• Uncategorized

Value of Education in Our Technological Economy

Valueof Education in Our Technological Economy

Educationis a system that transforms learners into researchers, innovators,inventors and scholars in continuously evolving environment in anattempt to follow the unexplored paths and to dig deeper into theexplored paths. In this regard, the learners are able to find answersto questions in fields or research works that seem shallow andunsatisfying or research that fails to meet the readers’expectations. The value and the role of education in ourtechnological economy are immense. The skills and the expertisenecessary to drive the economy are rooted in our education systemthat equips learners with the appropriate knowledge, both theoreticaland practical aspects of it. It then points that a country needs toinvest more in education which will in turn translate into greaterincomes compared to countries that do not put educational investmentas a consideration to boost their economy.

Inas much as educational investment boost and individuals incomethrough returns, greater still it increases the annual contributionto the whole country. Education, therefore, contributes to moreskilled labor. It is therefore not surprising that countries thatwith better education system invest more in education because of moreincome and their economy subsequently continues to grow bigger andlarger. The above then leads me to my question: Whatare the contributions of an educational process to a technologicaleconomy?


Inthis context, what is important is the new information to the learnerwhether valuable or not necessary. The important part of it is bygiving information to the students and being knowledgeable about thesubject whether it is important or not. Mindfulness is constituted bythe ability to make contexts, engage in more group discussion, thecapacity to adopt a new theory that is opposed to yours and beingopen-minded in evaluating the new knowledge. Being mindfulnessenables on additionally, to have grasped more knowledge about theirenvironment, development of more problem-solving skills and makesthem more creative (Langer 2000. Mindfulness can be studied indifferent perspective as follows:

Mindfulnessand Psychology- mindfulness is at the center of comprehension andpersonality whereby an individual can understand any information in aregulated manner without being mindful Additionally, one can acquireknowledge in an uncontrolled manner and mindfully. Mindlessnessensues to lack of the necessary commitment.

Ethnicityand Mindfulness- most of the learning centers have students fromdifferent racial, religious, cultural backgrounds. If such diversegroups are taught in a homogenous manner, they are more likely tooverlook their ethnic diversity and embrace togetherness. The focusshould be on the people that have embraced the ethnicity to addressthe issue and cite its negative impact on the naïve population(Langer, 1992: 301-2).

Foundationof Mindfulness

Thefoundations of mindfulness are the states of being that learnersshould meditate upon as they expand their knowledge. The fourfoundations are as below (Foundation of mindfulness-BPS 2006).

Feelings-The learners grasp the concept and are able to evaluate the kinds offeelings they are going through, whether painful of happiness. Theythen think of their origin, their eradication or both etiology andelimination. The feelings are either externally or internally orconcurrently both. The learners can distinguish between the feelingswhether spiritual, worldly feeling, no pleasant or both.

Consciousness-In this, the students can differentiate between lust and hate, desirewithout passion and lust with lust, and hate with hate and hatewithout hate. The same consciousness enables them to evaluate thefeeling of shrunken state, ignorance state, distracted state andunderdeveloped state. The developed state with mental superior andwithout mental superior, the state of consciousness andunconcentrated state as well as a state of freedom and the unfreedstate can be established within the contemplation of consciousness.

Mentalobject-The learners are equipped with the ability to determine whether theyhave a desire within them or not. The student knows whether there isanger, agitation doubt or their absence. This contemplation can bemade externally or within them. The learner can also know theparticulars of clinging by establishing whether a feeling is risingor falling, they can develop a perspective towards an issue. Thestudents also acquire enlightenment factors by establishing whetherthe element is present or absent.

Thebody-The students envisage the presence of breathing by inspiration andexpiration they can also determining the depth of the breath. Thestudents are also aware of where they are headed to and their presentlocation, they know when bending, stretching, when dressing up,falling asleep and awakening. The learners also establish thepresence of body organs and secretions of saliva, synovial fluid,tears, nasal mucus, and urine.

