Education and national development

1. PERSPECTIVE OF
EDUCATION

2. Education and National Development
• Advance Socialise:
• In advance socialise, science and education are the
main development factors. This is because education
essentially stimulates the quality of human capital on
which depend the successful use of available natural
resources and monetary capital of a country. This is
why some little countries, which are rather poor in
natural resources can be explained by their
development policy, which has promoted science and
education, making them their national developmental
priorities.

3. Education and National Development
(cont..)
• The awareness of high cost-efficiency of
investment into education has worldwide become
largely accepted today, which is a apparent from
percentages of GDP that governments allocate
for formal education in their respective countries
(on average , between 5% and 6% GDP) and
significant non-budgetary funds, which individual
organizations earmark for formal and informal
education of their members and individuals for
their own further education.

4. Viewpoint of the developed European
countries:
• The viewpoint of the developed European
countries is that “Europe has to invest into
education in order to raise the general level of
capability of employees and the working part of
the population during their basic education, and
supporting the acquisition of new knowledge
throughout one’s life. Due to ever increasing
significance has for national development, and
due to ever more rapid scientific, technological
and social changes , educational system of all
countries tend to improve and to adopt for the
requirements of the new time.

5. Viewpoint of the developed European
countries: (cont..)
• In European union, investments into research,
education and professional training represent
basic “intangible investment “ through which
educational systems of the member countries of
the union are gradually being aligned, in order to
promote transitional mobility of European citizens
and to develop European identity by sharing
common values.

6. Transition imposes new demands on
population:
•People have to master new skills,
the skills that will qualify them for a
successful coping in a competition
society of rapid changes.

7. Research conducted by the World
Bank:
• The research conducted by the World Bank
shows that advanced transitional countries
significantly lag behind the OECD countries in all
forms of functional literacy of adult population.
• On the basic of what we have just
said, what might be concluded is that it is
necessary to introduce such structured changes
of the educational system which will improve its
efficiency for the purpose of a faster social
development.

8. Educational system is to be upgraded:
•However, an educational system is to
be upgraded, it is necessary to design
such a strategy of its development
which will contain a vision of its long
term objectives and a plan for long-
term and medium-term actions
necessary for their acquisition.

9. General long-term objectives of
education:
• The most general long-term objectives of
education in developed countries are the
improvement of the main discussion of national
development,
• Development of people
• Economic development
• Political development
• Cultural development
• Ecological development

10. European commission says:
• Education has to contribute to three most
important objectives:
• To the development of an individuals
• To the development of a society
• To the development of economy
• “This is to be obtained by a strategy of life-long
learning which has to overcome traditional
division among various parts of formal and
informal education and training”

11. Conclusion:
• It is necessary to learn throughout one’s life, but it
is not possible to attend school throughout one’s
life, education in adulthood is mainly not carried
out at school but in out-of-school organization
that is to say there where adults work and live.
This is why society, especially If it is a developed
one, has become a learning society.