HUMAN CAPITAL DEVELOPMENT Human capital theory focuses on the assumption that education is very fundamental and necessary to increase productive capacity. In short, human capital theory believes that an educated human being is a productive human being. Human capital theory emphasizes how education can help workers be more productive and efficient by increasing the level of their cognitive abilities. The provision of formal education is seen as an investment in human capital, similar to, or even more valuable than, a physical investment (Woodhall, 1997). Human capital theory concludes that investment in human capital will result in greater economic output, but this theory is sometimes contradictory. In the past, economic strength depended primarily on physical assets such as land, factories and equipment. Labor is necessary, but physical investments increase the value of the business. Modern economists agree that education and health are essential to improving human capital and increasing economic production (Becker, 1983). Human capital and global challenges Economic ideology sets itself the objective, for example, of trying to explain the secrets of the success (and failure) of the economy. a nation: why and how a nation succeeded in achieving economic growth and generating prosperity. The economic methodological basis considers that the concept of human capital only makes sense and has practical implication if it is understood as a whole. For this reason, it is very interesting to see the importance and significance of the concept of human capital in the global context. Theoretically, it is not difficult to adapt the global context to the concept of human capital. The global context does not make the concept of human capital irrelevant but requires a certain quality in understanding human capital. In the country...... middle of paper ......reorienting education to make it more cosmopolitan is not an easy task. Politically, making cosmopolitan humans more education-oriented will confront us with a group of nationalist humans, who see education as a process aimed at producing patriotic citizens. People will be very skeptical about the reorientation of education. For them, the framework of cosmopolitan education will modify the vision and attitudes in a very normative way and will make it impossible to measure and standardize the results of educational processes. In reality, it is not difficult to respond to the various criticisms leveled at cosmopolitan education. Politically, there is no contradiction between the idea of ​​cosmopolitanism and nationalism. Cosmopolitanism and nationalism are not two opposite poles on a continuum (Fine, 2007). The vision of cosmopolitanism can coexist with the spirit of nationalism.