a study on education

1. PRESENTED BY:
VIVIAN V. CASTILLO
Maed Social Studies

2. Education is the most
powerful weapon which
you can use to change
the world.
- Nelson Mandela

4. - the act or process of
imparting or acquiring general
knowledge, developing the
powers of reasoning and
judgment, and generally of
preparing oneself or others
intellectually for mature life.

5. - Education is a fundamental right for everyone and
key to the future of any country.
- Education has its price everywhere—but the only
thing more expensive than investing in education
is not investing in education. Inadequate
education produces high costs for society in terms
of public spending, crime, health, and economic
growth. No country can afford to leave too many
of its children behind and not to help them achieve
the competencies needed for a self-fulfilled life in
economic independence.

6. The concept of the rate of return on
investment in education is very similar to
that for any other investment. It is a
summary of the costs and benefits of the
investment incurred at different points in
time, and it is expressed in an annual
(percentage) yield, similar to that quoted
for savings accounts or government
bonds.

7. Returns on investment in education based on
human capital theory have been estimated
since the late 1950s. Human capital theory
puts forward the concept that investments in
education increase future productivity. There
have been thousands of estimates, from a
wide variety of countries; some based on
studies done over time and some based on
new econometric techniques. All reaffirm the
importance of human capital theory.

8. The rise in earnings inequality, and the
subsequent increase in the returns on schooling
experienced during the 1980s and 1990s in
many countries, led to renewed interest in
estimates of returns on educational investment.
The literature suggests that systematic changes
in the production process brought about by
changes in technology and the growth of the
knowledge-based economy whereby product
cycles become shorter and flexibility is needed,
led to changes in the demand for skilled labor.

9. - Globalization and international trade
requires countries and their economies to
compete with each other.
- Economically successful countries will
hold competitive and comparative
advantages over other economies, though
a single country rarely specializes in a
particular industry.

10. This means that the country's economy
will be made of various industries that will
have different advantages and
disadvantages in the global marketplace.
The education and training of a country's
workers is a major factor in determining
just how well the country's economy will
do.

11. Training
A successful economy has a workforce
capable of operating industries at a level
where it holds a competitive advantage over
the economies of other countries. To achieve
this, nations may try incentivizing training
through tax breaks and write offs, providing
facilities to train workers, or a variety of other
means designed to create a more skilled
workforce. While it is unlikely that an
economy will hold a competitive advantage in
all industries

12. For Employers
Employers want workers who are
productive and require less management.
Employers must consider a number of
factors when deciding on whether to pay
for employee training.

13. For Workers
Workers increase their earning potential by
developing and refining their capabilities. The
more they know about a particular job's
function or the more they understand a
particular industry, the more valuable they
will become to an employer. Employees want
to learn advanced techniques or new skills in
order to vie for a higher wage. Usually,
workers can expect their wages to increase
at a smaller percentage than the productivity
gains by employers.

14. EIGHT MILLENIUM
DEVELOPMENT GOALS

15. At the Millennium Summit in September
2000 the largest gathering of world
leaders in history adopted the UN
Millennium Declaration, committing their
nations to a new global partnership to
reduce extreme poverty and setting out a
series of time-bound targets, with a
deadline of 2015, that have become
known as the Millennium Development
Goals.

16. The Millennium Development Goals
(MDGs) are the world's time-bound and
quantified targets for addressing extreme
poverty in its many dimensions-income
poverty, hunger, disease, lack of adequate
shelter, and exclusion-while promoting
gender equality, education, and
environmental sustainability. They are also
basic human rights-the rights of each person
on the planet to health, education, shelter,
and security.

17. The world has made significant progress in
achieving many of the Goals. Between 1990
and 2002 average overall incomes increased by
approximately 21 percent. The number of
people in extreme poverty declined by an
estimated 130 million 1. Child mortality rates fell
from 103 deaths per 1,000 live births a year to
88. Life expectancy rose from 63 years to nearly
65 years. An additional 8 percent of the
developing world's people received access to
water. And an additional 15 percent acquired
access to improved sanitation services.

