1 / 11

The OECD Development Centre

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

kynton
Download Presentation

The OECD Development Centre

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Implementing, measuring and assessing education and skills policies: a developing countries’ perspective The OECD Development Centre David Khoudour-Castéras 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

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

  3. 1. Why investing in education and skills matters for social cohesion Productivity

  4. 1. Why investing in education and skills matters for social cohesion Productivity

  5. 1. Why investing in education and skills matters for social cohesion Productivity

  6. 1. Why investing in education and skills matters for social cohesion Productivity

  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

  9. 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) • 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

  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 Thank you David Khoudour-Castéras david.khoudour@oecd.org 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

More Related