1. Many developing countries face difficulties benefiting from advances in knowledge due to weak opportunities for learning processes like learning by studying in higher education and learning by solving through knowledge-intensive jobs.
2. Weak market demand for knowledge in developing countries makes it hard to foster learning by solving, leaving learning processes unbalanced.
3. For policies to be more effective, they need to complement supply-side efforts with demand-side policies that stimulate social demand for knowledge, such as through inclusive innovations that meet pressing social needs. Addressing only the supply of educated people is not enough.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
Transformative learning of pre-Service teachers during study abroad in Reggio...Reggio Lingua
The present paper explores the transformative learning of five preservice teachers participating in a two-week study abroad program to Reggio Emilia, with Reggio Lingua School.
Ital, May 2015
Speaker: Sarah Cummings, Knowledge Ecologist
Presentation at the Eldis 20th Anniversary event "Learning from 20 years of digital knowledge sharing for global development" held at IDS on Thursday 15 September 2016 and Friday 16 September 2016.
A video of this presentation is available at:
https://youtu.be/wdtP1aXInTk
The Effects of Engineering Education and Government Policy in Driving Innovation among Engineering Graduates in Nigeria by Olawale Oshokoya* in Advancements in Civil Engineering & Technology
To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
11.multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can transform traditional classrooms into interactive learning environments if teachers have the skills to use them. For education to benefit from multimedia, pre-service and in-service teachers must be trained in basic multimedia competencies. The document explores how multimedia can be used in teacher education programs to model effective teaching techniques for future teachers and help them develop technology skills to engage digital students. Benefits of multimedia for teacher education include providing high fidelity simulations to demonstrate classroom skills that words alone cannot convey.
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
Transformative learning of pre-Service teachers during study abroad in Reggio...Reggio Lingua
The present paper explores the transformative learning of five preservice teachers participating in a two-week study abroad program to Reggio Emilia, with Reggio Lingua School.
Ital, May 2015
Speaker: Sarah Cummings, Knowledge Ecologist
Presentation at the Eldis 20th Anniversary event "Learning from 20 years of digital knowledge sharing for global development" held at IDS on Thursday 15 September 2016 and Friday 16 September 2016.
A video of this presentation is available at:
https://youtu.be/wdtP1aXInTk
The Effects of Engineering Education and Government Policy in Driving Innovation among Engineering Graduates in Nigeria by Olawale Oshokoya* in Advancements in Civil Engineering & Technology
To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
11.multimedia in teacher education perceptions usesAlexander Decker
This document discusses the use of multimedia in teacher education. It notes that educational systems are under pressure to use new technologies to teach 21st century skills. Multimedia tools can transform traditional classrooms into interactive learning environments if teachers have the skills to use them. For education to benefit from multimedia, pre-service and in-service teachers must be trained in basic multimedia competencies. The document explores how multimedia can be used in teacher education programs to model effective teaching techniques for future teachers and help them develop technology skills to engage digital students. Benefits of multimedia for teacher education include providing high fidelity simulations to demonstrate classroom skills that words alone cannot convey.
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
Lifelong Learning in Knowledge Society - Dr. Farideh Mashayekh - Originally submitted May 29th, 2007 to the OSS and OER in Education Series, Terra Incognita blog (Penn State World Campus), edited by Ken Udas.
The article discusses an international collaborative program between universities in Brazil and the United States focused on school improvement projects. Undergraduate students and faculty from both countries conducted development work in local K-12 schools. A model is presented for international collaborative projects that uses multicultural education principles and educational technologies. The model involves exchange students implementing projects in schools with support from faculty through online courses. An example newspaper project is described that aimed to have students in both countries share stories and reflect on their cultures.
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
This document discusses the concept of ecosymbiotics, which aims to integrate economic profitability with environmental and social sustainability. It argues that education, basic research, environmental protection, and economic development are interdependent and should be viewed holistically. Ecosymbiotics proposes developing commercial innovations through collaborative, interdisciplinary research that also benefits education and future generations. The goal is to move beyond dependence on non-profit funding and directly link basic scientific progress with business and capital growth in a mutually sustainable way.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
This document summarizes a report on strengthening the science-policy interface for sustainable development. It discusses the role of the UN high-level political forum on sustainable development (HLPF) in facilitating dialogue between scientists and policymakers. The report identifies several possible roles for the HLPF, including: 1) providing policy-relevant data and analysis from existing assessments; 2) supporting enhanced dialogue through forums and engagement of scientists; and 3) helping translate global discussions into regional and national policy frameworks. Strengthening the science-policy interface is important for effective monitoring and implementation of the UN's sustainable development goals.
How Do Universities Develop Interactive Capabilities to Promote Social Innova...iBoP Asia
This document is an abstract for a paper examining how two research universities in South Africa are developing capabilities to promote social innovation and development through interactions with social partners.
Section 1 describes the policy context in South Africa, noting a historical disconnect between innovation policy focused on economic goals and higher education policy focused on social goals. Recently there has been a shift towards aligning these policies to promote both economic and social innovation.
Section 2 analyzes how the two universities are developing interactive capabilities in response. Both universities have a history of industry interactions but are working to expand interactions with social partners. A national quality assurance process and changes in university leadership have driven institutional changes around structures, procedures and incentives to implement engagement with social partners. While there
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
Moving Manila Public Lecture DocumentationiBoP Asia
1. This document summarizes a public lecture on urban planning, transport, and mobility in Metro Manila held by the Ateneo School of Government. The event featured presentations from representatives of the Rockefeller Foundation and the University of Michigan on challenges facing Metro Manila's transportation system and potential solutions.
2. Key challenges discussed included severe traffic congestion, a reliance on private vehicles over public transportation, and a lack of coordination between the cities and municipalities that make up Metro Manila. Potential solutions focused on prioritizing pedestrians, increasing public transportation and road pricing, and fostering greater citizen engagement and multi-sector partnerships.
3. There was discussion around the need for long-term regional planning, modifying governance structures,
Toward a gender-inclusive innovation pattern in ICT: the case of VietnamiBoP Asia
This document discusses gender inclusion in innovation and ICT development in Vietnam. It explores opportunities for ICT entrepreneurs in Vietnam to develop products and services catered towards women users. Vietnam has made progress towards gender equality through laws and policies, and women now make up around half of the workforce and students in higher education. However, the ICT sector remains dominated by men. The document aims to investigate gender differences in ICT demands and identify obstacles to gender-specific technological development, to explore business models for women consumers.
The document summarizes the project launch of the "Catalyzing New Mobility in Cities: the Case of Metro Manila" project held on January 31, 2012. It provides an overview of the various presentations and discussions that took place at the event, which was organized by the Innovations at the Base of the Pyramid in Asia (iBoP Asia) Program to bring together stakeholders in transportation from Metro Manila. The launch aimed to start a conversation around empowering citizens to shape mobility patterns in Metro Manila to be more inclusive. Preliminary findings from research commissioned by the project on mapping public transportation and understanding mobility issues faced by the poor were also presented.
Community Futures Mapping Documentation DRAFTiBoP Asia
This document provides information about the project team and community mapping activities conducted for the Informal City Dialogues project in Metro Manila. A series of focus group discussions and mapping exercises were held in 5 informal settler communities between February 16-March 1, 2013 to understand issues in informality. Key issues raised included lack of security of tenure, limited livelihood opportunities, and inadequate access to basic services. Despite challenges, participants remained optimistic and hoped the government and community initiatives could help alleviate poverty and facilitate adaptation to environmental changes.
Problems of Inequality in Science, Technology, and Innovation PolicyiBoP Asia
This document discusses challenges of inequality in science, technology, and innovation policy at the national, European, and international levels. It describes how the goal of social cohesion, which aims to reduce inequalities and spread benefits more evenly, relates to but differs from the dominant competitiveness agenda. While human resource, innovation, research, and regulatory policies at the national level and frameworks at European and international levels have begun incorporating social cohesion objectives, there remains significant room to expand the scope and strengthen the tools to further this emerging agenda.
