Theoretical Precursors

Theoretical Precursors

It is impossible to do justice to existing models of education and growth in a few

sentences, but we must identify some key precursors. Early on, Nelson and

Phelps (1966) argued that a more educated labor force would imitate frontier

technology faster. The further a state was from the frontier, the greater the

benefits of this catch-up. Benhabib and Spiegal (1994) expanded on their work,

arguing that a more educated labor force would also innovate faster. Lucas

(1988) and Mankiw, Romer, and Weil (1992) observed that the accumulation

of human capital could increase the productivity of other factors and thereby

raise growth. Notice that, at this point, we have separate arguments for why 5

the stock of human capital, the rate of accumulation of human capital, and

distance to the technological frontier should affect growth. Our model

coherently integrates all these strands, is the first to distinguish between types

of education spending, and is the first to consider the interplay between the

composition of spending and a state's distance from the frontier

In the Lucas and Mankiw, Romer, and Weil models, a state's rate of growth depends 5
on the rate of accumulation of human capital. Ha and Howitt (2005) point out that
such models are hard to reconcile with a state like that U.S., which has sustained
growth despite a slowing of its rate of accumulation of human capital.
See Barro and Sala-I-Martin (1991) and the many papers that cite it.

Some Background on Education and Growth

Some Background on Education and Growth

There is ample anecdotal and correlational evidence suggesting that education

and economic growth are related, but the evidence points in a variety of

directions. For instance, if one favors the education-innovation link, then one

might compare Europe and the U.S. in recent years, when Europe has grown

more slowly. Sapir (2003) and Camdessus (2004) argue that the slower growth

may have been caused by the European Union's relatively meager investment

of 1.1 percent of its gross domestic product in higher education, compared to 3

percent in the U.S. One might also look at studies such as Scherer and Hue

(1992), who--using data on 221 enterprises from 1970 to 1985--show that

enterprises whose executives have a high level of technical education spend

more money on research and development that lead to innovations.

If one favors imitation or other channels through which education affects

growth, one might note that, in the thirty years after World War II, Europe

grew faster than the U.S. even though it invested mainly in primary and

secondary education. Similarly, the "Asian miracle" (high productivity growth

in Asian countries like South Korea) is associated more with investments in

primary and secondary education than with investments in higher education.

Examining cross-country correlations, Krueger and Lindahl (2001) conclude

that "[overall,] education [is] statistically significantly and positively associated

with subsequent growth only for the countries with the lowest education."

Clearly, the education-growth relationship is not so simple that one can

compute average years of education in a state and confidently predict growth.

We believe our model clarifies matters

EDUCATION and ECONOMIC

EDUCATION and ECONOMIC GROWTH

1 Introduction

Should countries or regions (generically, "states") invest more in education to

promote economic growth? Policy makers often assert that if their state spends

more on educating its population, incomes will grow sufficiently to more than

recover the investment. Economists and others have proposed many channels

through which education may affect growth--not merely the private returns to

individuals' greater human capital but also a variety of externalities. For

highly developed countries, the most frequently discussed externality is

education investments' fostering technological innovation, thereby making

capital and labor more productive, generating income growth.

Despite the enormous interest in the relationship between education and

growth, the evidence is fragile at best. This is for several reasons. First, a

state's education investments are non-random. States that are richer, faster

growing, or have better institutions probably find it easier to increase their

education spending. Thus, there is a distinct possibility that correlations

between education investments and growth are due to reverse causality (Bils

and Klenow, 2000). Second, owing to the poor availability of direct on

education investments, researchers are often forced to use crude proxies, such

as average years of educational attainment in a state. Average years of

education is an outcome that people chose, given their state's investments in

education. It depends on returns to education and is, thus, far more prone to

endogeneity than is the investment policy. Furthermore, because the average

year of education counts an extra year of primary school just the same as a

year in a doctoral (Ph.D.) program, average years of education cannot inform

us much about the mechanisms that link education investments to growth. It

is implausible that making one additional child attend first grade generates

technological innovation, and it is equally implausible that adding another

physics Ph.D. affects basic social institutions, fertility, or agricultural

adaptation (all mechanisms that might link education

Women's education in pakistan

Women's education in pakistan

Pakistan has one of the lowest literacy rates in the world. The picture of our educational system and its outcome is grim and bleak. More than 40 percent of girls never get into school and the situation gets worse in our rural areas where due to social and cultural impediments girls are deprived of this basic right. If we compare the provincial status of women's education in Pakistan, women from Khyber Pakhtunkhwa (KP) and Balochistan are illiterate to a higher extent, mostly due to the conservative environment and lack of educational facilities.

In our northern tribal areas the education of girls is strictly prohibited on religious grounds. Those girls who do enrol in schools have an attendance rate lower than boys. Stopping girls from going to school on a religious basis, I believe, is a gross misinterpretation of Islamic teachings. The Constitution clearly emphasises the proper deliverance of women rights so that they can be streamlined. Unfortunately this has not been the case. On the contrary they are exposed to violence and unemployment. Women in Pakistan constitute 51 percent of the total population but still our country is not in a position to facilitate such a massive workforce with education or employment and provide them their basic rights.


The international community celebrates International Women's Day to emphasise the importance of women's rights worldwide. They formulate different policies and make them practical, so that the women of their society can be properly educated according to modern standards. I would like to highlight the grave discrimination women face in our society and it is very important that they be provided with their due rights that are given to them by our religion and the Constitution.

Which Country has Best Education System in the World

Which Country has Best Education System in the World 

Education is one of the necessities of the humans and, therefore, a prime responsibility and obligation of the states and governments to impose it without any regional or class discrimination. A state is a combination and arrangement of a number of systems being run by the state machinery. Among the others, Education is a system that requires an organized systematization, coordination and structural development from grassroots to higher levels of and around the society. The education itself is a proof to the progressiveness and development of the nations.The most developed nations in the worlds have most developed and best education systems while, the underdeveloped, struggling ones and one with the bad economy and global ranks have the bad education systems when compared to the developed ones. West is considered to be the most developed ones when it comes to education which however isn’t the case especially when you talk about the USA, Australian continent and overall European continent. Here is a list of top ten 20 countries with doing well and strengthening their education systems. The rankings are confirmed with the combination of the OECD’s Pisa tests, international tests, Int. Mathematics & Science Study, Int. Reading Literacy Study and other US Studies. Asians (South and South East followed by Norwegians) and then others are once again leading the world in the best education providers of the world. - See more at: http://www.whichcountry.co/which-country-has-best-education-system-in-the-world/#sthash.GWhcnOme.dpuf

Japan and south-Korea have fierce competition for the 1st rank. Koreans defeated Japan in 3 levels. Japan despite investing in childhood education is compromised in some rankings as no#2 and almost tying with Japan in the ranks. Do you know that children in South Korea attend school often seven-day a week? The national education budget estimated last year was $11,300,000,000. Korean is the primary language and learning mode of the country. The literacy rate is total 97.9% out of which males are sharing 99.2% and 96.6% of females. Korea’s economic development and prosperity is a proof to its development and innovation in education. Apart, from Korean, strong efforts have been made to pour quality English language in the education systems. The GDP (PPP) per capita estimated in 2014 is $34,795. - See more at: http://www.whichcountry.co/which-country-has-best-education-system-in-the-world/#sthash.GWhcnOme.dpuf