tag:theconversation.com,2011:/africa/topics/world-education-forum-17042/articlesWorld Education Forum – The Conversation2015-05-26T06:16:31Ztag:theconversation.com,2011:article/421362015-05-26T06:16:31Z2015-05-26T06:16:31ZWorld Education Forum declares: ‘no target met unless met for all’<figure><img src="https://images.theconversation.com/files/82837/original/image-20150525-32575-1x4flm2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">President Park Geun-hye stresses the importance of education for all.</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/koreanet/17663278858/in/photolist-sUQVqE-sUSu5Y-sfrn8y-6AZxUv-dWCieK-9ig9uJ-79TYnV-hE5oza-ogDJC9-eF5YAL-eF4hLm-eEYPf8-eEXbYt-eF4fm7-eF44sb-eF5XHE-eEYRYB-eEX3og-eF5VV3-eF5Uxu-eEXaec-eEX2N6-eF46o7-eEWRVn-eEWZHc-eEWVVi-eF3VS1-eF5U6Y-eF5Wn7-eEWV7H-eEYVxX-eF41aC-eEX6WP-eF3Wju-eF4g2b-eEYUaX-eEX7SD-eEX45z-eF5WRo-eF4cEu-eEWZc4-eF3Y9W-eEYUzv-eF626N-eF41Gq-eF4j6q-eF5ZfQ-eF5UZ9-eEYTF8-eF4be3">Jeon Han</a></span></figcaption></figure><p>Looking back at the <a href="https://en.unesco.org/world-education-forum-2015/">World Education Forum</a>, which drew more than 1,500 people from 140 countries to Incheon in the Republic of Korea, it is easy to be cynical about what these global meetings can achieve. After all, we have had two other such gatherings in the past 25 years – in Jomtien, Thailand in 1990 and Dakar, Senegal in 2000 – yet millions of children are still out of school and many millions more are not learning.</p>
<p>But there were strong signals from those who gathered – including the president of Korea, Park Geun-hye, UN secretary-general Ban Ki-moon, ministers of education and the heads of UN agencies – of a strong commitment to promoting the transformation of lives through education. Three years ago there was genuine concern that education was going to get forgotten in any post-2015 agenda that was being developed. But the energy of UN agencies, national governments, international donor agencies and NGOs has now resulted in education gaining its rightful place amongst the post-2015 sustainable development goals. </p>
<p>This commitment has resulted in an ambitious agenda to be achieved by 2030, as set out in the <a href="http://www.unesco.org/new/en/media-services/single-view/news/world_education_forum_adopts_declaration_on_the_future_of_education/#.VWLedtVViko">Incheon Declaration</a>. The agenda is framed by the overarching goal of achieving “equitable and inclusive quality education and lifelong learning for all by 2030”.</p>
<p>Given the world’s track record to date, some might argue it is too ambitious. How can we possibly achieve 12 years education of good quality for all children in the next 15 years that the declaration calls for if, despite all the efforts of the last 15 years, <a href="http://en.unesco.org/gem-report/report/2014/teaching-and-learning-achieving-quality-all#sthash.XtUVL7gm.dpbs">poor rural girls in some parts of the world still spend on average no more than three years in school</a> and at least 250m primary-aged children are not learning the basics in reading and mathematics?</p>
<h2>Progress for all</h2>
<p>When we meet again in 15 years time, it is vital that we celebrate victory over illiteracy, as the 2014 Nobel Peace Prize co-laureate, the children’s rights advocate <a href="https://en.unesco.org/world-education-forum-2015/day-2/education-2030-exploring-themes-issues-20-may">Kailash Satyarthi</a> stated. To achieve this, one sentence in the Incheon Declaration should drive global and national efforts in the coming years – namely that: “no target should be considered met unless met for all”. This will require a change of mindset to focusing resources and strategies on the most marginalised. As Anthony Lake, the executive director of UNICEF commented, <a href="http://www.unicef.org/publications/files/Investment_Case_for_Education_and_Equity_FINAL.pdf">estimates</a> show that currently around 40% of public spending reaches the richest 10% of the population – this pattern needs to be reversed if these goals are to be realised.</p>
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<figcaption><span class="caption">Progress for all: Kailash Sathyarti.</span></figcaption>
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<p>Incheon must be the turning point when this change in mindset towards focusing on the most marginalised finally begins – or we are in danger of seeing a repetition of the <a href="http://unesdoc.unesco.org/images/0022/002281/228184E.pdf">trend over the past 15 years</a> since Dakar in 2000: initial rapid progress at getting children into primary school which then stalled given the greater challenges of reaching those left behind.</p>
<p>In the coming years, it should be fairly straightforward to expand access into secondary education for the more advantaged children who are already on track to finish primary education. It will be far more difficult to ensure this progress is equally distributed among all groups in the population, regardless of wealth, gender, ethnicity, where a child lives and whether they have a disability. And once they are in school, it will continue to be a challenge to ensure these children receive the quality of education needed to support their learning. It is therefore vital to track progress of educational access and learning for the most disadvantaged groups to make sure 12 years of good quality of education by 2030 is truly met for all.</p>
