The 2023 OECD Survey of Adult Skills (PIAAC) has expended its focus by assessing not only literacy, numeracy, and problem solving skill levels amongst adults, but also adults’ social and emotional skills, ie agreeableness, conscientiousness, emotional stability, extraversion, and openness to experience.
This broader perspective on skills recognises that success in work and life depends on both cognitive and non-cognitive capabilities. While cognitive skills are still “key determinants of labour market outcomes” the study also shows that these social and emotional skills influence employability, wages, job satisfaction, health, well-being and civic engagement.
Adults with higher levels of openness and emotional stability are more likely to attain higher education levels and show stronger literacy and numeracy proficiency, even after accounting for levels of education. These skills also encourage participation in adult learning and continuous upskilling.
The findings of the survey also identify that curiosity, confidence, and adaptability underpin effective lifelong learning. This may in part be because “behaviours associated with strong intellectual curiosity may be perceived by teachers as indicators of academic potential, thereby influencing the academic opportunities and encouragement students receive.” This underlines the importance for teachers in fostering curiosity and building confidence, but also trying to be sure not to confuse a lack of confidence with a lack of student potential.
Incredibly there are field of study/occupational differences in the relative importance of different emotional and social skills:
“Most notably, openness to experience and agreeableness positively relate to the likelihood of having pursued studies in education and teaching, on average across countries and after controlling for other factors. Openness is also positively related to graduating in the humanities, whereas higher extraversion, emotional stability and conscientiousness are linked to a lower likelihood for these studies. In contrast, extraversion, emotional stability and conscientiousness positively relate to the likelihood of graduating in economics, social sciences or law. Agreeableness shows a positive association with graduating from fields related to health or welfare. Conscientiousness and emotional stability are positively associated with graduation from STEM-related fields, while agreeableness and extraversion show a negative relationship.”
The survey also finds systematic variations in these skills across populations. Younger adults report higher openness and extraversion, while older adults show more conscientiousness and agreeableness.
Women “report higher levels agreeableness and conscientiousness, but lower emotional stability than men in nearly all countries,” although gender differences were more pronounced in younger survey respondents. Adults from highly educated families and/or with tertiary education qualifications demonstrate stronger openness and extraversion, while migrants report greater openness, agreeableness and conscientiousness.
These differences underline the importance of equity-oriented strategies in VET to ensure that all learners can access and strengthen social and emotional capabilities, regardless of background.
The OECD urges governments and education systems to adopt lifelong social and emotional learning (SEL) frameworks that extend beyond schools. Suggested priorities include targeted initiatives for disadvantaged groups, recognition of SEL through micro-credentials and /or digital badges, and promoting workplaces as sites of ongoing social and emotional skill development.
Building these competencies will strengthen resilience, adaptability, and productivity across the adult workforce.
