34 In the private sector equipment imports and licensing are key vehicles for

34 in the private sector equipment imports and

This preview shows page 96 - 98 out of 136 pages.

34 In the private sector, equipment imports and licensing are key vehicles for the international dissemination of knowledge. These international connections tend to provide the focus in discus- sions of technology transfer in the climate change debate. However, scholars within the field of inno- vation have amply demonstrated that such vehi-cles tend to be ineffective without complementary investments in local capability building for the creative engagement in, and absorption and fur-ther development of, knowledge and equipment from abroad (Fu, Petriobelli & Soete, 2010; Lema & Lema, 2012). Relevant capabilities are found not only in R&D labs, but also among those con- cerned with design, engineering, and organisa-tional processes, often obtained by ‘doing using and interacting’ modes of learning (Lundvall et al., 2007). 35 The key challenge to policy is to identify ways to leverage global linkages for more sustainable and inclusive processes. This may hinge much less on importing low-carbon equipment than on the identification of business and organisational ar- rangements for the advancement of appropriate solutions. These solutions depend less on the tech- nology or the hardware than on deployment, main- tenance, and consumption, i.e., on their use. The processes and models for cooperation should be the key foci of technology transfer. Ensuring that the most adequate technologies are selected and that they are disseminated and used in a way that im- proves living conditions should be the key objec- tives for global technology arrangements. South-South collaboration is likely to be particu-larly important in this regard. Actors originating from the BRICS countries may have the potential to provide particularly relevant low-carbon technol-ogies that benefit the poor in LDCs. The emerging economies of BRICS are in a strong position to ad-vance relevant and affordable technologies because their conditions are similar to those in poor coun-tries. Donors should actively work to bring together the relevant actors in the global South and provide platforms for collaboration. Some Northern donors have started working with ‘triangular cooperation methods’ in low- carbon fields where these actively engage in facilitating technology collaboration and 88 GLOBELICS THEMATIC REVIEW
Image of page 96
exchange between Southern partners (Nishimoto & Nuttall, 2013). 36 5.2.3 Educational and labour market policy Building the innovation capacities required for low- carbon development depends on learning processes in formal settings as well as on organi- sational learning in the economy. Educational systems are crucial elements of low-carbon LICS because they are central to influencing the values that form aspirations, consumption choices, and capabilities for ‘low-carbon behaviour’. These range from the recycling of existing products to the development of new innovative products and processes. Many donors are in a strong position to influence price policy in favour of a commitment to education. Donor organisations and policy makers
Image of page 97
Image of page 98

You've reached the end of your free preview.

Want to read all 136 pages?

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask You can ask ( soon) You can ask (will expire )
Answers in as fast as 15 minutes