TY  - JOUR
AU  - Hulten, Charles R
TI  - The Importance of Education and Skill Development for Economic Growth in the Information Era
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 24141
PY  - 2017
Y2  - December 2017
DO  - 10.3386/w24141
UR  - http://www.nber.org/papers/w24141
L1  - http://www.nber.org/papers/w24141.pdf
N1  - Author contact info:
Charles R. Hulten
Department of Economics
University of Maryland
Room 3114, Tydings Hall
College Park, MD 20742
Tel: 301/405-3549
Fax: 301/405-3542
E-Mail: hulten@econ.umd.edu
M1  - published as Charles R. Hulten. "The Importance of Education and Skill Development for Economic Growth in the Information Era," in Charles R. Hulten and Valerie A. Ramey, editors, "Education, Skills, and Technical Change: Implications for Future US GDP Growth" University of Chicago Press (2019)

AB  - The neoclassical growth accounting model used by the BLS to sort out the contributions of the various sources of growth in the U.S. economy accords a relatively small role to education.  This result seems at variance with the revolution in information technology and the emergence of the “knowledge economy”, or with the increase in educational attainment and the growth in the wage premium for higher education.  This paper revisits this result using “old fashioned” activity analysis, rather than the neoclassical production function, as the technology underlying economic growth.  An important feature of this activity-based technology is that labor and capital are strong complements, and both inputs are therefore necessary for the operation of an activity.  The composition of the activities in operation at any point in time is thus a strong determinant of the demand for labor skills, and changes in the composition driven by technical innovation are a source of the increase in the demand for more complex skills documented in the literature.  A key result of this paper is that the empirical sources-of-growth results reported by BLS could equally have been generated by the activity-analysis model.  This allows the BLS results to be interpreted in a very different way, one that assigns a greater importance to labor skills and education.
ER  -