The focus is now on monitoring and learning Main challenges •To foster interregional and international cooperation
shopper, a driver, a nurse, a gardener, a teacher or student †entailing so much of what makes us human.
and rapid learning that are accompanying the birth of this new economy. But we can be certain that its emergence will encourage ever more interest in how
and should evolve through shared learning. Social innovations often struggle against the odds †all of our chances of success will
classrooms, the use of assistive devices for the elderly, or implants to cut teenage pregnancy.
range of visualisation techniques †such as mapping as a tool for learning about sexual health and reproduction,
Feedback loops are a necessary precondition for learning reviewing and improving. This could include front line service research
in areas like recycling, personalised learning in schools and self-managed healthcare, and are likely to be critical to future productivity gains in
7. Hattie, J. 2008) †Visible Learning: A synthesis of over 800 meta-analyses relating to
Nooteboom, B. 2000) †Learning and Innovation in Organisations and Economies. †Oxford Oxford university Press
prison day and the role of the prison officer around an intensive learning programme. 1
A Learning Prison. The prison is divided up into houses (the image above is a cross section) with cells on the top three floors, a communal space on
and a learning centre in the basement. Image courtesy of Hilary Cottam, Buschow Henley, Do Tank Ltd
Appraisal (PRA) or Participatory Learning and Action (PLA. Robert Barcamp Vancouver, 2009. Participants decide on the programme and run
2002) †Learning Works: The 21st Century Prison. †London: Do Tank Ltd 2. See Boal, A. 1979) †Theatre of the Oppressed. †London:
that faster implementation would speed up learning. This idea has now 3 spread into service prototyping and the social field †and organisations
The combination of social learning and technological advancement that open testing demonstrates has many applications in encouraging sustainable and systemic innovation that is
Under the programme, recent graduates and young professionals spend two years working on various projects, building
of students, young professionals, and residents. Felipe Berrã os, who launched the initiative, believed that this was the best arrangement â€
adapting, listening, and learning. Management is not only about the 4 70 THE OPEN BOOK OF SOCIAL INNOVATION
A Pratham classroom. Pratham provides primary education to some of India†s most deprived children. Images courtesy of the Pratham team
promoted fast learning 165) Endorsement by regulators for example, the impact of NICE in increasing the pressure on healthcare commissioners to take up
through a series of events and learning visits 168) Global diffusion and encouragement, for example through GBUPA
Organic farming students at Everdale. Everdale is an organic farm and environmental learning centre. Its purpose is to teach sustainable living
practices, and operate a model organic farm. Image courtesy of Everdale 5 94 THE OPEN BOOK OF SOCIAL INNOVATION
packages and adaptation and learning processes are required for the generative diffusion of innovation. The NHS †Adapt and Adoptâ€
effectiveness, expertise, knowledge transfer, and learning. Collaboration can help institutions work better and grow †both in terms of size
Practice Guide†made up of Quality Standards and Learning Resources Members of the Network are supported also with branding, web and
†add†to the quality of pupils they take in †some schools might achieve very good exam results simply because of the quality of their intake
approaches (led by Professor Paul Dolan) which compare public policy and social actions by estimating the extra income people would need to
example of this is school inspections †inspectors assess and then share good practice. Comparative metrics are used increasingly by
229) Assessment as learning, including peer reviews and real time evaluation methods to promote cross-pollination such as NESTA€ s
Cultura e Desenvolvimento (Brazil) go further, giving students the experience of working in small social enterprises.
digital learning environments such as colleges in second life 255) Comprehensive pilots, such as the Bastoey Island prison in Norway
series of learning events 272) Organising formal coalitions for change with explicit goals, and broadly agreed roles for different sectors †for example to create a
UK€ s biggest single source of carbon dioxide-for ten days of learning and sustainable living,
promote and disseminate learning and best practice. These are sometimes strongly promoted by funders †for example, the European Commission†s
allow fast learning across a community of innovators and establish clear pathways for scaling up the most promising models
and postdoctoral students, with a target of 4, 000 researchers on-site by 2015, and another 6, 000 scientists in related fields such as clean
296) Innovation learning labs. There are now a range of innovation learning labs within universities. Examples include the Innovation and
up separate initiatives, promoting learning and collaboration across This is the winning team from 2009†s Social Innovation Camp.
