Simultaneity and complementarity between economy and education

Abstract

With the demands of the global economy, educational models for efficiency and drive the market. Everything is commodified to knowledge and gives primacy to the Technocratic education that favors the virtual over the real, the risk that opaque technical knowledge and research leading to the discovery.

As what is sought is the economic profitability based on private interest, then the study of philosophy, history and political economy, among other disciplines are neglected or marginally addressed especially in private universities.

Education is a reflection of the economic model that is driven, educational policy is subordinated to economic policy and educational activity is incorporated in the form of simple and mechanical activities developed a lagging productive apparatus. A technocratic education system and an efficiency productive apparatus takes as a reference point these simple actions, from the perspective of technical- motor skills, as elements of evaluation and performance of graduates and graduates of educational institutions at all three levels. Thus education is reduced to a sphere of human personality related to motor activities. It is not considered integral dimension of education that prepares students for life and their interrelation in the context of which it is part.