Curriculum Evaluation

The education system in mainstream and Lifelong Sector has been extensively linked to the idea of a curriculum or a body of knowledge aimed at linking society and education. However, the historic changes of curriculum over the last decades have been influenced by a number of factors such as economic, sociological, political and technological changes. Therefore, since the first curriculum initiative in early 1870, there as been a continuous curriculum development in the UK, some of the changes in curriculum were as a result of legislations and other as a direct response of  reports by respected individuals. For example, The Education Reform Act 1988 (Baker), replaced GCEs and CSEs with GCSEs and introduced the National Curriculum to schools. However, the changes to the Curriculum have so prominent towards the beginning of the 1990s possibly influenced by a number of factors. For instance, in 1992 FE and Training Bill was formed with the purpose of funding all school/universities academic education which resulted in funding controls taken away from Local Education Authorities (LEAs).Also in 1993 Adult Learning Inspectorate (ALI) was formed to inspect publicly funded work-based learning for over 16s and in the mid of the 1990 Modern Apprenticeship was introduced followed by the John Tomlinson Report of 1996 which focused on FE provision for students with disabilities or difficulties. In essence, the John Tomlinson report indentified the need for a more inclusive curriculum and import to this assignment is the Helen Kennedy report of 1997 which resulted in Widen Participation themes focusing on further education. Furthermore, a number of changes to the Curriculum continued to right up to 2015 where the school leaving age has been raised to 18year old with a possibility of being raised to 19 year old. However, curriculum issues particularly relating to young people tend to draw a lot of political debate across the UK and the wider world because of its link with humanity.    

Furthermore, (Wilson, 2009:391) appear to make an important argument that effective curriculum must be able to responsive to the needs of learners, employers and to reflect upon the needs of society. Also, curriculum choices in Lifelong Sector are primarily shaped by economic forces such as the availability of funding and demand trends in education needs. The changes in curriculum particularly in the Lifelong Sector resulted in changes in which teachers perform their duties. For example, prior to 2007 it was not necessarily a requirement to have a qualified teacher Status (QTLS) when teaching in Lifelong Sector. So the changes to the curriculum means that teachers working within the Lifelong Sector need to be qualified and to keep updating their knowledge or professional practice through engage in continuous professional development. Hence, the assignment seeks to critically assess the curriculum in the context of lifelong.  In addition to that, the coursework assignment requires me to critically analyses aspect of a curriculum I am interested in and then consider it in terms of a specific and broader context to include discussion on social, political, economic and education issues. In this context, the assignment would first consider historic developments in curriculum within the Lifelong sector and then employ theoretical critiques which indicate a sustained engagement with appropriate academic literature. However, the primary focus of the assignment seeks to evaluate aspects of mathematics curriculum within the context of Lifelong sector. So the role and contributions of mathematics curriculum within the Lifelong is considered from social, economic and political context. The assignment then moves on to consider the role of neo-liberal liberal ideas in education over the last four decades particularly in areas of curriculum design and that of quality assurance processes.

Critical evaluation

Although careful consideration is needed in respect to content of the curriculum, teachers should think organisational policy frameworks and other constraints in delivery. A curriculum is not just about developing or designing a course of study for learners as it is subject to several interpretations depending on the context in which it measured. According to Levine, (2002) it was in the context of educational innovation that brought the idea of curriculum evaluation as an organised and professional field. The term curriculum is widely used in schools and colleges as such defined differently. However, Curzon, (2004) suggest that a curriculum is a statement of aims of specific objectives; it indicates some selection and organization of content and includes a programme of evaluation of the outcome. Curriculum is considered to be an important part of education system for planning and delivery purposes to name a few. The post-compulsory education system is too diverse attracting wide range of groups of learners as such curriculum planning and design require careful consideration. Thus the relationship between curriculum theories and practice need to be explored when designing a curriculum of study. The product model of curriculum which depends on the setting of objectives, delivery plan drawn up, and the outcomes (products) measured. In this regard, the Product Model of curriculum seek to measure or evaluate the curriculum based what a learner can do after a period of study or learning. The Product model is linked to Tyler (1949) who organised the curriculum around four central fundamental questions which are; (a) what educational purposes should the school or institution seek to attain? (b)What educational experiences can be provided which are likely to attain these purposes? (c) How can these educational experiences be effectively organised? (d) How can we determine whether these purposes are being attained? Kelly, (2004:15). In addition to that, Tyler (1949) argues that curriculum planning should be able to define the overall aims and objectives, the ground to be covered (content), methods to be used to achieve the goals and the devices to be used to evaluation the outcome/product.

