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To: Snowshoe who wrote (49320)	4/28/2009 2:03:45 AM
From: elmatador	Read Replies (1) \| Respond to of 217742

Diploma is a positional good, that is, its value is in its scarcity. Apart to having a hobby of human geography, history of technology development, education is a hobby for me too.

To: Snowshoe who wrote (49320)	4/28/2009 2:06:29 AM
From: elmatador	Respond to of 217742

Tertiary education in developing countries is a subsidy to rich countries. LDC= low developing countries. MDC=more developed countries. LDCs started aping MDCs’ education system. The transplanting of MDCs’ education system to LDCs is a gross mistake. LDCs have been intimidated by the undisputed acceptance of the assumption that a population made out of PhDs is a pre-condition for economic take off. An educated (informed) work force is a precondition for industrial production. But not only that. Another factor which makes a difference in the quality of a work force is its dedication and motivation. This is to bring the reality forgotten by economists that human behavior counts into the analysis of pro¬duction. It wasn’t a work force made out of PhD’s which brought Japan and Germany up after the war. It was a dedicated and motivated working force. We cannot credit, say, the Max Planck Institut for the economic success of West Germany. What the Germans did was to exploit the potential of its highly skilled artisans, such as cookoo-watch makers from the Black Forest region; turning them into machine-tool, Porsche and telex machines' makers, that allowed Germany to reach the stage of technical excellence. “Education and training are of little use without proper work habits and commitment to the job.” Says Gary S. Becker, professor of economics and sociology at the University of Chicago. BusinessWeek International, Dec. 12, 1989. Neither can we credit the University of Tokyo for Japan's success. After the war, the Japanese when coming back from a survey trip, would have to join the shopfloor people-the blue collars-in order to implement one idea seen somewhere in the West. Therefore, they developed since an early stage a team-work concept between the people who design with the people who implement. This trial and error stages, the learning by doing bit of the project, is all property of the implementors of a project. The implemen¬tors were just blue collar workers. The copied educational system from industrialized countries by LDCs causes educational efforts to go in the wrong direction. LDCs follows the conventional wisdom that a country’s number of people in universi¬ties has a correlation with its potential for economic development. LDCs end up with more engineers than technicians and more doctors than nurses. In extreme cases with architects and no carpenters. That keeps feeding developed countries with LDCs’ best educated people. India’s institute of technology keeps producing high qualified people for export to the U.S., Canada, UK and Australia. “A survey of 1986 grad¬uates has shown that nearly half of the graduates are now abroad. ...An average $12.000 is spent on each IIT graduate in subsidies. According to officials estimates, the annual loss from migration by the insti¬tutes’ graduates could be more than $4.5 million.” South, Nov. 1989.