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This volume honours the contributions Claudia Goldin has made to scholarship and teaching in economic history and labour economics. The chapters address some closely integrated issues: the role of human capital in the long-term development of the American economy, trends in fertility and marriage, and women's participation in economic change.
This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.
A diverse array of factors may influence both earnings and consumption; however, this work primarily focuses on the impact of investments in human capital upon an individual's potential earnings and psychic income. For this study, investments in human capital include such factors as educational level, on-the-job skills training, health care, migration, and consideration of issues regarding regional prices and income. Taking into account varying cultures and political regimes, the research indicates that economic earnings tend to be positively correlated to education and skill level. Additionally, studies indicate an inverse correlation between education and unemployment. Presents a theoretical overview of the types of human capital and the impact of investment in human capital on earnings and rates of return. Then utilizes empirical data and research to analyze the theoretical issues related to investment in human capital, specifically formal education. Considered are such issues as costs and returns of investments, and social and private gains of individuals. The research compares and contrasts these factors based upon both education and skill level. Areas of future research are identified, including further analysis of issues regarding social gains and differing levels of success across different regions and countries. (AKP).
The Adam Smith Review provides a unique forum for interdisciplinary debate on all aspects of Adam Smith's works, his place in history, and the significance of his writings for the modern world.
Providing an in-depth, novel analysis of education’s role in today’s economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide. Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education’s role in the economy based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing. Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system – in particular, economic growth – this book will appeal to scholars, researchers, and postgraduate students studying educational policy, the philosophy of education, and the history of education more broadly. Education policymakers and academics studying education and the economy may also find this book of interest.
Theory as Critique, while discussing many central issues of Marxian theory, has two main emphases: First, as the title suggests, it takes seriously Capital’s claim to be a critique of economic theory, rather than a contribution to political economy. Understanding what this means, it shows, goes far to unravelling many difficulties traditionally found in Marx’s book, from the nature of his theory of class to the 'transformation problem'. Secondly, Mattick’s volume carefully explores how to bridge the gap between the extreme abstraction of Marx’s ideas and the complex reality that they are intended to help us understand.
According to the neoclassical growth theory and the endogenous growth theory, changes in the stock of capital and labor affect economic growth rates in the short run, and differences in human capital stocks are likely to affect total factor productivity directly and long-term economic growth rates indirectly. Therefore, human capital is a factor in the secular trends of regional economic gaps. In this study, the author examines the relationship between regional economic disparities and the country’s human capital stocks and structure in China between 1990 and 2015, a period of economic transformation in the country. Available empirical evidence supports the argument that boosting investment toward and optimizing the spatial distribution of human capital can help mitigate regional economic disparity and facilitate balanced and coordinated economic development across the country.