18. But progress has been far from uniform
across the world-or across the Goals.
There are huge disparities across and
within countries. Within countries, poverty
is greatest for rural areas, though urban
poverty is also extensive, growing, and
underreported by traditional indicators.

19. Sub-Saharan Africa is the epicenter of crisis, with
continuing food insecurity, a rise of extreme poverty,
stunningly high child and maternal mortality, and large
numbers of people living in slums, and a widespread
shortfall for most of the MDGs. Asia is the region with
the fastest progress, but even there hundreds of millions
of people remain in extreme poverty, and even fast-growing
countries fail to achieve some of the non-income
Goals. Other regions have mixed records,
notably Latin America, the transition economies, and the
Middle East and North Africa, often with slow or no
progress on some of the Goals and persistent
inequalities undermining progress on others.

20. The internationally agreed framework of
8 goals and 18 targets was complemented
by 48 technical indicators to measure
progress towards the Millennium
Development Goals. These indicators
have since been adopted by a consensus
of experts from the United Nations, IMF,
OECD and the World Bank.

21. What are the 8 Millenium
Goals?

23. Education equips people with the knowledge
and skills they need to increase income and
expand employment opportunities. When
education is broadly shared and reaches the
poor, women and marginalized groups, it holds
out the prospect that economic growth will be
broadly shared. On the other hand, poverty
pushes children out of school and into work
because parents cannot afford to educate their
children

24. Target 1. Halve, between 1990 and 2015,
the proportion of people whose income is
less than $1 a day
Indicators
1. Proportion of population below $1
(1993 PPP) per day (World Bank) a*
2. Poverty gap ratio [incidence x depth of
poverty] (World Bank)
3. Share of poorest quintile in national
consumption (World Bank)

25. Target 2. Halve, between 1990 and 2015,
the proportion of people who suffer from
hunger
Indicators
4. Prevalence of underweight children
under five years of age (UNICEF-WHO)
5. Proportion of population below
minimum level of dietary energy
consumption (FAO)

27. Universal primary education involves entering school at an appropriate
age, progressing through the system and completing a full cycle.
Today, there are over 30 million more children in school than in the
beginning of the decade. There have been some remarkable
success stories. Primary school enrolments have increased
dramatically in sub-Saharan Africa as well as in in South and West
Asia. In Ethiopia there are three million more children in school than
in 2000, thanks to an ambitious rural school construction
programme and the abolition of primary school fees - a widespread
obstacle to universal primary education.
However, there are 72 million children still out of school. Nearly half
of these children live in sub-Saharan Africa. On current trends, 56
million children could still be out of school by 2015.

28. Target 3. Ensure that, by 2015, children
everywhere, boys and girls alike, will be able
to complete a full course of primary schooling
Indicators
6. Net enrolment ratio in primary education
(UNESCO)
7. Proportion of pupils starting grade 1 who
reach grade 5 (UNESCO) b*
8. Literacy rate of 15-24 year-olds
(UNESCO)

30. No other policy intervention is likely to have a
more positive multiplier effect on progress
across all the MDGs than the education of
women and girls. Evidence shows a strong
correlation between educating women and girls
and an increase in women’s earnings, improved
child and family health and nutrition, an increase
in school enrolment, protection against HIV
infection, higher maternal and child life
expectancy, reduced fertility rates and delayed
marriage.

31. Target 4. Eliminate gender disparity in primary and
secondary education, preferably by 2005, and in
all levels of education no later than 2015
Indicators
9. Ratio of girls to boys in primary, secondary and
tertiary education (UNESCO)
10. Ratio of literate women to men, 15-24 years
old (UNESCO)
11. Share of women in wage employment in the
non-agricultural sector (ILO)
12. Proportion of seats held by women in national
parliament (IPU)

32. Education saves young lives

33. Educating a girl greatly reduces the chance that her child will die
before the age of five. In many countries, having a mother with
secondary or higher education more than halves the risk of child
mortality compared to having a mother with no education. Having a
mother with primary education reduces child death rates by almost
half in the Philippines and around one third in Bolivia
Evidence shows a strong correlation between educating women and
girls and higher maternal and child life expectancy as well as
improvements in child and family health and nutrition. Girls and
women who are educated are far more likely to immunize their
children. Their children are less likely to be malnourished. In Niger,
the child of a woman with secondary education is over four times
less likely to be malnourished than the child of a woman with no
education.

