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class people and to dominate the poor countries by rich one. It reproduces
the social inequality, par� cularly of wealth, power and opportunity. Further
they believe that educa� on is an agent of capitalism and prepares student
as obedient future workers. So they claim that a na� on’s investment in
educa� on is to maintain the inequality in the society.
The world experiences show that investment in educa� on sector
has brought a posi� ve impact on na� onal development. The developing
countries such as Japan, South Korea, Hong Kong, Singapore, Taiwan and
Thailand were able to turn into developed in second half of the nineteenth
century with a signifi cant investment in educa� on sector during their take
off stage of development. Japan’s investment in the development of human
resources during 1940-50 and objec� ves that are valued for their own
sake. They expand our freedom to live the lives we have reason to value,
and these elementary capabili� es are of importance on their own (Sen and
Derje J, 1999) that of during 1960-70 and China’s during 1980-90 are the
examples (Koirala and Acharya, 2000). Economic miracles in the East Asia are
based on the educa� on miracle (HDR, 1998). The development of educa� on
increases not only the produc� vity of labor force but also helps to op� mally
use other factors of produc� on as well as new inven� ons and innova� ons.
The � ger economy countries such as Japan, Korea and Thailand had adopted
three similar strategies: emphasis in basic educa� on, intensifi ed technical
educa� on and made a big investment in educa� on sector 17 . As a result of
both theore� cal assump� on and prac� cal experiences of importance of
educa� on, the developing countries have been inves� ng, over the period,
more and more in this sector.
17. Koirala and Acharya, 2000
Changing paradigms of aid eff ec� veness in Nepal 129