No abstract

Recent economic upheavals raise important questions about the nature of the transformation that has taken place in the East Asian economics. Are these economics really catching up with the West? Is there growth process sustainable? Or will they suffer the type of systemic disintegration experienced by the East European countries during the 1990s—Paul Krugman (1994) and Young (1994) had demonstrated similarities in the East Asian and East European growth paths some time ago. Technological upgrading is an important element in the development of a sustainable growth strategy. This paper seeks to describe policies and initiatives taken by the South Korean government to stimulate technological learning during 1960-1990—the decades during which the South Korean economy achieved a “miraculous” transformation. The description relics mainly on Korean sources and is based on our own field research in that country. Section one describes the technological learning processes and Section Two presents a discussion of the policies that facilitated this learning. Section Three briefly addresses the question: Did this type of technological learning make a contribution towards enhancing the sustainability of Korean development processes? The concluding section briefly reflects on the lessons that seem relevant for Pakistan.

The Indian government has on several occasions advocated the idea that a common currency area be formed in the SAARC region. The response from other member countries has been somewhat lukewarm. They are unconvinced that the benefit of currency union establishment will outweigh the cost emanating from the abandonment of national monetary sovereignty. This paper seeks to empirically investigate the feasibility of a common currency area for Pakistan with each one of the following countries; India, Bangladesh, Saudi Arabia and Sri Lanka. This empirical investigation involves estimation of the co-variation of the bilateral real exchange rates using the Japanese Yen and the US dollar as base currencies. Section 2 begins with an eclectic overview of the Optimum Currency Area (OCA) literature. Section 3 presents the estimation methodology, Section 4 discusses the findings and Section 5 concludes the analysis.

Skill formation is a multi-faceted process. Skills are necessarily (by definition) instrumental—i.e. means for the achievement of a metaphysically defined objective. In Modernity,1 this metaphysical presupposed ‘rational’ purpose of existence (both individual and societal) is freedom [Kant (2001)]. In the history of Modernity, the primary source of the growth of freedom has been capital accumulation.2 A nation committed to Modernity (‘Enlightened Moderation’) is necessarily committed to articulating a skill formation strategy which can transform ‘human being’ into ‘human capital’. This transformation requires three distinct types of skills: individual, communitarian and political. This is because capitalism is not just a ‘lifeworld’ in the Habermasian sense but a system [Foucault (1976)]. Capitalist individuality requires a prioritisation of the preference for preference itself (‘choice’) over all preferences. This is necessary for the internalisation of capitalist norms (the commitment to profit/utility maximisation and competition to achieve this end). Capitalist individuality must also posses the skills which allow it to rationally identify and pursue its interest in the market and in the firm. It must also have the selfdiscipline to function as a diligent and co-operative participant in the capitalist work process.

No abstract