Developing country

About: Developing country is a research topic. Over the lifetime, 38046 publications have been published within this topic receiving 826572 citations. The topic is also known as: developing countries.

The Chinese Economy: Transitions and Growth

Abstract: This comprehensive overview of the modern Chinese economy by a noted expert on China's economic development offers a quality and breadth of coverage not found in any other English-language text. In The Chinese Economy, Barry Naughton provides both an engaging, broadly focused introduction to China's economy since 1949 and original insights based on his own extensive research. The book will be an essential resource for students, teachers, scholars, business people, and policymakers. It is suitable for classroom use for undergraduate or graduate courses. After presenting background material on the pre-1949 economy and the industrialization, reform, and market transition that have taken place since, the book examines different aspects of the modern Chinese economy. It analyzes patterns of growth and development, including population growth and the one-child family policy; the rural economy, including agriculture and rural industrialization; industrial and technological development in urban areas; international trade and foreign investment; macroeconomic trends and cycles and the financial system; and the largely unaddressed problems of environmental quality and the sustainability of growth. The text is notable also for placing China's economy in interesting comparative contexts, discussing it in relation to other transitional or developing economies and to such advanced industrial countries as the United States and Japan. It provides both a broad historical and macro perspective as well as a focused examination of the actual workings of China's complex and dynamic economic development. Interest in the Chinese economy will only grow as China becomes an increasingly important player on the world's stage. This book will be the standard reference for understanding and teaching about the next economic superpower.

Industrial Organization and New Findings on the Turnover and Mobility of Firms

Abstract: Recent research uses census-type longitudinal data to establish many new facts about turnover, entry, and exit among competing firms. Mean regression fosters stable concentration levels. Entrants experience high infant mortality, but entry buys them options to expand. Changes in control resemble a job-matching process. These patterns are reconciled with traditional industrial organization based on equilibrium models to establish relative roles of random and structural determinants of concentration and the normative role of turnover in raising industry productivity and efficiency. The patterns vary little from country to country, except for less sunkenness (more mobility) in developing countries.

The Worldwide Expansion of Higher Education in the Twentieth Century

Abstract: The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support. growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally-one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system-with associated fears of "over-education "-was replaced by an open-system picture of education as useful "human capital "for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only afew decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.

The Well-Being of Nations: The Role of Human and Social Capital. Education and Skills.

Abstract: This report argues that the role of human capital in the economic and social development of nations is commonly acknowledged although its exact effects are still in dispute. Recently, increasing attention has been focused on the role of social capital or the role of social relationships and individual abilities in economic activity and social well-being. The report has three main purposes: (1) to describe the current evidence on investment in human capital and its role in economic growth and social well-being; (2) to describe and clarify the new concept of social capital; and (3) to identify the roles of human and social capital in achieving sustainable economic and social development. The chapters are: Emerging social and economic concerns; The evidence on human capital; The evidence on social capital; Policy implications and further research needs. Appendices: Some measures of well-being; Some trends in the social and economic environments; Determinants of school attainment: the research evidence; The impact of human capital on economic growth: some major studies; Are trust and civic engagement declining in OECD countries?

Where has all the education gone

Abstract: Cross-national data show no association between increases in human capital attributable to the rising educational attainment of the labor force and the rate of growth of output per worker. This implies that the association of educational capital growth with conventional measures of total factor production is large, strongly statistically significant, and negative. These are 'on average' results, derived from imposing a constant coefficient. However, the development impact of education varied widely across countries and has fallen short of expectations for three possible reasons. First, the institutional/governance environment could have been sufficiently perverse that the accumulation of educational capital lowered economic growth. Second, marginal returns to education could have fallen rapidly as the supply of educated labor expanded while demand remained stagnant. Third, educational quality could have been so low that years of schooling created no human capital. The extent and mix of these three phenomena vary from country to country in explaining the actual economic impact of education, or the lack thereof.