ABSTRACT
The article challenges simplistic one-way models of the relation between education (human resources) and economic development. Diachronic analysis clearly indicates different patterns or trajectories linking the two variables through time in individual nations, with significant thresholds or transition points. The relation between educational levels and economic development is seen as part of the international division of labour, depending on the degree of national autonomy, and on the relations between countries rather than the differences between them. Education may influence development through changes in the system of social stratification as well as through the expansion of knowledge. The diachronic approach is used to test these relations in a number of developing countries.
