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The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politi

admin2012-06-18  87
问题     The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies, however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.
    Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U. S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U. S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts a result of the training that U. S. workers received on the job.
    More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
    What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it After all, that’s how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
    As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be a-ble to escape their poverty traps without political changes that may be possible only with broader formal edu-catioa A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity to the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
A major difference between the Japanese and U. S. workforces is that________.
选项 A、the Japanese workforce is better disciplined
B、the Japanese workforce is more productive
C、the U. S. workforce has a better education
D、the U. S. workforce is more organize
答案B
解析 从文中第二段的内容可知，美国的劳动力因为缺乏教育而受到嘲笑，这也是美国经济绩效不佳的主要原因之一。在汽车装配生产率方面，日本占据着并且仍然保持着世界领先地位。然而调查显示，美国的本田、尼桑和丰田工厂的生产率大约是日本同类工厂生产率的95％，这是美国工人在工作中获得培训的结果。这可表明日本和美国劳动力的主要区别是日本的劳动力更多产，因此B项正确。
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