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Reflections How to Create More Inclusive Economies
Reflections How to Create More Inclusive Economies: An Interview with Dani Rodrik Fikret Adaman Dani Rodrik (1957) is a Turkish-American political economist and Ford Foundation Professor of International Political Economy at Harvard’s John F. Kennedy School of Government.1 Published widely in the areas of in- ternational economics, economic growth and development, and political economy, Rodrik is currently Co-Director of the Economics for Inclusive Prosperity Network and, among others, affiliated with International Eco- nomic Association, National Bureau of Economic Research and Center for Economic Policy Research. After graduating from Robert College in Istan- bul, he earned an AB (Summa cum Laude) from Harvard College. He then acquired an MPA in public affairs from Princeton University and a PhD in economics, with a thesis titled ‘Studies on the Welfare Theory of Trade and Exchange-rate Policy’. He has been the recipient of grants from presti- gious foundations, such as the Carnegie Corporation, Ford Foundation and Rockefeller Foundation. Among other honours, he was presented the Leon- tief Prize for Advancing the Frontiers of Economic Thought from the Global Development and Environment Institute, the inaugural Albert O. Hirschman Prize of the Social Science Research Council and the Princess of Asturias Award for Social Sciences. On 21 January 2020, Pope Francis named him a member of the Pontifical Academy of Social Sciences. His monthly columns on global affairs are published by Project Syndicate. FA: Let me start with a personal question. We know that after spending your childhood and youth in Istanbul, you came to Harvard to study engi- neering, but you changed your mind. -
Trade and Labour Mario Pianta
University of Urbino From the SelectedWorks of Mario Pianta 2001 Trade and labour Mario Pianta Available at: https://works.bepress.com/mario_pianta/62/ Global Trade and Globalising Society Challenges for Governance and Sustainability: the Role of the EU Proceedings of a dialogue workshop held in Brussels on 14-15 December 2000 Edited by Angela Liberatore and Nikolaos Christoforides Brussels, November 2001 PREFACE Preface Fostering dialogue between researchers, policymakers and citizens The European Union is undergoing radical changes in its social, economic, political, technological, demographic, cultural and institutional structure. These changes range from the establishment of a common currency to the introduction of a European citizenship, from new family structures to new ways of working, all this while Europe is enlarging and acting in a global context. Research can play a constructive role in understanding those changes, identifying opportunities and risks, assessing the feasibility, acceptability and impacts of different policy options. Such constructive role however can only be played if research enters in sustained dialogue with those who are at the same time potential users of research, actors of change, and holders of important forms of practical knowledge. In other words, research should not only aim at ‘communicating its results’ to the people ‘outside’ the research system, but should also ‘listen to and learn from’ the experience and concerns of the various social actors or- as it is often said- the various ‘stakeholders’. The ‘dialogue workshops’ series organised within the Key Action ‘Improving the socio-economic knowledge base’ intends therefore to improve multidirectional communication –as opposed to unidirectional diffusion of information- in relation to a number of different but related issues and functions. -
New Technologies, Global Value Chains, and the Developing Economies
New Technologies, Global Value Chains, and the Developing Economies Background Paper Dani Rodrik Dani Rodrik Harvard University Background Paper 1 September 2018 The Pathways for Prosperity Commission on Technology and Inclusive Development is proud to work with a talented and diverse group of commissioners who are global leaders from government, the private sector and academia. Hosted and managed by Oxford University’s Blavatnik School of Government, the Commission collaborates with international development partners, developing country governments, private sector leaders, emerging entrepreneurs and civil society. It aims to catalyse new conversations and to encourage the co-design of country-level solutions aimed at making frontier technologies work for the benefi t of the world’s poorest and most marginalised men and women. This paper is part of a series of background papers on technological change and inclusive development, bringing together evidence, ideas and research to feed into the commission’s thinking. The views and positions expressed in this paper are those of the author and do not represent the commission. Citation: Rodrik, D. 2018. New Technologies, Global Value Chains, and the Developing Economies. Pathways for Prosperity Commission Background Paper Series; no. 1. Oxford. United Kingdom www.pathwayscommission.bsg.ox.ac.uk @P4PCommission #PathwaysCommission Cover image © donvictorio/Shutterstock.com Table of contents Table of contents 1 1. Introduction 2 2. GVCs, trade, and disappointing impacts 3 3. GVCs, skills and complementarity 6 4. Technology and shifts in comparative advantage 8 5. Can services be the new escalator? 12 6. Concluding remarks 14 7. References 16 8. Figures 18 1 1. Introduction Do new technologies present an opportunity or a threat to developing economies? For the optimists, the knowledge economy, artificial intelligence, and advances in robotics represent a historical chance for developing economies to leapfrog to a more advanced-economy status. -