learning in action ††learning while doingâ€. They have proved an effective tool for practitioners in local government in the UK, where the IDEA€ s
305) Action learning sets are groups of between four and seven people who come together on a regular basis to reflect on their work, support
Entrepreneurs, where students are divided into action learning sets for the duration of the one year course
critical for learning, reviewing and improving. This can include online platforms to ensure rapid transmission of information.
321) Learning cultures. The biggest barrier to innovation is the lack of a culture of learning that rewards public agencies and public servants
for learning from their own mistakes, learning from other sectors, and learning from other places.
One feature of the most innovative public agencies is that they are comfortable adopting ideas from diverse and
This playground at the Nunsmoor Centre in the West end of Newcastle is sure to be one the kids will love,
Graduate school, University of West indies, and the Hong kong Polytechnic University. The Ford Foundation is a founding donor of the
pupil representation (one third), and the provision of free school meals However, the model could be applied in other contexts
398) Accreditation, search and recruitment of public innovators by commercial headhunters or government agencies. For example, with
West Philly Hybrid X Team, a group of students from West Philadelphia High School†s Academy of Automotive and Mechanical engineering with their
group of students set up their own visual arts studio. The students work Processing bamboo as part of Prosperity Initiative†s plan to transform
the bamboo sector in Northwest Vietnam. In two years the project has enabled 22,000 people to move out of poverty.
The students are responsible for running the studio and raising funds. In this way, it combines creative freedom, business
practice, and collaborative learning. The idea has spread and there are now Room 13 studios in Mexico, Nepal, Austria, South africa, USA
in a learning session at the Roffey Park Leadership Retreat. Each Upriser presents on an issue affecting their local community
Many MBAS now offer modules on social entrepreneurship, and there is a thriving market in specialist courses
per week of world-class training, delivered by prestigious graduate employers, business schools, think tanks, sector leaders and others
The learning programme is based on †learning through doing†and peer-learning 487) Mutual support networks such as Community Action Network (CAN
which promotes social entrepreneurship and social enterprise across the UK (see also method 466 3 SUPPORT IN THE MARKET ECONOMY 193
of life skills learning, the role of many of the social and educational services the arrangements for retirement and unemployment, the size and location of
a Health Information Accreditation Scheme in the UK which gives kite marks to organisations that produce information and moderate websites
students to grow flowers, fruits, and vegetables. The Food for Life Partnership (which includes the Focus on Food Campaign, Garden
students at lunchtime 515) Community centres that merge into household activities †childcare entertainment, meals †and engage citizens in management
Year 1 pupils from Collaton St mary Primary school dig up organic potatoes, grown in their school garden.
support structures †such as reading groups, asthma networks, homework clubs, or gardening groups †as well as citizens engaging in formal activities
converged on Kingsnorth power station for a week of learning, sustainable living and climate action. The event was organised by Camp for Climate
Professor at LSE, UCL, and Melbourne University. His latest book is The Art of Public Strategy:
students with new ideas, skills and entrepreneurial talent has become a major asset in the Knowledge Society.
