Synopsis: Education: Level of education:

a Hasselt University, Faculty of business Economics, KIZOK/Innovation Management, Campus Diepenbeek, Agoralaan-Building D, 3590 Diepenbeek, Belgium

the case 1, 2. The knowledge landscape is fairly heterogeneous, with a wide variety of players (ï rms of various sizes, universities

innovative activities and the structures spawned by companies, universities, research institutes, government agencies, public policies, institutions,

greater scientiï c and technological capabilities than most universities. The majority of these central labs were dismantled â€

development and commercialisation of technologies, universities became the sole institutions targeting basic research. In this way

universities face the challenge of stimulating efforts in basic research by providing public funds formost of the †seed corn†research

the focal corporation to the developer community and external partners, such as joint ventures and university research.

are ï rms, universities, venture capital organisations, and public agencies chargedwith innovation policy 29. Institutions embrace

linked to the best universities 92, Etzkowitz et al. 39 coined the term †triple-helix relations†to describe relations between

university, industry, and government. Here, they stressed the role universities play in technical innovation and knowledge-based

economies Such networks are popular in NSI research. However, many scholars have noticed that even when they include other types of

networks, NSI research remains focused on the knowledge exploration phase and on formal players such as ï rms, universities, and

be sourced from traditional partners such as universities, users, and suppliers, as well as a range of other institutions and

different from those covering universities and research-based knowledge-seeking organisations While the insights gained by knowledge exploitation networks have received less attention in the NSI literature,

57 Z. Griliches, R&d and Productivity, The University of Chicago Press, Chicago, 1998 58 F. J. Arcelus, P. Arocena, Convergence and productive efï ciency in fourteen OECD countries:

an empirical assessment of roles of university and governmental R&d laboratories, Public Adm. Rev. 48 (6)( 1988) 969†978

Yuandi Wang is a postdoctoral fellow at Technical University of Denmark. He received his Phd from Hasselt University in Belgium.

He received his Masters degree from Dalian University of Technology (People's republic of china. From 2005 to 2007 he was a lecturer at China University of Mining and Technology.

Since 2008 he has been working for his Phd thesis in the ï eld of open innovation and national systems of innovation

Wim Vanhaverbeke is professor of strategy and innovation at the University of Hasselt (Belgium. He is also visiting professor at ESADE (Spain) and the Vlerick

Leuven Gent Management School. He is published in international journals such as Journal of Management Studies, Organization Science, Organization Studies

extending his research on open innovation and open business models by performing joint research with various universities around the globe

Nadine Roijakkers obtained her Phd degree from the United nations University-MERIT (Netherlands) in 2002. For two years she worked as a policy researcher for

From 2004 to 2007 she was an assistant professor of Open Innovation at Eindhoven University of Technology (Netherlands.

CIOS. Once the masters of their domains, this digital world is challenging them to change

Finance & IT, University of the Witwatersrand 1983 †1986 B Com (honours Finance, Accounting & IT

Stellenbosch University Michael Golz SAP 2003 †today Senior vice president & Americas CIO, SAP America, Inc

-Friedrich-University Bamberg 2002 †2006 Consultant, Centrum fã r betriebliche Informationssysteme 2001 †2002

-Friedrich-University Bamberg and Friedrich -Alexander-University Erlangen Celso Guiotoko Renault-Nissan 2009 †today

Managing director IS/IT, Renault-Nissan 2006 †2009 Corporate Vice President Global Information systems Renault-Nissan

Master of Economics University of Aarhus 1989 MDP program Cranfield University Diego Calegari IBM 2013 †today

Spanish South America CIO Executive, IBM 2010 †2012 Latin america HR Transformation IT Leader, IBM

2006 †2010 Spanish South America Integrated Supply Chain Leader IBM 2002 †2006 Global Logistics

Master in Finance ESC Lille School of Management Darryl West Barclay†s 2013 †today

Deakin University Herman de Prins UCB 2009 †today CIO, UCB 2007 †2009 Vice president

Other university degree Other non-university degree Other 4 %1%No answer 43 %18 %24

%1 %IT Phd in IT Master's degree in IT Bachelor's degree in IT Worldwide number of employees

Alexandru Ioan Cuza University of Iasi and Academy of Economies Studies from Bucharest Oncioiu Florin Rï¿