John J. Mearsheimer: an Offensive Realist Between Geopolitics and Power
John J. Mearsheimer: an offensive realist between geopolitics and power Peter Toft Department of Political Science, University of Copenhagen, Østerfarimagsgade 5, DK 1019 Copenhagen K, Denmark. E-mail: [email protected] With a number of controversial publications behind him and not least his book, The Tragedy of Great Power Politics, John J. Mearsheimer has firmly established himself as one of the leading contributors to the realist tradition in the study of international relations since Kenneth Waltz’s Theory of International Politics. Mearsheimer’s main innovation is his theory of ‘offensive realism’ that seeks to re-formulate Kenneth Waltz’s structural realist theory to explain from a struc- tural point of departure the sheer amount of international aggression, which may be hard to reconcile with Waltz’s more defensive realism. In this article, I focus on whether Mearsheimer succeeds in this endeavour. I argue that, despite certain weaknesses, Mearsheimer’s theoretical and empirical work represents an important addition to Waltz’s theory. Mearsheimer’s workis remarkablyclear and consistent and provides compelling answers to why, tragically, aggressive state strategies are a rational answer to life in the international system. Furthermore, Mearsheimer makes important additions to structural alliance theory and offers new important insights into the role of power and geography in world politics. Journal of International Relations and Development (2005) 8, 381–408. doi:10.1057/palgrave.jird.1800065 Keywords: great power politics; international security; John J. Mearsheimer; offensive realism; realism; security studies Introduction Dangerous security competition will inevitably re-emerge in post-Cold War Europe and Asia.1 International institutions cannot produce peace. -
Public Goods for Economic Development
Printed in Austria Sales No. E.08.II.B36 V.08-57150—November 2008—1,000 ISBN 978-92-1-106444-5 Public goods for economic development PUBLIC GOODS FOR ECONOMIC DEVELOPMENT FOR ECONOMIC GOODS PUBLIC This publication addresses factors that promote or inhibit successful provision of the four key international public goods: fi nancial stability, international trade regime, international diffusion of technological knowledge and global environment. Each of these public goods presents global challenges and potential remedies to promote economic development. Without these goods, developing countries are unable to compete, prosper or attract capital from abroad. The undersupply of these goods may affect prospects for economic development, threatening global economic stability, peace and prosperity. The need for public goods provision is also recognized by the Millennium Development Goals, internationally agreed goals and targets for knowledge, health, governance and environmental public goods. Because of the characteristics of public goods, leaving their provision to market forces will result in their under provision with respect to socially desirable levels. Coordinated social actions are therefore necessary to mobilize collective response in line with socially desirable objectives and with areas of comparative advantage and value added. International public goods for development will grow in importance over the coming decades as globalization intensifi es. Corrective policies hinge on the goods’ properties. There is no single prescription; rather, different kinds of international public goods require different kinds of policies and institutional arrangements. The Report addresses the nature of these policies and institutions using the modern principles of collective action. UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION Vienna International Centre, P.O. -
Preventing Deglobalization: an Economic and Security Argument for Free Trade and Investment in ICT Sponsors
Preventing Deglobalization: An Economic and Security Argument for Free Trade and Investment in ICT Sponsors U.S. CHAMBER OF COMMERCE FOUNDATION U.S. CHAMBER OF COMMERCE CENTER FOR ADVANCED TECHNOLOGY & INNOVATION Contributing Authors The U.S. Chamber of Commerce is the world’s largest business federation representing the interests of more than 3 million businesses of all sizes, sectors, and regions, as well as state and local chambers and industry associations. Copyright © 2016 by the United States Chamber of Commerce. All rights reserved. No part of this publication may be reproduced or transmitted in any form—print, electronic, or otherwise—without the express written permission of the publisher. Table of Contents Executive Summary ............................................................................................................. 6 Part I: Risks of Balkanizing the ICT Industry Through Law and Regulation ........................................................................................ 11 A. Introduction ................................................................................................. 11 B. China ........................................................................................................... 14 1. Chinese Industrial Policy and the ICT Sector .................................. 14 a) “Informatizing” China’s Economy and Society: Early Efforts ...... 15 b) Bolstering Domestic ICT Capabilities in the 12th Five-Year Period and Beyond ................................................. 16 (1) 12th Five-Year -
