The Potential of Integrated Education and Population Policies

Burns, T., Lutz, W. ORCID: https://orcid.org/0000-0001-7975-8145, Goujon, A. ORCID: https://orcid.org/0000-0003-4125-6857, & K.C., S. (2020). The Potential of Integrated Education and Population Policies. In: Systemic Thinking for Policy Making: The Potential of Systems Analysis for Addressing Global Policy Challenges in the 21st Century. pp. 91-98 Paris, France: New Approaches to Economic Challenges, OECD Publishing. ISBN 978-92-64-49456-5 10.1787/879c4f7a-en.

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Abstract

It is argued that connecting education with ageing and inter-cohort changes can generate knowledge to guide research and policy. Emphasis on early childhood cognitive development is key. Better-educated individuals are not only more productive, but also tend to have better health and stronger social networks. Lifelong participation in formal and informal education will keep populations healthier, more physically and cognitively active, and more connected to society. A systems approach is a valid tool to analyse education within the continuum of the life cycle to understand the interrelationships with other components such as health and labour force participation, as well as to identify alternative strategies and foresee their impact. IIASA’s multistate population and education modelling can inform the OECD’s strategic and policy-oriented mission. This will be important in poorer countries where education, particularly of girls and women, is a key instrument to reduce poverty and improve gender equality.

Item Type:	Book Section
Research Programs:	World Population (POP)
Depositing User:	Luke Kirwan
Date Deposited:	23 Mar 2020 08:49
Last Modified:	05 Aug 2023 05:01
URI:	https://pure.iiasa.ac.at/16379

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