Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers

Abstract

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: (a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and (b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students’ social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies.

Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

“…The methodology presented by the authors is universal because it efficiently affects the increase of scientifictheoretical and cultural levels, and the improvement of the pedagogical skills of a teacher of the European educational system. It is confirmed by the ideas of some researchers (Aguilar et al, 2019;Bondar et al, 2020) who, studying trends in education in the EU, indicate that a successful combination of the traditional forms and methods of teaching (lectures, practical classes, consultations, the exchange of experience, workshops, etc.) in combination with non-traditional (information and communication technologies, the analysis of pedagogical situations, business games, project method, debates, presentations, distance learning, etc.)…”

“…Thus, some key parameters are identified to ensure the competitiveness of any country: a high level of the national education systems development; the availability of high-quality educational and research infrastructure; the development of strategic partnership; mobility development, etc. (Colognesi et al, 2020;Aguilar et al, 2019;Tymchuk et al, 2019).…”

“…Nevertheless, their definitions meet the main criteria formulated by international experts: 1) key competencies contribute to high-level results, including the social level on the way towards a successful life and a developed society; 2) key competencies are appropriate tools for important, complex needs and challenges in a broad context; 3) key competencies are important for the individual (Tymchuk et al, 2019;Varetska et al, 2019). Therefore, modern researches on professional competency can be represented by a wide range of interpretations of the essence and structure of this concept (Aguilar et al, 2019;Sánchez-Sordo, 2019;Bakholskaya et al, 2019;Bashmanivska et al, 2020):…”

“…According to scientists (Aguilar et al, 2019;Bondar et al, 2020;Cantu, & Martinez, 2006;Kuzminskyi et al, 2019), postgraduate pedagogical education is a leading link that ensures the viability and efficiency of the education system, its priority is recognized in all developed countries. The purpose of postgraduate pedagogical education is to provide pedagogical and managerial staff capable of effective professional activity in a situation of instability, uncertainty and constant changes by creating conditions for their continuous personal and professional development and improving (innovative transformations) all the elements of postgraduate pedagogical education and the education sector in general.…”

“…Besides, it should be noted that the competence formation (including information competence) is influenced by the elements of information and methodological support at different levels. According to some researchers (Aguilar et al, 2019;Bakholskaya et al, 2019;Collie & Perry, 2019), a multilevel system of information methodical and social support of teachers provides their competency-oriented professional interaction with the participants in the educational process, the formation of students' values, motivation for sound behavior, etc. These issues are quite decisive, as they allow consolidating the efforts of teachers in the work with unsuccessful students (Ivanchuk et al, 2020;Tsilmak et al, 2020).…”