The policy consensus for increasing school attainment across the world, summarized by “education for all”, has been eroding as improvements in schooling have not consistently led to better economic performance of countries. The prior analysis, however, strongly points to a focus on cognitive skills as the key issue, and this chapter highlights the fact that expanding school attainment has not systematically led to improved knowledge capital. Based on an overview of general facts about the knowledge capital in developing countries, this chapter turns to general cases that have been treated as puzzles, albeit for opposite reasons: Latin America with its inexplicable slow growth and East Asia with its stunning rapid growth. The focused analysis shows that there is nothing special in terms of growth and development about the East Asian experience or about the Latin American experience once knowledge capital is taken into consideration.
MIT Press Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.