Background: This article shares the results of research on educator perceptions of the nature and
value of social emotional learning (SEL) skills undertaken in four African countries: Burkina
Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component
of the ‘deep human skills’, which are important academic and workforce development skills.
Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan
educators, this study describes the (1) SEL skills educators should be using to effectively teach
their students and the (2) SEL skills the educators believe students should be using to be
effective learners and successfully transition into the world of work.
Method: Data collection methods include online and offline surveys, with the exception of
Uganda that complemented their survey data with interviews. Thematic content analysis,
using modified grounded theory, was used to analyse the data, as well as the qualitative data
analysis software NVivo.
Results: The results indicated seven common SEL themes shared across the four African
countries. The SEL themes identified were consistent with the existing framework of
Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially
around interpersonal relationships and decision-making skills.
Conclusion: The findings indicate that the salience and importance of specificSEL skills varied
based on the unique history and context of each country.
Keywords: social emotional learning; career; future readiness; positive youth development;
cross-cultural study.