What does your walking say about your true age?

By Daniela Weber, research scholar in the IIASA World Population Program.

Did you ever notice that you walk faster than your friends, or are you the one lagging behind? Your walking speed doesn’t only reveal how fast you walk; it can predict survival and the “slowing down process” and – according to a recent study – it can tell how old you are in terms of your physical fitness. If you are highly educated, or work in a non-manual job, you could be up to 15 years younger when it comes to your “walking age”—the age you are supposed to be according to your physical performance.

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Your chronological age does not necessarily reflect your “walking age,” which can be much younger depending on your lifestyle.

For almost all of us, walking is necessary for our everyday lives. For instance, did you know that walking at about 1.1 meters per second (m/s) means that you can cross the street safely in time before the light changes? The decline in walking speed starts around age 60, previous research has found, and a speed of less than 0.6 m/s is associated with substantial impairments to daily life. In my new study, I investigated physical aging and particularly the walking age of older adults in England.

It’s well documented that higher socioeconomic status is positively associated, for older individuals especially, with better physical functioning, such as faster walking. My results confirmed the effects of education, occupation, and regional wealth on physical aging. For instance, a more highly educated 70 year old walked around 0.1 m/s faster at their normal pace than a less educated person of the same age. I noticed a gap of a similar magnitude comparing manual and non-manual workers, with a higher walking speed in those that worked in non-manual jobs.

Interestingly, living in a wealthier region was also associated with higher walking speed, although the difference is only minor. The positive effect of living in a wealthier area might be down to fitness as a result of daily routine. People living in wealthier, urban areas are more likely to walk to the shops or to catch public transport than their counterparts living in rural areas, where people tend to use their cars for shopping or commuting.

What does a difference of for instance 0.1 m/s mean and why is it important? I highlighted the differences by converting them into years of age. In a nutshell, less educated 70-year-olds walked on average at the same pace as more highly educated individuals who were 6.5-9 years older. At higher ages they had lost 2.5 years of walking age, which has been linked to many general health issues. Overall, the advantage of more education, non-manual work, or living in a wealthier region comprises up to 15 walking age years for men and up to 10 years for women. However, the size of the advantage declines with increasing age.

More information: IIASA Research Project: Reassessing aging from a population perspective

Reference
Weber D (2016) Differences in physical aging measured by walking speed: evidence from the English Longitudinal Study of Ageing. BMC Geriatrics, 16(1):31 [December 2016] doi:10.1186/s12877-016-0201-x

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Why universal secondary education can help fight climate change

By Raya Muttarak, IIASA World Population Program
This blog was previously posted on the GMR’s World Education Blog

Not only have climate scientists agreed that humans are contributing to climate change, but recent evidence also points out that the rate of warming is happening much faster now than it ever has before.  This is why, at the UN Climate Conference in Paris this month, world leaders sought to reach a new international agreement on climate change, essentially to keep global warming below 2°C (or 3.6°F). Rising temperatures pose threats on food and water security, infrastructure, ecosystems and health and, as a previous blog on this site shows, increases the risk of conflict. With an upsurge in the frequency and intensity of extreme weather events and the potential for rapid sea level rise, both mitigating human-related exacerbation of climate change, and adapting to its devastating effects are key priorities. This is where education comes in.

Both mitigation and adaptation require technological, institutional and behavioral responses. Correspondingly, the Intergovernmental Panel on Climate Change highlighted the value of a mix of strategies to protect the planet, which combine policies with incentive-based approaches encompassing all actors from the individual citizen, to national governments and international communities. Because, while national and sub-national climate action plans are fundamental, changing individual behaviour also lies at the heart of responses to climate change.

At the individual level, barriers to the adoption of mitigation and adaptation measures include a lack of awareness and understanding of climate change risk, doubt about efficacy of one’s action, lack of knowledge on how to change behavior and lack of financial resources to implement changes. Accordingly, there are many sound reasons to assume that different education strategies can help overcome these barriers both in direct and indirect manners.

First, directly formal schooling is a primary way individuals acquire knowledge, skills, and competencies that can influence their mitigation practices and adaptation efforts. Schooling provides a unique environment to engage in cognitive activities such as learning to read, write, and use numbers.

Students in Indonesia learn about living with nature. Credit: Nur’aini Yuwanita Wakan/EFAReport UNESCO

Students in Indonesia learn about living with nature. Credit: Nur’aini Yuwanita Wakan/EFAReport UNESCO

As students move to higher grades, cognitive skills required in school become more progressively demanding and involve meta-cognitive skills such as categorization, logical deduction and cause and effect. This abstract cognitive exercise alters the way educated individuals think, reason, and solve problems. Indeed, experimental studies have shown that higher-order cognition improves risk assessment and decision making. These are relevant components of reasoning related to risk perception and making choices about mitigation and adaptation actions.

