Module 1: The Expansion of Education and the Emergence of the Economics of Education
It was interesting to read about T.W. Shultz’s, Investment in Human Capital. As an African-American, I was slightly offended in the beginning to refer to humans as capital because it made me immediately think of slavery here in the States. After reading the article fully, I set aside my emotions and understood Shutlz’s perspective because the context of his article referred to humans as valued capital was in terms of investment in education, training, health care, etc. His article did not de-humanize humans.
What I enjoyed most from Module 1: The Expansion of Education and the Emergence of the Economics of Education were completing the activities. Activity 1 was a skill building activity in which I had to explore EdStats, the World Bank’s statistical database on education. Exploring the database was very interesting because I love learning about education from an international perspective. I enjoyed this activity immensely. I love learning more from an international perspective regarding education.
I decided to use the data from Edstat's Top 10 Countries with Low Spending and High Primary Enrollment Rates (2006-2012). I reported about the top 5: Cambodia, Georgia, Turkey, Uruguay, and Japan. In completing this assignment, I dug a little further. In Cambodia, I read they are not spending a lot of money to invest in their students. You would think children would drop out of school due to boredom, lack of technology, etc. The teachers are underpaid and have multiple jobs to make their ends meet. The education budgets (i.e. salaries) were underspent in 2011. I’m trying to figure out why the kids are still in school. Can it be just low expectations or is the society hoping for a change to come?
Here is a link to the article: (http://www.cambodiadaily.com/opinion/cambodias-educational-system-is-a-system-utterly-in-need-32937/)
Activity 2 was a brain storming activity about the reasons and motives for pursuing education. I had to state one motive for pursuing more education and then label it with A, B, C, or D accordingly. The double entry table was used to classifying these motives in economic or non-economic motives on the one side, and micro or macro on the other wise (micro refers to the individual vantage point; macro to the societal vantage point).
My motives fell under both micro A/C because it is an individual goal that can result into an economic gain for the individual. Below I’ve included at the time of the class what was my personal motivation to get my dual Masters to remind me even more as I progress.
“My personal motivation to pursue higher education is my family. Both of my parents did not complete college. I was the first one to receive a college degree. Currently, my immediate family (hubby/three children) helps me to push through to complete grad school. My husband just finished his associate’s degree. We want our children to see how important education is to our family. The older two (8 and 7) make comments now regarding going to college. My husband and I are teaching them you must finish what you have started. Also, we are practicing what we preach to them. They can't say, "You did not go to college".
What I enjoyed most from Module 1: The Expansion of Education and the Emergence of the Economics of Education were completing the activities. Activity 1 was a skill building activity in which I had to explore EdStats, the World Bank’s statistical database on education. Exploring the database was very interesting because I love learning about education from an international perspective. I enjoyed this activity immensely. I love learning more from an international perspective regarding education.
I decided to use the data from Edstat's Top 10 Countries with Low Spending and High Primary Enrollment Rates (2006-2012). I reported about the top 5: Cambodia, Georgia, Turkey, Uruguay, and Japan. In completing this assignment, I dug a little further. In Cambodia, I read they are not spending a lot of money to invest in their students. You would think children would drop out of school due to boredom, lack of technology, etc. The teachers are underpaid and have multiple jobs to make their ends meet. The education budgets (i.e. salaries) were underspent in 2011. I’m trying to figure out why the kids are still in school. Can it be just low expectations or is the society hoping for a change to come?
Here is a link to the article: (http://www.cambodiadaily.com/opinion/cambodias-educational-system-is-a-system-utterly-in-need-32937/)
Activity 2 was a brain storming activity about the reasons and motives for pursuing education. I had to state one motive for pursuing more education and then label it with A, B, C, or D accordingly. The double entry table was used to classifying these motives in economic or non-economic motives on the one side, and micro or macro on the other wise (micro refers to the individual vantage point; macro to the societal vantage point).
My motives fell under both micro A/C because it is an individual goal that can result into an economic gain for the individual. Below I’ve included at the time of the class what was my personal motivation to get my dual Masters to remind me even more as I progress.
“My personal motivation to pursue higher education is my family. Both of my parents did not complete college. I was the first one to receive a college degree. Currently, my immediate family (hubby/three children) helps me to push through to complete grad school. My husband just finished his associate’s degree. We want our children to see how important education is to our family. The older two (8 and 7) make comments now regarding going to college. My husband and I are teaching them you must finish what you have started. Also, we are practicing what we preach to them. They can't say, "You did not go to college".