University of Agronomic Sciences and Veterinary medicine of Bucharest Romania Innovation is a broad concept and it is not in contradiction with tradition.

research system that includes the research institutes, the research departments of universities, and research departments of the companies

Romanian city that has a university center. They estimate that around 50 business incubators have been created,

7. Higher education and Research 63â 8. Local Governance 70â 9. Actions to Maximise Employment Creation 73â

expertise within the local authorities, the Higher education Institutes (HEIS), and other relevant stakeholders as and when appropriate  Tourism:

Leveraging regional Higher education strengths There are a number of HEIS serving the South East region, including institutes of technology

Iots) in Carlow, Tipperary and Waterford and NUI Maynooth has an outreach programme in Kilkenny.

courses at undergraduate and post graduate level, has direct links with a range of companies

There is scope for greater HEI/enterprise collaboration and to build further on the success to date in research commercialisation to

-identify research partnerships with other HEIS nationally in order to develop critical mass -explore how regional HEIS can individually

and collectively better support early stage start-ups and the marketing of the region for mobile investment

Technological University Designation Process. Once agreed, it will be for the higher 8 education institutions in the region to work collaboratively towards the achievement

between WIT and Aberystwyth University and between leading experts and network participants The project is being undertaken by the Centre for Enterprise Development and Regional Economy

Aberystwyth University, Wales. It is part funded by the European Regional Development Fund (ERDF through the INTERREG 4a Ireland Wales programme 2007-2013

which colleges were eligible to apply for funds. A joint initiative between WIT and Carlow

by collocating academia and industry on a cluster rather than a functional basis. A Master

Institute and Carlow College. IT Carlow has outreach facilities in Wexford town and also delivers courses off-campus at St Kieran†s College Kilkenny.

NUI Maynooth has outreach facilities also at St Kieran†s in Kilkenny. WIT was the first IT in Ireland to lead an SFI

The higher education institutions in the region provide a ready availability of skills, particularly in ICT, pharma and natural

 While the region has research strengths in the higher education sector, in particular in the ICT sector, given the structure of the region†s current industrial base there are

region†s HEIS 25 Driven by the Southeast Regional Authority and overseen by a multi-disciplinary steering committee

HEA, Universities, Institutes of Technology, Fà S, Skillnets, VECS, Enterprise  Rapidly progress policy measures that support financing of SMES (in particular the loan

strategic interregional linkages-through wider industry networks, HEI-industry research partnerships and through labour market dynamics

The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant

personnel as well as ensuring that mainstream undergraduate programmes evolve to meet the needs of the sector

In IT Carlow, undergraduate courses are focused on software development, games development and IT systems management.

WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and

in terms of undergraduate and postgraduate course development. The limited scope for SOUTH EAST EMPLOYMENT ACTION PLAN †FORFà S

the HEIS on developing links beyond the region The TSSG€ s deepening expertise in the area of future internet infrastructure and services and

 The HEIS in the region are preparing graduates for careers in digital media and games

 The HEIS in the region get involved in initiatives such as the proposed game development/digital media †hothouse†initiative,

relationships with companies (and other HEIS) in the digital media space in terms of course development and research activity

participation by South East HEIS. Data on the level of enrolments are not yet available Courses are available across a range of NFQ levels

KPO typically requires people with higher education, specific skills, and specialised business experience. KPO services include activities such as business

Masters view their shared services as high performance businesses in their own right, and they invest in the practices

three best practices shared by all of the masters. In contrast, less than 50 percent of the non-master

shared service organisations used key performance indicators and less than 40 percent used voice-of -the-customer surveys and benchmarking practices

 Ireland†s strong cohort of SSC Masters should be leveraged, sharing best practice standards and benchmarking to raise the capabilities and quality across the entire

7. Higher education and Research Waterford Institute of technology (WIT Waterford Institute of technology is particularly strong among Iots in terms of enterprise

undergraduate and post graduate level, has direct links with a range of companies nationally and internationally,

Full Time Masters Taught 219 278 319 Full Time Masters Research 124 126 91 Certs and Dips Full Time 70 61 56

Occasionals 0 Sub total full time 6110 6270 6376 Part Time Undergrad 1006 1, 173 1037

Part Time Masters Taught 244 290 253 Part Time Masters Research 11 11 12 Certs and Dips Part Time 89 124 58

Occasionals 0 Subtotal Part Time 1, 353 1, 602 1367 Grand Total 7, 463 7, 872 7743

The college provides a wide range of courses, with a particular focus in the areas of health

of which 91 percent were at undergraduate level and 9 percent at postgraduate level, which is a significant postgraduate programme.

