The OECD Development Centre
David Khoudour-Castéras
Implementing, measuring and assessingeducation and skills policies: adeveloping countries’ perspective
4th OECD World Forum – Measuring Well-Being for Development and Policy Making
Parallel 2b: Investing in education and skills
New Delhi, 16-19 October 2012
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1
Why investing in education and skills matters for social cohesion
Why investing in education and skills matters for social cohesion
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2
Measuring education and skills: shifting from quantity to quality
Measuring education and skills: shifting from quantity to quality
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3
Outline
Addressing the education and skills policy challenges
Addressing the education and skills policy challenges
Productivity
Social inclusion
Social capital
Social mobility
1. Why investing in education and skillsmatters for social cohesion
Productivity
Social inclusion
•Labour market
•Better jobs and higherwages
•Health conditions
•Reduced childmortality and fertilityrates
•Less hazardousworking environment
•Healthier life-style
•Womenempowerment
Social capital
Social mobility
1. Why investing in education and skillsmatters for social cohesion
Productivity
Social inclusion
•Labour market
•Better jobs and higherwages
•Health conditions
•Reduced childmortality and fertilityrates
•Less hazardousworking environment
•Healthier life-style
•Womenempowerment
Social capital
•Civic participation
•Increased electoralparticipation
•Better capacity toassess politicians’behaviour
•More volunteering &donations
•Trust
•Increased safety:lower crime rates
•Increased tolerance(less discrimination,less racism...)
Social mobility
1. Why investing in education and skillsmatters for social cohesion
Productivity
Social inclusion
•Labour market
•Better jobs and higherwages
•Health conditions
•Reduced childmortality and fertilityrates
•Less hazardousworking environment
•Healthier life-style
•Womenempowerment
Social capital
•Civic participation
•Increased electoralparticipation
•Better capacity toassess politicians’behaviour
•More volunteering &donations
•Trust
•Increased safety:lower crime rates
•Increased tolerance(less discrimination,less racism...)
Social mobility
•Reduced weight of“inherited” factors
•Parents’ economicstatus
•Geography
•Ethnicity / language /religion
•Immigration
•Gender
•Enlarged “aspirationwindow”
1. Why investing in education and skillsmatters for social cohesion
2. Measuring education and skills:shifting from quantity to quality
Measures of education and skills tend to focus onquantitative objectives (e.g. MDGs)
But they often do not take into account:
The quality of education (what students really learn)
Regional disparities (within a country)
Costa Rica: Disaggregated
MDGs at the local level
Target 2: Achieve UniversalPrimary Education
0%-59% of compliance: without progress or in deterioration
60%-79% of compliance: failure to reach the target - if currentconditions persist
80%-100% of compliance: goal has already been achieved orexpected to be achieved by 2015
Measures of education and skills tend to focus onquantitative objectives (e.g. MDGs)
But they often do not take into account
The quality of education (what students really learn)
Regional disparities (within a country)
Skills mismatches (lack of data)
Skills acquired in the informal labour market
The long-term effects of education and skills are also difficultto measure
Vocational training: short vs. long-term inclusion on the labour market
Impact of education in terms of inter-generational mobility
2. Measuring education and skills:shifting from quantity to quality
3. Addressing the education andskills policy challenges
Education and skills policies: main priorities
Investing not only in more but also better skills
Aligning education with labour-market needs
Improving the school-to-work transition
Encouraging the long-term adaptability of skills
Improving the availability and comparability of data
Raising awareness on the importance of good data ( beyond theelectoral horizon)
Participation of more developing countries in international tests (PISA,PIAAC...) – in spite of bad results
Strengthening peer learning and capacity building (in particular in low-income countries)
Assessing education and skills policies
Need to generalise policy evaluations (e.g. randomised control trials)
The OECD Development Centre
David Khoudour-Castéras
david.khoudour@oecd.org
Thank you
4th OECD World Forum – Measuring Well-Being for Development and Policy Making
Parallel 2b: Investing in education and skills
New Delhi, 16-19 October 2012