Pillars of Social and Economic Development for Future (KBE-Knowledge Based Economy-HC-Human Capital)
DOI:
https://doi.org/10.14207/ejsd.2016.v5n3p345Abstract
In this study had been investigated from cognitive ability to economic development in Turkey. Turkey has young population, and developing country. It has candidate member of European Union. It has member of OECD. This means that I compared with OECD countries Pisa examination. I used to EUROSTAT’s data EU countries. The main objectives of this study are to compare developing and developed countries population and education system for economic and social development.
Literature review, there are several papers and research human capital and economic development. We should be investigating multidisciplinary approach. Because it is differ from social, cultural, economic and political level. Bologna progress is obliged to regulate for member to EU.
Research Methodology, in this study welfare level and GDP is dependent variable. Enrollment, student, education programs, population, employment, IQ tests and Pisa scores are independent variables. There is positive correlation individual and cognitive skill to human and social capital. But there is cultural and social effect for measurement. I find that high average scores are strongly associated with increases in school enrollments and large reductions in the unemployment.
Data, I used official statistical data fort this paper. United Nations, OECD, EURESTAT, and World Banks data had been used also. Enrollments by educational institution 2014-2015 in Turkey, Pre-school, enrollment student are 1156661, Primary school students are, 5434150, Junior high school students are 5278107, General high school, students are 2902954, Vocational and technical high school students are 2788117. Higher educational institutions students are 5139468 (2013-2014). Total enrollment student are 22715465. Classical method and programs is insufficient for in the World. Globalization, unemployment and for job ability requires new paradigm. I investigated and compared with these subjects.
Key words: Conclusion and advice, ”21st century skills”, ”career readiness”, ”next generation learning”, ”new basic skills”, ”higher order learning ” requires new program paradigm for Turkey.
