In its economic revolution, the pioneering factor in its empirical modeling of economic growth was, in principle, that of technical progress, to which human capital constitutes in the same way the core of technological progress. In the literature, a plurality of variables are considered to represent human capital and in this sense, including the gross enrollment rate, literacy rate, attendance rate ... etc. From my point of view, human capital is simply the primary solution for sustained economic growth. But the neglect of this parameter in the process of the realization of the economic policy of a country proved incompatible with the objectives of the State. More investment in a promoter channel in the education sector is needed, a top priority for a developing country. It is not enough to construct school units in different regions and departments, but first to define a model for preserving the quality of teaching at the national level. To do this, it would be unambiguous to define an index of elementary knowledge (ICE) that specifically takes into account each discipline by implementing a relationship between the part of the discipline mastered on the part of the same discipline that is ignored. To achieve this, it would be necessary to graduate on a bar of 100 any discipline and updated this index in the short term to be able to evaluate the evolution of each individual in each given discipline. The system of diploma recognition of the levels or expertise acquired by an individual in Africa is no longer adequate, we now need to consider a new and much more robust indicator at the continental level, which will essentially contribute to the industrialization of African countries in the short term. It is not surprising to see also the impact of foreign cultural influence on new generations. In reference to the American culture that punches the ideas, the intentions, the long-term goals of each generation and each individual. It seems imprudent to have adverse effects on school success rates in infected countries. In these terms, we must also measure the cultural variable on a 100% bar and quantify the intensity of this influence in a given society. It is likely that we will have to identify a monotonous and growing relationship between the failure rate of schooling and the foreign cultural variable, that is to say, more a foreign culture is needed in the face of the local culture and the lower the school success rate, and indirectly the upward pressure on the unemployment rate and therefore the economic growth itself of the culturally victimized countries. Attention, it is important to recognize the negative effects on education, on the growth of the foreign cultural force in a destination country.
It would be possible to observe these phenomena from the concrete data and to note a rather importantcorrelation between the school failure rate and the foreign culture variable. On the other hand anegative correlation between the growth rate and the foreign culture variable.
Abdi-Basid ADAN, 2018
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