This document discusses strategies for human resource development. It outlines different choices countries must make regarding their education systems based on their level of development. These choices include emphasizing quality vs quantity in education, focusing on science/technology vs arts/humanities, relying on formal vs informal training, and manipulating wages vs market forces. The document also examines how different elite groups within societies approach these choices based on their goals. Finally, it discusses measuring the consequences of strategies and concludes that balancing investments in education is important for sustaining economic growth.

1. Sudan academy ofscience
Social and economic studies unit
Master of Business Administration Program
Project Management Course
Strategies of Human Recourse
Development:Choicesand Consequence
Prepared by:
‫عثمان‬ ‫الدين‬ ‫محي‬‫إسحق‬

2. 1
Introduction:
There are different factors that shape a country strategies in developing its human
resource, such as the level of country development and its elite category adding to that the
critical choices in below areas:
1. In all level of formal education , the emphasis on quality versus quantity
The choice between quality and quantity can takes a lot of forms, like:
 Primary education for all or high-quality secondary and university for smaller
number of potential leaders
 Educating fewer numbers of students with better-qualified teachers or a large
numbers with unqualified teachers.
 A good but costly curriculum versus a poor but cheaper one.
 ….. etc.
In general political and social pressure emphasis quantity, while the economic growth
side with quality high-level manpower.
2. In secondary and higher education , the stressing of science and technology versus law,
arts and humanities
At all level of development there are critical shortages of scientific and engineering
manpower in most nations. However social and political pressures tend to stress the
importance of the nonscientific type of education, whereas economic and military
consideration demands greater concentration on science and technology.
3. In skill development , the reliance on pre-employment formal training versus in-service
training
Both are possible in all level of development. However some training must be provided
prior to employment by the schools and more can be offered through various kinds of
“sandwich” extension and part-time courses for those already employed
4. In building incentives , the conscious manipulation of wages and salary structure vs
dependence on market forces
All countries must take some deliberate measures to influence the allocation of
manpower and these measures may range from outright compulsion to various kind of
financial and non-financial inducements.

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5. In the general rational of human development, the needs of individual vs the needs and
desires of the state.
In all societies therefore, there must be some compromise ore perhaps blending of the
state and the individual.
Choices in strategies of Human Recourse Development:
The essence of a strategy of human resources development is the achievement of an effective
balance in choices in between policy alternatives. The nature of this balance depends upon the
goals of a society, its level of development, and its leadership.
Level of development:
 The underdeveloped countries (level I)
The logical strategies is to:
o Localization , replacement of foreigner with local nationals
o Expanding the output of secondary education.
o Rapid preparation of university graduates, they should be prepared locally and
aboard.
o Expand primary school enrollment by curtailing dropout and increasing quality.
o Prescribe a period of national service for these in strategic occupations.
 The partially developed countries (Level II)
o The reform and expansion of secondary education is a top priority
o Then expand the education of subprofessional personnel and technician
o In High education emphasis science and engineering and curtail law, arts, and
humanities.
o Attempt to achieve universal enrollment in primary education.
o Institute a comprehensive programs to train manpower in government and
private sectors
o Increase the relative pay of the critically needed occupations.
 The semiadvanced (Level III):
o Reorientation and reform of higher education, giving more emphasis to the
scientific and technical faculties.
o Establish research institutes
o In secondary school raise the standards and increase enrollment
 The advanced (Level IV):
o High quality education at the postgraduate level is very important.

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o Qualitative improvements in secondary education and expansion of higher
education.
o Adults education and mid-career training are essential to meet the rapid
changing occupational structure.
The Elites and their strategies:
1- The dynastic or traditional elites
Their goal is to preserve the traditional society as much as possible, hence secondary
and high education is reserved for the select few and stress humanity and law while
keeping the prestige of medical science.
2- The rising middle class elites
They believe in widespread public education. Education is regarded as a human right
rather than as functionally oriented training systemfor the economy.
3- The revolutionary intellectuals
The believe man is developed for his service to the state, not educated for his own sake.
Thus education tends to be functional and specialized and related to employment.
4- The new nationalist leaders.
They first attempt to free their educational system from pattern established earlier by
the colonial admiration. They see education as the road to modernization and the urge
reforms and expansion as rapidly as possible.
The consequence of strategies:
The success of the chosen strategy can be measured by the achievement of the social,
political and economic goals. Social and political goals are not that hard to measure, in
the other hand it is very difficult to identify economic impacts. Suffice to say “A good
educational system may be the flower of economic development, but it is also the seed
“as Jerome B. Wiesner put it.
Conclusions:
1- There is high correlation between enrollment in education and a country’s level of
economic development as expressed by GNP.
2- Balance in any program of human resource development is very important

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3- An initial heavy investment in human resources is necessary to sustain basic growth.
4- The magnitude of required investment is itself a function of the level of a country’s
economic development.
5- In all countries education is thought of as a main avenue to jobs and careers. And for
this reason and educational system which fails to prepare person for available jobs is
clearly out of balance and inefficient.
6- The proportion of national income devoted to human resource development is likely to
rise in all countries because it is the main route to career and job and it is insatiable.