Hanson says that “gender disparity in education, where girls are discriminated against, is a major hindrance in most developing countries” (631). Analysis conducted by one of the world’s largest aid and development organization showed that more than half of the developing countries have not educated their girls and boys. As a result, every year an estimated $92 billion is lost on economic growth of these countries (633). Research findings indicate that if a government devotes itself to increasing the number of girls receiving education, then it will have a positive effect on increasing a country’s per capita economic growth. Thus, a better environment is created for economic growth. In another direct scenario, China has millions of students, more than the acceptable number for enrollment, and the establishment of private universities to solve this problem is discouraged by the government (Hanson 630-633).Hanson postulates that the gap between the rich and the poor can be narrowed down by education, since it is capable of boosting a country’s Gross Domestic Product (GDP), leading to a huge positive impact on a country’s economic growth. The assumption by a new dataset, showing that education has a consistently positive and significant effect on a country’s economic development with solid evidence, has been proven successful by studies conducted by the International Institute for Applied Systems Analysis (IIASA) and the Vienna Institute of Demography (VID) (Jamison et, al 782). Hanson says that; “for a long-term economic construction, it is necessary to make education a priority” (638). Governments of developing countries often face tremendous problems in developing their economy due to lack of resources. In Singapore for instance, the economic growth was promoted due to the government’s attention to education, development of technology-intensive industries and high-tech industries (Hanson 640), hence pointing out the economic significance of education.Many governments in developing economies have introduced new measures to stimulate the local education systems in their countries. For instance, the Indian institute of technology was instituted by the Indian government with the aim of providing elite education. The policy of the country’s education system development and school mission is the ‘national aspiration, national perspectives and trends world-wide. According to Hanson, some
Bogin, Alexander, and Phuong Nguyen-Hoang. "Property Left Behind: An Unintended Consequence Of A No Child Left Behind Failing School Designation." Journal Of Regional Science 54.5 (2014): 788-805. Business Source Premier. Web. 16 Nov. 2014.
Dahl, Gordon B, and Lance Lochner. "The Impact Of Family Income On Child Achievement: Evidence From The Earned Income Tax Credit." American Economic Review 102.5 (2012): 1927-1956. Business Source Premier. Web. 16 Nov. 2014.
JEWELL, JODI WOOD. "Legislating Higher Education: Applying The Lessons Of No Child Left Behind To Post-Secondary Education Reformation Proposals." Idaho Law Review 50.1 (2014): 53-99. OmniFile Full Text Select (H.W. Wilson). Web. 16 Nov. 2014.
Hanson, Mark. "Transnational Corporations As Educational Institutions For National Development: The Contrasting Cases Of Mexico And South Korea." Comparative Education Review 50.4 (2006): 625-650. Education Full Text (H.W. Wilson). Web. 16 Nov. 2014.
Jamison, Eliot A., Dean T. Jamison, and Eric A. Hanushek. "The Effects Of Education Quality On Income Growth And Mortality Decline." Economics Of Education Review 26.6 (2007): 771-788. Business Source Premier. Web. 16 Nov. 2014.
Morrissey, Taryn W., Lindsey Hutchison, and Adam Winsler. "Family Income, School Attendance, And Academic Achievement In Elementary School." Developmental Psychology 50.3 (2014): 741-753. PsycARTICLES. Web. 16 Nov. 2014
Please type your essay title, choose your document type, enter your email and we send you essay samples