Approaching the Measurement of the Critical Mass of Science, Technology and I...iBoP Asia
This document discusses the concept of critical mass in the context of science, technology, and innovation (STI) capabilities. It aims to define critical mass for STI, discuss how to measure it, and analyze how far Mexico is from achieving critical masses in STI. Critical mass refers to the level of STI capabilities needed to generate self-sustaining endogenous processes. Newly industrialized countries have achieved critical masses in STI, as evidenced by balanced STI populations and spawning of development processes. The paper reviews literature on critical mass and coevolutionary processes. It proposes defining critical masses of S&T and innovation in terms of capability populations and their outputs. The empirical analysis compares STI indicators of developed, newly
R&D collaborations and innovation performance the case of argentinean biotech...iBoP Asia
This document summarizes a study on collaboration networks and innovation performance among Argentinean biotech firms. The study finds that Argentinean biotech firms actively collaborate with partners, especially local public research organizations and foreign partners in leading regions, to source knowledge and enhance their technological capabilities. Collaborations with both local PROs and foreign partners are shown to benefit firms' innovation performance. While the knowledge network structure differs from leading biotech regions, it is similar to other non-leading regions, relying heavily on collaborations with local PROs and partners abroad. The study contributes new evidence on how high-tech industries develop in emerging countries through both local and non-local knowledge flows.
Research and Innovation Policies for Social Inclusion: Is There an Emerging P...iBoP Asia
This document summarizes a paper that explores an emerging pattern in research and innovation policies where contributing to social inclusion and marginalized populations is a legitimate goal. It discusses academic contributions recognizing the need to directly tackle problems affecting the poor through science and technology. Challenges include including marginalized groups in identifying solutions and navigating cultural differences. The paper examines examples of policies and initiatives tackling neglected health issues and agricultural problems of poor communities. It argues an emerging view supports using research and innovation to directly address all types of poverty problems through systemic and inclusive innovation systems.
Developmental University Systems: Empirical, Analytical and Normative Perspec...iBoP Asia
This paper was presented at the IV Globelics Conference in Mexico City from September 22-24, 2008. It discusses trends in higher education and research efforts worldwide, with a focus on developing countries. Some key points made in the summary are:
1) Tertiary education enrollment rates have increased significantly in many developing regions since 1970, though remain lowest in Sub-Saharan Africa.
2) Between 1991-2006, tertiary enrollments more than doubled globally but remain concentrated in a few countries/regions, with over 70% of students in China, US, Central/Eastern Europe, Western Europe, India, Brazil, Japan, South Korea, and Mexico.
3) While developing countries have expanded
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
Lifelong Learning in Knowledge Society - Dr. Farideh Mashayekh - Originally submitted May 29th, 2007 to the OSS and OER in Education Series, Terra Incognita blog (Penn State World Campus), edited by Ken Udas.
The article discusses an international collaborative program between universities in Brazil and the United States focused on school improvement projects. Undergraduate students and faculty from both countries conducted development work in local K-12 schools. A model is presented for international collaborative projects that uses multicultural education principles and educational technologies. The model involves exchange students implementing projects in schools with support from faculty through online courses. An example newspaper project is described that aimed to have students in both countries share stories and reflect on their cultures.
The ‘digital natives’ debate (nurnaningsih). muhammad khanif
The document critically reviews claims about "digital natives" - the generation born after 1980 that grew up with technology. It finds that while young people widely use computers and phones, they do not necessarily have sophisticated skills. Studies show most only use basic functions and few create online content. Additionally, while multitasking seems a preference, it can hurt concentration. Preferences depend more on tasks than generational traits. Overall, arguments for radically changing education based on this generation lack evidence and represent an "academic moral panic." More research including perspectives of students and teachers is needed before concluding widespread reforms are necessary.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
This document discusses the concept of ecosymbiotics, which aims to integrate economic profitability with environmental and social sustainability. It argues that education, basic research, environmental protection, and economic development are interdependent and should be viewed holistically. Ecosymbiotics proposes developing commercial innovations through collaborative, interdisciplinary research that also benefits education and future generations. The goal is to move beyond dependence on non-profit funding and directly link basic scientific progress with business and capital growth in a mutually sustainable way.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
This document summarizes a report on strengthening the science-policy interface for sustainable development. It discusses the role of the UN high-level political forum on sustainable development (HLPF) in facilitating dialogue between scientists and policymakers. The report identifies several possible roles for the HLPF, including: 1) providing policy-relevant data and analysis from existing assessments; 2) supporting enhanced dialogue through forums and engagement of scientists; and 3) helping translate global discussions into regional and national policy frameworks. Strengthening the science-policy interface is important for effective monitoring and implementation of the UN's sustainable development goals.
How Do Universities Develop Interactive Capabilities to Promote Social Innova...iBoP Asia
This document is an abstract for a paper examining how two research universities in South Africa are developing capabilities to promote social innovation and development through interactions with social partners.
Section 1 describes the policy context in South Africa, noting a historical disconnect between innovation policy focused on economic goals and higher education policy focused on social goals. Recently there has been a shift towards aligning these policies to promote both economic and social innovation.
Section 2 analyzes how the two universities are developing interactive capabilities in response. Both universities have a history of industry interactions but are working to expand interactions with social partners. A national quality assurance process and changes in university leadership have driven institutional changes around structures, procedures and incentives to implement engagement with social partners. While there
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
Moving Manila Public Lecture DocumentationiBoP Asia
1. This document summarizes a public lecture on urban planning, transport, and mobility in Metro Manila held by the Ateneo School of Government. The event featured presentations from representatives of the Rockefeller Foundation and the University of Michigan on challenges facing Metro Manila's transportation system and potential solutions.
2. Key challenges discussed included severe traffic congestion, a reliance on private vehicles over public transportation, and a lack of coordination between the cities and municipalities that make up Metro Manila. Potential solutions focused on prioritizing pedestrians, increasing public transportation and road pricing, and fostering greater citizen engagement and multi-sector partnerships.
3. There was discussion around the need for long-term regional planning, modifying governance structures,
Toward a gender-inclusive innovation pattern in ICT: the case of VietnamiBoP Asia
This document discusses gender inclusion in innovation and ICT development in Vietnam. It explores opportunities for ICT entrepreneurs in Vietnam to develop products and services catered towards women users. Vietnam has made progress towards gender equality through laws and policies, and women now make up around half of the workforce and students in higher education. However, the ICT sector remains dominated by men. The document aims to investigate gender differences in ICT demands and identify obstacles to gender-specific technological development, to explore business models for women consumers.
The document summarizes the project launch of the "Catalyzing New Mobility in Cities: the Case of Metro Manila" project held on January 31, 2012. It provides an overview of the various presentations and discussions that took place at the event, which was organized by the Innovations at the Base of the Pyramid in Asia (iBoP Asia) Program to bring together stakeholders in transportation from Metro Manila. The launch aimed to start a conversation around empowering citizens to shape mobility patterns in Metro Manila to be more inclusive. Preliminary findings from research commissioned by the project on mapping public transportation and understanding mobility issues faced by the poor were also presented.
Community Futures Mapping Documentation DRAFTiBoP Asia
This document provides information about the project team and community mapping activities conducted for the Informal City Dialogues project in Metro Manila. A series of focus group discussions and mapping exercises were held in 5 informal settler communities between February 16-March 1, 2013 to understand issues in informality. Key issues raised included lack of security of tenure, limited livelihood opportunities, and inadequate access to basic services. Despite challenges, participants remained optimistic and hoped the government and community initiatives could help alleviate poverty and facilitate adaptation to environmental changes.
Problems of Inequality in Science, Technology, and Innovation PolicyiBoP Asia
This document discusses challenges of inequality in science, technology, and innovation policy at the national, European, and international levels. It describes how the goal of social cohesion, which aims to reduce inequalities and spread benefits more evenly, relates to but differs from the dominant competitiveness agenda. While human resource, innovation, research, and regulatory policies at the national level and frameworks at European and international levels have begun incorporating social cohesion objectives, there remains significant room to expand the scope and strengthen the tools to further this emerging agenda.
