Defining and measuring context-specific socio-emotional learning skills: Experiences from Tanzania

• In Event: Unpacking holistic learning – defining and measuring socio-emotional learning

Proposal

Most research on learning in the Global South focuses on testing top-down globally defined measures of learning and skills development. This is also true of the limited research available on children’s holistic learning outcomes, especially socioemotional skills (Puerta, Valeria and Bernal 2016; Burde, Kapit, Wahl, Guven and Skarpeteig 2017). Research in Tanzania on contextually relevant socioemotional learning skills has found that many competencies deemed important in Tanzania are not included in the most prominent existing frameworks of social and emotional competencies (Jukes et al. 2018). Identification and measurement of contextually relevant socio-emotional learning (SEL) skills in Tanzania, and in many other Africa countries, remains a challenge.

Our research focuses on identifying, defining and measuring context appropriate SEL skills and assessing how the current learner-centred pedagogical approaches within localised education systems in 4 districts (i.e., Tarime, Serengeti, Temeke, and Lindi) of Tanzania target and support children’s development of academic and context appropriate SEL skills. This is a 24-month research project which started in June 2021.
So far, the first aspect of the research project which looks at defining and measuring context specific SEL skills has been undertaken. Through focus group discussions, interviews, and participatory workshops with separate groups of teachers, caregivers, and children; locally relevant SEL skills were identified, defined, and ranked. Domains and constructs were created, verified with stakeholders including education officials, and validated through a survey with 300 grade 4 children.

Overall, the study found some locally specific valued skills which differed from district to district, and from rural to urban settings; further reinforcing the relevance of culture and context in determining the skills that stakeholders deem relevant and are committed to supporting its development even within the same country. The participatory process, though very useful, was challenging in bringing up certain universally undesirable SEL skills which had to be discussed and refined over a lengthy period. It showed the complexities involved in defining and measuring contextualised SEL skills in practice. Notwithstanding this, we identified common domains that are universally valued by stakeholders across the study areas, and which will form the basis for the second part of the research project where we will work with teachers to assess how academic skills and the identified context appropriate SEL skills are being taught and fostered at the classroom level with a sample of 800 grade 4 students in 40 schools.

Our presentation in this conference will therefore look at highlighting findings, challenges, and lessons learned from engaging with local education stakeholders in co-creating SEL skills measurement tool appropriate for grade 4 aged children.

Author

• Vendelin Simon, UNIVERSITY OF DAR ES SALAAM