Students are not only the new generations of professionals in various scientific disciplines, business, culture etc. but they can also be trained
see, for example Startx, Stanford†s student start-up accelerator, which in less than a year 6 trained 90 founders and 27 companies
of Excellence of JAMK University of Applied sciences in Jyvã¤skylã¤,Finland, where students run their own cooperative businesses based on real-life projects
modes of learning and innovation, e g. the Science, Technology and Innovation (STI) mode based on the production and use of codified scientific and technical knowledge, and the
Doing, Using and Interacting (DUI) mode, based on informal processes of learning and experience-based know-how (Jensen et al. 2007
Antwerp Academy in Belgium encourages students to create and explore innovative forms, original treatments of materials, stimulate experimentation and improvisation, in a way similar to the teaching laboratory.
and decided to create a university campus with advanced academic research groups in order to revive paper industry-one of the local
and over 5, 000 ICT students and scientists, a high concentration of expertise, innovation and business opportunities within ICT that is unique in Sweden
institutions and learning processes are of central importance (Freeman, 1987,1988; Freeman and Lundvall 1988. The concept was refined as †national innovation systems†(NIS
and localised learning (Lundvall, 1992), but became increasingly blurred due to business and technology internationalisation extending technological capabilities beyond national borders
innovation capability and competitiveness through technological learning (Doloreux and Parto, 2005), regional †technology coalitions†arising from geographical
Localized Learning and industrial Competitiveness Cambridge Journal of Economics 23,167-185 Mason, C. and Harrison, R. 1992.
technical and vocational qualifications are often more important with this respect Gray, 2006. Over 58 percent of the entrepreneurs participating in this study had not
Antonelli, C. and Queâ'reâ',M. 2002), â€oethe governance of interactive learning within innovation systemsâ€, Urban Studies, Vol. 39 Nos 5-6, pp. 1051-63
a new perspective on learning and innovationâ€, Administrative Science Quarterly, Vol. 35 No. 1, pp. 128-52
Interactive Learning, Pinter, London Macpherson, A. and Holt, R. 2007), â€oeknowledge, learning and small firm growth:
a systematic review of the evidenceâ€, Research Policy, Vol. 36 No. 2, pp. 172-92
Malmberg, A. and Maskell, P. 2006), â€oelocalized learning revisitedâ€, Growth and Change, Vol. 37 No. 1, pp. 1-18
Appropriateness of knowledge accumulation across growth studies†Entrepreneurship Theory & Practice, Vol. 33 No. 1, pp. 105-23
Finland, and a professor of entrepreneurship and regional development at the Department of Business and Management, University of Kuopio, Finland (2003-2009) and from 2009 a professor
of entrepreneurship and regional development at the Department of health Policy and Management, University of Kuopio, Finland (1. 1. 2010 Department of health and Social
diplomas, necessary measures should be taken to allow initiatives led by employers, to be recognised by Member States as being of equivalent status. This
people with a third-level degree or diploma to at least 40 %ï to ensure at least 20 million fewer people are at risk of poverty or social exclusion
capture the interests of top managers as well as graduates students Taking these issues into account, this book is distinctive for its intention to
Sambamurthy, Eli Broad Professor at Michigan State university, and Prof. Franco Fontana at LUISS University as main inspiration and mentors
virtual world of social networks and playground as part of their own everyday life They post everything on Facebook
requiring code of conducts, rules, and right, likewise 3 Generation Z represents the source and the target for what the Economist called
-plete a learning process as coping with IT complexity or in our case with Big data management and use by businesses.
Dean J, Ghemawat S (2008) Mapreduce: simplified data processing on large clusters Commun ACM 51: 1†13. doi:
In order to facilitate the automatic learning activity, all the sentences are converted into a numerical representation, which can refer to single words, sen
Natural language Learning (EMNLP-Conll)( pp. 1056†1064. Prague, June 2007 25. Thomas M, Pang B, Lee L (2006) Get out the vote:
find/use tools for their business tasks and continuous learning. Modern organ -isations should try to seize this opportunity in order to increase motivation of
Digital collaboration covers many fields such as learning, design, process management and e-commerce. This capability of digital collaboration is empow
or they had steep learning curves, especially for elderly communities who are uncomfortable with the advanced technologies
such as knowledge management, organizational learning and education. Cop can be used to serve one or more distinct purposes within an organization,
-ipation and can encourage reluctant members/learners to share their points of view and lets the participants to contribute
Finally, these virtual societies encourage self-learners to discuss and solve real-world problems/situations as well as focus on collaborative
and the students POINT OF ATTENTION: Despite the benefits that can be gained through utilizing digital communication and collaboration platforms,
Students 17: 22†26. doi: 10.1145/1869086.1869096 23. Scekic O, Truong H-L, Dustdar S (2013) Incentives and rewarding in social computing
in the users and code of conducts, leading to habits suitable to preserve an orga -nization as well as individuals digital identity.
