Education Economics
Zahra Montazeri; Mohsen Renani
Abstract
The primary purpose of this study is to explain an extended concept of human development called human flourishing using the link between economic and psychological approaches. Also, the paper explains why non-cognitive skills are essential. The first approach is based on the technology of skill formation, ...
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The primary purpose of this study is to explain an extended concept of human development called human flourishing using the link between economic and psychological approaches. Also, the paper explains why non-cognitive skills are essential. The first approach is based on the technology of skill formation, and the second approach is based on the theory of hierarchy of needs. The Human Development Index (HFI) is calculated using the Human Development Index (HDI) calculation method and adding an index under the title Crime Index (CI). Accordingly, in this study, 30 selected countries in the form of two groups of in the mentioned indicators are examined. The countries of the first group are in the list of countries with the best education system, and the countries of the second group are not in this list. In the first group, there is no significant gap between the two charts, HDI and HFI, and they have a similar trend. The CI chart also shows the low level of crime and risky behaviors and confirms the higher level of non-cognitive and personality skills in this group of countries. In the second country group, due to higher CI than the first country group, the HDI graph is higher than the HFI graph. Both charts have a similar trend but have a greater downward slope than the first group. The CI chart is also for the second group, with a steeper slope than the first group. Thus, the first group of countries has a higher capacity to meet their self-fulfillment needs due to the high quality of the education system and more attention to cultivating a wide range of skills. As we move to countries with lower quality education systems, this capacity decreases.
