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The formation of human resources for farming and household work as vocations: Lessons for less developed countries
In: Economics of education review, Band 10, Heft 1, S. 1-5
ISSN: 0272-7757
Overview essay: Views from the past and the future
In: Economics of education review, Band 9, Heft 4, S. 283-307
ISSN: 0272-7757
The importance of examining cohort uniqueness in the formulation of human investment policies
In: Economics of education review, Band 6, Heft 2, S. 67-79
ISSN: 0272-7757
Education, population trends and technological change
In: Economics of education review, Band 4, Heft 1, S. 29-44
ISSN: 0272-7757
Education as Cultural Imperialism. Martin Carnoy
In: Economic Development and Cultural Change, Band 24, Heft 4, S. 833-841
ISSN: 1539-2988
Time-Series Changes in Personal Income Inequality in the United States from 1939, with Projections to 1985: Comment
In: Journal of political economy, Band 80, Heft 3, Part 2, S. S67-S71
ISSN: 1537-534X
Innovation Diffusion as a Spatial Process. Torsten Hägerstrand , Allan Pred
In: Economic Development and Cultural Change, Band 18, Heft 1, Part 1, S. 148-149
ISSN: 1539-2988
Economic Aspects of Education: Three Essays. William Bowen
In: Journal of political economy, Band 73, Heft 4, S. 407-407
ISSN: 1537-534X
Federal Aid to Depressed Areas. Sar A. Levitan
In: Journal of political economy, Band 73, Heft 4, S. 417-419
ISSN: 1537-534X
Education, Manpower and Economic Growth. Frederick Harbison , Charles A. Myers
In: Journal of political economy, Band 73, Heft 3, S. 315-317
ISSN: 1537-534X
Schultz, Denison, and the Contribution of "Eds" to National Income Growth
In: Journal of political economy, Band 72, Heft 5, S. 450-464
ISSN: 1537-534X
A Southern Appalachian SurveyThe Southern Appalachian Region: A Survey. Thomas R. Ford
In: Economic Development and Cultural Change, Band 11, Heft 4, S. 432-434
ISSN: 1539-2988
The Land-Grant Colleges and Universities in Human-Resource Development
In: The journal of economic history, Band 22, Heft 4, S. 523-546
ISSN: 1471-6372
Mauriac, and probably several thousand other Frenchmen, have remarked that what worried them most about the United States and Russia was not the respects in which these countries differed but rather that they were fundamentally so much alike. If Mauriac had studied the history of the land-grant colleges and universities, he might have concluded that they were both the most Russian-like and the most thoroughly American sector of our education. Where else could one find schools so materialistically oriented or so (almost) successfully Jacksonian? To look at their history and their impact on American economic life over the past century is to examine a roaringly optimistic and an almost frighteningly successful endeavor to create the men—and the women—for a mass economy.
SOCIAL RETURNS TO EDUCATION
In: International social science journal: ISSJ, Band 14, Heft 4, S. 647-659
ISSN: 0020-8701
A framework for analysis of the components of private & soc returns to educ, & their interrelationships. Specifying that because of interaction phenomena, total returns will differ from the sum of individual returns, we may set up the identity: S' + S' = A' + A' + D' + D', where S refers to true soc returns, A is the sum of private returns, D is the discrepancy between S & A, & (') & (') refer, respectively, to monetary & non-monetary components of returns. It is shown that while the value of D' will normally be positive in the long term, in a dynamic society (as educ as a whole expands), presumptive discrepancies can be negative in an advanced industrial economy with strong demands for high-level skills. The components of A' are systematically presented, noting their possible negative, as well as positive, aspects. Taking interactive factors into account, the weight of the presumptions is found to be toward a positive S', but not necessarily a positive D'. AA.