Education

To measure real progress in education we must include out-of-school children

Development Matters Education, New social contract , , , ,

By Michael Ward, Senior Analyst, Education and Skills Directorate, OECD

In many low- and middle-income countries – including some that have participated in PISA – relatively large proportions of 15-year-olds are not enrolled in school or are not enrolled in PISA’s target grades (grade seven and above) and are thus not covered by the assessment (see figure 1). With an increasing number of low- and middle-income countries participating in PISA, and with 61 million children of lower secondary school age, out of school around the world, this population can no longer remain beyond the reach of programmes that try to evaluate the success of education systems.

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Education funding and COVID-19: what does the future hold?

Development Matters Covid-19, Education, New social contract , ,

By Laura Abadia, Policy Analyst, OECD Development Centre

This blog is part of a series on tackling COVID-19 in developing countries. Visit the OECD dedicated page to access the OECD’s data, analysis and recommendations on the health, economic, financial and societal impacts of COVID-19 worldwide.

With prolonged school closures affecting over 90% of all learners worldwide at the peak of the first wave, the COVID-19 pandemic has highlighted the urgent need to explore new and more effective approaches to education delivery and content. From hybrid models that combine in-person with remote learning, to widening academic curricula to include social and emotional competencies, the opportunities for change are manifold. However, recovering from prolonged school closures and seizing these opportunities will require making significant headway against the deep structural challenges perpetuating inequalities in education.

To better understand how COVID-19 is changing education donor behaviour and priorities, the OECD Centre on Philanthropy analysed years of OECD data on official development assistance (ODA) and private philanthropy, and interviewed dozens of donors. Here is what we learned:

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Is COVID-19 widening educational gaps in Latin America? Three lessons for urgent policy action

Development Matters Covid-19, Education, Human Development, Latin America and the Caribbean, Policy , , , , , , ,

By Nathalie Basto-Aguirre, Paula Cerutti and Sebastián Nieto-Parra, OECD Development Centre

This blog is part of a series on tackling COVID-19 in developing countries. Visit the OECD dedicated page to access the OECD’s data, analysis and recommendations on the health, economic, financial and societal impacts of COVID-19 worldwide.

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Classroom in Jaqueira Village, city of Porto Seguro, Brazil. Photo: Joa Souza/Shutterstock

COVID-19, like most crises, is exacerbating inequalities in the region. To contain the pandemic, most Latin American countries have closed their schools, affecting the learning of 154 million students. However, not all students are affected equally. While distance education can contribute to alleviate the immediate impacts of school closures, it requires a number of conditions to deliver meaningful results. Students from poorer socio-economic backgrounds tend to suffer the most and risk bearing lasting consequences in terms of learning outcomes and, ultimately, opportunities. In particular, three interconnected dimensions stand out. Continue reading →

Avec ou sans, pendant et après le Covid-19, priorité aux réformes des systèmes de santé et d’éducation en Afrique de l’Ouest

Development Matters Africa, Covid-19, Français, Human Development, Youth , , , , , ,

Par Gilles Yabi, fondateur de WATHI, think tank citoyen de l’Afrique de l’Ouest

Ce blog fait partie d’une série sur la lutte contre le COVID-19 dans les pays en voie de développement. Visitez la page dédiée de l’OCDE pour accéder aux données, analyses et recommandations de l’OCDE sur les impacts sanitaires, économiques, financiers et sociétaux de COVID-19 dans le monde.

SWAC-blog-covid19En Afrique de l’Ouest, les impacts de Covid-19 seront-ils catastrophiques ? La crise Ebola a révélé la très grande faiblesse des systèmes sanitaires des pays touchés à l’époque dans la région, Liberia, Sierra Leone et Guinée principalement. Si des enseignements importants ont été tirés, avec la mise en place de centres dédiés aux urgences sanitaires dans plusieurs pays, les systèmes de santé dans leur ensemble ne se sont pas particulièrement renforcés. Les ménages assument l’essentiel des dépenses de santé par rapport aux États, les inégalités d’accès aux soins sont frappantes, et les hôpitaux manquent cruellement de personnel qualifié, de matériel, de dispositif de maintenance des équipements et de médicaments, ainsi que de capacités d’accueil et, parfois, de salubrité. La crise du coronavirus exacerbera sans doute la situation. Il est plus que jamais primordial de renforcer et d’investir dans les systèmes de santé, sans quoi la plupart des pays d’Afrique de l’Ouest ne pourront faire face ni aux crises sanitaires, comme celle du Covid-19, ni aux nombreuses autres maladies infectieuses ou chroniques.

