an assignment for
a real client and we try that this
project is a challenge for
teachers and for students each
student is called to collect
sources of inspiration observing the network to carry out
a project a
quote and present it to the client
fairly the client
values comments decides and then moves on to
the realization and delivers it the client
is a real specific project but that
tries to
involve all the all the
different fields of knowledge making it
possible for the kids to involve all
fields of reality
in short we work for an objective we
start from scratch they have to
take responsibilities they have to
carry out the thought or sometimes
we are forced to change it we
work together and many more some
students that they have been good
good
that they have done a survey for
a student's thesis in response before
I thought that creativity was a
personal thing when I drew I went by
instinct then I understood that
creativity is fueled by
knowledge it does not start and end in myself I am grateful, I am grateful for these
these companies these
seminars because having the help of
the companies the teachers the
colleagues we have learned to deepen
an identity in short these examples
help us understand how much the
have life and character skill as an objective
we can also see the
paths that our students have
taken from those who study medicine
to those who work
as a carpenter
in addition to monitoring
these kids in a scientific way for more than
five years we have been studying their
formative path through an assessment
assessment
with the Castle model of social emotional
learning with the Milan Polytechnic the
big question that was asked before is to
act on this we ask ourselves what
we teachers and
tutors need to open the briefly we can
say that we need to participate in
an educational community idea of
permanent teaching we need a
drop by drop work teamwork
that requires time and sacrifice and a
community of passionate adults who
put themselves into play in This desire in this
reconstruction of our own schemes for
six years teachers see each other's
classes and
teachers dedicate part of their
time to accompanying the youngest
because correcting oneself is sustaining oneself
small internal seminars were born with good
teaching practices and a project
exchange program with schools in
Italy and abroad to confront us
with different teaching experiences to
quote some
pages of recent interviews with
these teachers what works as a
teacher is that you have to do
continuous research you put yourself into play
the continuous attempt to provoke the
movement of the other to find the
spark that ignites the other this aspect
is to the nth power because there we
unite an entire environment that chose a
certain a certain attitude we try to
create critical thinking and
attention to detail it is like an
incubation thanks to the container
that holds all the disciplines together
our attempt is to bet on
questions for people adults and
young people in this and in this way the
development of character skills happens
working together and it is about
putting it into play every day with simple methods
everything with everything calls to the cause the
totality of the I because it is a gesture in
which the whole is not the self it is not a
human gesture
the last thing before finishing is more it
is the most important beauty we give we
give monthly to each class to
the teachers to take care of the spaces
of the school from the sidewalk outside
the school to the internal gardens to
clean together hand in hand teachers and
students and this experience serves what it
what it
serves to do them the experience of
the correspondences of beauty and we
call this activity everything is for me
giussani in a dialogue at the beginning of
be simple to build because it has to be
evident the beauty of the mystery
this beauty we have to leave space for
the beauty that makes
the heart restart and these soft
skills on which these characters
kill life skills on which
giovanni I thank you very much for having
shared with us your
experience and the numerous examples of
how to apply this way of looking at
children educating them I imagine that in the
room many have been impressed
by some examples I have to say
that the idea of the activity of philosophy
in a vocational school impresses me
very much as well as an encounter with so many
witnesses and the possibility of working on
this and this allows me to get involved and to
take this phrase from a student
creativity is fueled by knowledge
because I believe that it is a pearl of a
method of respect for a job that we
have to do together we
then finished our
experiences with Cristian support
vice president of the quarter of Piazza Mestre
good morning everyone two words
about Piazza dei Uffizi that ata
mister who does in Turin has been since 2004
the challenge was where the
kids who leave traditional school will end up
I remember this group of friends who
couldn't sleep at night to
answer this question and so we
invented this model in which we have
taken the work inside the school
inside the college therefore our
kids learn to be waiters CFP
hairdressers and at the same time within
the school productive activities have been opened
because from the beginning we
thought that alternating is an
extraordinary value that we have to keep in
mind because it is reality that
educates the possibility of putting our hands
in the dough in productive activities
can make the kids not only
proud proud of doing something but
that could lead them to have
knowledge and acquire skills in
2009 we took the model we exported the
model to Catania and last year to Milan
like where we have more than 5000
minors between 14 and 18
years old that we follow in our three locations I
say in total because there are also
those who do
complementary paths vocational school 3 of
3 or 4 years and then others who come from
other schools because the other schools
are not able to have them in the
middle school, the high school in the
afternoon hours this has not been carried out in
a very close meeting
with other schools and it leads us
to give training to
traditional schools because I want to
immediately cancel an error
