If all factors of production ( V ) are included we more general have:
Q 'P&1V 4 Production as a result of supply of factors of production.
Of course: EdV and Eq diag d P as labour and education are not the only factors of
production.
4. Use of labour 1980-1992: Who is producing what?
All Danish children and teenagers of course receive mandatory teaching, but it is not this
education that is subject for this study. Here we only include completed formal education after
mandatory school and high school. Further education include those with who have finished
high school (12 years) and passed successful through additional 3 years (short), 4-5 years
(medium) or 6-9 years (long) of mainly theoretical education with final examination.
Vocational comprises those who have successfully passed through 3-5 years of theoretical and
practical apprenticeship. Those who never started other education after mandatory school/high
school and all drop-outs are included in no formal education.
The adult population is potential available for the labour market and for the production of
goods and services. Education has important implication for being employed as well as for the
types of commodities people produce. The more educated are more active, less unemployed
and more than half of all Danes with further education produced goods and services for public
consumption both in 1980 and in 1992. This is seen from table 1 and 2 showing the use of
educated and non educated adults in Denmark in 1980 and 1992.
First of all it is important to note, that the level of formal education is growing. The number
of 15 to 59 years old people with no formal education fell from 1.367.000 in 1980 to 1.197.000
in 1992, the number of people with vocational education increased from 858.000 to 1.049.000,
and the number with further education rose from 339.000 in 1980 to 478.000 in 1992. Older
generations leaving the labour force during the period got less formal education when they
were young in the 1940es and 1950es than young people entering the labour force in the
1980es. This is the most important change in the educational patterns in Denmark, and may
at least partly reflect a formalization of the transfer of skills between generation from practical