Question

Given our education achievement function, what do you believe is the best way to improve urban educational outcomes? What are the costs and benefits associated with your plan?

Answer 1

Education :

The word education is the most important part of our life Without having education a person can't grow even better in his life We must educate ourselves as well as our generation for the future growth prospects.

As the education also divides the areas like urban education and rural education. The education system varies from place to place  

If we talk about rural education there is a lack of proper infrastructure. Because people don't take care of their children 's education.

But we talk about urban education system there is a facility of having better infrastructure because even people want to get their children educated.

The impact of education quality

on development goals

It is commonly presumed that formal schooling

is one of several important contributors to the

skills of an individual and to human capital. It is

not the only factor. Parents, individual abilities

and friends undoubtedly contribute. Schools

nonetheless have a special place, not only

because education and ‘skill creation’ are among

their prime explicit objectives, but also because

they are the factor most directly affected by

public policies. It is well established that the

distribution of personal incomes in society is

strongly related to the amount of education

people have had. Generally speaking more

schooling means higher lifetime incomes. These

outcomes emerge over the long term. It is not

people’s income while in school that is affected,

nor their income in their first job, but their

income over the course of their working life.

Thus, any noticeable effects of the current quality

of schooling on the distribution of skills and

income will become apparent some years in the

future, when those now in school become a

significant part of the labour force.

Impact of quality on individual incomes

One challenge in documenting the impact of

differences in the quality of human capital has

been its measurement. Much of the discussion of

quality – in part related to new efforts to improve

accountability – has identified the importance of

enhancing cognitive skills via schooling, and

most parents and policy makers accept that such

skills represent a key dimension of schooling

outcomes. If cognitive skills do provide proxy

evidence, however incomplete, for school quality,

the question arises as to whether these skills

are correlated with students’ subsequent

performance in the labour market and with the

economy’s ability to grow.

There is mounting evidence that the quality of

human resources, as measured by test scores, is

directly related to individual earnings, productivity

and economic growth. A range of research

results from the United States shows that the

earnings advantages due to higher achievement

on standardized tests are quite substantial.2

These studies typically find that measured

achievement has a clear impact on earnings,

after allowing for differences in the quantity of

schooling, age or work experience, and for other

factors that might influence earnings. In other

words, for those leaving school at a given grade,

higher-quality school outcomes (represented by

test scores) are closely related to subsequent

earnings differences and, we therefore suppose,

to differences in individual productivity.

Three recent studies from the United States

provide direct and quite consistent estimates of

the impact of test performance on earnings

(Mulligan, 1999; Murnane et al., 2000; Lazear,

2003). They use different data sets – each of

them nationally representative – following

students after they leave school and enter the

labour force. They suggest that one standard

deviation increase in mathematics performance

at the end of high school translates into 12%

higher annual earnings.3 By way of comparison,

estimates of the average value of an additional

year of school attainment in the United States

are typically 7–10%.

There are reasons to believe that these estimates

provide a lower boundary for the impact of higher

cognitive achievement on earnings. First, they

are obtained fairly early in the working lives of

the sampled people, who were generally 25 to

35 years old at the dates to which the data refer,

and evidence suggests that the impact of test

performance increases with work experience.4

Second, the observed labour market experiences

cover 1985–95, and other evidence suggests that

the value of skills and schooling has grown since then. Third, future general improvements in

productivity throughout the economy are likely

to lead to larger returns to higher skill levels.5

As regards other direct benefits, research has

established strong returns to both numeracy and

literacy in the United Kingdom6 and to literacy in

Canada.7 Accordingly, educational programmes

that deliver these skills will bring higher individual

economic benefits than those that do not.

Part of the returns to school quality comes

through continuation in school.8 Obviously,

students who do better in school, as evidenced

by either examination grades or scores on

standardized achievement tests, tend to go

further in school or university.9 By the same

token, the net costs of improvements in school

quality, if reflected in increased attainment by

learners, are less than they appear – perhaps

substantially so – because of the resulting

reductions in rates of repetition and dropout.

Thus, higher student achievement keeps

students in school longer, which leads, among

other things, to higher completion rates at all

levels of schooling. Accordingly, in countries

where schools are dysfunctional and grade

repetition is high, some improvements in quality

may be largely self-financing, by reducing the

average time completers spend in school.

As regards these relationships in developing

countries, it appears likely, on the basis of

somewhat limited evidence, that the returns

to school quality are,

Impact of quality on economic growth

The relationship between measured labour force

quality and economic growth is perhaps even

more important than the impact of human capital

and school quality on individual productivity and

incomes. Economic growth determines how

much improvement can occur in the overall

standard of living of a society. Moreover, the

education of each individual has the possibility

of making others better off (in addition to the

individual benefits just discussed). Specifically,

a more educated society may translate into

higher rates of innovation, higher overall

productivity through firms’ ability to introduce

new and better production methods, and faster

introduction of new technology. These

externalities provide extra reason for being

concerned about the quality of schooling.

The impact of quality on behavioural change :

It seems, then, that there is good evidence

to suggest that the quality of education – as

measured by test scores – has an influence upon

the speed with which societies can become

richer and the extent to which individuals can

improve their own productivity and incomes. We

also know that years of education and acquisition

of cognitive skills – particularly the core skills

of literacy and numeracy – have economic and

social pay-offs as regards income enhancement,

improved productivity in both rural non-farm and

urban environments and strengthened efficacy

of household behaviour and family life (Jolliffe,

1998; Rosenzweig, 1995). In South Africa and

Ghana, the number of years spent at school is

negatively correlated with fertility rates, a

relationship partly deriving from links between

cognitive achievement and fertility (Thomas,

1999; Oliver, 1999).15 Education systems that are

more effective in establishing cognitive skills to

an advanced level and distributing them broadly

through the population will bring stronger social

and economic benefits than less effective

systems. This implies that the subject structure

of the curriculum is important, in that school

systems that do not impart literacy and

numeracy would not be associated with these

benefits – and those that do so more effectively

(i.e. those that are of higher quality) are

associated with larger benefits.

Cost and benefits :

There are lot of having and imparting education. Education is one of the precious thing that should be taken. There is no need of having a lot of money to invest in education because now a days it seems to be having a good education system which is being provided by the government Even the infrastructure of the government education system is also on the way to get better infrastructure for the students. So it does not have any huge amount of money to invest in this system