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Rethinking Dutch Economics Education

Last week, the Dutch branch of Rethinking Economics published a study on the build-up of  Dutch economics curricula (bachelor’s). Rethinking Economics is an international network of students, academics and professionals whose goal it is to diversify and renew contemporary economic thinking. The major conclusion this study draws is that Dutch economics education is dominated by the study of market mechanisms among rational, utility-maximising actors. This stems from the supremacy of neoclassical economics in Dutch economics education, with 86% of the theory course time assigned to that economic school. None of the other schools of economic thought have more than 4% of course time. Another area the study focuses on, as seen in the figures, is research methods. Rethinking Economics NL criticises the lack of qualitative analysis, and conclude that ‘students are effectively blinded by to all aspects of the economy which cannot be expressed in numbers’. Lastly, another big complaint is that three-quarters of the curriculum is dominated by abstract theory and methods, and not by real world economics. (source)