education

WEF_GlobalCompetitivenessReport_2014-15.pdf.txt

Professor Klaus Schwab World Economic Forum Editor Professor Xavier Sala-i-Martã n Columbia University

Chief Advisor of The Global Competitiveness and Benchmarking Network Full Data Edition Â 2014 World Economic Forum

The Global Competitiveness Report 2014â€ 2015: Full Data Edition is published by the World Economic Forum

Professor Klaus Schwab Executive Chairman Professor Xavier Sala-i-Martã n Chief Advisor of The Global Competitiveness and

Benchmarking Network Espen Barth Eide Managing director and Member of the Managing Board Jennifer Blanke Chief Economist

Eduardo Fracchia, Director of Academic department of Economics Armenia Economy and Values Research center Manuk Hergnyan, Chairman

University of West indies (UWI Don D. Marshall, Acting Director Belgium Vlerick Business school Wim Moesen, Professor

Leo Sleuwaegen, Professor, Competence Centre Entrepreneurship, Governance and Strategy Bhutan Bhutan Chamber of commerce & Industry (BCCI

Phub Tshering, Secretary general Kesang Wangdi, Deputy Secretary general Druk Holding & Investment Randall Krantz, Strategy Adviser

Bosnia and herzegovina MIT Center, School of economics and Business in Sarajevo University of Sarajevo Zlatko Lagumdzija, Professor Zeljko Sain, Executive director

Jasmina Selimovic, Assistant Director Botswana Botswana National Productivity Centre Letsogile Batsetswe, Research Consultant and Statistician

Baeti Molake, Executive director Phumzile Thobokwe, Manager, Information and Research Services Department Brazil Fundaã§Ã£o Dom Cabral, Innovation Center

Carlos Arruda, Associate dean for Business Partnership Professor of Innovation and Competitiveness Herica Righi, Associate professor Brunei Darussalam

Ministry of Industry and Primary Resources Pehin Dato Yahya Bakar, Minister Normah Suria Hayati Jamil Al-Sufri, Permanent Secretary

Bulgaria Center for Economic Development Adriana Daganova, Expert, International Programmes and Projects Anelia Damianova, Senior Expert

Justin Zoma, Student Partner Institutes Â 2014 World Economic Forum vi The Global Competitiveness Report 2014â€ 2015

University Research Centre for Economic and Social Development (CURDES), National University of Burundi Dieudonnã Gahungu, Director

Charles Kabwigiri, Dean Gilbert Niyongabo, Head of Department, Faculty of Economics and Management Cambodia Nuppun Institute for Economic Research (NUPPUN

Pheakdey Em, Research Associate Pisey Khin, Director Pheakdey Pheap, Research Assistant Cameroon Comitã de Compã titivitã (Competitiveness Committee

Jean-jacques Ngouang, Operations Director Lucien Sanzouango, General manager Canada The Conference Board of Canada Michael R. Bloom, Vice-president

Ignacio Briones, Dean Julio Guzman, Assistant professor Pamela Saavedra, Assistant China Institute of Economic system and Management

National Development and Reform Commission Chen Wei, Research Fellow Dong Ying, Professor Zhou Haichun, Deputy Director and Professor

China Center for Economic Statistics Research, Tianjin University of Finance and Economics Bojuan Zhao, Professor

Lu Dong, Professor Jian Wang, Associate professor Hongye Xiao, Professor Huazhang Zheng, Associate professor Colombia National Planning Department

Rodrigo Moreira, Director of Enterprise Development Sara Patricia Rivera, Research Analyst John Rodrã guez, Project Manager

Colombian Private Council on Competitiveness Rosario CÃ rdoba, President Marco Llinã¡s, Vicepresident CÃ'te dâ€ Ivoire

Chambre de Commerce et dâ€ Industrie de CÃ'te dâ€ Ivoire Anzoumane Diabakate, Head of Communications

Jean Rock Kouadio-Kirine, Head of Regional Economic Information Marie-Gabrielle Varlet-Boka, Director General

Croatia National Competitiveness Council Jadranka Gable, Advisor Kresimir Jurlin, Research Fellow Cyprus European University Cyprus, Research center

Maria Markidou-Georgiadou, Consultant Bambos Papageorgiou, Head of Socioeconomic and Academic Research Czech republic CMC Graduate school of Business

Tomã¡Å¡Janä a, Executive director Czech Management Association Ivo Gajdoå¡,, Executive director University of Economics, Faculty of International Relations

