Higher Education and Training Towards Global Competitiveness and Human Development in Indonesia

Abstract

This research explains about Indonesian labor competitiveness from perspective of the 5th pillar GCI (education and training). The purpose is to (1) measure the readiness of Indonesian labor at the ASEAN level and (2) ana-lyzed relationship between GCI and HDI. This research was using descriptive and inferential analysis. The re-sults show Indonesia is in fourth place in ASEAN. Coefficient correlation between the 5th pillar of CGI and HDI is 0.874. This explain the quality of human development is strongly related to global competitiveness. It can be interpreted that increasing human resources will also have positive impact on global competitiveness trough improving education.

Innovation capabilities and human development competitiveness in education sector: Evidence from UAE

“…Depending on the perspectives of the specialists in the field of human development and competitiveness, 60% approved the positive relationship between innovative technology and improving HDI, while 10% argued for several reasons, such as the rapid technological developments which can vastly contribute to improving areas of human development. Moreover, this finding accords with Deffinika et al (2021), who found that the development of innovative technological systems according to the concept of institutional theory has become more participatory and integrative, which has served to significantly improve society's quality of life and the enhancement of human development.…”

“…The UAE community is relatively well-educated, with the majority of males having completed secondary school; however, UAE females are more likely to seek higher education. UAE expats, on the other hand, have a more limited educational background, with the majority of men only receiving an elementary education (Deffinika et al, 2021).…”

“…Educational systems for innovation have developed in many sectors, especially in the concept of the institutional theory of innovation, which has become more participatory by society. Moreover, it has contributed to the emergence of more effective innovative technologies to instigate a change in society's quality of life and ability to face such developmental challenges as transportation, pollution, food security, public health, and education (Deffinika et al, 2021). The dynamism of technological innovation systems has demonstrated the ability of mutual interaction between all sectors and society, which impacts global competitiveness indicators, and contributes to the provision of modern technology for integrating services and infrastructure with innovative socio-technical models (Gallagher, 2019).…”

“…To put it in another way, education is vital to unlocking a person for social change and longterm human growth. In the twenty-first century at least a worldwide plan of action was described by Deffinika et al (2021) "Education. .…”

“…In this regard, the UAE was ranked 31st globally in 2020 and made an enormous leap forward between 1990 and 2020, increasing its total HDI from 0.723 to 0.890, with a change rate of 81% (Alfaki, 2018;Conceição, 2020). Moreover, countries seek to achieve these indicators by developing and implementing plans, programs, and various projects, thereby contributing to the application and improvement of international human development standards (Deffinika et al, 2021). This can lead to a country improving its global position ranking, especially in health, education, economics, and well-being, which are the main tools used by people to develop and achieve their aims (Jam et al, 2018;Huo et al, 2019;Qureshi et al, 2020).…”