Approaching the Measurement of the Critical Mass of Science, Technology and I...iBoP Asia
This document discusses the concept of critical mass in the context of science, technology, and innovation (STI) capabilities. It aims to define critical mass for STI, discuss how to measure it, and analyze how far Mexico is from achieving critical masses in STI. Critical mass refers to the level of STI capabilities needed to generate self-sustaining endogenous processes. Newly industrialized countries have achieved critical masses in STI, as evidenced by balanced STI populations and spawning of development processes. The paper reviews literature on critical mass and coevolutionary processes. It proposes defining critical masses of S&T and innovation in terms of capability populations and their outputs. The empirical analysis compares STI indicators of developed, newly
R&D collaborations and innovation performance the case of argentinean biotech...iBoP Asia
This document summarizes a study on collaboration networks and innovation performance among Argentinean biotech firms. The study finds that Argentinean biotech firms actively collaborate with partners, especially local public research organizations and foreign partners in leading regions, to source knowledge and enhance their technological capabilities. Collaborations with both local PROs and foreign partners are shown to benefit firms' innovation performance. While the knowledge network structure differs from leading biotech regions, it is similar to other non-leading regions, relying heavily on collaborations with local PROs and partners abroad. The study contributes new evidence on how high-tech industries develop in emerging countries through both local and non-local knowledge flows.
Research and Innovation Policies for Social Inclusion: Is There an Emerging P...iBoP Asia
This document summarizes a paper that explores an emerging pattern in research and innovation policies where contributing to social inclusion and marginalized populations is a legitimate goal. It discusses academic contributions recognizing the need to directly tackle problems affecting the poor through science and technology. Challenges include including marginalized groups in identifying solutions and navigating cultural differences. The paper examines examples of policies and initiatives tackling neglected health issues and agricultural problems of poor communities. It argues an emerging view supports using research and innovation to directly address all types of poverty problems through systemic and inclusive innovation systems.
Developmental University Systems: Empirical, Analytical and Normative Perspec...iBoP Asia
This paper was presented at the IV Globelics Conference in Mexico City from September 22-24, 2008. It discusses trends in higher education and research efforts worldwide, with a focus on developing countries. Some key points made in the summary are:
1) Tertiary education enrollment rates have increased significantly in many developing regions since 1970, though remain lowest in Sub-Saharan Africa.
2) Between 1991-2006, tertiary enrollments more than doubled globally but remain concentrated in a few countries/regions, with over 70% of students in China, US, Central/Eastern Europe, Western Europe, India, Brazil, Japan, South Korea, and Mexico.
3) While developing countries have expanded
Colombia’s National System of Innovation A Multi-theoretical Assessment of St...iBoP Asia
The document provides an overview of Colombia's National System of Science, Technology and Innovation (NSSTI). It describes the system's structure and history, noting it was established in 1990 and operates through various councils, programs, and government bodies like Colciencias. However, the development of the system has been slow, with investment in R&D and ST&I remaining low around 0.4% of GDP compared to a 1% goal. Key challenges include low private sector participation, lack of coordination between actors, and regional disparities in innovation capabilities. The paper aims to assess NSSTI using multiple theoretical frameworks to better understand performance gaps and ways to strengthen long-term development.
Clustering and Imitation in Innovation Strategy Toward an Incumbent-Entrant D...iBoP Asia
This document summarizes a research paper that examines how entrants in an emerging market industrial cluster imitate the innovation strategies of incumbents. Specifically, it looks at firms in Beijing's Zhongguancun Science Park from 2001-2003. The paper develops hypotheses that under institutional voids in emerging markets, entrants will mimic incumbents' R&D investment strategies. It also predicts that characteristics of the industrial cluster, like density and variability, will influence information flow and shape imitation. The paper reviews several theories of imitation and discusses how characteristics of the reference group and information networks can impact diffusion of practices. It aims to test whether entrants imitate incumbents' innovation strategies and whether cluster density and variability moderate this
Building Bridges: Social inclusion problems as research and innovation issuesiBoP Asia
This document discusses linking social inclusion problems to research and innovation projects. It presents the experience of a program in Uruguay called "Research and Innovation Oriented to Social Inclusion". The program aims to establish relationships between social inclusion problems and research/innovation projects to address these problems. However, there are difficulties in achieving this, including properly defining social inclusion problems that are relevant to research. The document uses a "circuit" framework to analyze the process of moving from recognizing a social inclusion problem to developing an effective solution. It discusses the actors involved and potential "short-circuits" that can truncate the problem-solving process. The program has evolved over time based on lessons learned in order to better connect research to societal needs.
Non-Motorized Transport Forum and Mapping WorkshopiBoP Asia
The questions raised good points about replicating the program in urban poor communities and construction workers' communities. Mr. Uichico acknowledged the potential for expansion but also noted they are still learning from their pilot project. More discussion is needed on adapting the model to different contexts while maintaining its goals of poverty alleviation and mobility access.
Typology of business, social enterprise and social innovation models for incl...iBoP Asia
This document discusses inclusive mobility in Metro Manila and explores business and social enterprise models that can promote inclusive transportation. It begins by defining concepts of inclusive mobility and how mobility needs to work for vulnerable groups. The document then analyzes the current transportation challenges in Metro Manila, particularly for the poor and vulnerable, such as high costs and long travel times. It presents a framework to analyze potential inclusive mobility models based on how they benefit various sectors. Examples of international models that increase access to transportation for rural areas are also provided. The goal is to identify solutions that can be replicated or scaled up to improve mobility for all in Metro Manila.
Clustering and Imitation in Innovation Strategy: Toward an Incumbent-Entrant ...iBoP Asia
This document summarizes a research paper about clustering and imitation in innovation strategy in emerging markets. It discusses how in emerging markets with institutional voids, firms face uncertainty in making innovation strategies. The paper proposes that in this context, imitation can be an alternative learning mechanism. Specifically, it hypothesizes that in industrial clusters in emerging markets, entrant firms will imitate the innovation strategies of incumbent firms. It also hypothesizes that characteristics of the industrial cluster like density and variability will moderate the imitation effect by influencing information conditions. The paper aims to test these relationships by examining firms' R&D investment strategies in Beijing's Zhongguancun Science Park from 2001-2003.
This document provides an overview of the informal economy in developing countries based on a fact-finding study commissioned by SIDA. Some key points:
- The informal economy can no longer be considered temporary and has a fixed character in countries with inequitable income/asset distribution. It continues growing in most developing countries even with economic growth.
- Self-employment comprises a greater share of informal employment than wage employment, representing 70% of informal employment in Sub-Saharan Africa.
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As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
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Evers, Hans-Dieter, and Solvay Gerke. 2012. "Local Knowledge and the Digital Divide: Focus on Southeast Asia." in Working Paper No.2, : Institute of Asian Studies, Universiti Brunei Darussalam.
https://sites.google.com/site/iasworkingpapersseries/
Abstract
Abstract The production, dissemination and utilization of knowledge are essential for development and the introduction of information and communication technology (ICT) is a precondition for developing a knowledge society. Countries, regions and populations are, however, divided, in terms of access to ICT. Socio-economic indicators on Brazil, Korea, Malaysia, Singapore, the Netherlands and Germany are used to show that the existing global digital divide and the knowledge gap are widening between developing countries and the industrial countries and within individual nations. The moral and cultural issues of the digital divide and the knowledge gap are identified. Access to primary education and the acquisition of reading and writing skills is a basic human right and an internal digital divide between those that have access to further knowledge and others without access is unjust and not acceptable. Furthermore a civilization needs “meta-narratives” as a common ground, an anchorage for basic cultural values, which have to be disseminated, known and accepted by all members of a society to avoid violent conflict, fundamentalisms of various kinds and alienation. Some countries have embarked on an ambitious plan to close the digital divide and to use knowledge as a base for economic development, by-passing earlier stages of industrialization. Some commentators have, in contrast, asserted that it is doubtful that closing the digital divide will let developing countries leapfrog to higher levels of development as the knowledge economy will deepen the digital divide between regions and populations and actually expand the gap between rich and poor. The paper discusses this controversy by arguing that global knowledge has to be localized and local knowledge utilized in developing a knowledge society. If it seems unlikely that the digital gap between developing and developed countries will be closed completely at least narrowing the gap at the lower end should be targeted. For this purpose minimal standards of “basic digital needs” should be formulated.