Å tä pã¡n MÃ ller, Dean Denmark Danish Technological Institute, Center for Policy and

Business Analysis Hanne Shapiro, Director Stig Yding SÃ¸rensen, Team Manager Ecuador ESPAE Graduate school of Management, Escuela Superior

Politã cnica del Litoral (ESPOL Virginia Lasio, Director Andrea Samaniego DÃ az, Project Assistant Sara Wong, Professor

Egypt The Egyptian Center for Economic Studies (ECES Iman Al-Ayouty, Senior Economist Tarek El-Ghamrawy, Economist

Omneia Helmy, Director of research Estonia Estonian Institute of Economic Research (ECES Marje Josing, Director Estonian Development Fund

Marina Kundu, Associate dean in charge of Executive Education Bernard Ramanantsoa, Dean Gabon Confã dã ration Patronale Gabonaise

Regis Loussou Kiki, General Secretary Gina Eyama Ondo, Assistant General Secretary Henri Claude Oyima, President

Gambia, The Gambia Economic and Social Development Research Institute (GESDRI Makaireh A. Njie, Director Â 2014 World Economic Forum

Ralf Fendel, Professor of Monetary Economics Michael Frenkel, Professor, Chair of Macroeconomics and International Economics

Ghana Association of Ghana Industries (AGI Patricia Addy, Projects Officer James Asare-Adjei, President Seth Twum-Akwaboah, Executive director

Institute of Development Studies, University of Guyana Karen Pratt, Research Associate Tessa Pratt, Research Associate

University of Trisakti Tulus Tambunan, Director Iran, Islamic Republic of Iran Chamber of commerce, Industries, Mines and

Paola Dubini, Associate professor, Bocconi University Francesco A. Saviozzi, SDA Professor, Strategic and Entrepreneurial Management Department

Jamaica Mona School of business & Management (MSBM The University of the West indies Patricia Douce, Project Administrator

William Lawrence, Director, Professional Services Unit Densil Williams, Executive director and Professor Japan Keio University Yoko Ishikura, Professor, Graduate school of Media Design

Heizo Takenaka, Director, Global security Research Institute Jiro Tamura, Professor of Law, Keio University In cooperation with Keizai Doyukai (Japan Association

of Corporate executives Kiyohiko Ito, Managing director, Keizai Doyukai Jordan Ministry of Planning and International Cooperation Kawther Al-Zouâ€ bi, Head of Competitiveness Division

Ibrahim Saif, Minister Kazakhstan National Analytical Centre Aktoty Aitzhanova, Deputy Chairperson Anastassiya Iskaliyeva, Project Manager

Vladislav Yezhov, Chairman Kenya Institute for Development Studies, University of Nairobi Paul Kamau, Senior Research Fellow

Dorothy Mccormick, Research Professor Winnie Mitullah, Director and Associate Research Professor Korea, Republic of Korea Development Institute

Byungkoo Cho, Executive director, Economic Information Education Center Seungjoo Lee, Research Associate, Public opinion Analysis Unit Youngho Jung, Head, Public opinion Analysis Unit

Kuwait Kuwait National Competitiveness Committee Adel Al-Husainan, Committee member Fahed Al-Rashed, Committee Chairman Sayer Al-Sayer, Committee member

Â 2014 World Economic Forum viii The Global Competitiveness Report 2014â€ 2015 Partner Institutes Kyrgyz Republic

Centre of Economic Studies, University of Antananarivo Ravelomanana Mamy Raoul, Director Razato Rarijaona Simon, Executive secretary

Ramesh Chandra Chitrakar, Professor, Country Coordinator and Project Director Ram Chandra Dhakal, Executive director and Adviser

Research for Innovation, Erasmus University Rotterdam Henk W. Volberda, Director and Professor New zealand The New zealand Initiative

Oliver Hartwich, Executive director Businessnz Phil Oâ€ Reilly, Chief executive Nigeria Nigerian Economic Summit Group (NESG Frank Nweke II, Director General

BI Norwegian Business school Marius Nordkvelde, Researcher Torger Reve, Professor Oman The International Research Foundation Salem Ben Nasser Al-Ismaily, Chairman

Public Authority for Investment Promotion and Export Development (ITHRAA Azzan Qassim Al-Busaidi, Director General

Alfaisal University Mohammed Kafaji, Assistant professor National Competitiveness Center (NCC Saud bin Khalid Al-Faisal, President