Towards Different Conversations About the Internationalization of Higher Education Sharon Stein University of British Columbia, [email protected]
Comparative and International Education / Éducation Comparée et Internationale Volume 45 | Issue 1 Article 2 May 2016 Towards Different Conversations About the Internationalization of Higher Education Sharon Stein University of British Columbia, [email protected] Vanessa Andreotti University of British Columbia, [email protected] Judy Bruce University of Canterbury, [email protected] Rene Suša University of Oulu, [email protected] Recommended Citation Stein, Sharon; Andreotti, Vanessa; Bruce, Judy; and Suša, Rene (2016) "Towards Different Conversations About the Internationalization of Higher Education," Comparative and International Education / Éducation Comparée et Internationale: Vol. 45: Iss. 1, Article 2. Towards different conversations about the internationalization of higher education Vers des conversations différentes au sujet de l’internationalisation de l’enseignement supérieur Sharon Stein, University of British Columbia Vanessa de Oliveira Andreotti, University of British Columbia Judy Bruce, University of Canterbury Rene Suša, University of Oulu Abstract As institutional commitments to internationalize higher education continue to grow, so does the need to critically consider both the intended purposes and actual outcomes of the programs and policies that result. In particular, there is a risk that internationalization efforts may contribute to the reproduction of harmful historical and ongoing global patterns of educational engagement. In this paper we explore these issues by offering a social cartography of four possible articulations of internationalization, and considering their relation to an often-unacknowledged global imaginary, which presumes a colonial hierarchy of humanity. We also address the practical and pedagogical possibilities and limitations of enacting each articulation within mainstream institutional settings, and propose that social cartographies offer a means of reframing and deepening engagement with the complexities, tensions, and paradoxes involved in internationalizing higher education. -
LETTER to G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS
LETTER TO G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS We write to call for urgent action to address the global education emergency triggered by Covid-19. With over 1 billion children still out of school because of the lockdown, there is now a real and present danger that the public health crisis will create a COVID generation who lose out on schooling and whose opportunities are permanently damaged. While the more fortunate have had access to alternatives, the world’s poorest children have been locked out of learning, denied internet access, and with the loss of free school meals - once a lifeline for 300 million boys and girls – hunger has grown. An immediate concern, as we bring the lockdown to an end, is the fate of an estimated 30 million children who according to UNESCO may never return to school. For these, the world’s least advantaged children, education is often the only escape from poverty - a route that is in danger of closing. Many of these children are adolescent girls for whom being in school is the best defence against forced marriage and the best hope for a life of expanded opportunity. Many more are young children who risk being forced into exploitative and dangerous labour. And because education is linked to progress in virtually every area of human development – from child survival to maternal health, gender equality, job creation and inclusive economic growth – the education emergency will undermine the prospects for achieving all our 2030 Sustainable Development Goals and potentially set back progress on gender equity by years. -
Education Policy Research and the Global Knowledge Economy1
ACCESS: CONTEMPORARY ISSUES IN EDUCATION 2000, VOL. 19, NO. 2, 204–213 Education policy research and the global knowledge economy1 Michael Peters University of Auckland ABSTRACT In this paper, first, I sketch the importance of three discourses leading to the notion of the "knowledge economy" and I outline a common conception of the notion. Second, I discuss two recent policy constructions of the "knowledge economy" commenting at the same time on implications for education policy. Third, I mention some criticisms of these constructions and introduce Joseph Stiglitz's notion of knowledge as a global public good, and, finally, lay out some of the tasks of educational policy research in its contribution to the debate. Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange. Jean-François Lyotard, The Postmodern Condition: A Report on Knowledge, 1984, p. 4. We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem. If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so. Now, the exercise, production, and accumulation of this knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. Michel Foucault, Remarks on Marx: Conversations with Duccio Trombadori 1991, p. 165. Introduction The body of literature on the concept of the "knowledge economy" is both recent and rapidly growing, especially in the related fields of economics and management, yet both less recognised and less established in the field of education. -
Redefining the Role of the State: Joseph Stiglitz on Building A
