Economic development has a different meaning for developing countries than for developed countries.For developing countries, development is the rise of a nation to meet the West and other developed countries as an economic equal based on the managerial and entrepreneurial leadership of its own indigenous people, as China is doing—Human Rethink
The source of underdevelopment
While higher education imparts technical skills to graduates, it does not impart the managerial and entrepreneurial leadership ability that creates jobs or the type of prosperity seen in developed countries. Underdevelopment is the result of a permanent shortage of competent managerial talent throughout the economy. Developing countries will not catch up to developed countries until the managerial shortage is addressed—Human Rethink
The implicit knowledge of the economic model.
There is more to economic development than what can be taught or learned in school or in practice. The implicit knowledge of the economic model is knowledge about economic development that is passively supplied by culture. The developed countries and their diaspora passively acquire implicit knowledge through their culture. Developing countries and their people have no access to this knowledge no matter how much education they receive—Human Rethink
The Implicit Curriculum of the economic model and of higher education.Formal education lacks knowledge about economic development that is passively acquired in the cultures of developed countries. As a result, expecting the graduates of higher education to perform as well as expatriates from developed countries in managerial and entrepreneurial roles is like beating a dead horse. The new Implicit Curriculum of higher education will close the implicit knowledge gap and equalize managerial performance between developing and developed countries—Human Rethink
Total Factor Productivity and development
The concept of TFP (Total Factor Productivity) marks the boundary of what is objectively known about the difference between development and underdevelopment, beyond which redundant speculations begin. To be useful, any answer to the TFP puzzle must translate into a means for equalizing productivity differences between developed and developing countries. This is one way of viewing the problem addressed by the Implicit Curriculum—Human Rethink