include business/IT participation, strategic dialogue, shared learning and proper communication Furthermore, De Haes and Van Grembergen 10 have proposed a maturity
much learning. The impact is intended as a measure of how much this innovation changes the established processes for the user,
Fast learning Yes User interface Good User experience Good Process impact Low User feedback Good (initial
University Professors in computer science, who were fascinated by the prospect to understand human behavior through the analysis of location data over time.
One of the founders is Alex Pentland, Toshiba Professor at MIT, serial entre -preneur and one of the most cited authors in computer science.
Fast learning Yes User interface Good User experience Good Process Impact Low User feedback Very good
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Very good
Fast learning No User interface Good User experience Very good Process impact Medium User feedback Very good
Fast learning Yes User interface Very good User experience Very good Process impact Low User feedback Good
represented by the Cofounder Professor Alex Pentland in the Management Team with advanced signal processing and computational engineering capabilities, in
Fast learning Yes User interface Good User experience Good Process Impact Average User feedback Very good
Fast learning Yes User interface Good User experience Good Process impact Average User feedback Good  Wowâ effect Middle
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Very good
Fast learning Yes User interface Good User experience Very good Process impact Low User feedback Good
on current processes and the steepness of the learning curve; the perceived value of Table 10.19 Company
Fast learning Yes User interface Very good User experience Very good Process impact Low User feedback Very good
researchers and students are located co World renowned researchers in Regional Innovation Systems state that in order to build sustainable innovative regions it is necessary to embrace
The flow of highly qualified graduates and staff from the research community to indigenous companies is an important means of enhancing innovative capacity within Irish industry.
With an increased importance in lifelong learning and up-skilling the delivery of more flexible part-time courses is increasing in importance including new modes of course delivery using on-line learning tools.
In addition to its cohort of more than 7300 full time students, WIT has registered over 1, 400 part-time undergraduate students and 316 (full-time) and 403 (part-time) postgraduate students on masters and Phd level programmes.
business and entrepreneurship producing industry ready graduates and new innovation models that drive the economic development of the Region.
WIT is the largest third level education provider in the South East Region with a learner community of 7, 300 full-time and approximately 1, 400 part-time students.
It is worth noting that a significant numbers of entrants come from nonstandard routes including a continuing increase in mature learners.
Over 60%of the Institute†s undergraduate students are registered on bachelor degree courses. In addition the Institute has more than 700 students registered as postgraduate students up to Phd level.
An important feature of the Institute†s courses is the strong links to industry with the majority of technical
Over 400 staff members and students are involved actively in research. The Institute has 150 Principal investigators, Research Fellows and Postdoctoral Researchers supported by sponsored research
Students TSSG has graduated 28 MSC (research) and 5 Phd students to date. The current cohort of 20 Phd students has expected an graduation rate of 5 graduates per year for the next four years.
TSSG, together with WIT has offered, since September 2004, a taught MSC in Computing, specialising in Communications Software, with a thematic research focus on communications management, service development, security and new developments in ubiquitous and pervasive computing.
This programme has graduated since 50 students TSSG Research TSSG research teams comprise some of Ireland†s leading telecommunications and software engineering experts;
this knowledge and expertise has enabled us to work with academic and industry leaders from around the globe.
