
Fair enough.
There are genuine questions about whether or not the federal government should have given in to the provinces and territories in the 1990s regarding vocational and labour market training.
Both of these, and post secondary, are federal jurisdiction or shared jurisdiction at best. (But accreditation of professional associations and credentials is provincial.)
The federal government did its best to continue to directly fund these kinds of programs but the provinces, especially but not exclusively Quebec, felt strongly that this was preventing them to set their own socioeconomic development priorities.
It sounds like both the CPC and LPC federal parties had platforms that look to have the federal government step back into this space.
One has to wonder if they view the agreements they made to transfer labour market training to the provinces and territories as something they can pull back or wind up…
On the agriculture point, let’s say I am more than qualified to speak to economic terminology.
So, it may be pedantic, but it’s important to understand where economics definitions come from.
Some like labour productivity and economic rents are irrevocably tied to their origins in agricultural economic concepts.
Which means that when applied to a manufacturing or service economy, peoples’ intuition about their meaning can be very wrong.
When we’re teaching economics, we talk about ‘developing economic intuition’ but it would be much easier for students if we didn’t have to counter so many counterintuitive terms.
Whatever the problems with the old definitions, and they are numerous, they remain the way the national accounts are published in OECD countries.
But so are too the conventions of generally accepted accounting principles for financial accounting.
These are the way our data sources are framed so to do meaningful data analysis and interpretation we have to know them.
Business schools are not immune or exempt from understanding where the data comes from and how it’s constructed. Any good business school in whatever tradition will make sure its students understand that at least.
It’s one thing be such a pedant as to make students switch from conventional and do basic microeconomics with the P and Q axes reversed (as they logically should be), just to correct a deeply embedded error in the history of economic practice - and there are profs out there who do that.
It’s another thing to be insistent on what is actually in a measure that calls itself ‘labour productivity’ and is used by uninformed or deliberately misleading business press in Canada to beat on the labour force itself when the structural issues are completely different.
It would be worth discussing if the business press didn’t constantly misinterpret the meaning of measure.