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Rana Hasan
Director, Development Economics and Indicators Division
Economic Research and Regional Cooperation
Department, ADB
A Smarter Future
Skills, Jobs, and Growth in Asia
Session 6
Storyline
While developing Asia has made large strides in
* Excluding PRC
Source: Barro -Lee website. http://www.barrolee.com. (accessed Oct 2015).
scores representative
of students age 14-15
400 = basic cognitive
skills
600 = top-level
cognitive skills
28.6
94.5
38.6
93.7
27.7
93.3
14.9
93.2
29.9
91.1
15.2
84.9
11.3
82.9
2.7
82.7
1.1
71.8
2.6
66.8
0.6
65.7
1.2
58.5
0.3
39.5
0.2
35.4
0.0 18.6
0.1 18.5
0.0
50.0
100.0
600+
400+
15
160
140
Percent
120
100
80
60
40
20
0
Scenario 1
Scenario 2
Scenario 3
levels of education
67 economies globally had taken PISA/TIMSS tests;
55
Curriculum content
41
34
34
20
19
19
Financial aid
0
20
40
60
Change in PISA/TIMSS test scores
Notes: (1) Information is comprised of Data for Evidence-based Policy Decisions (National) and Information for Basic and
Upper Secondary Education
10
international)
Data to monitor school, teacher, students over time
Synthesized and shared with students and parents in
ease of analysis
11
0.20
0.40
0.60
Relative to top 3 DMEs
0.80
1.00
12
13
further evidence
Data collection to inform curriculum design
Evidence on successful pedagogical practices in TVET
Types of industry partnerships that result in improved labor market
14
Working in larger/formal
firms seems to develop
more marketable skills
15
16
Key messages
The importance of quality
A key role for improving information and dissemination of learning
outcomes
TVET: More rigorous evaluations will help find the most
effective approaches
Firms have a critical role to play in skills development
Policies that (i) discourage modern/formal firms from coming up
and (ii) lead to extremes in contracts should be avoided
Thank you!