For a discussion of evidence supporting this claim, see Hanushek, E. A., (2006). scholarships) are likely to improve learning outcomes.

This chart is an ‘added-variable plot’ of a regression of the average annual rate of growth (in percent) of real GDP per capita in 1960–2000 on the initial level of real GDP per capita in 1960, average test scores on international student achievement tests, and average years of schooling in 1960. And in almost every country, those with post-secondary non-tertiary education were more likely to trust others than those with primary or lower secondary education. For instance, the OECD Education at a Glance report (1998), which presents estimates for the years 1990 and 1995, suggests discrepancies with the values reported by Tanzi & Schuktnecht (2000) for 1993.

At a cross-sectional level, expenditure on education correlates positively with both quantity and quality measures; and not surprisingly, the quality and quantity measures also correlate positively with each-other. The database includes 163 countries and regions over 1965-2015. © 2020 The World Bank Group, All Rights Reserved.

UNESCO ‘Recommendation Concerning the International Standardization of Educational Statistics’, Records of the General Conference, tenth session, Paris, 1958: Resolutions, An overview of the academic literature on the historical origins and spread of literacy can be found in Easton, P. (2014). This shows that there is significant information that average scores fail to capture. Our website uses cookies to improve your online experience.

The visualization, plotting public expenditure on education as a share of Gross Domestic Product (GDP) for a number of early-industrialized countries, shows that this expansion took place mainly through public funding.12. Our entry on Literacy contains further in-depth information on the topic.
The ‘production function’ provides a conceptual framework to think about the determinants of learning outcomes18: where A is skills learned (achievement), s is years of schooling, Q is a vector of school and teacher characteristics (quality), C is a vector of child characteristics (including “innate ability”), H is a vector of household characteristics, and I is a vector of school inputs under the control of households, such as children’s daily attendance, effort in school and in doing homework, and purchases of school supplies.

Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges.

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