Need of Education Essay Example for Free

Need of Education EssayExamples a) School qualifications no bringing up semiskilling work b) School qualifications apprenticeship skilled worker/skilled employee c) Lower/ median(a) secondary school qualifications apprenticeship master craftsman d) University entrance qualifications apprenticeship additional prepare occupation e) University entrance qualifications apprenticeship high education executive position f) University entrance qualifications higher education executive position These examples illustrate that there be ii ways of looking at the benefits of training.The first, which is marginal in one sense, answers the question of what benefits are to be obtained from adding a further stage to the training path already completed. The second is more typical and concerned with the incomes to be obtained from specific training routes. A comparison is made between the incomes attained at 30 years of age and those resulting from the next lower training path. This may be, for example, the benefits of an enterprise-based apprenticeship on the road to an schoolman qualification (path 6 compared with path 5).The additional income minus the lives of training produces (allowing for interest) the return on the training investment. From a macroeconomic viewpoint, investments in education and training are, to a certain degree, investments in the infrastructure, and the return on such investments becomes apparent only in the long term. The concept of benefits also includes different aspects which need to be kept apart.It is helpful in the first instance to distinguish between the benefits resulting from the efficiency of the education system and its quantitative performance, on the one hand, and the benefits in damage of subsequent yields (economic growth, low unemployment, tax revenues) on the other. The efficiency benefit is the ability of the education and training system to train the younger generation in able institutions so as to minim ize the costs of students repeating classes or dropping out of higher education and thus reduce excessively long education and training periods.The benefits from vocational education and training are also associated with the allocative functions of the get market. One function of vocational education and training is to ensure that the supply of labour matches demand. A training system should at least produce approximately those qualifications which are required on the labour market. There are therefore two sides to the benefits of investments in training. In formal terms, the benefit is the return on a long-term investment, but this return results from the allocative effects of the labour market.It would be an excessively set perspective if interrogationers were to look only at the return on investment in terms of human capital. And concentrating exclusively on the allocative aspects of the labour market would fail the fact that education and training are an investment in themse lves. There is also a third aspect to consider. Return on investment calculations rotter normally encompass only the direct costs and benefits, i. e. the returns of the first type. But investments in education and training also have effects on other areas. There may be positive or negative effects of a second type.Positive (synergy) effects occur when investments in education and training at one point raise productivity at another. These include in particular education and training investments which equip their recipients to work in research and development. Negative secondary effects occur in the form of redundancies when lesser qualified employees are replaced by their more qualified counterparts. There are numerous ways in which expenses may be refunded for training outside the workplace (refunding), e. g. by employers and employment offices.These refunds are deducted from individual expenses in the costs model (cf.Figure 6, p. 232). The eyeshot aimed, first, to establish the d irect costs, i. e. expenses directly associated with the move training measure as such (course and event fees, spending on learning materials, travelling expenses, board and lodging, cost of child care where applicable, and all other costs directly associated with participation in continuing training programmes). The survey also looked at indirect, or opportunity, costs. contradictory direct costs, indirect costs entail no expenses, but arise in the form of lost earnings (e. g.unpaid leave or decrease working hours for continuing training purposes, but not the hypothetical earnings of someone who was previously unemployed) and the loss of unoccupied judgment of conviction.The vacuous duration lost consists of that time spent exploring the market, the time invested in the actual training programme, travelling time, preparation and follow-up and, in some cases, paid leave. However, the yardsticks used to convert the loss of leisure time into fictitious costs are ultimately base d entirely on random decisions. Even the net income earned from employment, which would be a plausible choice, does not provide a suitable measure here.Either the individual may not consider taking paid employment during leisure time unless it is moonlighting or may regard it as a consumer good rather than a loss of leisure time. For this reason, the BIBB survey was limited to recording the amount of leisure time lost and no attempt was made to place a monetary value on it. Neither was it possible to apply any rules for evaluating the benefits. age it is quite clear that the profitability of continuing training is determined by the benefits, the input encompasses not only the time and money invested, but also the somatogenetic and mental exertion associated with learning.Private individuals, just like companies, are willing to subject themselves to continuing training only if it yields overall rewards. But these rewards depend on whether the training is a consumer good and the b enefits are to be found in actual consumption, or whether it has been chosen for career, i. e. economic, reasons. Economic benefits may arise in many a(prenominal) different ways continuing training may serve to refresh knowledge, to adjust to new developments, to upright promotion and raise status, or else to avoid unemployment.another(prenominal) consideration is that the benefits are normally not yet visible at the actual time of training. Those who opt for continuing training hope it will secure them promotion or save them from unemployment. Whether these objectives are actually attained emerges at a later stage. It is therefore objectively impossible to isolate the economic benefits of continuing training from other benefit factors. For this reason the survey was limited to presenting the respondents with a list of benefits and asking them to rate their importance in qualitative terms. http//www. cedefop. europa. eu/EN/Files/RR1_Kau. pdf.