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Evaluación de habilidades socioemocionales y transversales: un estado del arte

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  • Huerta, María del Carmen

Abstract

Históricamente ha existido un reconocimiento implícito de que las competencias transversales y socioemocionales (CTSE) juegan un papel importante en la educación de los individuos. Filósofos, psicólogos, sociólogos y pedagogos han destacado desde hace tiempo que la educación debe abarcar múltiples dimensiones, incluyendo el desarrollo cognitivo y el socio-emocional. La idea de que el aprendizaje y el logro en la vida en general requiere de competencias “blandas”, “no cognitivas”, o “CTSE” fue originalmente desarrollada por psicólogos en el siglo pasado1. Esta idea, sin embargo, fue retomada y elaborada por economistas, especialmente por James Heckman y sus colegas alrededor del año 20002. En esta nota no se presenta una definición de las CTSE ya que no se dispone de una definición única a nivel regional. En seminarios anteriores se ha visto que acordar una definición que describa el conjunto de competencias-habilidades que no son académicas es un gran desafío dado que cada entidad participante se focaliza en distintas competencias. La MESACTS ha decidido utilizar el término “competencias transversales y socioemocionales” para poder cubrir los intereses de las diferentes entidades.

Suggested Citation

  • Huerta, María del Carmen, 2019. "Evaluación de habilidades socioemocionales y transversales: un estado del arte," Sector/thematic working papers 1419, CAF Development Bank Of Latinamerica.
    • Handle: RePEc:dbl:dblstp:1419
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    5. Almlund, Mathilde & Duckworth, Angela Lee & Heckman, James & Kautz, Tim, 2011. "Personality Psychology and Economics," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 4, chapter 0, pages 1-181, Elsevier.
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