of character skills these are things that
sooner or later we
will have to define I like to call the socio-emotional competencies they do not only have to do with the children who go to the vocational school but they have to do with the children who attend all schools because we also started working in 2018 in 2019 on the subject exactly
as I said Diego for the companies they didn't
ask us we are not interested in the boy
knowing how to make a cappuccino well but he has to
be orderly know when to
work in a group of reliable sidewalk and in
this we have worked and therefore we
started from this point immediately
the question was but are
these boys educable at 14 years old then I from
IU instinctively said yes because I believe that
education as Papa Francisco taught us
always has to do with
hope then with the
possibility of introducing the boys in
front of us to a
deeper experience therefore therefore
I said yes but it was not enough
therefore we began to work with
some teachers and this is the first
characteristic that allows me to
underline the socio-
emotional competencies they have to be seen in a
communion in the community educate I
cannot do it alone it is as it is
intrinsic in the nature of
education it is always with us it is
never an individual and in this case it is
much more true therefore we
began with a group of teachers to
work on this thing we tried to
define the first one was an
extraordinary experience we
realized that an educator
and look at these
socio-emotional competencies but the A thousand sees them in
a solitary way and they do not become a
heritage of the school, they live them in a
slightly twisted way. If there are some
teachers among you, I imagine that
if you can confirm this experience,
one goes to the school council and
normally you see, it is spoken of one by
one, for each of the students,
for example, Juan, very good but
obviously the behavior is not
outstanding, these socio-
emotional competencies enter into a slightly
twisted mode within the evaluation and
then I enter a crisis, I give him a
grade because he misbehaves or Leona is not there
because he knows Italian and
math well and then the other
teachers enter a crisis. I am
good or I am fair, then I do the average math.
math.
Well then we realized that
these competencies could be valued. He
uses a big word, a bit of a
challenge, not to give a number, but
valued so that they could be so that
their value could be recognized and that is
very far from completely defining the
nature of the young person that we have in
front of us. That is a photo that I take at
that moment but that I want to do
anyway, I want to do it in a subjective
subjective
and unaccompanied way and above all it has been
interesting to see the boys that we
had in front of us as a
whole because we have learned to observe them
observe them
and we have learned to see them in
depth and to discover different things together
what I did not see my
partner or another partner saw and this has
generated I
mean a community a
professional community between us extremely
interesting we started with a class and the
second aspect the gradualness
cannot be imposed cannot be imposed the
valuation the observation and then the
development on the development I will not say
many things because it seems to me that the
experience of comet has already said a
lot but I want to say I want to understand
if all these things that we do serve they do they do
good surely they do but they
help us to take this this boy
to a different level then we
realized another point
the self-assessment questionnaires
are we are full of these because the
boy fills them out in his in his room no
these questionnaires do not work I say it
in a very determined determined way because
if I had a mother who all my life
had told me you are not you are not
intelligent then I tell myself to
others as as as not intelligent
or as a genius on the contrary that is why
the socio-emotional competencies
come in front of a teacher teacher that I
have look in a deep way because he
discovers things that you never imagined, not
in your own context, but in the face of reality, in the
face of operational tasks,
and then, being in a context, I think it
is interesting, and we have done this
with the schools that we have followed over the
years, that each of the schools
defines what the socio-
emotional competencies are that it wants to face in that
scholastic context. Each school has
an identity, it is in a context, there is
high school, the vocational institute,
but they can change, in fact, they must change
because the competencies that we ask of
a boy, a boy in the first year of
high school, are not the same as those we
ask of someone in the third year, the fourth
year, so it is something extremely
flexible that has to change. Then
we have the third challenge, and here I try to
respond to the provocation that we
asked ourselves. We have to create
individual subjects, no, sorry,
after five years of evaluation, we
have discovered some things. No, not
just one subject. I have to look at the
boy according to that profound mystery,
I have to look at everything as a whole. And
then, while I give him an evaluation
of Italy, no, I taught Italian 30 years ago,
so I am considered a
teacher for all intents and purposes, although I
no longer go to classes, but I
have to look at this child as a whole, I
look at their competencies. In
vocational training, we are at
an advantage because we have always used
the idea of competency, which is knowledge of how to do things. However,
knowledge of how to do things. However,
while I look at their
technical and professional competencies, I
also look at how we stop discovering them. We
cannot add other things. Children
have to be discovered, not filled with
something with something. Therefore, we began to
evaluate these competencies. It is a
huge task for teachers. We made
explicit the way in which we would have
evaluated them while we were doing the
evaluations. We did evaluations of
Italian, mathematics, or while they were
in the cafeteria. At the beginning, we made
enormous Excel documents that were difficult to
manage, and we have
been reducing them to the essentials.