Given the amount of investment into 14-19 curriculums over the last decades particularly in areas of vocational education and training, I am tempted to appreciate Tyler`s argument in relations. This is largely due to the fact that utilising the Tyler Model of curriculum could help both  practitioners and policy makers measure the outcome of learner`s experience. Thus if the curriculum should define what the learner can do after the course then Tyler`s argument is central to matter of national economic competitive and social justice. This is perhaps the reason why the post-16 curriculum increasingly attract attention among all programs offered by the Lifelong Sector. According to Levine, (2002), investment in developing new curriculum is being necessitated by the changing nature of socio-economic and dissatisfaction of the existing education system. This is somehow true is one compare New Labour government of Tony Blair and that Margaret Thatcher in the 1980s, the Conservative government shrank expenditure on education, (Elliot and Elkins, 2004). This was in sharp contrast to New Labour`s government policy on education. So the dissatisfaction of the education system from 1979 right to the late 1990s led to a wide range of changes to the curriculum which appeared to influence the product model. New Labour`s curriculum policy aimed at increasing the number of young people, ethnic minorities and disabled groups into further and higher education. As a result, the education system expanded rapidly and empirical studies by Blanden and Machin, (2004) found that the number of students entering higher education rose from 400,000 in the 1960s to 2 million in early 2000s. Many vocational learning curriculums were introduced targeting young people seeking to meet the needs of learners in areas of employment and academics. Moreover, Work-based learning (WBL) curriculum address industrial requirement for young people so that they can become employable. So through widening participation which seemed to have brought the idea of inclusion in further and higher education enables people from social disadvantage and low income families access education or training.

Furthermore, the Product model of curriculum can also be linked to national economic competiveness. For example, a lot of empirical studies have shown that investing in education systems is positively correlated to economic growth. Battiston, Domench, and Gasparini, (2014) found that acquisition of skills or knowledge were some of the primary sources of economic development. Also, Blanden and Machin, (2004) found that expansion of the education system in the UK contributing to positively to productivity (GDP). Furthermore, economic growth driven by human capital acquired skills through education has potential to be substantial and more sustainable, Jalil. A  and Idrees.M, (2012). Therefore, it could be argued that the post-16 curriculum is economic driven aimed at creating a more experienced and active labour market contributing  to UK GDP growth rates.  So the product model of curriculum appears to provide a framework to evaluate its objective or the outcomes, for example work-based curriculum maybe designed to either reduce the rate of unemployment or promote economic growth or both depending on the intended objectives it is designed for. However, the success of the product/objective model depends on how it is being delivered which could perhaps explain the reasons why UK unemployment dropped sharply from over 10% in 1992 to about 4.5% in early 2000s, (Table 1). Despite its strength, the product model of the national curriculum relies on practitioners and learner attitude which may again explain the UK economic trends from 1978 to 2014.

