{"id":131243,"date":"2020-08-11T18:33:40","date_gmt":"2020-08-11T22:33:40","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/the-future-is-social-and-emotional-evolving-skills-needs-in-the-21st-century-2\/"},"modified":"2020-08-11T18:33:40","modified_gmt":"2020-08-11T22:33:40","slug":"the-future-is-social-and-emotional-evolving-skills-needs-in-the-21st-century-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/the-future-is-social-and-emotional-evolving-skills-needs-in-the-21st-century-2\/","title":{"rendered":"The future is social and emotional: Evolving skills needs in the 21st century"},"content":{"rendered":"<p>Le pr\u00e9sent document d&#8217;impact soutient que la plupart des comp\u00e9tences en demande pour le march\u00e9 du travail d&#8217;aujourd&#8217;hui et de demain ne sont pas techniques &#8211; they\u00e2 \u20ac \u2122 re social et \u00e9motionnel. Les auteurs examinent la fa\u00e7on de faire la formation des comp\u00e9tences sociales et \u00e9motionnelles et le d\u00e9veloppement plus efficace et accessible \u00e0 tous. Faits saillants comprennent: (1) la nature changeante du travail augmente la demande non seulement des comp\u00e9tences techniques mais pour les comp\u00e9tences sociales et \u00e9motionnelles (SES), telles que la communication, le leadership, la comp\u00e9tence culturelle, la r\u00e9silience, la r\u00e9solution de probl\u00e8mes et la collaboration; (2) les employeurs constatent souvent que les nouveaux employ\u00e9s de niveau d&#8217;entr\u00e9e ne disposent pas de ces comp\u00e9tences; (3) la plupart des outils et des ressources pour le d\u00e9veloppement de SES sont con\u00e7us pour les apprenants K-12, mais d&#8217;aider les adultes \u00e0 d\u00e9velopper et \u00e0 \u00e9valuer ces comp\u00e9tences est une priorit\u00e9 importante en mati\u00e8re de r\u00e9ponse aux comp\u00e9tences du Canada les lacunes et l&#8217;avenir du travail; (4) pas tout le monde a les m\u00eames chances de d\u00e9velopper SES de la m\u00eame mani\u00e8re en m\u00eame temps, et il y a un risque d&#8217;exacerber les in\u00e9galit\u00e9s existantes entre les groupes vuln\u00e9rables en mettant davantage l&#8217;accent sur le d\u00e9veloppement et l&#8217;\u00e9valuation des comp\u00e9tences sociales et \u00e9motionnelles; et (5) de combler les lacunes de comp\u00e9tences sociales et \u00e9motionnelles seront mis en place les apprenants, les travailleurs et les employeurs pour le succ\u00e8s de carri\u00e8re mais il faudra repenser la formation et le d\u00e9veloppement de SES, y compris le consid\u00e9rant dans le cadre d&#8217;un processus d&#8217;apprentissage continu. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Le pr\u00e9sent document d&#8217;impact soutient que la plupart des comp\u00e9tences en demande pour le march\u00e9 du travail d&#8217;aujourd&#8217;hui et de demain ne sont pas techniques &#8211; they\u00e2 \u20ac \u2122 re social et \u00e9motionnel. Les auteurs examinent la fa\u00e7on de faire la formation des comp\u00e9tences sociales et \u00e9motionnelles et le d\u00e9veloppement plus efficace et accessible \u00e0 tous. Faits saillants comprennent: (1) la nature changeante du travail augmente la demande non seulement des comp\u00e9tences techniques mais pour les comp\u00e9tences sociales et \u00e9motionnelles (SES), telles que la communication, le leadership, la comp\u00e9tence culturelle, la r\u00e9silience, la r\u00e9solution de probl\u00e8mes et la collaboration; (2) les employeurs constatent souvent que les nouveaux employ\u00e9s de niveau d&#8217;entr\u00e9e ne disposent pas de ces comp\u00e9tences; (3) la plupart des outils et des ressources pour le d\u00e9veloppement de SES sont con\u00e7us pour les apprenants K-12, mais d&#8217;aider les adultes \u00e0 d\u00e9velopper et \u00e0 \u00e9valuer ces comp\u00e9tences est une priorit\u00e9 importante en mati\u00e8re de r\u00e9ponse aux comp\u00e9tences du Canada les lacunes et l&#8217;avenir du travail; (4) pas tout le monde a les m\u00eames chances de d\u00e9velopper SES de la m\u00eame mani\u00e8re en m\u00eame temps, et il y a un risque d&#8217;exacerber les in\u00e9galit\u00e9s existantes entre les groupes vuln\u00e9rables en mettant davantage l&#8217;accent sur le d\u00e9veloppement et l&#8217;\u00e9valuation des comp\u00e9tences sociales et \u00e9motionnelles; et (5) de combler les lacunes de comp\u00e9tences sociales et \u00e9motionnelles seront mis en place les apprenants, les travailleurs et les employeurs pour le succ\u00e8s de carri\u00e8re mais il faudra repenser la formation et le d\u00e9veloppement de SES, y compris le consid\u00e9rant dans le cadre d&#8217;un processus d&#8217;apprentissage continu. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[436],"class_list":["post-131243","reference","type-reference","status-publish","hentry","reference-type-white-paper"],"acf":{"citation":"Giammarco, M., Higham, S., and McKean, M. (2020). The future is social and emotional: Evolving skills needs in the 21st century. Ottawa, ON: Conference Board of Canada. 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