Today, there are three
socio-emotional competencies that we value
because everything is there. And then
I say the last thing. This has
deepened the educational contract with
the children because the moment
I say, a child, I look at you not only
for how you know how to make coffee with milk,
but also for the
teamwork in the relationship with families and
with the entire territorial context. Because
then these children have to be
accompanied to school and continue moving forward.
with your studies or university, so you
know, Messier's position will do for you.
It's one of the trades that has
taken hold of these socio-
emotional skills, which are not just a way, at
least not a fad for me. We don't want it to be a
fad, but we want it to be a
very profound educational commitment, seeing
children for the mystery that they are,
allowing them to flourish and find their
Christian world. I am very impressed by two
indications from the method of your
experience. On the one hand, collegiality, that is to
say, that these skills are not
the fruit of a schematic analysis
carried out by individuals, but rather a work
between teachers, and the theme of the
gradualness of trying out different paths,
adjusting, trying out different functions, of
how the work of
assessing these skills is developed. And
also, if you will allow me to underline
laterally with respect to the central theme of
our meeting, I have been
very impressed by the genesis, the origin of your
work, that in front of the theme of
children, neither you nor I, who do not study,
a work of this type has been born, and it
seems very important to me, we can,
can,
rich in this experience, we can move on
to listen to
the point of view, the point of
observation, I would even say the indication.
how good of experts who study and
work in this field who have been
working for a long time in the
analysis and can delve into what non-cognitive
non-cognitive
Kiel classes or socio-
emotional competencies mean, using the
Christian term that I like a lot
within the scholastic life of the
school, first of all I give you the
floor thanking you for being with us
and we hope that the
connection works we thank you for having had
time in your busy schedule I
know Andrés Lakers very well
director of the boxer education area
an institution that more than anything
has put the accent on the attention on the
importance of considering the
competencies of the
socio-emotional competencies
beyond the
simply academic competencies there has been years of work
with Andrea under the guidance in
boxing and therefore we ask you to
share with us the evidence and
the experiences that you have collected in those years
truly thanking you for having
had the time to be here with us
in this meeting with us here the word thank you thank you
very much it is very
interesting for me to have this experience
experience
of socio-emotional experiences
and seen that things easier to
teach and test are contained today
but can be
digitalized automated what
makes us human is like us how are we
going to add to this knowledge
our human skills and
these skills are very important
we have a series of
planned tasks that are highly
technological we are putting the
two things together and we want to see the
future of the work that we want to
develop and this is another
very important aspect
you are character skills you are in
competencies competencies with a
cognitive mission they are not opposed to each
other they are two
extremely related elements if we
some teaching systems
that take into account these two of these
two different forms of competence for
example in Estonia we have we have
many good results in the sense that
that
in the sense of the competences that
can be developed and therefore
without a doubt the best way to see
what the academic results
of a student will be is to understand these
character skills at the moment in which
good results are obtained in
terms of character skills young people
are more self-confident and well they
are richer in imagination they are more
creative they are capable of taking
risks they know they can do the clock I
hope that is not a problem
They can overcome the mistakes they make and
all of this is really very powerful with
the experience of the kids so we
decided to study this system in
a much more interrogative way we have
tried to see
how these students
have the tools to deal with
stress to confront their emotions
empathy trust cooperation
open-mindedness curiosity
even their
dedication in their relationships with others
in some sense we have been able to
measure for something if these skills
we cannot change what we
cannot see and control how to give
these visible socio-emotional competencies
and so it is very important to
return to the relationship with
academic results and these
socio-emotional competencies so we
have students who are more
insistent more curious who are perhaps
have better results in
scientific subjects like mathematics there are other
students who
have a greater a greater let's say a
curiosity for other areas for example
the artistic field and in this sense
the socio-emotional competencies and
here the academic ones are two parts two
sides of the same coin
we on the other hand have noticed that
many kids have different points of strength
in what concerns
socio-emotional competencies while
in the academic point of view more or
less are the same it was necessary to see the
data in what refers to
motivation, the sense of responsibility,
the girls have better results in
our assessment with regard to
empathy, tolerance, collaboration, while
on the contrary, the boys have
sustained the stress better. They are more
optimistic, they know how to manage their
own emotions better, they are more self-confident
and more energetic,
so to speak. We will see that this
data for 10-year-old boys
also includes how
15-year-olds develop and these characteristics
are reinforced. Therefore, we are
aware that these differences
change from one sex to the other. From a
is an example that has particularly caught our
attention and leads us
to say that in each region where we have
collected data, 15-
year-old boys are still 15-year-olds and they are less
This point of view of these boys has
also been confirmed by the students,
by the teachers, and by the
families of these boys.
