Essay on Impact of Education Policies on Wider Development Processes

Published: 2021/11/12
Number of words: 2362

1.0 Introduction

Education is an important aspect within society because of the contribution it makes to various sectors of the economy. Countries that have high literacy levels register high development progress in most circumstances (Whymark, 2020). Nations that have low education levels are still struggling to reduce various problems in their economies. Education policies play an important part in promoting a culture of learning within society. In circumstances where a country lacks comprehensive educational policies, constituents are likely to suffer from low economic growth and development levels (Ssewamala et al., 2011). It is important to examine the impact that education policies have on wider development goals within a country. To understand the topic of discussion, it is important to study how education impacts the economy in major sectors of the economy. The paper explores the level of education as a significant factor that impacts economic progress. The levels of education include primary, secondary and tertiary. The study concentrates on the primary level of education and the impact it has on the development of an economy (Alexander, 2004, pg.7). Most countries in the world support the idea of free basic education for all individuals. It is the interest of the paper to explore how primary level of education impact the development processes exhibited in a country.

2.0 Impact of Primary Education on Wider Development Processes

The level of education in a country determines how productive its population can be towards its GDP. Most developed countries have shown tremendous efforts towards improving education for sustainable development (Schaeffer, 2019). Primary education acts as an opportunity that can help the disadvantaged change their social lives (Alexander, 2004, pg.9). Social mobility in society is essential, and it is through primary education that the journey to change such lives begins. Developing countries have a huge problem handling high numbers of literacy that have seen economies plagued. The need for more education in third world countries is an indication of societies that yawn for transformation (Van de Werfhorst and Luijkx, 2010). It is critical to examine whether limited funds within developing countries should be directed towards promoting primary education, secondary or tertiary levels. However, the primary level should be prioritized over others for many reasons.

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2.1 Primary Education as the Linking Factor to Success

Economic progress cannot be realized in a country if the society does not support education right from childhood. It should be a priority for stakeholders in any government to prioritize primary level education as a way of ensuring that there is a strong foundation for all kids to learn (Van de Werfhorst and Luijkx, 2010). Primary education equips children with basic skills that are required for their development. When kids are deprived of education opportunities, their linking factor to success is limited and undermined. The level of education is basic for everyone who wants to advance to higher levels of learning. As such, it is an important aspect if most communities considered primary education a basic need for development processes (Erola, 2009). Education plays a crucial role in helping people familiarize themselves with other concepts that are useful in productivity. Investments in education within a country increase the opportunity for children and other individuals to access necessary skills that are useful in production (Rizvi and Lingard, 2009, pg.46). The IMF and the World Bank have been at the forefront of advancing educational goals for the better part of society.

Primary education is vital to development processes that are experienced in a country. Policies that impact the implementation of educational programs are important in determining the extent of success expected. Notably, a country cannot be advanced in terms of education is there is no strong foundation from the primary level of education. One cannot void mathematics from primary and claim to start from the tertiary level (Rizvi and Lingard, 2009, pg.50). A community with a high percentage of primary school enrollment registers better statistics in their development processes. An example of a country that has a high rate of primary school enrolment is Singapore. The level lays the foundation for various activities that are essential for the emotional (Major, 2012), physical and mental development of a child. With such development, people learn how to be responsible and perform their duties well. Education is an important aspect, though, the government should concentrate on providing primary level to each individual as a priority. Interestingly, even developed countries go through the same processes to achieve economic sustainability (Rizvi and Lingard, 2009, pg.56). The difference with developing countries is that resources are not enough to fund every child as it is the case with developed economies. Education policies in a country determine the amount of investment that will be put into the sector for improved economic and development processes. When a government fails to prioritize primary level education, it cripples efforts to eradicate poverty in the nation.

Educated individuals can use their skills in understanding the complexity and uncertainties of the world. When society understands various dynamics that impact the way of life, it is easier to advance various practices that can promote productivity. Investment in education for many countries is an indication of economic growth (Whymark, 2020). It is vital to note that economic growth in a country cannot be realized with an illiterate population.

2.2 Primary Education as an Empowering Aspect

Primary education empowers a society with the necessary skills to handle various social challenges in a modernized manner. It is through education that children are taught manners and how to live in a multicultural setting (Ranis, Stewart and Ramirez, 2000, pg.203). In the event, vices such as racism can come to an end as children grow to embrace each other without differences. Prejudice against others in primary school is the very cause of what happens at higher levels. It is important to invest in primary education as a way of making children learn civilization. Basic knowledge in reading and writing is important to individuals for the performance of various activities (Ssewamala et al., 2011). Different countries in the world have varied policies on education matters. Some support education levels depending on their economic abilities. Education level in a country can determine whether the nation needs advancements to develop various sectors of the economy. Society should provide basic education to each individual as a way of meeting requirements that are set out in the sustainable development goals.

Wrong policies within a country on matters education are a stumbling block for basic progress. It is important to question why most countries with a high level of basic education are more stable as compared to those with weak education systems (Haveman and Smeeding, 2006). It is through policy implementation that children in society can be compelled to go to school for a bright future. Developing countries are making big steps towards ensuring that their citizens receive quality primary education as a way of laying a foundation for good morals in society. For instance, there are countries in the world that have made it compulsory for each child to attend primary school education (Brown, 2013). This will ensure that the society is equipped with basic skills that can help increase productivity in various sectors of the economy. People with basic people are empowered to learn and adopt new ways of handling various issues (Rizvi and Lingard, 2009, pg.70). Policies are the very reason why some other countries have a high enrollment for basic primary education while other nations register low rates.