https://sites.google.com/site/iasworkingpapersseries/
Evers gerke2012-local knowledge and the digital divide-ias-ubd-wp02Hans-Dieter Evers
Working Paper No 2 Evers, Hans-Dieter and Solvay Gerke: Local Knowledge and the Digital Divide: Focus on Southeast Asia. Gadong: Institute of Asian Studies-Universiti Brunei Darussalam 2013
Abstract
The production, dissemination and utilization of knowledge are essential for development and the introduction of information and communication technology (ICT) is a precondition for developing a knowledge society. Countries, regions and populations are, however, divided, in terms of access to ICT. Socio-economic indicators on Brazil, Korea, Malaysia, Singapore, the Netherlands and Germany are used to show that the existing global digital divide and the knowledge gap are widening between developing countries and the industrial countries and within individual nations. The moral and cultural issues of the digital divide and the knowledge gap are identified. Access to primary education and the acquisition of reading and writing skills is a basic human right and an internal digital divide between those that have access to further knowledge and others without access is unjust and not acceptable. Furthermore a civilization needs “meta-narratives” as a common ground, an anchorage for basic cultural values, which have to be disseminated, known and accepted by all members of a society to avoid violent conflict, fundamentalisms of various kinds and alienation. Some countries have embarked on an ambitious plan to close the digital divide and to use knowledge as a base for economic development, by-passing earlier stages of industrialization. Some commentators have, in contrast, asserted that it is doubtful that closing the digital divide will let developing countries leapfrog to higher levels of development as the knowledge economy will deepen the digital divide between regions and populations and actually expand the gap between rich and poor. The paper discusses this controversy by arguing that global knowledge has to be localized and local knowledge utilized in developing a knowledge society. If it seems unlikely that the digital gap between developing and developed countries will be closed completely at least narrowing the gap at the lower end should be targeted. For this purpose minimal standards of “basic digital needs” should be formulated.
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Weak Knowledge Demand in the South: Learning Divides and Innovation Policies
1. Science and Public Policy, 37(8), October 2010, pages 571–582
DOI: 10.3152/030234210X12767691861137; http://www.ingentaconnect.com/content/beech/spp
Weak knowledge demand in the South:
learning divides and innovation policies
Rodrigo Arocena and Judith Sutz
Many developing countries confront serious problems in benefitting from the advancement of
knowledge; a main difficulty being to expand the learning processes. Related policies have been
jeopardized by weak market demand for knowledge. Both supply-side and demand-side science and
technology and innovation policies have thus been below expectations. This paper argues that to
reverse this long trend, current policies can profitably be complemented by a set of innovation policies
conceived as social policies, which can simultaneously answer a strong social demand for knowledge
and expand endogenous innovative capabilities.
T ODAY’S RICH COUNTRIES ARE the
knowledge-rich countries: access to knowl-
edge and use of knowledge are both wide-
spread, knowledge has been their ‘lever of riches’
(Mokyr, 1992). That is even more important today: a
technology transfer. Since then, several developing
countries have improved some knowledge-related
indicators, like higher education enrollment and the
number of researchers. However, many of them have
not, most of them being within the UN Conference
‘knowledge-based and innovation-driven economy’ on Trade and Development (UNCTAD) classifica-
(de la Motte and Paquet, 1996) has emerged in a set tion of ‘least developed countries’ (UNCTAD,
of countries frequently termed ‘developed countries’ 2007). In general terms, despite important differ-
or the ‘North’. In comparison, most other countries ences between the countries, the problem of
are more or less poor in terms of access to knowledge for development persists.
knowledge and use of that knowledge. This can be Two intertwined explanations for this persistence
termed the problem of knowledge for development. deserve particular attention. The first relates to the
The causes of the problem have been explored from prospects for learning, which are of utmost im-
different standpoints (Herrera, 1971; Cooper, 1973; portance if an economy wants to transform
Steward, 1977; Landes, 1998; Rosenberg and knowledge into one of its fundamental resources
Frischtack, 1985). During the second half of the 20th (Lundvall, 1992: 1). Such prospects are not brilliant
century it was recognized as a policy problem by in developing countries. Poor countries are stuck in
most developing countries. Policy instruments were poverty because, amongst other reasons, they spe-
put in place, ranging from measures to fortify the cialize in activities that are devoid of learning poten-
scientific infrastructure to those aimed at stimulating tial (Reinert, 2007: xxviii). The second explanation
relates to the demand for knowledge, a main driver
of the process of learning: such demand is weak in
Judith Sutz (corresponding author) is at the Comisión Sectorial developing countries (Cimoli et al., 2009; Rodrik,
de Investigación Científica, Universidad de la República 2007). Analyzing these two issues in an interrelated
Jackson 1303, Código Postal 11200, Montevideo, Uruguay; E- way can be an Ariadne’s thread leading to a better
mail: jsutz@csic.edu.uy; Tel: (598-2) 408 33 09. Rodrigo understanding of the obstacles that deter a better use
Arocena is at the Rectorado de la Universidad de la República, of knowledge for developmental purposes.
18 de julio 1824, Código Postal 11100. Montevideo, Uruguay;
The analysis of this interrelatedness is based on a
E-mail: roar@oce.edu.uy; Tel: (598-2) 409 84 26.
The authors wish to thank the anonymous referees and the ed- re-examination of the concept of learning and of the
itor of this journal for their valuable comments on earlier sources of knowledge demand. The social processes
versions of this paper. of advanced learning increasingly influence the
Science and Public Policy October 2010 0302-3427/10/080571-12 US$12.00 Beech Tree Publishing 2010 571
2. Knowledge demand in the South
processes. Policies for science, technology and in-
Rodrigo Arocena holds a doctorate in mathematics and in
development studies from Venezuela’s Central University.
novation that do not take this situation into account
He has been a full professor of mathematics and is now a are bound to increase such an imbalance. In the
full professor of science and development at the University words of Reinert:
of the Republic, Uruguay. He has developed several related
graduate and postgraduate teaching programs in Uruguay
and other Latin American countries. His broad field of re- …successful cases of economic development
search is in development, science and technology. His cur- prove the importance of simultaneously provid-
rent research interests include: the relationship between ing not only a flow of better educated people,
technology and inequality in developing countries as well as
the transformation of Latin American universities. Currently but also jobs where their skills are demanded.
he is the rector of the University of the Republic. … Nations that only address the supply side of
educated people end up educating for migra-
Judith Sutz holds a doctorate in socio-economics of devel-
opment from the Université of Paris 1; she is an electrical
tion. (Reinert, 2007: 320–231, emphasis in the
engineer and has a Master’s degree in developing planning original)
from Venezuela’s Central University. She is a full professor
of science, technology and society at the University of the Policies for science, technology and innovation are
Republic, Uruguay and the academic coordinator of the uni-
versity’s research council. Her research interests include: limited in their capacities to fortify market knowledge
the specific conditions for innovation in developing demand, which depends primarily on the productive
countries, and problems associated with the production and structure and other factors beyond their reach. But
social use of knowledge in such countries. She is a member
of the scientific board of the Global Network on Economics they can systematically combine efforts with other
of Learning, Innovation and Competence-building Systems public policies in order to foster the social demand for
(Globelics). knowledge. This demand is extremely diverse: in
developing countries the demand for ‘inclusive inno-
vations’ is particularly important. These are charac-
terized as solutions to problems that primarily affect
actual role of knowledge. Broadly speaking, these deprived populations and are truly innovative, that is,
processes have two main aspects: they exhibit some degree of newness and originality.
Mobilizing learning by solving through this demand
Learning by studying at high level in a way that is one of the ways in which to cope with the problem
makes it possible for a person to continue acquir- of knowledge for development.
ing knowledge throughout their life. The rest of this paper is divided into five sections.