If I were to tell you that 15-year-old boys
perform worse in mathematics
than 15-year-olds, we would say that it is very
rare in an instructional system,
but this is precisely what happens from
the point of view of
socio-emotional skills. Therefore,
to a certain extent, we expect
boys to reproduce exactly what They
are the socio-emotional structures
of our society in our time and students
students
who carry out
artistic activities have a higher level of
creativity and curiosity
therefore there are some
school activities that are
closely linked to signs of creativity and
creativity curiosity and
creativity if we are going to focus on the
aspect linked to success in life
let's put it this way
in my slides there is a slide a
diagram excuse me
oh in what refers to a
confrontation between
what this is and who studies engineering
for example finds
higher salaries than those who have
studied for example
subjects of an artistic nature a
form of the mind a form of minds
who has the most innovative jobs
today the number one or the best
way to reach the top is to study
subjects linked to engineering and
computer science and what happens then with
the rest of the subjects our subjects have been
afraid the line has gone down our
connection has dropped we are going to try to see
if we can recover our telephone connection [Music]
[Music]
no it seems that it cannot be
like this therefore we are going to continue
until it can be resolved for what they
were not counting Andrew before I think it
is a quite important chronicle and
to what extent
this I think is an important work
of the OECD, which is
the first to have integrated this
analysis without measurement and assessment of
non-cognitive skills within the
general objectives of the
educational system and this is not something that we can
take for granted, especially since
some years ago when the subject was not or
some years ago when this subject was not
in the great unknown and now we
now define and measure these skills
we have to give a concretization to this
attempt at assessment that in
past experiences we have heard,
9 of Tories the president of the tests
president of the INBAL foundation does
carry out its tests to measure
precisely they are the tests that measure the
is therefore a question of putting into the
system the reflections that we have
matured up to this point and that we have
tried to briefly illustrate well, it
seems to me that there are two issues on the
table about which I would like to hear
your opinion and a reaction from you,
the first was yesterday afternoon
speaking to a friend of mine about a meeting
of the meeting that we had that we were going to
do today the topic of non con ni tips
that the DHS has asked me a very
clear question is that it is necessary to measure these competencies
competencies
this work of assessment and
development to what extent is
the issue of measuring
competencies of this type and therefore
what role can the
educational system and the foundation play in this and in Valls and
specifically the second topic of the subject that I would
like to raise test we have heard
some extremely
significant experiences in this regard
and it would be beautiful to be able to
make them systematically replicable if something
patrimonial for the educational system as a
whole is possible to do it like and
what role can the INBAL institute play
in a system such as the
bulletless tests and they are not very
simple words but I think that Roberto is an
interlocutor who can resist the
and thank you thank you all this
in the afternoon almost better in the afternoon or
evening stay at home which is almost better
so such complex questions do not come
but well I answer this that also
arose from listening to the experiences
that have been presented to us previously a
short time ago
and my answer is yes I think that it is
absolutely necessary to find
ways of To measure
these competencies adequately, I think the reason
lies in the fact
that if we look at ourselves here at
this moment, at us who are before
each one of you, from my point
but there are some aspects that I would
like to talk to you about, I would like to
draw attention to the fact, in my
opinion, not by chance, of the
territorial location of these experiences and
therefore of the entire rest of the territory, the
entire rest of our country, Italy, the
autonomy, the initiative is essential to
promote, to sustain it, to encourage it, but
a system is needed, a system at the
national level that needs to intervene also
where these initiatives do not emerge, they do
not occur, I think,
for example, and Andrea will undoubtedly
give us new data and more
up-to-date reflections, but I think it is important to