Benefitsof Mindfulness

Enableslearners to seek information by inputting the students’ opinion,partners’ opinion, verbalize correct information. Identifiesinformation needed among others. Allows one to have a greaterinformation about their environment, allows one to pen and establishcritical learning, it enhances awareness in various fields. It leadsto agreeableness, creates mindfulness and ethnicity and eradication.Mindfulness and intercultural communication allows more interactionwith strangers, leads to conscious choices in conversation. Criticalrole education has played and is continuously playing is to impartits population with the knowledge of the best ways to manage theirfinances. Such information focuses on the old and the population withrelatively low income. Through such training, the community is mademore responsible for their financial management and thus able tocontrol their future finances. The population is therefore informedon how to plan including investment, savings, and retirement and moreimportantly, the population can grasp and understand the key playersin the economy such as policies that drive their economy. Thesetraining also make it possible for the communities to acquire theknowledge necessary to identify the resources around them that iftapped leads to more economic growth. Educational campaigns throughforums, talks, and conferences as well as training equip a communitywith greater skills and knowledge and promote interaction with othercommunities.

Necessityto meet the needs of the labor market

Itis unfortunate that some graduates find it difficult to get employed.It is because some fields require specific skills and abilities thatat the time require the expertise of specialized personnel. Theeducation system should rather be flexible must provide skills thatenable learners to adapt to the changing needs of the market. AdamsSmith described it as the power of “the invisible strength of themarket” (Smith 423). Through the growing market demand, theeducation system should be suited to meet its demand.

Shortcomingsto the use of education in technological economy

Thevalue of education in a technological economy, however, great it haschallenges. Among the challenges is Excessive spending which makes itdifficult for the growth of teaching. The amount spent in thelearning process to acquire the necessary expertise and those whowant to run a project curtails the growth of an economy. Anotherchallenge is a lack of willingness to venture into innovations.Learners may find it difficult to dig deep in an attempt to ideas andskills due to lack of freedom to do so. Adapting to the new changesbrought about by the education makes it difficult for workers toaccept them as they find it difficult adjusting. Lack of provisionfor the use of technology in the curriculum makes learning.


Theabove study on the role of education in promoting technology in aneconomy is important owing to its necessity in this constantlychanging economy. Newer skills and knowledge are required for afaster efficient and greater economic growth. Graduates with suchskills get easily employed, and this makes such economy better thanthose that use the skills of people with little or less knowledge.Training is essential as it is accompanied with the practical aspectthat is in most cases required in this economy.

Highereducation on its part equips learners with interactive aspect andability to explore the untapped opportunities and resources.Competition and productivity contribute to economic development andgrowth as countries try to outdo each other and subsequentlycontributing to advancement in technology and economic growth.Training at community levels are significant on savings and enablesthe population plan themselves as well as understanding the policyplayers in the economy. However good it is, education technology hasits challenges ranging from lack of financial funding for projects,rejection by the workforce to the new trends, and lack of interestand willingness in innovations to come up with new technology for theeconomy.


Crawford Matthew B. (2010) Penguin Books, l ISBN-13 : 9780143117469

Dugger,William and J. Eldon Yung. TechnologyEducation Today.1st ed., Bloomington, Ind., Phi Delta Kappa Educational Foundation,1995, pp. 12-25.

&quotEDITORIAL&quot.Technology,Pedagogy and Education,vol 15, no. 1, 2006, pp. 1-5. InformaUK Limited,doi: 10.1080/14759390500435705.

Laurillard,Diana. &quotTechnology, Pedagogy and Education: ConcludingComments&quot. Technology,Pedagogy and Education,vol 16, no. 3, 2007, pp. 357-360. InformaUK Limited,doi: 10.1080/14759390701614496.

RhysDavid (1951), Setting-up of Mindfulness (Mahā-satipaṭṭhānaSutta),3rdEd Volume 3,P.T.S Dialogues of the Buddha

SatipaṭṭhānaSutta (1993), Foundations of Mindfulness, Edited in 2006, BuddhistPublication Society

Williams,John. TechnologyEducation for Teachers.1st ed., Rotterdam, Sense Publishers, 2012, pp. 252-257.