Furthermore, education enhances the acquisition of knowledge, values and priorities as well as the capacity to plan for the future and allocate resources efficiently. Schooling can help individuals adopt, for instance, disaster preparedness measures by improving their knowledge of the relationship between preparedness and disaster risk reduction. Moreover, educated individuals may have better understanding of what measures to undertake. Recent evidence also shows that education can change time preferences such that more educated people are more patient, more goal-oriented and thus make more investments (e.g., financial, health or education investments) for their future. Such forward-looking attitudes can influence adoption of mitigation actions or adaptation measures where benefits may only be expected by future generations.

Apart from the direct impacts, education may indirectly reduce vulnerability or promote mitigation actions through other means. Firstly, education improves socio-economic status as education generally increases earnings. This allows individuals to have command over resources such as purchasing costly disaster insurance, living in low risk areas and quality housing, installing renewable energy sources at home or being willing to pay carbon taxes.

Secondly, many empirical studies have shown that people with more years of education have access to more sources and types of information. The level of education is not only highly correlated with access to weather forecasts and warnings but the more educated are better able to understand complex environmental issues such as climate change than less educated counterparts.

Knowing where to get information on how to reduce emissions or what adaptations to take allows individuals to change their behaviour appropriately. Indeed, there is evidence that good understanding of climate change or environmental knowledge are associated with climate change mitigation behaviours such as consumption of climate-friendly food, owning fuel-efficient vehicles and conservation behaviour.

In addition, more educated individuals also have higher social capital. A perception of risk and motivations to take preventive action are more likely to be communicated via social networks and through social activities. Evidently, through increasing socio-economic resources, facilitating access to information and enhancing social capital, education can promote and foster sustainable lifestyle and consumption.

Despite these potential benefits on climate action, education has not yet been sufficiently prioritized as a fundamental instrument to fight climate change. Recently researchers at the Wittgenstein Centre for Demography and Global Human Capital based in Vienna have produced convincing empirical evidence that education, particularly (at least) secondary school, is important for reducing vulnerability to climate change. By showing that education enhances disaster responses, reduces loss and damage and facilitates recovery after disasters, it was argued that part of Green Climate Fund should be spent to promote universal secondary education.

Likewise, education has also been shown to be an important determinant of sustainable lifestyle and consumption. As another blog on this site has shown recently, individuals with a higher level of education are more likely to be concerned about climate change and consequently more likely to take actions to reduce greenhouse gas (GHG) emissions. The Figure below clearly demonstrates how the number of mitigation actions increases with years of schooling. Not only do the highly educated carry out more mitigating actions, education also interacts with concern about climate change. In other words, given the same level of concern about climate change, the highly educated are doing even more to reduce GHG emissions than those with lower education.

Figure 1: Number of mitigation actions taken by years of schooling and concern about climate change

Notes: Own calculation. Estimated from multilevel models with country random effects. Source: Pooled Eurobarometer Surveys (2008, 2009, 2011, 2013).

Notes: Own calculation. Estimated from multilevel models with country random effects. Source: Pooled Eurobarometer Surveys (2008, 2009, 2011, 2013).

Responding to the challenges of climate change is going to require action on multiple fronts. Ignoring the impacts of education on climate change is no longer an option. Promoting universal secondary education should be given a high priority on the agenda as we look forward past last week’s Paris meeting.

This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Education and crime in South Africa

By Anne Goujon, IIASA World Population Program

If you live in South Africa and did not complete high school then your chances of committing crime, being caught, and sent to jail are pretty high.  This is what we can tell from comparing the education characteristics of the population of inmates in South Africa with that of the population who was not in jail. A recent study that I conducted with a team of African and European researchers in the framework of the Southern African Young Scientists Summer Program confirms some findings from previous research, such as this 2010 study that found that education has a statistically significant effect on crime.

South Africa spends about 8 billion dollars a year on public order and safety. Violence and related injuries are the second primary cause of death in South Africa, and in the last 10 years, the prison population rate has been in a range from 300 to 400 per 100,000 people, one of the highest rates in the world.

© straystone | Dollar Photo Club

© straystone | Dollar Photo Club

South Africa is still plagued with the after-effects of its apartheid history, which enforced sub-standard education for different racial groups, creating a polarized society. The disparity in education between white and other racial clusters actually widened after the fall of the apartheid government. At the same time—and not unrelatedly, as shown by our study—the apparently peaceful transition to a democratic regime was accompanied by a rise of crime and violence, a gauge of the dichotomized South African society and its high levels of social exclusion and marginalization.