find adequate measures to take
these competencies into consideration, and
I do not believe that it is
necessary or opportune to have a
subject for doctors because otherwise we
would only reproduce
outdated schemes, but we do
need to give indications where
these important initiatives arise spontaneously,
I would like to
share with you
some reflections,
we speak of Italy obviously
because that is what interests us,
Italy, but it is a much
broader problem, much broader than just our
country and we can To say that in all
advanced countries,
very encouraging or very
satisfactory results have not been obtained in terms of their
capacity to overcome the weight of the
sociocultural and economic context of
students with respect to the
results obtained by these same
students and perhaps I ventured
because we have not been able to
move this dimension move our
dimensions in these aspects let's call them
socio-soft skills
character skills let's call it what you want
but it is precisely
here that the point may lie the inability
inability
to force this disadvantage
because we have not been able to intervene in
this and this I believe could be a
very important point of reflection but we
have to be very specific because I believe
that concreteness is the
best and greatest form of respect that we can
grant to the school today ccoo today as we
speak today in the best of hypotheses
we are useless and that is the best of
hypotheses because it is necessary to discuss
find solutions because to propose a
vision towards which we want to
take the school concretely
making us bearers of shared values
because we should not hide that
concentrating to such an extent on
disciplinary competencies let's
call it what we want and it's also
simpler because it allows us to avoid
fundamental issues
that just six months ago and I didn't use this
term temporal
by chance given that today is August 23rd
so as far as we're concerned it
occurs to us that in six months we
probably would never have
considered with this force or what is the
same thing having a vision a
shared framework and in this regard the OECD is
helping us a lot
and therefore allow me and say it like this
creating myself some taking some problem
on my back we should not be afraid of
these things because when the OECD
proposed that we look at or try to measure
these competencies
and here I declare an inability of my own to
get involved in it to get properly involved
in our country it
decided not to participate precisely because we have perhaps seen more of the negative aspects and we have not been we have had the courage to be able to look at the positive members I believe that this is one of the challenges and then another thing that I allow myself to underline from what I have perceived in the experiences is reading the
documents today or the best literature tells us very clearly
tells us very clearly attention because I see a danger a
attention because I see a danger a danger that
danger that should not lead us to withdraw but rather to
should not lead us to withdraw but rather to move forward with awareness and with
move forward with awareness and with the appropriate prudence.
the appropriate prudence. Oh, let's not
Oh, let's not consider soft skills.
consider soft skills. Here I would use a code to get out of the
Here I would use a code to get out of the pregnancy on the label. I'm
pregnancy on the label. I'm joking. Obviously you're joking, so as
joking. Obviously you're joking, so as not to see them as an alternative to
not to see them as an alternative to the fundamental skills that are
the fundamental skills that are the cornerstone on which we must
the cornerstone on which we must continue working and vice versa, we
continue working and vice versa, we risk
repeating mistakes that we have made in other sectors over the last 30 years
we have made in other sectors over the last 30 years precisely because we have not said
precisely because we have not said things clearly and developing
things clearly and developing this type of skill is
this type of skill is extremely complex, it is unavoidable,
extremely complex, it is unavoidable, necessary, but it requires that we deal
necessary, but it requires that we deal with a shared reference framework
with a shared reference framework and I come back to this, it
and I come back to this, it must call on all
must call on all scientific and technical resources to be exercised
scientific and technical resources to be exercised on the positive data of history and not
on the positive data of history and not on the negative side or not only on the
on the negative side or not only on the negative data.
