But for today's children to learn mathematics you still have to repeat those earlier stages, exactly like the entire human race has traveled except at a rapid, faster pace.

You have to repeat it. So that's my metaphor for this new stage theory. In contrast, most modern development economic theories try to teach developing countries or the nations they want to do that themselves, too. OK, it's not like taking lessons from other economies. They want to do it themselves; they want to leap forward.

OK, they want to leap forward. And to start industrial revolution by building advanced capital-intensive industries, by setting up modern financial systems, by erecting more than political institutions because that's what U.

But that's the roof of the building, not the foundation. They missed the chance to see how the American built their foundation in the 19th century. They were forced to work 16 hours per day or longer. Although their work conditions could be very dangerous, women's jobs were seen as less skilled than those of their male co-workers. Industrialization caused similar changes in the United States. During his administration from to , President Thomas Jefferson established a trade embargo.

The embargo banned foreign countries from sending products to the United States to trade. This meant Americans had to buy more U. During the War of , the British navy blocked ships from sailing in and out of U. By the s, the United States was one of the world's leading economic powers. Industrialization Meant Economic Growth In the first 50 years after American independence, many farmers moved to factory jobs.

As in Great Britain, textile production led the way. Industrialization, along with new inventions in transportation including the railroad, generated economic growth. There was now a large working class, and this would eventually lead to conflict between workers and factory owners.

Working men and women led strikes to demand better working conditions. Starting in the late s and early s, industrialized countries such as Great Britain and the United States passed laws to help workers. However, harsh conditions arose in other parts of the world as it too was industrialized. We continue to live with the Industrial Revolution's effects today.

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As these countries have room to industrialize, they will continue to grow towards the modernity of currently developed countries. The Industrial Revolution greatly impacted the world, by increasing output in a more efficient manner and improving the quality of life for the people in industrialized nations. As developing countries are not fully industrialized, they will continue to benefit as they do so, which will result in strong growth levels and better overall conditions for their populations.

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We and our partners process data to: Actively scan device characteristics for identification. I Accept Show Purposes. Your Money. Personal Finance. Your Practice. Popular Courses. Manpower is that portion of the population which has actual or potential capability to contribute to the production of goods and services.

They make up the workforce of a nation. The Manpower Development Learning Model has three key components that help initiate an efficient and effective workforce, as shown in Figure 4.

These components are 1 education the theoretical part of Learning , 2 Training the Practical part of learning and 3 Age experience and Timing. Manpower learning model. A workforce that possesses a high composition of theoretical, practical and experiential knowledge can catalyze and experience greater productivity, increase in technological application, high performances and generate innovations.

Industrialization can only strive where such a workforce exists. For an economy to achieve sustainable development there must be an increase in the level of industrialization, an increase in the level of national productivity and an increase in the level of technical knowledge. The process of acquiring such intellect is known as the Manpower Development process and the manpower learning model is a guide to effective acquisition of the knowledge.

The three major components of the model, education, training, and age, are discussed below. The higher the university education completion rate, the higher the share of knowledge that intensive service industries receive. The Knowledge Intensive Service Industry provides consumers with knowledge — based services, mainly relying on high technology, expertise, information and experience.

The service process includes knowledge production, knowledge dissemination and knowledge use. The knowledge Intensive Service Industry is supported mainly by science, engineering, technology and other industries. The education and skills of the labor force have been recognized to be the underpinnings of innovation.

Innovation is possible if there are people who can perform research that generates new ways of thinking and new knowledge, who can apply their knowledge and skills, and who can adapt to change. Therefore, the workforce must aim at attaining a high theoretical knowledge, especially science and engineering graduates. Education helps to build the technical, interpersonal or human and conceptual skills of the workforce.

Coombs [ 21 ] defines training as a scheme designed to generate expertise or skills needed to perform a particular job or series of jobs. Kanawaty [ 23 ] observed that the training that prepares people for work and life skills are largely developed in a working situation; competence develops through improvements of awareness, knowledge and skills.

Training skills range from soft skills, basic artisan skills to advanced technical skills. Training must be practical and must complement educational theoretical knowledge. Training begins when a child is born, with soft skills and goes through from basic artisan skills to advanced professional skills. Soft skills build character; they help develop the character traits of a person and they help define their personality.

Everyone needs soft skills to prepare them and maintain a healthy working attitude. Soft skills can be learnt at any age, but the nature of these skills suggests that they are best learnt at a very young age because they are foundational. Soft skills build the competence and confidence of the labor force, giving room for more achievements. Soft skills range from learning diverse languages, presentation skills, drawing skills, writing skills, reading skills, music skills, ethics and etiquettes, etc.

