Education is central to economic development (human capital) and to the understanding and assertion of human rights; this view, however, is not universally shared (attitudes to gender equality in education) as both access to education and standards of achievement vary greatly among countries (UNESCO)
Education and Economic Development
- Education is crucial to economic development as it increases the value of 'human capital' - a.k.a. producing a literate, numerate, enterprising and skilled workforce.
- Education mainly comes from schooling (primary, secondary, university) but continues during employment (training)
- Education gives a better job and higher wages -> material benefits -> quality of life
The relationship between years in education and income:
- A low number of years in education results in a poorly educated, unskilled workforce with low earning capacity, so incomes remain low.
- High incomes mean governments have the taxes to invest in education (investing in future human capital, which in turn increases future income.
- Norway: 2013 Expected years in education - 17.6
- Income per person $70,600 (2016)
- Niger: 5.4 years, $360
Education and Human Rights
Human rights are the rights people are entitled to simply for being human: they often include freedom, equality, the right to a fair trial, the right to education and a certain standard of living.
- It informs people about personal health, diet and hygiene
- It allows people to understand their human rights, so they are more likely assert them when they're undermined.
- The International Covenant on Economic, Social and Cultural Rights, is part of the UN's International Bill of Human Rights, signed by 163 countries, recognises the right to free primary education.
Education inequality
However, education varies because of poverty, and gender inequality. (meaning this view is not universally shared)
UNESCO has found that education is still inaccessible to over 60 million children of primary school age. 32 million of this is from Sub-Saharan Africa. 20 million can be found in Central Asia, East Asia and the Pacific.
Poverty
Since 1970, the highest level of education achievement has improved dramatically in Africa, but, even in 2020, 50% of 20-24 year olds are expected to leave education at the end of primary school, and fewer than 10% will have had any post-secondary education.
In Niger, one of the world's poorest countries, only 8% of children reached Grade 4 (where basic literacy and numeracy skills are taught, end-of primary level), and learnt the basic skills in 2013-14. Standard of achievement also varies, since in Niger 51% of children reached Grade 4, but did not learn the basic skills.
In Swaziland (with a GDP per capita 9x higher), 94% of children reached grade 4, and only 2% did not learn the basic skills.
Gender inequality
UNESCO has found that education is still inaccessible to over 60 million children of primary school age. 32 million of this is from Sub-Saharan Africa. 20 million can be found in Central Asia, East Asia and the Pacific.
Poverty
Since 1970, the highest level of education achievement has improved dramatically in Africa, but, even in 2020, 50% of 20-24 year olds are expected to leave education at the end of primary school, and fewer than 10% will have had any post-secondary education.
- % No education:
- Africa 1970: 59%
- 2020: 22%
- North America 1970: 2% - 2020: 0%
- % Post secondary:
- Africa 1970: 4% - 2020: 9%
- North America: 21% -> 24%
In Niger, one of the world's poorest countries, only 8% of children reached Grade 4 (where basic literacy and numeracy skills are taught, end-of primary level), and learnt the basic skills in 2013-14. Standard of achievement also varies, since in Niger 51% of children reached Grade 4, but did not learn the basic skills.
In Swaziland (with a GDP per capita 9x higher), 94% of children reached grade 4, and only 2% did not learn the basic skills.
Gender inequality
- In low-income Sub-Saharan Africa, fewer girls than boys finish both primary and secondary school because education often costs money and boys are prioritised. Girls are also traditionally seen as working in the home. 54% of the world's non-schooled population are girls.
- Primary school completion rate: 72% boys, 66% girls
- Also 6% different in secondary school completion rate.
- Inequality is also clear in the Middle East and North Africa, especially in primary school: poverty plays a role but boys tend to be valued more than girls for religious and cultural reasons (so more of them finish school)
- 93% boys, 87% girls
- South Asia is a poor region, but education is valued highly and girls get more schooling than boys.
- 92% boys, 94% girls (78% and 82% for secondary)
- Latin America equal for primary (99) but 76% male and 81% female for secondary.