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Global economy

Nocturne de l’Économie 2016 : The University for the economy of the XXIst century

During the second round-table a debate was led by Benoît Floc’h, a journalist at Le Monde, between Philippe Aghion, Professor at the Collège de France, Laurent Batsch, President at the Université Paris-Dauphine and Olivier Klein, Professor of Economics and Finance at HEC and Chief Executive Officer of BRED.

Benoît Floc’h :

Mr Aghion, how can a university be a driving force for innovation and what is its role?

Philippe Aghion :

Rather than catching up with technology, innovation is a driving force for growth. To produce leading edge innovation, what I call frontier innovation, we must generate knowledge. Silicon Valley is close to Stanford, route 128 being close to Harvard MIT, which is not by chance. Innovation is also synonymous with creative destruction. Ceaselessly, new ideas, new activities and new jobs replace the old. So, we must organise job mobility that offers qualifications and generates a dynamic employment market. Universities can play a central role in generating knowledge and promoting job mobility that culminates in qualifications.

First of all, in research, there are various rankings, various ways of assessing the performance of universities, for example the ranking of Shanghai, of Times, of diplomas – but all are valid. The countries and universities which succeed and excel in research, call on three vital levers.

First, resources – money. The United States spends $35,000 per student/annum, Scandinavia €25,000 per student/annum, but France just €9,000. And although the grandes écoles are rich, French universities are poor.

Secondly, governance of universities, and more specifically their independence constitutes a major factor for success. Universities must be able to set their own budgets and human resources policy. Those which work well have both an academic Senate, composed of professors who advise the Chair and an external “board” which meets regularly, bringing together lecturers from other universities and local personalities. These boards appoint the Chair, follow up the budget, etc.

Thirdly, it is vital to take advantage of research incentives, for example ANR (Agence Nationale de la Recherche) which finances project-based research). Emulation of this initiative must be encouraged to obtain bursaries, which stimulate excellence and enhance the quality of research.

Then two factors for mobility can be identified. In the first place, universities have a role in training teachers because, to generate mobility, students must receive a good education at both primary, secondary and undergraduate level. Secondly, we must make sure that on leaving university, students find long-term jobs which meet their expectations. Unemployment rates and the proportion of fixed term employment contracts are also indicators of job satisfaction. Universities which have the means can properly equip their students to join the professional world.

Finally, there are three significant concepts we currently ignore. First, we must offer a second chance. Failing a competitive exam should not set the scene for the rest of someone’s life. There is a need for increased diversity and flexibility in study programmes. Universities should also offer professional and general training aligned with that of the grandes écoles. There must be bridges from one to the other, in both directions and at several levels.

A second concept to introduce is progressive specialisation. In the United States and other countries, rather than immediately opting for a specialism, the choice is made progressively. Students opt for a main subject, but this may change en route. This system does not create more selection by failure, but a more gradual specialisation and improved results.

Finally, informing students on programmes and outlets is of prime importance. They must be properly informed on the worth and the standard of university teaching staff. And university lecturers and professors must be assessed – so they can improve.

These are major revolutions that should be implemented at universities to achieve excellence in terms of professional integration.

Excellence is not uniform, we need excellence in research but also in professional integration. These two aspects create growth through innovation. And growth through innovation generates social mobility. Universities which operate according to this model would generate inclusive growth.

Benoît Floc’h :

Thank you very much Mr Aghion. I am now going to hand over to Mr Batsch.
So the university can play this role in the economy, it must meet a certain number of challenges. One of the points you frequently emphasise is that the system should be freed from its chains. What do you mean by that and how far should liberation of the system go?

Laurent Batsch :

To illustrate how the system could be freed up, I am going to use two examples which demonstrate we could change to the LMD (Licence – Master – Doctorate) system, more than 20 years after Bologne.