Khaldon Zuhdi Mahasen, Managing director Senegal Centre de Recherches Economiques Appliquã es (CREA University of Dakar

Youssou Camara, Administrative Staff Fatou Gueye, Teacher Gisã le Tendeng, Accountant Serbia Foundation for the Advancement of Economics (FREN

Aleksandar Radivojevic, Project Coordinator Svetozar Tanaskovic, Researcher Jelena Zarkovic Rakic, Director Seychelles Plutus Auditing & Accounting Services

Peter Stanovnik, Professor Sonja Urå¡iä, Senior Research Assistant University of Ljubljana, Faculty of economics Mateja Drnovå¡

ek, Professor South africa Business Leadership South africa Friede Dowie, General manager Thero Setiloane, Chief executive officer Business Unity South africa

Nomaxabiso Majokweni, Chief executive officer Kgatlaki Ngoasheng, Executive director, Economic policy Spain IESE Business school, International Center for Competitiveness Marã a Luisa Blã¡

zquez, Research Associate Antoni Subirã, Professor Sri lanka Institute of Policy Studies of Sri lanka (IPS Dilani Hirimuthugodage, Research Officer

Sahan Jayawardena, Research Assistant Saman Kelegama, Executive director Suriname Suriname Trade and Industry Association Helen Doelwijt, Executive secretary

International University of Entrepreneurship and Technology Association (IUET Thomas Andersson, President Switzerland University of St gallen, Executive School of management

Technology and Law (ES-HSG Rubã n Rodriguez Startz, Head of Project Tobias Trã tsch, Communications Manager

Chulalongkorn Business school, Chulalongkorn University Pasu Decharin, Dean Siri-on Setamanit, Assistant Dean Timor-Leste East Timor Development Agency (ETDA

Palmira Pires, Director Octavio Ximenes, Field officer Chambers of Commerce and Industry of Timor-Leste Kathleen Fon Ha Tchong Goncalves, Vice-president

Trinidad and tobago Arthur Lok Jack Graduate school of Business Miguel Carillo, Executive director and Professor of Strategy Nirmala Harrylal, Director, Internationalisation and Institutional

Relations Centre Richard A Ramsawak, Deputy Director, Centre of Strategy and Competitiveness The University of the West indies, St augustine

Rolph Balgobin, NGC Distinguished Fellow, Department of Management Studies Tunisia Institut Arabe des Chefs dâ€ Entreprises

Ahmed Bouzguenda, President Majdi Hassen, Executive Counsellor Turkey TUSIAD Sabanci University Competitiveness Forum Izak Atiyas, Director

Ozan Bakä s, Project Consultant Sezen Ugurlu, Project Specialist Uganda Kabano Research and development Centre Robert Apunyo, Program Manager

Zayed University Abdullah Alamiri, Provost Emirates Competitiveness Council H. E. Abdulla Nasser Lootah, Secretary general United kingdom

Bruno Gili, Professor Isidoro Hodara, Professor Venezuela CONAPRIÂ€ The Venezuelan Council for Investment Promotion Litsay Guerrero, Economic Affairs and Investor

Services Manager Eduardo Porcarelli, Executive director Â 2014 World Economic Forum The Global Competitiveness Report 2014â€ 2015 xi

Nguyen Trong Hoa, Associate professor and Director Du Phuoc Tan, Head of Urban Management Studies Department

University of Zambia Patricia Funjika, Research Fellow Jolly Kamwanga, Senior Research Fellow and Project Coordinator

Mubiana Macwanâ€ gi, Director and Professor Zimbabwe Graduate school of Management, University of Zimbabwe A m. Hawkins, Professor

Bolivia, Costa rica, Dominican republic, Ecuador El salvador, Honduras, Nicaragua, Panama INCAE Business school, Latin american Center for Competitiveness and Sustainable Development (CLACDS

Ronald Arce, Researcher Arturo Condo, Rector Lawrence Pratt, Director Liberia and Sierra leone FJP Development and Management consultants

Omodele R. N. Jones, Chief executive officer Â 2014 World Economic Forum Â 2014 World Economic Forum

leadership of Professor Xavier Sala-i-Martã n at Columbia University, who has provided ongoing intellectual

support for our competitiveness research. Further this Report would have not been possible without the collaboration and dedication of our network of over

such as education and training, technological progress macroeconomic stability, good governance, firm sophistication, and market efficiency, among others

Education is the ultimate soft connectivity. US cities such as Boston, Pittsburgh, and St louis have escaped post

niches by capitalizing on their strengths in education Next, cities need to facilitate digital infrastructure to sup

