Satellite Accounts for Education and Training Progress Report

Task Force on Satellite Accounts for Education and Training Progress report November 2018 Ann Lisbet Brathaug Statistics Norway Tihomira Dimova UNECE STATISTICS

Guide on Measuring Human Capital Guide on Measuring Human Capital STATISTICS STATISTICS Guide on Measuring Human Capital (2016) recommendations on estimating human capital in line with national accounts concepts Cost-based approach vs lifetime income approach for estimating human capital stock Two satellite accounts: Satellite Account on Human Capital beyond SNA, treats expenditure of education and training (including own time spent) as cost for the creation of HC Satellite Account on Education and Training (SAET) narrow approach, further detail to the data available in core NA + own account production of training by enterprises 2

Task Force on Satellite Accounts for Task Force on Satellite Accounts for Education and Training Education and Training STATISTICS STATISTICS Established by the CES in 2017, final report due in June 2019 Members: Belarus, Canada, France, Germany, Israel, Italy, Norway (Chair), Russian Federation, United Kingdom, Eurostat, UNECE, UNESCO, UNSD, Wittgenstein Centre, academia, Art Ridgeway (editor) Objectives Develop a framework and pilot test SAET in different countries Develop compilation guidance Tasks: Framework for constructing SAET, including breakdowns Recommend classifications, key variables, main/supplementary tables Test the methodology, data availability and quality Recommend best practices, improvements to methods and data sources Consult with ISWGNA and AEG, coordinate with related international work 3

Progress of work Progress of work STATISTICS STATISTICS Work programme: Use as a framework chapter 5 of the Human Capital Guide Start with national accounts data and the relevant feeder systems Provide further detail that allows to assess the production activities contributing to the creation of human capital Link to UNESCO National Education Accounts and UNESCO/OECD/Eurostat data collection on formal education (UOE Manual) and other national sources Develop a more simplified presentation of the tables for the users 4

Progress of work Progress of work STATISTICS STATISTICS Country pilots: Canada, Israel, Norway, Belarus and UK Government sector prevails Creating SAET is feasible - based on government accounts, surveys of private providers of education services, etc Main measurement challenges in training Leave the most difficult items in separate categories, so the differences in coverage among countries are more explicit Eurostat reconciliation exercise between UOE data and national accounts Draft Compilation Guide outline in the annex 5

Satellite Accounts for Education and Satellite Accounts for Education and Training Training STATISTICS STATISTICS The SAET expenditures cover the following main categories: o Teaching, administrative and other activities in formal education/vocational training services o Non-formal (cultural, recreational and sport) education and training activities o In-house training by employers o Education and training associated products. ..and allocates them by categories of education and training activities by purpose (EP), based on ISCED. In addition to current expenditures the SAET will also show gross fixed capital formation (including R&D) of the education institutions. 6

Classification of education and Classification of education and training activities by purpose training activities by purpose STATISTICS STATISTICS ISCED Education and training by purpose CPC ver. 2.1 EP 0 Pre-primary education EP 1 Primary education EP 2 Secondary education ISCED 0 921 Early childhood educational development Pre-primary education Primary education ISCED 1 922 ISCED 2-4 923 Lower secondary (general & vocational) Upper secondary (general & vocational) Post-secondary non-tertiary (general & vocational) Short-cycle tertiary (general & vocational) Bachelor s or equivalent level Master s or equivalent level Doctoral or equivalent level 924 EP 3 Higher education ISCED 5-8 925 7

Classification of education and Classification of education and training activities by purpose training activities by purpose STATISTICS STATISTICS ISCED CPC ver. 2.1 Education and training by purpose EP4 Culture, sports and recreation training EP 5 Other education and vocational training Not in ISCED 92911 Cultural education services 92912 92919 93411 Sports and recreation educational services Other education and training services Vocational rehabilitation for persons with disabilities Vocational rehabilitation for unemployed Imputation Not in ISCED 93412 EP6 In-house training 8

Methodological and Measurement Methodological and Measurement Challenges Challenges STATISTICS STATISTICS Links to UOE data and USESCO NEA SAET NEA UOE Accrual Cash Cash - UOE provides coherent internationally comparable data set Subsidies, scholarships, other grants and student loans are part of education expenditures in UOE Student loans not included in SAET Ancillary services Connected products Resident units Resident units Domestic activities Formal education Non-formal education In-house training Formal education (Non-formal education) Formal education (R&D as cap. formation) R&D R&D Ancillary services Core educational goods and services Associated goods and services Current transfers related to education Transfers between financing units Transfers between financing units Student loans? Student loans 9

Methodological and Measurement Methodological and Measurement Challenges Challenges STATISTICS STATISTICS Scope of education and training Split the education part of pre-primary school from childcare Broad definition of (external) training i.e. both EP 5 - Other education and vocational training and EP 4 - Cultural, sports and recreation education but only the instructional part Military expenditure and training Include professional training within Defense Ministries E-learning is included but difficult to measure, especially free courses provided by non-market producers outside education Include textbooks and equipment directly used in education but exclude transportation, health services, school uniforms, services for the general public, etc. 10

Methodological and Measurement Methodological and Measurement Challenges Challenges STATISTICS STATISTICS In-house training Separate from external training paid by employer but produced by a third party (EP 5) already included in SNA In-house training (EP 6) extends SNA boundary Show estimated output as a separate category (EP 6) Market producers: record as additional output and intermediate consumption of the respective industry Non-market producers implicitly included in SNA but record as a separate type of output and final consumption Measured as sum of: Compensation of employees imputed cost for the time on training spent during working hours Direct expenses cost of trainers, training centers, training materials, etc. 11

Methodological and Measurement Methodological and Measurement Challenges Challenges STATISTICS STATISTICS In-house training Data sources o CVT surveys are most useful: information on number of staff trained, time spent on training, participants labour costs and direct costs o EU Labour cost survey: number of employees and average duration o Adult education and training surveys Generally all identified data sources are costly, not very regular, exclude some industries Experimental estimates in Norway evaluate in-house training at 12 per cent of total education expenditure 12

Methodological and Measurement Methodological and Measurement Challenges Challenges STATISTICS STATISTICS Internships and apprenticeship: Included only when part of an education programme and not (or low) paid. but challenges to deal with institutional differences and lack of data? 13

Satellite Accounts for Education and Satellite Accounts for Education and Training Training STATISTICS STATISTICS The AEG is invited to provide its opinion on: how the links between national accounts and UOE Manual could be ensured proposed scope and coverage of SAET and the proposed classification of EPs presented measurement challenges, especially methods and data sources for estimates of in-house training. How to encourage countries to compile such estimates in order to arrive at a more standardized methodology? Thank you! 14