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How do Nations Learn? Why Development is First and Foremost About Learning

Development Matters Africa, Building resilience, Human Development, Policy , , , ,

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By Dr Arkebe Oqubay, Senior Minister and Special Advisor to the Prime Minister of Ethiopia 

This blog is part of a series marking the upcoming 
19th International Economic Forum on Africa 

Photo-by-Nathan-Dumlao-Unsplash
Photo by Nathan Dumlao on Unsplash

Policy makers and academics alike puzzle over why some countries achieve economic ‘growth miracles’ while others lag behind. Of the 100 middle-income economies in 1960, fewer than a dozen transitioned into high-income economies. Economic history and empirical observations show that progress is linked to how nations learn and more specifically to the processes of technological learning, industrial policy, and catch-up. By looking at the cases of Japan, the United States, China and Ethiopia, I argue that commitment to learning by governments and dynamic technological learning by firms are key to economic catch-up. How these and other nations learn can provide valuable insight for African countries.

How did Japan overtake Europe in the mid-20th century?

The key driver of catch-up in Japan was technological learning and an active industrial policy. Japan’s learning experience involved the transfer of skills and knowledge, the importation of equipment and the acquisition of turnkey projects to develop technological capability. Japan also developed industrial infrastructure, including railways and the telegraph, by deploying state-owned enterprises. Continue reading →

Constructing Schools to Curb Conflict?

Development Matters Human Development, Policy, Youth , , ,

By Dominic Rohner, Faculty of Business and Economics (HEC Lausanne), University of Lausanne and Center for Economic Policy Research (CEPR), and Alessandro Saia, Faculty of Business and Economics (HEC Lausanne), University of Lausanne

Eduation-Indonesia
A classroom in Kudus, Indonesia

Armed conflict is a major obstacle to human happiness and prosperity. The most visible consequence of warfare is, of course, the human death toll, leaving millions of families shattered. But below this surface, the grim consequences of fighting go further. The economic cost is very considerable, with the average war leading to a total loss of about 15% of GDP, human capital accumulation is slowed down, inter-group trust is threatened, and psychological suffering and trauma become widespread.1

While academic research on conflict has boomed in recent years, the lion’s share of contributions has focused on factors that are well-suited for statistical analysis but that are difficult to modify by policymakers. In particular, while we know that ethnic diversity, adverse weather shocks and natural resource discoveries play a role in the occurrence of conflict, there are not many obvious policies that can modulate these parameters.

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Tracing our roots: Understanding African innovation

Development Matters Africa, Human Development, Youth , , , , , ,

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By Youssef Travaly, PhD MBA, Next Einstein Forum (NEF) Vice-President of Science, Innovation & Partnerships, and Acting President, African Institute for Mathematical Sciences (AIMS), Senegal

Learn more about this timely topic at the upcoming
18th International Economic Forum on Africa

Africa-digital-technologyCan you name a famous African scientist?

Barely no one can answer this question, even with some thought. And yet, Africa is the cradle of humanity, and therefore logically, the cradle of science and innovation. So why can’t we name any famous African scientists? The simple answer is that we don’t know much about the history of innovation in Africa. The world’s technologically driven human progress can be divided into two parts: the “Africa” time with major discoveries, including tools, fire, mathematics and steel, and the more recent “industrial” read “western Europe and North America” time with major discoveries such as the steam engine, vaccines, antibiotics, computers and much more. In between the two, the world transitioned from more “informal” homegrown knowledge-based innovation to more “formal” scientific knowledge-based innovation. Within that context, Africa’s research and innovation, which often occurs outside the so-called “formal” innovation framework, completely disappeared from the global map of Science, Technology and Innovation (STI). Since then, “playing catch-up” has been the cornerstone of the strategy of every single African nation intending to adopt a knowledge-led economy. But do we really need to catch-up? What does catching up even mean?

