This paper will focus on the relationship between education, government policies, globalization and economic development especially within the context of UK to analyze whether the British state has failed in promoting economic growth through education. Stewart (1996) has claimed that the global economy has increased opportunities for countries with strong educational policies and countries with good human resources and economic policies have attracted foreign investments experiencing rapid growth in output per capita…
Stewart suggests that poor or high educational emphasis can lead to a cycle of negative and positive growth in the economy which in turn would lead to formation of weak or strong educational systems. This analysis is based on the relationship of British economic growth and the educational policies since 1979. We discuss whether educational policies could or could not be used to promote economic growth considering R&D inputs and extent of state control.
Considering the changes in the educational approach Arthur (2005) argues that character education could be related to citizenship education that provides a basic framework to morals and values. There have been many changes within the British educational policy and after a period of neglect in moral values within education during the 1960s, between 1979 and 1997, Conservative governments have attempted to reinforce moral standards by establishing state control on the school curriculum. Arthur points out that the values that are now being emphasized by New Labour seeks to promote pragmatic moral ethics and behavior and along with meeting the needs of the pupil also raises school performance and meets the needs of the new economy by promoting democratic participation (2005, 242-245). Considering the diverse and differing views on what constitutes character or morality, Arthur (2005) shows that character education can be reduced to a set of behavior outcomes which may not serve the purpose of promoting higher ideals and ethics.
The conservatives' educational policies gave full freedom to every school to set its own admission policies. The Tories believed that the free school policies would rationalize education spending and help most popular schools to expand. Regular inspection of the school and examination of management activities has been recommended by the Tories. Conservative policies however encouraged universities to focus on breaking away from government control and establish greater autonomy through endowments. Conservatives have suggested that teacher shortages show that Labour has failed to deliver on education. The focus of conservatives is to have an educational policy with reduced class sizes and greater educational autonomy. However does educational autonomy signify economic growth
Jones and Thomas (2005) argue that fair access and widening participation of students are important within the UK higher education agenda. The strands of policies on government approach to access and participation have been examined by Jones and Thomas and they suggest that one aspect of government policies is based on attracting talented young people in an unreformed higher education system and the second strand suggests that there is a need for reform in such policies (Jones and Thomas, 2005, 622). The government's 2003 White Paper on the future of higher education highlights the differences between the economic and social objectives of education and also examines the notion of institutional differentiation. Jones ...
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The report will touch on the impact of British influences on the Indian education system. The report will also delineate the challenges facing the nation in the area of education, the policy developments in that context and the impact of the external pressures on these policies. In the last part, the report will delve on the contemporary challenges facing India as to the delivery of quality education to its ever augmenting population.
Economic growth is one of the major macroeconomic objectives. Economic growth is regarded as a necessary and desirable feature of modern economies . Economic growth is widely defined as ‘the sustained increase in real per capita incomes’ .
According to the paper higher education plays a major role in social, human and economic development. The role of institutions providing higher education is not only important but also complex. The higher education institutions show a number of different abilities and scope and can have impact on the processes of development through research, teaching and service.
A country's GNP per capita tends to be closely linked with other indicators that measure the social, economic, and environmental well-being of the country and its people". For example, generally people living in countries with higher GNP per capita tend to have longer life expectancies, higher literacy rates, better access to safe water, and lower infant mortality rates.
However, the real GDP per person in the country more than doubled between 1963 and 2003 (Parkin 425). In the rest of the world, specifically Asia, the growth in real GDP was even greater.
Specifically, a look at the world's seven biggest economies (United States, Japan, Canada, France, Germany, Italy and United Kingdom) shows that real GDP per person has grown steadily from 1963 to 2003.
Percentages encompassed in 1980 sum to less than 100 owing to the explanation that contributors depicted meager values. For instance, population in 1980 encompassed undersized statistics. This expounds
The modern methods uses construction of an aggregate index that combines different attributes such as HDI index used by UNDP. HDI combines health, income and education to make a weighted average index. The index is used to
Negative growth is when the economy is in recession and depression and vice versa and that is, the reason and features the article covers effectively. I suggest that an increase in economic growth is associated with improvement in the living standards of people.
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