negative data. For those of me who are in charge of my profession, who
For those of me who are in charge of my profession, who read or try to read the
read or try to read the relevant literature, in fact, and we study it,
relevant literature, in fact, and we study it, I find extremely detailed lists of the
I find extremely detailed lists of the dangers or everything that we should not
dangers or everything that we should not make,
make, much more synthetic lists,
much more synthetic lists, sometimes I don't even find them. Perhaps it's me who
sometimes I don't even find them. Perhaps it's me who doesn't look in the right places on
doesn't look in the right places on what we should do, therefore we have. that
what we should do, therefore we have. that having the courage to reconsider what
having the courage to reconsider what we have always addressed
we have always addressed is comforting but we have to
is comforting but we have to be able to find the
be able to find the appropriate spaces to go in this direction and not
appropriate spaces to go in this direction and not be afraid something that seems very clear to me
be afraid something that seems very clear to me in the experiences that we have heard
in the experiences that we have heard previously
previously having the courage to specifically embrace
having the courage to specifically embrace the differences that exist in the
the differences that exist in the population
the introduction of philosophy in professional institutes is precious but I don't
in professional institutes is precious but I don't know if we have heard well what example
know if we have heard well what example of philosophy has been given the experiences
of philosophy has been given the experiences of the previous decades and
of the previous decades and an old man like myself says we have known
an old man like myself says we have known experiences that were a reduction of
experiences that were a reduction of the history of philosophy that was done
the history of philosophy that was done in the three-year period of
in the three-year period of high school
high school proposed again in
proposed again in professional institutes and the fact is that this is not what we have to
professional institutes and the fact is that this is not what we have to look for we should
look for we should also find the spaces so that for those
also find the spaces so that for those who have this type of inclination and
who have this type of inclination and interest to develop
interest to develop academic skills I believe that this
academic skills I believe that this is
is what we have to do see the great
what we have to do see the great possibilities that we have before us
possibilities that we have before us and that allow us to capitalize on what
and that allow us to capitalize on what we have learned in these last decades
we have learned in these last decades but not be afraid of interpreting
but not be afraid of interpreting with appropriate categories a
with appropriate categories a mass phenomenon such as the school in developed countries
mass phenomenon such as the school in developed countries
also in light of these new frontiers more I would still say that they are borders that
frontiers more I would still say that they are borders that can finally enter our
can finally enter our observation radar and they are the ones that have
observation radar and they are the ones that have made the difference until now with
made the difference until now with the only change of perspective being
the only change of perspective being that before we solved the problem by
that before we solved the problem by expelling from the system all those
expelling from the system all those that we were not capable of intercepting
that we were not capable of intercepting simply by throwing them out with their
simply by throwing them out with their instruction based on the problem and
instruction based on the problem and today we cannot allow it because
today we cannot allow it because otherwise our society will not be
otherwise our society will not be maintained it will
maintained it will not sustain and therefore we must
not sustain and therefore we must also develop these competencies and
also develop these competencies and
consequently also value them evaluate them.
Thank you Roberto, thank you very much, above all for not having withdrawn from going into
all for not having withdrawn from going into depth into these two difficult
depth into these two difficult questions that we have posed ourselves but
questions that we have posed ourselves but above all for having called us to the
above all for having called us to the responsibility that the subjects have who are
responsibility that the subjects have who are experiencing in a positive way
experiencing in a positive way
and proposals in this area to make them an occasion for everyone.
make them an occasion for everyone. Trip, I
will try once again to give the floor to Andreas, thank you very much and sorry for the
Andreas, thank you very much and sorry for the technical inconvenience. I ask you to
technical inconvenience. I ask you to finish the reflection that you had
finish the reflection that you had begun and above all with reference to the
begun and above all with reference to the subject of the relationship
subject of the relationship between socio-emotional skills
between socio-emotional skills and disciplinary competencies
and disciplinary competencies according to the indications that Roberto
according to the indications that Roberto somehow introduced as a subject. of
somehow introduced as a subject. of provocation and then if from your point
provocation and then if from your point of view you could finish your reflection
of view you could finish your reflection on this topic I would be very
on this topic I would be very grateful
and thank you. In fact, I had already talked about this
In fact, I had already talked about this relationship between socio-
relationship between socio- emotional competencies and
emotional competencies and academic competencies. It is very important to see how there
academic competencies. It is very important to see how there is a link between the two. We also
is a link between the two. We also have to take into account the well-being of
have to take into account the well-being of the student. For example, if we talk
the student. For example, if we talk about the psychological well-being of
about the psychological well-being of 10-year-old children, normally these children
10-year-old children, normally these children feel very good about
feel very good about themselves. However, for 15-year-olds, the
themselves. However, for 15-year-olds, the situation is different. You can see this in the
situation is different. You can see this in the graph. Children at this age do not
graph. Children at this age do not feel happy, they do
feel happy, they do not feel active, they do not feel
not feel active, they do not feel full of energy. And that is something we have to take into
full of energy. And that is something we have to take into account. We have to
account. We have to ask ourselves what are the reasons that
ask ourselves what are the reasons that are at the base of the well-being of
are at the base of the well-being of students.