Razeen Sally, Visiting Associate professor Lee kuan yew School of Public Policy, National University of Singapore, Singapore (Chair;

Clã ment Gignac, Chief Economist and Senior vice-president, Industrial Alliance Insurance and Financial services, Canada (Vice Chair;

Professor of Indian Political economy, School of International and Public Affairs (SIPA), Columbia University, USA; Xavier Sala

-i-Martin, Professor, Economics department, Columbia University USA; Tong Jiadong, Vice-president, Nankai University, Peopleâ€ s Republic of china;

and Jose Antonio Torre Medina, Director Urbanism and Infrastructure, Monterrey Institute of technology and Higher education (ITESM), Mexico

2 United nations 2014 3 Dobbs et al. 2012, p. 5 Box 1: The competitiveness of cities:

A taxonomy of drivers and success factors Â 2014 World Economic Forum 1. 1: The Global Competitiveness Index 2014â€ 2015

Health and primary education A healthy workforce is vital to a countryâ€ s competitiveness and productivity.

quantity and quality of the basic education received by the population, which is increasingly important in todayâ€ s

Basic education increases the efficiency of each individual worker. Moreover, often workers who have received little formal education can carry out only

simple manual tasks and find it much more difficult to adapt to more advanced production processes

basic education can become a constraint on business development, with firms finding it difficult to move up the

Higher education and training Quality higher education and training is crucial for economies that want to move up the value chain

beyond simple production processes and products. 12 In particular, todayâ€ s globalizing economy requires countries to nurture pools of well-educated workers who

education as evaluated by business leaders. The extent of staff training is taken also into consideration because

developments between universities and industry; and the protection of intellectual property, in addition to high levels of competition and access to venture capital and

Pillar 5. Higher education and training Pillar 6. Goods market efficiency Pillar 7. Labor market efficiency Pillar 8. Financial market

development Pillar 9. Technological readiness Pillar 10. Market size Pillar 11. Business sophistication Pillar 12.

education Figure 1: The Global Competitiveness Index framework Key for factor-driven economies Key for

education Pillar 11. Business sophistication Pillar 12. Innovation Pillar 5. Higher education and training Pillar 6. Goods market efficiency

Pillar 7. Labor market efficiency Pillar 8. Financial market development Pillar 9. Technological readiness Pillar 10.

received at least a basic education (pillar 4 As a country becomes more competitive productivity will increase

higher education and training (pillar 5), efficient goods markets (pillar 6), well-functioning labor markets (pillar 7), developed financial markets (pillar 8), the ability to

-notch academic institutions, high spending on R&d and strong cooperation between the academic and business worlds contribute to making it a top innovator

by an excellent education system and a business sector that offers excellent on-the-job-training opportunities The labor market balances employee protection with

flexibility and the countryâ€ s business needs (1st. Public institutions are among the most effective and transparent

enhanced by its strong focus on education, which has translated into a steady improvement of its ranking in the

higher education and training pillar, where it comes in Â 2014 World Economic Forum The Global Competitiveness Report 2014â€ 2015 13

BASIC REQUIREMENTS 1. Institutions 2. Infrastructure 3. Macroeconomic environment 4. Health and primary education Country/Economy Rank Score Rank Score Rank Score Rank Score Rank Score

5. Higher education and training 6. Goods market efficiency 7. Labor market efficiency 8. Financial market development

9. Technological readiness 10. Market size Country/Economy Rank Score Rank Score Rank Score Rank Score Rank Score Rank Score Rank Score

5. Higher education and training 6. Goods market efficiency 7. Labor market efficiency 8. Financial market development

9. Technological readiness 10. Market size Country/Economy Rank Score Rank Score Rank Score Rank Score Rank Score Rank Score Rank Score

and they are supported by an excellent university system that collaborates admirably with the business sector in

R&d (3rd), with very strong linkages between universities and industry (1st) coupled with an excellent education

and training system (1st) and one of the highest levels of technological readiness (11th) drive this outstanding

result Germany drops one place to 5th position this year. The small drop is the result of some concerns

