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What Are the Social Benefits of Education?

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Abstract

On average across 15 OECD countries, a 30-year-old male tertiary graduate can expect to live another 51 years, while a 30 year-old man who has not completed upper secondary education can expect to live an additional 43 years. A similar comparison between women in the two educational groups reveals less of a difference than that among men. In 27 OECD countries, on average, 80% of young tertiary graduates say they vote, while only 54% of young adults who have not completed upper secondary education do so. The difference in voting rates by level of education is much smaller among older age groups. Education can bring significant benefits to society, not only through higher employment opportunities and income but also via enhanced skills, improved social status and access to networks. By fully recognising the power of education, policy makers could better address diverse societal challenges.

Suggested Citation

  • Oecd, 2013. "What Are the Social Benefits of Education?," Education Indicators in Focus 10, OECD Publishing.
    • Handle: RePEc:oec:eduaaf:10-en
    DOI: 10.1787/5k4ddxnl39vk-en
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    Cited by:

    1. Jose Cuesta & Erik Alda, 2021. "Evaluating a citizen security pilot in Honduras: The economic benefits of a much reduced murder rate," Development Policy Review, Overseas Development Institute, vol. 39(5), pages 848-864, September.
    2. Han, Jinil & Papavasiliou, Anthony, 2015. "Congestion management through topological corrections: A case study of Central Western Europe," Energy Policy, Elsevier, vol. 86(C), pages 470-482.
    3. Ukaj MIC & Mustafa Topxhiu RAHMIJE, 2019. "The returns to investment in education: Some theoretical and empirical insights," Economics and Applied Informatics, "Dunarea de Jos" University of Galati, Faculty of Economics and Business Administration, issue 1, pages 193-203.
    4. Oulton, Nicholas, 2013. "Medium and long run prospects for UK growth in the aftermathof the financial crisis," LSE Research Online Documents on Economics 58239, London School of Economics and Political Science, LSE Library.
    5. Dadon-Golan, Zehorit & BenDavid-Hadar, Iris & Klein, Joseph, 2019. "Revisiting educational (in)equity: Measuring educational Gini coefficients for Israeli high schools during the years 2001–2011," International Journal of Educational Development, Elsevier, vol. 70(C), pages 1-1.
    6. Irina-Elena Gentimir, 2015. "Social Development – Requirement and Consequence of the Evolution of Society," Acta Universitatis Danubius. OEconomica, Danubius University of Galati, issue 11(2), pages 144-150, April.
    7. Ken Ogao Oburah & Clement Lenachuru & Wilfred O. Odadi, 2021. "Does the Community Conservancy Model Work for Pastoralists? Insights from Naibunga Conservancy in Northern Kenya," Sustainability, MDPI, vol. 13(14), pages 1-27, July.
    8. Margit Schratzenstaller-Altzinger, 2014. "Familienpolitik in ausgewählten europäischen Ländern im Vergleich," WIFO Studies, WIFO, number 50840, April.
    9. Olga GAGAUZ & Cristina AVRAM & Irina PAHOMII, 2017. "Self-Perceived Health Of The Elderly: Economic And Sociodemographic Inequalities," ECONOMY AND SOCIOLOGY: Theoretical and Scientifical Journal, Socionet;Complexul Editorial "INCE", issue 1-2, pages 45-53.

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