<h2>Evidence-based policy</h2>
<p>Researchers were amongst the least visible group at the forum. Yet as Jim Kim, the president of the World Bank, stressed in his opening remarks, to achieve success, the design of effective strategies to reach the most marginalised needs to be based on robust evidence. </p>
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<figcaption><span class="caption">Jim Kim: need for evidence-based policy.</span></figcaption>
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<p>No doubt academics and students will analyse the words and phrases in the Incheon declaration in years to come and identify its flaws. No doubt also the declaration could have been improved by sharpening the language to make it more accessible. Hence my suggestion of writing the Declaration in tweets to reach a 21st-century audience.</p>
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<p>But more importantly than dissecting the language of the Declaration, there is a desperate need for researchers in education to provide rigorous evidence of use to policymakers for planning strategies that support the learning of the most marginalised. This will leave policymakers with no excuses. If they don’t step up to the mark, a strong evidence-base will provide information to hold them to account before it is too late.</p>
<p>The world’s education leaders have now made ambitious commitments to overcoming inequalities such that expanding education opportunities and raising learning outcomes will be achieved for everyone. It is now our collective responsibility to keep these promises. Only then can we hope to meet in 15 years time to celebrate victory over illiteracy.</p><img src="https://counter.theconversation.com/content/42136/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pauline Rose works at the University of Cambridge, and is Senior Research Fellow at the UK Department for International Development. All views are my own.</span></em></p>The UN’s ambitious education program must be extended to the most marginalised and disadvantaged.Pauline Rose, Professor, International Education and Director, Research for Equitable Access and Learning (REAL) Centre, University of CambridgeLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/417322015-05-18T11:27:17Z2015-05-18T11:27:17ZMoving global goals for education from quantity to quality after 2015<p>After 15 years of pressure on governments to get increasing numbers of children through the doors of primary school, there is a rising shift in the corridors of global education: from quantity to quality. Discussions taking place at a landmark <a href="https://en.unesco.org/world-education-forum-2015">UNESCO World Education Forum</a> in the Republic of Korea from May 19 to 22 have a lot at stake for the billions of young people set to make their way through education systems around the world in the next few decades.</p>
<p>The delegates, including world education leaders and ministers, will review the successes and shortcomings of the Education For All (EFA) goals and the Millennium Development Goal (MDG) for education. Their debates will inform a Framework for Action to implement the Sustainable Development Goals (SDG), setting global objectives for education post-2015.</p>
<p>The last such international forum was in <a href="http://www.unesco.org/education/efa/wef_2000">Dakar in 2000</a>, when delegates affirmed the global commitment to achieving Education for All and charged UNESCO with overseeing this activity. The <a href="http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/">six EFA goals</a> agreed in Dakar were wide-ranging: early childhood care and education, universal primary education, youth and adult skills, adult literacy, gender equality and quality of education. </p>
<h2>Too focused on primary</h2>
<p>A recent <a href="http://unesdoc.unesco.org/images/0023/002322/232205e.pdf">UNESCO report</a> looking back at the 15 years of EFA reflected that UNESCO itself had “proved cautious in its approach to high-level political engagement”, allowing policy actors to effectively sideline the EFA goals in favour of the dominant agenda of the second Millennium Development Goal to achieve universal primary education. </p>
<p>This MDG2 set a single target to ensure that: “<a href="http://www.un.org/millenniumgoals/education.shtml">by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling</a>”. This resulted in donor agencies and non-governmental organisations focusing all their emphasis and resources on ensuring that every child around the world was enrolled in school, diverting attention from other crucial issues such as quality, equity and adult literacy.</p>
