What is the real relationship between education and economic development We have to suspe

What is the real relationship between education and economic development?

THE RELATIONSHIP BETWEEN FORMAL EDUCATION AND ECONOMIC GROWTH IN POOR COUNTRIES IS WIDELY MISUNDERSTOOD BY ECONOMISTS AND POLITICIANS ALIK

E. PROGRESS IN BOTH AREAS IS UNDOUBTEDLY NECESSARY FOR THE SOCIAL, POLITICAL AND INTELLECTUAL DEVELOPMENT OF THESE AND ALL OTHER SOCIETIES; HOWEVER, THE CONVENTIONAL VIEW THAT EDUCATION SHOULD BE ONE OF THE VERY HIGHEST PRIORITIES FOR PROMOTING RAPID ECONOMIC DEVELOPMENT IN POOR COUNTRIES IS WRON

G. WE ARE FORTUNATE THAT IT IS, BECAUSE BUILDING NEW EDUCATIONAL SYSTEMS THERE AND PUTTING ENOUGH PEOPLE THROUGH THEM TO IMPROVE ECONOMIC PERFORMANCE WOULD REQUIRE TWO OR THREE GENERATIONS. THE FINDINGS OF A RESEARCH INSTITUTION HAVE CONSISTENTLY SHOWN THAT WORKERS IN ALL COUNTRIES CAN BE TRAINED ON THE JOB TO ACHIEVE RADICAL HIGHER PRODUCTIVITY AND RADICALLY HIGHER STANDARDS OF LIVIN

G. THE FIRST EVIDENCE FOR THIS IDEA APPEARED IN THE UNITED STATES. NOT LONG AGO, WITH THE COUNTRY ENTERING A RECESSION AND JAPAN AT ITS PRE-BUBBLE PEAK, THE U.S. WORKFORCE WAS DERIDED AS POORLY EDUCATED AND ONE OF THE PRIMARY CAUSES OF THE POOR U.S. ECONOMIC PERFORMANC

E. JAPAN WAS, AND REMAINS, THE GLOBAL LEADER IN AUTOMOTIVE-ASSEMBLY PRODUCTIVITY. YET THE RESEARCH REVEALED THAT THE U.S. FACTORIES OF HONDA, NISSAN, AND TOYOTA ACHIEVED ABOUT 95 PERCENT OF THE PRODUCTIVITY OF THEIR JAPANESE COUNTERPARTS AS A RESULT OF THE TRAINING THAT U.S. WORKERS RECEIVED ON THE JO

B. MORE RECENTLY, WHILE EXAMINING HOUSING CONSTRUCTION, THE RESEARCHERS DISCOVERED THAT ILLITERATE, NON-ENGLISH-SPEAKING MEXICAN WORKERS IN HOUSTON, TEXAS, CONSISTENTLY MET BEST-PRAC TICE LABOR PRODUCTIVITY STANDARDS DESPITE THE COMPLEXITY OF THE BUILDING INDUSTRY"S WOR

K. WE HAVE TO SUSPECT THAT CONTINUING ECONOMIC GROWTH PROMOTES THE DEVELOPMENT OF EDUCATION EVEN WHEN GOVERNMENTS DON"T FORCE IT. AFTER ALL, THAT"S HOW EDUCATION GOT STARTE

D. WHEN OUR ANCESTORS WERE HUNTERS AND GATHERERS 10,000 YEARS AGO, THEY DIDN"T HAVE TIME TO WONDER MUCH ABOUT ANYTHING BESIDES FINDING FOO

D. ONLY WHEN HUMANITY BEGAN TO GET ITS FOOD IN A MORE PRODUCTIVE WAY WAS THERE TIME FOR OTHER THINGS. AS EDUCATION IMPROVED, HUMANITY"S PRODUCTIVITY POTENTIAL INCREASED AS WELL. WHEN THE COMPETITIVE ENVIRONMENT PUSHED OUR ANCESTORS TO ACHIEVE THAT POTENTIAL, THEY COULD IN TURN AFFORD MORE EDUCATIO

N. THIS INCREASINGLY HIGH LEVEL OF EDUCATION IS PROBABLY A NECESSARY, BUT NOT A SUFFICIENT, CONDITION FOR THE COMPLEX POLITICAL SYSTEMS REQUIRED BY ADVANCED ECONOMIC PERFORMANC

E. A LACK OF FORMAL EDUCATION, HOWEVER, DOESN"T CONSTRAIN THE ABILITY OF THE DEVELOPING WORLD"S WORKFORCE TO SUBSTANTIALLY IMPROVE PRODUCTIVITY FOR THE FORESEEABLE FUTUR

E. ON THE CONTRARY, CONSTRAINTS ON IMPROVING PRODUCTIVITY EXPLAIN WHY EDUCATION ISN"T DEVELOPING MORE QUICKLY THERE THAN IT IS.