Moreover, Germanyâ€ s education system is assessed less positively than it was in previous years (16th down from 3rd) because the indicator measuring the

collaboration with universities (10th) and research labs 8th), to support their innovation efforts. Innovation is also

exchange of learning among businesses and facilitates the development of new goods and services. High

training (6th) complement these strengths. The top -notch German on-the-job training system ensures that technical skills for companies are widely available and

that skills match the needs of businesses. Germanyâ€ s economy could be more competitive if its labor markets

on higher education (22nd) and innovation (26th, down three places this year. In the latter category, the quality

education and training system (3rd), coupled with a strong adoption of technology (9th), including ICTS

education system (23rd), most notably in the areas of mathematics and science (63rd), which will be crucial to

Swedish education and training system (14th) is of high quality and seems to deliver the right set of skills for an

higher education and training system (10th), which has provided the Danish workforce with the skills needed to

A continued strong focus on education would allow the workforce to maintain the skill levels needed

education and training system (5th) â€ with excellent math and science education (3rd), topnotch management

schools (2nd), and a strong propensity for on-the-job training (4th) â€ the country benefits from a high level of

technological adoption (15th) and highly sophisticated 10th) and innovative (13th) businesses that carry out their activities in a market characterized by high

with its excellent health and primary education system 8th) and strong higher education and training (17th the country can draw on a well-educated workforce

although the high levels of emigration in recent yearsâ€ particularly of its young populationâ€ suggests that fewer

education at all levels, and it boasts a high degree of technological adoption (17th. In addition, the countryâ€ s

high levels of education and training (20th. Its labor market is also more efficient than in most countries in the

countryâ€ s topnotch education system at all levels, its 10th and 13th ranks in the health and primary education

and higher education and training pillars, respectively coupled with a relatively innovative business sector 27th) that is highly adept at adopting new technologies

for productivity enhancements (8th. Business activity is further supported by an efficient labor market (14th) and well-developed infrastructure (23rd

that pursues higher education (8th) whoâ€ should the quality of the education system improve (88th) â€ could

provide a skillful labor force able to contribute to the structural change the country requires. Notwithstanding

R&d investments (52nd) and weak university-industry collaborations (57th After falling in the rankings for several years

the quality of education (40th) and innovation capacity 37th) to support the economic transformation of the country

health and primary education, thanks to a higher primary enrollment rate, as well as gradual improvements in the labor market (62nd),

by improvements to its higher education system, where the Czech republic, at rank 35, features among the 10

has made in institutions, infrastructure, and education and its increased flexibility in labor market efficiency are steps in the right direction to boost the countryâ€ s

the reliance of the education and innovation sectors on public funding, which will become more scarce than it

and benefits from relatively high levels of education and training (53rd), although the quality of its education

needs to be improved (55th. Companies and individuals use ICTS fairly widely in regional comparison (40th

and the country is open to foreign trade, with low tariffs and well-functioning customs procedures.

quality of its education system (111th) as well as higher investments in knowledge-generating activities, such as R&d (114th

education (12th. In order to enhance its competitiveness Taiwan will need to further strengthen its institutional framework (27th), whose quality is undermined by some

an excellent education system (9th), while the efficiency of its goods (6th) and labor (6th) markets is among the

education and training, climbing to 11th position Australiaâ€ s macroeconomic situation has deteriorated slightly (30th, down five places), owing mainly to the

education are among the highest in the world. These factors, combined with the countryâ€ s high degree of

higher education and training (65th, up five; business sophistication (43rd, up two; and the technological readiness pillar,

concern is the mediocre quality of education at all levels 87th, down nine) and the still low level of technological

and quality schooling. Improving the standards of living of the Indian population will require the

ranks 98th on the health and primary education pillar. The health situation is indeed alarming: infant mortality and

achieve universal primary education, although the quality of primary education remains poor (88th) and it ranks a

low 93rd in the higher education and training pillar of the GCI. Transport and electricity infrastructure are need in of

upgrading (87th. In 2012, a working group appointed by the Planning commission of India had recommended that a

education (98 Higher education and training (93 Goods market efficiency (95 Labor market efficiency (112 Financial market

development (51 Technological readiness (121 Market size (3 Business sophistication (57 Innovation (49 1 2

3 4 5 6 7 â€ 2007â€ 2008 â€ 2014â€ 2015 interest rates low to stimulate the faltering economy and

in terms of health and education is among the worst of all the countries covered. Infant mortality (137th) is

the countryâ€ s education system, notably in terms of its quality (71st) â€ especially in math and science (99th) â€ do

of the education system (83rd) with its inability to provide the right set of skills for an economy that increasingly

