Sir, Martin Wolf writes: “The belief that a degree is the only qualification that matters has had dysfunctional effects” “Simple-minded economics distorts the education debate”
Absolutely! “Ample evidence exists of graduates doing jobs that used not to need degrees” and all this when robots and artificial intelligence are only warming up.
But, in Venezuela, the educators supposed to educate our youngsters, don’t say a word about that, in a country in which the lack of food and medicines is killing people, petrol (gas) is sold for US$0.01 a litre (4 US$ cents per gallon).
But, in the developed world, reputable finance and economy professors, supposed to educate our professionals, don’t say a word about that the risk weighted capital requirements for banks dangerously and uselessly distort the allocation of bank credit; and as a consequence a Martin Wolf can get away with not writing about these regulations having dysfunctional effects.
What made educators in Venezuela and professors in the developed world behave this way? And what are we to do when all educators are also being further groupthinked and radicalized by political agendas and social media? I really don’t know. But I do know that leaving it in the hands of governments as Wolf seems to suggest, would be a very childish and statist illusion.
(For the time being) I have two beautiful, bright and spiritual (Canadian) granddaughters. They make me spend much time trying to identify a Hogwarts School for them that could help me to keep them magic.
PS. Thinking back I must be so grateful for my parents, and grandparents, to have allowed me to go to a boarding school that, at least during that time, had something of Hogwarts, though luckily without the witchcraft. I refer to Sigtuna Humanistiska Läroverk in Sweden.
