We would like to invite you to the lecture of Mr. Harry Patrinos, Ph.D., Practice Manager for Europe and Central Asia Region of the World Bank's education global practice, on measuring the human capital of knowledge, that is, the skills that people acquire over their lives. Research shows that students around the world attend classes but do not necessarily acquire new knowledge.
Mr. Harry Anthony Patrinos is the Practice Manager for Europe and Central Asia Region of the World Bank's education global practice. He specializes in all areas of education, especially school-based management, demand-side financing, and public-private partnerships. He managed education lending operations and analytical work programs in Argentina, Colombia and Mexico, as well as a regional research project on the socioeconomic status of Latin America’s Indigenous Peoples, published as Indigenous Peoples, Poverty and Human Development in Latin America (Palgrave Macmillan, 2006). He is one of the main authors of the report, Lifelong Learning in the Global Knowledge Economy (World Bank, 2003). Mr. Patrinos has many publications in the academic and policy literature, with more than 40 journal articles. He is co-author of the books: Policy Analysis of Child Labor: A Comparative Study (St. Martin’s, 1999), Decentralization of Education: Demand-Side Financing (World Bank, 1997), and Indigenous People and Poverty in Latin America: An Empirical Analysis with George Psacharopoulos (World Bank/Ashgate, 1994). He has also worked in Africa, Asia, Europe, the Middle East, and North America. He previously worked as an economist at the Economic Council of Canada. Mr. Patrinos received a doctorate from the University of Sussex.
Mr. Harry Anthony Patrinos is the Practice Manager for Europe and Central Asia Region of the World Bank's education global practice. He specializes in all areas of education, especially school-based management, demand-side financing, and public-private partnerships. He managed education lending operations and analytical work programs in Argentina, Colombia and Mexico, as well as a regional research project on the socioeconomic status of Latin America’s Indigenous Peoples, published as Indigenous Peoples, Poverty and Human Development in Latin America (Palgrave Macmillan, 2006). He is one of the main authors of the report, Lifelong Learning in the Global Knowledge Economy (World Bank, 2003). Mr. Patrinos has many publications in the academic and policy literature, with more than 40 journal articles. He is co-author of the books: Policy Analysis of Child Labor: A Comparative Study (St. Martin’s, 1999), Decentralization of Education: Demand-Side Financing (World Bank, 1997), and Indigenous People and Poverty in Latin America: An Empirical Analysis with George Psacharopoulos (World Bank/Ashgate, 1994). He has also worked in Africa, Asia, Europe, the Middle East, and North America. He previously worked as an economist at the Economic Council of Canada. Mr. Patrinos received a doctorate from the University of Sussex.
Mr. Patrinos Ph.D. will present a new study that measures learning outcomes in 164 countries, covering 98% of the world's population from 2000 to 2017. The results of this study also provide new insights into the link between human capital and the economic development of countries.
Students around the world are going to school but are not learning—an emerging gap in human capital formation. To understand this gap, a new data set measuring learning in 164 countries and territories are presented. The data cover 98 percent of the world’s population from 2000 to 2017. Several stylized facts are presented: (a) although enrollment has increased worldwide, learning has stagnated; (b) girls outperform boys on learning—a positive gender gap—in contrast to a negative gender gap observed for schooling; (c) learning is associated with growth on a global scale; (d) associations with growth are heterogeneous; and (e) human capital accounts for up to a third of cross-country income differences—a middle ground in the recent development accounting literature. These stylized facts demonstrate the potential of the data to reveal new insights into the relationship between human capital and economic development.
Students around the world are going to school but are not learning—an emerging gap in human capital formation. To understand this gap, a new data set measuring learning in 164 countries and territories are presented. The data cover 98 percent of the world’s population from 2000 to 2017. Several stylized facts are presented: (a) although enrollment has increased worldwide, learning has stagnated; (b) girls outperform boys on learning—a positive gender gap—in contrast to a negative gender gap observed for schooling; (c) learning is associated with growth on a global scale; (d) associations with growth are heterogeneous; and (e) human capital accounts for up to a third of cross-country income differences—a middle ground in the recent development accounting literature. These stylized facts demonstrate the potential of the data to reveal new insights into the relationship between human capital and economic development.
This event is the 26th within a panel entitled "Innovation and Technology Transfer - An Incentive for Economic Development of Croatia", jointly organized by the University of Zagreb with HAZU, in partnership with the Croatian Innovators Association and in cooperation with the Faculty of Economics & Business and the World Bank.
The lecture will be held on Monday, September 9, 2019, at 11 am in Hall No. 3 of the Faculty of Economics & Business, University of Zagreb.
For registration, please see HERE