Indeed, our analysis of the 2001 census shows that the effect of education on criminal engagement – meaning in this study actually serving time in prison for a crime – differs by race. This suggests that there is an interaction effect between race and education.  The negative relationship between being highly educated and the likelihood of being incarcerated is linear for respondents of mixed ethnic origin (or “colored” according to the South African classification), Indians, and to a lesser extent also for Africans. For white respondents, however, the effect of education creates a bell-shaped graph, with the richest and poorest people less likely to be in prison, and the medium levels of education associated with the highest probability to be in prison.

 Share of the general and inmate population by level of educational attainment, South Africa, 2001

Share of the general and inmate population by level of educational attainment, South Africa, 2001

We also looked at the empirical results from a sample drawn in the Free State province—a crime hot spot – which indicated that a person’s native language, a proxy for race and place of origin, has a statistically significant influence on the likelihood to commit a contact . We also found that the probability of committing contact crimes, including vandalism, threat, assault, and injury, decreased with years of education, while the likelihood of committing economic crimes, including tax fraud, increases with years of education

This research provides another good incentive to invest in education in South Africa, and particularly to insist on all children completing upper secondary education finishing with grade 12.   Education statistically significantly decreases the probability of engaging in criminal activity. Hence, it should be included in the National Crime Prevention Strategy, particularly in some targeted provinces within South Africa.

Reference

Jonck, Petronella, Anne Goujon, Maria Rita Testa, John Kandala, 2015, Education and crime engagement in South Africa: A national and provincial perspective. International Journal of Educational Development, 45: 141–151. doi:10.1016/j.ijedudev.2015.10.002.  http://www.sciencedirect.com/science/article/pii/S0738059315001248

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Why education should top the development agenda

By Wolfgang Lutz, IIASA World Population Program Director and Founding Director of the Wittgenstein Centre for Demography and Global Human Capital (Originally published on the World Economic Forum Agenda Blog.)

Lutz2

Wolfgang Lutz

Few people would dispute the importance of education in our lives and those of our children. For good reasons, in virtually all industrialized countries, education is compulsory for everybody for at least 10 years.

In developing countries, however, 780 million women and men remain illiterate. Moreover, about 60 million children of school age are not at school.

Yet instead of making a concerted global effort to bring all children to school, less than 4% of official development assistance funds basic education. Over the past seven years, UNESCO and UNICEF report a decline in basic education.

Many think education is an aspect of social development that comes as a by-product of economic growth. This is wrong. Education is an absolutely necessary precondition of economic development.

Bill Clinton’s famous mantra, “It’s the economy, stupid!”, may be a useful slogan for an election campaign, but it is misleading in setting the priorities for sustainable development. It’s not primarily the economy, nor money, that makes the world go round and determines progress in human well-being. Much more important than the content of people’s wallets is the content in their heads. And what is in our heads is formed and enhanced by education which, in turn, helps fill the wallets, improves health, improves society and the quality of institutions, strengthens resilience at all levels and even makes people happier.

I could discuss the ample scientific statistical analysis to prove the transformative role of education in development. But more convincing may be historical success stories.

Finland was one of the poorest corners of Europe in the late 19th century. In 1868-1869 it suffered the last great famine in Europe not induced by political events. Almost half of the children died in this hopelessly underdeveloped and poorly educated economy based on subsistence agriculture.

After that tragedy, the Lutheran Church, supported by the government, launched a radical education campaign: young people could marry only after they passed a literacy test. The number of elementary school teachers increased by a factor of 10 over just three decades and by the beginning of the 20th century all young men and women in Finland had basic education. In 1906 Finland was the first country in Europe to grant women the right to vote and the subsequent economic development, based primarily on human capital, made Finland one of the world’s leaders in technology, innovation and, as a result, competitiveness.

In the early 1960s, Mauritius was a textbook case of a country stuck in the vicious circle of high-population growth, poverty and environmental destruction. Following the advice of scientists such as James Meade, the government launched a (strictly voluntary) family planning programme together with a huge push on female education. This led to rapid fertility decline plus economic growth, first through the textile industry based on semi-skilled female workers, then in upmarket tourism and more recently in banking and high-tech information technology. Mauritius is the only such success story in sub-Saharan Africa. The country managed to escape the vicious circle of poverty and underdevelopment through investment in human capital.

© Nafise Motlaq / World Bank

University students in Malaysia. © Nafise Motlaq / World Bank

Japan, Singapore, South Korea and finally China have similar stories but the timing is different. The Chinese experience shows that such success is not confined to remote and tiny island or city states. The highly elitist appreciation of education in Confucian tradition became transformative for the country once it was combined with the (originally) protestant approach of a broad-based education. Again, these countries built their stunning success stories primarily on improvements in human capital and without significant raw materials or international assistance. Economic growth followed the education expansion.