Curriculum evaluation in the context of economic and social justice using the product model succeeds largely when practitioners pursue the appropriate curriculum delivery model. One of Tyler`s fundamental question relates to delivery of the curriculum and I found myself more pursued to agree on this matter. So as a trainee mathematics teacher, I had the opportunity to deliver part of 14-19 year olds curriculum in which the government appear to have large stake in it. There are three ways in which curriculum could be delivered as such practitioners can use linear or modular or spiral model or a combination. From my own experience of   teaching at different education providers during placement, I found linear to a bit more disadvantaging to young people because it only delivers and assessments are done at the end of the course or study. Majority of learners I have been involved with at both Stoke on Trent College and PM training maybe considered being low level learners, so using a linear model to deliver curriculum is likely to fail to meet its intended goals.  Stoke on Trent College appear to be linked to the linear model of curriculum delivery and some students failed their exams making it impossible for them to progress to the next stage. Given that majority the Lifelong Sector is overwhelmed by low level learners so Bruner`s spiral model (1966) could be used in delivering a curriculum. In this model new ideas are a result of previous learning and follow the development of reflection in order to bring about learning and use a wide range of assessment methods.

However, my last placement provider appears to utilise spiral model as majority of teaching and learning invoke the reflective mode of learning. Moreover, the students were prepared for examinations and students who grasped topics covered were given the chance to seat their examination. Central to PM training`s curriculum was to enable learners achieve at least level 1 functional Maths and English so they can access various apprenticeship opportunities. This was achieved through the utilising the process model of curriculum which is concerned with all aspects of the curriculum content and its wider effects. Thus the process model of curriculum considers individual learner and how they like to learn as well as exploring how they want to learn. This type of curriculum model put learners at the centre of their learning, as such promoting and inspire learners to actively participate. This is because , the  process model of curriculum focuses on the relationship between learner and teacher making it looks at the delivery of learning, the methods of instruction and progress of learning . For this reason, the curriculum models chosen can determine help policy makers and practitioners evaluate the success of a given Lifelong course of study. Having said that, when evaluating a given curriculum it is important to take into consideration of Tyler`s four fundamental questions  particularly from a macroeconomic and social justice policy framework and then the success or outcomes are affected by how the curriculum is being delivered as well as learners` attitude. This make the process model of curriculum more central as it focuses on the relationship between teachers and learners. Hence teachers need to choose the best model which encourages positive learner experience to ensure the intended objectives of the curriculum are realised. 

Reference

A.V.Kelly, (2004) The Curriculum theory and practice, 5th edn, SAGE Publications .London

Westbury, I (1970), Curriculum Evaluation; Review of Educational research 40 (2), pge 239-260, American Educational research Association, USA.

Leathwood.C and Phillips.D,(2000) Developing Curriculum Evaluation Research in Higher Education:Process,Politics and Practicalities; Higher Education,40 (3),pge 313-330 ,Pringer pulisher.

Wilson,L(2009), Practical Teaching, A Guide to PTLLS and DTLLS,1^stedn, Cengage Learning, UK

Levine.T,(2002) Stability and Change in Curriculum Evaluation;Studies in Educational Evaluation,28(2002),pge1-33, Pergamon,

Curzon,L.B, (2004) Teaching in Further Education , an outline of Principles and Practice., 6^th edn, Ciontinuum , London.

Blanden and Machin, (2004),Educational inequality and expansion of UK higher education, Scottish Journal of Political Economy,51(2).pge 230-249 (LSE Research Online,(http://eprints.lse.ac.uk)

Battiston.D, Domench, C.G and Gasparini.L, (2014), Could an increase in education raise income inequality? Evidence from Latin America; Latin American Journal of Economics,51(1),pge 1-4,Centre for economic performance, LSE , London.

Benos.N and Zotou.S,(2014),Education and Economic Growth : A meta-Regression Analysis; World Development.64,pge.669-689, Elsevier Ltd.

Jalil.A and Idrees.M, (2012), Modelling the impact of education on the economic growth: Evidence from aggregate and disaggregated time series data of Pakistan; Economic Modelling.31,(2013),pge 383-388, Elsevier Ltd.

 Sobel.I,(1978),The Human Capital Revolution in Economic Development: Its Current History and Status, Comparative Education Review,22 (2) pge.278-308,The University of Chicago Press, USA.

Quiggin.J,(1999),Human Capital Theory and Education Policy in Australia, The Australian Economic Review,32 (2) pge 130-144, Blackwell Publishers Ltd, UK.

