دانلود رایگان ترجمه مقاله اقتصاد آموزش به عنوان یکی از علوم تحصیلی (نشریه الزویر 2014)

اقتصاد آموزش به عنوان یکی از علوم تحصیلی

The Economics of Education as Educational Science

Abstract

This paper aims to examine the immaturity of the economics of education as an educational science brought about by its focus solely on the individual and social benefits of education. Currently, the economics of education does not demonstrate the capacity to propose solutions to educational problems that are effective, efficient, socially workable and economically viable. As a result, the economics of education will only be considered an educational science when it is able to produce solutions to the ineffectiveness and inefficiency of the systems of education. The paper argues that this could be done through the introduction of pedagogy to educational projects.

1 Introduction

Although the economics of education was born from a union of economic and educational research it is still in a state of scientific immaturity since it is still too closely tied to a traditional approach reliant on the theory of human capital and the economic analysis of education. Indeed, the benefits of education for the individual and for society are still examined using a typically economic approach. For example, research has ranged from: studies into the benefits of education for individuals and societies, the cost of education vis-a-vis levels of government spending, the correlation between a country’s levels of education and its levels of economic and social development, the assessment of the quality of educational systems, the examination of levels of literacy in a population from graduates to adults in training, studies into the availability of schooling, analysis of youth unemployment, etc. Such studies have allowed scholars to determine the quality of a country’s education system and recognize the importance of assessing schools and further education, in addition to allowing them to identify causal relationships between a country’s education and its development. However, such studies are not exhaustive. Indeed, what is clear from what knowledge is available today, is that scholars in the field of the economics of education have been unable to respond satisfactorily to the problems raised by research. Indeed they have not found solutions that are effective, efficient, socially acceptable and economically viable. The limitations of the actual epistemological configuration of the economics of education therefore can be attributed to the theoretical foundations of this field of study and to its scholars, who have exclusively economic backgrounds.

This paper therefore aims to highlight the fact that the economics of education cannot be approached exclusively from a scientific point of view, nor from the perspective of educational science. That is unless the latter is considered in the context of pedagogy, in particular in relation to educational planning. Indeed, pedagogy must take on a role equal to that of economics since only then can the many dimensions of education, from the economic and financial to the social and human aspects be analyzed in different contexts, from school to work, indeed along an individual’s entire life path.