The country boasts one of the best education systems in the region (21st; a fairly high ICT uptake (45th) with

labor force thanks to a high-quality education system 15th) and high enrollment rates in secondary (19th) and

tertiary education (42nd; well-functioning institutions 33rd), despite some concern about the government efficiency in managing public spending (57th;

and a poor education system (126th) that fails to provide workers with the necessary set of skills for an economy in transition

quality of an education system that does not seem to deliver on the skill set that a changing Mexican economy

progress in improving the quality of its education 134th) and technological adoption (92nd), explain this

quality of education (134th), which is now not capable of providing the skills needed for a changing economy;

and fairly high levels of education enrollment both at secondary (62nd) and tertiary level 61st), especially when compared with those of other

education system (90th), which continues to drop especially in areas such as mathematics and science 109th); ) it will need also to build a more robust innovation

as R&d (84th) as well as on-the-job training schemes 73rd) and ICT adoption Climbing eight places and establishing itself in the

and its high university enrollment (15th) of more than 78 percent. These assets are not being utilized fully amid the negative framework

education (16th), and relatively good ICT penetration with more than half of the population using the Internet (60th

38th on the health and primary education pillar. Raising the bar with respect to education will require not only

measures to improve the quality of teaching and the relevance of curricula, but also measures to provide

and tertiary education; fostering the use of ICTS; and further opening the country up to foreign trade will be

quality of education and level of domestic competition The country will need to enhance competitiveness to further diversify its economy

For example, health and education do not meet the standards of other countries at similar income levels (50th.

further emphasis should be placed on education and labor market reforms. Room for improvement remains in particular with respect to higher education and training

57th), where Saudi Arabiaâ€ s assessment has weakened in recent years. Business leaders consider that the quality of education could be improved especially with

respect to training in management (78th) and math and science (73rd. Labor market efficiency (64th) could also

be improved, and reform in this area will be critical for Saudi arabia, given the growing number of young people

education outcomes will increase in importance as the country attempts to diversify its economy, which will

bar in education is needed. If not addressed, poor educational outcomesâ€ particularly in math and science 79th) and in primary schools (86th) â€ could undermine

education and financial market development. The country is faced with a number of social challenges that require the governmentâ€ s attention:

improvements in primary education and innovation support the countryâ€ s rise in the rankings. Some aspects

measures include boosting education (104th) in terms of both quality and access, and reforming its labor market 111th).

) With respect to education, making schooling at the secondary and tertiary levels more accessible and attractive to increase enrollment rates in these two

Some aspects of education also show a positive trend: for example, the quality of education seems to be improving.

A major overhaul of the institutional framework and increased focus on the efficiency of the goods, labor,

years, health and basic education remains low. Only a handful of sub-Saharan economiesâ€ the island states of

have noteworthy health and education systems. Higher education and training also need to be developed further to provide the skills required for higher-value-added

growth. The regionâ€ s poor performance across all basic requirements for competitiveness stands in contrast

education has been improving, other countries are moving even faster. Improving competitiveness will require additional efforts

education and training (54th) but also to mobilize the countryâ€ s talent more efficiently (101st), as evidenced by

34th) and strong collaboration between universities and the business sector in innovation (31st. South Africaâ€ s

Higher education and training remains insufficient (86th) and labor market efficiency (113th) is affected by extremely rigid hiring

and firing practices (143rd), wage inflexibly (139th), and continuing significant tensions in labor-employer relations 144th).

) Raising education standards and making its labor market more efficient will thus be critical in view of the countryâ€ s high unemployment rate of over 20

Botswanaâ€ s education system presents another area of concern, particularly for a middle-income country in

Education enrollment rates at all levels remain low by international standards, and the quality of the education

system receives mediocre marks. Yet it is clear that by far the biggest obstacle facing Botswana in its efforts to

health and education systems. The country ranks a low 118th on the health subpillar, with high infant mortality

of its education system remains poor (119th. In addition Namibia could do more to harness new technologies to

countryâ€ s education system gets relatively good marks for quality (30th) as well as for on-the-job training (31st

On the other hand, Kenyaâ€ s overall competitiveness is held back by a number of factors that hinder its

Education levels continue to trail international standards at all levels, labor markets are characterized by inefficiencies, and the country is not

health and basic education of its population (131st Indeed, only three out of four children receive primary

education, which is low compared with its middle -income peers, and communicable diseases continue to erode the health of the general population.

