Suchergebnisse

1. Latin American economic cooperation: causes and consequences of regime complexity / Laura Gomez-Mera -- 2. African trade and economic integration: longer-range prospects / Eric Kehinde Ogunleye -- 3. Financial crisis and regional economic cooperation in Asia-Pacific / Nagesh Kumar -- 4. Regional trade integration and conflict resolution: an institutional paradigm / Shaheen Rafi Khan -- 5. Developing countries at the WTO in a changing global order / Manuela Trindade Viana -- 6. South-South foreign direct investment flows: wishful thinking or reality? / Mariana Rangel -- 7. Brazil: South-South economic relations and global governance / Alcides Costa Vaz -- 8. South-South trade and the environment / Kathryn Hochstetler -- 9. Latin America and China: trading short-term growth for (China's) long-run prosperity / Kevin P. Gallagher -- 10. Growing economic relations between the GCC and Chindia / Nader Habibi.

The defining characteristic of the South-South solidarity is cooperation the member countries of the South. The original vision was for member countries to promote trade as well as to demonstrate, through practical examples, how commercially viable projects can be implemented using the technology, experience and capital from the South. Regrettably, these dreams still remain unfulfilled. The experience gained by the developing countries after several years of bilateral interaction with the North underscores the idea that South-South trade should be symmetrical. However the most discernible pattern in the South-South relationship is still asymmetrical. A case in point is the Nigeria-China relations which appear to be in great disequilibrium and to China's advantage. As the bilateral relations have progressed from cultural linkages to intense economic penetration of the Nigerian economy, observers of Nigeria's international relations have become highly conscious of the reciprocal need to transform this intensive relationship into a mutually constructive one, that is towards the promotion of a more symmetrical relationship. This article, using dependency approach, demonstrates that these disparities actually account for the sharp differences in the outcomes of the bilateral trade and the level of development in the two countries. It also draws some vital lessons not only for Nigeria but also for other sub-Saharan African countries to learn from China in terms of the approach to economic reforms and development experience. The study seeks also to identify the crucial aspects of Nigeria-China bilateral interactions, assess the receptivity to the Chinese penetration of the Nigerian economy and the changing perspectives on the viability of the bilateral relations.

This essay presents a framework for viewing North-South economic relations which, it is hoped, will facilitate positive analysis and will contribute toward normative prescriptions regarding the desirable trend of North-South economic relations in the future. The primary point of departure is the viewpoint of the South as it faces the whole range of its relationships with the North.

While scholarly interest in South–South cooperation (SSC) has substantially grown over the past decade, South–South education relations have received only scant attention in the Anglophone academic literatures on SSC, international development and international and comparative education. This chapter adopts an historical and global approach to this topic in an effort to contribute to closing this research gap. The chapter unfolds as follows: the first section introduces the concepts of 'the South' and 'South–South cooperation', counter-posed with practices of 'triangular collaboration' and 'best practice transfer'. On this basis, the second section conducts a critical review of existing South–South education cooperation literatures. Framed by these discussions, two case studies of contemporary South–South education relations are presented: the ¡Yo, Sí Puedo! (Sure, I Can!) global literacy campaign promoted by the governments of the Republic of Cuba and the Bolivarian Republic of Venezuela; and the education cooperation agenda of the so-called BRICS. The conclusion resumes the question of whether South–South education cooperation simply represents 'best practice transfer' or Third World solidarity for global transformation, while proposals for a future research agenda are developed. ; info:eu-repo/semantics/acceptedVersion