students. Our data shows us that this
Our data shows us that this is connected to
is connected to socio-emotional competencies and in fact,
socio-emotional competencies and in fact, optimism, energy. All of this is
optimism, energy. All of this is connected to these connect competencies.
connected to these connect competencies. Roberto spoke about the relationship between
Roberto spoke about the relationship between socio-emotional competencies and
socio-emotional competencies and disciplinary competencies. Here you can
disciplinary competencies. Here you can see aspects related, for example, to
see aspects related, for example, to energy, optimism,
energy, optimism, resilience, the three that are
resilience, the three that are fundamental dimensions of the
fundamental dimensions of the student's well-being. So how can we We
student's well-being. So how can we We
have studied developing these socio-emotional competencies very carefully and we have concluded that the
very carefully and we have concluded that the
most important element in terms of controlling the emotional control of
controlling the emotional control of students is the quality of the relationship
students is the quality of the relationship between students and teachers,
between students and teachers, the student who
the student who is available to
is available to accompany and support them, these are
accompany and support them, these are students who are more optimistic, who
students who are more optimistic, who know how to deal with stress, well, I don't know
know how to deal with stress, well, I don't know to what extent there is a
to what extent there is a causal relationship, but this shows
causal relationship, but this shows how socio-emotional
how socio-emotional emotional competencies are far beyond what
emotional competencies are far beyond what we teach, sir, which are
we teach, sir, which are based on the relationship with
based on the relationship with students, and this
students, and this has to do with a whole series of aspects
has to do with a whole series of aspects of the students' personal characteristics,
of the students' personal characteristics, their persistence, their empathy, their
their persistence, their empathy, their confidence, their ability to collaborate, their
confidence, their ability to collaborate, their curiosity, creativity, sociality,
curiosity, creativity, sociality, energy, motivation, and many other
energy, motivation, and many other aspects, therefore, I believe that it is
aspects, therefore, I believe that it is truly
truly a very important aspect that we have to take
a very important aspect that we have to take into account, that is to say, the
into account, that is to say, the socio-emotional competencies, the
socio-emotional competencies, the emotional ones, and the
emotional ones, and the disciplinary competencies are not opposed in the areas
disciplinary competencies are not opposed in the areas with which we have to develop them
with which we have to develop them simultaneously.
