China and Russia – two giants in the group of emerging markets – continue to attract wide attention as evolving science and technological superpowers. However, both countries demonstrate mixed success in innovation development and are struggling to overcome the legacies of the former state planning system and accelerate their transition to effective national innovation systems. This study employs a number of theoretical constructs and evidence sources to evaluate the existing path dependencies and compare the achievements of China and Russia in fostering development and effective systems of innovation and governance. A detailed analysis of the state planning legacies is provided together with a study of innovation system transformation and the role of public policy in (re)building national innovation capabilities in China and Russia. The system-evolutionary approach is applied to provide a detailed assessment of the strategic effort undertaken by the governments of both countries. Several government failures and path dependencies seem to prevent the nations from implementing a more effective reform. Yet, there are a number of complementarities and opportunities for mutual learning where both countries can benefit from closer collaboration. The challenges of turning universities into research institutions, increasing productivity of state-owned enterprises, constructing effective science parks, promoting indigenous innovation, ensuring more even distribution of innovation development across regions, turning ‘brain drain’ into ‘brain gain’, and improving intellectual property rights protection are common in Russia and China. As a lens through which to identify and assess innovation systems transformation, the thesis examines emerging nanotechnology development in China and Russia. Nanotechnology is a new science and technology area where policies seem to be independent of many system weaknesses and contribute to breaking existing development lock-ins due to its explorative nature and assumed transformative capacity. Yet, a number of path dependencies do exist in this area but seem to play a marginal role in its progression. An early assessment is provided of nanotechnology impacts on broader socioeconomic development of China and Russia in six key areas: institutional development, knowledge flows, and network efficiency; research and education capabilities; industrial and enterprise growth; cluster and network development; regional spread; and product innovation.The conclusion summarizes the main findings, revisits the major research questions, links the analysis to the conceptual framework, and offers a number of policy recommendations that seem relevant to both Russia and China with a need to increase the transparency of innovation policy, improve the regulation for innovation process, and promote growth of the private sector to ensure effective technology transfer.Results from this study have been reported in various forms in the author’s articles published in Research Policy, Science and Public Policy, Review of Policy Research, International Journal of Economics and Business Research, and European Journal of Development Research as well as presented at a number of international conferences (see Appendix).

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-03-22T23:03:33Z No. of bitstreams: 1 Cintia_Falc?o_Brito_PPGE-UEFS. 2015.pdf: 1329368 bytes, checksum: eaece9aaf55ab6d3b46178f5546a2564 (MD5) / Made available in DSpace on 2016-03-22T23:03:33Z (GMT). No. of bitstreams: 1 Cintia_Falc?o_Brito_PPGE-UEFS. 2015.pdf: 1329368 bytes, checksum: eaece9aaf55ab6d3b46178f5546a2564 (MD5) Previous issue date: 2015-09-30 / During the course of the civil-military dictatorship established in Brazil with the 1964 coup, Feira de Santana became famous as a center of resistance to the regime, with political leaders like Francisco Pinto and Colbert Martins as protagonists that marked the municipal policies management. Dialoguing with the legacy of this period, this study investigated the policies for early childhood education in the second municipal management of Colbert Martins da Silva (1989-1992) in this municipality. The study put in relief the following question: What are the regulatory features and landmarks of Colbert Martins? government actions for early childhood education and their senses as democratization vector of public education in the 1989-1992 period in Feira de Santana? The research aimed to understand the characteristics, operative landmarks and directions of early childhood education policies in the period in question. References were constituted by analysis of three main categories: transition, early childhood education and democratization. The transition category was fundamental in helping to understand the political and educational context that included the passage of civil-military regime to the so called Brazilian political democratization, especially between 1985 and 1992. The early childhood education category mediated the understanding and analysis of the local early childhood education policy; Finally, the democratization category allowed to understand such policies in the democratization process. As for the methodological paths, we choose for a documentary type of research through a broad exploratory work in sources such as: newspaper articles, reports, statements of managers and school records. The collected data allow us to affirm that the Pre-School Education program, implemented in Colbert Martins? government was not enough to overcome the selective nature of the access to education for children from zero to six years old, since it prioritized care for children four to six in preschools, leaving the community and philanthropic associations with the responsibility for the other children in early childhood education. Thus, the municipal government?s policy helped to establish typifications in this service of the public municipal education, with different models with regard not only to the administrative organization, but also to the purposes of education, with an assistencialist conception. Therefore, it is concluded that early childhood education policy in the studied management and period did not promote advances in a perspective of democratization. / Durante o transcurso da ditadura civil-militar institu?da no Brasil com o golpe de 1964, Feira de Santana se notabilizou como um p?lo de resist?ncia ao regime, tendo em lideran?as pol?ticas como Francisco Pinto e Colbert Martins alguns de seus protagonistas que marcaram a gest?o p?blica municipal. Em di?logo com os legados desse per?odo, este trabalho investigou as pol?ticas para educa??o infantil na segunda gest?o municipal de Colbert Martins da Silva (1989-1992) nesse munic?pio. O estudo colocou em relevo a seguinte quest?o norteadora: Quais s?o as caracter?sticas e marcos regulat?rios das a??es do governo Colbert Martins para a educa??o infantil e seus sentidos como vetor de democratiza??o da educa??o p?blica no per?odo de 1989 a 1992, em Feira de Santana? A pesquisa teve como objetivo compreender as caracter?sticas, os marcos operat?rios e os sentidos das pol?ticas de educa??o infantil no per?odo em foco. Constitu?ram-se como refer?ncias de an?lises tr?s categorias centrais: transi??o, educa??o infantil e democratiza??o. A categoria transi??o foi fundamental para ajudar a entender o contexto pol?tico e educacional que compreendeu a passagem do regime civil-militar para a chamada democratiza??o pol?tica brasileira, especialmente entre 1985 e 1992. A categoria educa??o infantil mediou a compreens?o e an?lise da pol?tica local de educa??o infantil; por fim, a categoria democratiza??o permitiu entender tais pol?ticas no processo de democratiza??o. Quanto aos caminhos metodol?gicos fez-se a op??o pela pesquisa de tipo documental, por meio de um amplo trabalho explorat?rio de fontes tais como: mat?rias jornal?sticas, relat?rios, pronunciamentos dos gestores e registros escolares. Os dados coletados permitiram afirmar que o Programa de Educa??o Pr?-escolar, implementado no Governo Colbert Martins n?o foi suficiente para superar o car?ter seletivo do acesso ? educa??o das crian?as de zero a seis anos, vez que priorizou o atendimento das crian?as de quatro a seis anos nas pr?-escolas, deixando as associa??es comunit?rias e filantr?picas com responsabilidade do atendimento das demais crian?as da educa??o infantil. Deste modo a pol?tica do governo municipal colaborou para instituir tipica??es desse atendimento na rede p?blica de educa??o do munic?pio, com modelos diferenciados no que tange n?o s? ? organiza??o administrativa, mas ?s finalidades da educa??o, prevalecendo uma concep??o assistencialista. Assim, conclui-se que a pol?tica de educa??o infantil na gest?o e per?odo estudados n?o promoveu avan?os na perspectiva da democratiza??o.