First example, the masters. Recourse to administrative courts, opinion of the Council of State etc. The decision was made without any surprise and selection is not authorised either on entry to a Masters or between the first and second year. These are the legal texts. Political reaction: to secure what exists, with a decree which authorises retaining selection between the first and second year. In other words, we are now immobilising an academic cursus which is already rigid, as two separate years. This is inconsistent for students who must step onto the conveyor belt without any indication of whether they will be able to get off. The only reason for this situation is to avoid selective entry to a Masters in the first year: a very simple restriction which is regulatory.

Benoît Floc’h :

But entry is frequently selective? Many establishments are selective, it seems to me.

Laurent Batsch :

Selection exists de facto, but it’s illegal, both on entry and during the course. Since we don’t want to adopt a text which establishes selection for entry to a Masters, we are retaining a situation in which the Masters is divided into two parts, with the selection process deferred until mid-way through the programme. This restriction is politically imposed and so extremely easy to lift.

Benoît Floc’h :

Surely there is a contradiction between the desires to ensure 60% of a generation follow a higher education course while imposing selection?

Laurent Batsch :

We can accommodate a large number of students in a two year Master programme, if they have been prepared. The contradiction resides in the will to raise the general level of qualifications while “stopping the momentum” of students in the middle of their Masters diploma.

But I will respond to your questions with a second very interesting example, the Undergraduate Degree. It is not selective. There is a 92% success rate in the General Baccalaureate and the first grade of university study, entry to university is today offered to almost any student in the final year of secondary school.

But today, through preparatory classes, STS, IUT, 450,000 students are undertaking a Bac + 2 years course of extra studies. We have a system of degrees requiring an initial Bac + 3 years’ study. Why not recognise preparatory classes as two years of study towards an undergraduate degree? This would create a three year cycle ensuring that final year college students who take preparatory classes are not only preparing for competitive exams but also, working towards completion of a full programme. The only reason why this system is maintained is that preparatory classes are selective.

Why are there now IUT or DUT awarded after 2 years without establishing any equivalence with the curses of a university technology undergraduate programme in the LMD system? The only reason is that we don’t want selective entry for undergraduate degree. This is another regulatory impediment which constitute a blockage, a mental taboo.

It prevents the development of consistent qualifying 3 year programmes. The main victims are students, mostly those with a technological baccalaureate who are swallowed up by the university system. 6 out of 10 students do not obtain an undergraduate degree in 3 years and are offered no second chance. So, I am proposing that, on the basis of the 2 years training for a DUT, there should be a consistent, 3 year programme which prepares students for middle management positions. This is a common sense idea, endorsed by all – but which is not applied for two reasons. First of all, because the IUTs are selective, which means the undergraduate degree would also have to be selective and also very attractive. What is more, such an undergraduate degree, leading to a job at the end of the programme, would not automatically give entry to a Masters. So students wishing to study for a Masters would be recruited according to certain preconditions.

These barriers are also very simple to remove for the construction of a consistent study programme to which students could commit in the knowledge that they would be able to complete it.

A technological undergraduate degree, oriented towards employment would open up a new social pathway to success for students who are currently victims of the social centrifuge. But we don’t adopt this policy because of taboos we cannot overcome.

A final example is the absence of selection for university. In many universities there is limited capacity for undergraduate study. Students who apply for a certain highly-demand sector are drawn at random. This is an extreme form of social democracy – dividing students at random. There is a one in two chance of selecting a student of average ability with little motivation over a student who is far more motivated. This is totally absurd.

And I will conclude by stating that excellent networks, in particular undergraduate degrees, are semi-clandestine. That means you prevent certain establishments from exploiting their networks of excellence, from placing them centre-stage as internal driving forces and external forces of attraction.

We are harming both students and institutions, whereas it would suffice to remove these two regulatory barriers which are raised by purely intellectual blockages.

Benoît Floc’h :

I am going to ask you to say more about selection. For schools, Scandinavian countries – which do not practice selection – are ranked highest in PISA surveys. Inclusive teaching for all children is therefore a factor for success. Why are things different in higher education? And surely accommodating the less gifted and the best offers everyone a chance to progress together?

