Innovative Asia: Advancing the Knowledge-Based Economy - Highlights of the Forthcoming ADB Study Report

[Excerpt] The development of knowledge-based economies (KBEs) is both an imperative and an opportunity for developing Asia. It is an imperative to sustain high rates of growth in the future and an opportunity whereby emerging economies can draw from beneficial trending developments that may allow them to move faster to advance in global value chains and in position in world markets. Over the last quarter of a century, driven mostly by cheap labor, developing countries in Asia have seen unprecedented growth rates and contributions to the global economy. Sustaining Asia’s growth trajectory, however, requires developing economies to seek different approaches to economic growth and progress, especially if they aspire to move from the middle-income to the high-income level. KBE is an important platform that can enable them to sustain growth and even accelerate it. It is time for Asia to consolidate and accelerate its pace of growth. Asia is positioned in a unique moment in history with many advantages that can serve as a boost: to name a couple, an expanding middle of the pyramid—Asia is likely to hold 50% of the global middle class and 40% of the global consumer market by 2020; and the growing importance of intra-regional trade within Asia, increasing from 54% in 2001 to 58% in 2011. Many developing economies are well placed to assimilate frontier technologies into their manufacturing environment

A Conceptual Overview to Understand Commodities, Linkages and Industrial Development in Africa

Sub-Sahara African commodity exporting economies have benefitted greatly from the commodities boom of the past decade. The conventional wisdom argues that resource extraction is corrosive of industrial development due to a combination of the macroeconomic consequences of resource exploitation and the assumed enclave nature of mineral and energy extraction. The paper challenges this pessimistic ‘resource curse’ argument, arguing that there are unexploited opportunities for promoting industrial development through the development of linkages from the commodities sector. In particular, these opportunities may be greater for backward than for forward linkages, particularly in the minerals and energy sectors. In making this case, this Discussion Paper draws on the experience of high-income countries which have resource-intensive economic structures, the geographical specificity of many resources and the growing interest of large resource-extracting firms in outsourcing the production of inputs which are outside of their core competences, It sets out a general model of linkages between industry and services and the commodities sector which distinguishes between win-win and win-lose outcomes. The paper concludes with a brief review of the reasons why Governments might wish to intervene to support linkages between the commodities and the industrial and service sectors

Faculty Publications 2018-2019

The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty\u27s research continues to find its way into the very best industrial relations, social science and statistics journal

Education for Peace in Diversified Groups: Opportunities and Threats

Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other.Beata Jachimczak, Education for Peace in Diversified Groups: Opportunities and Threats. Interdisciplinary Contexts of Special Pedagogy, no. 27, Poznań 2019. Pp. 13–27. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.27.01The text addresses the problem of social changes related to the interpenetration of people with different cultures, religions, skills or nationalities in a common space, which also means that education is becoming more and more diverse in educational institutions. The transition from homogeneous groups to diverse groups in education has been and continues to be difficult due to many social, organizational and financial barriers. The analysis presented here relate to education for peace as a significant focus on a school (group) open to any individual difference as a resource for understanding oneself and the Other

Ready? Set. Grow! A Starter's Guide for Becoming Culturally Competent

Workforce development organizations must recognize and value a diverse set of skills and abilities from their employees and job seekers and provide a workplace environment that is nurturing. CJC believes that creating a nurturing environment and addressing racial, ethnic, and other cultural issues, will lead to more productive workers and better opportunities and outcomes for job seekers.This guide is provided to assist you as you begin to explore diversity training and pursue the building of a more culturally competent organization

Developing Digital Competences. Work learn trajectories in Italian School System

The work based learning is the core European dispositions on educational and training issue and a pillar of the Europe 2020 strategy (EUCOM 2009/C119/02). Therefore, the educational system has to increase the quality of standards and learning results in order to response adequately to competence needs and to permit the successful entrance of the youth in the world of work. The SWA is a coherent reaction. Indeed, the current literature lead to reflect on the SWA as a new prospective of school and world of work relationship (Arlotti and Barberis 2015), and as a resolution for the skills mismatch (Caputo and Capecchi 2016; Froy, Giguere, Hofer, 2009; A. Green, Hasluck, Hogarth, Reynolds, 2003). In a context which needs a different school that provides different types of skills, it is desirable that a policy instrument such as the SWA – became mandatory by the reform “La Buona Scuola” (Law 107/2015) – is included in the scientific debate, especially for its potential to contribute to renewal of the school system. Many authors encourage the scientific debate regarding the question to clarify the peculiar characteristics of the SWA model in Italy and to begin effective reflection on its revolutionary impact for the school system. According to Tino and Fideli (2015), the SWA is a process, not only as an experience, a fundamental methodology to promote the knowledge of the world of work and the development of competences (professional and citizenship) thanks to the interconnection between formal-informal learning and creative combination process between theory and practice

Commodities and Linkages: Meeting the Policy Challenge

The results of detailed empirical enquiry into the nature and determinants of the breadth and depth of linkages in and out of the commodities sector in eight SSA countries (Angola, Botswana, Gabon, Ghana, Nigeria, South Africa Tanzania, and Zambia) and six sectors (copper, diamonds, gold, oil and gas, mining services and timber) has shown extensive scope for industrial development (MMCP DP 13, 2011). A primary conclusion of this research was that policy in both the private and public realm was a prime factor holding back the development of linkages. Addressing this problem requires the closing of three sets of misalignments between policy and practice – within the corporate sector, within the public sector, and between the public sector and other stakeholders involved in linkage development. In addition, specific policies need to be developed, monitored and implemented in relation to the three contextual drivers of linkages from the commodity sector – skills and capabilities, infrastructure and policies towards ownership