Global Economics and Techniques

Global Economics and Techniques

Introduction:
The world has seen the growth of a global knowledge economy in recent decades in which areas
are increasingly seen as autonomous, dynamic and knowledge- and commodity-flowing
economies linked to other regions. Each region has its own knowledge base of science,
technology and entrepreneurship, which comprises knowledge of companies and other regional
organizations as well as human and social capital connected to the region's populations. The
region is also noted for its education, its continual production of knowledge, its import and
export of knowledge in colleges, research laboratories and industries. The graphic above
provides a useful description only if we grasp clearly what an area is. We will use the (urban)
functional zone to generate, adapt and absorb information and translate it into innovations. The
premise is that an area is a location to leverage external communication, which demands that
actors in the zone can contact face to face often. Another aspect associated with it is the concept
of the labor market region, where knowledge spreads as people change their membership.
Extending this thinking brings us to the regional innovation system concept as a criterion for the
identification of a region's borders. It is often argued that innovation processes are prerequisites
for sustainable growth of both regions and nations. Regional economic growth is dealt with as a
central aspect of regional development in the subsequent presentation. Further aspects of
regional development include population growth, land values increase and population wealth.
Although no categorized knowledge has yet been provided, we can ask a preliminary question:
which types of knowledge tends to be spatially clustered? Knowledge in the form of firm assets
such as patents, used technology and research and development capacity will be concentrated
spatially to the extent that knowledge-enriched companies are concentrated in the same region.
Knowledge in the form of human capital is located through a clustering process in which the
concentration of people who embody knowledge and creativity attracts knowledge-intensive
people to migrate to and remain there. Localized knowledge will have a sustainable impact on
the future development of a region if the region's knowledge resources change slowly. When this
happens, a region with little knowledge can only build up knowledge during a longer period of
time, whereas a region rich in knowledge will tend to remain so far in the future.
Literature review
Creative regions are sometimes classified in literature as learning regions. The current emphasis
on learning areas reflects the growing realization that knowledge and learning play a role in
economic development. Here it is an essential principle that a region's competitiveness is directly
influenced by its ability to quickly develop, access, comprehend, transform and turn important
knowledge and information into learning. The concept of a learning economy identifies wisdom
as the main resource in the C Company and consequently learning as the most important process.
Of particular importance for a degree of "collective learning," which reflects a broad sense of the
potential of a specific regional "innovative environment" to generate or support inventive
behavior by companies that are members of that environment. Learning regions act as knowledge
and ideas collectors and repositories and provide underlies or architecture of knowledge,
facilitating the flow of knowledge, ideas and learning (Florida, 1995). The infrastructure of
knowledge is crucial for transforming knowledge into learning. The knowledge infrastructure

consists of two main parts, I an infrastructure for physical transportation and communication
connecting and connecting nodes and providing spaces for human communication; ii) knowledge
networks with universities, research institutes and other learning centers as their key nodes. The
importance of tangible infrastructure cannot be overestimated in this respect because it may be
linked to regional economy performance and productivity. The comparative benefits of learning
areas are based on the emergence of new ideas, the development of knowledge, organizational
learning and ongoing improvements. Knowledge based on continual invention, knowledge as the
principal source of value, and the synthesis between invention and production are a significant
aspect of their output. The main sources of innovation are corporate networks and supplier
systems. The human infrastructure is founded on knowledge workers, ongoing human resources
upgrades and ongoing education and training. The infrastructure of transport and communication
is internationally oriented and provides great intra-regional accessibility. Both internationally
and internally, these places are strongly connected electronically. The industrial governing
system is based upon healthcare systems with mutually reliant interactions and a flexible
regulatory framework. Besides the labour markets and economies of scope accessible in all big
metropolitan regions, learning areas also tend to be characterized by institution thickness, i.e. a
high level of contact based on relationships of reciprocity and a mutual knowledge of a common
purpose take the subject of learning regions a step further by identifying the procedures which
turn an area into a learning region. They say that one should give the education notion dynamic
substance. For them learning is a procedure of accumulation and conversion of knowledge,
which allows for constant adaptability in the face of the unpredictability of the surroundings.
They describe the learning zone as a dynamic and developing zone. It is dynamic because each
player, be it an individual, a corporation, a public entity or a network, is in continuous interaction
(directly or indirectly) with his surroundings. It is developing because each actor in the area
engages in sequences of ongoing experiments. The learning region is also defined by three types
of continuous processes: I a process of territorial application of innovation, (ii) a process of
territorialisation of players, and (iii) complicated learning processes. These processes do not just
occur within the different regions – actors engaging with each other – but also through
relationships each region develops with other regions – the actors in a region interacting with
actors in other regions. The differences in ICT distribution and digitalization in MENA are
relatively significant. This was again proven in recent empirical comparison investigations.
Asking "which country is digitally leading in North Africa and the Middle East?" the World
Economic Forum (WEF) 2015 Networked Readiness Index (NRI) found that the UAE was a
leader in this industry. In three key areas of worldwide survey, the UAE is also the second of 143
countries: business and innovation, public use and social impact. In addition to these factors
related to the application of new technologies, the experience of most countries in history shows
the importance of social conditions and circumstances in this respect, especially the dynamic
relationship between development of cultural and scientific technology – technological
transformations and social modernization. There are several challenges within growth patterns
for all individuals, families and collectives. One is the generation gap, which is linked to rapid
changes in the metropolitan regions and families that live and work there. The main factor is to
accelerate new conditions, new information and new knowledge while old and such knowledge
is depreciated and elderly individuals lack the ability to adjust to new conditions and obstacles.