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<a href="https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=362&fit=crop&dpr=1 600w, https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=362&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=362&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=455&fit=crop&dpr=1 754w, https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=455&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/82019/original/image-20150518-25417-8lubc0.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=455&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">% adjusted net enrolment rate for primary education, 2000 and 2012.</span>
<span class="attribution"><a class="source" href="http://www.undp.org/content/dam/undp/library/MDG/english/UNDP_MDGReport_EN_2014Final1.pdf">The Millennium Development Goals Report 2014, UNDP</a></span>
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<p>There is no doubt that great progress was made, with enrolment in primary education recorded at <a href="http://data.unicef.org/education/primary">90% for developing nations in 2012 </a> according to UNESCO’s most recent data, up from 83% in 2000. But massive inequities have been perpetuated and 58m children remain out of school in the poorest of regions, with an estimated 50% of these <a href="http://www.undp.org/content/undp/en/home/mdgoverview/mdg_goals/mdg2">living in conflict-afflicted areas</a>. UNESCO <a href="http://unesdoc.unesco.org/images/0023/002322/232205e.pdf">found that</a>: “The world has advanced by 2015 beyond where it would have been if the trends of the 1990s had continued” but also that “the most disadvantaged continue to be the last to benefit.”</p>
<p>A <a href="https://theconversation.com/teach-all-young-people-universal-basic-skills-by-2030-it-will-give-huge-boost-to-gdp-41792">growing body of research</a> that points to the social and economic value of secondary and tertiary education both to individuals and, critically, to nations, have informed a more complex set of conversations for education post-2015.</p>
<h2>Looking ahead</h2>
<p>UNESCO has been running a broad and inclusive consultation for the new global education framework since 2011. This resulted in the shared vision of education adopted by the <a href="http://unesdoc.unesco.org/images/0022/002281/228122e.pdf">2014 Muscat Agreement</a>, which subsequently informed the draft Sustainable Development Goal for education: <a href="https://sustainabledevelopment.un.org/focussdgs.html">“Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”</a>. This goal comes with ten detailed targets for achievement by 2030, recognising that our ability to monitor and evaluate progress in education has improved significantly since the MDGs were set back in 2000.</p>
<p>The UN Secretary-General’s subsequent <a href="http://www.un.org/ga/search/view_doc.asp?symbol=A/69/700&Lang=E">Synthesis Report</a> proposes one “universal and transformative agenda for sustainable development, underpinned by rights, that is people-centred and planet-sensitive”. This has set a vision for discussions in Korea to centre on five key themes:</p>
<ul>
<li><p>Right to education: Ensure equitable and inclusive quality education and lifelong learning for all by 2030.</p></li>
<li><p>Equity in education: Equitable access and learning, particularly for girls and women, must stand at the heart of the post-2015 agenda to unleash the full potential of all people.</p></li>
<li><p>Inclusive education: An inclusive education not only responds and adapts to each learner’s needs, but is relevant to their society and respectful of culture – a two-way dignified process.</p></li>
<li><p>Quality education: Good quality education, provided by trained and supported teachers, is the right of all children, youth and adults, not the privilege of the few.</p></li>
<li><p>Lifelong learning: Every person, at every stage of their life should have lifelong learning opportunities to acquire the knowledge and skills they need to fulfil their aspirations and contribute to their societies.</p></li>
</ul>
<p>The paradigm shift from the MDGs to SDGs – which will have a target for 2030 – represented within these themes, is a focus on quality of education before, or at least as equal to, quantity. It is not enough to bring a child into the classroom: we have a responsibility to ensure that every individual has access, throughout their lives, to the best possible educational opportunity that meets their unique needs. That’s no small ambition. </p>
<h2>Action beyond the talking shops</h2>
<p>The discussions at the World Education Forum should result in a draft <a href="https://en.unesco.org/world-education-forum-2015/post-2015/education-post-2015-process">Framework for Action</a>, the final version of which should be adopted during a special meeting alongside the 38th session of the General Conference of UNESCO in autumn 2015.</p>
<p>In UNESCO’s <a href="http://unesdoc.unesco.org/images/0023/002322/232205e.pdf">closing report on EFA</a> it reflected on 15 years of learning about what is needed to hold countries and the international community to account on their development promises. UNESCO asserted that political influence and traction is even more important than technical solutions if we are to realise the scale of reform and action needed. It points out that the “assumption that global and regional conferences are powerful enough […] has not proved to be valid”. </p>
