ブックタイトル佐藤栄作　受賞論文集

概要

佐藤栄作　受賞論文集

第18回最優秀賞education. If these are provided then employment and entrepreneurship would riseand this huge 30 % of the world population could become an attractive market in themid term. Thirdly, as education penetrates the abyss of ignorance the scenarios thatwe see today in Afghanistan, Sub-Saharan Africa or South Asia would be different.Popular movements would not permit governments or non-legal regimes to do asthey please. It is, therefore, in the interests of the developed world and particularlythat of the giant TNCs to push an agenda for worldwide education from a purelyself-interested motive of furthering their own economies. Education is a one-timeinvestment. The capability that it generates is the source of lifelong returns.The point is that developing countries are unable to match the negotiating skillsof the developed countries. This is because developed countries have the benefit of aninformation advantage, a numerical advantage of a larger delegation, and many of theteam members of developing countries lack negotiating skills. Further, drafting andarticulating clearly what is their position and what is it that they precisely want andwhere is the bottom line, without recourse to hyperbole, moral blackmail or simplepetitioning, is a weak area too. Thus, their positions on international issues appeartenaciously narrow in focus. A recent example is the WTO Declaration at Doha. Manyexperts believe that the original draft had better promise for developing countriesthan the one, which was finally adopted.Unfortunately, developing countries are unlikely to overcome these disadvantageson their own and neither will developed countries provide them a level playing field. Aneutral agency, such as the UNU, to guide, coach and educate the decision-makers andnegotiators of developing countries to present their cases in a more effective manner.In summary of this section, there are three different sections of society who neededucation, albeit each of a different kind. A possible broad classification and division of103