ERIC Number: ED404203
Record Type: Non-Journal
Publication Date: 1993-Sep
Development and Education. International Commission on Education for the Twenty-First Century, Second Session (Dakar, Senegal, September 18-22, 1993).
This paper reviews the evolution of the different theories concerning education as a factor of development. It is important to see exactly how the struggle against scarcity and the production of material goods can be made more effective by allocating financial and human resources to the production and transmission of knowledge. The growth theory of the 1960s and 1970s, seeking to account for the typical features that characterized the swift and regular growth of industrial countries, revealed two ways in which education could help to increase the national product: (1) by direct intervention, in line with the theory of human capital, through improvement of the labor factor in the form of higher qualifications; and (2) by indirect intervention in guise of what at the time was called the "unexplained residue of growth," or "technological process" that was understood as a kind of mishmash of the intellectual curiosity, inventiveness, quality of information of the population as a whole and not merely the workforce. The 1980s and 1990s gave fresh impetus to the theory of development through education. Rapid rates of growth were recorded in countries known precisely for the size of their investments in education. Two principal stages in the construction of economic models of the role of education in growth and development are distinguished: (1) the stage marked by the emergence of models of growth incorporating investments in human capital; and (2) the stage marked by the recasting of these models, which culminated at the end of the 1980s in the form known as models of endogenous growth. (DK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: International Commission on Education for the Twenty-First Century (UNESCO), Paris (France).