PurposeThe purpose of this paper is to examine the Japan flying geese (FG) model and its implications for China.Design/methodology/approachData on exports and imports three‐digit the standard international trade clasification (SITC) Revision 2 from UN‐COMTRADE are employed. An analytical tool namely “products mapping” is made by combining two fundamental variables derived from the FG model. Revealed symmetric comparative advantage (RSCA) index and trade balance index are applied.FindingsThe paper provides evidence of the existence of FG pattern. Unskilled labor‐intensive industries and human capital‐intensive industries have clearly shown the FG pattern in East Asia. China has very high comparative advantage in those industries.Research limitations/implicationsThe classification of industries is a crucial issue. This paper applies the broader classification of industries based on factor intensity rather than end use. Further researches on more specific industries might give detailed explanation.Originality/valueThe paper examines the position of East Asian countries in the FG model.
Arising from the questions "Would all types of human capital affect economic growth identically? And which type of schooling-primary, secondary, or tertiary-should public policy promote?", this study examines the nexus between different educational levels and Indonesia's economic growth over a reference period 1984-2014. During this period, education expansion took place at all three levels of education reflecting structural changes tied within the policies under the Millennium Development Goals (MDG's) as the key and powerful factor for sustainable economic development. The study applies the augmented Lucas endogenous growth model and employs the autoregressive distributed lag model. The empirical analysis reveals a long-run relation between education and economic growth. The estimated long-run and short-run elasticity of different education levels reveal that, overall, human capital structure in Indonesia is still at the stage of promoting economic growth and identifies tertiary education as the main level for development. The findings reveal that education level matters to economic growth. Further, the empirical evidence helps shed light on why empirical studies have failed to find a significant relationship between schooling and economic growth.
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