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21 Cards in this Set
- Front
- Back
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Todoro (1989)
Education and Development (on Returns) |
Returns:
Fundamental conflict: Private and Social ROR are inversely related As qualifications increase, wage inequality increases demand driven expensive unemployment insurance Warns against overeducation |
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Todoro (1989)
Education and Development (on Ed & Dev) |
Education and Development
FIRM Fertility: will decrease with girls ed, but must have jobs Inequality/Poverty: who benefits (tertiary subsidies, etc), OCs, Rural dev: to lessen inequality, also focus on health, nutrition, curriculum Migration internal: rural to urban External:Brain drain, focus on local issues (ex. Tropical disease), tax foreign earnings |
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Feinberg & Soltis on Functionalism
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Depersonalized
Role differentiation/Solidarity Schooling plays role formerly played by family (skills more complex), vital part of transition from family to adult member of society Stages: traditional (static), transitional to modernity, modern |
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Dreeben (1968- On What is Learned in School)
(from F & S) |
Four norms give psychological capacity to function & occupy social position
Universality: everyone judged by same standard Specificity: grouped for comparison Achievement: judged according to performance, not intention Independence: you are accountable for own actions |
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Why moved from ascribed to achieved status?
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1. family skills obsolete
2. expanded need for talent means need to expand pool 3. ascribed leads to instability |
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Functionalist Role of schools:
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Assimilation
Political socialization (loyalty to larger group) Modernization: individualism, meritocratic beliefs, hc (Inkeles & Smith; McClelland; Eisenstadt) |
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Critiques of Functionalism
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Merton (20th C. American)
focus on status quo, manifest (intended and recognized) & latent (not recognized) functions social function v. individual needs Anthony Giddens (l. 20th C. British) Individual actors, agency Power relations (for whom latent, and for whom manifest?) |
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Porter & Sheppard (1998)
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Pre-Industrial revolution: mercantilism (exports > imports, precious metals)
Industrial Revolution: Smith (tech skills w/which labor applied), Malthus, Ricardo (FT/specialization) Marx: socio/political Modernization: Rostow Structural Functionalism Parsons, McClelland, Eisenstadt (modernizing elites) |
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Critiques of Modernization (P&S, 1998)
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Doesn’t explain:
Status quo/historical which functions are productive/dysfunctional how happened, why endogenous to Europe |
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Sobel (1982) Impetus for HC (3)
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Cold war rivalry/Sputnik (Russian model: early testing – gov’t subsidies)
Desire to develop 3rd world/3rd world desire to speed development Marshall plan failure |
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HC approaches (Sobel, 1982)
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Correlational (pdn function)
ROR Manpower/Education forecasting |
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HC appeal (Sobel, 1982)
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HC Appeals to:
Microeconomists (numbers) Liberals (equity) Conservatives (econ. Growth) HC prevails despite criticisms Externalities not included, so returns are underestimated |
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Rate of Return studies
(Sobel, 1982) |
ROR studies
Easy criterion Huge data problems Psacharopoulos 5 generalizations |
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Psacharopoulos 5 ROR generalizations
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1. Primary highest
2. HC > PC 3. Developing > developed 4. Migrators > non-migrators 5. HE most expensive |
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ROR by field
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High: Engineering, Dentistry, Business, Economics
Med: Humanities, Law, Physical Sciences Low: Teaching, Agronomy, Agriculture |
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Correlational Studies
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Galeson & Pyatt (ILO)
Dev 1951-1961 50+ countries HE enrollments with income productivity Low explanatory power, but still used as rationale |
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Residual approach
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Residual approach:
Use GNP or P/C income Solow (1950s) Denison (42% of US growth 1929-1957 from HC) Not used much – data restrictions |
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Manpower Planning
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Manpower Planning
Parnes (OSU 1962) Rapid Growth in 1950s show need for engineering, scientific manpower Set growth target, gives needed productivity increase & manpower needs Account for deaths, etc. gives need for schools, teachers, etc. |
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Combinations of methodology studies (2)
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Combinations of methodology:
Bowles looking at Nigeria (max CB) Adelman looking at Argentina (max national income) |
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Critiques of HC
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Critiques of HC
60s-70s Blaug (1976) Bowen (1964) Schaeffer (1961) Jencks (1972) Dependency Theorists |
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Why didn’t HC work?
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Too much expansion
Spending on Higher, Secondary to detriment of primary High ROR fields cut costs lowers quality and places, Students shift to lower ROR fields as consequence Manpower planning is overly optimistic Overeducation, bloated public sector, instability, external migration |
