Examines how developing countries have restructured their telecommunications in order to "leapfrog" or accelerate development.

Exemplary stories of innovation from around the world In an age of rising inequality, getting a good education increasingly separates the haves from the have nots. In countries like the United States, getting a good education is one of the most promising routes to upper-middle-class status, even more so than family wealth. Experts predict that by 2030, 825 million children will reach adulthood without basic secondary-level skills, and it will take a century for the most marginalized youth to achieve the educational levels that the wealthiest enjoy today. But these figures do not even account for the range of skills and competencies needed to thrive today in work, citizenship, and life. In a world where the ability to manipulate knowledge and information, think critically, and collaboratively solve problems are essential to thrive, access to a quality education is crucial for all young people. In Leapfrogging Inequality, researchers chart a new path for global education by examining the possibility of leapfrogging—harnessing innovation to rapidly accelerate educational progress—to ensure that all young people develop the skills they need for a fast-changing world. Analyzing a catalog of nearly 3,000 global education innovations, the largest such collection to date, researchers explore the potential of current practices to enable such a leap. As part of this analysis, the book presents an evidence-based framework for getting ahead in education, which it grounds in the here-and-now by narrating exemplary stories of innovation from around the world. Together, these stories and resources will inspire educators, investors, leaders of nongovernmental organizations, and policymakers alike to rally around a new vision of educational progress—one that ensures we do not leave yet another generation of young people behind.

“Leapfrogging is as much about the secrets of breakthrough leadership as it is about business innovation . . . loaded with fresh ideas and examples.” —Hans Middag, Director, Learning and Development, Randstad In his trailblazing debut, Soren Kaplan gives business leaders the tools to do exactly what they’re taught to avoid: embrace surprise—the new key to business breakthroughs. Instead of fighting against uncertainty, Kaplan reveals how to use it to break down limiting mindsets and barriers to change the game. By highlighting specific ways to transform both good and bad surprises into unique opportunities, Kaplan encourages leaders to compete by embracing counterintuitive ideas, managing paradoxes, and even welcoming failure. This is the key to “leapfrogging” —creating or doing something radically new or different that produces a significant leap forward. Leapfrogging connects new research, unconventional strategies, and practical tools for navigating the “messy” and elusive process of achieving business breakthroughs. Filled with real-world examples from innovators such as Gatorade, Intuit, Philips, Kimberly-Clark, Colgate-Palmolive, OpenTable, and Etsy, Kaplan shows that any organization or business function can leapfrog. Using his LEAPS process (Listen, Explore, Act, Persist, and Seize), leaders learn to seek out, recognize, and respond to surprising experiences and events as a way to create solutions that leap beyond the current expectations of customers, partners, employees, the market, and the competition. Kaplan’s Leapfrogging is the new handbook for the modern leader. “Superbly crafted, powerful in its simplicity, offering smart, actionable learning . . . Finally, a simple, holistic model that allows for breakthrough thinking and living.” —Mary Beth Robles, Vice President, Colgate-Palmolive “His campaigning for fearless innovation and flexibility is compelling.” —Publishers Weekly

This book examines the opportunities and constraints of environmental leapfrogging in Asia by zooming in on several country cases: China, Vietnam, Singapore and Taiwan. The world has witnessed the profound transformation of China, Vietnam, Taiwan and Singapore from impoverished developing regions into strong and internationally competitive economies. However, it has become obvious that their rapid development has come at a price. Contrary to their economic successes, these Asian economies have been much less successful in terms of ecological sustainability and environmental protection. Mega-cities, such as Shanghai, Beijing, and Ho Chi Minh City suffer from increased air pollution, traffic congestion and a boom in the generation of solid waste. The rapid industrialisation poses a dual challenge to the state. "Doing it right the first time" -- by installing clean technologies, developing the institutional capacity and the appropriate governance style to enforce environmental regulations- could lead to "leapfrogging", the development process and building industrial economies that are both competitive and more sustainable than economies with an older industrial base.

A highly original book that provides policy solutions for development challenges, framing them with insightful and inventive allegories.

This book elaborates upon the dynamic changes to Korean firms and the economy from the perspective of catch-up theory. The central premise of the book is that a latecomer’s sustained catch-up is not possible by simply following the path of the forerunners but by creating a new path or ‘leapfrogging’. In this sense, the idea of catch-up distinguishes itself from traditional views that focus on the role of the market or the state in development.

This book proposes a new theory on children’s thinking (cognitive) development. According to this theory, the stages of said development should be divided into four stages: first, the stage of animalistic thinking (birth–before possessing basic language ability); second, the stage of elementary thinking (beginning to possess basic language ability–beginning to possess proficient oral ability); third, the stage of intermediate thinking (beginning to possess proficient oral ability–before the formation of comprehensive cognitive ability); and fourth, the stage of advanced thinking (after the formation of comprehensive cognitive ability). In this context, thinking includes logical thinking, visual thinking and intuitive thinking. Based on the new theory, the author points out the serious negative impact that Piaget’s stage theory of children’s cognitive development has had on Chinese language education in China. The book also offers a number of practical principles, such as five teaching activities for language teaching of extension, typing, writing, passage, and thinking.