Moldova Socioemotional Skills Assessment
Moldovan employers voice concerns that workers’ low levels of socioemotional capabilities, such as poor work ethics, lack of motivation, and limited problem-solving skills, are among the major constraints for business development and productivity....
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| Language: | English |
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/126081570163253927/Moldova-Socioemotional-Skills-Assessment http://hdl.handle.net/10986/32514 |
| Summary: | Moldovan employers voice concerns that
workers’ low levels of socioemotional capabilities, such as
poor work ethics, lack of motivation, and limited
problem-solving skills, are among the major constraints for
business development and productivity. The World Bank’s 2013
Business Environment and Enterprise Performance Survey, the
2016 Labor Market Forecast of Moldova, and a qualitative
interview among private sector representatives in 2017
suggest that employers face skills shortages, particularly
in areas of work ethics, motivation, and problem solving.
The magnitude of skills shortages in Moldova is the highest
in the Europe and Central Asia region. The Moldovan labor
market will benefit from an increased supply of employees,
including new recruits, with a range of relevant
socioemotional as well as cognitive capabilities. This
report provides a first diagnostic of socioemotional skills
in Moldova to profile the skills composition of grade 9
students, identify learning context measures that are
strongly associated with socioemotional skills, and clarify
options for policy makers and practitioners to foster
socioemotional skills. To this end, the Moldovan
Socioemotional Skills Assessment was launched in April 2019.
This assessment focused on grade 9 students to better
understand how much socioemotional skills students exiting
the end of the compulsory school cycle self-reported, and
how these skills were associated with learning inputs from
schools and families. This assessment was the first to
evaluate a range of socioemotional skills among school-age
children in Moldova, using measures that had been validated
internationally. The measures were designed to capture five
broad domains of socioemotional skills, including students’
self-reported capacity to ‘work with others’, ‘care for
others’, ‘engage with others’, ‘explore new horizons’, and
‘manage emotions. The assessment provided not only technical
validation of the measurement tools in Moldova but also
initial guidance for policies and practices to foster these
skills. The results suggest that such measurement tools can
be mobilized in Moldova in the future. |
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