5 I do not like the word soft skills
I do not like the word soft skills because it gives the idea that it is something weak and
because it gives the idea that it is something weak and not important, however, many of the
not important, however, many of the hearts kids the last
hearts kids the last of the 20th century is to accumulate these
of the 20th century is to accumulate these emotions are
emotions are something more important because now it has
something more important because now it has reached the technologies therefore what
reached the technologies therefore what in the past were the soft kills
in the past were the soft kills in the past therefore at this moment
in the past therefore at this moment are the hard skills of the 20th 21st century
are the hard skills of the 20th 21st century thank you
very much Andrea thank you for this last suffering for that the soft
last suffering for that the soft skills are the new hearts girls and
skills are the new hearts girls and also for having underlined among others
also for having underlined among others one of the most important aspects which
one of the most important aspects which is the relationship between students and
is the relationship between students and teachers in the development of this type
teachers in the development of this type of competences which relaunches this
of competences which relaunches this new theme of how to help
new theme of how to help teachers develop their own
teachers develop their own competences to be
competences to be protagonist subjects of the education of the
protagonist subjects of the education of the roles of the children that have been entrusted to them
roles of the children that have been entrusted to them
ending this meeting is very difficult therefore I will try to do it in the
therefore I will try to do it in the fastest and most synthetic way possible I will do it by
fastest and most synthetic way possible I will do it by doing it with a factor that surprised me
doing it with a factor that surprised me in which is the number of people who
in which is the number of people who have participated in this dialogue because it is
have participated in this dialogue because it is a testing it is the testimonial of the
a testing it is the testimonial of the fact that it has an increasing
fact that it has an increasing relevance more importance what that
relevance more importance what that interests more to more people who
interests more to more people who have this question of how to get
have this question of how to get more involved in the educational adventure I only say
more involved in the educational adventure I only say only Two things, the first is that this
only Two things, the first is that this work of developing
work of developing socio-emotional competencies is a
socio-emotional competencies is a work that, as we saw in
work that, as we saw in today's meeting, is made of reflections, but
today's meeting, is made of reflections, but above all, of experiences. Therefore, it would be
above all, of experiences. Therefore, it would be very beautiful, it would be convenient to
very beautiful, it would be convenient to meet at the next edition of the
meet at the next edition of the meeting with a
meeting with a broad and rich heritage of experiences, to collect suggestions,
broad and rich heritage of experiences, to collect suggestions, indications, they are not only of a
indications, they are not only of a methodological nature but
methodological nature but concrete experiences in the field that
concrete experiences in the field that can be put together and compared
can be put together and compared from this research point of view.
from this research point of view. But anyone,
But anyone, any of us, has
any of us, has experiences to collect and it would be
experiences to collect and it would be interesting to put them together in a
interesting to put them together in a common work. We will look for an
common work. We will look for an operational way to collect these
operational way to collect these real-life experiences and try to
real-life experiences and try to systematize them.
systematize them. The second point I have to say, and
The second point I have to say, and since I have been dealing with
since I have been dealing with research for some years now, and a
research for some years now, and a few years ago, it was not possible to think about
the subject, the role that these socio-
the role that these socio- emotional competencies have in the development and
emotional competencies have in the development and activity of schools, it is a
activity of schools, it is a very controversial subject.
very controversial subject. Time passed, I say, time passed in
Time passed, I say, time passed in which the idea was that
which the idea was that schools had the job of teaching how to
schools had the job of teaching how to read, how to do math, and so
read, how to do math, and so on, that this more
on, that this more integral dimension of boys and girls has been
integral dimension of boys and girls has been developed by On the other hand, today there
developed by On the other hand, today there is a much stronger awareness, on the
is a much stronger awareness, on the one hand, of the fact that these
one hand, of the fact that these competitions are certainly developed
competitions are certainly developed in other areas, but also that the
in other areas, but also that the school has a decisive role in this
school has a decisive role in this competition. I was very impressed by among the
competition. I was very impressed by among the things we heard today,
things we heard today, Roberto's management, in the fact that the
Roberto's management, in the fact that the jeeps and the steps between
jeeps and the steps between students who come from
students who come from different family and social contexts
different family and social contexts remain also due to the inability of
remain also due to the inability of schools to know how to
schools to know how to work in these dimensions, not
work in these dimensions, not exclusively cognitive. Therefore, I would like
exclusively cognitive. Therefore, I would like this challenge to be
this challenge to be made today as an ordinary challenge of
made today as an ordinary challenge of our educational system and I believe that
our educational system and I believe that this is an important result on
this is an important result on which to build a new
which to build a new awareness of schools.
awareness of schools. I thank everyone for having
I thank everyone for having participated in this meeting.
participated in this meeting. Allow me just to remember precisely why
Allow me just to remember precisely why the meeting is a place where it is possible to
the meeting is a place where it is possible to have these dialogues, to
have these dialogues, to work on these issues in an
interesting way, to sustain it among all of us, as you have seen throughout
us, as you have seen throughout the meeting. There are in these places
the meeting. There are in these places called Don Quixote, where now we can
called Don Quixote, where now we can contribute to the development of the meeting.
contribute to the development of the meeting. Let's see it as a responsibility of
Let's see it as a responsibility of each one of us, thanks to all of
each one of us, thanks to all of you.
you. [Applause]
[Applause] [Music]
the activity of love, material on which to build, you sit, bank, email,
which to build, you sit, bank, email, this work activity, of proposed
this work activity, of proposed gas, of proposed, you suffered superimposed
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