Education, a seemingly simple word, carries too many complexities and challenges. It is like a non-standard painting, each stroke needs careful carving, and it is difficult to do it overnight. Can education be industrialized? This is a controversial topic. This paper will discuss the feasibility and limitations of educational industrialization from two aspects: the attribute of education and social welfare.

Product attribute of education

The product attributes of education are similar to private products, which are competitive and exclusive. Educated people get personal benefits through education, such as increasing income, improving social status and getting spiritual enjoyment, which makes education look like an investment.

Social public welfare of education

Education also has a more important attribute-social welfare. A well-educated citizen can bring many benefits to society, such as the improvement of productivity and the progress of social civilization. This is the quasi-public goods defined by economics.

Global consensus on education

199 10 In Paris, UNESCO held the first World Education Conference, which clearly stated that "the laws of market and competition are not applicable to education". Education is not only the cornerstone of personal growth, but also the driving force of national prosperity and social progress.

Education marketization

Some schools can push their work to the market or make more use of market means, such as logistics reform in colleges and universities, transformation of scientific and technological achievements, various vocational skills training and consulting services. But these are only part of the education system, not the whole education.

The negative influence of education

Educational industrialization theorists advocate that education should be completely pushed to the market, and the development of education should be dominated by economic laws or industrial operation laws. But we must be alert to the possible negative effects of this practice.