Education and Training

1. Education and Training Doing Business with the World - The new role of corporate leadership in global development Geneva, September 2007 World Business Council for Sustainable Development

2. Overview • The global view • Global literacy

3. The global view Plot of national adult literacy rates vs. GDP/capita Data source: Human Development Report 2006 There is a positive correlationbetween the literacy rate of a country and economicgrowth.

4. Global literacy Adult literacy rates around the world (% of total population, 2000-2004) Women comprise almost two-thirds of those who are illiterate.1 Source: UNESCO. EFA Global Monitoring Report 2006.

5. Needs &Challenges • Where are the gaps? • What is needed? • What are the challenges?

6. Where are the gaps? According to the World Bank, the secondary curriculum in many developing countries is not relevant to students’ social and economic needs. Although secondary enrollments are increasing, the transition between primary and secondary school still poses a significant hurdle Source: World Bank. EdStats. Source: World Bank. EdStats. Source: World Bank. EdStats.

7. What is needed? Second chances are critical • Diverse and flexible learning options for uppersecondary and highereducation • Relevant curriculum • Teachersneed to beprepared • Connectschool to work • Innovativepartnerships to meetfinancingneeds Learning opportunities need to be provided for all, including young people who failed to acquire basic skills the first time around. -World Bank, World Development Report 2007

8. What are the challenges? Poverty restricts governments’ capacity to provide education and drives children into the labor force. • Main challenges include: • Additional expenses • Transport to and from schools (especially in rural areas), school uniforms, supplies (textbooks, writing materials) often make school attendance relatively expensive • Quality of education • Lack of qualified and often absent teachers • Poverty and disincentives • Child labour, armed conflict, brain drain • Funding • Low levels of government expenditures on education

9. Opportunities • How can business contribute? • Key messages

10. What can business do? Core and Non-core services • Core services1: • Public-private partnerships for educational infrastructure • Offering adult education and skills training for company staff and suppliers • Private sector administrative and curriculum support • Private management of public schools • Government contracting • Non-Core services2: • Food services • School transport • Facility maintenance • More opportunities • Providefinancial assistance • Foster relationshipswithuniversities and secondaryschools in order to ease the transition fromuniversity to workplace • Curricula development • E.g. offering feedback from the labour market • Offering lectures • Creatingapprenticeships • What is needed for public-private partnerships to work?3 • Public institutions need sufficient autonomy and resources to manage for results • Private institutions need well-defined quality standards • Government needs accreditation programs

11. Key messages Public-privatepartnershipscanalleviate fiscal restraints and improvelearningoutcomes and efficiency1 • For large corporations, investments in education and training can: • Create a healthier, better trained, more qualified work force • Create a larger pool of local labor with the appropriate skill sets and knowledge • Lead to improved capacity and performance of local suppliers • Strengthen the business license to operate • Make an important contribution to curriculum development • For governments, an effective policyframework for training and educationcan: • Create higher level of human development within the population • Create a better qualified workforce • Lead to improved levels of overall health and more control on population growth • Enable local businesses to grow by becoming viable economicpartners for largercompanies

12. www.wbcsd.org/web/development.htm