CHARTING THE NEXUS: A COMPARATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN EDUCATION, ECONOMIC GROWTH, AND STATE FORMATION IN PAKISTAN AND SOUTH KOREA (original) (raw)
Related papers
2016
We may examine the relationship between higher education and economic growth by comparing the Republic of Korea to the Republic of India. How do political educational decisions impact economic growth? Although both countries began with relatively underdeveloped economies at the time of their independence in the late 1940s, these two countries took different trajectories in organizing their higher education systems. Korea’s strategic and sustained investment in education (along with the private sector) has helped the economy to soar. India, on the other hand, has neither strategized nor channeled its resources for the development of higher education. India appears to have been fallen prey to a competency trap, the presumption of many policy makers that secondary and higher education may not be central for economic growth. Her economy will continue to suffer until political commitment shifts and the country massively invests in higher education, thus unlocking vast potential.
EDUCATION POLICIES UNDERLYING SOUTH KOREA'S ECONOMIC SUCCESS
Countries’ education level is the most important driving force for economic development. Scientific researchs demonstrate that there is significant relationship between education level and development elements which are economic growth, political and social developments. South Korea was on the border of starvation after the second world war although today it is among the world's most advanced economies. It is known that education policy and stable policies in this field have important role South Korea's phenomenal success in area of development. The purpose of this study, is to examine South Korea's educational policies underlying economic success. In this respect, the findings obtained from the literature is evaluated and evident education factors are described in eight different titles. The eight main factors are as follows: (1) higher allocation of general budget for education, (2) importance of teacher training, (3) quality approach in higher education, (4) large targets in field of science and technology, (5) importance of English training, (6) using effectine information technologies in education, (7) gifted education, (8) high teacher salaries.
Economic growth and education: a new international policy
22nd SID World Conference. Santiago de Compostela, 1997
First of all this paper presents a world wide view of economic growth and education in 1994, with data of population, gross domestic product per head, and public expenditure on education per head for 199 countries grouped in 40 geographical areas. In the second place the paper present an international production function that includes both physical capital and human capital, measured by the stock of population with secondary education of second level complete, as factors of production. The model was fitted with data of 37 countries, of different levels of development, and shows a good fit and the significativeness of the coefficient of both variables. Education has a positive influence in economic development As many countries are very far below the world average of production and education expenditure by inhabitant, measured in purchasing power parities around 5620 dollars for production and 257 for education expenditure by inhabitant, the only way to improve their situation is to foster international cooperation , as many of those countries are unable to cope with their challenges because they are so poor. Education has a positive influence on economic growth also reducing excesses in fertility average rates, creating a social environment that improve productive investment, making workers more productive and voters more prepared to choose a good government and promote reasonable socioeconomic policies. The international cooperation should improve also, where needed, better quality in education contents of human values, promoting respect to peace, human rights and equality
A Comparative Study of State Social Policies on Education and Its Shadow in South Korea and Iran
Education and private tutoring activities particularly are under influence of state social policies. The paper uses term " social policy " to show macro social and political attitudes of each state toward education. This paper compares social policies concerning education and its shadow in six states of South Korea with their four counterparts in Iran from 1980 to 2010. An overview of each state's policy in both countries provides two main similarities. First, during the last three decades, policies did not control the rapid expansion of the shadow education system. Second, the state policies indicated a contradictory situation which simultaneously limited and accelerated the expansion of private tutoring activities. Despite these similarities, state policies necessarily did not lead to the same results. While, change and transformation in the political structure in South Korea (i.e., from a totalitarian toward a neoliberal system) presumably has redefined the role of the shadow education system as a tool in the service of social and economic development of the country; In Iran, however, the political system, through a cyclical policy process (i.e., closed to semi-open to closed), seems to have accelerated a " brain drain " phenomenon as the outcome of private tutoring activities.
Education as a Factor Influencing the Development of National Economy
2015
An Introduction to ATINER's Conference Paper Series ATINER started to publish this conference papers series in 2012. It includes only the papers submitted for publication after they were presented at one of the conferences organized by our Institute every year. This paper has been peer reviewed by at least two academic members of ATINER.
Education Quality and Economic Growth
2007
All rights reserved 1 2 3 4 5 10 09 08 07 This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors of The World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.