Transcript Bruno Laporte Manager, Knowledge & Human Development March

Building Knowledge Economies:
Education in a Global and
Competitive World
March 24th, 2008,
Kiev, Ukraine
Bruno Laporte
Manager, Knowledge &
Human Development
Outline
• Part I - Understanding Globalization and
Knowledge Based Economy (KE)
• Part II – The search for Talent and Skills
• Part III - Adjusting Education and Learning
Systems for the Knowledge Economy
• Conclusions
Part I: Understanding the Knowledge Economy
Global Trade in Goods and Services
Inward FDI Stock (1980-2005)
Immigration into OECD Countries (1990 & 2000)
The Globalization of Labor
• Dramatic increase in the size of
the global labor force. Requires
flexible domestic economies that
are able to adjust and respond to
the pressures of globalization
 Improve the functioning of labor markets to
enable workers to move from declining to
expanding areas
 Improve access to education and training
to develop workers’ skills to keep up with
rapid technological change and continuing
innovation
 Ensure adequate social protection for
workers during the adjustment period
World Growth in Key ICTs, 1991-2004
Knowledge and Competitiveness
• The ability to create, access and apply knowledge is
becoming a fundamental determinant of global
competitiveness
• Innovation policies are critical to the ability of countries to
compete and grow in a globalized environment.
• New models of knowledge production, access and
distribution are emerging (e.g. open source, knowledge
communities…)
• Shift to knowledge-intensive industries highlight the
importance of well trained skills and talent
• Technological connectivity is transforming the way
government, business, and citizens interact
Understanding the Knowledge Economy
• A Knowledge Economy is one that utilizes
knowledge as the key engine of competitive growth.
It is an economy where knowledge is acquired,
created, disseminated and used effectively to
enhance economic development
• Transitioning from a traditional economy to a
knowledge economy requires long term investments
in education, innovation, and ICT, and an appropriate
economic and institutional regime that allows
efficient mobilization and allocation of resources
Knowledge and Growth
GDP/Capita Growth: Hungary vs. Korea
14000
12000
Real GDP per capita (2000 US$)
South Korea
10000
Difference in
output due to
TFP growth or
knowledge
accumulation
in Korea
8000
6000
4000
Hungary
Difference in
output due to
growth in labor
and capital in
Korea
2000
0
1960
1965
1970
1975
1980
1985
1990
1995
2000
2005
Knowledge Assessment Methodology
Web-based benchmarking tool: www.worldbank.org/wbi/kam
Highlights relative strengths and weaknesses, and allows to
identify appropriate policies and investments for transition to
the KE
Enables simultaneous analysis of a wide spectrum of relevant
factors in a cross sectoral approach (important for coherent
strategies)
Comparisons performed on the basis of 83 structural and
qualitative variables for 140 countries
All variables are normalized on a scale of 0 (weakest) to 10
(strongest). Normalization procedure involves ranking
country performance -- KAM therefore illustrates relative
performance
Basic Scorecard: Spidergram Example
Knowledge Economy Index
Global Over Time Comparison
Strategies for Knowledge Economies
Part II: The Search For Talent and Skills
Source: The Economist, October 2006
Growth in World Trade in Manufactures
- by level of technology of traded goods
Growing Demand for Scientists and Engineers
Science, technology, and innovation have
taken center stage in efforts to boost
economic growth and improve social wellbeing.
Demand for HR in science and engineering
(S&E) has increased in OECD countries:
Workers in professional occupations related
to S&E are now between 25% and 35% of
total employment
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Net Education Enrollment Rate (%)
Ages 20-29 (2005)
45
%
40
35
30
43
38
36
32
31
29 29 29
28
27 27
26 25
25
20
Source: Education at a Glance 2007
25 24
23 22
21 20 20
19
16
15
10
10
5
0
Graduates in Engineering, Manufacturing, Construction
(% of total tertiary graduates, 2002-05 Average)
%
25
2 3 .5
2 2 .0
20
15
2 1.1 2 1.0 2 0 .7
19 .8
18 .9
17.5 17.4 17.1
16 .8 16 .7
15.9 15.8
15.1 15.1
14 .5
12 .5
11.7
10 .4
10
9 .3
8 .7
8 .2
7.7
7.5
7.3
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Source: World Bank Edstats database (http://www1.worldbank.org/education/edstats/)
©Knowledge for Development, WBI
Changes in Job Task-Skill Demands in the US: 1960–98
16
14
Expert Thinking
12
Percentile Change
10
8
Complex
Communication
6
4
2
Routine Manual
0
1969
1974
1979
1984
1989
1994
1998
-2
Routine Cognitive
-4
-6
Non-Routine Manual
-8
-10
Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.
