The ‘Global Knowledge Index’ (GKI) is a joint initiative between the United Nations Development Programme (UNDP) and the Mohammed Bin Rashid Al Maktoum Knowledge Foundation (MBRF).
The Index aims to measure the multidimensional concept of knowledge. The concept is a fluid one, often linked to related concepts such as ‘knowledge economy’ or ‘knowledge society’. It is also sometimes restricted to a narrow understanding that limits the focus to education or technology.
Given the variations in its use and meaning, the GKI aims to introduce a more systematic understanding of knowledge in two respects:
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It breaks down the concept into its constituent components – i.e. pre-university education, technical and vocational education and training (TVET), higher education, research, development and innovation (RDI), information and communications technology (ICT), and economy, in addition to the general enabling environment. Therefore, it recognizes the multidimensional nature of knowledge systems in all contexts and applications relating to economic and social structures. This allows a more meaningful and insightful exploration of knowledge policies in relation to different sectors.
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It also enables a more scientific and evidence-based linkage between development and a multidimensional concept of knowledge, in keeping with the notion of human development as applied by UNDP as well as the concept of sustainable development agreed by world leaders in 2015 in the 2030 Agenda for Sustainable Development.
Once the concept is clarified and the linkage with development is established, it is possible to introduce a more comprehensive approach to ‘knowledge-based development’. This can guide policymakers, researchers, civil society and the private sector to work together on different aspects of policies to foster a development process that seeks to equip individuals – from an early age – with the necessary skills to prepare them for the future.
The Pre-University Education sector plays a central role in building the knowledge capital that represents the first input in preparing young people to acquire and produce knowledge. Pre-university education equips youth with scientific knowledge, as well as creative skills and capacities, to access lifelong learning opportunities. This sector is therefore key, as it constitutes the first basis for other sectors to build upon. It is composed of two pillars: knowledge capital and educational enabling environment.
Number of variables: 17 | Weight: 15%
The Technical Vocational Education and Training (TVET) sector represents the main connection between education and the labour market and provides educated young people with opportunities for professional integration. It contributes to the provision of high-skilled labour and the development of conducive working environments. It is composed of two pillars: formation and professional training and features of the labour market.
Number of variables: 12 | Weight: 15%
The Higher Education sector is of high importance, as it is an active component in educating youth, developing their qualifications, and expanding their knowledge and skills, which results in the improvement of a country’s productivity and competitiveness in global markets. It is also considered among the most important factors that directly contribute to the advancement of scientific research and technological development. It is composed of two pillars: higher education inputs and higher education outputs and quality.
Number of variables: 16 | Weight: 15%
Research, Development, and Innovation (RDI) contribute to increasing knowledge at the national and regional levels. RDI, which serves as a driver for economic growth and sustainable development in both developed and developing countries, is mainly based on the production of new or improved goods, services, production processes, and organizational models. RDI is closely linked to other sectors as it provides essential inputs to the entire system. It is composed of three pillars: research and development, innovation in production, and social innovation.
Number of variables: 28 | Weight: 15%
Information and Communications Technology (ICT) plays an essential role in supporting the advancement of knowledge across all sectors. Advancements in knowledge-intensive production have become closely linked to the provision of advanced technology, especially as the Internet has increased the opportunities available to acquire knowledge. Therefore, it is essential for countries to employ indicators that quantify their levels of ICT development for the benefit of stakeholders in their societies. It is composed of two pillars: ICT inputs and ICT outputs.
Number of variables: 20 | Weight: 15%
The Knowledge Economy is the main driver of sustainable development, wealth creation, and job creation in various economic fields, across the industrial, agricultural, and service sectors. Unlike the traditional concept of economic resource analysis and availability, a knowledge economy is primarily based on providing economic resources, particularly human resources, with knowledge tools, including digital and technological knowledge assets, as well as innovative and creative skills. It is composed of three pillars: knowledge competitiveness, economic openness, and financing and value added.
Number of variables: 22 | Weight: 15%
The General Enabling Environment was added to support the 6 sectoral indices, as these sectors do not operate in isolation from their surroundings, but rather in a space governed by a range of contextual factors – political, socioeconomic, health-related, and environmental. It is composed of three pillars: political and institutional, socio-economic, and health and environment.
Number of variables: 18 | Weight: 10%%