people and planet

2
inequality. The degree to which education can decrease
income inequality within countries over 2015–2030 will
vary by countries, depending on context. Opportunities
for large expansion of secondary education that could
equalize income exist in many low income countries.
Yet many countries, including in poor regions, will
likely experience ever-increasing demand for tertiary
education, both as a result of larger numbers graduating
from secondary school and from employers wanting
skilled workers (Altbach et al., 2011). If changes in the
economy raise the pay-off to tertiary education,
while tertiary graduation increases alongside, income
inequality could widen in many countries.
Governments have an obligation to provide universal
primary and secondary education and basic skills to
all. But whether increased access to tertiary education
improves income distribution over the short and medium
term should not ultimately determine its desirability.
Education is not the only tool available to policy-makers
wishing to tackle inequality. Counteracting inequality
with taxes and transfers between those on high and low
incomes remains a necessary and often more effective
method than education reform alone (Hershbein et al.,
2015). Better access to education (leading to declining
education inequality), combined with improved health
outcomes and redistributive social policies, have been
cited as three interventions that help raise the income
share of the poor and middle class regardless of the level
of economic development (Dabla-Norris et al., 2015).
EDUCATION IMPROVES
LABOUR MARKET AND DECENT
WORK OUTCOMES
The primary way education promotes economic inclusion is
by expanding people’s ability to participate productively in
the economy on favourable terms. This objective, implicitly
including poverty reduction and greater income equality, is
encapsulated in SDG 8: promoting inclusive and sustainable
economic growth, employment and decent work for all.
Decent work is both an aspiration and an expectation for
the vast majority of working age adults, who depend on
a decent wage for their labour (Box 2.2). However, widely
available measures make clear that decent work remains
out of reach for much of the global working population.
Education is widely considered one of the best
investments to expand prospects of skilled and
BOX 2.2
What is decent work?
The ILO concept of decent work describes it as work that is
‘productive and delivers a fair income, security in the workplace and
social protection for families. Decent work means better prospects
for personal development and social integration, and freedom for
people to express their concerns, organize and participate in the
decisions that affect their lives. It entails equality of opportunity and
treatment for all women and men’.
Education primarily promotes decent work by enabling
individuals with skills and knowledge to become more productive. 7
More specifically, it enables individuals to acquire a stock of
capabilities (knowledge and skills) necessary to perform certain
tasks effectively. Workers apply their skills to bundles of tasks
(occupations) in order to produce output. Skilled workers can
perform a variety of complex tasks more effectively, thereby
producing more value and receiving higher earnings. Due to their
relative scarcity, higher skill workers are more employable and
demand not only higher earnings in the labour market, but also
better working conditions. Higher skill work is often intrinsically
more rewarding because of the freedom and creativity often
inherent to higher skill occupations.
Sources: Acemoglu and Autor (2011); ILO (2007).
adequately paid employment. But while most policymakers
are aware of the importance of education for
productive and decent work, it is less clear what forms of
education expansion should be promoted to maximize
better job opportunities. In addition, following the earlier
discussion, it will be important for education to equip
workers with green skills, for the new green economy.
EDUCATION CAN FACILITATE LABOUR FORCE
PARTICIPATION AND ACCESS TO EMPLOYMENT
Globally, many individuals remain unable to secure work,
or do not participate in the labour market. The share of
the population in employment varies significantly across
regions. It is systematically lower among women than
men, particularly in Northern Africa and Western Asia
and Southern Asia (ILO, 2015b).
In 2014, 201 million people globally were considered
unemployed: that is, without work, though available
for and seeking employment. Youth continue to be
2016 • GLOBAL EDUCATION MONITORING REPORT 55