education and training (119th) are need also in of improvement. These challengesâ€ among othersâ€ are prioritized in the countryâ€ s new growth strategy, the Plan

and primary education (140th), ranking among the lowest 10 countries worldwide on the related pillar. Only 60

percent of its children are enrolled in primary education and the burden of communicable diseasesâ€ particularly the high incidence of malaria and HIVÂ€ weighs heavily on

areas of infrastructure (125th), higher education and training (131st), and technological readiness (133rd On a more positive note, this year points to a slight

improvement in the countryâ€ s labor market, although concerns about the quality of labor-employer relations

education, with a net enrollment rate of 86 percent, is comparatively good (although the quality of primary

education requires improvement), and women account for a high percentage of the countryâ€ s labor force Tanzania is ranked 121st in this edition.

primary education enrollment is commendably high providing universal access, enrollment rates at the secondary and university levels are among the lowest in

the world (at 132nd and 134th place, respectively), while the quality of the education system needs upgrading

A related area of concern is the countryâ€ s low level of technological readiness (131st), with low uptake of ICTS

low education enrollment rates with only every second child participating in secondary education; and formal markets that continue to function

with difficulty, particularly goods and labor markets which rank 133rd and 137th, respectively Nigeriaâ€ now Africaâ€ s largest economyâ€ continues

as well as improve its health and primary education 143rd). ) Furthermore, the country is not harnessing the latest technologies for productivity enhancements, as

system and primary education (135th) as well as higher education and training (138th Angolaâ€ the continentâ€ s second biggest oil

exporterâ€ ranks 140th overall. As with its oil-exporting peers, its strengths are in its macroeconomic

be well served by improvements in its education and health systems (136th CONCLUSIONS This chapter has presented

as administrative reform, education, and basic research yet they do so without considering the specific needs of

such as in innovation and education In addition to speed, potentially better management, and shared resource commitments, these partnerships allow for a

Analysis, with Special Reference to Education, 3rd edition Chicago: University of Chicago Press Canning, D.,M. Fay,

and R. Perotti. 1994. â€oeinfrastructure and Economic Growth. â€ In M. Baldarassi, L. Paganetto, and E. Phelps, eds

University Press Sachs, J. 2001. Macroeconomics and Health: Investing in Health for Economic Development: Report of the Commission on

Swan, T. W. 1956. â€oeeconomic Growth and Capital Accumulation. â€ Economic Record 32 (2: 334â€ 61

Tel aviv University United nations. 2014. World Urbanization Prospects: The 2014 Revision Highlights. New york: United nations. Available at http://esa

for by the accumulation of physical capital and human capital. This methodology, however, cannot be used to

Health and primary education...25 %A. Health...50 %4. 01 Business impact of malaria g 4. 02 Malaria incidence*g

*B. Primary education...50 %4. 09 Quality of primary education 4. 10 Primary education enrollment rate *EFFICIENCY ENHANCERS...

35â€ 50%b 5th pillar: Higher education and training...17 %A. Quantity of education...33 %5. 01 Secondary education enrollment rate

*5. 02 Tertiary education enrollment rate *B. Quality of education...33 %5. 03 Quality of the education system 5. 04 Quality of math and science education

5. 05 Quality of management schools 5. 06 Internet access in schools C. On-the-job training...33

%5. 07 Local availability of specialized research and training services 5. 08 Extent of staff training

6th pillar: Goods market efficiency...17 %A. Competition...67 %1. Domestic competition...variable h 6. 01 Intensity of local competition

6. 02 Extent of market dominance 6. 03 Effectiveness of antimonopoly policy 6. 04 Effect of taxation on incentives to invest

6. 05 Total tax rate *6. 06 Number of procedures required to start a business*i

6. 07 Time required to start a business*i 6. 08 Agricultural policy costs 2. Foreign competition...

variable h 6. 09 Prevalence of trade barriers 6. 10 Trade tariffs *6. 11 Prevalence of foreign ownership

6. 12 Business impact of rules on FDI 6. 13 Burden of customs procedures 6. 14 Imports as a percentage of GDP*j

B. Quality of demand conditions...33 %6. 15 Degree of customer orientation 6. 16 Buyer sophistication

7th pillar: Labor market efficiency...17 %A. Flexibility...50 %7. 01 Cooperation in labor-employer relations 7. 02 Flexibility of wage determination

12.04 University-industry collaboration in R&d 12.05 Government procurement of advanced technology products 12.06 Availability of scientists and engineers

Dan Esty, Professor, Yale university, USA Clã ment Gignac, Chief Economist and Senior Vice -President, Industrial Alliance Insurance and Financial

