total factor productivity of production؛
seyed mohammad reza seyednourani; masomeh sajadi; faezeh forouzan; fatemeh jahangard
Volume 5, Issue 20 , August 2015, , Pages 44-31
Abstract
Since the 1990s social capital was considered as an engine of economic development. Furthermore, in order to achieve the economic development, countries were invested to create and improve the social capital. In this regard education as the most influential factor was on the agenda. Education by increasing ...
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Since the 1990s social capital was considered as an engine of economic development. Furthermore, in order to achieve the economic development, countries were invested to create and improve the social capital. In this regard education as the most influential factor was on the agenda. Education by increasing the personal abilities and knowledge can provide the condition for participation, social interaction and presence in social networks and community. On the other hand, education by create and internalize the norms would regulate people`s behavior that lead to an increase in social trust and social capital. In this study we tried to prove this hypothesis that education leads to social capital and the most effective impact on social capital belongs to the primary school as well. For investigating the impact of different levels of education on social capital in Iran during 1981-2011 we used the GMM method. The estimation results show that education has a positive and significant effect on social capital in this period. Among the different levels of education, the most effective level on social capital is the primary and middle school and the factor that has the least effect on social capital with 0/29 coefficient is higher education.
Mahdi Shahraki; Simin Ghaderi
Volume 5, Issue 19 , June 2015, , Pages 136-115
Abstract
Infrastructures are one of the most important tools for transferring technology from developed countries to developing ones. These infrastructures will also increase the economic activities; decrease the production and transportation costs, and finally increase the efficiency. Thus, they can affect the ...
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Infrastructures are one of the most important tools for transferring technology from developed countries to developing ones. These infrastructures will also increase the economic activities; decrease the production and transportation costs, and finally increase the efficiency. Thus, they can affect the economic growth. This study investigates the direct and indirect effects of education and health, and economic infrastructures on the economic growth of Iran from 1980 to 2011. To that end, an equation system was designed which uses 2SLS. The findings showed that one percent increase in the education and health infrastructures will increase GDP by 0.06, and increase the foreign direct investment by 0.03. The indirect effect of improving education and health infrastructures on economic growth via foreign investment is 0.06 while export can bring about a 0.02 increase in economic growth.
Farzaneh Chaharband; Farshad Momeni
Volume 1, Issue 4 , December 2012, , Pages 116-75
Abstract
The main input of the knowledge based economy (KBE) is knowledge and its application. This model requires an authentic fundamental knowledge and preparations in which the effective human capital has the main weight. So the main subject of this research is that, under conditions in which the global economic ...
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The main input of the knowledge based economy (KBE) is knowledge and its application. This model requires an authentic fundamental knowledge and preparations in which the effective human capital has the main weight. So the main subject of this research is that, under conditions in which the global economic relations are knowledge oriented, importing technologies, expanding the tertiary education and following developed countries policies, without considering the infrastructure of KBE, cannot be the proper solution for developing countries. As education has always had close relationship with economic development, education in general and basic education in specific has been considered as essential ways to operate in this new model and also as one the main pillars in KBE. “Development in basic education has direct relationship with the development of KBE index” is our hypothesis. In this survey a descriptive- analytical and also cause and effect procedures have been chosen to deal with key definitions of this era. Then, using the World Bank knowledge based economy measurement (Knowledge assessment measurement-KAM), the status of knowledge economy index (KEI) in Iran for the years 1995-2009, will be investigated. According to the findings of this research, it can be concluded that the function in Iran in the field of providing a kind of basic education which can be a mean to KBE, has been weak. This weakness has reasons such as a rentier atmosphere, lack of attention toward the importance of basic education in comparison to tertiary education in macro planning and improper strategies in the field of education. So having educational adjustments from basic to higher education, developing core competencies and establishing an effective and continuous relation between basic education, higher education and labor market can lead to an improvement of an institutional framework and of course achieving to KBE.
Nader Mehregan; Asghar Sepahban Gharehbaba; Elham Lorestani Lorestani
Volume 2, Issue 6 , May 2012, , Pages 94-71
Abstract
In Lucas growth endogenous, we focus on human education that causes the weakness of decline return. Therefore the lack of autogenous technology cannot omit long term per capita growth. Human capital against autogenous growth model can be saved by investment i.e. people can choose how long they ...
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In Lucas growth endogenous, we focus on human education that causes the weakness of decline return. Therefore the lack of autogenous technology cannot omit long term per capita growth. Human capital against autogenous growth model can be saved by investment i.e. people can choose how long they invest on education. So it is supposed that human capital is an accumulated input with fix return. Finally from the model concluded that in shortage of autogenous technical progress the long term growth rate can be explained by accumulation of human capital. In this paper it is tried to search the effect of human education on growth rate in Iran by Lucas growth endogenous. The model that has been used in this paper is estimated by time series of 1959-2007 and five steps co-integration approach of Johansson and Vector Error Correction Model. Finally, based on two obtained co-integrated vectors, it is concluded that in long term there is a positive relationship between index of knowledge oriented employment and increase of physical capital's accumulation on Iran's economic growth. In addition, both of these vectors show that knowledge oriented employment has been very influential in the economic growth of the country in the long term.
Farhad khodadad Kashi; Khalil heydari
Volume 1, Issue 2 , January 2012, , Pages 133-113
Abstract
In the history of human societies, Education Institution has been thought of a key factor in human life and development. In Iran, Both before and after Islam, Education and culture have been considered as fundamental tools for human life exaltation. In Islamic republic of Iran’s law, development ...
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In the history of human societies, Education Institution has been thought of a key factor in human life and development. In Iran, Both before and after Islam, Education and culture have been considered as fundamental tools for human life exaltation. In Islamic republic of Iran’s law, development of education and increasing social welfare are of particular interest. Many scholars believe that, one of the effective ways out of poverty is human capital development. The aim of this investigation is to assess the role of Education in Iranian households’ consumption behavior. To this end, the budget survey of Iranian statistical centre was used to calculate indices such as: share of education in Iranian households’ expenditure and income elasticity of education demand. The results of this study indicate that education is a necessary service. Another important finding is that education expenditure in urban areas is significantly more than rural areas
