OECD Culture and Local Development.pdf - PACA

NOTES
16. V. Ponthieux S. (2003), p. 37
17. www.worldvaluesurvey.org
18. Attempts to measure social capital, moreover, make more use of indicators of networks or institutions
than those of culture, hence the stress on the relationship between capitalism and democracy.
19. Democracy and economic development are linked by a system of time-lags that covers all possible
interpretations, and the results show a doubly positive linkage, from democracy to development, and
from development to democracy (Barro attaches a number of reservations to these outcomes however).
20. By giving priority to games and institutions over values, social capital may be likened to a resource
that is as favourable as it is significant. A more controversial viewpoint sees social capital as a matter
of conflicts that are costly to society and a source of social differentiation that can work against
development (Bourdieu).
21. Landry C. (2003), p.21
22. idem, pp.52-53
23. This ability to think in terms of plans and projects does not automatically imply an ability to manage
complex and random relationships, to recognise and appreciate individual initiatives, and to work
with market mechanisms
24. The social attitude that fosters, prolongs or stifles individual initiatives is specific to each territory.
Drawing upon values and the institutions that have shaped them, the entrepreneurial culture is a result
of their history, an element of their heritage.
25. The survey was conducted in 1995-96 for DG V as part of a programme to analyse local development.
It covered zones in Germany: Oberhausen (Westphalia), in Austria: Graz, in Belgium: Genk, Liège, in
Denmark : Lolland, in France : Roubaix-Tourcoing, Saint Etienne, Saint Nazaire, in Greece : Tripolis
(Arcadia), in Ireland : Cork, Shannon; in Italia: Ravenna, Turin; in Portugal : Covilha; and in the United
Kingdom: Nottingham, Armanagh (Northern Ireland).
26. Having capital is an important factor, as three results testify: having received capital or money early
in life is an important factor for independent employment, as was demonstrated in a longitudinal study
by the National Child Development Survey; those whose projects failed always cite the difficulty of
getting start-up capital; owning a house can produce capital gains that one can reinvest, or it can be
used as collateral for a bank loan.
27. An example is the Futuroscope programme of “innovative pilot high schools” that provide training for
young people and adults in France. They seek to develop a project and enterprise culture in various
ways, through teaching, apprenticeship and the demonstration of new technologies. This culture
becomes the driving force of the training institute and allows it to appropriate the values of creativity,
communication, association, adaptation, etc. In the teaching of the enterprise culture, students learn
about economic issues, project management, and running a business. Useful as they are, these studies
are limited by their abstract nature. Learning the project culture therefore also includes a period of
apprenticeship in industry for all trainees. The enterprise culture is also appropriated through the
practical use of new technologies, stressing some of the values of that culture: creativity, with the help
of design software, word processing, CAD etc.; mobility and flexibility, with IT tools now used on a
time-sharing and networking basis; information processing; managing complexity.
190 CULTURE AND LOCAL DEVELOPMENT - ISBN 92-64-00990-6 - © OECD 2005