Competencies for the 21st century
Technical and vocational:
Social:
The ability to
interrelate with others,
work in teams,
motivate and
demonstrate
leadership, manage
client relations.
The possession of appropriate
technical, vocational and/or
business knowledge and the
ability to apply this in practice,
including the planning of tasks.
Occupational/
professional/
entrepreneurial
competence
The abilities to analyse and
solve technical and/or
business-related problems
effectively, using high-level
thinking skills, apply
methodologies.
Learning:
Communication:
Ability to read and
write, handle
information such as to:
understand graphs,
collect information,
communicate with
others, computer use,
and language skills.
Cognitive/problem solving:
Personal behavioral/
ethical:
Appropriate personal and
professional attitudes and
values, ability to make
sound judgments and take
decisions.
Ability to acquire new
knowledge, learn from
experience, openness to
new solutions and
innovations.
Vocational/technical skills
Core skills
Source: International Labor Office. March 2007. "Portability of Skills." Geneva.
Educating S&E for the Global Workplace
•
•
•
S&E students need to have broad skills and know-how, be flexible and
mobile, and be able to work internationally
Challenge for promoting global S&E excellence is to link education to
practice.
What is needed is to:
 Develop global competence as a key qualification of S&E graduates
 Enhance flexibility: competencies not only in engineering, but also business,
management, finance skills
 Strengthen transnational mobility of students, researchers, and professionals
 Create partnerships, esp. linking science/engineering education to
professional practice
•
Capabilities required by global S&E are therefore entrepreneurial
capabilities, relationship capabilities, and change management
capabilities.
Source: Global Engineering Excellence Study, 2007
Part III: Adjusting Education and Learning
Systems for the Knowledge Economy
Education: Fundamental Enabler of the KE
Societal
Knowledge Economy
- Basic Education
- Post Basic Education
- R&D and Applied Research
- Human Resource Dev.
Organizational
- Research and Innovation
Knowledge Organizations Capabilities
Individual
- Life Long Learning
Knowledge Workers
Education Strategy: Economy Level
• Address first generation challenges:
access, equity, quality, gender balance
• Adjust teaching and learning
environments to respond to new
competency requirements (new skills
for the KE: problem solving,
communications skills, team-work)
• Expand opportunities and build
competencies in secondary education
• Invest in relevant and high quality
tertiary education, esp. in science and
engineering
• Improve financing of education,
including clarifying roles of the public
and private sectors
Education Strategy: Organization Level
• Engage with Public Sector to
develop qualification frameworks
• Influence quality of human capital
produced by providers, in
respective skills clusters
• Put in place comprehensive Work
Force Development Strategies
• Strengthen in company training for
skill specific profiles
• Attract and retain sufficient
number of researchers and
experienced research project
managers
Education Strategy: Individual
•
•
•
•
•
•
Focus on the needs of young people
and adults that are not part of the
formal education system and on the job
training
Create multiple education and training
pathways to acquire qualifications
within a national qualification’s
framework
Provide incentives for the development
of education and training providers
Create certification and accreditation
systems
Develop appropriate funding
mechanisms for firms and individuals
Leverage technology: radio, TV, internet
based, interactive video …
Adopting comprehensive lifelong learning policies
80
Formal
Learning
AGE
Non-Formal
Learning
0
AGE
Informal
Learning
Learning
Systems
Implementing Change in Education: Key Levers
Key Levers
•
•
•
•
•
•
Governance
Financing
Quality Assurance
Teachers
Management
ICT
Transforming the Role of the State
Forging Alliances and Partnerships
Leveraging Technology & Innovation
Transforming the Role of the State
Shift the role of government from controller and
provider to facilitator and quality guarantor
Use incentives to address market gaps
Focuses on quality through certification,
accreditation and through the participation into
international benchmarking exercises
Provide information for all stakeholders on
market needs, quality of providers, quality of
students
Forging Alliances and Partnerships and
• Press & Parliamentarians
• Public Private Partnerships
• Partnerships with NGOs
• Diaspora Networks
Leveraging Technology and Innovation
• ICT for Managing Education Systems
• ICT for Business Transactions in
Education
• ICT for Libraries and Knowledge
Resources
• ICT for Teaching
Conclusions
• Capacity of countries to perform in the KE depends critically on the
availability of highly skilled, innovative, and flexible human resources,
especially in the area of science and engineering
• Adjusting education and learning systems for the KE requires
sustained investments and strategic and systemic interventions
• It also requires a new partnership between the government, the
private sector and civil society
• What is most needed is a different type of leadership, and capacity
development across the various education and learning systems