Changes in Conceptualization

Llano points out that the study of major trends is beginning to show a change, a new way of seeing things, which has allowed him to identify dominant values and ascending values in the company’s culture. The former still prevail and the latter begins to emerge more and more strongly, in what he calls the new sensibility with a view to achieving authentic contemporaneity. To each of the six parameters that it establishes, it indicates the dominant and the ascending value, by means of which it illustrates the way in which the changes in the concept of the company are being generated, which have gone from an economistic vision of the early twentieth century to an anthropological vision of the late twentieth and early twenty-first centuries.

Within these parameters are20:

•          The purpose of the company. In the line of dominant values, the idea that the main and almost exclusive objective of the economic enterprise is profit, profit, profit. The humanistic perspective of the new sensibility adopts a multidimensional vision, according to which the purposes of the company are four: a) to provide a service to the social community; b) generate sufficient economic value added (profit); c) provide its members with personal satisfaction and human development; d) achieve a capacity for self-continuity or permanence. Emerging values emphasize ends a) and c) and dominant values insist that the essential ends are b) and d). The purposes a) and c) correspond to anthropological and social thought. As has been said, these specifically human goods have the quality of ends; economics tuition goods are medial and, therefore, subordinate to higher ones. For this reason, there should be no opposition between the human and financial aspects of the company, but a synthesis that surpasses by increase rather than by elimination.

•      Basic human tendencies.

Taking the dominant values as a reference, the answer is clear: the desire for possession, the tendency to have more, the drive to dominate and succeed. The basic human tendency is desire: the urge toward possession and enjoyment. Ascending values, on the other hand, emphasize another strong tendency, which is effusiveness, the need to contribute, share and create. The goods to which desire tends are of a material type; by sharing them, they decrease and are devalued. With those of effusiveness, the opposite happens: they increase when they participate. Rather, effectiveness lies in increasing creative tendencies. The impulse to undertake is effusive, creative, expansive, and projective.

•      Definition of the strategy.

It is to convert the achievement of the objectives into the only measure of success of the strategy, regardless of whether, to achieve them, the basic criteria, the policies, of the company have been respected or not. Separated from your inspirational criteria, intentional goals are degraded to mere factual results. Achieving results at any cost is something that no institution can afford. From the emerging values, the approach is more aesthetic than mechanical. The qualitative vision is comprehensive and dynamic, while the merely quantitative is inertial. A mechanical progress is not an action. It is only the way to a result that does not enrich the initial conditions. From this perspective,

•      Consequences of business activity

Focusing more on results than principles is a vision defect that might be called social astigmatism. But it is frequent that such perceptual distortion is accompanied by a social myopia, a short vision, which does not go beyond the objectives and the close circumstances. The new sensibility aims to rectify this perceptual voluntarism by expanding and diversifying the field of vision.

•      Development of people in the organization.

The culture of a company, its cognitive and ethical style, are translated, above all, in the way it treats its members and the way in which it manages to improve, grow and develop in the corporation. And, to a large extent, the type of personal development that the organization cultivates depends on the internal promotion systems that it has established. In the dominant values system, promotion consists of moving up from one level to another, along the rank line that pushes from the bottom up, with goals of preponderance that elicit competition. But this tendency is perverse if it is not synthesized in the ascending value that is inclusion or a sense of belonging. It is a tendency that moves within the internal sphere of being and not on the external surface of having and appearing.

•      Attitude to spontaneous impulses.

As long as it continues to be considered that the purpose of the company is nothing more than profit; if strategies are considered from the point of view of results and not from the perspective of principles; whether primary objectives are prioritized over secondary responsibilities; If such are still the dominant values, then it is not surprising that desiderative desires and rank are on the surface. The tendency to immediately enjoy sensible gratifications is culturally deadly. It numbs the ability to project, encourages conformity and tames dissent. It moves in a downward spiral, plunging people into the vortex of hedonism. This is the dominant trend. The emerging trend calls for real quality in production, and a high aesthetic level in design, it provokes selection in consumption, demands sobriety, temperance and self-control, and demands coupling technological instruments to ethical capacities. New life opportunities arise from giving work its authentic sense of service, of mission. More visit here Besteconstuition Thanks

Definition and Measurement of Human Capital

Definition and measurement of human capital. Human capital can be defined as the total amount of knowledge, skills and intelligence of the people of a country.