Redefining the Role of the State Joseph Stiglitz on building a ‘post-Washington consensus’ An interview with introduction by Brian Snowdon ‘Economic ideas—knowledge about economics—have had a profound effect on the lives of billions of people, making it absolutely essential that we do our best to try and understand the scientific basis of our theories and evidence…In practice, however, there are often large differences in the understanding of or about economic issues. The purpose of economic science is to narrow these dif- ferences by subjecting the positions and beliefs to rigorous analysis, statistical tests, and vigorous debate’. (Joseph Stiglitz, 1998a) Introduction Joseph Stiglitz is a remarkably productive economist and is internation- ally recognised as one of the world’s leading thinkers. To date, in his 35- year career as a professional economist (1966–2001), Professor Stiglitz has published well over three hundred papers in academic journals, con- ference proceedings and edited volumes. He is also the author and edi- tor of numerous books. In 1966, having completed his PhD at MIT, he embarked on an academic career during which he has taught and con- ducted research at many of the world’s most prestigious universities including MIT, Yale, Oxford, Princeton and Stanford. In 1979 he was awarded the prestigious John Bates Clark Medal from the American Economic Association, an award given to the most distinguished economist under the age of forty. From 1993–97 Professor Stiglitz was a member of the US President’s Council of Economic Advisors, becoming Chair of the CEA in June 1995. From February 1997 until his Joseph Stiglitz is currently (since July 2001) Professor of Economics, Business and International Affairs at Columbia University, New York. -
271 Sorensen
Copyright © British International Studies Association 1998 IR theory after the Cold War GEORG SØRENSEN The end of the Cold War has prompted a good deal of soul-searching in the academic discipline of International Relations (IR).* Some results of this process are already apparent; the dominant version of realism, neorealism, is developing in new directions in an attempt to address major areas where the theory has been shown to contain weaknesses (e.g. domestic politics, international cooperation, the analysis of change).1 Liberal IR-theory is becoming less focused on international institutions and has devoted more attention to the larger issues of democracy and democratization, sovereignty, and change in the context of modernization and globalization.2 Some bodies of established theory are receiving fresh attention, including the International Society (or English) School,3 and there is a renewed interest in the field of international political economy.4 Yet all these theoretical traditions (realism, liberalism, International Society, international political economy) can be seen as enduring perspectives in IR; they build on a long intellectual tradition concerning problems of relations between * Many thanks to Kenneth Glarbo, Knud Erik Jørgensen, Michael Nicholson, Steve Smith, and Alexander Wendt for very helpful comments on earlier drafts. 1 See, for example, Joseph M. Grieco, ‘Realist International Theory and the Study of World Politics’, in M.W. Doyle and G.J. Ikenberry (eds.), New Thinking in International Relations Theory (Boulder, 1997), pp. 163–202; Michael E. Brown et al. (eds.), The Perils of Anarchy. Contemporary Realism and International Security (Cambridge, MA, 1995); John A. Vasquez, ‘The Realist Paradigm and Degenerative versus Progressive Research Programs: An Appraisal of Neotraditional Research on Waltz’s Balancing Proposition’, and the responses by Kenneth Waltz, Thomas Christensen, and Jack Snyder, Colin and Miriam Fendius Elman, Randall Schweller and Stephen Walt, American Political Science Review, 4 (1997), pp. -
The Hyperglobalization of Trade and Its Future
Working Paper Series WP 13-6 JULY 2013 The Hyperglobalization of Trade and Its Future Arvind Subramanian and Martin Kessler Abstract Th is paper describes seven salient features of trade integration in the 21st century: Trade integration has been more rapid than ever (hyperglobalization); it is dematerialized, with the growing importance of services trade; it is democratic, because openness has been embraced widely; it is criss-crossing because similar goods and investment fl ows now go from South to North as well as the reverse; it has witnessed the emergence of a mega-trader (China), the fi rst since Imperial Britain; it has involved the proliferation of regional and preferential trade agreements and is on the cusp of mega-region- alism as the world's largest traders pursue such agreements with each other; and it is impeded by the continued existence of high barriers to trade in services. Going forward, the trading system will have to tackle three fundamental challenges: In developed countries, the domestic support for globalization needs to be sustained in the face of economic weakness and the reduced ability to maintain social insurance mechanisms. Second, China has become the world’s largest trader and a major benefi ciary of the current rules of the game. It will be called upon to shoulder more of the responsibilities of maintaining an open system. Th e third challenge will be to prevent the rise of mega-regionalism from leading to discrimi- nation and becoming a source of trade confl icts. We suggest a way forward—including new areas of cooperation such as taxes—to maintain the open multilateral trading system and ensure that it benefi ts all countries.