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An Analysis of the Relationship Between Higher Education and Development by Applying Sen's Human Capabilities Approach. the Case

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An Analysis of the Relationship Between Higher Education and Development by Applying Sen's Human Capabilities Approach. the Case An analysis of the relationship between higher education and development by applying Sen's human capabilities approach. The case of three technological universities in Mexico. Pedro Flores Crespo A thesis submitted in partial fulfilment for the degree of Doctor of Philosophy The University of York Department of Politics February 2002 \ To those UT graduates from Neza, Tula and Aguascalientes who pursue their freedom through education Contents List of abbreviations -X- List of charts -XI- List of figures -XII- Listofmaps -XII- List of tables -XII- Acknowledgements -XV- Abstract -XVII- Introduction I. The statement of the problem...................................................................................................... -2- III. The aims of the study................................................................................................................. -4- III. Outline of the thesis................................................................................................................... -4- Chapter 1 Literature review The evolution of thought about education and development: An introduction......................... -9- I. Macrolevel analyses...................................................................................................................... -11- A. Human capital theory.................................................................................................... -11- B. The relationship between education and the labour market.................................... -13- C. Manpower planning. “Educational requirements for economic growth’ .................-16- D. Knowledge-based economy: Towards a re-configuration of education......................-19- II. Microlevel approaches................................................................................................................. -22- A. Rates of return on investment in education............................................................... -22- B. Education for human development: Raising qualitative issues ............................ -24- Conclusions ......................................................................................................................................... -26- Chapter 2 Education and development. A discussion with reference to Mexico. Introduction......................................................................................................................................... -30- I. Public expenditure in education .................................................................................................. -31- II. The contradictions between education and the labour market ............................................ -32- III. Mexico and its knowledge-based economy............................................................................. -35- IV. Rates on returns of investment in education. Their consequences in M exico ................ -38- V. An approach to the human development approach. The case of M exico.......................... -40- Conclusions ......................................................................................................................................... -41- 0- Chapter 3 Methodology Introduction........................................................................................................................................ -44- I. Short background of Mexico's educational context................................................................... -44- II. Research design........................................................................................................................... -48- A. Case-study. An attempt to understand the general theory..................................... -48- 1. Operational criterion........................................................................................ -49- 2. Regional criterion............................................................................................. -50- 3. Some warnings about the case-study method............................................ -50- B. Data collection techniques............................................................................................. -51- 1. Documents........................................................................................................ -51- 2. Surveys. Searching for measurability.............................................................-53- a. The advantages and disadvantages of survey approach ............ -54- b. Sampling issues................................................................................. -55- i. Population ............................................................................. -56- ii. Sample design...................................................................... -56- iii. Conceptual definitions........................................................ -57- 3. Questionnaires................................................................................................. -58- 4. Interviews........................................................................................................... -59- C. Comparative method .................................................................................................... -62- D. Analysing d a ta ....................................................................... -63- E. Pilot study........................................................................................................................ '63- Final comments.................................................................................................................................... '65- Chapter 4 Sen's human capabilities approach in the analysis of development and education Introduction........................................................................................................................................ -67- I. The contested definitions of development.................................................................................. -68- II. Education, development and freedom from Sen's perspective............................................. -72- A. Amartya Sen meets Paulo Freire ............................................................................... -75- B. Analysing Sen's human capabilities approach........................................................... -77- Basic concepts of Sen's approach.................................................................... -79- Conclusions ......................................................................................................................................... -82- Chapter 5 The technological universities and their contexts. A documentary analysis Introduction......................................................................................................................................... -84- I. The creation of the technological universities in Mexico.......................................................... -84- A. The technical basis for creating a development-oriented model of education.. -87- B. The growth of the UT sub-system............................................................................... -91- C. The mission of the U Ts.................................................................................................. -93- II. Regional analyses. Similarities and disparities.......................................................................... -94- A. The State of Mexico. The “huge neighbor" of Mexico C ity................................... -94- 1. Demographic and economic figures............................................................. -94- 2. Education in the State .................................................................................... -97- 3. Income level....................................................................................................... -99- 4. Migration in the State of M exico..................................................................... -99- 5. Some aspects of the labour market .......................................................... -100- B. The State of Hidalgo. The most deprived region................................................... -101- 1. Demographic and economic figures.......................................................... -101- 2. The educational structure of Hidalgo ........................................................ -103- 3. Income level.................................................................................................... -105- 4. Migration. A long-standing phenomenon in Hidalgo .............................. -105- 5. Some aspects of the labour market .......................................................... -106- C. The State of Aguascalientes...................................................................................... -107- 1. Demography and economy.......................................................................... -107- 2. Education in Aguascalientes........................................................................ -109- 3. Income level.................................................................................................... -111- 4. Aguascalientes. An attractive place to live................................................. -111- 5. Some aspects of the labour market .......................................................... -112- til. The “feasibility" studies of the UTs.......................................................................................... -114- A. The Technological University of Nezahualcdyotl (UTN) ....................................
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