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L'économie de l'éducation fait-elle des progrès? Une perspective d'histoire de la pensée économique

Listed author(s):
  • Jean Luc De Meulemeester

Dans cet article, nous survolons les grandes tendances de l'évolution de la pensée économique en ce qui concerne le rôle de l'éducation et du capital humain, et nous cherchons par là à évaluer s'il y a eu (ou non) progrès dans le champ spécifique de l'économie de l'éducation Si les principales intuitions sur les liens entre éducation et économie étaient déjà là à la fin du 18ième siècle et au début du 19ièmesiècle, les principaux développements datent de l'après-guerre. Nous mettons en avant les grands thèmes débattus depuis la fin des années 50, et mettons en évidence une forme de cyclicité en ce qui concerne la vision des économistes quant au rôle bénéfique ou non de l'éducation pour l'économie. Nous soulignons également un progrès scientifique, menant l'économie de l'éducation à relativiser les premiers enseignements simplistes de la théorie du capital humain. On assiste en effet à une prise de conscience “historique” (rôle des institutions, dépendance à la trajectoire) ainsi qu'à un mouvement vers un travail empirique de plus en plus soigné (tant en termes des idées, des méthodes que des bases de données constituées), le tout menant à une vision nuancée des relations entre éducation et croissance comme celle entre éducation et performances sur le marché du travail. Cette évolution depuis les années 80 a permis à l'économie de l'éducation de servir de fondement plus solide à des prescriptions de politique économique et sociale.

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Paper provided by ULB -- Universite Libre de Bruxelles in its series DULBEA Working Papers with number 07-15.RS.

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Date of creation: 2007
Publication status: Published by: ULB, DULBEA
Handle: RePEc:dul:wpaper:07-15rs
Contact details of provider: Web page: http://difusion.ulb.ac.be

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