-
Basic skills in literacy and numeracy are
essential for success in the labor market
Even in OECD countries, where an increasing
proportion of the workforce has a university degree, the value of basic
skills in literacy and numeracy remains high. Indeed, in some countries the
return for such skills, in the form of higher wages, is sufficiently large
to suggest that they are in high demand and that there is a relative
scarcity. Policymakers need robust evidence in order to devise interventions
that genuinely improve basic skills, not just of new school leavers entering
the market, but also of the existing workforce. This would lead to
significant improvements in the population that achieves a minimum level of
literacy and numeracy.
MoreLess
-
There is a positive association between study
abroad and graduates’ job prospects, though it is unclear if the link is
causal
In recent decades, the number of university
students worldwide who have received some part of their education abroad has
been rising rapidly. Despite the popularity of international student
exchange programs, however, debate continues over what students actually
gain from this experience. A major advantage claimed for study abroad
programs is that they can enhance employability by providing graduates with
the skills and experience employers look for. These programs are also
expected to increase the probability that graduates will work abroad, and so
may especially benefit students willing to pursue an international career.
However, most of the evidence is qualitative and based on small samples.
MoreLess
-
Dropping out of university can be more
advantageous than not having enrolled in university at all
With university education continuing to expand
worldwide, university dropouts will make up a large group in future labor
markets. Dropping out is routinely viewed as a negative indicator. However,
data on university dropouts does not generally provide information on their
labor market outcomes, so empirical evidence is sparse. The studies that
have examined the issue show that dropping out can be more of an advantage
than not having enrolled in university at all. Many dropouts are more likely
than upper secondary school graduates with no university education to
progress in their careers. And many graduate later in their life.
MoreLess
-
Universities deliver more competent graduates and higher
quality research if they are more autonomous and well-funded
University autonomy and funding is an important aspect in
university-level education due to its impact on graduates’ competencies, and on the quality
and quantity of research produced. Political factors influence the amount of autonomy allotted
to public universities in specific countries. There is sufficient evidence to suggest that an
increase in autonomy for universities would provide better educational outcomes and have a
direct impact on labor market productivity. However, the debate on autonomy has been
overshadowed by discussions on tuition fees and student aid in political circles.
MoreLess
-
Teacher effectiveness has a dramatic effect on
student outcomes—how can it be increased?
Teacher effectiveness is the most important
component of the education process within schools for pupil attainment. One
estimate suggests that, in the US, replacing the least effective 8% of
teachers with average teachers has a present value of $100 trillion.
Researchers have a reasonable understanding of how to measure teacher
effectiveness; but the next step, understanding the best ways to raise it,
is where the research frontier now lies. Two areas in particular appear to
hold the greatest promise: reforming hiring practices and contracts, and
reforming teacher training and development.
MoreLess
-
Preschool improves child outcomes, especially
for disadvantaged children
Children from disadvantaged families have lower
levels of school readiness when they enter school than do children from more
advantaged families. Many countries have tried to reduce this inequality
through publicly provided preschool. Evidence on the potential of these
programs to reduce inequality in child development is now quite strong.
Long-term studies of large publicly funded programs in Europe and Latin
America, and newer studies on state and local prekindergarten programs
implemented more recently in the US, find that the programs do improve
outcomes for young children, particularly for those from disadvantaged
families.
MoreLess
-
Cognitive skills are more relevant in explaining earnings,
socio-emotional skills in determining labor supply and schooling
Common proxies, such as years of education, have been shown to
be ineffective at capturing cross-country differences in skills acquisition, as well as the
role they play in the labor market. A large body of research shows that direct measures of
skills, in particular cognitive and socio-emotional ones, provide more adequate estimations of
individuals’ differences in potential productive capacity than the quantity of education they
receive. Evidence shows that cognitive skills in particular are quite relevant to explain
wages, while socio-emotional skills are more associated with labor force and education
participation decisions.
MoreLess
-
Policies to reduce fertility in developing
countries generally boost education levels, but only slightly
At the national level, it has long been observed
that a country’s average education level is negatively associated with its
total fertility rate. At the household level, it has also been well
documented that children’s education is negatively associated with the
number of children in the family. Do these observations imply a causal
relationship between the number of children and the average education level
(the quantity–quality trade-off)? A clear answer to this question will help
both policymakers and researchers evaluate the total benefit of family
planning policies, both policies to lower fertility and policies to boost
it.
MoreLess
-
Universal early education can be beneficial, and
more so for the poor, but quality matters
There is widespread interest in universal early
education, both to promote child development and to support maternal
employment. Positive long-term findings from small-scale early education
interventions for low-income children in the US have greatly influenced the
public discussion. However, such findings may be of limited value for
policymakers considering larger-scale, more widely accessible programs.
Instead, the best insight into the potential impacts of universal early
education comes from analysis of these programs themselves, operating at
scale. This growing research base suggests that universal early education
can benefit both children and families, but quality matters.
MoreLess