This investment (human capital) is carried out with the aim of obtaining a higher level of consumption in the future. Although the controversy over the treatment of human resources as human capital has not been resolved, some classical and neo-classical economists such as Adam Smith, Von Threnen, and Alfred Marshall agree that human capital consists of skills that are acquired through education and are useful to all members of society. These skills are the main force for economic growth.

Besides there are still differences of opinion regarding the concept of human capital, there are also differences of opinion regarding its measurement. According to Mary Jean Bowman, the difference of opinion originates on two things, namely, first, regarding the issue of whether capital (human capital) is a store or an input to production. Second, with regard to weighting. In this weighting, it can be seen that there are efforts to treat quantitative and qualitative measures in human capital units. However, there is no agreement regarding the treatment of quantitative measurements in human capital. An education measure embodied in the labor force can be used to convert quality into quantity. The components of education then become specific variables which can be compared with physical capital, and the size of the workforce in economic growth.

As a consequence, the capital unit is defined in a limited sense, namely in the labor force, which can be measured in several ways, including:

1.        Number of school years

2.        Efficiency-equivalence units

3.        Base-year lifetime earned income

4.        Approximations to base year real cost

5.        Approximations to current real cost

There are several problems in measuring the formation of human capital according to the cost basis approach.

The measures for the formation of net capital encounter several difficulties, among others.

1.        With regard to the complex problem of the relationship between consumption and investment.

2.        Is concerned with how to treat unemployment in estimating the opportunity cost.

Human Resource Development

There are three kinds of resources, namely natural resources, human resources, and capital resources. What are discussed here is human resources whose emphasis is on human capital. ). The purpose of developing human resources is to improve their quality and use. This objective is briefly stated in the Budapest Statement and the Jakarta Plan of Action. There are two main aspects in human resource development, namely the micro aspect, namely those relating to personal development, and the macro aspect, which relates to facilities, facilities, and the climate relating to personal development.

These Development Efforts Are Carried Out Through Education and Training

Education and training is carried out with the intention of forming, preparing, fostering, and improving human (learners) abilities and their use. Since the development is carried out at the expense of market consumption during development and is aimed at obtaining a higher level of consumption in the future, this activity is essentially an investment, namely investment in human capital. So education and training have an important role, not only increasing knowledge, but also increasing work productivity. As human capital, the education referred to here is education that is taken after compulsory education.

Education and training can be done outside of school, including through on the job training, institutional training, apprenticeship training, and up-grading training. On the job training is given to those who are officially employees. There are two forms of training, namely in-service training and pre-service training. Institutional training is carried out through organization and system development as an integral part of the national education system. The implementation is usually carried out by universities. Technical level training and hand worker level training.

Then Apprenticeship Training

This training is given to those who will be appointed as employees / workers. Furthermore, upgrading training.

 This training is carried out to increase knowledge

1.        Improving the quality of education can be carried out by setting goals and standards of educational competence, namely through a national consensus between the government and all levels of society. The educational outcome standards may differ between schools and between regions resulting in national competency standards at the minimum, normal (mainstream) and superior standard levels.

2.        Increasing the efficiency of education management leads to school-based education management, by giving wider trust to schools to optimize the available resources to achieve the expected educational goals.

3.        Increasing the relevance of education leads to community-based education. Increased parental and community participation at the policy and operational levels through school committees or boards. This committee consists of the principal, senior teachers, parent representatives, community leaders and student representatives. The role of this committee includes planning, implementing, monitoring and evaluating school work programs.

4.        Equitable education services lead to equitable education. This is related to the application of a fair and transparent education financing formula, efforts to equalize the quality of education with the existence of minimum competency standards and equal distribution of educational services for students at all levels of society.

