Читать книгу Essentials of Social Emotional Learning (SEL) - Donna Lord Black - Страница 60

Prior to and since the publication of the report from the National Commission on Social, Emotional, and Academic Development, interest in and demand for SEL in schools have surged dramatically. This surge has been due, in part, to a strong recognition that students are not being prepared for the workforce of the future. It is projected that 65% of children entering grade school will work in jobs that do not currently exist (Davison, 2013). It is further projected that this emerging labor market will require workers to have skills that have not been the traditional focus in the past. Skills in social and emotional proficiency will be the skills most demanded by these jobs of the future (Levy & Murnane, 2013). According to the World Economic Forum, there are 16 critical skills that young people will need for the future workforce, and these skills extend well beyond the literacy skills that are the primary focus of most schools today. In fact, only six of these necessary skills are considered literacy skills. The remaining 10 skills are related to character qualities and competencies needed for dealing with complex challenges (World Economic Forum, 2016). A description of these 16 skills can be found in Rapid Reference 2.8. While these skills are important for workforce success, they are equally important in preparing students for success in life. In fact, the Organization for Economic Co‐operation and Development (OECD) reports that today’s children will need a balanced set of social, emotional, and cognitive skills in order to face the challenges of the twenty‐first century and achieve positive life outcomes (OECD, 2015).