Education And Innovation As Dimensions Of Sustainable Development Worldwide

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Julio Anderson Álvarez Month , Karen Lizeth Olivero Romero , Alberto Jesús Iriarte Pupo


In this article, it is examined the relationship between the SDG’s education and innovation indicators and their impact on the109 countries in the world’s sustainable development, based on data from the 2022 sustainability report. The variables’ analysis is non-experimental quantitative, studying the differences and similarities presented between the indicators and countries according to the income levels defined by the world bank(2022).In addition, different correlations present between the indicators were observed, and, through hypothesis tests, the existence of statistically meaningful differences between the income levels was determined, by using non-parametric data processing techniques. As a result it is emphasized that at a higher country income’s level,better results are presented in the indicators of interest, without ignoring that at each level  atypical data are visualized, some of them with advances and others with backwardness. To conclude, it is emphasized the great challenges presented by nations classified in a low income level show an important gap with high income countries which have higher scores on the indicators. Consequently, it is necesaary to move forward public policies formulation aimed at increasing the education and innovation costs as a pillar of the territories’ sustainable development.

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