There is little doubt about the cause and effect between education and human well-being. Neurological research shows that every learning experience builds new synapses making our brains physiologically different for the rest of our lives. Education expands the personal planning horizon and leads to more rational decisions and less fatalism. It clearly empowers people to access more information, contextualize it and make conclusions that are more conducive to personal and societal well-being.

Well educated people are better at adopting good habits such as physical exercise, safe sex or quitting smoking. Education has many other effects on health from lowering child mortality to postponing disability and cognitive decline in old age, besides the commonly cited effects on income and employment. There is even the surprising finding that education makes people happier despite the fact of making them more aware of potential problems. Unsurprisingly, universal education reduces vulnerability to natural disasters and helps people adapt to climate change.

About a decade ago, I discussed some of this evidence with the Nobel laureate Gary Becker. He said: “Well, when I think about it, I cannot think of anything for which I rather would be less educated than more educated.”

Now we need to educate the economists and policy-makers to make it a much higher priority in the development agenda.

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.

Journey of your life: Demography for the demos

By Samir K.C., IIASA World Population Program

How old are you? This is the most basic demographic question about an individual, and an easy one to answer. What is the population of the world or your country? Well, many who read the news roughly know the number, about seven billion for the world and more than a billion in China and India. But when asked more detailed questions about demography, “What percentage of people are younger than you in the world or your country?” or “What’s the remaining life expectancy for you in your country and the world?” the eyes start rolling. Such questions are important because they lead to better knowledge and awareness about the population, especially the question of life expectancy.

(Photo: UN Photo/Sebastiao Barbosa)

(Photo: UN Photo/Sebastiao Barbosa)

This is why I, with my colleagues Wolfgang Fengler (World Bank), Benedikt Gross (data visualization designer), and many others, have developed a website where people can find out their respective place in the world population or the country population: population.io.  The website was launched last Saturday at the TEDxVienna.

How long will we live? Most of us in the general public do not know the answer.  But demographers and actuaries can actually project the expected date of death for populations, based on factors such as place of residence, age, and sex. Demographers use data on deaths occurring during a period and the population structure to estimate death rates. These death rates are then included in the life table calculations that show, among other details, expected number of years of remaining life given one’s place of residence, age, and sex.

On population.io, you can find your own expected death date, based on population projections and details such as where you were born, where you live, and your sex. Of course, this date is just an average with a distribution. If the remaining life expectancy for a 40-year-old is 30 more years,  that does not mean that all today’s 40-year-olds will die in 2044: roughly half will die earlier and half later. But we hope that exploring this tool will give people some insight into the world and their country’s population and their place within it.

How do we know how long you will live?
To answer this question, we use population projections. To make good population projections, demographers need information about the demographic structure, including current age and sex structure and assumptions about the future scenarios of mortality,  fertility, and migration. A “cohort component” method is then applied to calculate the future population size and structure and to obtain number of births, deaths, and migration. This method projects each cohort born in the same one- or five-year period forward in time, to replace the older cohort occupying the age. In the process some die or migrate out (population decreases) and some migrate in (population increases), while women in reproductive age groups might give birth to children, who will then enter the population as a new cohort. All of these numbers and assumptions are needed for many purposes within and outside the discipline of population studies including for a proper answer to our question, “How long will I live?”

Here’s how the calculations behind population.io work. As an example, I’ll take myself: For a male of my age,  40 years old, on average according to the current global mortality rates, my remaining life expectancy would be about 37 years. This is bit scary for me – that means as an average “global citizen, I would die at age 77. In Nepal, where I am from, my life expectancy would be a little more than one year less. However, since I will most likely live in Austria, my remaining life expectancy increases to 43 years, an increase of 7.4 years due to migration.

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On population.io, you can explore–among lots of other population data–how living in a different country would affect your life expectancy. Click to try it yourself!

Now, if I add that I belong to the highest category in terms of education, what will happen to my life expectancy? Though education is not yet included in the population.io, it turns out that that also depends to a large degree on where I live. In Portugal or Italy, a person with a university degree would have lesser advantage compared to those with lower secondary education or below (2.5 and 2.6 years more respectively) than someone living in Estonia (13.8 years more) or the Czech Republic (12.5 years), Hungary and Bulgaria (12.1 years).

What if I am a smoker? Do not exercise? These factors too play an important role in future life expectancy, and we plan to add them soon to the population.io Web site.

Note: This article gives the views of the author, and not the position of the Nexus blog, nor of the International Institute for Applied Systems Analysis.