Behavioral Finance and Economic development

Behavioral Finance and Economic development: Foreign Exchange Reserve Management, Sovereign Wealth Fund Investment decisions and Economic development.

Chapter 1: Background

Sovereign Wealth Funds (SWFs) are state-owned investment funds which are usually derived from the country’s foreign reserves, revenue from exports and fiscal surpluses as well as other official foreign currency operations. In other words, sovereign wealth fund can be defined as a large pool of assets or investment vehicles owned and managed by the State to achieve long-term economic development policy goals. These state-owned investment vehicles are increasing becoming popular in emerging markets largely due to their role of enabling a new paradigm in sovereign wealth management.Since the early 2000s, there has been a significant wave of new sovereign wealth funds entering the capital markets utilizing a range of investment strategies. Sovereign wealth funds investment aim to achieve positive return on assets under management making the sector more attractive to both policymakers and other institutional investors such as pension, mutual and hedge funds. Hence it can be argued that, these state-owned managed funds are increasingly becoming part of the financial system as they are active mainstream markets.Thus, Sovereign wealth funds (SWFs) are active in real estate, financial and alternative investment markets making them more attractive to both policymakers and investors. The source of funding for sovereign wealth funds largely emanate from through trade and budgetary surpluses and majority of countries are keen to set up or investing in the sector to achieve specific investment goals. However, majority of these State-owned funds are located in emerging markets holding excess foreign exchange reserves and the main participating countries are of oil exporting countries such as Russia, Qatar, Kuwait, Norway and United Arab Emirates (UAE).However, countries like China, India, South Korea and Malaysia which enjoy favorable economic growth have invested part of their foreign reserves into the sovereign wealth funds sector. For example, China Investment Corporation (CIC) a sovereign wealth fund which manages China’s $3.44 trillion in reserves has aggressively invested worldwide with a sole mandate of seeking higher returns and to increase diversification of the country’s foreign reserve.

Moreover, sovereign wealth funds employ various investment strategies which are specialist in nature to ensure positive return on assets under management, as such drawing large pool of foreign investment into the investing market. As a result, there has been a significant wave of new sovereign wealth funds entering the markets since the early 2000s and their investment strategies appear to target foreign markets. In addition to that, sovereign wealth funds are actively taking positions in other institutional investors such as pension funds, hedge funds as well as the banking sector. It is reasonable t suggest that, sovereign wealth funds play a major significant role in emerging market economies in all areas of economic development processes. Since its inception in the early 1950s, its size and asset under management has increased dramatically from about $500 billion in 1990 to nearly $4 trillion in 2009, Kotter and Lel, (2010). As of now the size of the sovereign wealth funds sector is believed to have surpassed the hedge funds industry by far making them vital player in global investment. Furthermore, sovereign wealth funds investment styles have been characterized by their tendencies to invest in foreign markets. The repaid expansion in terms of both asset under management and the size does appear to suggest that sovereign wealth funds now represent a new paradigm in finance for economic development.

Sovereign wealth funds (SWFs) into categories, that is, the macroeconomic stabilization funds whose principal role is to stabilize government and export revenues against external economic shocks. (ii) Development funds specialize in the promotion of industrial development or socioeconomic schemes to raise potential output of the domestic economy, (iii) Reserve investment strategies  of sovereign wealth funds are aimed at increasing the return on currency reserves and more commonly is (iv)  the intergenerational savings funds which aim to accumulate wealth for future generations.  Due to the nature of their investment styles, (SWFs) can provide stable source of capital for both investors and markets, making them vital part of the economic and financial system. For example, the Russian Reserve Fund (RRF) and the Russian Social Welfare Fund (RSWF), more recently opted to invest locally in order to address liquidity issues in domestic market. There is increasingly evidence that, these state-owned investment vehicles play a vital role in addressing liquidity issues and promoting economic development of emerging markets. In addition to that, majority of sovereign wealth funds invest in both traditional and alternative markets highlighting their growing importance in economic development.

