The economic effect of science education may have more to do with
"hidden" cultural rules, orientations and worldviews being transmitted
than the specific scientific content being taught. (p 173)
Other conclusions from this research may be just as important in their policy
implications.
Instructional time for maths and language education, at least at the primary
level, appears unrelated to long-term economic growth. Equally
interesting....is the potential importance of aesthetic education (i.e. art,
music, dance, drawing) as it relates to the economic growth of certain less
developed nations. (p 173)
Of course it will be argued that economic growth is not the only, or even a main, aim of
curriculum planning. Other aspects of educational quality, for example effectiveness and
relevance, are important (see Hawes & Stephens, 1990). It needs to be stressed also that
only the primary curriculum was considered in the research. The findings may be
thought to be counter-intuitive, and it is to be reiterated that correlation does not imply
caussality.
3.2 Vocational education
The particular dilemma of vocational education (at all levels) is considered in some
detail by Psacharopoulos (1987, p201):
On the one hand, there is on the face of it a valid, and irresistibly logical,
argument that the school system in developing countries should be
vocationalized in order to increase its relevance to the needs of a
modernizing economy. On the other hand, nearly every valuation of the
performance of vocational education to meet such needs, whether in
developing or industrialized countries, has been negative.
Basing his arguments on cost-benefit analysis, Psacharopoulos makes two major points.
Firstly, the provision of skills does not have to be school-based, and even if it is school-
based, it does not have to take place in the mainstream educational system. Secondly,
students are often forced to follow a vocational track although they would prefer an
academic one. The vocational school fails because of the inherent contradiction between
student preferences and the type of schooling offered.
A strong case for out-of-formal school or employment-based training is made by
Psacharopoulos. In essence, the advantages are improved student motivation, training