Basic research (with an emphasis on academic publications in peer-reviewed journals and the production of Phd students and the establishment of international academic linkages
Also in Waterford one sees the flow of graduates and researchers into local industry and start-upsâ€
Its provision of nursing registration programmes (General, Psychiatric and Intellectual Disability Nursing) within the Region ensures that hospitals across the Region can attract sufficient numbers of new graduate recruits to support clinical services
Equally its†recognised expertise in innovative educational approaches such as multiple intelligence teaching and learning, work based learning and telehealth, assists local clinical services, both public and private,
New doctorate graduates per 1, 000 population aged 25-34 Percentage population aged 30-34 having completed tertiary education
Non-EU doctorate students as a%of all doctoral students These are just some of the â€oeenabler†indicators.
young people who benefit from entrepreneurial learning develop business knowledge and essential skills and attitudes, including creativity, initiative, tenacity, teamwork
Founders4schools reached 2, 500 students in a pilot programme in 2011-2012; the platform connects
education programmes, student projects or events to inspire talent with success stories Junior Achievement Young Enterprise Europe
It reached 3. 1 million students in 2012.24 IMPÂ rove offers intrapreneurial experiences (that is behaving like anâ entrepreneur while working within a
EFER) has trained 472 professors in entrepreneurship organizes events and publishes regularly on entrepreneurship since its founding in 1987.26
the setting-up and running of student training firms and teacher training and support. 31 Comprehensive entrepreneurship programmes
Learning about new application fields access to new markets and sales network to access the market
By 2020 every pupil across Europe should have had an entrepreneurial experience before leaving secondary school Regulatory red tape should be reduced
innovation-driven company, e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
high school/university professors or students to ensure we progress towards decreasing the gap between education
and the marketplace Global Shapers Hub, Hub Madrid Global Shapers should organize match -making events between entrepreneurs
Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration It†s time for a fundamental change of
thinking in Europe. We need to create an entrepreneur-friendly culture that encourages young people to take risks
Economics, Grenoble Graduate school of Business France, and Instructor, Harvard university Extension School, USA Olaf Groth, Professor for Global Strategy, Innovation
Management and Economics, HULT International Business school, USA 53fostering Innovation-driven Entrepreneurship in Europe The transition to this scenario has occurred in
will invest in co-learning/co-creation environments and competency development for project-focused networks and communities.
Olaf Groth, Professor for Global Strategy, Innovation Management and Economics, HULT International Business School, USA
Economics, Grenoble Graduate school of Business, France and Instructor, Harvard university Extension School, USA Survey partners JA-YE Europe
Clayton Christensen, Professor of Business Administration Harvard Graduate school of Business Administration, USA Jim O†Connor Jr, Managing director, Chicagoland
Entrepreneurial Center (CEC), USA Carole De Vergnies, Cabinet of the Minister for SME, Belgian Government, Belgium
Hongbo Chen, Vice-Dean, Tuspark Research Institute for Innovation, Tsinghua University, People†s Republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA
George Foster, Konosuke Matsushita Professor of Management and Dhirubhai Ambani Fellow in Entrepreneurship, Stanford Graduate school of Business
USA Habib Haddad, Chief executive officer, Wamda, United Arab Emirates Jian Han, Associate professor of Management; Co-Director
Daniel Isenberg, Professor of Entrepreneurship Practice Babson Executive Education, Babson College, USA Guriqbal Singh Jaiya, Director-Adviser, Innovation and
Tan Yinglan, Adjunct Professor, INSEAD, Singapore Jonathan Teklu, Cofounder and Managing Partner Springstar Gmbh, Germany
Ding Chun, Dean, Centre for European Studies, Fudan University, People†s Republic of china M. Willem van Eeghen, Lead Economist, Office of the Chief
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  2014 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
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
Zlatko Lagumdzija, Professor Zeljko Sain, Executive director Jasmina Selimovic, Assistant Director Botswana Botswana National Productivity Centre
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
