Corruption, has as one of its bases to poor schooling, as poor integration of education and ethical education and training, is presented as an obstacle to economic development -social Peru.
The human factor as a priority of the production, assessment of costs and revenues and the importance of investment in education becomes relevant in the mid-twentieth century , Gary Becker (1959), TW Schultz (1961), among others). For economists, the inclusion of the education factor, starts from the consideration human capital in models of growth and development as befits Solow (1956) and Swan (1956), in this first set of models, the only source of growth was the increase in productive capacity by increasing the factors based on marginal theory of diminishing returns.
Much more recently, growth models Uzawa (1965) and Phelps (1966), in which Uzawa makes two basic assumptions: a.
- The work can be divided into productive and educationally . The former is used in production, the second includes "teaching staff" permanently separated from the productive sector (teaching) and "personal learning", whose purpose is to join the production.
b. - The growth rate of technical progress of the work is a concave and increasing the proportion of the total workforce dedicated to the education sector. Then graphically means is below its tangent line at any of your points, obviously in accordance with the law of diminishing marginal returns.
For E. Phelps, his pioneering work are aimed at finding a technological function can be incorporated into the Solow model . Phelps , interprets the term representative technical progress A (t) a function of the workforce for research and development, whose purpose is to create conditions for faster technical progress.
eliminating the diminishing returns assumption, but considering that growth tends to be endogenous Romer (1986), Aghion - Howitt (1992), Grossman - Helpman (1991), using imperfectly competitive markets, so you can create externalities within the same model (endogenous ), which enhance the appreciation of the concept of economic growth in those years.
1991, Sergio Rebelo AK model made . In this model, the production function is linear in the single factor of production: capital (K). Thus, this production function has a dual property of constant returns to scale and constant returns. By 1992, there is the extended model Solow, better known as the model of Mankiw - Romer - Weil , which includes three factors of production: physical capital, labor and human capital, including human capital being accumulated over time.
The human factor as a priority of the production, assessment of costs and revenues and the importance of investment in education becomes relevant in the mid-twentieth century , Gary Becker (1959), TW Schultz (1961), among others). For economists, the inclusion of the education factor, starts from the consideration human capital in models of growth and development as befits Solow (1956) and Swan (1956), in this first set of models, the only source of growth was the increase in productive capacity by increasing the factors based on marginal theory of diminishing returns.
Much more recently, growth models Uzawa (1965) and Phelps (1966), in which Uzawa makes two basic assumptions: a.
- The work can be divided into productive and educationally . The former is used in production, the second includes "teaching staff" permanently separated from the productive sector (teaching) and "personal learning", whose purpose is to join the production.
b. - The growth rate of technical progress of the work is a concave and increasing the proportion of the total workforce dedicated to the education sector. Then graphically means is below its tangent line at any of your points, obviously in accordance with the law of diminishing marginal returns.
For E. Phelps, his pioneering work are aimed at finding a technological function can be incorporated into the Solow model . Phelps , interprets the term representative technical progress A (t) a function of the workforce for research and development, whose purpose is to create conditions for faster technical progress.
eliminating the diminishing returns assumption, but considering that growth tends to be endogenous Romer (1986), Aghion - Howitt (1992), Grossman - Helpman (1991), using imperfectly competitive markets, so you can create externalities within the same model (endogenous ), which enhance the appreciation of the concept of economic growth in those years.
1991, Sergio Rebelo AK model made . In this model, the production function is linear in the single factor of production: capital (K). Thus, this production function has a dual property of constant returns to scale and constant returns. By 1992, there is the extended model Solow, better known as the model of Mankiw - Romer - Weil , which includes three factors of production: physical capital, labor and human capital, including human capital being accumulated over time.
But all this a historical introduction on the development of theories of economic growth which finally shows that the "human capital" is an important cumulative factor of production is for reference article written by international commentators Andrés Oppenheimer , in his article: "The Decade of America America? "which indicates that Peru and other emerging countries have to take this time of booming profits to spend over their natural resources to investment in education and instruction for development of its population, that is the only way to achieve sustainable growth and finally social and economic development, avoiding biases that exist in our country and other Latin American countries .
http://www.vanguardia.com.mx/% C2% BFladecadadeamericalatina?-647 124-columna.html
http://www.vanguardia.com.mx/% C2% BFladecadadeamericalatina?-647 124-columna.html
According to this article, the ECLAC indicates that Latin American has increased its reliance on raw material from 27% to 39%, leaving aside the importance of developing its manufacturing industry, similar to the views expressed by the Guru of Marketing and Competitiveness M. Porter , which indicates that Peru is on the way to true development, but we are in a boom phase due to real growth in countries such as China, India and Brazil, if are strengthening and developing their industries, based on cheap raw materials from Peru and other emerging exporters primary.
To World Bank officials, not the number of schools and years of what most impact on economic development, but the quality of education.
For authors such as Luis Rubio Mayoral, University of Sevilla , education is a pillar of economic development, says: " no doubt that education contributes to economic development "
http://www.uned.es/educacionXX1/pdfs/09-02.pdf
http://www.uned.es/educacionXX1/pdfs/09-02.pdf
In a study of the ECLAC in 2009, mentions the following:
" substantial investments are needed and political efforts, particularly in the short term, to develop human resources better and in an additional amount of volume required by demand. Such efforts should not be isolated. costs for public universities be a scientist or a high-level technical or creating the conditions for they can perform cutting edge research are high and rising, so that cooperation to create, maintain and develop systems of science and technology becomes a national and regional need, which requires the coordinated work between communities and institutions scientific American countries and between governments, scientific communities, representatives and industry groups in each country. So far, though there are undoubtedly inter-American cooperation mechanisms , scientific collaboration has not been widely used to strengthen national innovation systems (Ortega, 1998). "
One of the advances in the educational process in Peru, but very light and warm in their implementation has been in recent years, the teacher evaluation process and the release of the education sector politicized groups, which under flags anarchic, entrenched in the self-styled SUTEP , holding the class of teachers in low conditions life and no possible future, due to inadequate and outdated "models" of education advocated by groups politicized. Perhaps the only way to reposition the teacher Peruvian conditions of professional competitiveness is the meritocracy , although many "teachers" are outside the process, but again this is still a warm process.
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