Abstract
In a world where capital moves freely between countries, the main factor which determines the prosperity of a people is their skill. Countries which have higher levels of skill grow faster than other countries at the same level of income.1 So our policy on skills cannot be passive – to wait until manifest shortages appear. It must be active – to improve skill levels and thus produce in advance a more flexible workforce, better-equipped to respond to and initiate change.
Centre for Economic Performance, LSE, Occasional Paper, 9 (December 1995) pp. 1–27. The paper was submitted in evidence to the IPPR Committee on Public Policy and British Business. The authors are extremely grateful to Gerald Holtham, Simon Milner and Joshua Hillman for helpful discussions.
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References
Barr, N. and H. Glennerster (1993) ‘Funding a learning society’, LSE, mimeo.
Barro, R. and X. Sala-i-Martin (1995) Economic Growth (New York: McGraw-Hill).
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Commission on Wealth Creation and Social Cohesion (1995) Report.
Higginson Committee (1988) Advancing A Levels (London: HMSO).
Layard, R. (1994) ‘The welfare economics of training’, in R. Layard, K. Mayhew and G. Owen, Britain’s Training Deficit (Aldershot: Avebury).
National Commission on Education (1993) Learning to Succeed (London: Heinemann).
Prais, S. (ed.) (1989) Productivity, Education and Training (London: NIESR).
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© 1999 Richard Layard
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Robinson, P., Steedman, H. (1999). Lifelong Learning (1995). In: Tackling Inequality. Palgrave Macmillan, London. https://doi.org/10.1057/9780230375284_20
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DOI: https://doi.org/10.1057/9780230375284_20
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