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Francesca BORGONOVI Francesca.BORGONOVI@OECD.org
Environmental Policies: Social and Economic Outcomes
Paris 24 June 2022
OECD Centre for Skills
https://www.oecd.org/skills/centre-for-skills
SKILLS DEMANDS AND BENEFITS
FROM REDUCED ENVIRONMENTAL
DAMAGES
Skills
Development
Environmental
conditions
Labour
markets &
Environmental
conditions
Environmental conditions, skills…. and back
• Does environmental context shape the development of
skills and effective skills use?
• Which skills will be in demand as a result of the green
transition?
• Are education systems equipping young people with
environmental sustainability competences to become
responsible consumers and workers in a green economy?
• Do environmental shocks and economic conditions shape
support for environmental policies?
Four broad sets of questions
The causal effects of air pollution and high
temperatures on cognition throughout the life cycle
.
Compulsory schooling
• Direct effect on brain development
• Impaired lung development
• Lowered birth weight
• Lowered height
High-stakes college entrance
exams
Tertiary educational attainment
and labour market sorting
Adult learning
Cognitive decline and
neurodegenerative diseases
In-utero
• Reduced school attendance due to
impaired health (e.g., asthma)
• Reduced quality of instructional time
due to behavioural and attentional
impairment
• Lower cognitive ability and performance
on high-stakes exams influence
educational and labour market sorting
• Lower willingness to engage in
cognitive activities
• Reduced work attendance and
increased breaks
• Increased risk of
neurodegenerative diseases such
as Alzheimer’s
3.4 – 11% SD
2 – 13.5% SD
4 – 6.4, 13.6% SD (China)
.15 - .5 years decline in education
• Lower performance
1.2 – 8.5 % SD (China)
3.26  odds of Alzheimer’s*
Source Horvath, D. & F. Borgonovi (2022), "Global warming, pollution and cognitive developments: The effects of high pollution and temperature levels on cognitive ability throughout the life
course", OECD Social, Employment and Migration Working Papers, No. 269, OECD Publishing, Paris, https://doi.org/10.1787/319b9a1f-en.
Spotlight: Hot school days reduce international
performance in PISA
• Test scores from 58 countries that
participated in PISA, 2000 – 2015
Source: Park, Behrer and Goodman (2021)
• 10 additional school days above 27 °C
(80 °F) in the 3 years prior PISA exams
lowered scores of 15-year-olds by 2.2%
of a SD
• The effect is larger in poorer
countries, consistent with lower
adoption of adaptation technologies
(e.g., air conditioning)
• ENV-Linkages model to estimate effect of Fit for 55
targets:
– Estimates of employment numbers, mostly at the sectoral level
• Sectoral forecasts:
– Energy
– Automotive
• Changing skills content:
– Analysis of environmental leaders/Matched employer-employee
• Change in skills use: Anecdotal evidence case studies
Skills and the green transition
• Online vacancies data to identify skills profiles rather
than educational attainment
• EU-LFS to map ease of participation in Adult
Education and Training and likely benefit of such
participation:
– Age
– Work status (full-part time)
– Size of firm & other firm characteristics
Skills and skills policies
The role of context: unemployment and whether adults report being
willing to prioritise the environment over economic growth
Source: Calculations based on World Values Survey (multiple years)
Short-medium-long term
• Mitigation strategies to limit the effects of environmental changes on skills
development and use
Short-medium term
• Upskilling and reskilling to adjust skills supply through sectoral,
occupational and skills adjustments
Long-term
• Education policies for new environmental sustainability competence
Towards a green transition: A timeline for skills
policies
• Health visits in the early years
• Re-organising when and where learning takes place
• Investing in adaptive technologies
• Infrastructural investments and investments in
retrofitting equipment
• Re-organising high-stakes exams to reduce inequalities
• Monitoring indoor air quality
Adaptation and mitigation strategies
Promote participation in lifelong learning
On average across OECD countries,
6 in 10 adults did not participate in any form of Adult Learning
in the 12 months before being interviewed
Disengaged
Non-Participation
Participation
… and most of non-participants are disengaged: i.e.
they report not being interested in participating
Source: OECD Skills Outlook 2021 Chapter 4
11
Educational interventions to equip youngsters
for the future
0
5
10
15
20
25
%
Source: Calculations based on OECD (2018[24]), PISA Database 2018, https://www.oecd.org/pisa/data/2018database/
Distribution of advanced environmental sustainability all-rounders, by country (PISA 2018)
Interest in ICT and self-beliefs about competence in ICT use of advanced
all-rounders and other students, EU and OECD averages (PISA 2018)
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
EU OECD EU OECD EU OECD EU OECD
Assessing credibility Perceived ICT competence Perceived autonomy related to ICT
use
Interest in ICT
Mean index
Advanced all-rounders Others
Mean index in levels of 15-year-old students’ perceived ability to assess the credibility of digital information, perceived ICT
competence, perceived autonomy related to ICT use and interest in ICT, based on whether they were advanced all-rounders
or not
Source: Calculations based on OECD (2018[24]), PISA Database 2018, https://www.oecd.org/pisa/data/2018database/
The Revolutionary Genius of Plants.