WIT accounted for 17 percent of total Masters/Phd enrolments in the Iot sector in 2010

honours degrees (levels 7&8), 120 SET Masters graduates and 5 SET Phd graduates from WIT In HSS disciplines WIT, had 234 Masters graduates and 896 ordinary/honours degree graduates

in 2010. Preliminary figures for the 2010/2011 academic year are of a total of 4, 128

greater than a number of Universities, with a significant share of this funding won by TSSG) 67

Through its Masters in Communication Services the TSSG has delivered up-skilling and training for staff in local companies.

Enterprise Support Unit to deliver a range of further and higher education programmes in Wexford. The Centre Manager, a WIT employee, cooperates with Wexford County Enterprise

Peter†s College), with a full-time and part-time enrolment of approximately 900 students The Wexford Campus offers courses to degree level in Business, Humanities, Art and

Carlow College (St. Patrick†s College Carlow College currently has a student population of about 700 (full and part-time.

The college offers courses to Degree level in Social Studies and Humanities. It also offers a

Masters in Therapeutic Child care NUI Maynooth Kilkenny Campus The Kilkenny Campus was set up in St. Kieran†s College under NUI Maynooth†s outreach

programme. The Campus provides a range of part-time courses at undergraduate and postgraduate level Overall, there is a need for continued engagement with the development agencies EI, IDA and

SFI and the CEBS in seeking to further develop the linkages and impact of WIT with

enterprises in the South East region. SFI will continue to work with IDA and EI to provide the

The higher education sector in the region can play an increasing role in meeting the growing

criteria for a Technological University Designati on Process. Once agreed, it will be for the higher education institutions in the region to work collaboratively towards the achievement of

this status 70 8. Local Governance The ability of a region to realise its economic potential hinges very much on the ability of key

Institute and Carlow College; however, competitive pressures have seen a less than cohesive approach to third level provision

Higher education institutions, Primary and Post-Primary Teaching, Research Organisations Entrepreneurs, Industry Representatives (indigenous and multinational), Local government

education participation and attainment and a strengthening higher education research base Much progress was made also in addressing a number of key infrastructure gaps in terms of

expertise within the local authorities, the HEIS, and other relevant stakeholders as and when appropriate  Tourism:

Leveraging regional HEI strengths  A programme of structured engagement between the key research groups among the

-identify research partnerships with other HEIS nationally in order to develop critical mass; and -explore how regional HEIS can individually and collectively support early stage

start-ups and the marketing of the region for mobile investment particularly in emerging sectors (including cleantech, biotechnology, digital media (& games

 Expansion of Maynooth University Outreach, Kilkenny City  Improvements to waste water and water supply to Kilkenny City

Transport (Dot), the business community and Higher education Institutes (HEIS. The research, analysis and wide consultation broadened the original scope to encompass sectors

inter-linkages between HEIS and firms, between firms and customers Economic Infrastructures Access and Connectivity

Many of the regional stakeholders view HEIS as the primary source of innovation, although international research shows that it is one source only (and not a primary source) 20.

often focused on the †disadvantage†of not having †in-region†universities, and/or research

In relation to the role of HEIS, stakeholders highlighted the real challenges for SMES to access and absorb the †appropriate†Intellectual Property.

country in terms of Higher education Research and development (HERD ï§There are many initiatives underway within the region to stimulate innovation, and given

technologies and research from HEIS, at a basic level such as ï¿Renaming Technology Transfer Offices, to something

Restructuring HEI research websites so that they are more easily searchable in terms of technologies and their applicability †as opposed to by Research Institute/Centre

Providing a directory of providers (HEIS and Agencies) together with a simple †road -map†outlining supports available, contact points, depending on stage of innovative

HEIS to consider work placement where students would take up opportunities in a flexible and cost effective way42

Tralee Institute) in other institutes/colleges in County Cork, harnessing the commitment of an industry champion

