The U.S. innovation system has enormous strengths, including public and private support for research and development, the world’s best university system, and an entrepreneurial risk-taking culture. But those elements of the system now face several domestic and international challenges. The United States will need to maintain support for research and development (R&D), improve its education system, and learn from best practices around the world if it is to compete in the 21st century.
The Program on America and the Global Economy along with Paul Vallas, Distinguished Scholar and noted education reformer recently released a publication identifying the main challenges facing U.S. education in the 21st century.
11 число часопису Агора «Наука без кордонів», присвячене п’ятнадцятій річниці діяльності Інституту Кеннана в Україні. У своїх статтях випускники програм Інституту – учасники конференції, що відбуватиметься у вересні в Одесі, досліджують проблеми і перспективи наукового обміну, особливості трансформацій суспільного буття в Україні, їх взаємозв’язок зі світовими процесами, а також вплив США на сучасний розвиток України.
Author Irene Kitzantides describes the SPREAD Project's integration of agribusiness development with community health care and education, including family planning, in Rwanda.
Includes sections on NGO networking and partnering; environmental education methods; and building the capacity of green NGOs.
On April 3, 2003, meeting participants discussed economic policies, Argentina's position in world affairs, Argentine democracy and political parties, culture, education, human rights and civil society. The open discussion led to this publication.
June 1997 - Transition in the Hungarian higher education system, begun with high hopes about ten years ago, has proven to be slow and difficult. Erno Zalai , professor and chair of mathematical economics and econometrics at the University of Economic Sciences in Budapest, Hungary, and a Wilson Center Guest Scholar, acknowledged that he and his colleagues greatly underestimated the magnitude of the political, economic, and cultural gap between East-Central Europe and Western Europe.
November 1998 - Structural reform of higher education in Eastern and Central Europe since 1989 has been driven by the conviction that the university and academic research institutions inherited from the Soviet system are both economically inefficient and out of touch with society's needs. Leszek Balcerowicz, Poland's finance minister, expressed this view in a 1994 lecture, proposing the market as both the instrument of change and the standard by which innovation ought to be judged. He advocated an educational and research system in which informed decisions, translated into demand (with actors paying for goods), result in a self-regulating mechanism that sustains consistent growth and development. In education and research, this means that "demand" by students and beneficiaries of research freely seeks optimal sources of "supply" (educational and research institutions, whose continued survival depends on success in attracting and satisfying demand). Balcerowicz excluded fundamental research from his considerations, noting that, because its producers and consumers are the same, it cannot be analyzed in market categories.
Click to see the table of contents, or download the full PDF below.
February 2001- Since 1990, the Slovenian educational system has been undergoing continuous reform, stimulated by three major social incentives: introduction of political pluralism and market economy (1990); Slovenia's independence (1991); and, Slovenia's preparation for membership in the European Union (2003/04). To prepare and implement the reform, the Parliament and the Ministry of Education and Sport established a large and complex administrative apparatus with several permanent institutions and temporary commissions.