Despite their perceived benefits, the operations of sovereign wealth funds continue to raise serious questions on corporate governance since they generate incidence of inadequacy level of transparency and accountability because of their secretive nature. Thus, majority of these sovereign managed funds do not disclose their actual size, their investment objectives and the source of funds making prone to counterpart risk exposures. Although investing in sovereign wealth funds seems to raise concerns among investors and policymakers, there is no doubt that these state-owned funds play a major significant role in macroeconomic stabilization. For example, empirical studies by Patton, J.R (2012), highlight the importance of sovereign wealth funds in terms of liquidity provisions in financial institutions. In addition to that,   Raymond.H, (2010) noted that majority of sovereign wealth funds were actively involved in bailing the banking sector during the recent financial crisis.  Therefore, it can be argued that sovereign wealth funds present emerging markets with greater opportunities to mitigate external economic pressure. The investment nature of sovereign wealth funds can help countries to counter the adverse effects of changes in business cycles. The research conclude that, developing countries such as those in Latin America, Asian economies and in the Sub-Saharan African region might have  benefited by investing part of their surplus into the sovereign wealth funds sector.

The expansion of the global economy brought mixed fortune and policy curses for majority of developing countries. There is policy dilemma among emerging economies whose economies rely on export markets. The central dilemmas appear to be on the notion of how best to safeguard sovereign wealth generated through trade in the world economy. However relying on global markets means that majority of emerging markets are exposed to commodity markets demand deficit. As such more recently developing countries have been or are in the process of setting up government investment vehicles commonly known as Sovereign Wealth Funds. These Funds are established to manage their home countries’ foreign reserves to achieve a wide range of economic objectives, but investing national resources into Sovereign Wealth Funds a sound policy objective? For this reason, the research seeks to examine some of the behavioural financial aspects faced by emerging economies in seeking to manage sovereign wealth. The research seek to examine whether majority of developing countries investing part of their foreign reserve portfolio in sovereign wealth funds suffer from some form of investor behavioural biases. As conventional macroeconomics models failed to explain emerging markets crisis in the past. Given the macroeconomic dilemma in emerging countries, does investing in Sovereign wealth funds help in reducing economic exposure? Hence, incorporate behavioural economic model into this matter would enable me to investigate if developing countries suffer from behavioural biases in managing Sovereign wealth.

1.1Research objectives

Sovereign wealth funds (SWFs) are increasingly becoming important institutional investors and many developing countries have created or are in the process of setting these state-owned investment vehicles in recent decades. So the research seeks to examine the role of behavioral finance and Sovereign Wealth Fund investment decisions and how they can affect economic development. The research focuses on the relationship between behavioral finance and sovereign wealth fund investment in emerging economies. The Research, also examine the link between behavioral finance and Sovereign Wealth Investment decisions, how such choices may affect economic development. Throughout, the research seeks to exploit the contribution of behavioral finance in understanding investment motives among Sovereign wealth investors.

1.2 Research questions

Ø  To investigate the impact of behavioral macro finance biases on Sovereign wealth management.

Ø  Do behavioral biases influence Sovereign wealth investment choice?

Ø  What are the impacts of behavioral biases on Sovereign wealth asset allocation?

Ø  Do Sovereign investor behavioral biases play a leading role in macroeconomic management in emerging markets?

Ø  How do Sovereign wealth investors make investment decisions?

1.3 Research merit

Over the last four decades the global economy has expanded more rapidly driven by openness and new economic fortunes were created among developing countries. There were upsurge in foreign capital flows to developing countries and according to Calvo,G.A, Leiderman.L and Reinhart,C.M,(1996), foreign capital inflows to emerging markets rose to  about $670 billion between 1990 and 1994. So, in the event of excess capital inflow or outflow sterilization was a common monetary policy tool used to stabilize the money supply in the economy of all major markets. However, acquiring excess foreign capital could be detrimental as it may cause domestic currency to appreciate thereby making local produced goods to expense in export markets. This could lead to slowdown in global demand for exports in the event of a strong currency, and may also affect growth rates of export-oriented economies. The fact that economic liberalism increased the macroeconomic volatility, sovereign wealth funds can be a major source for long-term capital in emerging markets. Therefore, there is no doubt that these funds represent a new paradigm in sovereign wealth management. As such, the merit of the research topic is that it shed light on the role of sovereign wealth funds on macroeconomic stabilization processes. 

