Putting well being metrics into policy action, Dominic Richardson
- 1. Education policy through a well-being lens Putting Well-being Metrics into Policy Action Dominic Richardson UNICEF Office of Research Innocenti
- 3. What child well-being looks like Source: UNICEF Report Card 14, 2017 – selected countries
- 4. But “What to do first?” How does well-being in one stage of the life course influence well-being in the following stage? How do the well-being dimensions interplay at different ages? How does this align to public policy? And specifically, education policy and goals?
- 5. Why focus on education? • Just an example… but… • Main vehicle for public investment in child well-being • Relatively inflexible • More universally universal / large part of most children’s lives • Evidence available on non-school factors • Key for intergenerational mobility / social development
- 6. Age spending profile – OECD country average (2013) Source: OECD Family database, 2018 USD (PPP) Age of child Age of the child But “What to do first?”
- 7. What to do first?: taking a lead from well-being Material Health Education Relationships Risk behaviours
- 8. Health Material Education Relationships Risk behaviours Health Material Relationships Risk behaviours Organising the evidence by the lifecourse
- 9. 99 57 21 62 14 160 1 24 32 68303 >400 well-being to education effects
- 10. Well-being determinates of well-being Source: Richardson & Karamperidou, forthcoming 7.7yrs 17.8yrs
- 11. Well-being pathways to attainment Source: Richardson & Karamperidou, forthcoming
- 12. Well-being pathways to achievement Source: Richardson & Karamperidou, forthcoming
- 13. Well-being pathways and cognitive skills Source: Richardson & Karamperidou, forthcoming
- 14. Well-being pathways and non-cognitive skills Source: Richardson & Karamperidou, forthcoming
- 15. • Free school meals, breakfast clubs (MX, UK, and US) • Out of school hours care (All-day schools in DK, UK, US and more) • Mental health supports in schools (Nordics) • Further / higher education supplements (AT, CH, CZ, and DE) • Mexico / Chile etc. CCT for school attendance • Equipment and clothing grants (FR, IE, IL, KR, and PT) • Note: Governance / finance / regulation / accountability Plenty of evidence and practice on integration
- 16. Some key points • Well-being indices, or social development indices do not come with instruction manuals • Complementarities and trade-offs in multidimensional child well-being • How and when money is spent matters • Theories of optimal investment are not followed • Other policy areas combined receive less public investment than education • Home / health / protection are meaningful child development determinants (and educational outcomes) - but education expenditure dominates • Type of educational outcomes react different to child well-being
- 17. Thank you!