Title Taking Stock of Programs to Develop Socioemotional Skills
Subtitle A Systematic Review of Program Evidence
Author Maria Laura Sánchez Puerta, Alexandria Valerio, Marcela Gutiérrez Bernal
ISBN 9781464808722
List price USD 35.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 202
Book size 178 x 254 mm
Publishing year 2016
Original publisher The World Bank
Published in India by The World Bank
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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Possessing a range of cognitive, socioemotional, and technical skills is important for individuals to maximize their chances of success in many aspects of life. In particular, a growing body of research highlights the effects that socioemotional skills have on a variety of outcomes, from wages and academic performance to health. Programs to help participants develop such skills continue to expand in both developed and developing countries, targeting individuals of almost all ages and life stages. However, the characteristics that make some programs more successful than others—or even what types of outcomes programs use to measure “success”—are less clear.
Taking Stock of Programs to Develop Socioemotional Skills: A Systematic Review of Program Evidence aims to fill this knowledge gap through a systematic review of programs that seek to develop socioemotional skills. This analysis rigorously examines a diverse range of more than 80 programs, including programs for toddlers and young children before primary school, programs for students enrolled in formal education, and programs targeted at the out-of-school population. The book develops a conceptual framework that helps to identify the program characteristics and participants’ profiles associated with a range of program outcomes. The book’s findings highlight characteristics and impacts of successful (and less successful) programs.


About the Authors
Executive Summary
Chapter 1: Motivation and Objectives • Notes • References
Chapter 2: Literature Review • The Relationship between Socioemotional Skills and Life Outcomes • Evidence of Programs That Modify Socioemotional Skills • Notes • References
Chapter 3: Definitions: What Are Socioemotional Skills? • Socioemotional Skills • Soft Skills • Noncognitive Skills • Character Skills • Personality Traits and Temperament • Twenty-First Century Skills or Competencies • Life Skills • Notes • References
Chapter 4: Conceptual Framework • Program Characteristics • Participants’ Characteristics • Outcomes • Note • References
Chapter 5: Search Methodology • Search Phase 1: Programs before Formal Education • Search Phase 2: School-Based Programs • Search Phase 3: Out-of-School Programs • Notes • References
Chapter 6: Program Analysis throughout the Life Cycle • Before-School Programs • Outcomes of Before-School Programs • School-Based Programs • Outcomes of School-Based Programs • Out-of-School Programs • Outcomes of Out-of-School Programs • Notes • References
Chapter 7: Program Findings: What Works (or Doesn’t Work) in Fostering Socioemotional Skills? • Targeting • Focus • Impacts • Replicability • Evaluation • Direction for Future Research • References
Appendix A: Before-School Program Descriptions • References
Appendix B: School-Based Program Descriptions • References
Appendix C: Out-of-School Program Descriptions • References

About the Authors:

Maria Laura Sánchez Puerta is a senior economist in the Jobs Group of the Social Protection and Labor Global Practice at the World Bank, where she specializes in the intersection of labor and development economics. She currently leads the jobs and skills agenda and coleads the global STEP initiative, which includes household and employer surveys measuring adult skills in 17 countries. She prepared one of the first job diagnostics at the country level and contributed to an innovative, multisector work program on jobs in Kenya.
Maria Laura’s research includes cognitive and noncognitive skills and labor outcomes; design, implementation, and evaluation of active labor market programs; income mobility in Latin America; informality and labor market segmentation; and the effects of globalization on working conditions. Maria Laura has also supported analytical and operational work in Argentina, Brazil, Cambodia, Colombia, El Salvador, Indonesia, Kenya, Lebanon, Rwanda, and Tunisia.
Maria Laura holds a PhD in economics from Cornell University and joined the Institute for the Study of Labor (IZA) as a research fellow in 2007.
Alexandria Valerio has over 20 years of experience leading and managing large-scale research projects, multidisciplinary teams, and senior-level client relationships, with a policy focus on education reform (early, primary, and tertiary education), entrepreneurship, skills, and training in diverse country contexts. She has led multidisciplinary teams in the analysis, design, implementation, and evaluation of investment operations. Alexandria is currently leading global research agendas focused on measuring adult skills using large-scale household and employer surveys in 17 countries, analyzing the impact of different types of education and skill sets on employment and development outcomes, and identifying the characteristics of effective entrepreneurship education and training programs.
Prior to joining the Global Engagement and Knowledge unit in the Education Global Practice, she was responsible for the World Bank’s education policy dialogue and lending portfolios in the Latin America and the Caribbean Region (Argentina, Brazil, Chile, Nicaragua, Paraguay and Panama), as well as in Angola and Mozambique.
Alexandria`s work extends beyond the education sector, covering a wide range of issues including social protection and labor, jobs, growth and competitiveness, child development, and school health. Her published work includes peerreviewed books and papers on workforce development policy, technical and vocational training, entrepreneurship training, tools to measure skills in adult populations, cost and financing of early childhood education, social impact analysis of school fees, and school health programs to prevent HIV/AIDS in schoolage populations. She is currently a global lead for the World Bank’s Skills Global Solutions Group and a core member of the global interagency group on Technical Vocational Education and Training/Skills and the technical working group on Human Resource Development for the G-20.
Alexandria holds a PhD in comparative education and economics of education from Columbia University and a master’s degree in public administration in economic development policy from the Maxwell School at Syracuse University.
Marcela Gutiérrez Bernal has five years of experience designing, implementing, and evaluating social programs in more than 10 countries in Latin America, Asia, the Middle East, and the Western Balkans. Her areas of work include poverty reduction and social protection systems, conditional and emergency cash transfer programs, financial inclusion initiatives, and early childhood development strategies. She worked with the World Bank Group as a project coordinator of the STEP Skills Measurement Program, the first-ever initiative to measure cognitive and socioemotional skills in more than 16 developing countries. She also worked as a senior adviser to the Ministry of Social Protection and Inclusion in Peru. Previously, she was employed at the Inter-American Development Bank, where she assisted in the ideation, execution, assessment, and continuous improvement of government programs and strategies in Colombia and Panama.
Marcela is currently pursuing a master’s degree in public administration and international development at Harvard University. She holds MA and BA degrees in economics from Universidad de los Andes (Bogotá, Colombia) and a BA in business administration.

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Students and Academicians of Education.
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