<p>The weight of global representation expected in Korea this week has tremendous authority and potential to bring about change. Let’s hope they use it wisely.</p><img src="https://counter.theconversation.com/content/41732/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Anna Childs does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Discussions at the World Education Forum in South Korea will shape the future of millions of young people.Anna Childs, Deputy Director (Academic) for International Development, The Open UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/417922015-05-18T05:17:15Z2015-05-18T05:17:15ZTeach all young people universal basic skills by 2030 – it will give huge boost to GDP<p>Ministers and education officials from a wide range of countries and international agencies are converging on Incheon in the Republic of Korea this week to discuss a new set of development goals at the <a href="https://en.unesco.org/world-education-forum-2015/">World Education Forum</a>. A draft document lays out a set of <a href="https://sustainabledevelopment.un.org/focussdgs.html">Sustainable Development Goals</a> (SDGs), which will follow on from the Millennium Development Goals (MDGs) that included education goals to be accomplished by 2015. </p>
<p>It is difficult to fault the SDGs as noble ambitions – end poverty everywhere, combat climate change, and more. But it is also clear that, even though they provide a plethora of targets, it will not be easy to use them either as policy levers for change or as a means of charting progress. There are also historical reasons to believe that what is not measured will not get done.</p>
<p>The MDGs were clearer on measureable goals. In education they called for universal access to secondary schooling. And, <a href="https://en.unesco.org/gem-report/report/2015/education-all-2000-2015-achievements-and-challenges#sthash.rJOZto2J.dpbs">they showed real progress</a> was possible: primary school enrolment rates in South Asia rose from 78% in 1999 to 94% in 2012 while they moved from 59% to 79% in sub-Saharan Africa over the same period.</p>
<p>Unfortunately, the best available evidence shows that many of the students appeared not to learn anything. The <a href="http://hanushek.stanford.edu/publications/schooling-educational-achievement-and-latin-american-growth-puzzle">evidence on international achievement tests</a> showed dismal levels of knowledge for many of the countries that improved in school access – seat time is not the same as learning. This is a huge problem, because it is knowledge and skills that pay off economically. </p>
<p>In a new report issued by the Organisation for Economic Co-operation and Development (OECD), <a href="http://www.oecd.org/edu/universal-basic-skills-9789264234833-en.htm">Universal Basic Skills: What Countries Stand to Gain</a>, we show the economic impact of meeting a quality goal of bringing all children up to a level of basic skills. The economic impact is huge, even for developed countries. We estimate that introducing universal basic skills by 2030 could boost GDP for lower-middle income countries by 1,302%, and 162% for high-income OECD countries.</p>
<h2>Back to basics</h2>
<p>Basic skills can readily be measured for a large number of countries, ones that participate in the international testing of either the <a href="http://www.oecd.org/pisa/">Programme for International Student Assessment</a> (PISA) or the <a href="http://timssandpirls.bc.edu/">Trends in International Mathematics and Science Study</a> (TIMSS). These tests allow country comparisons of mathematics and science skills. In our research, we considered basic skills to be <a href="http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-I.pdf">Level 1 on PISA</a>. This level of skills corresponds to what might today be called modern functional literacy, and it provides a measuring rod for judging the skills needed for economic participation.</p>
<p>Our estimation of the economic impact of bringing all children up to this level comes from seeing how educational improvements translate into more economic growth. In <a href="http://mitpress.mit.edu/books/knowledge-capital-nations">other analysis</a> that we have done, we show that differences in growth rates across countries are very closely related to the aggregate achievement of societies – what we call the knowledge capital of nations.</p>
<p>In measuring the economic impact of achieving universal basic skills, we placed countries in four income categories: lower middle income, upper middle income, high income non-OECD, and high income OECD. Based on the assumption that each of the 76 nations reaches the goal of all youth attaining at least basic skills by 2030, we calculated the average present value increases in “discounted future GDP” compared to current GDP. Discounted future GDP means that in all our calculations, the estimates further in the future were weighted less than those close to the present. By making these estimates of “present value”, we were able to make direct comparisons to current GDP when we project the impact of educational improvement on growth.</p>