2.3 Primary Education as a Social Function

Development processes in any country are highly reliant on the quality of education that citizens have received in various institutions (Erola, 2009). An educated society is fully aware of its health obligations, which helps promote population health. It is important to keep the population of place health for increased performance at workplaces. Less-educated societies are not aware of the essence of proper health and hygiene, which poses a risk of more social issues (Haveman and Smeeding, 2006). It is of essence that the government creates awareness of the essence of acquiring basic primary education in the development of social life in a society. Communication is vital for mutual understanding in society, which makes the development of appropriate social skills an important factor for growing kids (Brown, 2013). Children in primary school are taught skills on how to socialize and tolerate people of different opinions. Only in such a circumstance, then primary education might lose its meaning in society (Ranis, Stewart and Ramirez, 2000, pg.200). Children should be taught on the essence of loving and cooperating for improved social understanding. In the event, education would have helped promote unity and foster economic development.

Primary school institutions are very useful in enhancing modernization and social mobility in society. People who are educated always feel the urge to lead a decent life with fewer issues. It is through basic education that society can learn the negative effects of poverty. When a community is enlightened on the essence of primary education, most children will yearn for more or even need to advance their studies. It is through the basic foundation of education in a country that most can realize how vital studies are to change the social mobility of an individual. Policies within a country can determine whether residents receive quality primary education, which is essential in day to day lives.

3.0 The Human Capital Index

The HCI is a tool used to measure the contribution of education and health towards transforming future generations. Countries such as Singapore and Japan are ranking high in the Human Capital index, as indicated by statistics (Azevedo and Bouillon, 2010). The index is used as a measure of progress that society has made due to the right education policies. All stakeholders in each sector have to apply the right skills for them to promote productivity in the country. The HCI is a good contribution to the measure of development as it can indicate whether SDGs are being achieved.

The index is widely applicable as a measure of improvement in the level of literacy within a nation. Countries that have a low HCI indicate that they are doing nothing much to apply academic skills and training for economic progress (Park, 2006, pg.520). As such, the index is advantageous since it combines aspects of health and education to determine its impact on economic growth and development. It acts as a standard measure of educational policies and their impact on the economic productivity of a nation.

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The HCI is disadvantageous because the data collected is not necessarily genuine, but rather estimates. As such, HCI can give a wrong impression of a country, which is demoralizing for constituents as it might not be true (Barro, 2001, pg.12). Equally, different countries have differentiated policies of education and health, which makes the index less effective in measuring progress. However, the index is useful in deciding whether policies to education are working or not.

4.0 Conclusion

To sum it up, education is an important aspect that impacts economic production in a country. Countries that exhibit high levels of literacy have proved to be productive and progressive as compared to those with weak education policies. The paper explores the impact of such policies on the delivery of primary school education and its wider impact on development processes. The Human Capital Index (HCI) can be used to measure how well a country is doing as a result of improved education and healthcare systems. The HCI is a function of health and education in a country, which makes it a better measure of standards of living in a particular country. The same performance should be reflected in economic progress in a country. As such, education policies in place have a wider impact on the economic development of any nation. A high return on education is essential to society as it guarantees productivity and a high level of conformity to economic standards in a country. A close examination of the role of educational policies on delivery is necessary for the system to devise strategic ways that can help improve economic productivity.

References

Alexander*, R., 2004. Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education34(1), pp.7-33. Barro, R.J., 2001. Human capital and growth. American economic review91(2), pp.12-17.

Azevedo, V.M. and Bouillon, C.P., 2010. Intergenerational social mobility in Latin America: a review of existing evidence. Revista de Análisis Económico–Economic Analysis Review25(2), pp.7-42.

Brown, P., 2013. Education, opportunity and the prospects for social mobility. British Journal of Sociology of Education34(5-6), pp.678-700.

Erola, J., 2009. Social Mobility and Education of Finnish Cohorts Born 1936—75: Succeeding While Failing in Equality of Opportunity?. Acta Sociologica52(4), pp.307-327.

GOV.UK. 2020. Improving Social Mobility Through Education. [online] Available at: <https://www.gov.uk/government/publications/improving-social-mobility-through-education> [Accessed 9 May 2020].

Haveman, R. and Smeeding, T., 2006. The role of higher education in social mobility. The Future of children, pp.125-150.

Major, L.E., 2012. The role of education and skills in driving social mobility. Fiscal Studies33(2), pp.155-158.

Park, J., 2006. Dispersion of human capital and economic growth. Journal of Macroeconomics28(3), pp.520-539.

Ranis, G., Stewart, F. and Ramirez, A., 2000. Economic growth and human development. World development28(2), pp.197-219.

Rizvi, F. and Lingard, B., 2009. Globalizing education policy. Routledge.

Schaeffer, M., 2019. Social mobility and perceived discrimination: adding an intergenerational perspective. European Sociological Review35(1), pp.65-80.

Ssewamala, F.M., Wang, J.S.H., Karimli, L. and Nabunya, P., 2011. Strengthening universal primary education in Uganda: The potential role of an asset-based development policy. International Journal of Educational Development31(5), pp.472-477.

Van de Werfhorst, H.G. and Luijkx, R., 2010. Educational field of study and social mobility: Disaggregating social origin and education. Sociology44(4), pp.695-715.

Whymark, B., 2020. [online] Eastern Daily Press. Available at: <https://www.edp24.co.uk/news/education/deprivation-norfolk-effect-on-ofsted-key-stage-two-gcses-1-6146998> [Accessed 9 May 2020].

World Bank Blogs. 2020. Why Education Matters For Economic Development. [online] Available at: <https://blogs.worldbank.org/education/why-education-matters-economic-development> [Accessed 9 May 2020].

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