Laurent Batsch :

This is precisely what I am proposing…

Benoît Floc’h :

No, if you impose selection, you exclude the less gifted.

Laurent Batsch :

You cannot compare selection with cherry-picking. To express this another way, I mean there must be preconditions for one or other course of training. What I am proposing is not selection which excludes, but orientation along diverse new pathways to ensure the success and promotion of members of society who are today victims of what I call the “social centrifuge”.

The second response is the belief that higher education cannot be compared to that of school education and that not everyone can become a profession of mathematics – a standard reserved to only certain types of student. That is not social democracy and equality of opportunity.

We must not be overly naïve: children from all environments like to be stimulated. Children from so-called “difficult” environments appreciate others placing expectations on them from a young age. They like competition and we must offer it to them – because they can succeed.

It is not simply by eliminating all demands that we will achieve social democracy. Social democracy means being demanding with children in the fields in which they have as much chance of success as others, which is not exactly the same thing.

Benoît Floc’h :

I will now hand over to Mr Olivier Klein, Professor of Economics and Finance at HEC and Chief Executive Officer of BRED. You also have identified failings in the French educational system and urge us to be inspired by systems abroad to improve. Is that the case?

Olivier Klein :

Yes, absolutely. First of all, I think we all acknowledge the considerable importance of education and higher education. I am going to paraphrase my friend Philippe Aghion: in an economy which has moved from a catch-up phase to one of innovation, higher education must be the focus of investment because it is a vector for the transfer and enhancement of knowledge.

Today, although French universities have made progress in the last 20 years, all higher education in France is still struggling with inefficiency which must be tackled head-on. We must free ourselves of our intellectual blockages and move from talking to action.

A first criterion to be considered is the level of our PISA and PIAAC scores, which respectively assess the adaptation and standard of students undergoing training and their qualification for work. Our scores are average. A result which is not shameful, but scarcely an advantage in terms of international competition. In France, pay is on average, higher, so we must create more added value to justify this. We can achieve that goal by improving our PISA and PIAAC scores.

Then, unlike many other European countries, our social mobility, that is equality of opportunity, already average, has reduced over the last 10 years. This is measured by the correlation between the standard of education or revenue of parents and that of their children. Unfortunately this correlation is rising only slowly in France – evidence of reduced social mobility.

We cannot accept a system in which equality of opportunity is falling because social mobility creates a dynamic society. It mobilises resources, the best skills, etc. Equality of opportunity also constructs social cohesion, so it’s fundamental.

Sometimes we criticise the ranking of universities, world-class institutions, but these rankings exist. It’s a fact and people look at the rankings and the top universities attract the world’s elite and of course the lower-ranked establishments are less attractive. In terms of higher education establishments, France is not well placed compared with other European countries. Of the 200 best higher education establishments in the world, the United Kingdom has 34, Germany 20, the Netherlands 12, Australia (with 22 million inhabitants) 8, Canada 7, Switzerland also 7, Sweden 6 and France only 5, just ahead of South Korea.

The first effective measure would be to end premature specialisation. In France, in the final year of secondary school, students don’t necessarily know whether they want to study economics, law or medicine. French universities begin with specialisation. In many other countries studies begin with one or two more general years with later specialisation, once the student has explored several areas. In my view, this promotes pertinent orientation and reduces the risk of failure.

The second point is a very sensitive subject causing a significant intellectual blockage in France: selection. Selection means we must examine how best to orient students to reduce failure to a minimum. In France, the solution of selection by failure is widespread. More than one out of two students drop out before their second year at university. Sometimes only fifteen percent of students of a promotion enter their second year of university study. In addition, as Laurent Batsch pointed out, students enter a Masters year 1, but true selection is only on entry to the Master’s year 2. What happens to the students who are not selected? The system is not logical and indicates a problem.

