文档介绍：Draft/Limited Distribution
Higher Education Between the State and the Market
Jandhyala B G Tilak
National Institute of Educational Planning and Administration
17 B Sri Aurobindo Marg
New Delhi 110016, India
jtilak@
Introduction
The value of higher education was recognised in traditional societies perhaps much more than in modern societies. Though no attempts were made to identify and quantify the benefits of education, the value of education was rarely questioned. Education and knowledge were viewed as a great wealth in itself, besides being a source of increase in wealth. It seems that even the existence of externalities was acknowledged in traditional societies, both in the ancient and modern periods. Accordingly, societies invested resources in education voluntarily and gladly, and many a time without expecting any direct economic return. Even in modern societies for a long time, say, until the advent of the 1970s, it had been so. It was held that the benefits of education were vast and widespread, and in the long run, government investments made in education could be recovered by society through the increased productivity of the labour force and through consequent higher tax receipts by the government, and hence there was no need for any specific measures directly to recover the investments made in education from students or from any non-governmental sources. As Mishan (1969) observed, “[higher] education is an investment and will pay for itself; and will increase the earnings of the beneficiary students and the government will recover its costs through consequent higher tax receipts."
The immediate post-War period in Europe and the post-independent period in developing countries were dominated by a welfare state philosophy and a philosophy of social democratic consensus. It was strongly felt that government could do almost everything for everybody. Following John Maynard Keynes, the power of the state was recognised, planning, provision, financing