1. The OECD Development Centre David Khoudour-Castéras Implementing, measuring and assessing education and skills policies: a developing countries’ perspective 4 th OECD World Forum – Measuring Well- Being for Development and Policy Making Parallel 2b: Investing in education and skills New Delhi, 16-19 October 2012

2. 1 1 Why investing in education and skills matters for social cohesion 2 2 Measuring education and skills: shifting from quantity to quality 3 3 Outline Addressing the education and skills policy challenges

3. Productivity Social inclusionSocial capitalSocial mobility 1. Why investing in education and skills matters for social cohesion

4. Productivity Social inclusion Labour market Better jobs and higher wages Health conditions Reduced child mortality and fertility rates Less hazardous working environment Healthier life-style Women empowerment Social capitalSocial mobility 1. Why investing in education and skills matters for social cohesion

5. Productivity Social inclusion Labour market Better jobs and higher wages Health conditions Reduced child mortality and fertility rates Less hazardous working environment Healthier life-style Women empowerment Social capital Civic participation Increased electoral participation Better capacity to assess 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 skills matters for social cohesion

6. Productivity Social inclusion Labour market Better jobs and higher wages Health conditions Reduced child mortality and fertility rates Less hazardous working environment Healthier life-style Women empowerment Social capital Civic participation Increased electoral participation Better capacity to assess 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’ economic status Geography Ethnicity / language / religion Immigration Gender Enlarged “aspiration window” 1. Why investing in education and skills matters for social cohesion

7. 2. Measuring education and skills: shifting from quantity to quality  Measures of education and skills tend to focus on quantitative 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)

8. Costa Rica: Disaggregated MDGs at the local level Target 2: Achieve Universal Primary Education 0%-59% of compliance: without progress or in deterioration 60%-79% of compliance: failure to reach the target - if current conditions persist 80%-100% of compliance: goal has already been achieved or expected to be achieved by 2015

9.  Measures of education and skills tend to focus on quantitative 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 difficult to 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

10. 3. Addressing the education and skills 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 the electoral 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)

11. The OECD Development Centre David Khoudour-Castéras david.khoudour@oecd.org Thank you 4 th OECD World Forum – Measuring Well- Being for Development and Policy Making Parallel 2b: Investing in education and skills New Delhi, 16-19 October 2012