Justin Zoma, Student Partner Institutes  2014 World Economic Forum vi The Global Competitiveness Report 2014†2015
Charles Kabwigiri, Dean Gilbert Niyongabo, Head of Department, Faculty of Economics and Management Cambodia Nuppun Institute for Economic Research (NUPPUN
Ignacio Briones, Dean Julio Guzman, Assistant professor Pamela Saavedra, Assistant China Institute of Economic system and Management
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 d†Ivoire Chambre de Commerce et d†Industrie de CÃ'te d†Ivoire
CMC Graduate school of Business Tomã¡Å¡Janä a, Executive director Czech Management Association Ivo Gajdoå¡,, Executive director
n MÃ ller, Dean Denmark Danish Technological Institute, Center for Policy and Business Analysis Hanne Shapiro, Director
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
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
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
Francesco A. Saviozzi, SDA Professor, Strategic and Entrepreneurial Management Department Jamaica Mona School of business & Management (MSBM
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-Zou†bi, Head of Competitiveness Division
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
Ramesh Chandra Chitrakar, Professor, Country Coordinator and Project Director Ram Chandra Dhakal, Executive director and Adviser
Henk W. Volberda, Director and Professor New zealand The New zealand Initiative Oliver Hartwich, Executive director Businessnz Phil O†Reilly, Chief executive
Torger Reve, Professor Oman The International Research Foundation Salem Ben Nasser Al-Ismaily, Chairman Public Authority for Investment Promotion and
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
Antoni Subirã, Professor Sri lanka Institute of Policy Studies of Sri lanka (IPS Dilani Hirimuthugodage, Research Officer
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
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
Bruno Gili, Professor Isidoro Hodara, Professor Venezuela CONAPRI€ The Venezuelan Council for Investment Promotion Litsay Guerrero, Economic Affairs and Investor
Services Manager Eduardo Porcarelli, Executive director  2014 World Economic Forum The Global Competitiveness Report 2014†2015 xi
Mubiana Macwan†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
leadership of Professor Xavier Sala-i-Martã n at Columbia University, who has provided ongoing intellectual
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, People†s Republic of china;
exchange of learning among businesses and facilitates the development of new goods and services. High
the quality of education (40th) and innovation capacity 37th) to support the economic transformation of the country
concern is the mediocre quality of education at all levels 87th, down nine) and the still low level of technological
quality of education (134th), which is now not capable of providing the skills needed for a changing economy;
quality of education and level of domestic competition The country will need to enhance competitiveness to further diversify its economy
quality of education could be improved especially with respect to training in management (78th) and math and science (73rd.
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
Swan, T. W. 1956. â€oeeconomic Growth and Capital Accumulation. †Economic Record 32 (2: 334†61
for by the accumulation of physical capital and human capital. This methodology, however, cannot be used to
*B. Quality of education...33 %5. 03 Quality of the education system 5. 04 Quality of math and science education
Dan Esty, Professor, Yale university, USA Clã ment Gignac, Chief Economist and Senior Vice -President, Industrial Alliance Insurance and Financial
Xavier Sala-i-Martã n, Professor, Economics department Columbia University, USA Mark Spelman, Global Managing director, Accenture
project by Professor Klaus Schwab in 1979. The report entitled The Competitiveness of European Industry,
as envisioned by Professor Schwab The Global Competitiveness Report has grown to cover over 140 economies to assess the key drivers of development.
Economics from the Graduate Institute of International and Development Studies in Geneva, where he conducted
Drzeniek Hanouz received a Diploma in Economics from the University of MÃ nster and holds a Phd in International
She holds an undergraduate degree in Economics from the University of Groningen and an MSC in Economics and Finance from the University of Tilburg
holds an MA in International Relations from the Graduate Institute of International Studies (Geneva) as well as an
Xavier Sala-i-Martã n is a Professor in the Department of Economics at Columbia University.
Professor Sala-i-Martã n is a Research Associate at the National Bureau of Economic Research
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