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Education in the 21st century: meeting the challenges of a changing world

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  • Yolanda Kodrzycki

Abstract

During the twentieth century, the United States was a world leader in raising the educational attainment of its population. This important achievement contributed to national productivity growth and extended economic opportunity to formerly disadvantaged groups in society. Now, at the beginning of the twenty-first century, U.S. institutions of higher learning retain an excellent reputation for quality. Less confidence exists, however, in the educational system's ability to meet broad economic and social objectives adequately. This uncertainty stems in part from the shifting global economy and the evolving nature of employment. These doubts also reflect the legacy of widening income inequality over the past quarter century. These concerns have sparked both federal and state legislation to reform elementary and secondary schooling. ; In June 2002, the Federal Reserve Bank of Boston held its 47th annual conference, titled \"Education in the 21st Century: Meeting the Challenges of a Changing World.\" This conference brought together educators, researchers, economists, policymakers, and individuals from the private sector to analyze current institutional and financial arrangements in the area of education. In this article, conference organizer Yolanda Kodrzycki provides an overview of the conference's themes and areas of consensus, as well as a synopsis of each of the formal presentations.

Suggested Citation

  • Yolanda Kodrzycki, 2002. "Education in the 21st century: meeting the challenges of a changing world," New England Economic Review, Federal Reserve Bank of Boston, issue Q 4, pages 3-18.
  • Handle: RePEc:fip:fedbne:y:2002:i:q4:p:3-18
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    Cited by:

    1. Blomquist Glenn C. & Coomes Paul A. & Jepsen Christopher & Koford Brandon C. & Troske Kenneth R., 2014. "Estimating the social value of higher education: willingness to pay for community and technical colleges," Journal of Benefit-Cost Analysis, De Gruyter, vol. 5(1), pages 3-41, January.
    2. Kenneth Y. Chay & Patrick J. McEwan & Miguel Urquiola, 2005. "The Central Role of Noise in Evaluating Interventions That Use Test Scores to Rank Schools," American Economic Review, American Economic Association, vol. 95(4), pages 1237-1258, September.
    3. Emiliana Vegas & Ilana Umansky, 2005. "Improving Teaching and Learning through Effective Incentives : What Can We Learn from Education Reforms in Latin America?," World Bank Publications - Reports 8694, The World Bank Group.
    4. Mario Bogdanovic & Zeljko Pozega, 2014. "Relationship Between Education And Economic System: How To Educate, What To Educate And Whom To Educate – Example Of Croatia," Economy of eastern Croatia yesterday, today, tommorow, Josip Juraj Strossmayer University of Osijek, Faculty of Economics, Croatia, vol. 3, pages 124-142.
    5. Issofou NJIFEN & Aicha PEMBOURA, 2020. "Hétérogénéité dans les rendements de l’éducation au Cameroun : une estimation en présence des biais de sélection et d’endogénéité," Region et Developpement, Region et Developpement, LEAD, Universite du Sud - Toulon Var, vol. 52, pages 105-126.
    6. Lynn A. Karoly, 2010. "The Role of Education in Preparing Graduates for the Labor Market in the GCC Countries," Working Papers WR-742, RAND Corporation.

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    Keywords

    Education;

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