RETHINKING EDUCATION AS THE SOLE PREREQUISITE FOR NATIONAL DEVELOPMENT IN 21ST-CENTURY ASIA
DOI:
https://doi.org/10.14456/aelr.2026.7Keywords:
National Development Pathways, Educational Governance, Human Capital Theory, Asian Economic Growth, 21st-Century SkillsAbstract
This article critically re-evaluates the conventional assumption that formal education is the singular prerequisite for national development, specifically in diverse 21st-century Asian contexts. Employing a comprehensive narrative literature synthesis of cross-disciplinary peer-reviewed research published from 2001 onwards, the study integrates foundational theoretical frameworks—such as human capital and capabilities approaches—with contemporary empirical evidence. The rigorous analysis reveals that while education undoubtedly remains a vital driver of societal progress, its transformative impact is profoundly contingent on instructional quality, labor-market relevance, robust institutional governance, and complementary resources such as digital and entrepreneurial ecosystems. Furthermore, compelling evidence from various Asian nations demonstrates that substantial developmental gains are achievable through alternative pathways, including strategic infrastructure investments, resource management, and targeted e-government reforms, even when aggregate educational attainment is moderate. Ultimately, the findings challenge linear developmental models and strongly advocate for a nuanced, context-sensitive policy approach. Rather than pursuing schooling in isolation, policymakers must prioritize building coherent ecosystems that seamlessly harmonize diverse learning opportunities with industrial innovation, thereby fostering a holistic, inclusive, and sustainable trajectory for national progress.
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Copyright (c) 2026 Praiporn SAENGCHAN, Samanan RATTANASIRIVILAI, Kittisak WONGMAHESAK
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