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EXPERIENCIAS DE LIFE SKILLS Y CHARACTER SKILLS

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catherine on which to build you

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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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YouTube Transcript:EXPERIENCIAS DE LIFE SKILLS Y CHARACTER SKILLS

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YouTube Transcript:
EXPERIENCIAS DE LIFE SKILLS Y CHARACTER SKILLS