One of former British Prime Minister Tony Blair’s favorite slogans was “education, education, education.” This sense of the priority and importance that should be given to this area of policy receives emphasis throughout The Competitive Advantage of Nations because not only is education a valuable end in itself, but it is one of the most fundamental ways a nation can upgrade its industry. A better-educated, more skilled workforce is more productive and innovates faster and more creatively. However, a significant caveat is that merely investing in education, while necessary, is by no means sufficient. For the investment to succeed, several other conditions must be met, the first of which is high standards. As Porter notes, “The educational and training system must demand high performance, and students must have to compete for advancement” (628).

This is easier in some nations than others. In Korea, for instance, teacher and parent motivation and discipline stem from “the Confucian culture that puts a high value on education” (465). It is also rooted in the deprivations of the Korean War and Japanese occupation, and a desire to improve one’s conditions. In contrast, in nations like the UK and US, affluence and excessive concern with egalitarianism and inclusion have eroded motivation.