 Furthermore, sovereign wealth funds have been in operational since the early 1950s, but they were little known investment vehicles until more recently when increased their role in capital markets. In addition to that, sovereign wealth funds are increasingly becoming attractive to both investors and policymakers in recent years making researching into this topic an important area. Given the growing popularity of the sector, there are still little empirical studies regarding these state-managed wealth funds` on economic development. This largely due to the fact that, a lot of empirical studies have been focusing on macroeconomic stabilisation purpose, reserve investments and intergeneration saving funds. Also there has been a traditional assumption within the research community that only oil rich countries could invest part of their foreign exchange earning into the sovereign wealth funds sector. However, I think sovereign wealth funds can be central in managing sovereign debt burdens in developing countries. Furthermore, sovereign wealth funds can be a stable source of development finance for the majority of developing countries since they utilise various investment strategies linked to macroeconomic objectives of an investing country. As such, the research acknowledge the contributions made so far, but accept with caution the general perception among academics that only oil rich  countries have the upper hand to invest in sovereign wealth funds. How can one explain the rapid growth of these state–owned investment vehicles in last decade in non-oil exporting countries? For this reason, it appears as though there is a research gap in relation to the role of sovereign wealth funds in macroeconomic policies. So the merit of the research topic is that it contributes to knowledge and understanding of the impact of sovereign wealth funds on economic development. The research also argues that, sovereign wealth funds are part of macroeconomic stabilization forces safeguarding countries against adverse effects of changes in business cycles.

2. Methodology

Research on sovereign wealth funds is still on its early stage and majority of these sate-owned funds tend to be very secretive making it difficult to obtain data concerning their investment styles and objectives. However several empirical studies appear to agree that sovereign wealth funds are financed through trade and budgetary surpluses. So the research methodology focuses on economic performance in emerging markets of Latin American economies from 1960 to 2013. The research methodology uses time series data analysis extracted from the World Bank to measures changes in GDP growth rates over time. Time series modelling and forecasting is fundamental importance to various practical statistical analysis in the areas of finance and economics. In this regards, the use of time series methodology in the study enables me to investigate the impact of sovereign wealth fund investment on economic development in emerging markets. Given that, the gradual opening up of domestic economies particularly in emerging markets resulted in huge capital inflows and exposed export oriented economies to risk exposure caused by changes in business cycles. The vast majority of developing countries experienced positive growth and accumulated unprecedented level of foreign exchange reserves in the last decades. However, the opportunity cost of holding liquid foreign assets were too high for  majority of developing countries  making investments in sovereign wealth funds more necessary as part of macroeconomic management. So, time series modelling is useful in understanding the impact of sovereign wealth funds on economic development.

Thus, time series modelling is a dynamic research tool used in modelling and to study past observations of an economic time series which describe the intrinsic structure of the series. Also time series in economics and finance can be used for forecasting future GDP growth trends and to forecast changes in business cycles over time. The Autoregressive Integrated Moving Average (ARIMA) model tends to assume that time series always tends to follow a specific statistical distribution and is in linear form. In addition to that, (ARIMA) model has gained popularity among research because of its flexibility to stand for several varieties of time series with simplicity. Empirical evidence by Matson,M.W, (1986), appear to suggest that most macroeconomic time series exhibit a clear tendency  to grow over time and can be characterized as trending making it a more popular research methodology. However, Beveridge.S and Nelson,C.R, (1981) indicate that cyclical or transitory movements can be observed in an economic time series. Also, time series is an integral part of every empirical investigation aiming at describing and modelling the evolution over time of a variable or a set of variables in a statistically coherent manner Neusser.K, (2013). Moreover, time series may focuses on descriptive statistics which typify empirical properties and regularities of using basic statistical theories such as mean, variance and covariance mechanisms. However, time series in economics enable statistical properties such as mean, variance and covariance to be measured from the data to give a clear summary of observable trend of a given economy. In addition to that, time series methodology is critically important because it enable theories to be tested and also to explore new information regarding the research question or problem.

