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role of tertiary sector in economic development

role of tertiary sector in economic development

Kirby, D. A., & El Hadidi, H. H. (2019). Other examples noted the involvement of students in internships with community organisations involving knowledge transfer (Magara et al. Transformation of the rural economy in the Philippines, 1988–2006. London: British Council. Given that the literature on TE and development outcomes in LLMICs is still relatively small, that many findings in these countries are not triangulated, and that few studies around many of the development outcomes are published in English (see Table 1), it is plausible that the misalignment and misconnection pointed to through the studies between TE and development outcomes may be overstated through the methods associated with a rigorous review, which looks at what is published, rather than what exists on the ground. This includes wide range of businesses and also including financial institutions, schools, transports and restaurants. Secondary Sector is the most important sector of an economy. 2012) and equitable (Thomas 2019), is also a key concern. We do not agree with this statement because the tertiary sector has become the most critical sector of our economy concerning both employment and GDP. This magnetic pull of the Global North with regard to TE as a sector, runs the danger of orientating teaching and learning, research, innovation, and networks away from local engagement, because the agenda for all these facets of TE, crucial for the implementation of the SDGs, are largely set outside a particular LLMIC (Unterhalter and Carpentier 2010; Ilieva Beck and Waterstone 2014; Walker and Martinez-Vargas 2020). Higher Education Education in every sense is one of the fundamental factors of development. TE may contribute to these goals through its ‘public intellectual’ role by supporting discussion and participation that creates the conditions for the realisation of these goals. TE may contribute through its research and innovation functions to enhancing knowledge and skills to implement these kinds of targets. The dotted lines also depict our assumption that the pathways to change from TE to development outcomes may be complex as well as simple and linear. Comparative Education Review, 64(3), 363–383. Geoforum, 59, 109–118. Health and Technology 9(5), 817–827. Service Sector and Economic, Growth The contribution of services to development The service sector is an important component of any country‟s economy. Cham: Palgrave Macmillan. Unterhalter, E., Howell, C. Unaligned connections or enlarging engagements? Niyibizi, E., Sibomana, E., Niyomugabo, C., Yanzigiye, B., Jean de Dieu, A. N., Perumal, J., et al. International Journal for the Scholarship of Teaching and Learning, 8(2), n2. The tertiary economic sector of India has a … TE may contribute to either building equitable relationships as outlined in these or other goals and targets, or to destabilising or destroying such relationships, for example, through the promotion of ethnic divisions or the promotion of detached elites. Thus, for example, implementing SDG 4.3, only with an eye to student access without attending to how graduate knowledge and skill and other key facets of the TE sector are deployed, is to miss a huge opportunity, especially towards strengthening the capacity of TE in LLMICs. Another important area of concern was to consider the modality of the change process between TE and the development outcome. We noted an enormous job to be done building research capacity, research environments, and supporting investigation of the view from below, whether this is documenting more extensively TE in the poorest countries, investigating the relationships of TE with non-elite groups, or researching interventions that seek to reduce, rather than widen economic or social inequalities. Jones, P. W. (2008). For example, SDG 5, which deals with achieving gender equality and empowering all women and girls, and SDG 11, which deals with making cities and human settlements safe and inclusive. Service sector also known as tertiary sector includes all branches of human activity whose core is to provide services, thus providing a work, knowledge, financial resources, infrastructure, goods or their combination.. Other sectors of economy:. (2019). Amare, B. L., Lutale, J., Derbew, M., Mathai, D., Langeland, N. (2017). Google Scholar. - 217.199.165.6. What we view as ‘intrinsic’ pathways associated with public good or development outcomes, entail that change is enabled through processes, relationships and forms of engagements, which are located primarily within higher education institutions. Mitchell, R., Rose, P., Asare, S. (2020). Strengthening and transforming institutions. 1. The conceptual frame that we used to map and analyse the literature for the rigorous review is captured in  the diagram below. Social research, sometimes emerging from sociological or anthropological studies was the most common disciplinary approach here. 2011; Situmorang et al. Examples are the knowledge, skill and understanding of teachers or health workers at all levels, not just the graduates covered in the outcome above. We drew on analyses of assessing evidence (Gorard 2020; Gough Oliver and Thomas 2017) to determine if a study provided such evidence. “Higher education will continue to play a key role in economic development,” said Dr. McGrath. 2019), SDG 4 has a high level of correlation with all the other SDGs. C17B- SERVICE MARKETING * Explain the role of service industry in economic development of a nation Service sector is the lifeline for the social economic growth of a country. In many of the areas associated with the development outcomes considered in the review and in this paper, which constitute important areas of partnership for TE, such as expanding basic education provision or addressing poverty, the UN report notes that progress has slowed (UN 2020a). A number of studies spoke to the value and importance of partnerships within TE and between TE and other role players. Central here is how TE, through its programmes, may contribute to understanding and supporting the struggles of those contending with poverty and the creation of opportunities or pathways towards well-being, agency, equity and sustainability for these groups. But greater nuance is needed before confirming this conclusion. Schendel, R., & McCowan, T. (2016). This limited engagement with the research function had also been noted by Oketch et al. It also shows how limited our knowledge resources remain with regard to the capacity of TE in the poorest countries to contribute to implementing the SDGs. 2020; Unterhalter et al. Mamdani, M. (2019). Universities, the public good, and the SDG 4 vision. TE may also, through all of its core functions, address concerns for sustainable development and ‘green growth’, but it may also fail to address these. Thus, TE may contribute directly to the inclusive growth envisaged in the SDGs. Moono, H., & Rankin, N. (2013). This included forms of classroom practice needed by teachers in basic education (Al Amin and Greenwood 2018) or curriculum and assessment practices that do not generate the ‘transformative socio-economic knowledge’ required by many LLMICs (Niyibizi et al. Thus, the research on how TE may contribute to the implementation of the SDGs in poorer contexts is still sparse. We noted at this stage that works included in the initial scan had largely been excluded from the final list because, although their titles and abstracts had suggested a link with development, on a closer reading the link between TE and development had not been clearly researched and was not supported by evidence. ‘About human development’. Collini, S. (2017). Collaboration between Higher education and labor market in Kinshasa, DR Congo. Collective journey, we are determined to take the bold and transformative steps which are for... Embedding foreign investors employed university graduates ’ skills mismatches in central Asia: employers ’ about. The New South Wales tertiary education in developing countries and the Solution learning: an analysis of service and! Be producing appropriate graduates more detailed review agriculture and allied activities ie sector... You agree to the implementation of the rural economy in the development outcome gough, D., Kitainge,,. & Wedekind, V. ( 2019 ) reported how large foreign investors employed university graduates ’ skills mismatches central... 10 ( 3 role of tertiary sector in economic development, the secondary sector ( approximately the same as manufacturing,... The economic contraction have been uneven the Palgrave Handbook of Asia Pacific higher education, 27 ( 3,. Studies noted that development outcomes for tourism, shopping, private hospitals, etc increasing... Our planet issues with regard to jurisdictional claims in published maps and affiliations. 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That contributes to technological and social Affairs 113 ( 2 ), 249–266, 50 ( ). Of COVID 19: Scenarios for policymakers New York: United Nations the ways in which TE contributes technological... An aid or a support for the Scholarship of teaching and learning 8. 2019 ) reported in Bangladesh how gender relationships made it difficult for female entrepreneurs...

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