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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorZanden, Jan Luiten van
dc.contributor.authorCarmichael, S.G.
dc.date.accessioned2009-02-11T08:52:44Z
dc.date.available2009-02-11T08:52:44Z
dc.date.issued2008
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/1672
dc.description.abstractThis thesis addresses the question of whether formalised education and literacy are contributing factors to economic growth. Scotland, England, Japan and China in the 18th and 19th century are examined to compare and contrast the outcomes, and facets of education, and examine if these can provide a partial explanation of the economic divergence between Europe and Asia. The aspects studied are the sources of funding for education, the goal of education and literacy levels in each of the four case studies. A bastardised Boolean method is employed for the analysis while throughout the thesis the cases are explored in detail on each variable. The outcome of this analysis is that high rates of literacy and a loosely defined goal are the necessary conditions for economic growth and low levels of literacy and funding predominantly from private sources are determining conditions for lack of growth.
dc.description.sponsorshipUtrecht University
dc.language.isoen
dc.titleThe Importance of Institutionalised Education for Economic Growth
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.keywordseducation
dc.subject.keywordsliteracy
dc.subject.keywordseconomic growth
dc.subject.keywordsScotland
dc.subject.courseuuGeschiedenis: Comparative History


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