Author :
Abstract
Ülkelerin beşeri sermaye düzeylerini ölçmek için doğru araçların kullanılmasına ilişkin bir görüş birliği bulunmamaktadır. Solow & Swann, Romer ve Schumpeter gibi büyüme muhasebesi modellerinin ortaya çıkmasıyla birlikte, ulusların bilgi sermayesinin hesaplanmasına ilişkin tartışmalar farklı bir boyutta devam etmektedir. Çeşitli ekonomistler, okul başarısı figürlerini insan sermayesi üzerindeki etkisini yakalamak için kullanırken , akademide Hanushek’in oluşturduğu yelpazenin tarafındaki akademisyenlerin görüşleri de ortaya çıktı. Hanushek, bu ölçümlerin istatistiksel önemini sağlamlaştırmak için bilişsel becerileri, ortalama eğitim yılı boyunca kullanma konusundaki kararlılığı vurguladı. Bu devam eden akademik tartışmalara rağmen, her iki taraf da birbirlerini eleştiriyor ve teorilerine ilişkin kanıtlarının yetersiz olduğunu iddia ediyor. Sözü edilen ile Hanushek ve diğer kalite destekçilerinin araştırması, ekonomistlerin geleneksel iddialarını tartışmanın niceliğine odaklanarak tartışıyor mu? Okullaşma, ekonomik büyüme için gerekli bir şart mıdır? Bu makale, kaliteli eğitimle kazanılan bilişsel becerilerin önemini vurguluyor; uzun vadeli ekonomik büyüme için hayati önem taşıdığını belirtiyor.
Keywords
Abstract
There has yet to be a consensus on using the right tools to measure human capital levels of countries. With the advent of growth accounting models such as Solow&Swann, Romer, and Schumpeter, there is now a vociferous debate on what accounts for the knowledge capital of nations. While various economists used school attainment figures to capture the effect on human capital, emerging views from scholars on the other side of the spectrum such as Hanushek percolated in academia. He adduced the conduciveness of using cognitive skills over average year of schooling in order to consolidate the statistical significance of these measurements. In despite of a tumult of this ongoing academic debate, both sides criticize each other and claim that their evidence for their theories is meager. With that being said, do Hanushek and other quality supporters’ research debunk the conventional claims of economists on focusing on the quantity side of the debate? Is schooling a necessary condition for economic growth? This paper stresses the importance of cognitive skills, which are acquired by quality education, is vital for long-term economic growth; and the ones that go with the quantity heresy might find it difficult to improve their long run economic performance.
Keywords
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