1. Hannah Lees School of Social Sciences University of Northampton Image from hdptcar, Wikimedia Commons, CC-BYhdptcarWikimedia Commons

2. Aims and Objectives This presentation aims to identify the ways in which education can encourage development and answer the following questions: Is preparation for a skilled workforce the most significant way in which education encourages development? How have alternative factors within education encouraged development? How significant are these alternative factors?

3. Education: Developing a New Skilled Workforce Use of ICT: “an important skill for the professional and personal development of each 21st century citizen” Example of Chile: ensuring students are prepared for highly skilled jobs. (Introduction of computers in schools has improved linguistic skills) Education has encouraged development by preparing students with the skills they need to enter the workforce. San Martín (2013) Globalisation has changed job profiles and the skills demanded by labour markets Advanced skills and knowledge open doors to employment and consequently development The Education Sector Strategy 2020: preparing children for these changes by putting education in specific localities into the context of a globalised world World Bank Group Education Strategy 2020 (2011)

4. Education Improving Health “Basic education supports universal health coverage by enabling healthy lifestyle choices and informing health- care decisions” (Dye et al. 2013, p.28) “Health education is any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes” – World Health OrganisationWorld Health Organisation Example of Zambia: 1 in 5 young people are HIV positive Ministry of Education’s Four Year Plan Prevention strategies, counselling services and access to contraception provided to young people through schools. (Chilangwa, 2001) “Skills based health education and interactive teaching methods have been shown to promote healthy lifestyles and reduce risky behaviours” (Mishra, 2009, p.40)

5. Education and Poverty Reduction IPA (2012), p.6 Permission has been granted to use the diagram “almost universally education is found to lift people out of poverty” (Appleton et al, 2009) New, skilled job opportunities that will reduce unemployment – skills taught through education. Lack of basic literacy skills considerably reduce the chances of alleviating poverty through employment and earning a living. The introduction of new action plans of tutoring in primary schools improved these skills by 13% in 13 weeks (see graph).

6. Education and Civic Engagement IEA Civic Education Study: 90,000 14 year olds in 28 countries were tested on knowledge of civic content and skills & surveyed about concepts of citizenship, governmental institutions, and political actions. Education in Schools Civic content and skills Electoral process Raising awareness of government policy and support that may help financially Allows individuals to vote according to their own interests Encouraging development through community participation Students living in poverty with few literacy or educational resources have relatively low levels of civic knowledge (Torney-Purta, 2002)

7. However, there is an alternative argument that other issues must be addressed before these positive changes through education can take place. For example, many girls in developing countries experience more restricted access to education than boys. Until the widespread issue of gender inequality is addressed, the positive changes that education can bring (e.g. technological skills, improved health, poverty reduction) cannot take place. Raftree & Bachan (2013)

8. Education: the key to development. Conclusions This presentation has identified the ways in which education is the key to development through preparation for a skilled workforce, improved health, poverty reduction and increased civic engagement. Education remains the most powerful institution within society to promote development Which is most important? Although these factors all remain important in developing countries, preparation for a skilled workforce through education has the most significant positive impact as these new jobs provide the financial security to address other issues such as healthcare and poverty.

9. Reference Appleton, S. Kingdon, G. Knight, J. Soderbom, M. & Teal, F. (2009). Does investing in Education Reduce Poverty? Centre for the Study Of African Economies. http://www.csae.ox.ac.uk/resprogs/investedu/default.html http://www.csae.ox.ac.uk/resprogs/investedu/default.html Chilangwa, B. (2001). HIV/AIDS Strategic Plan, Republic of Zambia: Ministry of Education. http://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/--- ilo_aids/documents/legaldocument/wcms_127564.pdf http://www.ilo.org/wcmsp5/groups/public/---ed_protect/---protrav/--- ilo_aids/documents/legaldocument/wcms_127564.pdf Dye, C. et al (2013). The World Health Report 2013: Research for Universal Health Coverage, The World Health Organisation. http://apps.who.int/iris/bitstream/10665/85761/2/9789240690837_eng.pdfhttp://apps.who.int/iris/bitstream/10665/85761/2/9789240690837_eng.pdf IPA 2012 Annual Report (2012). https://www.poverty- action.org/sites/default/files/ipa_2012_annual_report.pdfhttps://www.poverty- action.org/sites/default/files/ipa_2012_annual_report.pdf Mishra, R.C. (2009). HIV/AIDS Education, New Delhi: APH Publishing Corporation. Raftree, L & Bachan, K. (2013). Day of the Girl: Innovation through Education, The Guardian [online]. http://www.theguardian.com/global-development-professionals-network/2013/oct/11/international-day- of-girl-ict-empowerment http://www.theguardian.com/global-development-professionals-network/2013/oct/11/international-day- of-girl-ict-empowerment San Martín, E. (2013). How and what do ICTs affect: Considerations based on studies from Chile, United Nations Educational, Scientific and Cultural Organization (UNESCO). http://portal.unesco.org/geography/en/ev.phpURL_ID=16371&URL_DO=DO_TOPIC&URL_SECTION=201.ht ml http://portal.unesco.org/geography/en/ev.phpURL_ID=16371&URL_DO=DO_TOPIC&URL_SECTION=201.ht ml Torney-Purta, J. (2002). The School’s Role in Developing Civic Engagement: A Study of Adolescents in Twenty-Eight Countries, Applied Developmental Science, 6(4): 203-212. World Bank Group Education Strategy 2020 (2011). Learning for All: Investing in People’s Knowledge and Skills to Promote Development. (Executive Summary). http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf