Henry Secaira Yachay Tech University, Hacienda San JosĂŠ s/n, Urcuqui, Ecuador July 14, 2016 Dear Portfolio Reader, I have been studying English since I was six years old. In the school, I used to have good teachers, and I remember that we had to talk only in English during the English class since the fifth grade. I enjoyed the English classes a lot because they were very interactive, we used computers, games, and even we used to cook. I was in three different high schools, so the levels of English were very different in each high school. Despite all that, I learned the basic skills, such as: grammatic, reading, speaking, and so on. However, here in theYachay Tech English program, is where I learned a lot of useful skills that will be helpful in my career and daily life. During the course of L6, I learned a lot of things. First, I consider this one as the most important, I learned to express myself. How? Well, every day in classes Matthew, my instructor, used to have a different topic. Then, we would to reflect about that topic and a specific question. After that, we used to write our ideas and thoughts, but the most important thing was that we all had to share those ideas with the rest of our classmates. This, is how I learned to express my ideas using. Also, we had to write essays, but, at the beginning, I did not know how to make a good structure for the essays. However, Matthew taught us how to make a good essay structure. He also taught us how to organize our ideas, doing an outline. The thesis statement was another thing that I
learned, and how the topic sentences within the essay must support that thesis. That is how I learned to write better essays. Furthermore, we had presentations related to the essays. Personally, I prefer to write rather than give a presentation, but, during this course, I learned that with presentations you can also share your ideas with the audience and it is more spontaneous. In addition, we had a debate in class. I enjoyed the debate a lot because in a debate you have the opportunity to present and defend your point of view about a specific topic. Then, we heard the other group’s point of view and had to think quickly to develop a counterargument in order to refute them. During L6 course, I improved many skills. One of those skills is writing, at the beginning of the semester I used to have some grammatical mistakes, such as comma splices, fragment sentences, and run-on sentences, but writing essays, reading articles, listening to music in English, and watching series in English I improved greatly that skill. Another skill is speaking, as I said we used to have a lot of presentations and discussions. Speaking is a skill that must be practiced every day, and that is what we did during L6 classes because we used to talk to each other in order to share our ideas. Also, I improve my presentations because, at the beginning, I was very nervous to talk in public, but now I know how to not get stuck in presentations by adding some key words in the slides. An example of all the skills I improved during L6 course is the final research paper. The first essay we had to write was the Response Essay, so we had to give our perspective of an essay. However, I did not understand what the essay was about, and I wrote a different type of essay, it was more like a wrap out of the original essay. Thus, I realized that I needed to improve my skills, specially trying to understand the goal and the purpose of the essay. The time flowed, and I had to write a final research paper about a general topic and then emphasize the topic. When I was writing the final paper, I realized that all the skills that I learned during the course were actually
very helpful in order to organize my ideas, express myself, and to write the whole final paper. The activities I most enjoyed of L6 classes was the discussions we used to have and the debate. The discussions were entertaining for me because it were a good way to meet all my classmates, and to share my ideas, opinions, and perspectives. For the discussions we all had to be polite with each other, and we learned to listen each other’s opinion. Also, during in the discussions, is where I used to think critically in order to discern good ideas from bad ideas. For me, the debate was another exciting thing because we had just three minutes to present our ideas, and to organize a counterargument. In the debate we had to speak for three minutes without using any material just our voice and thoughts. Here was where we showed our skills, such as: critical thinking, speaking, ideas organization, and so on. L6 course was an exciting experience. First, because we were learning a new language very important in our university. Despite the fact that English is necessary for the classes since fifth semester, I see English as a great experience of being part of a multicultural world. Second, learning English is a great opportunity that open a lot of possibilities in today’s globalized world. I am also very glad of being part of the English program and to have good English professors because in Ecuador this opportunity is not very common and not all the people have access to a university with a good English program. Summarizing all the things I wrote here, being part of the English program, and being part of a great class as L6-003 was for me an experience that I enjoyed every-day with my friends and my instructor, Matthew. L6 helped me to improve many necessary skills for my studies and professional life. Here I learned to express myself, to share my ideas, to listen other’s points of view, to accept them, and to develop critical thinking. I
am very grateful with Matthew for taught me, and with my friends for being part of this experience. I hope you, dear reader, enjoy L6 as much as I did.Good luck! Sincerely, Henry Secaira
Language shape our way of thinking Henry Patricio Secaira Morocho Yachay Tech University 29th April, 2016
Language shape our way of thinking Human thinking is unique for each culture, but more important for our development. The article’s name is How does our language shape the way we think and it was written by Lera Borodotsky. The article discuss and support that language play a crucial role in the way we think. In summary, the paper talk about the aboriginal tribe, Kuuk Thaayorre, and how they employ cardinal directions to define space. Furthermore, it mention that speakers that have a different conception of space used to think different about time. Thus, the writing orientation in language also plays a crucial role in the way we think. Besides, it claims that the idea of time differs between languages, for English speakers is horizontal while for mandarin speakers is vertical, and it is associated with the writing orientation; the perception of time is, also, different across languages. Also, it said that learning a new language and his patterns help us to reconstruct the way of how we think; indeed, some languages have grammatical genders that apparently have a direct effect in the ideas of specific objects (Boroditsky, 2009). Language does indeed shape our way of thinking and perceive the reality. At the beginning of the paper, the author shows a very detailed experiment that support her point. The aboriginal tribe, the Kuuk Thaayorre, use cardinal direction to define space and to basic communication skills such as greeting. Is commonly accepted that this skill is important to know where we are in the space, but is more interesting how these skill is attached to the language. The author, in addition, explain that representations more complex such as time, morality, and emotions are based on our spatial knowledge. Therefore, if Kuuk tribe have their own perception of space then they also have their own perception of an abstract reality as time. This experiment carried on the Kuuk tribe is a great example of how since past ages our language has been evolved based on our basic natural skills. Also, is interesting because Kuuk tribe are acustomed to use spatial
directions in their daily life. Consequently, if Kuuk tribe have a better capability of spatial orientation they, also, have a different of thinking; this is represented in their language (Boroditsky, 2009) Moreover, writing orientation is an example of how language affect our perception of reality. The author explain that different languages speakers has their own spatial arrangement of things; this is proved by another experiments, where English speakers and Hebrew speakers differs on their arrangement of temporal progression. Thus, the author shows that writing direction plays a crucial roles in language. Besides, in order to test this idea you do not have to be in a laboratory, and it could be easily proved; furthermore, common people could feel identified with these experiment of spatial arrangement. In addition, writing orientation has a strong influence on spatial metaphors such as past, present, perfect, and time perception. In order to justify this idea, the author carried on a simply experiment where she demonstrate that truly our time perception is regulated by our writing orientation that, also, differs across languages. Then, our way of thinking is influenced by simple aspects such as writing. We know that our writing skill is strongly related with language, so this difference across different languages haves a deeply role in our abstract perception of reality, especially in time (Boroditsky, 2009). Patterns of language differs across language shaping in a different way how we think. Learn a new language increase our cognitive performance, in other words, our perception of reality and the way we think tend to increase when we learn a new language. Besides, speakers of rich languages in grammatical terms are more critical to reality. For example, Romance languages have two genders, feminine and masculine, while other languages such as some Australian aboriginal language has may more genders. Hence, different gender rules in grammar across languages have an effect in the way we perceive our environment. The differences among languages are influenced by many aspects such as
society and culture. However, language is the base of a culture or a society; in fact, we know that though of people that belongs to cultures differs across the world. Hence, our way of thinking is also different and it depends on the complexity of each language (Boroditsky, 2009). The purpose of the article is to inform how language shape the way we think. Also, the article is well structured and shows a clearly point which is supported by various examples and experiments. In conclusion, language indeed shape our way we think because the examples exposed are very common in our life and reliable. Furthermore, our toughs, and perceptions of reality are shaped by linguistic processes attached to concrete languages that differs across cultures and societies.
References Boroditsky, L. (2009). How does aour language shape the way we think? Retrieved from Edge: https://www.edge.org/conversation/lera_boroditsky-how-does-our-language-shapethe-way-we-thinkď ›28/04/2016]
Disadvantages of access to public higher education in Ecuador. Henry Patricio Secaira Morocho Yachay Tech University 20th May, 2016
“A new unified exam to access universities will be fair as ENES”. National exam for higher education (ENES) is a requisite in order to access to universities. Since 2016, the Secretaría de Educación Superior, Ciencia, Tecnología e Innovación (SENECYT) implemented an obligatory national unified exam for regulate the access to public higher education. This exam is the result of the union between ENES exam and the Ser Bachiller exam. The goal of this exam is to provide to the students the necessary diploma for enrollment into higher public education (Secretaria de Educación Superior, Ciencia, Tecnologia e Innovación, 2015). Access to higher education is restricted by the educational level of high schools and the economic situations of students. As any developed country, Ecuadorian high schools differ on their educational curriculum across private and public education. Generally, public high schools have a lowest educational level than private high schools. Hence, students that can finance private education have more opportunities to pass the ENES exam than other students. Also, the best high schools are localized in central cities, so the excellence of high schools decrease as it move away from central cities. Consequently, ENES exam is more benefit to students that live in central cities and can afford to a private high school. On the other hand, many students that do not have those opportunities did not approve the exam and they cannot access to higher public education. Thus, a national unified exam as ENES that evaluates aptitude and knowledge is not fair for Ecuadorian students because they do not have the same opportunities in education. The percentage of success in the ENES exam depends, majority, in the economic situation of the student. Ecuador have a 70% of kids that are living in poor conditions (Children international , n.d.). Indeed, students that have a stable economic situation can pay a leveling course that ensure them to pass the ENES exam. Whereas, students that have an instability economy left high schools in order to get a job and to achieve a
good economic situation. Despite of the gratuity of high schools, once the students finish high school, a big gap between economic situations are visible. In fact, financial stability plays a crucial role in the success of ENES exam. However, hard work is also an important factor for the ENES exam. For example, George Leef explains in “Don’t Buy the Hype, College Education Is Not An Investment�, students that are focused on raise their knowledge and educational skills have more chances to approve the exam (Leef, 2013). This means that economic situation is not a barrier in order to access to public higher education. Also, the most important attribute of a student is the perseverance to achieve a goal. A possible solution is, firstly, to evaluate only aptitude skills in the ENES exam and no knowledge. An exam based on aptitude and not knowledge will increase the percentage of access to public higher education, and it will provide more opportunities for students with different economic situations. Aptitudes evaluate on ENES exam are mathematical, language and abstract reasoning. Also, those aptitudes are independent on the educational level of each high schools and everyone could develop them. The second solution is that the government must offer free leveling courses across the country for all students in order to guarantee the access to public higher education. Nowadays, leveling courses are private, and assure good results in the ENES exam. Nevertheless, not all students have the possibilities to pay those courses. In conclusion, access to public higher is depended on the educational level of high schools and the familiar economic situation of students. Students that live in central cities and study in private high schools have more opportunities than other students. Besides, economic situations is crucial in order to approve the ENES exam. In order to make fairer the access to higher education is necessary to evaluate aptitude skills that
are independent of the educational level of high schools. Hence, government should guarantee equal opportunities of access to public higher education trough courses and changing the topics of ENES exam.
References Children international . (s.f.). Children international . Obtenido de Children international : https://www.children.org/see-the-impact/where-we-work/south-america-ecuador Leef, G. (2013). Forbes opinion. Obtenido de Forbes opinion: http://www.forbes.com/sites/realspin/2013/06/12/dontbuythehypecollegeeducationi snotaninvestment/#19/05/2016] Secretaria de Educación Superior, Ciencia, Tecnologia e Innovación. (2015). Sistema Nacional de Nivelación y Admisión. Obtenido de Sistema Nacional de Nivelación y Admisión: http://www.snna.gob.ec/wpcontent/themes/institucion/comunicamos_noticias114.php19/05/2016]
Despite of all the Misery, Agony and Frustration, There is a Hope After all. O Me! O Life! By Walt Whitman Joselyn Synei Benalcazar Jaramillo Henrry Patricio Secaira Morocho Marlon Steven Zambrano Mila Universidad de InvestigaciĂłn de TecnologĂa Experimental Yachay. 17th June, 2016
Despite of all the Misery, Agony and Frustration, There is a Hope After all. O Me! O Life! By Walt Whitman “Keep your face always toward the sunshine and shadows will fall behind you” Walt Whitman Walt Whitman was one of the most important American poets during the nineteenth century, along with Emily Dickinson. He was born in Long Island, United States of America in 1819 where he worked as teacher. Whitman was influenced by the artworks of Homer, Dante, Shakespeare and even the Bible. In 1885, Whitman published the first edition of Leaves of Grass which consists a set of twelve poems and a preface. In addition, this literature artwork contained a total of twelve editions published during Whitman’s lifetime. The poem “O me! O life!” (Poetry Foundation, nd), which appeared in the last edition of Leaves of Grass in 1892, remember us that despite of all the misery, agony and frustration, there is a hope after all and we must continue living because life goes on. O me! O life! Is a literary work, which consists of two stanzas written in prose, does not follow any pattern structure. In five lines of the first stanza, Whitman uses a literary technique known as anaphora which is the repetition of one or more words. Furthermore in the last line, the author concludes through a question “What good amid these”. The second stanza has two lines, a couplet, that are written in prose too. The words “Oh my! Oh life!” are the questions that reflect the suffering and frustration of Whitman. The employing of anaphora helps the reader to get inside the head of the author and be involved with the author’s feelings. Besides, the use of anaphora makes the poem more personally for the reader. The second stanza is an answer that the author gives to the questions of the first stanza, and it contains the message of the poem. In
general, the poem has a descriptive form because it describes the reality and sensations of the world that surrounds Whitman. (Grade saver, n.d), (Lexiconic Resources , 2015). Finally, The poem involves an endless cycle of doubts and successes expressed through set of feelings that reflects the reality, living experiences and thinking of the author. In the first verse of the poem, a sentimental frame expressed through agony, misery, reproach, frustration and even culpability, allows Whitman to build expressionist environment that provokes pain and pity into readers. Phrases such as “forever reproaching myself” and “for who more foolish than I” reflect profound blame and remorse to his existence, Moreover, phrases such as “endless trains of the faithless” and “of the plodding and sordid crowds” are strong critics about behavior and development of his
society. The nineteenth century American society was
characterized by fast industrialization, social problems as slavery and civil war (John M. Murrin, Paul E. Johnson, James M. McPherson, & Alice Fahs, 1863), so Wittman makes closely relationship between them. Where he argues that although there was a huge economic boom, great part of the American population still remains otherwiseminded and unattended. Finally, the author through the question “What good amid these, O me, O life?” leaves open the plot of the poem to possible solutions or more problems. At the final part, Walt Whitman directly answers to the raised question “What good amid these, O me, O life?” Through two polemics points for the understanding of the human existence. As first point the phrase “That you are here”, the author remembers us that we are alive in this world which implicates we can change ourselves and so change the painful progress of humanity (HOKKU, 2012). Besides, in the next section “that life exists and identity”, the author refers to “life” as the existence of more people like us,
who share the same frustration due to the current human society. In addition, he express the existence of identity as a physical existence or own essence that is unique for each person giving a touch of authenticity to lifetime. The next line “That the powerful play goes on” , Walt Whitman refers to that life goes on along with the drama caused by human evil along with eternal suffering that society reflects. In this part he tries to say us that life is not going to change, and we have to live with that. Finally at the second point “you may contribute a verse”, it is important because it transforms us in action entities who have opportunity and responsibility of changing the society. Therefore, the message of author is that we are alive, despite how hard is the world and how hard the life is, we must continue living with all of our essence writing our destination, being the best version of ourselves and contributing to build a better society.
O me! O life! is an American artwork written by Walt Whitman during the nineteenth century. This poems was included in the last publication of Leaves of Grass, but first publication of Leaves of Grass was done in 1855. The poem contains two stanzas written in prose. Whitman, also, uses a literary technique known as anaphora in order to make personally the poem for the reader. At the first
verse, Whitman
indirectly expresses a set negative feelings and emotions which are a reflection of the lacks and necessities of the nineteenth century American society. On the other hand, the author conclude with a question “What good amid these?” Finally he answers to the question, directly and concisely through these two phrases “That you are here” and “you may contribute a verse” that mean, we must continue living with all of our essence writing each step of our future , being the best version from ourselves and contributing to do a better society.
References HOKKU. (22 de September de 2012). O ME! O LIFE!: WALT WHITMAN’S ANSWER. Obtenido de https://hokku.wordpress.com/2012/09/22/oh-me-oh-life-walt-whitmans-answer/ John M. Murrin, Paul E. Johnson, James M. McPherson, & Alice Fahs. (1863). Liberty Equality Power. Obtenido de https://books.google.com.ec/books?id=F5sDw0VbQZYC&pg=PT115&dq=american+soc iety+in+the+19+century&hl=es&sa=X&ved=0ahUKEwiggKSBxa_NAhVXKFIKHTs5CyUQ6 AEIMjAB#v=onepage&q=american%20society%20in%20the%2019%20century&f=false Poetry Foundation. (nd). Walt Whitman. Poetry Foundation. Retrieved from Poetry Foundation
Name: Henry Secaira Instructor: Matthew Mackey Assignment: Argumentation Essay Date: June 30, 2016
Across time, many ideologies had been censored despite the authenticity of those ideas. Form many centuries, the access of information had been restricted by the opinion of experts. Thus a huge amount of information had been lost. Censorship have been employed as a form of domination and control by various groups of power, such as: government, catholic church, and so on. Hence, there should not be censorship in schools because access to information is a fundamental right. Information that contains potential harmful ideas to the society must be studied with the supervision of experts in order to mitigate possible damages. According to Petress (2005), when schools censor ides, students will become more interested on those taboo ideas. Thus, censorship does not protect people from harmful ideas. On the other hand, if experts, such as: teachers, and librarians, were involved in the process of learning, they could give different points of view of those ideas. Furthermore, the opinion of those experts could help to give a correct form of what is supposed to be taught in schools. In addition, school board must decide what topic should be discussed in class, and what the proper way is to treat that topic. Therefore, there is no need of censorship because students among with experts can critical thinking and develop their own concept of what is good or what is bad. Not censoring information will lead to a better development of multiple perspectives. According to Petress (2005), the censorship of content is constantly changing across the time, and by the opinion of different authorities. In the past, many ideas was censored by groups of people in order to maintain their power in the society. As an example, in
the middle age, the Catholic Church censored and even punished some revolution ideas, such as: laws of movement, functioning of the human body, and so on. Those ideas could not be analyzed in schools so humanity decreased their rate of knowledge and discoveries. Nowadays, access to information is a fundamental right for everybody across countries. However, there is still censorship in non-conservative ideas, and the final decision, of what should be censored, comes from a judge. Thus, censorship is a way to control people and the society, and to protect societies from chaos. Censorship is necessary to maintain mutual respect among people. According to Petress (2005), censorship is a way to keep harmful ideas out of reach of students. Students that have access to harmful ideas can rapidly spread thoughts against a figure of power, and generate discomfort within a community. Those ideas are accompanied by disorder, and even chaos in a society. Furthermore, censorship is a violation of human rights. Students in the US. Ave a first Amendment right to express their own ideas without interfering in their scholar functions. (Petress, 2009). Every person has a fundamental right to express their opinion. Most of the cases, students are banned, simply, because a group of power does not have the same perspective. Thus, censorship is a form of repression in order to avoid discomfort of a majority group of people. Schools are sites that shares knowledge to students. Also, all students have the right to access to information. This information must be analyzed with experts that can help students to discern what is good or bad. Furthermore, censorship depends, majority, by the time, and the authorities. There were many revolution ideas that were censored by groups of power Censorship of information is more than maintaining the comfort of a group of people. Hence, not censoring information in schools will allow students to have multiple perspectives of an idea, and to develop critical thinking with the guide of an expert.
Education can enhance the economic growth of a country. Henry Patricio Secaira Morocho Yachay Tech University 08th July, 2016
Benjamin Franklin once said, “An investment in knowledge pays the best interest.� Education plays a deep role in the economic development of a country. The effects of education are clearly visible in fields, such as: technology, science, innovation, labor productivity, and so on. For many years, education was not considered important for nations because they did not see education as an investment.
Nowadays, our
globalized world is constantly changing, and education provides skills for competition in world markets based on technology. Education can also lead to a social consistency because it provides interpersonal tolerance among different cultures. Thus, education can enhance the economic growth and the development of a country because it is an investment in human capital. An educated society will develop faster because each individual will become a significant part of the labor force. Education has an impact that is visible in society because it increase the rate of innovation, the ability to introduce new and better production methods, and a faster introduction of new technology (Hanusheck, 2005). Education provides basic skills, such as: ability to use mathematics, and science for solving daily problems, such as: count money or design something useful that will be important in the labor global market. Today’s world requires workers with a higher level of education because it means more incomes for a certain company or factory. Indeed, workers with educational levels beyond a bachelor degree have more opportunities to work in important companies, and this is what helps to increase the economy of a country. In addition, investment in education beyond high school is necessary for countries because potential workers will be more prepared for future jobs that requires strong basis in math and science. Hanushek et al. (2000), in order to support this idea, discovered that immigrants who achieved higher scores in math and science at international tests are
earning more in the United States. Thus, education provides human capital that is necessary to increase the economic growth of a country. The country’s education system is strongly related with the economic development. Nowadays, all countries must compete with each other in order to achieve economic success in the global market. Thus, education system provides training for workers that will be more productive and will earn more money in new competitive fields, such as science and technology (Radcliffe, n.d.). Workers that have strongly skills, thanks to education, will be able to carry out specific tasks that requieres a certain level of knowledge and critical thinking. Thus, those workers can increase the rate of competetition and quality in the world market. Also, education helps to develop intellectual capacity in future workers. This capacity can be used to create new and innovative products that will be sold ,and, therefore, increasing the incomes of a country. Education can also improve basic skills of future workers. Cognitive skills acquired through education have a relationship with the annual growth rate of the country’s gross domestic product (GDP), increasing the economy. Indeed, a country with higher years of schooling have, also, a higher rate of annual grew in economy over the decades. Across 50 countries where the average year of schooling increased 40-year growth rate in GDP increase around 0.37 percentage points (Hanushek, Jamison, Jamison, & Woessmann, 2008). Educational systems differ across countries, and also the educational level. Cognitive skills, such as: formal sciences, and natural sciences, learned in school by future potential workers are important because those skills can enhance the human capital. Thus, cognitive skills plays an important role in the growth of the GDP and the economic growth of a country. Most of the East Asian countries are a great example of economic growth based on educational skills as the Republic of Korea. Another great example of economic growth is Finland, this country
have been investing in human capital for decades. Thus, the Finnish education is an interesting benchmark for many countries because their investment of about 5.8% of GDP through time has increased the performance of human capital for and work force for industries (Hanusheck, 2005). Reinforcing policies of education will lead to increase the rate of economic growth in a country. A study carried out by the Federal Reserve of the United States, economist shows that in 65-years period, high schools and college played a crucial role in order to explain the increasingly rate of per capita incomes relative to other states between 1939 and 2004 respectively. (Berger & Fisher, 2013). Education by itself cannot increase the economy of a country. In order to achieve this goal, the government must invest in education because is good for the country’s economy and budgets for the future. Thus, educational policies must ensure equality and quality for all citizens in terms of education. Also, investment in education will turn the export sector more competitive because workers will have skills to apply in the world labor market. A research of the World Bank shows that the rate of economic growth of 60 developing countries during 1965-1987 were high because of the combination between a high level of education and macroeconomic stability (Ozturk, 2001). Because of the high rate of change of technology, countries must adapt to changes, and emphasize in a strong labor force that can be achieved through education. Education can also help to reduce the poverty of a country and to reinforce the labor market. Although investment in education is not sufficient to lower the percentage of poverty, education can reduce social inequalities among citizens. International community recognized the potential of education to unlock personal and human development, prosperity, democracy and social justice. Also, education can open new opportunities for jobs and credits for poor people, and, thus, it will increase productivity
of labor force. Indeed, one extra year of schooling increases individual’s earnings by up to 10% (UNESCO, 2011). Education has a big impact on economic development since the preschool programs. Despite the higher cost of investment in early education by the federal government (around 59 billion dollars) the human capital will generate an additional growth in federal revenue in order to cover the costs of the program. Using the data from the Perry Preschool Program, which consist in a high quality program for disadvantaged kids from Michigan in the 1960s, it shows that high quality preschooler education could add 2 trillion dollars annually, producing an extra of 7.699 per capita, to the U.S. GDP by 2080 (Sawhill, Tebbs, & Dickens, 2006). In addition, children that have a quality early education are more capable of developing new skills in order to adapt to a new environment, and to be more creative in stressful situations using a widely range of emerging technologies. Thus, labor force will be better because the future worker can have a remarkable performing in new emerging fields, such as: science and technology, enhancing the work force of a country. Nowadays, education cannot guarantee the increasing of human capital. Richard Arum and Josipa Roksa, in their book Academically Adrift, show us that more than a third of recent college graduates are not contributing to enhance the labor market because they are not adding anything to the country’s human capital. Also, those graduates used to be weak in basic skills (Leef, 2013). Nowadays, the labor market, based on science and technology, is constantly changing because of the competitiveness among countries, so the future labor market will be different than it was in the past. Thus, education cannot ensure the performance of a worker in the future, affecting directly the human capital. However, the success in labor world, after getting a college degree, depends on the personal performance.
Education can increase the economic growth of a country based in the human capital. The Human capital theory states that education is necessary to improve the productivity, capacity, and efficiency of future workers within a country. In addition, education increase the level of adaptation to new situations focused on science and technology. According to the Organization of Economic Cooperation and Development, the countries’ economy is increasing due to the knowledge stock and learning capabilities of workers with education (Almendarez, n.d.). Despite the fact that education cannot contribute to human capital by itself, education indeed provides the necessary basis that are required in the competitively labor market of a globalized world, and most important in a global economy. Education is crucial for the development and the economic growth of a country because it enhance important skills that are useful in labor market. Furthermore, education must be seen as an investment in order to achieve a sustainable economy, and most important to increase the human capital. Furthermore, through education, the GDP and the incomes of a country will increase. In conclusion, nowadays, education provides the necessary labor force, with strong basis in math and science, to innovate and create in a competitive globalized world based on science and technology.
References Almendarez, L. (n.d.). The University of the West Indies. Retrieved from Human Capital Theory: Implications for Educational Development: http://www.open.uwi.edu/sites/default/files/bnccde/belize/conference/papers2010/a lmendarez.html[05/07/2016]
Berger, N., & Fisher, P. (2013). Economic Policy Institue. Retrieved from A Well-Educated Workforce is Key to State Prosperity: http://www.epi.org/publication/stateseducation-productivity-growth-foundations/[05/07/2016] Hanusheck, E. (2005). UNESCO. Retrieved from http://www.unesco.org/education/gmr_download/chapter2.pdf[05/07/2016] Hanushek, E., Jamison, D., Jamison, E., & Woessmann, L. (2008). Education Next. Retrieved from Education and economic growth: http://educationnext.org/education-andeconomic-growth/[05/07/2016] Leef, G. (2013). Forbes. Retrieved from Don't Buy The Hype, College Education Is Not An : http://www.forbes.com/sites/realspin/2013/06/12/dont-buy-the-hype-collegeeducation-is-not-an-investment/#185dd28d7ee6[05/07/2016] Ozturk, I. (2001). Munich Personal RePEc Archive. Retrieved from The role of education in economic development: a theorical perspective : https://mpra.ub.unimuenchen.de/9023/1/MPRA_paper_9023.pdf[05/07/2016] Radcliffe, B. (s.f.). Investopedia. Retrieved from How Education and Training affect the Economy : http://www.investopedia.com/articles/economics/09/education-trainingadvantages. [05/07/2016] Sawhill, I., Tebbs, J., & Dickens, W. (2006). Brookings. Retrieved from The Effects of Investing in Early Education on Economic Growth: http://www.brookings.edu/research/papers/2006/04/education-dickens[05/07/2016] UNESCO. (2011). United Ntions Educational, Scientific and Cultural Organization. Retrieved from Education Counts: http://unesdoc.unesco.org/images/0019/001902/190214e.pdf[05/07/2016]