Rapid advances in technology are nothing new; what is new in recent decades is rapid advances in the kinds of technology that require intellectual skills. This has increased the returns to people who have high IQs and good technical education. In addition, fulfilling Max Weber’s prediction that modernity would see ever more activities regulated by rational methods rather than by authority or personality, even low-tech activities, like management and marketing, have become ever more scientific, requiring a high level of intelligence.
High IQ and technical education are complements. But people who have modest IQs also benefit from education, as does society. Education even at its lowest levels helps to instill good work habits, respect for knowledge, simple communication and analytical skills, social skills, and civic values.
Every country, therefore, can benefit from having a good educational system, including pre-collegiate, collegiate, and postgraduate education. How to organize such a system and what the optimal level of resources to allocate to it is are of course difficult questions. There probably are diminishing returns to providing higher education, because IQ provides a ceiling beyond which educational effort is wasted on students. The United States may be in that position today. Many colleges offer what amounts to a remedial high school education, postponing the students’ entry into the work force. If we had better high schools, we might have fewer colleges (or more—if better high schools improved intellectual motivation and performance). With ever-increasing specialization of the workforce, there is an argument for making education increasingly vocational.
To read the full, original article click on this link: Education and Innovation in Developing Countries—Posner - The Becker-Posner Blog