ï§In terms of the total level of SFI funding (committed to June 2008), the University of

potential for improving HEI-industry cooperation to increase innovation in the region However, overall, and given its strong infrastructures,

for ongoing and proactive communications with the HEIS (in terms of innovation 45 This work has contributed to the deliberations of the Midwest Task force appointed by the Tá

ï§The absence of a university within the region has been cited by regional stakeholders as a significant deficit and a formal application by WIT for upgrade to university status is

currently with government ï§The region has benefited from a strong international brands through the promotion of

ï§The small portion of the total R&d spend in the higher education sector (HERD underlines the importance of establishing linkages

HEIS and research institutes beyond the region (nationally and internationally Significant developments such as the awarding of an SFI Strategic Research Cluster to

Higher education Research & Development 2006 Border 3. 9 0. 8 Dublin 41.8 50.0 Mideast 4. 7 4. 1

50 Early school leavers are defined as persons aged 18 to 24 whose highest level of education attained is

s, Higher education R&d Survey, 2006 Figure A3. 3: Total SFI Commitment by Research Body to 30/06/08

-linkages between HEIS and firms, between firms and customers Economic Infrastructures transport and broadband infrastructures †recent investments and ongoing

The higher education institutes in the region have also adopted a proactive approach with industry in terms of applied research, while incubation

of Technology (Iots) at Waterford and Carlow, Tipperary Institute & Carlow College. IT Carlow has outreach facilities at its Wexford Campus

St Kieran's College Kilkenny. NUI Maynooth also operates an outreach campus at St Kieran's

College in Kilkenny8 The Iots have been proactive in terms of building relationships with industry, encompassing tailored delivery and development of courses, research collaborations and lifelong learning

linkages and networks with relevant HEIS and research institutes beyond the region Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT

8 The absence of a university within the region has been cited as a key regional deficit and a formal

application by WIT for upgrade to university status is currently with government FORFÃ S REGIONAL COMPETITIVENESS AGENDA:

amongst firms and between firms and knowledge providers (HEIS, research institutes etc become critical Core competencies within the Southeast in engineering, food production, and more recently

undergraduate courses are focused on software development, games development and IT systems management. Its applications software and

WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and

in terms of undergraduate and postgraduate course development. The limited scope for industry collaborative research within the region will require a continued outward focus by

the HEIS on developing links beyond the region The TSSG€ s deepening expertise in the area of future internet infrastructure and services and

strategic interregional linkages-through wider industry networks, HEI-industry research partnerships and through labour market dynamics

The HEIS in the region will have a key role to play in developing and delivering programmes providing for up-skilling relevant personnel as well as ensuring that

mainstream undergraduate programmes evolve to meet the needs of the sector 22 Forfã¡s (2009) Health Life sciences in Ireland-An Enterprise Outlook

Institute and Carlow College; however, competitive pressures have seen a less than cohesive approach to third level provision

Ease of access to harness the capabilities of HEIS and support to invest in infirm

goals with and between the Regional Authority, Enterprise Support Agencies, Higher education Institutions, Primary and Post-Primary Teaching, Research Organisations, Entrepreneurs

collaboration between four HEIS in the Southeast (IT Carlow, WIT, NUI Maynooth (Kilkenny Campus) and

between the elements and engagement by firms, Higher education institutions, Government Departments and Development Agencies. Regions do not

technologies developed by others (such as HEIS), or by their understanding of the benefits of collaboration with others in a way that realises the value of complementary capabilities

main) require high levels of education, such as construction and retail trade, and in agriculture and low-skilled manufacturing in earlier decades.

The forum is made up of representatives from business, higher education and local government and it seeks to facilitate the supply of appropriately skilled labour to local

Ongoing and structured communications between the enterprise agencies and the HEIS in terms of innovation, technology transfer, skills needs etc) is required †focused on a

HEIS and firms, by promoting awareness of existing initiatives, such as: the Industry Led Research Platform programme, Competence Centres Initiative, etc

HEIS ï¿Promote interaction between indigenous SMES and MNCS in the region-for example include relevant indigenous companies as demonstration sites on inward investment

Consider how best to enable companies to access technologies and research from HEIS for example ï¿