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Girls’ Leadership Matters!

Development Matters Gender, Women and Girls, Youth , , , ,

By Alda, an 18 year old Plan International girl activist from Indonesia

 To mark the 2017 International Day of the Girl today, the author was tapped to serve as Secretary-General of the OECD on 11 October 2017
during a special girls “take over“ event organised by Plan International.

day-of-the-girlWhen someone asks me to describe an ideal girl, in my head, she is a person who is physically and mentally independent, brave to speak her mind, treated with respect just like she treats others, and inspiring to herself and others. However, I know that the reality is still so much different from what I have in mind.

When I was 12 years old, my friend in school was pregnant. As soon as everyone in her family and school knew, she dropped out of school and I have never heard about her again. Three years later, I attended the wedding of another friend, who was pregnant at the age of 16. I was really confused at her wedding and feeling sad for her because she looked unhappy and very quiet. I imagine that it was a hard time for my friend to accept. After the wedding, she dropped out of school and moved in with her husband’s family.
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Building Africa’s entrepreneurial culture

Development Matters Africa, Policy , , ,

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By Giulia Ajmone Marsan and Jonathan Potter, OECD Centre for Entrepreneurship, SMEs, Local Development and Tourism

Learn more about this timely topic at the upcoming
17th International Economic Forum on Africa
Register to attend

Africa-Idea-[Converted]Over the last decade, Africa has witnessed the emergence of a dynamic start-up scene in some of its countries. The district of Yaba, in Lagos, Nigeria is one example. In Yaba, young educated people are supported by a network of incubators, accelerators and other support facilities. This entrepreneurship cluster has taken advantage of the nearby presence of many Nigerian higher education institutions, such as the Yaba College of Technology, the University of Lagos, or the Federal Science and Technical College for students and facilities.

Another well-known case is the so-called Silicon Savannah in Kenya, a highly entrepreneurial eco-system that has given birth to innovative tech companies like M-Pesa, the worldwide money transfer and financing service operating via mobile phones, and Ushahidi, the well-known crowdsourcing platform. As in Nigeria, some of the universities based in Nairobi, notably the University of Nairobi and Strathmore University, are important actors in this eco-system.
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Biases in entrepreneurship and industrial policy in Africa

Development Matters Africa, Building resilience, Policy , , , ,

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By Wim Naudé, Professor in Business and Entrepreneurship in Emerging Markets, Maastricht University, Dean of the Maastricht School of Management, The Netherlands, and Research Fellow at the IZA Institute for Labor Economics, Bonn, Germany

Learn more about this timely topic at the upcoming
17th International Economic Forum on Africa
Register to attend

shutterstock_415121221.jpgAfrica has failed to industrialise. At the same time, millions of young people are seeking jobs. Put one-and-one together and the answer seems to be that if these labour market entrants become entrepreneurs in industry then they can in one stroke create jobs and help Africa industrialise. Yet, optimising the nexus between entrepreneurship and industrialisation requires overcoming some vexing policy biases. These can be categorised as biases of over-estimation and biases of under-estimation.

First, industrialisation’s job-creation potential is often over-estimated. The world is in a Fourth Industrial Revolution (4IR) driven by technologies such as the Internet of Things, automation, additive manufacturing and big data analytics (see Naudé, 2017). These technologies are causing the loss of low-skilled routine jobs, of which Africa has a disproportionate share. It’s estimated that up to 66% of all jobs in developing countries are at risk. Relatively poor African countries such as Ethiopia are at a particular risk of having around 44% of current jobs susceptible to automation. The 4IR is furthermore leading to a ‘re-shoring’ of manufacturing back to advanced economies. This is to the detriment of low-wage labor in African and other developing countries. As Culey (2012) points out: How important is low-cost labor when you don’t actually need labor?
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