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Poland has experienced a relatively large inflow of foreign direct investment (FDI) in the last two decades. FDI has been flowing mainly into services and manufacturing similarly to the trend observed in global capital movement. Within the services, the financial intermediation played the biggest role in terms of attracting FDI, but real estate and related business activities (legal, accounting, auditing, tax, marketing, etc.) also saw a high inflow of foreign capital. The paper analyzes the evolution of inward FDI stock in Poland over the period 1998-2012 with a particular emphasis on real estate and related business activities. It also discusses how Poland differs in terms of sectoral decomposition in the services of inward FDI stock from other Organization for Economic Cooperation and Development (OECD) countries representing both Central and Eastern Europe (CEE) and advanced economies. Finally, the paper answers the question how Poland is performing relative to other OECD members in terms of FDI attractiveness.
Foreign direct investment (FDI) and foreign portfolio investment (FPI) have been long considered as independent forms of international capital flows. This paper analyzes the mutual relationship between FDI and FPI and attempts to answer the question whether they complement or substitute for each other from a foreign investor's point of view. The paper describes the main characteristics of FDI and FPI in terms of their volatility and profitability. We analyze the long-run and short-run relationships between FDI and FPI using vector error correction (VEC) regressions on data for Poland as it is the largest country in Central and Eastern Europe and receives the lion's share of these two forms of capital in the region. Our investigation suggests that FDI and FPI may be regarded as substitutes. In economically stable periods FDI tends to dominate over FPI but during insecurity and economic distress FPI starts to gain importance.
Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.