Knowledge-driven economic growth: the case of Sub-Saharan Africa

Oluwatobi, Stephen; Olurinola, Isaiah Oluranti; Alege, Philip O.; Ogundipe, Adeyemi A.

doi:10.1080/21582041.2018.1510135

Cited by 32 publications

(22 citation statements)

References 19 publications

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“…Есть и другие обстоятельства, мешающие африканским странам продвигаться в направлении экономики знаний [Asongu, Kuada, 2020;Kolo, 2009;Oluwatobi et al, 2020]. Однако опыт некоторых развивающихся стран, таких как Индия, Китай и Южная Корея, показывает, что даже при наличии немалого числа проблем можно 3.…”

Section: методы исследованияunclassified

“…Результаты обзора литературы и их обсуждение 3.1. Африка и экономика знаний совершить мощный рывок и догнать развитые страны, используя знания в качестве движущей силы развития [Oluwatobi et al, 2020]. Для этого необходимо изменить структуру экономики африканских государств, в которой в настоящее время физическому капиталу принадлежит ключевая роль, а человеческому капиталулишь вспомогательная [African Development Bank Group, 2020].…”

Section: методы исследованияunclassified

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Emerging Research University in Africa: Divergent Views on Relevance and Experiences

Nyondo¹,

Langa²

2021

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Представлен обзор литературы о формирующемся типе исследовательских университетов в Африке. Характерной чертой большинства африканских университетов является сосредоточенность на образовательном процессе и минимальная доля исследовательской деятельности. Однако в последние 15 лет некоторые из них стали прилагать усилия к развитию в качестве исследовательских центров. Сопоставляются мнения исследователей об эффективности этих усилий, о барьерах, препятствующих созданию исследовательских университетов в Африке, о перспективах производства знаний на Африканском континенте в контексте взаимосвязи экономического развития с наращиванием знаний. Обсуждаются региональные, национальные и континентальные инициативы, направленные на создание исследовательской академической культуры. исследования, исследовательский университет, Африка, экономика знаний, производство знаний, экономическое развитие. Ньондо Д. В., Ланга П. В. (2021) Развитие исследовательских университетов в Африке: расхождения во взглядах на актуальность и опыт (пер. с англ.) // Вопросы образования / Educational Studies Moscow. № 1. С. 237-256.

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Section: методы исследованияunclassified

Emerging Research University in Africa: Divergent Views on Relevance and Experiences

Nyondo¹,

Langa²

2021

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“…(57) Asongu and colleagues (58) found the overall trends in African countries' performance between 1996 and 2010 differed across the World Bank's KEI dimensions: with Tunisia leading in education, the Seychelles in information and communication technology, South Africa in innovation, and Botswana and Mauritius in institutional regime. Oluwatobi and colleagues (59) have argued that the potential for knowledge production and innovation in Sub-Saharan Africa is mitigated by the level of human capital and quality of institutions. Overall, quality education and strong institutions are held to be imperative for the transformation into a knowledge economy.…”

Section: Introductionmentioning

confidence: 99%

Measuring Health Sciences Research Capacity in Africa: Mapping The Available Data

Wenham

Wouters

Jones

et al. 2021

Preprint

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Background: In recent years there have been calls to strengthen health sciences research capacity in African countries. This capacity can contribute to improvements in health, social welfare, and poverty reduction through domestic application of research findings; it is increasingly seen as critical to pandemic preparedness and response. Developing research infrastructure and performance may reduce national economies’ reliance on primary commodity and agricultural production, as countries strive to develop knowledge-based economies to help drive macroeconomic growth. Yet efforts to date to understand health sciences research capacity are limited to output metrics of journal citations and publications, failing to reflect the complexity of the health sciences research landscape in many settings. Methods: We map and assess current capacity for health sciences research across all 54 countries of Africa by collecting a range of available data. This included structural indicators (research institutions and research funding), process indicators (clinical trial infrastructures, intellectual property rights, and regulatory capacities) and output indicators (publications and citations). Results: While there are some countries which perform well across the range of indicators used, for most countries the results are varied – suggesting high relative performance in some indicators, but lower in others. Missing data for key measures of capacity or performance is also a key concern. Taken as a whole, existing data suggest a nuanced view of current health sciences research landscape on the African continent.Conclusion: Mapping existing data may enable governments and international organisations to identify where gaps in health sciences research capacity lie, particularly in comparison to other countries in the region. It also highlights gaps where more data are needed. These data can help to inform investment priorities and future system needs.

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“…The contemporary policy relevance of positioning an inquiry on the effect of foreign aid uncertainty on lifelong learning in Africa is at least fivefold, notably: (i) the startling contrast between the crucial role of lifelong learning in 21 st century development with Africa's lagging global position in the drive towards knowledge-based economies; (ii) the Preece (2013) hypothesis on the role of foreign aid uncertainty 2 in the choice of lifelong learning policies by First, as recently documented by Asongu and Tchamyou (2019), the relevance of lifelong leaning in Africa's quest for Knowledge Economy (KE) is crucial essentially because of the evidence that the continent's overall knowledge index has dropped compared to other regions of the world (Anyanwu, 2012;Asongu & Andrés, 2019). This policy syndrome is motivating a growing stream of literature on the need for learning approaches that are essential for knowledgebased economies on the continent (Oluwatobi et al, 2015;Tchamyou, 2017;Asongu & Nwachukwu, 2018;Kuada & Mensah, 2018;Oluwatobi et al, 2018;Tchamyou et al, 2019a). Preece (2013) has recently established that international aid policies are likely to distort educational policies in African recipient countries.…”

Section: Introductionmentioning

confidence: 99%

Foreign aid volatility and lifelong learning

Asongu

Uduji

Okolo‐Obasi

2020

IJEED

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This paper has put a demand-side empirical structure to the hypothesis that foreign aid volatility adversely affects choices to lifelong learning in recipient countries. Lifelong learning is measured as the combined knowledge acquired during primary, secondary and tertiary educational enrolments. Three types of aggregate foreign aid volatilities are computed in a twofold manner: baseline standard deviations and standard errors (standard deviations of residuals after first-order autoregressive processes). An endogeneity robust system GMM empirical strategy is employed. The findings broadly show that foreign aid volatility does not adversely affect the demand-side choices of lifelong learning in Africa. As a policy implication, when faced with aid uncertainty, the demand for education would increase. This may be explained by the need for more selfreliance in order to mitigate income risks or/and the use of education as means of coping with uncertainty. More policy implications are discussed.

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Knowledge-driven economic growth: the case of Sub-Saharan Africa

Cited by 32 publications

References 19 publications

Emerging Research University in Africa: Divergent Views on Relevance and Experiences

Emerging Research University in Africa: Divergent Views on Relevance and Experiences

Measuring Health Sciences Research Capacity in Africa: Mapping The Available Data

Foreign aid volatility and lifelong learning

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