HEIS and research institutes to provide information on their websites from the perspective of the end-user (including industry interests in research) so that

required †through collaborative actions (enterprise agencies, industry & HEIS), course development etc ï¿Develop a specific collaborative regional initiative on upskilling and reskilling

and facilitate linkages with HEIS (through Innovation, Industry-Led Research Platform and Business Networks programmes, and

Rutgers University, United states Abstract Emerging technologies are fueling a third paradigm of education. Digital, networked and

In the early 1980s the author was working on his doctoral dissertation at the University of

In the mid-1980s the educational pioneers such as Wayne Danielson of the University of Texas

of the University of Texas applied artificial intelligence (AI) to create an early tool for generating

Others such as William Oates of the University of Florida designed and taught online courses and hybrid offerings of online and face-to-face courses.

educational pioneers such as Ann Kirschner helped Columbia University create Fathom, a global online learning experiment and precursor to today†s MOOCS

Disruptive Innovation in Higher education Yet, none of these early digital innovations was fundamentally transformative or paradigm shifting

master of knowledge. Instead, she or he is a mentor and guide, and students engage in a shared

In Industrial Age education most mentoring has been limited to doctoral education independent studies, and interaction with graduate students.

Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation

http://www. uopeople. org /Hybrid Learning One development from the late 1990s worth noting here is hybrid learning.

implemented at most colleges, have a fundamental flaw: each semester students are locked out at the end of the term.

commercial course management systems are linked to the official university registrar, students who sign up for a class are enrolled automatically in the online section,

Those no longer enrolled at the university are deleted from the course e-group roster. This protocol may maximize university revenues

and reduce the potential for cheating, but it severely limits the educational potential of online learning.

among the 18-34 segment, a primary college target group. Notably, smartphone ownership is even higher among the Black/Non-Hispanic (63 percent) and Hispanic (60 percent) population

The National Center for Supercomputing Applications (NCSA) at the University of Illinois in Campaign-Urbana has developed a special AR-enhanced issue of its periodical, Access (NCSA

with Columbia University computer science Professor Steven Feiner, the author developed in the late 1990s real-world AR enhancements described as a â€oesituated documentary†(Hà llerer, Feiner

Narrative Science (Northwestern University Innovation and New Ventors Office, 2014. Narrative Science is a commercial venture that grew out of the collaboration of two Northwestern University

professors, Kristian Hammond and Larry Birnbaum, and a technology executive, Stuart Frankel Narrative science â€oetransforms data into stories and insights through its proprietary artificial

Technology in Higher education conference. The Qatar National Convention Center in Doha Qatar Dewey, J. 1897.

com/2013/04/21/opinion/sunday/grading-the-mooc-university. html? src=recg& r=0 Johnson, J. 2012, September 10.

Journalism and Mass Communication at the University of Minnesota Kuhn, T s. 1962. The structure of scientific revolutions.

University of Chicago Press. ISBN 0-226-45808-3 Laufer, P. 2013. Peter Laufer calls for â€oeslow news revolutionâ€.

University Press. ISBN 0-521-42374-0 Long, P. 2013, April. Learning unleashed: Innovation in teaching

Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar

Northwestern University Innovation and New Ventors Office. 2014). ) Narrative science. Retrieved on 24 february 2014 from http://invo. northwestern. edu/news/2012/narrative-science

Higher education edition. Retrieved on 24 february 2014 from http://www. nmc. org/publications/2013-horizon-report-higher-ed

Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar

of Communication and Information, Rutgers University, New brunswick, New jersey, United states

Fueling Innovation through Information Technology in SMES *by Clay Dibrell, Peter S. Davis, and Justin Craig

Program in the College of Business at Oregon State university Clay Dibrell is associate professor of strategic management in the College of Business at

Oregon State university and research fellow at Bond University Peter S. Davis is professor and chair of the Department of Management in the Belk College

of Business at the University of North Carolina†Charlotte Justin Craig is associate professor of family business and entrepreneurship at Bond

University Address correspondence to: Clay Dibrell, 200 Bexell Hall, College of Business, Oregon State University, Corvallis, OR 97331.

