This post is written by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organization for Economic Co-operation and Development, and originally appeared on the OECD Education Today blog.
This week, UNESCO will convene the world’s educational leaders in Incheon to set the agenda for educational development over the next 15 years. Those who think that’s mainly an agenda for the developing world should read our new report Universal basic skills – what countries stand to gain. The report shows the scale of the effort that is ahead even for many of the wealthiest nations to develop the essential skills that can transform lives, generate prosperity and promote social inclusion. And with a new global metric of the quality of learning outcomes, the report demonstrates that the world is no longer divided between rich and well-educated countries and poor and badly educated ones.
Importantly, the post-2015 agenda is no longer just about providing more people with more years of schooling, but about making sure that individuals acquire a solid foundation of knowledge in key disciplines, that they develop creative, critical thinking and collaborative skills, and that they build character attributes, such as mindfulness, curiosity, courage and resilience.
The first thing the report shows is that the quality of schooling in a country is a powerful predictor of the wealth that countries will produce in the long run. Or, put the other way around, the economic output that is lost because of poor education policies and practices leaves many countries in what amounts to a permanent state of economic recession – and one that can be larger and deeper than the one that resulted from the financial crisis at the beginning of the millennium, out of which many countries are still struggling to climb.
Among the countries compared, Ghana has the lowest enrolment rate in secondary schools (46%) and also the lowest achievement levels for those 15-year-olds who are in school (291 PISA points). While it is difficult for Ghana to meet the goal of universal basic skills any time soon, if it did, it would see a gain over the lifetime of its children born today that, in present value terms, is 38 times its current GDP. This is equivalent to tripling Ghana’s discounted future GDP every four years during the working life of those students with improved skills. For lower-middle income countries, the discounted present value of future gains would still be 13 times current GDP and would average out to a 28% higher GDP over the next 80 years. And for upper-middle income countries, which generally show higher levels of learning outcomes, it would average out to a 16% higher GDP.
Read the full post here.