Highlights

Background

The Education for Competitiveness (E4C) initiative was launched to support MENA countries improve their education systems to achieve higher productivity, inclusive growth, and global competitiveness. The E4C 21st Century Skills team and their partners aim to shed light on the critical importance of promoting not only cognitive but also socioemotional skills as key dimensions of success. Evidence from socioemotional skills development point to positive academic, social and economic outcomes, making them a key ingredient for youth development and for countries aiming to develop human capital that is not only productive economically, but also socially cohesive, inclusive, and civically engaged.

In this regard, a background paper is being developed to examine the current status of socioemotional learning in MENA, and its impact on student performance, social outcomes, and beyond. The paper further reviews evidence of school disciplinary climates across the MENA region and the resulting impact on academic and social outcomes. A technical workshop with regional education partners will be held to present the evidence from the background paper and establish a strong understanding of the link between socioemotional learning, school disciplinary climates and violent extremism. The team intends to engage partners across MENA in a broader discussion around the imperative of teaching children the skills and knowledge they need to become successful and actors of their future in school and in life – thus advocating for the integration of socioemotional learning into existing school curriculums. 

Objectives

This technical workshop on school disciplinary climates is an opportunity to engage key relevant stakeholders in the topics of positive discipline, school-based violence, and socioemotional skills more broadly, with the objectives of:

1. Establishing a sense of urgency for integrating 21st century skills into mainstream education across MENA from early childhood development to tertiary education;
2. Discussing findings on school disciplinary climates in MENA and their significant impact on student learning;
3. Developing a greater understanding of the link between socioemotional learning, school disciplinary climates and violent extremism, and promoting socioemotional skills as a key dimension to ensure student success;
4. Fostering collaboration and communication among parties;
5. Rethinking teaching and learning strategies to support the development of socioemotional skills.

Target audience

MoE technical partners, school inspectors, educators, researchers, psychologists and other regional and local champions supporting school disciplinary improvement efforts and 21st century skills education

Expected Outcomes

The session’s success hinges on the interactive dialogue and discussion among participants to:

• Review the analysis on the current status of socioemotional learning in the MENA region, and its impact on academic, social, cultural and economic outcomes;
• Inform attendees about the extent of disciplinary issues in schools in MENA;
• Present evidence on the links between disciplinary climates and student performance/learning opportunities;
• Establish the impact of poor socioemotional skills on the disciplinary climate and learning;
• Shed light on the role education systems and schools can play in fostering critical attributes that will support future student success;
• Share best practices and lessons learned, and offer some possible tools and solutions based on examples from other countries.

Resources

Agenda EN

Agenda FR

[This is a closed event. Attendance is upon invitation only]

Participant's Presentations

DAY 1

Morning Coffee and Networking

Opening Speeches

Mourad Ezzine, Manager, CMI

Introduction to E4C and Component 5: Boosting 21st Century Skills and Values

Manal Quota, Education Specialist, The World Bank

Evidence from MENA on the Negative Impacts of Disciplinary Climates on Academic Achievement (FR)

Paul Cahu, Senior Education Specialist, The World Bank

West Bank and Gaza Case Study: Teaching in the face of adversity

Hanan Al Hroub, Teacher, Palestinian Authority

Breakout Session: Discussions on the Perpetuating Factors Leading to Negative School Disciplinary Climates

Facilitator: Jonathan Cohen, President, National School Climate Center, United States of America

Plenary Session: Stimulate Input and Discussion by Participants on Breakout Activity and Conclusions

Facilitator: Jonathan Cohen, President, National School Climate Center, Uni

Importance of Socioemotional Skills for Academic and Social Progress and for Preventing Violent Extremism

Manal Quota, Education Specialist, The World Bank

Addressing Negative School Disciplinary Climates to Counter Violence and Radicalization and the Case of Tunisia

Giulia Marchesini, Senior Partnership Officer, CMI

Rim Ben Ismail, Psychologist, Tunisia

Breakout Session: Discussions on the Integration of Socioemotional Learning into MENA Curriculums – Challenges and Opportunities 

Facilitator: Steve Bissonnette, Professor, Department of Education, TÉLUQ- L’université à distance de l’Université du Québec, Canada

Plenary Session: Stimulate Input and Discussion by Participants on Breakout Activity and Conclusions

Facilitator: Steve Bissonnette, Professor, Department of Education, TÉLUQ- L’université à distance de l’Université du Québec, Canada

Day 1 Summary

Juan Manuel Moreno, Lead Education Specialist, The World Bank

End of the Day

DAY 2

Introduction to Day 2

Juan Manuel Moreno, Lead Education Specialist, The World Bank

Country Cases: Successful Cases of Addressing Negative School Disciplinary Climates

Focus on the United States: Jonathan Cohen, President of the National School Climate Center, United States of America 

Focus on Canada: Steve Bissonnette, Professor, Department of Education, TÉLUQ- L’université à distance de l’Université du Québec, Canada

Breakout Session: Strategies for Addressing Negative School Disciplinary Climates in the Sub-Regions

Facilitator: Jonathan Cohen, President, National School Climate Center, United States of America

Plenary Session: Stimulate Input and Discussion by Participants on Breakout Activity and Conclusions

Facilitator: Jonathan Cohen, President, National School Climate Center, United States of America

Tools for Measuring Classroom Discipline

Paul Cahu, Senior Education Specialist, The World Bank

Juan Manuel Moreno, Lead Education Specialist, The World Bank

Day 2 Summary

Juan Manuel Moreno, Lead Education Specialist, The World Bank

Closing Session

Mourad Ezzine, Manager, CMI