Transcript Bridging the Gap between Academia and Industry

Bridging the gap between
academia and industry
Brazil’s roadmap
Alberto Rodriguez, Ph.D.
The World Bank
Knowledge Economy Forum
Ancona, Italy
June, 2008
Real GDP: Forecast to 2015
US$ trillion
1995
Real GDP: Forecasts 2004-2015 (On the basis of average growth rates 1991-2003)
16
14
India
China
Brazil
Canada
France
Germany
Italy
Japan
Mexico
Russian Federation
UK
USA
China
USA
12
10
India
France
8
Russian
Federation
UK
Italy
Brazil
Mexico
Germany
6
Japan
Canada
4
2
0
2003
2005
2007
2009
2011
2013
2015
Knowledge and Growth
GDP/per capita growth : Brazil vs South
Korea
South Korea
12000
GDP per capata 2000 US$)
10000
Different result
due
to growth of TFP
or to accumulation
of knowledge in
Korea
8000
6000
4000
Brazil
Different result
2000
0
1960
due to growth of labor
and capital in Korea
1965
1970
1975
1980
1985
1990
1995
2000
The knowledge revolution
• The capacity to create, access and use knowledge is a basic determinant of
global competitivity
• The main elements of the Knowledge Revolution include:
– Greater codification of knowledge and the development of new
technologies
– Closer links with science, faster rates of innovation and shorter product
lives
– Greater importance given to education, to the specialization of the labor
force and to adult education and training
– More dynamic transfer of technology (international licensing flows)
– More investments in abstract elements (R & D, education, software) –
surpassing fixed capital investments in the OECD countries
– Constant changes in the types of qualifications demanded for the
employment market.
Changes in the qualifications demanded
by the employment market
USA: 1960–98
16
Specialist thinking
14
12
Percentage change
10
8
Complex communication
6
4
2
Manual routine
0
-2
-4
-6
1969
1974
1979
1984
1989
1994
1998
Cognitive routine
Cognitiva
Non-routine manual labor
-8
-10
Source: Autor, Levy and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.
Defining innovation….
• Three kinds of innovation are presented here:
– Creation of knowledge and technology
– Acquiring and adapting the technology that
exists at global level
– Spreading and making more widely
available the technology that already exists
in the country.
Innovation: creating knowledge and technology
-1
Venezuela, RB
Bulgaria
Hong Kong, China
Argentina
Romania
-2
Colombia
-2
1
Ukraine
Russian Federation
China
-1
0
Ln R&D expenditures as % GDP
1
Czech
Croatia
Republic
Brazil
Switzerland
France
Belgium
Canada
Netherlands
Luxembourg
Australia
Spain
Italy
Hungary
Portugal
Turkey Poland
Bulgaria
Malaysia Chile
Hong Kong, China
Argentina
Romania Venezuela, RB
Belarus
Georgia
Colombia
Trinidad and Tobago
-3
Korea, Rep.
-1
Turkey
Chile
Malaysia
Switzerland
Korea, Rep.
France
Belgium
Canada
Singapore
Netherlands
Luxembourg
Australia
Czech
Croatia
Republic
Ukraine
Ireland
Italy
Russian Federation
Spain
Portugal
Hungary
Belarus
Poland
Finland
0
China
Finland
-2
0
Brazil
Ln R&D expenditures as % GDP
1
2
2
Brazil (a) possesses a large number of researchers in comparison with its
investment in R & D and (b) devotes a high level of public expenditure
on R & D compared with its per capita income levels (well above those
of other Latin American and Caribbean countries).
2
Trinidad and Tobago
-2
-1
0
Ln GDP per capita
coef = .59336131, se = .09691843, t = 6.12
coef = .34479926, se = .11067687, t = 3.12
Source: World Development Indicators.
Source: World Development Indicators.
1
2
Role of the universities
• To improve the technological productivity of
public investment
• To bridge the gap between the university and
manufacturing firms through joint ventures
research proposals
• To generate extra resources on the basis of
consulting contracts which may also increase
the overall impact of such resources
• To establish strong internship opportunities for
students with industry, especially SMEs.
Innovation: the acquisition and adaptation
of technology at global level
• Regardless of the many ways that exist to
facilitate the adoption of technology, Brazilian
firms continue to employ very little
international technological transfer– e.g.
involving a low level of imported capital goods.
• Despite the key importance of human
resources exchanges at international level
(teachers, students, employees), these
exchanges have tended to decline.
Exports of goods as a % of world exports
Brasil v OECD countries
Brazil v global competitors
7
Canada
France
2002
1999
1996
1993
1990
1987
1984
1981
1978
1975
1972
1969
Brazil
Brazil
1966
0
1963
2002
1999
1996
1993
1990
1987
Brazil v regional competitors
8
7
6
5
4
3
Argentina
2
1
0
Brazil
Colombia
Chile
2002
1999
1996
1993
1990
1987
1984
1981
1978
1975
1972
1969
1966
1963
LAC
1960
1984
1981
1978
1975
Indonesia
1
OECD
1972
Russia
2
USA
1969
Mexico
3
UK
1966
Korea
4
Spain
1963
India
5
Japan
1960
China
6
1960
18
16
14
12
10
8
6
4
2
0
© K4D program
Role of the universities
• To encourage foreign staff to join the teaching
corpuses of the universities and to promote
exchanges with international academic
institutions.
• To introduce a more flexible approach to foreign
languages in respect of academic papers.
• To boost the joint participation of teachers and
students through attendance at international
events concerned with industry, productivity and
innovation.
Innovation: Spreading and making more
widely available the technology that already
exists in the country.
• Low level of technological adaptation. Moreover,
significant contrasts exist between the
productivity levels of different firms – even within
the same sector.
• Low standard of worker-training makes it
difficult to significantly upgrade product quality.
• Technology take-up varies greatly, depending on
the size and type of particular firms. R & D tends
to favor larger firms and it is obvious that broad
measures need to be pursued in order to benefit
small and medium-sized enterprises.
Manufacturing productivity of different
sectors of Brazilian industry
(Added value per worker)
Source: Computed from ICS Survey.
Note: Highest and lowest 1% of the sample not included
Sector
Food & Beverage
Textile
Apparel
Leather & Footwear
Chemicals
Machinery & Equipment
Electronics
Auto-Parts
Furniture
Average
Max / Min
12,900.07
1,169.01
79,103.56
65,897.30
9,879.34
315,929.99
6,658.67
689.60
26,916.31
57,682.65
Adj Max as
% of Max
57.22
67.31
31.60
73.33
61.91
37.98
52.03
64.88
35.06
53.48
Adj Max /
Mean
9.42
5.99
9.14
4.81
7.83
33.83
10.00
4.17
7.88
10.34
Role of the universities
• To boost the creation of “incubators”
• To organize and participate in professional
group meetings dedicated to the exchange of
technology and the encouragement of joint
development between industry (especially SME)
and the academic world.
• To establish partnerships in the sphere of basic
education in order to improve education
management, teacher training, assessment
systems and the overall quality of basic
education.