How is education measured by systemaccounting?

A:

Education measures the amount of information received by a student after its transmission from a teacher. The value of an education is measured by the value of the information transmitted & received. Since issuing letter grades & certificates in exchange for a teaching wage does nothing to prove the value of the information transmitted & received, higher learning must therefore be sought from market-tested specialists rather than tuition-funded professors.

Firms under pressure to address labor-shortages as they meritoriously satisfy a growing demand for their product will do well to reallocate the funds intended for scholarships and grants towards increasing internal training & education. Stretching the production-pipeline to accommodate the constant training and education of students may not immediately appeal to the profitability of a business, but acquiring the habit of teaching other people to perform one's duties frees up time to perform research and development in the medium-term—which is the substance of growth to a business’s profitability in the long-term. Shippable research and development is the occupation of the market-tested specialist. A firm containing an employee who has trained others to perform his or her duties, and does NOT produce shippable research is economically comparable to a professor who has multiple graduate students teaching his or classes and merely publishes academic papers. Entrusting the training & education of human beings who are entering the prime of their lives to an environment that risks little by diluting the productive value of information with archaic, sophistic, and any other type of material not immediately tested to increase the well-being of consumers weakens the student's opportunity to contribute to a stronger economy. The inefficiency currently plaguing academia is rooted in ignoring that the equilibrium for teaching is the communication of competition-driven information to students; not publishing dense research to compete for the envy of one's peers. While communication answers to its own area of research, divorcing the process of "teaching" from "publishing academic research" to form a new higher-academic system based on "equilibrium-tested communication" will i) incentivize richly-rewarded communicators of productive information, and ii) force a much-needed exit of idle individuals from knowledge's frontier. Should a student seek information not supplied by their employer, then pursuing a personally-convenient course of study tested by other firms actively managing the relevant curriculum will satisfy the student’s demand for knowledge while simultaneously revealing future candidates for hire.

An eager class of students willing to accept any responsibility that they may increase their knowledge and opportunity likewise represents a highly-valuable opportunity for an economy. Both labor inputs and the value of education stagnate if the information guiding it is not tested to precipitate growth. Therefore, if a firm pairs each step to command & conquer growth’s frontier with an internal step to educate, then the student-employees, the teacher-employers, the business, and the economy will all benefit. The first step, however, is to identify an economy's true teachers. Opportunity cannot be handed down if those at the top only know how to pretend to create it.

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