Details
- Identification
- Catalogue number: NC-03-13-071-EN-N
- Publication date
- 30 April 2011
- Authors
- Directorate-General for Education, Youth, Sport and Culture | European Expert Network on Economics of Education (EENEE)
- Geographical scope
- European Union
- Level of education focus
- Adult education
- Early childhood education and care (ECEC)
- Higher education
- Non-formal and informal learning
- School education
- Vocational education and training (VET)
- Thematic areas covered
- Education-to-work transitions, education and labour market
- Educational attainment and participation in education
- Educational effectiveness and efficiency
- Governance of education
- Lifelong learning
- Monitoring and quality assurance
- Quality and inclusive education for all
- Skills development
- Teachers and trainers
- Whole-school and whole-system approaches and partnerships in education
Description
Non-cognitive skills, such as motivation, perseverance, social skills, and personality traits like conscientiousness or emotional stability, are increasingly recognized as critical for educational and economic outcomes. The report argues that these traits can be just as important as cognitive abilities in predicting success in both school and the labour market.
The development of non-cognitive skills can be influenced by early interventions in schools, quality teaching, smaller class sizes, and positive school environments. These skills can also be fostered through specific programs both inside and outside formal education, although the evidence on their long-term impact is still evolving. Workplace experiences and organizational structures also contribute to skill formation, though research on this area remains limited.
Measurement challenges, such as reliance on self-reporting and lack of standardized international data, complicate comparisons and policy design. Nevertheless, integrating non-cognitive skill development into assessment, curricula, and teacher training can enhance both educational equity and labour market outcomes.
The report concludes that a balanced approach, incorporating both cognitive and non-cognitive competencies, is essential for designing effective educational and training systems that respond to modern economic demands.
Authors
Giorgio Brunello and Martin Schlotter
Cite as
Brunello, G., & Schlotter, M. (2011). Non cognitive skills and personality traits: labour market relevance and their development in education and training systems. EENEE Analytical Report No. 8.