2.1Reason for using time series

Reasons for using time series data analysis  is that research on  sovereign wealth funds is still on its early stage making it difficult in obtaining data and majority of these sate-owned funds tend to be very secretive. However several empirical studies appear to agree that sovereign wealth funds are financed through trade and budgetary surpluses. The research methodology uses time series data analysis extracted from the World Bank to measures changes in GDP growth rates over time. So time series methodology enables researchers to appreciate the underlying sequence and functions that produce observation and having the knowledge apply time series data analysis permits a mathematical model to be developed. For example, the Autoregressive Integrated Moving Average (ARIMA) can be developed within a time series to make short-term forecasting using past observations, policy evolutions and monitoring among others. As such, the use of time series methodology in the research helps in the prediction and forecasting economic performance of the region in question. Time series is useful in determining the macroeconomic conditions for necessary for sovereign wealth funds (SWFs) and examine their impact on economic development. In addition to that, using time series methodology, help me to develop a mathematical model to explain the role of sovereign wealth funds (SWFs) on macroeconomic management? Furthermore, majority of time series data in economics is believed to follow a linear or quadratic function making it easy to be performed using Autoregressive Integrated Moving Average.  Seasonality is a trend that repeats itself systematically over time.  In addition to that, time series methodology frequently attempts to filter data under examination to reduce errors. Therefore, the use of time series enables me to investigate the role of Sovereign Wealth Funds on economic development with a degree of accuracy.

Methods

The research method focuses on economic performance of Latin American economies between 1960 and 2013 and a sample of data on GDP growth rates is obtained from the World Bank to measure economic conditions of the region from. Also a large sample of data covering a period of 50 years can help provide reliable results in relations to topic under investigation. In addition to that, the use of GDP is relevant because sovereign wealth funds rely on economic performance of the investing economy. The research use SPSS computer software used in time series analysis and this approach will enable me to perform linear regression analysis so I can examine macroeconomic condition for sovereign wealth funds investment in emerging markets.

Reference

Calvo,G.A, Leiderman.L and Reinhart,C.M,(1990),Inflows of capital to Developing Countries: Journal of Economic Perspectives 10(2),pge 123-139, American Economic Association Publishers.

Raymond. H, (2010), Sovereign Wealth Funds as Domestic Investors of Last Resort during Crisis: International Economics 123(2010),pge 121-160, Germany.

Kotter .J and Lel.U, (2010), Friends or foes? Target selection decisions of sovereign wealth funds and their consequences: Journal of Financial Economics 101(2011),pge 360-381, Elsevier Ltd.

Knill,A.M ,Lee,B.S and  Mauck.N, (2007),Sovereign wealth fund investment and the return-to-risk performance of target firms: Journal of Financial Intermediation 21 (2012),pge 315-340, Elsevier Ltd.

Wignall,A.B,Hu,Y.W,Yermo.J (2008), Sovereign Wealth and Pension Fund Issues :Financial Markets Trends, OECD- ISSN 95-2864.

Subramanian.A, (2007), Behavioral Finance: A Review and Synthesis; European Financial Management, Blackwell Publishers .UK

Matson,M.W, (1986),Univariate Detrending Methods with Stochastic Trends, Journal of Monetary Economics 18(1986),pge 49-75. North-Holland.

Beveridge.S and Nelson,C.R, (1981),A New Approach to Decomposition of Economic Time Series and Transitory Components with Particular  Attention to Measurement of the Business Cycle:  Journal of Monetary Economics 7(1981),pge 151-174. North-Holland.

Neusser. K, (2013), Time Series Analysis in Economics, available online:

http://www.neusser.ch/downloads/TimeSeriesBook.pdf accessed on 07/02/2015