Primary and Upper Primary (1-8) Education: Initiative for the World of Work at the Primary and Upper Primary Education i
It is well established that improvements in education are associated with long-term improvements in economic performance. There are three broad theories about how education influences economic performance according to David Earle (2010): The basic human c
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Preamble It is well established that improvements in education are associated with long-term improvements in economic performance. There are three broad theories about how education influences economic performance according to David Earle (2010):
The basic human capital approach is that education improves the overall skills and abilities of the workforce, leading to greater productivity and improved ability to use existing technology, and thus contributing to economic growth. The innovation approach links education to improving the capacity of the economy to develop of new ideas and technologies. An extension of this is the knowledge transfer approach, which sees education as a means of spreading the knowledge needed to apply new ideas and make use of new technologies.
However, there is an important question as to whether there is a causal link between education and economic performance, and if so, in what direction. It may be that the two are associated, but not causally linked. It also could be that better economic performance leads to an increase in educational participation and achievement. Or it could be that having more people with education leads to improved economic performance. In general, education and economic performance are likely to be interlinked. Having a more educated workforce enables firms to take advantage of new economic opportunities, leading to improved performance. Also, economic growth can lead to greater national and personal wealth, which increases the resources available and opportunities for education. Further, according to the author, economic analysis shows that on the whole, improvements in school-level education lead to improvements in economic performance, and more so than the other way around. Analyses using international
M. Pilz (ed.), India: Preparation for the World of Work, DOI 10.1007/978-3-658-08502-5_3, © Springer Fachmedien Wiesbaden 2016
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S.N. Tara and N.S. Sanath Kumar
cognitive tests have shown that it is improvements in cognitive skills, rather than years of schooling, which have a strong influence on economic growth. The amount of schooling undertaken is not related to growth, unless it also results in improved cognitive skills. Therefore, the quality of education is very important. This is very true for a country like India too. Given this truism, it is indeed highly important to note that India has recognised the importance of education, and more critically, the need for primary education for all its children in the relevant age group. We will now look at a snap shot of development of elementary education over the decades. Development of Primary Education in India Universal and compulsory education for all children in the age group of 6-14 was a cherished dream of the new Government of the Republic of India. This is evident from the fact that it is incorporated as a directive principle as enshrined in Article 45 of the Constitution of India. In the recent past, the government has made primary education a Fundamental Right of every Indian citizen. How
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