ABSTRACT
In economic research, education is regarded as a solution for a wide range of social problems. The Harvard economists Claudia Goldin and Lawrence Katz (2009: 290f.), for instance, argue that ‘the lion’s share of rising wage inequality can be traced to an increase in educational wage differentials’, which is due to an undersupply of skills. The political arena has adopted this view and considers education as the key means of combating poverty and promoting social equality. The European Commission (2009: 5) for instance, states that ‘strengthening education is one of the most effective ways of fighting inequality and poverty’. In the same vein, the Organisation for Economic Co-operation and Development (OECD) says:
The global economic crisis, with high levels of unemployment, in particular among youth, has added urgency to fostering better skills. At the same time, rising income inequality, largely driven by inequality in wages between high- and low-skilled workers, also needs to be addressed. The most promising solution to these challenges is investing effectively in skills throughout the life cycle.
(2012: 3; see also OECD, 2010)