Education and Skills 2.0: New Targets and Innovative Approaches
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Education and Skills 2.0: New Targets and Innovative Approaches January 2014 Published by World Economic Forum, Geneva, Switzerland, 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise without the prior permission of the World Economic Forum. World Economic Forum 91-93 route de la Capite CH-1223 Cologny/Geneva Switzerland Tel.: +41 (0) 22 869 1212 Fax: +41 (0) 22 786 2744 [email protected] www.weforum.org Contents 4 Preface Martina Gmür and Klaus Schwab 6 Forewords 6 Gordon Brown 7 Amina Mohammed 8 Introduction David E. Bloom, Ayla Goksel, Jody Heymann, Yoko Ishikura, Brij Kothari, Patricia A. Milligan, and Chip Paucek 16 Never Too Early to Start 16 Chapter 1 The Early Bird Catches the Worm Pia Rebello Britto and Ayla Goksel 24 Calling All Minds 24 Chapter 2 Investing in Girls (and Women) to Spur Economic Development Tae Yoo 31 Chapter 3 Scaling Up to Meet the Enormous Education Challenges in Africa Omobola Johnson, Leslie Maasdorp, and Colin McElwee 36 Chapter 4 An “E.Y.E.” to the Future: Enhancing Youth Employment Arup Banerji, Vivian Lopez, Jamie McAuliffe, Amy Rosen, and Jose Manuel Salazar-Xirinachs, with Poonam Ahluwalia, May Habib, and Tanya Milberg 41 Chapter 5 Education System Reform in Pakistan: Why, When, and How? Mehnaz Aziz, David E. Bloom, Salal Humair, Emmanuel Jimenez, Larry Rosenberg, and Zeba Sathar 51 Chapter 6 Better Late Than Never Brij Kothari 59 Chapter 7 Getting Past the Basics: Pursuing Secondary Education David E. Bloom 64 Learning Anything, Anytime, Anywhere 64 Chapter 8 Online Education: From Novelty to Necessity Chip Paucek, Jose Ferreira, Jeremy Johnson, and Christina Yu 70 Much Needed and Still Useful After All These Years 70 Chapter 9 Older and Wiser: Tapping the Full Potential of the Mature Workforce Patricia A. Milligan and Patty P. Sung 78 Chapter 10 Reinvigorating Japan’s Economy With More Women and Older Workers Yoko Ishikura 84 Measuring and Managing Our Assets 84 Chapter 11 Pay It Forward Sami Mahroum and Elizabeth Scott 92 Chapter 12 The Human Capital Index Saadia Zahidi 98 Statistical Appendix David E. Bloom, Ciara Browne, Thierry Geiger, Kenneth O’Friel, Lauren Graybill, and Larry Rosenberg 154 Biographies of Co-Editors and Authors 158 Acknowledgements 158 Membership of the Global Agenda Council on Education and Skills: 2012-13 and 2013-14 Education and Skills 2.0: New Targets and Innovative Approaches 3 As policy-makers look for ways to make their economies more Preface competitive in today's fast- changing world, a critical factor will be the extent and quality of education and skills training available for their populations. After all, education is both a compelling indicator and powerful instrument of human progress, which is why it occupies such a prominent place in the UN 2015 Millennium Development Goals and all countries’ development plans. 4 Education and Skills 2.0: New Targets and Innovative Approaches Yet the reality is that despite impressive Given that education is central to most progress made in educational systems in global issues – from economic growth recent decades, especially with respect to and social welfare to global information primary enrolment, enormous challenges technology and entrepreneurship – this remain. Over 100 million children are not topic is highly relevant to the Network of enrolled in primary or lower-secondary Global Agenda Councils. Education and school, and even for those that are or Skills 2.0: New Targets and Innovative were in school, an alarming number lack Approaches is the product of a true basic reading and writing skills. At the collaboration among a number of Global same time, many countries face Agenda Councils, including the Global unacceptably high unemployment rates, Agenda Councils on Africa, Pakistan, and while others have extremely high Japan, as well as the Council on Youth Martina Gmür underemployment rates – such as Unemployment and the Council on Senior Director Sub-Saharan Africa and the Middle East Population Growth. To this end, we would Head of the Network of and North Africa, regions that are like to thank authors from the Network of Global Agenda Councils expecting their youth populations to swell Global Agenda Councils, as well as those World Economic Forum greatly in the coming decades. Moreover, from further afield who have contributed in some parts of the world, many potential chapters and essential input to this book. employers complain that their jobs are not We would also like to thank David Bloom, being filled because jobseekers lack the the Chair of the Global Agenda Council on requisite skills. Education & Skills, who led this work. This timely book provides an up-to-date This book is the result of much individual statement about the importance of effort and collective deliberation, and it will education, with a special emphasis on the provide the background for future education-skills nexus. It does this by activities of the Global Agenda Council on taking us on a journey through the life Education & Skills, which can only gain cycle of learning, beginning with the salience as the global community takes earliest days of life, then formal schooling on the challenge of widening and at primary, secondary and tertiary levels, deepening our human capital. Klaus Schwab the transition from school to career, and Founder and Executive Chairman finally on to mature workers – who may World Economic Forum want (or need) to acquire new skills or to stay in work longer in response to greater longevity and population ageing. On this journey, we discover that much learning can, and needs to, occur outside formal school systems, which may be done through lifelong education, vocational programmes, on-the-job training and online education. We also discover that although the hurdles to a better educated and skilled populace are immense, there is already a rich inventory in developed and developing countries alike of new approaches and innovations (some of it rooted in modern technology and communications) that can enable us to deliver on our commitment to education as a fundamental human right. Education and Skills 2.0: New Targets and Innovative Approaches 5 Rt. Hon. Gordon Brown Forewords United Nations Special Envoy for Global Education For centuries, societies the world over have managed only to realize some of the potential of some of their young people. At no point in history have we succeeded in developing all of the potential of all of our young people – and today hundreds of millions are not obtaining the education they deserve. And yet at no point in history has educa- tion been so essential to the well-being of society. The majority of employees in the global workforce, who were once manual workers, will soon depend on other skills for the first time. More than ever, the labour market now demands workers who have technical attributes, knowledge and the ability to innovate and adapt to a fast-changing world where workforces compete internationally. The biggest rise in tertiary education ever seen – a 160% increase in global enrolment from 1990 to 2009 – is testament to unprecedented demand for education as students seek to prepare themselves for nonmanual work. However, access to even the most basic of schooling in many parts of the world still remains staggeringly limited. Globally, there are 57 million out-of-school children of primary age, a figure that has not fallen much in the past two years after big advances in the first decade of this century. There are a further 69 million young adolescents out of school – and 500 million of today’s school-age girls will leave education before they finish their schooling. The latest estimate is that even in 2030, 1 billion workers will not have completed basic education. Crucially, quality does matter. The standard of education that children receive will often determine whether parents allow them to stay in school – or force them to drop out. High global dropout rates meant 31.1 million children left school early in 2010. And even as quality becomes evermore important, young people are too often taught antiquated curricula where the focus on teaching students is what to think – not how to think. Countries need to learn quickly what works and how they can benefit from the best of modern ideas, methods and technology. Roland Berger Consultants reported this year that only between 10% and 20% of graduate students in developing countries are employable by international standards. Even in fast-modernizing India, just 25% are considered by multinationals to be employable. In Russia, it is just one-fifth. 6 Education and Skills 2.0: New Targets and Innovative Approaches Indeed, the way countries use their Ms. Amina J. Mohammed Education systems must expand access human capital has become an important United Nations Special Advisor to the Secretary- to quality education at secondary and factor in explaining why some – many of General on Post-2015 Development Planning tertiary levels, as well as to technical and whom are in Asia and Latin America vocational education and training, which – remain stuck in a “middle-income trap”, The ongoing efforts of the United Nations remains a viable avenue for youth who unable to make the transition to high- and its member states to delineate a new had poor quality basic education or no income status. Others in Africa are development agenda to succeed the chance at all to acquire skills for work and condemned to low-income or, at best, Millennium Development Goals (MDGs) life. The expansion of these subsectors lower-middle-income futures. when they expire in 2015 presents a must be well-articulated in the global Researchers trying to understand their unique opportunity for a paradigm shift in development agenda and in national failure to break through increasingly focus international development – one that can policies, as well as in human resource on the quantity and quality of basic skills, address the eradication of poverty within development policies in both private and qualified graduate manpower and the lack the context of sustainable development, public sectors.