Tel:(541) 737-6061. E-mail: Clay. Dibrell@bus. oregonstate. edu Journal of Small Business Management 2008 46 (2), pp. 203†218

DIBRELL, DAVIS, AND CRAIG 203 specific skills and capabilities. For example, substantial evidence has begun to accumulate that suggests that appro

-priate strategic employment of informa -tion technology (IT) may be essential in translating strategies (e g.,, innovation

into enhanced firm performance (e g Ray, Muhanna, and Barney 2005 Sakaguchi, Nicovich, and Dibrell 2004

South Western College Publishing Damanpour, F. 1991. â€oeorganizational Innovation: A Meta-Analysis of Effects of Determinants and Moderators, â€

University of Chicago Press Hax, A, . and N. Majluf (1991). The Strat -egy Concept and Process.

boosting university enrollment, which continues to lag behind that of many other high-innovation countries

improvement in the higher education and training pillar 2nd) in recent years, thus providing individuals with the

and primary education pillar as well as the higher education and training pillar, the result of a strong focus

ranked 5th for health and primary education and 6th for its higher education and training) and efficient

markets†especially its goods market (6th) †are highly supportive of business activity. And although the country

innovative, supported by an excellent university system that collaborates admirably with the business sector in R&d.

areas†higher education (22nd) and innovation (26th) †will be necessary. Although the quality of education in Hong kong is good (12th), participation remains

first-rate assessment for its higher education and training system (14th), which has provided the Danish workforce with the skills needed to adapt rapidly to a changing

7th for health and primary education and 15th for higher education and training), the data suggest a slight

downward trend of its performance in higher education ranking 8th place on higher education and training two

years ago), driven by lower university enrollment rates and a decline in the extent to which staff is being trained

at the workplace Norway is ranked 15th this year, up by one place and showing progress in a number of areas

Specifically, the country features a notable improvement in its innovative capacity (up from 20th to 15th place

and a primary education system that is among the best in the world (2nd. Belgium also boasts an exceptional

higher education and training system (4th), with excellent math and science education, topnotch management schools, and a strong propensity for on-the-job training

education and 27th for higher education and training These elements have provided the basis for a business

including its excellent health and primary education (12th and strong higher education and training (20th), along with its well-functioning goods and labor markets, ranked

9th and 16th, respectively. These attributes have fostered a sophisticated and innovative business culture (ranked 18th for business sophistication and 21st for innovation

health and primary education and higher education and training pillars, respectively) coupled with an innovative business sector (20th) that is highly adept at adopting

the highest tertiary education enrollment rates (18th which provides a large pool of skilled labor force that if properly mobilized, could help the country†s much

intensified collaboration between universities and the private sector would help the country to move toward a

through better primary education and healthcare (63rd and higher education and training (74th), increasing the efficiency of its labor market (124th), and reinforcing

the efficiency and transparency of its public institutions 67th Portugal falls by four places in the rankings

provides easy access to all levels of education (ranked 47th on higher education and training and 54th on

primary education. The good educational outcomes provide a basis for further developing the innovation capacity of the country (71st.

Putting economic growth on a more stable footing in future will require Ukraine to address important challenges.

primary education (92nd), business sophistication (99th and innovation (103rd) remain The Russian Federation, at 67th place, drops

hand, its high level of education enrollment, especially at the tertiary level; its fairly good infrastructure; and its

primary education (11th) and higher education (17th) are universal and of high quality. These factors, combined with the country†s high degree of technological

education and 11th in higher education and training Australia†s macroeconomic situation is satisfactory in the

enrollment figures for higher education are also on the rise, even though the quality of education†in particular

university enrollment rates (20th) that should provide local firms with a skilled labor force. Argentina†s weak

although tertiary education enrollment is one of the 12 The Global Competitiveness Report 2012†2013: Country Profile Highlights

remains on the higher education and training pillar (40th as well. Boosting these areas, in addition to fostering a more efficient labor market (59th), will be of great

strong collaboration between universities and the business sector in innovation (30th These combined attributes make South africa the

must also be made to increase the university enrollment rate in order to better develop its innovation potential

country†s infrastructure, its low secondary and university enrollment rates, and the poor health of its workforce

primary education levels (142nd. Furthermore, the country is not harnessing the latest technologies for productivity enhancements,

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

the world (both at 137th place. In addition, the quality of the educational system needs upgrading. A related area

and primary education (137th) as well as higher education and training (138th NOTES 1 See World Economic Forum 2012a

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