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This paper synthesises the existing literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird’s eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country ...

Development

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Many existing works using firm-level data sets have examined whether or not knowledge spills over from MNEs to domestically owned firms in a less developed country, but the literature has not come to a general consensus on the presence of spillovers. A possible reason for the mixed results is that they do not adequately address domestic and foreign efforts for active diffusion. The present paper thus incorporates R&D activities and human resource development conducted by MNEs and domestic firms to investigate whether these activities enhance knowledge diffusion from MNEs, using establishment-level panel data for the Indonesian manufacturing sector. We find that R&D activities and human resource development conducted by MNEs stimulate knowledge diffusion from MNEs to domestic firms, while knowledge diffusion from MNEs without such activities is absent. Moreover, R&D activities by a domestic firm are also found to promote knowledge diffusion from MNEs to the firm, although this ...

Development

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Digital skills constitute one of the five foundational pillars of the Digital Economy for Africa (DE4A) initiative, launched by the World Bank, and are needed to mobilize digital innovations to transform economies, societies and governments in Africa. The other foundational pillars are digital infrastructure, digital platforms, digital financial services and digital entrepreneurship. African economies require both a digitally competent workforce as well as digitally literate citizens who could reap the benefits that the digital society brings. This paper presents a framework for digital skills, based on a review of international frameworks. It discusses the demand and supply of digital skills as well as a mapping with formal education programs at different levels of the system that could produce these skills. It also gives examples of programs outside of formal education programs that could be used for imparting skills training. Finally, it suggests indicators that could be used to better measure progress towards the objectives of the DE4A initiative.

Digital Divide --- Education --- Information and Communication Technologies --- Information Technology --- Skills Development and Labor Force Training --- Social Protections and Labor

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Social and emotional skills, such as perseverance, sociability and self-esteem, help individuals face the challenges of the 21st century and benefit from the opportunities it brings. Policy makers, teachers and parents can help foster these skills by improving the learning environments in which they develop. This paper reviews international evidence, including those from Japan, to better understand the learning contexts that can be conducive to children’s social and emotional development. It sheds light on features that underlie successful learning programmes including intervention studies. Reviewed evidence suggests that there are important roles for families, schools and communities to play in enhancing children’s social and emotional skills, and that coherence across multiple learning contexts needs be ensured. While most of the evidence comes from the United States and the United Kingdom, the paper suggests that further efforts could be made in Japan in collecting and better exploiting micro-data on a range of social and emotional skills, as well as in evaluating effectiveness of interventions designed to raise social and emotional skills.

Education --- Japan

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This publication provides policy guidance in an area that has been given little policy priority until recent years. It brings together key lessons from 17 OECD countries, providing evidence on the strategies in place to improve adults participation in learning. It addresses potential barriers to learning as well as the policies to remedy them. Among these are policies for increasing and promoting the benefits of adult learning to make them transparent and easily recognized. Other policy levers include economic incentives and co-financing mechanisms that can raise the efficiency of adult learning provision, while delivering quality learning that is adapted to adults needs. Finally, policy making can be improved via coordination and coherence in a field that is characterized by a wide variety of stakeholders, including ministries of education and ministries of labor.--Publisher description.

School management --- Adult education. Lifelong learning --- Adult education and state --- Adult education --- Federal aid to adult education --- #SBIB:316.334.1O243 --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- State and adult education --- Education and state --- Onderwijsorganisatie: volwassenenvorming --- Federal aid --- Law and legislation --- Finance --- Adult education and state - OECD countries --- Adult education - OECD countries --- Federal aid to adult education - OECD countries