The Economic High School in the Reform of the Second Cycle

1. The Economic High School

What emerges from the legislative decree of school reform n.226 of October 17 is a novelty to be carefully evaluated. It is a question of understanding whether the modern social, economic, business, and legal sciences will be able to introduce an element of novelty with respect to the prevailing humanistic culture of our high school courses. The affirmation of an area of knowledge that educates the choice in the use of resources, the management of businesses, the functioning of markets, legal regulations would be welcome. Many young people need to be oriented on the issues of modernity and complexity as well as to be approached to university courses in economics, law, political science, statistics, and sociology. The hope is that also in Italy the economy and social sciences will be able to obtain a prominent place in the educational system, similar to the one they already occupy in other European countries. In the UK, a quarter of high school students who complete their A2 studies at the age of 18Level choose business economics (business economics) or economics (political economics) studies. In France, the Lycée ES (Economic and Social) is second in terms of the number of students enrolled in high schools only to the scientific one, surpassing the students who attend classical and humanistic studies. It will be possible to verify the feasibility of this wish within a certain number of years, by subjecting the provisions of the reform to the scrutiny of experience.

2. The Educational Profile

The study plan and the specific learning objectives envisaged by the legislative decree configure a non-terminal course for the new economic high school, as indeed any high school should be by axiom. The economic high school has in fact only two addresses (institutional and corporate); OSAs have a predominantly cultural and non-professional character; the hours dedicated in the three-year period to specialization courses are only 20% of the total hours; the in-depth hours dedicated to specific sectors (there are five in the corporate address and four in the institutional one) are optional.

The economic high school has not undergone the reduction to a technical-professional course suffered by the technological high school, where instead the courses are eight and 50% of the total hours is dedicated to specific courses of the courses.

3. Welcome Then To a Modern High School Centered On Economics

The social science richest in cultural and epistemological values. Economic studies have acquired expansive strength in recent decades thanks to the approach given in the 1930s by Lionel Robbins. The English economist, defining economics as a science “that studies human conduct as a relationship between scarce aims and means applicable to alternative uses”, favored the expansion of his field of investigation to analyze every human behavior that made the accounts with the problems of choice. The connections with other social disciplines, with the humanities and sciences have thus become more and more numerous. Economics tends to suggest its own cognitive categories to other fields of knowledge. This positive expansion of the economy, which worries those scholars who consider it as “imperialistic”, it must not, however, involve an excessively formalistic and mathematical role. Economics must retain its character as an open and dynamic social science, based on cognitive pillars of a logical-theoretical, historical-social-value and operational nature.

4. Much Remains To Be Done

However, to qualify the economic high school with a clear high school slant, given that the legislative text presents not a few ambiguities. The study plan is fragmented into an excessive number of disciplines, the hours dedicated to the quantitative-mathematical-statistical area are insufficient, the FBOs exclude business economics from the compulsory teaching of students of an economic high school, relegating it to the business address, for some subjects (Italian and history) we refer to the OSA of the classical high school when instead it would be useful to decline them towards economic contents.

Why was the economy born as an offshoot of Scottish moral philosophy in the 1700s? How can mathematical studies on the problems of the maximum constrained with the method of infinitesimal calculus help economic reasoning? Why does physics provide economics with the notion of equilibrium? How can history make us understand the most recent international dynamics of political and economic systems? At the same time, a more decisive high school cut will leave more space for the training of professionals relating to the different levels and management functions of the education and professional training supply chain of regional competence, identifying them with closer contact with the business world and needs. Local professionals. As is well known, this is the most critical point of the reform.

5. Teaching based on skills

Becomes indispensable for bringing together the different areas of knowledge. The interrelationships between the great economic-social, humanistic and scientific cultural areas and an active teaching methodology can be developed by reasoning about the skills that can be developed in the economic high school. They can be grouped into: a) competences common to all high schools, which see general culture turning to consider economic, business and legal aspects (to give an example, capturing the historical and philosophical data of the origin of political economy); b) Economic tuition in Singapore, business and legal orientation skills; c) mainly directional skills, who see economic knowledge turning to humanistic or scientific knowledge to strengthen the cognitive skills of the address (for example, use mathematical, statistical, probabilistic and financial tools in economic and business problems); d) transversal skills (analysis, problem solving, communication and relationship, creativity) particularly rich in this area of disciplines.

There is a large area of work on teaching by skills, in order to best qualify the economic high school.

6. One Last Question.

If economics and social sciences deserve a high school, it means attesting to their general cultural value. It is therefore good to think about how to consolidate citizenship education in all educational paths from the first two years, in harmony with what is happening in all European schools.