34. Target 5. Reduce by two-thirds, between
1990 and 2015, the under-five mortality
rate
Indicators
13. Under-five mortality rate
(UNICEF-WHO)
14. Infant mortality rate (UNICEF-WHO)
15. Proportion of 1 year-old children
immunized against measles
(UNICEF-WHO)

35. Fewer mothers would die if they
had education

36. Maternal education is one of the strongest
antidotes to childbearing-related risks.
Educating girls and women empowers them
to make better health-related decisions.
Complications in pregnancy and childbirth are a
leading cause of death and disability among
women of childbearing age, claiming over
500,000 lives a year. Girls who are educated
are more likely to seek antenatal care.

37. Target 6. Reduce by three-quarters,
between 1990 and 2015, the maternal
mortality ratio
Indicators
16. Maternal mortality ratio
(UNICEF-WHO)
17. Proportion of births attended by skilled
health personnel (UNICEF-WHO)

39. Data: With an estimated 6,800 people newly
infected with HIV every day, education must be at
the forefront of any response to HIV and AIDS.
Education can impart knowledge and skills and
encourage positive attitudes and behaviour that
will reduce a person’s chance of getting HIV.
Educational institutions take a central role in HIV
prevention efforts because they are the best way
to reach large numbers of young people. Similarly,
school health, awareness and hygiene
programmes help to combat malaria and other
diseases

40. Target 7. Have halted by 2015 and begun
to reverse the spread of HIV/AIDS
Indicators
18. HIV prevalence among pregnant
women aged 15-24 years (UNAIDS-WHO-UNICEF)
19. Condom use rate of the contraceptive
prevalence rate (UN Population Division)
c*

41. 19a. Condom use at last high-risk sex
(UNICEF-WHO)
19b. Percentage of population aged 15-24
years with comprehensive correct
knowledge of HIV/AIDS
(UNICEF-WHO) d*
19c. Contraceptive prevalence rate
(UN Population Division)

42. 20. Ratio of school attendance of orphans to
school attendance of non-orphans aged
10-14 years (UNICEF-UNAIDS-WHO)
Target 8. Have halted by 2015 and begun
to reverse the incidence of malaria and
other major diseases

43. Indicators
21. Prevalence and death rates associated
with malaria (WHO)
22. Proportion of population in malaria-risk
areas using effective malaria prevention and
treatment measures (UNICEF-WHO) e*
23. Prevalence and death rates associated
with tuberculosis (WHO)
24. Proportion of tuberculosis cases detected
and cured under DOTS (internationally
recommended TB control strategy) (WHO)

44. Education is an agent for sustainable
development

45. Education helps individuals to make decisions that
meet the needs of the present without compromising
those of future generations. Education for Sustainable
Development (ESD) addresses key issues such as
poverty reduction, sustainable livelihoods, climate
change, gender equality, corporate social responsibility
and protection of indigenous cultures. ESD can help us
to live sustainably. It aims to change the way we think,
behave, look at the world, interact with nature and
address social, economic and environmental problems.
Governments are realizing this: according to a recent
survey, 79 countries now have a national ESD
coordination body.