Learning by participating in knowledge- The first section deals with the characterization of
demanding activities that include problem the above-mentioned processes of learning, and with
solving. the ‘learning divide’ among countries that result
from differences in the opportunities to perform such
Briefly speaking, these are learning by studying and processes. The second section deals with the role
learning by solving. Knowledge-rich countries of knowledge demand in fostering learning pro-
are such because many people have opportunities cesses. The third section shows that learning by
to learn both by studying and by solving. Such op- solving is particularly difficult to foster in develop-
portunities are distinctively less frequent in other ing countries. The fourth section considers related
countries: thus a major ‘learning divide’ emerges. lessons stemming from the experience of Latin
Learning by studying is mainly related to knowl- American policies for science, technology and inno-
edge supply: learning by solving is mainly related to vation. It follows that policies should foster the so-
knowledge demand. The weakness of market knowl- cial demand of knowledge, particularly paying
edge demand in most developing countries makes it attention to ‘inclusive innovations’. The final section
particularly difficult to foster learning by solving, exemplifies this alternative.
giving rise to persistently unbalanced learning
Learning divides in the 21st century
Without the type of knowledge acquisition that
Learning by studying is mainly related comes from formal processes of studying, neither
to knowledge supply: learning further knowledge production nor the application of
knowledge is possible. Without the opportunity to
by solving is mainly related to utilize the acquired knowledge, such knowledge
knowledge demand. Weaknesses in looks like a library that continues purchasing new
most developing countries make it books, but is seldom used. Making mistakes and be-
ing able to overcome them is a key component of
particularly difficult for them to foster any learning process: without the opportunity to
learning by solving solve problems this key component is absent from
the learning process at nation level. As Lall put it
almost 20 years ago:
572 Science and Public Policy October 2010
3. Knowledge demand in the South
If physical capital is accumulated without built from innovation surveys, but is not available
the skills or technology needed to operate it ef- for the vast majority of developing countries. An-
ficiently, NTC [nation technological capabili- other, more restricted, indicator is the percentage of
ties] will not develop adequately; or if formal all researchers working in firms; again, it has serious
skills are created but not combined with tech- problems with coverage. The ratio of gross expendi-
nological effort, efficiency will not increase ture on R&D to gross domestic product (GDP) and
dynamically. (Lall, 1992: 170) the part financed by firms are very popular indica-
tors of the importance given to science, technology
Lundvall and Soete (2002) also suggested a differen- and innovation in a given country. The first of these
tiation between two types of learning: is widely available. It can be taken as a proxy for
opportunities for learning by solving, even if a rather
In national education systems people learn spe- indirect one, because it makes sense to infer that the
cific ways to learn. In labour markets they ex- more a country invests in R&D in proportion to its
perience nation specific incentive systems and wealth, the more opportunities knowledgeable peo-
norms that will have an impact on how and ple will have to work in knowledge-demanding ac-
what they learn. (quoted in Robertson et al., tivities. In fact, as is elaborated later in this paper,
2007: 160) one of the reasons why most developing countries
continue to have dismal figures for R&D/GDP is be-
We refer to the process of acquiring knowledge and cause such knowledge-demanding activities are
skills through the formal process of studying at ter- scarce.
tiary level as ‘learning by studying’. The process of Table 1 shows these indicators for several coun-
acquiring knowledge by systematically using ad- tries, some of which are known for having economies
vanced knowledge for solving problems is termed that are to a large extent innovation-driven. Others are
‘learning by solving’. included for purposes of comparison.
One good indicator of the opportunity for learning The figures in Table 1 are consistently high for
by studying is given by the enrollment in higher ed- developed countries. In some cases, like Brazil and
ucation. Such information is available for most South Africa, the figure for R&D/GDP is not as low
countries. A different indicator of the supply of as in most developing countries, reaching a thresh-
knowledgeable people is the number of researchers old of 1%, but the rest of the indicators are much
(full-time equivalents) in relation to the population. weaker. Argentina is relatively well placed in terms
As would be expected, these indicators are linked. of the enrollment in higher education and number of
Countries usually score high or low on both indica- researchers, but scores low in the proxies for learn-
tors (see Table 1 for some selected countries). ing by solving. China exhibits figures which are ful-
The opportunities for learning by solving are dif- ly comparable with those of developed countries in
ficult to approach by means of a single indicator. A some indicators, but it still lags behind in others.
relatively good indicator would be the percentage of However, its rhythm of change is impressive:
all human resources in science and technology between 1996 and 2006 its gross expenditure on
(S&T) working in businesses; this indicator can be R&D multiplied by six (Ministry of S&T of the
Table 1. Some indicators of capacities to produce and to use knowledge for diverse countries
Countries HE gross Researchers GERD/GDP GERD % funded Researchers working
enrolment ratio (FTE) per million by business in business firms
inhabitants enterprises (% of total
researchers)
USA 82 4.671 2.67 66.4 79.2
Sweden 75 6.139 3.68 63.9 72.8
South Korea 96 2.044 3.47 73.7 68.5
China 22 1.071 1.49 70.4 68.3
Japan 58 8.840 3.45 77.7 66.1
Denmark 80 5.431 2.57 59.5 65.1
Finland 94 7.382 3.47 68.2 56.8
France 55 3.440 2.10 52.4 55.5
UK 59 3.695 1.84 47.2 48.8
Spain 68 2.784 1.28 47.1 43.5
Brazil 30 629 1.02 47.9 37.4
Mexico 26 460 0.50 46.5 31.1 (2003)
India 13 137 0.80 19.8 16.8
Argentina 62 980 0.51 29.3 15.5
South Africa 15 382 0.96 43.9 …
Colombia 33 151 0.18 27.0 0.3
Source: UIS, available at <http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=198&IF_Language=eng>, 2007
reference year or latest year available; for South Africa, Southern Africa Regional Universities Association.
Science and Public Policy October 2010 573
4. Knowledge demand in the South
People’s Republic of China, 2007); the enrollment in Many developing countries have experienced
higher education increased from 7% to 22% between periods of economic growth stemming from differ-
1999 and 2007 (UNESCO, 2010). ent combinations of the first three of these processes.
We can put each country in a ‘map’ (see Figure 1) But backwardness has been substantially and per-
by using enrollment in higher education and manently diminished only in the comparatively few
R&D/GDP, respectively, as proxies for learning by cases when the fourth process became relevant. Re-
studying and learning by solving. markable examples have been provided during the
Figure 1 schematizes a learning divide between 20th century by the Scandinavian countries and by
developed countries and several other countries East Asia where learning processes expanded
(Arocena and Sutz, 2000). This notion recalls how quickly.
difficult it is for many countries to cope with the en- Importing knowledge has been of paramount im-
rollment revolution and to use knowledge for devel- portance in every successful story of development.
opment, that is, to cross the learning divide. But the problem of knowledge for development
Nevertheless, it can be crossed, as is shown by the could not be solved solely by importing knowledge.
differing positions of South Korea over time. This is connected with the following assertions due
to Lall (1990: 22):
Why is knowledge still a weak lever for Without investment capabilities ‘there is little un-
development in many countries? derstanding of the technology transferred, leading
to subsequent high costs of operation and a lack
Mokyr (1992: 4–6) asserts that economic growth of upgrading’.
stems from four distinct processes: Process innovation capabilities are necessary, par-
ticularly because ‘buying new technology may be
investment, that is, increases in capital stock; quicker and less risky than innovation, but, to be
trade and division of labor; successful and economical, also requires a high
economies of scale or, more generally, size ef- degree of technical skills’.
fects; and ‘Capabilities to follow trends in product develop-
increases in the stock of human knowledge, ment, (almost as difficult as independent innova-
including technological and institutional changes, tion)’, are necessary because new technologies
which are the source of the so-called Schumpet- are often not transferable to independent
erian growth. firms.
Israel
Japan Sweden Finland South Korea
(2007)
South Korea (1997)
Germany Austria Denmark USA
Australia
France
Canada
UK
Norway
Czech R.
China
South Korea (1985) Spain
Italy Russian Fed.
