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The international community generally agrees on the essential role of training and education in the development process. This role is all the more important in the new information and knowledge economy. In fact, this is a field where conflicts arise–?for example, in terms of values and knowledge transmitted, tensions between universalism and singularities, differentiated access to school according to socio-economic groups, or differentiation within States. This is reflected both in statistical and empirical studies and in theoretical analysis. At the heart of this paradox, we find the question of measurement and the role of power. This article will first deal with the general measurement of development, and secondly with the specific measurement of the micro and macro economics of education with the limits of the measurement of the multidimensional effects of education on development.