Put very simply, learning happens when students think hard (Husbands, 2014), effectively mobilising a number of different mental processes and resources that are both cognitive (such as reasoning and memory) and socio-emotional (sometimes called non-cognitive skills).
As well as developing knowledge, skills and understanding, learning involves transforming behaviours and attitudes that underpin cognitive functioning, so that students have the inclination and the resources needed to demonstrate competence.
There are number of ‘non-cognitive skills’:
personality qualities such as:
- resilience to adversity,
- openness to experience,
- tolerance of diverse opinions.
These skills are great sources:
- to predict life outcomes at least as well or better than traditional measures of cognition
- to have positive and strong effects on educational attainment.
- to help to improve workplace and life outcomes
- can be enhanced, and there are proven ways to do so.
The Cambridge – as well as our AIS – educational programme and methodology support the development of these broader skills and personal qualities. It is also important to note that these skills are particularly valued in higher education and the workplace.
Developing the Cambridge Learner Attributes, Cambridge Assessment International Education https://www.cambridgeinternational.org