There is an astonishing paradox in France, we reject selection at the universities, but the IUT and BTS are both selective. And businesses like this type of course. The grandes écoles are also selective and companies recruit other categories of employees from them. This is not healthy because selection occurs also in universities, but it’s concealed and once again, most frequently by failure and exclusion.

What’s more, this is not fair. Frequently a university has the best professors, remarkable teachers, just like the grandes écoles. Except that in the professional sector, there is an asymmetry of information between the employee and employer. It is easier for the employee to obtain information on an enterprise than for an employer to know who it is recruiting. To save time, the employer selects applicants on the basis of their academic cursus. So, for more certainty, why not simple select those applicants who were selected when starting their higher education? Of course, after recruitment, an employer can judge for itself if the person is competent. But there is less chance of a mistake with those who have been preselected.

Hence the importance of positive selection which, rather than excluding, gradually orients students towards the right programme. And we must accept that ultimately this allows including all those who wish to be included in the knowledge that not everyone wants to become a nuclear physics research scientist, for example.

Competition and complementarity between the universities operates well in many other countries. Holding a competition is intelligent since it incites students to improve and seek to achieve excellence. It also allows integration by differentiation. Competition results in the less well-endowed and less sought=after universities becoming more inventive so they stand out and adapt to their own specific fields. Absolute uniformity and equality between universities is a myth. Everyone knows, notably employers, that it’s preferable to select students from a particular university or a particular specialised Master, rather than another less valued one. So, an intelligent review is required of cooperation and competition between universities.

I also believe that academic staff should be assessed transparently, by their students. This serves as definite incentive to become a good teacher – always calling oneself into question. There should be pride in teaching well. This is done abroad. It’s done in the Grandes Écoles. It offers an undeniable advantage to the students and raises the standard of teaching.

A highly effective approach abroad is the option of joining the professional world after a few years of study, then returning to an academic programme to evolve in another area or to enhance knowledge in the same field. These students are far more decisive and highly motivated. This system keeps people in the educational loop unlike the French system – and this must change.

To end, I believe that French universities haves never really focussed on professional training. On the contrary, many grandes écoles do precisely this. Professional training requires teachers that remain part of the professional world. This brings universities and the world of work closer together and demonstrates the requirements and evolutions. It also strengthens the relations between universities and the professional world, so it becomes easier to place students in the job market. This connection is missing today, whereas the grandes écoles are very successful in forming such links.

Universities have considerable advantages and some outstanding teachers – but we must give them a chance to perform to the best of their abilities.

Benoît Floc’h :

Should more emphasis be placed on competence rather than knowledge? Should university assessments evolve towards checking that students have the right skills to enter the job market, rather than abstract knowledge, which is pointless without the contemporaneous development of skills?

Question from a student :

Yes, because we are confronted by employers whose expectations are highly specific.

Olivier Klein :

From my point of view, the good universities and the good schools inevitably create a mix. In fact, if they restrict themselves to academic study, detached from the entrepreneurial world, they will produce only researchers. Obviously the number of academic research staff required is small compared with that of students destined to work in businesses. Hence, establishments must orient their programmes to satisfy current needs.

At the same time, the best universities and the best grandes écoles avoid restricting themselves to a short-term vision. They offer knowledge, understanding and intellectual methodologies so that students, once they join the world of work, can evolve in the long term, with more success than those who have learned short term “by rote”.

I believe excellence derives from the ability to push out the boundaries and an ability to reason in the long term. Of course, the écoles, the universities, must not be disconnected from the world as it exists. They must be a correspondence between theoretical teaching and reality. But we cannot propose learning only concepts which are immediately useful to business. We need the right mix of both.

Question of a student :

I am a student, doing a double law and economics degree at Université Paris 10 – Nanterre. I would like to return to the question you were asked about knowledge and competence. You said that training given in universities is not purely theoretical but creates the ability to reason. My question will this be sufficient? Today, the main difference between the grandes écoles and the universities is the fact that the écoles mostly have partnerships with key enterprises, with universities abroad which creates mobility. This makes their training programmes more attractive from an employer’s perspective. I would like to hear your opinion, Mr Klein.

