Introduction

The Post-2015 MDG discourse has generated an omnibus of education goals and targets to be fulfilled by 2030. The aim of this chapter is to have a closer look at such targets and identify the most concrete and prominent ones that are amenable to cost-benefit analysis. Based on existing research, the targets are evaluated according to findings in the economics of education literature. A short list of education targets that are likely to be most cost-effective if reached by 2030 is prioritized.

Historical Perspective

There is a long history of international organizations setting numerical targets for education. As of today, none of these targets has been achieved. For example, in 1961 UNESCO convened a high-level conference of African states in Addis Ababa on the development of education in Africa (UNESCO, 1961a). A goal was set that by 1980 primary enrolment in Africa should be 100 percent, relative to 40 percent in 1960 (UNESCO, 1961b). Yet, by 1980 the net primary enrollment ratio in sub- Saharan Africa stood at 56 percent (UNESCO, 1993).

More recently, in 2011, theWorld Bank issued its education strategy for 2020 pledging learning for all, meaning that “all students … acquire the knowledge and skills they need to live happy, productive lives” (World Bank, 2011). Although the target year of this noble goal is six years away, one wonders how it would be achieved given the huge gaps in educational achievement documented in the recent Organization for Economic Co-operation and Development (OECD, 2013b) PISA report.

But setting never-fulfilled education targets is not only a phenomenon in developing countries. At the 2000 European Council in Lisbon, the Union set a goal that “the proportion of early school leavers should be no more than 10 percent by 2010” (European Commission, 2000). According to the latest Eurostat (2013) data, 14 percent of those ages 18 to 24 are early leavers from education and training, with at most a lower secondary education.

It is a pity that no lessons were learned from past grandiose but unrealistic education target settings in the current post-2015 MDG discourse (Clemens et al., 2007; Psacharopoulos, 1989).

Lack of finance is the most cited reason for failing to meet targets, calling for increased foreign aid (Global Campaign for Education, 2003; Oxfam, 2002).