Brazil Tunisia
South Africa Turkey Lithuania
Pakistan India Malaysia Chile
Mexico Argentina
South Korea (1975) Costa Rica Uruguay
Bolivia
Colombia
Vietnam Peru Ecuador
Algeria
Figure 1. Illustration of the ‘learning divide’
Notes: Vertically, from bottom to top, R&D/GDP: <0.5, 0.5–1, 1–2, 2–3.5
Horizontally, from left to right, gross enrolment in tertiary education (%): <30, 30–50, 50–60, 60–75, >75
Source: As for Table 1, Arocena and Sutz (2000)
574 Science and Public Policy October 2010
5. Knowledge demand in the South
Lall exemplifies the conscious building of these …are uncertain in that their success depends on
capabilities in South Korea, and shows that Sub- the ability and readiness of the actors operating
Saharan Africa is an example of the lack of such ef- in the system to absorb and maximise the po-
forts. In Latin America importing industrially em- tential of these incentives. Developing demand-
bodied knowledge was a failure if it was not side policy instruments is of equal relevance
combined with endogenously generated knowledge for European and national systems, and relate
(Fajnzylber, 1984). Nowadays technical cooperation to policy actions designed to enhance the tech-
with least developed countries also faces the diffi- nological competencies of the system by
culties of building long-term capacities and the like- emphasising the role of the user.
lihood of limiting or inhibiting local alternatives
(Bell, 2007: 10). A case study in an economically depressed part of
Endogenous generation of knowledge is a neces- France shows:
sary complement to the success of knowledge im-
ports, particularly when knowledge in the making is …that it is not sufficient to legislate a policy
imported. A general feature of the changes in the for making scientific and technological
production and use of knowledge is that both are in- knowledge available in order to create a rela-
creasingly intertwined. Advanced learning, scientific tionship of synergy between the development
research, technological innovation and economically of universities and economic development. In
efficient diffusion of innovations become more en- the case in point, the problem is the lack of de-
tangled. Thus, the last process becomes increasingly mand on the part of the main economic actors
difficult if it is not closely connected with the other (industrial firms). (Laperche, 2002: 168)
three.
The need to cope with such issues ‘systemically’ A report on the state of S&T in Latin America indi-
has also been reinforced by their context-dependent cates that the most important factor explaining the
aspects. Health and life sciences in Latin America shortage of linkages between knowledgeable people
owe, in no small measure, their comparatively dis- and institutions and production is still the weakness
tinguished history to that phenomenon. Some of the of the knowledge demand from enterprises (RICYT,
main health problems in the continent were quite 2008: 22).
specific. They could not be solved by knowledge Of late, demand has been a rather forgotten issue:
transfer alone: systemic building of research and in-
novation capabilities was needed. Today, generally Imagine trying to cut a piece of paper with just
speaking, problems and disciplines with strong con- one blade of a pair of scissors. It’s near impos-
text-dependent aspects are expanding their influence sible. Yet that is what we try to do with innova-
in knowledge-related activities. Health, environ- tion policy. (...) Innovations are the product of
ment, nutrition, and sanitation are all examples of the creative interaction of supply and demand.
that. Related problems often have solutions that are However, in focusing on how to increase the
affordable in the North in terms of research, devel- supply of innovative businesses, policymakers
opment and production costs as well as in terms of have lost sight of the importance of demand.
the purchasing power of the expected customers, but (Georghiou, 2007: 1–2)
that are not affordable in poorer contexts. When only
unaffordable solutions exist, the problem is still That is particularly worrying for developing
open and requires specific research (Srinivas and countries. We conjecture that one of the main causes
Sutz, 2008). of the learning divide is the weak knowledge de-
Summing up, the new centrality of learning and mand addressed to endogenous sources of
innovation processes gives new weight to an old knowledge by the productive structure of developing
idea: to make knowledge a lever of development, countries. In Latin America this has been and still is
‘massive’ endogenous capabilities and opportunities a dominant trait.
for creatively using advanced knowledge are needed.
But that is quite difficult when demand for The Latin American and Caribbean production
knowledge is weak, in quantity and/or in quality. pattern on the one hand, induces private sector
The role of such demand has been frequently and enterprises to express a meager demand
stressed. Porter (1990: 86) stated that home demand for knowledge, and on the other hand, leads
conditions: domestic agents to mostly seek outward ori-
ented linkages, privileging foreign companies
…shapes the rate and character of improvement and research laboratories that already have
and innovation by a nation’s firms sound reputation and worldwide recognized
experience in effective and efficient S&T ef-
Porter argued further that the quality of home de- forts. Thus a mismatch ensues between de-
mand is more important than its quantity. Lundvall mand-side needs and supply-side offerings,
and Borrás (1997: 123) stressed that the effects of hampering policies’ impact. (Cimoli et al.,
supply-side policy instruments: 2009: 12)
Science and Public Policy October 2010 575
6. Knowledge demand in the South
The mismatch between demand and supply and, par- Fostering knowledge demand needs specific and
ticularly, the problem of the knowledge outward ori- context-dependent policies. It cannot be assumed
ented linkages, was already well understood by the that the same policies will be efficient where such
Latin American scholars of S&T 40 years ago demand is rather strong and also where it is weak.
(Sabato and Botana, 1968). It leads to a sort of glob- Concerning the developing world, what is assert-
alization of the sociology of science concept, the ed is the weakness of market demand for knowledge.
Matthew effect famously proposed by Merton According to Rodrik, the explanation is that entre-
(1968): those knowledge and innovation producers preneurs think that, on average, innovative activities
that receive the knowledge demand from developing offer low profits. Usual policies for fostering
countries get stronger in terms of their ability to sat- knowledge demand focus on firms. So the problem
isfy such demand; conversely, those that even hav- requires a more diversified set of policies. Further
ing the knowledge skills to solve problems are not support for this assertion will be given in the section
called to solve them in their own countries, will of this paper devoted to a brief review of the
change profession, migrate or exploit their skills achievements and limitations of Latin American
well below their possibilities. knowledge policies. Now we turn to another reason
Consequently, as Rodrik (2007: 101) has for focusing on knowledge demand: the most diffi-
commented: cult aspects of learning processes are directly de-
pendent on the level of such demand.
…innovation in the developing world is con-
strained not on the supply side but in the de-
mand side. That is, it is not the lack of trained Two aspects of fostering learning
scientists and engineers, absence of R&D labs, processes: a difficult and a more
or inadequate protection of intellectual proprie- difficult task
ty that restricts the innovations that are needed
to restructure low-income economies. Innova- Learning by studying is less difficult to achieve than
tion is undercut instead by lack of demand from learning by solving, the latter being directly related
its potential users in the real economy – the en- to the level of knowledge demand. The former pro-
trepreneurs. And the demand for innovation is cess is not at all easy. Although enrollment in higher
low in turn because entrepreneurs perceive new education is steadily growing globally, in most de-
activities to be of low profitability. veloping countries this growth is far from enough to
redress the gap. Nevertheless, even if results are
Knowledge supply per se does not create knowledge slow to achieve, and moreover some processes, like
demand. This has been recently recognized in India, emigration, can jeopardize them, the move towards
where around one-third of all graduates are in scien- increasing the opportunities to study at tertiary level
tific fields but 66% of those holding advanced de- is distinguishable (see Figure 2). Understanding why
grees and unemployed are also in those fields this is so helps us to better grasp the difficulties of
(Bagla, 2005). fostering learning by solving.
Figure 2. Tertiary gross enrollment ratio by geographical region, 2000 and 2007
Note: data includes all post-secondary students (ISCED4, 5 and 6)
Taken from Altbach et al. (2009: v)
576 Science and Public Policy October 2010
7. Knowledge demand in the South
People’s motivations to seek access to higher On Latin American science, technology and
education can be relatively independent of market innovation policies
situations. Even if increasing pressures are exerted
upon universities to transform them into more Supply-side policies in Latin America started as
market-dependent organizations, they still have a classical science policies: in some cases they became
relative autonomy from purely market considera- more elaborate S&T policies. Resources and posi-
tions. Universities are seen as enabling organiza- tion in the government agenda rose and fell in dif-
tions par excellence in the knowledge economy: ferent periods. On average they have hardly ever
expanding them is usually considered a legitimate been high, but the balance differs greatly from
aim of public policy. The advancement towards a country to country. Nevertheless, they have contrib-
higher rate of enrollment in higher education in de- uted to the building of a fairly significant research
veloping countries has an increasingly positive citi- structure. During the period 1996–2006 the number
zenry valuation. Thus the move towards learning of full-time equivalent researchers in Latin America
through studying, including at higher levels, has a and the Caribbean grew 85%, reaching 234,661. The
growing level of political support. So, it can be ex- weight of the region in terms of researchers at global
pected that this leg of the learning opportunities, level also grew significantly during that period, from
notwithstanding all the difficulties involved, will on 2.9% to 3.8% (RICYT, 2008: 16, 17).
