Human capital is of utmost importance for the future of our knowledge economies and societies. However, it is unequally distributed in Europe, contributing to marked spatial patterns of economic prosperity within and across countries. In many cases, these patterns have a long history. To understand them better, it requires to go back in time, when mass schooling was starting to become a reality across Europe. Taking a long-run perspective over more than 150 years, this book shows the development and the distribution of human capital in the regions of Europe and its connections with the economy. It provides insights into recent research findings in this area, including theoretical advances and the use of new empirical data.
This book investigates the EU’s regional growth dynamics and, in particular, the reasons why peripheral and socio-economically disadvantaged areas have persistently failed to catch up with the rest of the Union. It shows that the capability of the knowledge-based growth model to deliver its expected benefits to these areas crucially depends on tackling a specific set of socio-institutional factors which prevents innovation from being effectively translated into economic growth. The book takes an eclectic approach to the territorial genesis of innovation and regional growth by combining different theoretical strands into one model of empirical analysis covering the whole EU-25. An in-depth comparative analysis with the United States is also included, providing significant insights into the distinctive features of the European process of innovation and its territorial determinants. The evidence produced in the book is extensively applied to the analysis of EU development policies.
Introduction -- Concepts and definitions -- Methodological issues -- Implementation and measurement issues -- Satellite account for education and training -- Human capital satellite account: an example for Canada -- Human capital country studies -- Recommendations and further work -- References
Human capital—the knowledge, skills, and health that people accumulate over their lives—is a central driver of sustainable growth, poverty reduction, and successful societies. More human capital is associated with higher earnings for people, higher income for countries, and stronger cohesion in societies. Much of the hard-won human capital gains in many economies over the past decade is at risk of being eroded by the COVID-19 (coronavirus) pandemic. Urgent action is needed to protect these advances, particularly among the poor and vulnerable. Designing the needed interventions, targeting them to achieve the highest effectiveness, and navigating difficult trade-offs make investing in better measurement of human capital now more important than ever. The Human Capital Index (HCI)—launched in 2018 as part of the Human Capital Project—is an international metric that benchmarks the key components of human capital across economies. The HCI is a global effort to accelerate progress toward a world where all children can achieve their full potential. Measuring the human capital that children born today can expect to attain by their 18th birthdays, the HCI highlights how current health and education outcomes shape the productivity of the next generation of workers and underscores the importance of government and societal investments in human capital. The Human Capital Index 2020 Update: Human Capital in the Time of COVID-19 presents the first update of the HCI, using health and education data available as of March 2020. It documents new evidence on trends, examples of successes, and analytical work on the utilization of human capital. The new data—collected before the global onset of COVID-19—can act as a baseline to track its effects on health and education outcomes. The report highlights how better measurement is essential for policy makers to design effective interventions and target support. In the immediate term, investments in better measurement and data use will guide pandemic containment strategies and support for those who are most affected. In the medium term, better curation and use of administrative, survey, and identification data can guide policy choices in an environment of limited fiscal space and competing priorities. In the longer term, the hope is that economies will be able to do more than simply recover lost ground. Ambitious, evidence-driven policy measures in health, education, and social protection can pave the way for today’s children to surpass the human capital achievements and quality of life of the generations that preceded them.
Local and regional development is an increasingly global issue. For localities and regions, the challenge of enhancing prosperity, improving wellbeing and increasing living standards has become acute for localities and regions formerly considered discrete parts of the ‘developed’ and ‘developing’ worlds. Amid concern over the definitions and sustainability of ‘development’, a spectre has emerged of deepened unevenness and sharpened inequalities in the development prospects for particular social groups and territories. Local and Regional Development engages and addresses the key questions: what are the principles and values that shape definitions and strategies of local and regional development? What are the conceptual and theoretical frameworks capable of understanding and interpreting local and regional development? What are the main policy interventions and instruments? How do localities and regions attempt to effect development in practice? What kinds of local and regional development should we be pursuing? This book addresses the fundamental issues of ‘what kind of local and regional development and for whom?’, frameworks of understanding, and instruments and policies. It outlines what a holistic, progressive and sustainable local and regional development might constitute before reflecting on its limits and political renewal. With the growing international importance of local and regional development, this book is an essential student purchase, illustrated throughout with maps, figures and case studies from Asia, Europe, and Central and North America.
Future growth in the countries in Eastern Europe and Central Asia (ECA) will increasingly depend on innovation. And innovation requires skills. This makes it important, as countries plan for recovery, to undertake reforms to reduce the skills shortages that the previous growth episode exposed. Education systems have a very important role to play in creating the right skills. But education systems in the region fall short of the demands of their economies in two major ways. The first is that despite high levels of enrollment they do not produce enough graduates with the right skills. Students graduate with diplomas, not with skills, because the quality of the education for many students is poor. In large part this is because education systems remain focused on providing an excellent education to a few at the expense of improving the quality of learning for the majority. Moreover, the systems are still making the transition from teaching the basics to inculcating higher order skills such as critical-thinking and problem solving. The second way in which education systems fall short is that outside of a few countries in the EU there are few opportunities for adults to retrain, or acquire new skills. This book argues that generating more of the right skills requires a fundamental change of approach in the education systems in the region so that they aim for, and deliver, higher quality education for the vast majority of students (not just diplomas but skills). To start with, education systems need to turn the lights on and take seriously the measurement of what students actually learn as opposed to measurement of the inputs into the education process on the implicit assumption that learning follows. Policy makers also need to move away from the focus on inputs and processes and increase the emphasis on incentives.
This open access book explores the strategic importance and advantages of adopting multidisciplinary and multiscalar approaches of inquiry and intervention with respect to the built environment, based on principles of sustainability and circular economy strategies. A series of key challenges are considered in depth from a multidisciplinary perspective, spanning engineering, architecture, and regional and urban economics. These challenges include strategies to relaunch socioeconomic development through regenerative processes, the regeneration of urban spaces from the perspective of resilience, the development and deployment of innovative products and processes in the construction sector in order to comply more fully with the principles of sustainability and circularity, and the development of multiscale approaches to enhance the performance of both the existing building stock and new buildings. The book offers a rich selection of conceptual, empirical, methodological, technical, and case study/project-based research. It will be of value for all who have an interest in regeneration of the built environment from a circular economy perspective.
A rigorous, pathbreaking analysis demonstrating that a country's prosperity is directly related in the long run to the skills of its population. In this book Eric Hanushek and Ludger Woessmann make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but Hanushek and Woessmann argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. Hanushek and Woessmann contend that the cognitive skills of the population—which they term the “knowledge capital” of a nation—are essential to long-run prosperity. Hanushek and Woessmann subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the “Latin American growth puzzle” and the “East Asian miracle” can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance.
By the end of this century, 9 out of 10 Europeans will live in an urban area. But what kind of city will they call home? You'll find all the answers in CITY, TRANSFORMED, the new essay series from the European Investment Bank. This panoramic first essay in the series lays out a great sweeping history of European cities over the last fifty years—and showcases new directions being taken by some of our most innovative cities. Urban experts Greg Clark, Tim Moonen, and Jake Nunley based at University College London take a definitive look at how Europe's cities transformed from post-industrial decline to thriving metropolises that are as prosperous and liveable as anywhere on Earth.
This open access book examines the challenges and issues caused by a move to a marketized education system in Sweden. Observing the introduction of the school voucher system and a postmodern social constructivist view of knowledge, the move away from objective knowledge is identified as the core reason for Sweden’s current education crisis. The impact of declining education standards on the labor market is also discussed. This book highlights the issues seen in Sweden and suggests policies that can improve education in the rest of the Western world as well. It will be relevant to students and researchers interested in education and labor economics.