When faced with a problem animals
can flee. Plants are the ultimate
problem solvers. They evolved to
stay put and face challenges.
Stefano Mancuso
THANK YOU!

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Francesca Borgonovi.pdf

  • 1. Francesca BORGONOVI Francesca.BORGONOVI@OECD.org Environmental Policies: Social and Economic Outcomes Paris 24 June 2022 OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills SKILLS DEMANDS AND BENEFITS FROM REDUCED ENVIRONMENTAL DAMAGES
  • 3. • Does environmental context shape the development of skills and effective skills use? • Which skills will be in demand as a result of the green transition? • Are education systems equipping young people with environmental sustainability competences to become responsible consumers and workers in a green economy? • Do environmental shocks and economic conditions shape support for environmental policies? Four broad sets of questions
  • 4. The causal effects of air pollution and high temperatures on cognition throughout the life cycle . Compulsory schooling • Direct effect on brain development • Impaired lung development • Lowered birth weight • Lowered height High-stakes college entrance exams Tertiary educational attainment and labour market sorting Adult learning Cognitive decline and neurodegenerative diseases In-utero • Reduced school attendance due to impaired health (e.g., asthma) • Reduced quality of instructional time due to behavioural and attentional impairment • Lower cognitive ability and performance on high-stakes exams influence educational and labour market sorting • Lower willingness to engage in cognitive activities • Reduced work attendance and increased breaks • Increased risk of neurodegenerative diseases such as Alzheimer’s 3.4 – 11% SD 2 – 13.5% SD 4 – 6.4, 13.6% SD (China) .15 - .5 years decline in education • Lower performance 1.2 – 8.5 % SD (China) 3.26  odds of Alzheimer’s* Source Horvath, D. & F. Borgonovi (2022), "Global warming, pollution and cognitive developments: The effects of high pollution and temperature levels on cognitive ability throughout the life course", OECD Social, Employment and Migration Working Papers, No. 269, OECD Publishing, Paris, https://doi.org/10.1787/319b9a1f-en.
  • 5. Spotlight: Hot school days reduce international performance in PISA • Test scores from 58 countries that participated in PISA, 2000 – 2015 Source: Park, Behrer and Goodman (2021) • 10 additional school days above 27 °C (80 °F) in the 3 years prior PISA exams lowered scores of 15-year-olds by 2.2% of a SD • The effect is larger in poorer countries, consistent with lower adoption of adaptation technologies (e.g., air conditioning)
  • 6. • ENV-Linkages model to estimate effect of Fit for 55 targets: – Estimates of employment numbers, mostly at the sectoral level • Sectoral forecasts: – Energy – Automotive • Changing skills content: – Analysis of environmental leaders/Matched employer-employee • Change in skills use: Anecdotal evidence case studies Skills and the green transition
  • 7. • Online vacancies data to identify skills profiles rather than educational attainment • EU-LFS to map ease of participation in Adult Education and Training and likely benefit of such participation: – Age – Work status (full-part time) – Size of firm & other firm characteristics Skills and skills policies
  • 8. The role of context: unemployment and whether adults report being willing to prioritise the environment over economic growth Source: Calculations based on World Values Survey (multiple years)
  • 9. Short-medium-long term • Mitigation strategies to limit the effects of environmental changes on skills development and use Short-medium term • Upskilling and reskilling to adjust skills supply through sectoral, occupational and skills adjustments Long-term • Education policies for new environmental sustainability competence Towards a green transition: A timeline for skills policies
  • 10. • Health visits in the early years • Re-organising when and where learning takes place • Investing in adaptive technologies • Infrastructural investments and investments in retrofitting equipment • Re-organising high-stakes exams to reduce inequalities • Monitoring indoor air quality Adaptation and mitigation strategies
  • 11. Promote participation in lifelong learning On average across OECD countries, 6 in 10 adults did not participate in any form of Adult Learning in the 12 months before being interviewed Disengaged Non-Participation Participation … and most of non-participants are disengaged: i.e. they report not being interested in participating Source: OECD Skills Outlook 2021 Chapter 4 11
  • 12. Educational interventions to equip youngsters for the future 0 5 10 15 20 25 % Source: Calculations based on OECD (2018[24]), PISA Database 2018, https://www.oecd.org/pisa/data/2018database/ Distribution of advanced environmental sustainability all-rounders, by country (PISA 2018)
  • 13. Interest in ICT and self-beliefs about competence in ICT use of advanced all-rounders and other students, EU and OECD averages (PISA 2018) -0.2 -0.1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 EU OECD EU OECD EU OECD EU OECD Assessing credibility Perceived ICT competence Perceived autonomy related to ICT use Interest in ICT Mean index Advanced all-rounders Others Mean index in levels of 15-year-old students’ perceived ability to assess the credibility of digital information, perceived ICT competence, perceived autonomy related to ICT use and interest in ICT, based on whether they were advanced all-rounders or not Source: Calculations based on OECD (2018[24]), PISA Database 2018, https://www.oecd.org/pisa/data/2018database/
  • 14. The Revolutionary Genius of Plants. When faced with a problem animals can flee. Plants are the ultimate problem solvers. They evolved to stay put and face challenges. Stefano Mancuso