Assessing the Equalization Potential of Education.

Autor/in	Levin, Henry M.
Institution	Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Titel	Assessing the Equalization Potential of Education.
Quelle	(1979), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Developing Nations; Economics; Educational Benefits; Educational Policy; Elementary Secondary Education; Foreign Countries; Human Capital; Income; Postsecondary Education; Social Change; Socioeconomic Status; Speeches; Surveys; El Salvador + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Developing country; Developing countries; Entwicklungsland; Volkswirtschaftslehre; Bildungsertrag; Politics of education; Bildungspolitik; Ausland; Humankapital; Einkommen; Post-secondary education; Tertiäre Bildung; Sozialer Wandel; Socio-economic status; Sozioökonomischer Status; Survey; Umfrage; Befragung
Abstract	The human capital concept of neoclassical economics holds that increased education will lead to increased productivity and to higher wages. Job queue and labor market segmentation theories argue that improved education merely drives up employment criteria and that the socioeconomic background of the employee is a more significant indicator of earning potential. Marxist theory claims that education is a training process for the capitalistic system, which uses disparate wages simply as a means to structure and control the work force. With these concepts as a background, the author of this document conducted a research project intended to produce a methodology for predicting the potential effects of various educational strategies on the equalization of earned income among males. The method, described in this document, depends on obtaining accurate responses to survey questions concerning educational attainments, backgrounds, occupations, and earnings. A test of the method in El Salvador is described. The author concludes that the impact of education on wealth equalization is far less than has been traditionally supposed and that attempts to equalize wealth through educational strategies are doomed to failure unless those strategies and goals are appropriate to the political and economic structure of the country. (Author/PGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC