This blog is part of a series on tackling COVID-19 in developing countries. Visit the OECD dedicated page to access the OECD’s data, analysis and recommendations on the health, economic, financial and societal impacts of COVID-19 worldwide.
The 2030 Agenda for Sustainable Development
In the context of international development, the year 2015 marked the transition from the Millennium Development Goals (MDGs) to the much broader 2030 Agenda for Sustainable Development and the much more ambitious Sustainable Development Goals (SDGs). It signalled an emerging paradigm shift in the international development agenda, a collectively agreed set of universal goals for an inclusive and sustainable global development process.
Policy makers and academics alike puzzle over why some countries achieve economic ‘growth miracles’ while others lag behind. Of the 100 middle-income economies in 1960, fewer than a dozen transitioned into high-income economies. Economic history and empirical observations show that progress is linked to how nations learn and more specifically to the processes of technological learning, industrial policy, and catch-up. By looking at the cases of Japan, the United States, China and Ethiopia, I argue that commitment to learning by governments and dynamic technological learning by firms are key to economic catch-up. How these and other nations learn can provide valuable insight for African countries.
How did Japan overtake Europe in the mid-20th century?
The key driver of catch-up in Japan was technological learning and an active industrial policy. Japan’s learning experience involved the transfer of skills and knowledge, the importation of equipment and the acquisition of turnkey projects to develop technological capability. Japan also developed industrial infrastructure, including railways and the telegraph, by deploying state-owned enterprises. Continue reading “How do Nations Learn? Why Development is First and Foremost About Learning”