The purpose of The Political Economy of the Educational Process is to demonstrate in an elemental way what economics can contribute to our understanding of how education occurs. Although in ways similar, the book is significantly different from other studies in the economics of education. Other works are primarily concerned with the effects which education (or, to use the economist's jargon, human capital) has on production, market efficiency, and the distri bution of income. The central concern of this book is how and why the student goes about acquiring whatever human capital he wishes and how the institutional setting of the university influences the amount of human capital that the student acquires. This book deals with the learning process and, therefore, draws upon an earlier book written by Robert Staaf and myself. 1 However, the "economic theory of learning," which Staaf and I developed earlier in very pre cise mathematical terms, is extended here through a fuller treat ment of the political environment in which education occurs. A major concern of this work is to make the economic analysis easily understood by professional educators and social scientists generally. To accomplish this objective, Chapter 2 develops for the non economicists the tools of analysis which are used throughout the book. Hopefully, by shying away from esoteric theory and by try ing to make the discussion provocative and informative, the book 1. See Richard B. McKenzie and Robert J.

A theoretical framework for analyzing the complex relationship of education, growth, and income distribution. The dominant role played by the state in the financing, regulation, and provision of primary and secondary education reflects the widely-held belief that education is necessary for personal and societal well-being. The economic organization of education depends on political as well as market mechanisms to resolve issues that arise because of contrasting views on such matters as income inequality, social mobility, and diversity. This book provides the theoretical framework necessary for understanding the political economy of education—the complex relationship of education, economic growth, and income distribution—and for formulating effective policies to improve the financing and provision of education. The relatively simple models developed illustrate the use of analytical tools for understanding central policy issues. After offering a historical overview of the development of public education and a review of current econometric evidence on education, growth, and income distribution, the authors lay the theoretical groundwork for the main body of analysis. First they develop a basic static model of how political decisions determine education spending; then they extend this model dynamically. Applying this framework to a comparison of education financing under different regimes, the authors explore fiscal decentralization; individual choice between public and private schooling, including the use of education vouchers to combine public financing of education with private provision; and the social dimension of education—its role in state-building, the traditional "melting pot" that promotes cohesion in a culturally diverse society.

A textbook providing academically rigorous yet clear explanations of the economics and politics driving today's educational systems and how economists analyze them. This essential text for upper-level undergraduate and graduate students in economics, public policy, and education covers all major topics and is packed with international examples.

This volume contains original essays by outstanding scholars working within several of the dominant genres in contemporary political economy: neoclassical public finance, public choice, and Marxian analysis. Critical overviews of some of their major themes are offered in my introductory chapter and in Warren J. Samuels' concluding one, while more focused, if briefer, comments by other scholars follow each of the theoretical presen tations in chapters 2 through 4. The book's aim is to alert, inform, and possibly provoke readers to a more careful examination of the important and manifold problems of theory and analysis raised by authors whose points of entry into the subject of political economy often differ substan tially. At a time when problems of economic performance and political management frequently seem to have become not only severe but intrac table, it is not unwise to consider again the ways in which greater sense might be made of these crucial matters. The book's dialectical organization is intended to encourage readers to consider insights and objections that may not have been otherwise appar ent and, hence, to reflect in a more critical fashion upon the limitations and advantages of various visions in this complicated and sometimes disorderly field. Since I am of the opinion that no fully satisfactory syn thesis of the perspectives presented here is (probably ever) possible, no Procrustes has been summoned to make the attempt.

The elder Keynes argues that almost every problem connected with the scope and method of political economy has given rise to conflict of opinion. The resulting controversies have sometimes been bitter. Those readers, who already have any acquaintance with the literature of economic method should be prepared to find that several of the chapters are controversial in character. At the same time, Keynes avoids the tone of a partisan and represents both sides of the argument without prejudice.While making no attempt to bring about a complete reconciliation between opposing views, Keynes shows the nature of the opposition between them has sometimes been misunderstood, and its extent consequently exaggerated. Since the scope and method of a science can never be satisfactorily discussed at the commencement of its study, some knowledge of political economy in its general outlines is assumed.The nature of the topics discussed in this classic is indicated in the introductory chapter. The abstract discussion of methods is one to which students of economics must necessarily give attention in the course of their reading, and its indirect bearing on the solution of practical economic questions is very close in contemporary importance in today's society.

The book examines skill systems and vocational training in a number of coordinated market economies, analysing historical origins and contemporary developments. As well as case studies on Germany, Austria, Switzerland, the Netherlands, and Denmark, it also contains comparative chapters exploring reactions to common challenges.

The Palgrave International Handbook of Marxism and Education is an international and interdisciplinary volume, which provides a thorough and precise engagement with emergent developments in Marxist theory in both the global South and North. Drawing on the work of authoritative scholars and practitioners, the handbook explicitly shows how these developments enable a rich historical and material understanding of the full range of education sectors and contexts. The handbook proceeds in a spirit of openness and dialogue within and between various conceptions and traditions of Marxism and brings those conceptions into dialogue with their critics and other anti-capitalist traditions. As such, it contributes to the development of Marxist analyses that push beyond established limits, by engaging with fresh perspectives and views that disrupt established perspectives.