The most knowen and prevailing doctrine in pedagogy and education today has a focus in the theories of human capital. These theories, although full of ideological prejudices, reflect very real tendency of modern capitalism to mobilizing a far greater number of values to their double aspects of factors of production and merchandise. With the term human capital different economists determine “stock of knowledge, which can be economically evaluated and has been captured by individuals.” In the first place, these are qualifications, gained either in the system of qualification or either through professional experience. In the wider meaning this conception grasps numerous trumps, which can be carried into effect by individual in the marketplace and can be shown by employee as a potential sources of advantage: for example physical appearance, good manners, way of life and state of mind or even good medical condition. In such manner by the opinion of OECD human capital would unite “knowledge, qualifications, competence and individual characteristics, which relieve creation of personal, social and economic welfare.” Conception of human capital is not entirely original, but it has achieved enormous success among international institutions and western governments, not only because it propose a strategy of permanent development as its advocates suggests, but because economical justifies education; what is in the eyes of decision makers only valid justification.
Keywords: human capital, stock of knowledge, cycle of knowledge, permanent development.
Ph.D. Metod Černetič, Brina Černetič