average, become steadily stronger (see Altbach et The outcomes of supply-side policies in terms of
al., 2009). research capacities have been highly influenced by
We now turn to the other leg of the learning op- three factors. One is the already stressed weak mar-
portunities. Learning by solving usually involves ket demand for endogenous knowledge generation.
some sort of human group, where learning is fos- Lack of continuity and weakness of public policies
tered by the cross-fertilization of what different peo- have also been relevant, Brazil being a partial excep-
ple in the group know. Even if each person learns in tion. We see different combinations of periods of
this way, the most productive result is that the group almost complete neglect with periods of mild atten-
as such learns. tion to these issues and with some short periods of
fairly strong official push. Those two ‘external’ fac-
It is important to distinguish between the con- tors help to explain the relevance of a third factor:
cepts of ‘learning community’ and ‘collective the internal dynamics of organized research. The
of learning individuals’. Learning communities Latin American research structure has been shaped
demonstrate as such learning behavior, i.e. to a large extent by claims stemming from some
as a whole they have the ability to construc- large public universities and by the different and
tively interact with change at a level that trans- changing levels of self-organizing capabilities, of in-
cends the simple sum of the various ternational connections and of the national lobbying
individuals who constitute the community. power of networks of researchers, mainly working in
(Visser, 1999: 7) those universities.
OECD innovation policies have provided the ra-
The strength of ‘learning communities’, stemming tionale for the Latin American wave of innovation
from systematic processes of applying knowledge to policies. Some of its mechanisms were frequently
problem solving, is strongly dependent on the level adopted, like tax reductions for innovation-related
of knowledge demand. investments and competitive funds to promote asso-
Any group where learning by solving occurs re- ciative innovation efforts. Others were scarcely
quires searching how to solve problems. Searching adopted, for instance those directed towards the in-
is always costly and time consuming, be it by: ternal transformation of the absorptive capacities of
firms, like support of small- and medium-sized en-
…looking up the answer in a source known to terprises (SMEs) for hiring their first employee with
contain the answer, or an extended search for a
problem solution that may not exist. (Nelson
and Winter, 1982: 64)
The propensity to search depends on the perceived In 1996–2006 the number of full-time
rewards of finding solutions to unsolved or not satis- equivalent researchers in Latin
factorily solved problems. Such rewards need to be
sufficiently attractive to overcome inertia and the re- America and the Caribbean grew
luctance to incur the different costs that searching 85%, reaching 234,661. During that
involves. Again, the opportunities for searching, a period the region’s share of
key component of learning by solving, are strongly
dependent on the level of knowledge demand. Even researchers at global level grew from
if fostering learning by studying is not an easy task 2.9% to 3.8%
in developing countries, learning by solving is even
more difficult.
Science and Public Policy October 2010 577
8. Knowledge demand in the South
tertiary education. Instruments related to demand- Table 2. Comparison between groups of innovative firms in
Uruguay and in Europe
side innovation policies were hardly ever adopted,
like the most pro-active mechanisms of technologi-
cal public procurement. Innovation policies have not Percentage of Percentage of
achieved great success. Innovative firms continue to innovative firms innovative firms
based on that excel in all
be a small proportion of all firms. Their main inno- endogenous aspects of
vation efforts are still importing machinery and competences that innovative process
equipments. The capacities built through the supply- have characteristic that have
indicated in row characteristic
side S&T policies are still under-utilized by firms, (Uruguay, 2006) indicated in row
which continue to constitute a marginal labor market (statistics for
for researchers and, in the case of SMEs, even for Europe in 2004)
university graduates.
Innovative 89.8 88.4
The above assertions can be illustrated by the technologically in
case of Uruguay. In 1985 the country recovered product and
democratic rule, after 12 years of dictatorship. S&T processes
supply-side policies have been implemented since Performing internal 64.1 70.9
then, backed by international organizations. A pre- R&D
viously dismal situation has been moderately im- Receiving public 0.5 28.5
support for innovation
proved in terms of the number and training of
researchers, research infrastructure and salaries, Source: based on Bianchi et al. (2009)
grants, mobility and research quality. Those poli-
cies, mainly supported by public money, have not
been accompanied by a really intensive demand for usefulness of the available knowledge supply. Inno-
local research and knowledge capabilities from in- vation policies of the type implemented so far in
dustry or services. Policy instruments aimed at fos- Uruguay have not advanced much towards this kind
tering innovation at firm level were implemented, of outputs. For example, 80% of small firms do not
but it was tacitly assumed that a main reason why have any employee with a background in S&T ter-
firms do not rely on knowledge and are not too in- tiary education, a trend first measured in 1986
novative is that they lack sufficient money to do (Argenti et al., 1989) and confirmed in the last in-
so. Consequently different types of financial in- dustrial innovation survey of 2006 (Bianchi et al.,
struments were developed, from tax alleviation to 2009).
co-financing for innovation projects. These instru- To date, innovation policies that could foster the
ments were not extensively used. Even between productive use of endogenous knowledge capabili-
Uruguayan innovative firms the reliance on the ties in Uruguay and other Latin American countries
available public support was quite low when com- have had limited success. Such policies are frequent-
pared with such reliance in Europe. ly defined as a sort of ‘cut and paste’ from the poli-
To establish a meaningful comparison we take cies of developed countries, so local specificities
two groups of firms, in Uruguay and in Europe, are not sufficiently taken into account. Information
characterized by being the most innovative within about the innovativeness of firms and related issues
the universe of all industrial firms. The definition of is frequently gathered through surveys aimed more
such firms is, for Uruguay: ‘Innovative based on the at establishing international comparisons than an-
endogenous competences of the firm’, representing swering relevant questions in a given context.
7.1% of all industrial firms (Bianchi and Gras, Competitive funds for innovation would be de-
2006). For Europe the definition was: ‘companies manded by many firms only if the prevailing high
(that) shine in all aspects of the innovative process innovative passivity is redressed to some extent by
and support this activity through the requesting of some ‘localized’ instruments that are more pro-
advice from experts as well as hiring new graduates active and even customized. If this does not hap-
from universities at home and abroad’ (European pen, only those few firms that already know that
Commission, 2004), representing 20% of the sam- local knowledge is important will apply for funds.
ple. Table 2 shows that the two groups of firms are Demonstration effects are needed to build stronger
quite similar regarding innovation, while it also bridges between the relatively weak knowledge
shows how they differ in relation to their utilization demand from firms and national knowledge supply.
of public support for innovation. Policies could identify some important and para-
On the other hand, indicators of achievement for digmatic problems affecting groups of firms and
an innovation policy can include an increase in the support specific programs to search solutions. These
proportion of firms that employ knowledgeable peo- ‘tailored demand-side’ innovation policies are
ple as well as a widening of their relations with scarcely seen in manufacturing. The situation is dif-
knowledge producers. Given that no business would ferent in agriculture, where the information about
make investments in this direction unless it consid- production problems in need of knowledge is per-
ers it profitable, such outputs can be reasonably con- manently updated through different types of institu-
sidered to be a shift towards recognition of the tional arrangements.