46.  Target 9. Integrate the principles of sustainable
development into country policies and programs
and reverse the loss of environmental resources
 Indicators
25. Proportion of land area covered by forest
(FAO)
26. Ratio of area protected to maintain
biological diversity to surface area (UNEP-WCMC)

47. 27. Energy use (kg oil equivalent) per $1
GDP (PPP) (IEA, World Bank)
28. Carbon dioxide emissions per capita
(UNFCCC, UNSD) and consumption of
ozone-depleting CFCs (ODP tons)
(UNEP-Ozone Secretariat)
29. Proportion of population using solid
fuels (WHO)

48. Target 10. Halve, by 2015, the proportion of
people without sustainable access to safe
drinking water and basic sanitation
Indicators
30. Proportion of population with sustainable
access to an improved water source, urban
and rural (UNICEF-WHO)
31. Proportion of population with access to
improved sanitation, urban and rural
(UNICEF-WHO)

49. Target 11. Have achieved by 2020 a
significant improvement in the lives of at
least 100 million slum dwellers
Indicators
32. Proportion of households with access
to secure tenure (UN-HABITAT)

50. A global partnership is needed to fill the
financial gap for education

51. A global partnership is needed to fill the financial
gap for education Aid for basic education in the
world’s poorest countries came to only US$2.7
billion in 2007, a far cry from the $US16 billion
needed annually to reach education-related
development goals.
Developing countries can also do more – by
making education a priority. If low-income
countries spent 0.7% of their GDP on education,
it could make about US$7 billion available per
year for basic education

52. Target 12. Develop further an open, rule-based,
predictable, nondiscriminatory
trading and financial system (includes a
commitment to good governance,
development, and poverty reduction?both
nationally and internationally)

53. Target 13. Address the special needs of the Least
Developed Countries (includes tariff- and quota-free
access for Least Developed Countries? exports,
enhanced program of debt relief for heavily indebted
poor countries [HIPCs] and cancellation of official
bilateral debt, and more generous official development
assistance for countries committed to poverty
reduction)
Target 14. Address the special needs of landlocked
developing countries and small island developing
states (through the Program of Action for the
Sustainable Development of Small Island Developing
States and 22nd General Assembly provisions)

54. Target 15. Deal comprehensively with the debt
problems of developing countries through national and
international measures in order to make debt
sustainable in the long term
Indicators
Official development assistance (ODA)
33. Net ODA, total and to LDCs, as percentage of
OECD/Development Assistance Committee (DAC)
donors' gross national income (GNI)(OECD)
34. Proportion of total bilateral, sector-allocable ODA
of OECD/DAC donors to basic social services (basic
education, primary health care, nutrition, safe water
and sanitation) (OECD)

55. 35. Proportion of bilateral ODA of
OECD/DAC donors that is untied (OECD)
36. ODA received in landlocked
developing countries as a proportion of
their GNIs (OECD)
37. ODA received in small island
developing States as proportion of their
GNIs (OECD)

56. Market access
38. Proportion of total developed country imports
(by value and excluding arms) from developing
countries and from LDCs, admitted free of duty
(UNCTAD, WTO, WB)
39. Average tariffs imposed by developed
countries on agricultural products and textiles and
clothing from developing countries (UNCTAD,
WTO, WB)
40. Agricultural support estimate for OECD
countries as percentage of their GDP (OECD)

57. 41. Proportion of ODA provided to help build
trade capacity (OECD, WTO)
Debt sustainability
42. Total number of countries that have
reached their Heavily Indebted Poor
Countries Initiative (HIPC) decision points
and number that have reached their HIPC
completion points (cumulative) (IMF - World
Bank)
43. Debt relief committed under HIPC
initiative (IMF-World Bank)

58. Indicators
44. Debt service as a percentage of exports
of goods and services (IMF-World Bank)
Some of the indicators listed below are
monitored separately for the least
developed countries, Africa, landlocked
developing countries, and small island
developing states

59. Target 16. In cooperation with developing
countries, develop and implement
strategies for decent and productive work
for youth
Indicators
45. Unemployment rate of young people
aged 15-24 years, each sex and total
(ILO) f*

60. Target 17. In cooperation with
pharmaceutical companies, provide
access to affordable essential drugs in
developing countries
Indicators
46. Proportion of population with access
to affordable essential drugs on a
sustainable basis (WHO)

61. Target 18. In cooperation with the private
sector, make available the benefits of new
technologies, especially information and
communications technologie
Indicators
47. Telephone lines and cellular
subscribers per 100 population (ITU)
48. Personal computers in use per 100
population and Internet users per 100
population (ITU)

62. Thank you!