An Education Gift — Integrated Cognitive and Non-Cognitive Skills — for Future Generations to Grow the Economy in the Digital Phase

Abstract

This paper summarizes arguments driving education policy discussion about a relationship between the growth of the economy and early childhood cognitive and non-cognitive skills. The first finding is that rising Harmonized Test Scores, including PISA test scores, do not contribute to labor productivity per person in high income courtiers in Asia, Europe, and North America. On the other hand, the test scores can drive the economy in high income countries in Africa, Caribbean, Middle East, and South America; upper middle-income countries in Africa, Caribbean, Middle East, Ocean, and South America; low middle-income countries; and low middle-income countries more than high-income countries. The second finding is that rising Harmonized Test Scores (HTS) are likely to connect to labor productivity per hour. By a simple regression by taking a logarithm, this study investigates the relationship between labor productivity per hour and the Program for International Student Assessment (PISA) test scores. The coefficient of determination is 0.60. It is not enough to get a sufficient result. Accordingly, the study discusses how labor productivity per hour in high income courtiers in Asia, Europe, and North America is associated with non-cognitive skills. In the digital economic phase, it seems that integrated cognitive skills and non-cognitive skills contribute to labor productivity per hour. We recommend that policymakers should invest in early childhood to not only maintain or improve PISA test scores but also to improve non-cognitive skills associated with psychology. Overall, this paper presents analysis and empirical results, aimed at building a more future-oriented education policy. The audience for this paper includes policymakers, educators, and economists.