These skills improve creativity. This skill will enable the workforce to create sustainable enterprises and visionary companies. Soft skills are critical for the foundational setting of the workforce. They can provide great energy and cohesion for the members of the workforce. An artisan is a craftsman, someone who does skilled work; making things with his hands, manually.

The artisan skills range from woodland crafts, building crafts, field crafts, workshop crafts, textile crafts and domestic crafts.

Woodland crafts. This includes coppices, hurdle makers, rake makers, fork makers, besom makers, handle makers, hoop markers, ladder makers, crib makers, broaches and peg makers, clog sole cutters, charcoal burners, oak basket makers, stick and staff makers, field gate makers, willow basket makers, and net makers.

Building crafts. The builders include stone masons, plumbers, decorators, bridge builders, French polishers, and sign writers. This includes hedge layers, stile makers, well diggers, peat cutter, gardeners, horticulturists, tree surgeons, foresters, farmers, shepherds, shearers, bee keepers, millers, fishermen, orchardist, and veterinarians. Workshop crafts. This includes chair makers, iron founders, black smiths, wheelwright, coopers, coppersmiths, tinsmiths, wood turners, coach builders, boat builders, boiler makers, boiler men, soap makers, gunsmiths,, clay pipe maker, and tool maker.

Textile crafts. Domestic crafts. Fish smokers, bacon curers, dish wash maker, insecticide makers, butter makers, cheese makers, brewers, cider makers, wine makers, distillers, herbalists, ice cream makers, bakers, barrister and coffee roasters, osteopaths, naturopaths, story tellers, teacher, naturalists, historians, jesters, actors, administrators, philosophers, laborers, poets, writers, midwifes, publicans, booksellers, Liberians, movie makers, public speakers, etc.

Advanced skills are necessary for the mechanization or automation of artisan skills and the production of other advanced products not possible by craftsmen alone. Advanced skills include qualitative analytical forecasting skills, military training, leadership skills, teamwork and management skills, policy formulation and advocacy skills, wafer fabrication, Integrated Circuit Design, biotech, making petrochemicals, fine chemicals, pharmaceutical, automotive machines and cybernetics, aerospace, computer aided design tools and other precision engineering components.

Advanced skills involve a lot of research and development and are important to bring about innovation. Innovation improves and increases productivity, spurring industrialization and economic development. An advanced skill is a must-have collection of activities for advanced level students. The advanced training of workers is carried out through individual and team training, both on-the-job and in a variety of short courses. Such training is offered by institutes for improving the skills of managerial personnel and specialists.

Advanced training does not usually require taking time off from work. Every human being requires the opportunity to listen, teach and apply what they have learnt to productivity. Most of them do not know when to perform each of these activities, hence the need for the guide as represented in Table 1. Listening is associated with the acquisition of theoretical knowledge, Teaching is associated with mentorship, raising successors and transferring values to younger generations.

Application is simply the acquisition and utilization of practical knowledge. Studying developed nations resulted in designing the Development Flow Chart, as shown in Figure 5. Studying the models of developed countries on how they scaled through the process of industrialization, we can identify various stages that promoted and sustained their ability to do so. These stages include; Preparation, Learning, Productivity and Networking of scientific ideas.

Development flowchart. This flow chart shows the importance of Preparation. Although the United Kingdom went through industrialization process without preparation, it started out of curiosity. This curiosity-driven industrialization process lasted for a long time before actualization but studying other countries like America, Singapore and the Newly Industrialized Countries NIC we see the elements of planning and preparation and industrialization were achieved in less than 50 years.

The developed countries had to prepare for development; hence the precursor was a decision for industrialization. Before a child is born, the parents get ready for the arrival of the baby. In the same way, before a country becomes industrialized, the country must prepare for the industrialization process.

The nation needs to setup policies to get them ready for industrialization. The nation needs to be willing to be industrialized, the nation needs to start up a chain reaction that leads to industrialization and get to a state of readiness, especially for industrialization. From history, it was observed that learning was taken very seriously by the industrialized nations.

For example, a developing nation could be likened to a growing child. A baby sits and observes, recording everything everybody does and then begins almost immediately to do likewise.

The baby who depended on others to always hold her now runs on her own. That child that could only babble now speaks clearly. It is good to know that the child has been developing. No parent would be happy if their child, after two years, has failed to speak and walk. How does a child achieve all these activities? Learning is the second stage as shown in Figure 5 , and it comes in different forms; Learning-by-doing and learning-by-adapting, learning-by-design and learning-by-improved design, and learning-by-setting-up a complete production system [ 24 ].

People do not learn by-letting experts do everything for them. If so, they will continually be slaves to the expert who knows and the learner will lack the opportunity to become an expert. The third stage is Productivity. A developing nation needs to acquire knowledge and that knowledge obtained should be mandatorily applied in productive activities to increase the total performance and value of goods produced and services provided within a year.

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