Olivier Klein :

That’s correct. But at the same time universities have set up Masters, some with a very good reputation and of high standard taught by academic research staff and others engaged in the world of business. This has brought the world of work inside such establishments. Of course, if the university programme provided for a mandatory intern year to test knowledge of the world of work, this would certainly be positive. As would offering far more exchanges with businesses and institutions abroad. This would considerably enhance the attractiveness of students on courses for employers.

To conclude, inclusive growth does not mean rejecting constructive selection, but rather rejecting exclusion by failure, as happens today. And if there is selection, it must not be purely on the basis of mathematics, as emphasised by a student, but also on desire, motivation and personal interest expressed. This should count as much as knowledge and the ability to reason.

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Global economy

“Network banks enhanced by digital technology”, published in Revue Banque, may 2016

The digital revolution has transformed existing relations between individual customers and their bank. We were obliged to reinvent our business – both in terms of customers’ ongoing banking needs and our structural assets.

For each one of us, the digital age has created a new relationship with the world, a new way of conceiving time and space, another way of thinking about information, knowledge and autonomy of action. In fact, it has triggered a chain reaction of revolutions in daily life and in business. The bank – and more specifically the commercial bank – is not immune to these upheavals.

Customers rely more on the Internet and all its applications. Visits to branches are on the decline. Between 2008 and today, visits to branches have reduced by a factor of 3. However, this reduction concerns mainly day-to-day banking transactions: account to account transfers, follow-up of transactions, etc. Appointments at the branch have fallen only slightly and the decline more than offset by telephone appointments. Added value meetings have increased. This is satisfactory because we would prefer sales staff to be advising customers rather than restricted to tasks without real added value, such as handing out cheque books or managing cash. We are glad our customers use the tools available to them with increased autonomy, so our advisers can dedicate their time to customer relations which create value for both the customer and the bank.

Adapting to the new world

Yet the technological revolution has justifiably made customers increasingly demanding of their bank. If banks fail to adapt, they will be overtaken by online banks which now frequently offer more convenience at less cost, but frequently without any offer of support from a well-qualified adviser. Or physical banks risk disappearing, possibly to the benefit of more disruptive models.

Provided it can continue its metamorphosis and adapt to the new world and confront the fundamental customer revolution, added value network banks will most probably remain at the heart of the banking relationship.

In this perspective, two types of high added value developments merit a more detailed examination. First, we must offer more convenient banking which we are now doing thanks to gradual integration of digital technology and process review. Following the technological revolution, many tasks are performed online – no one wants to wait in a queue or make a pointless journey. Previously banks were not shining examples of convenience. For example, in the past, our advisers were not always easy to contact. Today, the situation has changed. At BRED, for many years now, customers have been able to contact their personal adviser directly by phone or email, without getting lost in the maze of interactive servers on anonymous telephone platforms. We must also prove we are adept at handling customer complaints or problems. This requires upgrading our practices to enhance the customer experience.

Simplicity and convenience

Improving the “customer experience” is fundamental. The customers’ dealings with the bank must be fluid, efficacious and transparent. For example, opening an account, which is very easy to perform at an online bank, must be just as easy at our bank. Another telling example for our customers – taking out a mortgage. The procedure to obtain a mortgage is already completed in a very short time, but soon our customers will be informed in advance at each stage in the process, by text or email, according to their choice. They can consult their digital case file and if necessary add missing documents directly online. All thanks to digitisation and considerably increased ease of use and convenience for customers.

We must also take the initiative vis-à-vis our customers. Our proactivity is a key factor in our success. We will be well received by our customers if we call them intelligently and proactively to discuss their needs and their projects. E-sales are also important. They must be carefully fine-tuned to match the conduct and profile of each customer. Depending on their lifestyle and problems, when customers want to approach their bank they may prefer to call at the branch and discuss a specific issue directly with an adviser, or deal with it remotely by email or telephone – but with the same adviser. The bank can then send out an agreement once the question is resolved and the sale concluded, in digital format or by post, according to the customer’s preference. E-selling is a facility our customers really appreciate.