How do you understand the role of linguistic research in social and economic development?

This report examines the social and economic development policies enacted by three countries to ______ a resurgence of terrorism within their jurisdictions.

A．forbid

B．prohibit

C．inhibit

D．ban

请阅读Passage 2。完成第小题。

The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social， political and intellectual development of these and all other societies; however， the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it， because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and， as a result， radically higher standards of living.

Ironically， the first evidence for this idea appeared in the United States. Not long ago， with the country entering a recessing and Japan at its pre-bubble peak， the U.S. workforce was derided as poorly educated and one primary cause of the poor U.S. economic performance. Japan was， and remains， the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda， Nissan， and Toyota achieved about 95 percent of the productivity of their Japanese counterparts——a result of the training that U.S. workers received on the job.

What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don"t force it. After all， that"s how education got started. When our ancestors were hunters and gatherers 10，000 years ago， they didn"t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved， humanity"s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential， they could in turn afford more education. This increasingly high level of education is probably a necessary， but not a sufficient， condition for the complex political systems required by advanced economic performance.

Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education， however， doesn"t constrain the ability of the developing world"s workforce to substantially improve productivity for the foreseeable future. On the contrary， constraints on improving productivity explain why education isn"t developing more quickly there than it is.

The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料

A. is subject to groundless doubts

B. has fallen victim to bias

C. is conventionally downgraded

D. has been overestimated

根据下列文章，回答31～35题。

The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第 31 题 The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.

More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

第31题：The author holds in paragraph 1 that the importance of education in poor countries

A．is subject to groundless doubts.

B．has fallen victim of bias.

C．is conventionally downgraded.

D．has been overestimated.

Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.

More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.

What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.

31. The author holds in paragraph 1 that the important of education in poor countries ___________.

[A] is subject groundless doubts

[B] has fallen victim of bias

[C] is conventional downgraded

[D] has been overestimated

Excerpt 1 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies, however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that it is, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living. Excerpt 2 The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England.According to the standard history of American philosophy, nowhere else in colonial America was "so much important attached to intellectual pursuits".According to many books and articles, New Englands leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life. Excerpt 3 Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children:"We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twains Huckleberry Finn exemplified American anti-intellec-tualism.Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness. Excerpt 4 While often praised by foreigners for its emphasis on the basics, Japanese education tends to stress test taking and mechanical learning over creativity and self- expression."Those things that do not show up in the test scores personality, ability, courage or humanity are completely ignored," says Toshiki Kaifu, chairman of the ruling Liberal Democratic Partys education committee."Frustration against this kind of thing leads kids to drop out and run wild." Last year Japan experienced 2,125 incidents of school violence, including 929 assaults on teachers.Amid the outcry, many conservative leaders are seeking a return to the prewar emphasis on moral education.Last year Mitsuo Setoyama, who was then education minister, raised eyebrows when he argued that liberal reforms introduced by the American occupation authorities after World War Ⅱ had weakened the "Japanese morality of respect for parents." Excerpt 5 There are some good arguments for a technical education given the right kind of student.Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join.It is, however, pre-sumptuous to insist that there will only be so many jobs for so many scientists, so many business-men, so many accountants.Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.Excerpt 6What accounts for the great outburst of major inventions in early America-breakthroughs such as the telegraph, the steamboat and the weaving machine?Among the many shaping factors, I would single out the countrys excellent elementary schools; a labor force that welcomed the new technology; the practice of giving premiums to inventors; and above all the American genius for nonverbal, "spatial" thinking about things technological.Why mention the elementary schools? Because thanks to these schools our early mechanics, especially in the New England and Middle Atlantic states, were generally literate and at home in arithmetic and in some aspects of geometry and trigonometry.Acute foreign observers related American adaptiveness and inventiveness to this educational advantage.As a member of a British commission visiting here in 1853 reported, "With a mind prepared by thorough school discipline, the American boy develops rapidly into the skilled workman."

The author holds that the important of education in poor countries______.

A．is subject groundless doubts

B．has fallen victim of bias

C．is conventional downgraded

D．has been overestimated

The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies, however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.

Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U. S. workforce was derided as poorly educated and one of primary cause of the poor U. S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U. S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts a result of the training that U. S. workers received on the job.

More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.

What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After ail, that's how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn't have time to wonder much about anything besides finding food. only when humanity began to get its food in a more productive way was there time for other things.

As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity to the forested future. on the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.

The author holds in paragraph 1 that the important of education in poor countries ______.

A．is subject groundless doubts

B．has fallen victim of bias

C．is conventional downgraded

D．has been overestimated