578 Science and Public Policy October 2010
9. Knowledge demand in the South
There is surely ample room for improvement for cultural consequences. In particular, it will foster a
different kinds of demand-side policies directed to better match between national problem-solving
firms’ innovative behavior. It is worth bearing in capabilities and demands for knowledge and innova-
mind, however, that such improved policies will tion in society at large.
probably face a high wall of a structural nature, If these assertions are likely to be correct, one can
namely the type of productive activities in which envisage breaking the vicious circle and starting a
national firms are engaged and the main sources of virtuous one. Increasing demand can be a self-
profits obtained by the entrepreneurs that own and sustained process if, when demand increases, it is
govern such firms. met by a satisfactory supply, that fosters further de-
The question has two parts: first, if the knowledge mand and also enhances supply. That outline of a
demand of businesses is difficult to foster due to strategy for mobilizing knowledge demand towards
structural reasons; and second, without the strong national capabilities is based on inclusive innova-
fostering of knowledge demand the learning divides tions. Thus the potential role of such innovations
will not be overcome, then what sectors of social life needs to be assessed.
would be adequate to stem knowledge demand That potential stems, first of all, from the fact
through new types of innovation policies well that some problems faced by deprived people have
adapted to promote processes of human and sustain- not gained insights from knowledge because they
able development? have not been addressed by modern S&T. In some
cases this is due to commercial reasons, but in other
cases such problems are ‘below the radar’ (Clark, et
Policies to foster social demand al., 2009) of present mainstream research and inno-
of knowledge vation. Helping R&D agendas as well as business-
es’ innovation agendas to pick up some of these
Improving the innovative capabilities of firms is problems and to give them full attention may have a
essential for development. In many developing positive impact on the achievements of social poli-
countries structural obstacles position the perceived cies. Some of these problems are of tantalizing
risk threshold for starting innovative efforts at too complexity, like many in the realm of health, where
high a level. This is particularly true for those inno- the non-existence of solutions may be related to in-
vative efforts related to a more intensive use of sufficient knowledge. In other cases the lack of so-
advanced knowledge. Consequently, knowledge lutions can be traced back to an unposed question or
demand stemming from business continues to be a problem which was not highlighted. A Uruguayan
weak, especially the part of such demand directed to example of a solution found once the problem it
local supply. Thus supply-side S&T policies lack solved received attention is the potable water auton-
legitimacy, as is seen in the endless re-negotiation of omous unit, a transportable engine able to clean
the amounts of the public investment on R&D. Such mud and other physical contaminants from water. It
investment is difficult to legitimize if society at large is small and light enough to be transported in an or-
does not make an extensive use of endogenous dinary truck. It proved particularly useful for serv-
knowledge-based capabilities. If those capabilities ing communities after different types of climatic
are not expanded then development is jeopardized, disturbance, or to provide drinkable water to small,
which perpetuates a vicious circle. isolated communities, where the distance to urban
We posit that one way to break such a vicious cir- centers makes the expansion of water services too
cle is to widen the approach and the scope of inno- expensive. The problem was highlighted when Uru-
vation policies, while also conceiving them as social guayan soldiers serving under the UN in Africa
policies. Innovation policies as social policies are were frequently moving from place to place, none
those that point at detecting and fostering knowledge of which had drinkable water available. The innova-
demand that is both socially very justified, and is tion was developed by engineers from the army
addressed to endogenous providers of knowledge. and the public enterprise devoted to water supply
Inclusive innovations are the expected outputs of and sanitation. The device is now used in several
such policies. They are required to improve the well- countries.
being of the most deprived part of the population. This is simply an anecdote, it illustrates that in
The needs that social policies should fulfill and that some cases posing a problem can lead to research,
research and innovation could try to solve are huge. development and innovation efforts that achieve a
In Latin America at least, after the disastrous social successful solution. A systematic effort to highlight
effect of the economic policies guided by the ‘Wash- social problems and to make them the focus of a
ington consensus’ recommendations, social policies specific branch of innovation policies could turn an-
have been widely recognized as a legitimate and im- ecdotes like this and many others into trends. If this
portant sphere of public intervention. If innovation is achieved, more solutions could be found for the
policies are able to show that they are strategic for type of problems we are discussing. Of course, hav-
the implementation of social policies, they will re- ing solutions does not mean that they will be used
ceive stronger support. If innovation policies as so- effectively: the issue is that solutions must exist
cial policies are successful, that will have ample before they can be used effectively.
Science and Public Policy October 2010 579
10. Knowledge demand in the South
Another reason to consider that inclusive innova- people. The term import substitution is valid because
tions are vital for the well-being of the most de- these innovations solve problems that could eventu-
prived part of the population is the high cost in the ally be solved through imports. The term competi-
international market of existing solutions to some tive is valid because these innovations provide better
types of problem. In many cases, the problem of af- solutions than the imported ones, due to their cost,
fordability is the result of political issues – i.e. intel- adaptability to local conditions or both factors.
lectual property rights (IPR) protection and World Several examples of this kind of inclusive
Trade Organization regulations: several vaccines are and competitive import substitution from Uruguay
examples of that. However, in some cases, lack of can be given. We shall briefly mention one in the
affordability may be related to genuinely high costs realm of health, which is actually used in several
of production. Turning things upside down and de- public hospitals in Uruguary. The problem posed in
veloping a radically different way of looking into the technical terms was that the halogen lamps to treat
problem, which can lead to a radically different severe jaundice through photo-therapy used in the
method of production, can be a good alternative to a intensive care divisions of the maternity wards of
heavy subsidy of the existing solutions. public hospitals had a high rate of failure due to the
In the case of the Haemophilus influenzae type short life of the light bulbs. Replacement bulbs were
b (Hib), responsible for meningitis and different very expensive, thus several lamps were not operat-
kind of sepsis in small children, full-immunization ing. This photo-therapy involves directing a very
schemes were in place in most industrialized precise beam of blue light onto the baby in order to
countries by 1991, following the innovation that de- allow the expulsion of the bilirubin molecule, whose
livered a workable vaccine. The Global Alliance for concentration causes the jaundice. The problem
Vaccines and Immunization started support for ac- posed in social terms is that premature babies have a
quiring Hib vaccines in 17 low-income countries in higher probability of being affected by severe jaun-
2005. dice. Such babies are frequently from the most de-
prived sector of the population and are treated in
Middle-income and developing countries have public hospitals. At the international level, the exist-
been hesitant to introduce the vaccine because ing solution was lamps made from light emitting di-
of its relatively high price. (Akumu et al., odes (LEDs), semiconductor devices that have a
2007:1) very long life. These lamps were expensive, mainly
because LEDs are low intensity devices, so many of
So far (...) immunization against this disease has them are required to reach the necessary level of in-
reached only a fraction of the children living tensity. The new solution was based on the design of
in low-income countries. (WHO, 2006: 451) an optical device to be incorporated into the lamp
that concentrates the light, obtaining the same inten-
One road towards inclusive innovation strategy is to sity with a much smaller number of LEDs. The in-
try to develop alternative solutions to the existing novation was due to a young electrical engineer and
ones, combining the needed technical characteristics atomic physicist at the Universidad de la República.
with affordable costs. In the case of the vaccine The new lamp (commercially named BiliLed) was
against Hib this strategy was followed in Cuba, in produced by a national electronic firm. It was in-
cooperation with a Canadian university. The alterna- vented because a physician was enraged by the prob-
tive consisted of developing a synthetic vaccine, that lems with the existing lamps, and he commented on
is, a purely chemical vaccine, whose production the problem to a researcher who was able to relate
costs would be considerably lower than those of the the problem to experimental work in his academic
current, biological vaccine. It took more than a dec- laboratory (Geido et al., 2007). Again, this is an an-
ade to achieve success as the R&D part of the pro- ecdote, told in an extremely stylized way, without
cess was tantalizing complex (Vérez-Bencomo et entering into the many difficulties that paved the
al., 2004). But, at the end of 2004 one million doses way to the final device. The point is that anecdotes
of this new vaccine, whose effectiveness is fully are useful to foresee possible trends: we posit that
recognized by the WHO, were inoculated into those the trend that this anecdote suggests is not only
Cuban infants who were aged less than two months. necessary but also possible.
In the last paragraphs we referred, first, to
innovations oriented towards ‘not-yet-existing-
solutions’, and then to innovations geared towards Conclusion
what can be termed ‘inclusive and competitive im-
port substitution’. The latter refers to problem- General comparisons (enrollment in higher educa-
solving innovative efforts that follow to some extent tion, percentage of researchers in the working popu-
a different heuristic path than that used to achieve lation etc.) show that the knowledge supply is
the existing solutions. The term innovation is valid quantitatively weaker in developing countries than
because we are talking about different solutions. The in the North. Nevertheless, indicators like the
term inclusive is valid because it is attempted to amount of investment in knowledge production and
provide solutions to problems which affect deprived the number of knowledgeable people hired by firms,
580 Science and Public Policy October 2010
11. Knowledge demand in the South
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