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Innovation is key to industrialization in Africa and must be aligned with industrial policy. A challenge for African countries is to design and implement innovation and industrial policies that take into account the unique structural nature of African economies, in which the informal sector is prevalent. This paper argues that a measurement programme focused on innovation in the context of local economic development is imperative for setting industrial and innovation policy in Africa. Policies tend to speak and respond to those phenomena that have been subjected to measurement programmes. Is there space for designing new measures of innovation in Africa that include the informal sector? We propose a novel methodology and framework for measuring informal sector innovation, based on a local innovation and production systems approach. We end the paper with a proposal for using the evidence gathered from this methodology and a continental strategy that lends itself to direct policy intervention that has local economic development and upgrading of value chains as a goal. [ABSTRACT FROM AUTHOR]

Innovation for inclusive development (IID) is widely promoted as a policy objective in the global South, but the challenge is that there is little design and implementation of context-appropriate instruments and incentives. One critical foundation is network alignment – that innovation policy should be aligned with the goals and strategies of government departments responsible for promoting inclusive development (Von Tunzelmann, N, 2007. Approaching network alignment. Draft Paper for the U-Know Consortium: Understanding the relationship between knowledge and competitiveness in the enlarging European Union). The paper contributes by using qualitative analysis software to analyse the nature of shared policy goals and instruments in South Africa, and assess how these can be aligned with each other and with the goals of IID. Three main spaces for policy intervention are identified, to promote IID in a way that goes beyond the aspirational and the rhetorical. Such analysis of formal policy does not take into account the political will, capabilities and resources for implementation, but it does provide a systematic evidence base to effect strategic change. [ABSTRACT FROM AUTHOR]

Demand-led skills development requires linkages and coordination between firms and education and training organisations, which are major challenges considering that each represents a ‘self-interested’ entity. The need for a ‘collaborative project’ involving government, firms, universities and colleges, and other bodies is thus increasingly recognised. However, the crucial role of intermediaries has been largely overlooked. The article addresses this gap by investigating the main roles of public and private intermediaries across three case studies: sugarcane growing and milling, automotive component manufacturing, and the Square Kilometre Array sectoral systems of innovation. The research highlights the need for a move towards systemic thinking, to bridge across public and private objectives. It shows that private intermediaries play a larger role than is recognised in policy; that public–private intermediaries play crucial roles in coordination; and the potential for public intermediaries to contribute more effectively to systemic functioning. [ABSTRACT FROM AUTHOR]

This paper draws attention to the value of a network approach for understanding cooperation in international development networks. The approach emphasises the impact of social interaction, and the values, ideas, and behaviours of individuals on the achievement of development goals. Social network analysis is used to analyse the social structure and dynamics of interaction in an aid-funded development network organisation that aimed to develop optometry capacity in Mozambique. The analysis shows the value of combining quantitative and qualitative methods in a complementary way to identify factors facilitating (network consciousness and social skill) and hindering (power dynamics) cooperation. [ABSTRACT FROM PUBLISHER]

Innovation and skills development require interactive capabilities to function effectively. Interactive capabilities mediate between skills supply and skills demand actors in an innovation system, and in the knowledge economy more broadly. This article investigates such interactive capabilities, and the manner in which they facilitate labour market alignment. Within a case-study focus on the Square Kilometre Array (SKA) telescope in South Africa, we investigate how organisational capabilities, structures, and mechanisms facilitate or constrain interaction between the SKA and its network partners, including universities, firms, intermediaries, and a technical college. This illustrates how pockets of excellence within an unequal South African skills and innovation landscape were effectively connected in order to build a critical mass of skills and technologies that were highly competitive on the international stage. This shows how, in highly unequal developing countries, interactive capabilities form a lever for access to the global science and technology frontier. [ABSTRACT FROM AUTHOR]

This study presents data that extend an earlier analysis of predictors of academic performance from one to three years. None of the adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress and perceived academic overload) could predict success at university at the end of three years of study. The only significant predictor was academic performance at the end of the first year of study. [ABSTRACT FROM AUTHOR]

Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help-seeking, academic motivation, self-esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first-year students on need-based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first-year academic results were obtained via the university's records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students' adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students' adjustment to university than academic performance. [ABSTRACT FROM AUTHOR]