<h2>Poorest countries have the most to gain</h2>
<p>As the graph below – which gives a selection of the results from our research – shows, the largest gains typically come for the countries in the lowest income group. The differences between countries reflects the variety in both current enrollment rates and the current achievement levels between countries. </p>
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<a href="https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=469&fit=crop&dpr=1 600w, https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=469&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=469&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=589&fit=crop&dpr=1 754w, https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=589&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/81882/original/image-20150515-25428-1unf5vk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=589&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="attribution"><a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>Ghana, for example, has the lowest enrollment rate in secondary schools (46%) and also the lowest achievement levels for those in school (291 PISA points). It is extraordinarily unlikely that Ghana could move quickly enough to meet the universal skills goal in 15 years; but if it did, it would see a gain that in present value terms was 38 times its current GDP. This is equivalent to an average annual increase in discounted future GDP of 83%. The goal is more realistic for a number of other middle income countries, where the results would still be stunning. </p>
<p>A development goal of universal basic skills would also have meaning for high income OECD countries. High income countries have generally been left out of previous development discussions. While most of these countries have achieved nearly universal access to secondary schools, all continue to have a portion of their population that fails to achieve basic skills and that represents a group not included in any growth. </p>
<p>On average, these countries would see average GDP rise 3.5% over the next 80 years, which is almost exactly the average percentage of GDP they devote to public primary and secondary school expenditure. The present value of gains for the high income OECD countries averages a nontrivial 1.6 times current GDP.</p>
<p>Our research also separates out what would happen to economic gains under three different scenarios: increasing the quality of schools for all current students so that they reach basic skills; expanding access to secondary schools to universal enrollment at current quality levels; and simultaneously increasing enrollment and ensuring basic skills for all. </p>
<h2>Quality over quantity</h2>
<p>It is not surprising that the gains from expanded access are slight for the high income OECD countries, given that their average enrollment rate for secondary schools is already 98%. But even in the lowest income countries we looked at, where the secondary enrollment rate averages just 75%, the gains from improving the current quality of schools for those currently in school are three times as large as those from expanding enrollment with the current quality. Guaranteeing access to higher quality schools is six times more valuable than just expanding access to current quality schools.</p>
<p>The inclusive growth made possible through universal achievement of basic skills has tremendous potential as a way to address issues of poverty and limited healthcare, and to foster the new technologies needed to improve the sustainability of growth. </p>
<p>The SDGs on education being developed in Incheon could be substantially accomplished by focusing first on universal basic skills. No other approach has been identified that offers similar possibilities of facilitating the inclusive growth needed to address the full range of development goals. To us, the primary development goal should be universal basic skills.</p><img src="https://counter.theconversation.com/content/41792/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Eric A. Hanushek received funding from the OECD to conduct the underlying study. He is affiliated with Stanford University, the National Bureau of Economic Research, the CESifo Network, and IZA.</span></em></p><p class="fine-print"><em><span>Ludger Woessmann received funding from the OECD for this work. He works for the Ifo Institute at the University of Munich and is affiliated with CESifo and IZA. </span></em></p>Countries have a lot to gain by making sure all people leave school with functional literacy.Eric A. Hanushek, Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford UniversityLudger Woessmann, Director, Ifo Center for the Economics of Education, and Professor of Economics , Ludwig Maximilian University of MunichLicensed as Creative Commons – attribution, no derivatives.