Earth science Information Network, Columbia University USA John W. Mcarthur, Senior Fellow, UN Foundation & Nonresident Senior Fellow, Brookings Institution

Xavier Sala-i-Martã n, Professor, Economics department Columbia University, USA Mark Spelman, Global Managing director, Accenture

United kingdom Simon Zadek, Co-Director of the UNEP Inquiry on Options for a Sustainable Finance System, United nations

investments in for example, education or innovation â€¢Biodiversity for innovation. Ultimately environmental degradation can impact the

-quality education and training, and providing access to credit and other incentives for small business development

to invest in education, work harder, and be more innovative and productive â€¢Resilience. A social system is resilient when it

Columbia universities; 36 the Ecological Footprint developed by the Global Footprint Network; 37 and the

Provide quality education and lifelong learning opportunities for all 4th pillar (primary education subpillar) and 5th pillar (higher education and training

Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all

7th pillar (labor market efficiency Goal 9: Promote sustainable infrastructure and industrialization and foster innovation 2nd pillar (infrastructure) and 12th pillar (innovation

education, higher education and training, goods market efficiency, labor market efficiency, financial market development, technological readiness, market size

to access education or to move ahead, will not be leveraged for economic advancement and they may

Georgetown University Press. Available at http://press. georgetown edu/book/georgetown/ecologism#sthash. YMNY5IDK. dpuf

Scholars. 27â€ 33 Rockstrã m, J. 2009. â€oea Safe Operating Space for Humanity. â€ Nature 461

Giannini Foundation of Agricultural Economics, University of California. Available at http://www. ncsu. edu/cenrep/research

Development and Poverty Education. Nairobi: United Nation Environment Programme UNEP (United nations Environment Programme), World Meteorological

Columbia University. 2012. Environmental Performance Index Available at http://epi. yale. edu /Zivin, J. and M. Neidell. 2011. â€oethe Impact of Pollution on Worker

CIESIN) at Columbia University, Environmental Performance Index 2014, available at http://epi. yale. edu/epi/issue-rankings

X. Education and Human Capital XI. Corruption, Ethics and Social Responsibility XII. Travel & Tourism

project by Professor Klaus Schwab in 1979. The report entitled The Competitiveness of European Industry,

university faculties of economics or business administration; and the economic media. Median values were calculated for each question and

as envisioned by Professor Schwab The Global Competitiveness Report has grown to cover over 140 economies to assess the key drivers of development.

For this example, we compute the score of Tanzania for indicator 5. 08 Extent of staff training,

â€oein your country, to what extent do companies invest in training and employee development? 1=not at all 7=to a great extent. â€ This question is not a new Survey question

education Higher education and training Goods market efficiency Labor market efficiency Financial market development Technological readiness Market size

Business sophistication Innovation 1 2 3 4 5 6 7 Key indicators, 2013 Population (millions...

2. 8 GDP (US$ billions...12.9 GDP per capita (US$...4, 610 GDP (PPP) as share(%)of world total...

Health and primary education...62.5.8 Efficiency enhancers (50.0%).95.3.7 Higher education and training...60.4.5 Goods market efficiency...

93.4.2 Labor market efficiency...93.4.0 Financial market development...114.3.4 Technological readiness...91.3.3 Market size...105.2.9 Innovation and sophistication factors (10.0%).114.3.2

12.04 University-industry collaboration in R&d...2. 3...135 12.05 Govâ€ t procurement of advanced tech products...

Health and primary education 4. 01 Malaria cases/100,000 pop.*.*S l...n/a 4. 02 Business impact of malaria...

4. 09 Quality of primary education...4. 3...55 4. 10 Primary education enrollment, net%*.%*91.2.96 5th pillar:

Higher education and training 5. 01 Secondary education enrollment, gross%*.%*82.4.93 5. 02 Tertiary education enrollment, gross%*.%*55.5.49

5. 03 Quality of the education system...4. 1...46 5. 04 Quality of math and science education...

4. 3...64 5. 05 Quality of management schools...3. 9...86 5. 06 Internet access in schools...

4. 1...75 5. 07 Availability of research and training services...3. 8...91 5. 08 Extent of staff training...

4. 4...32 6th pillar: Goods market efficiency 6. 01 Intensity of local competition...3. 5...142

6. 02 Extent of market dominance...2. 9...131 6. 03 Effectiveness of antimonopoly policy...

3. 4...120 6. 04 Effect of taxation on incentives to invest...3. 6...83