Quality of advice

Second major topic, the quality of advice. Digital technology has also increased the requirement for advisers’ skills. Simply because access to information and comparison has become the norm on the Internet. It is obvious that 100% of our advisers cannot be 100% competent in the full product range, but 100% of our advisers are specialists in their own customer segment, so they can offer the necessary skills according to the specific needs encountered. We are continuing segmentation according to customer profiles to match the right advisers to the right customers. Obviously, the product range offered is not strictly identical for all types of customer. Personal projects, whether major or minor, may require savings, a loan or insurance. If these are dealt with separately, customers feel their plans are being split up without any overall vision. Dealing with customers’ needs on a holistic basis adds value and convenience.

The quality of advice is also largely improved by the time an adviser spends following up the same customers. Digital technology is also of decisive importance from this standpoint, because banks have an exceptional wealth of data in relation to other distributors and, if correctly analysed, this data allows for a combination of human skills and strong personal relationship with advisers with the power of Big Data and artificial intelligence – for an optimum response to customers’ personal projects. At Banques Populaires we want to offer our customers the best of the human and digital worlds. This is what we call a banking without distance, a bank which abolishes physical and temporal distance thanks to the best possible combination of technological and human resources.

True customisation

Will FinTech threaten existing banking models – whether physical networks enhanced by new technologies or online banks? This challenge should not be underestimated. Thanks to the widespread use of mobile technology and development of the ability to exploit data sources, FinTech could lay siege to various financial service market segments: credit card payments, savings or factoring. Would this result in a true “disaggregation” of banking relationships to the benefit of companies who each capture a part of the value chain? This risk was further increased by European Directive DSP2, which opens up the financial services market to all, notably aggregators, so they can act as operators. For the moment, they have not disintermediated banks which remain operators and the point of general relations with customers. They are happy to act as pure aggregators, capable of collecting together all the accounts of a customer at various banks so that at any moment they can provide an overall summary. Tomorrow they will also have the possibility of making account-to-account transfers, for example, or even offering third-party sales offers. Customers would then not need to visit their banking website, with an increased risk of disintermediation. This poses major security risks since the aggregators will need personal access codes to obtain information concerning a bank account or possibly to carry out transactions.

The question of what happens next is crucial, since widespread use may be made of services based on artificial intelligence, the famous “talking robots”, with the aim of automatically offering products to customers that are certainly relevant, since based on an analysis of all customer accounts. We can also imagine that an aggregator, combined with an artificial intelligence tool with the ability to send texts and emails to customers making appropriate proposals, could become a substitute – even a far more efficient substitute – for a personal adviser. But banks, like insurers, health funds, etc. are almost all in the process of acquiring or establishing aggregators. The excess number of aggregators may avert the feared result. Perhaps the answer resides in the capacity of each bank to have its aggregator and combine the latter with an even more virtuous customer relations model. For if we can further valorise and improve the overall relationship model, it is not certain that all customers will want to “split” their banking relations. Individuals already receive a large number of advertising emails or texts which permanently make offers, despite the development of systems to block them. Confronted by the future excess requests and subsequent saturation, telephone conversations with a qualified adviser, combined with sending relevant texts and emails by the bank, could represent significantly increased added value, specifically because there will be a positive differentiation by targeted customisation of the relationship and the specific contribution of the adviser who knows both the customer and the business. Now, for all commercial offers sent by text and emails to our customers, the sales conversion rate is multiplied by ten if backed up by a call from the customer’s qualified adviser.

Moreover, FinTech cannot autonomously develop services that will compete with some banking activities. They are forming cooperative relationships possibly by banks acquiring FinTechs or entering into partnerships to integrate some aspects of their innovations in the banking offer.

Complementary digital and physical approaches

It is very probable that the dominant model, as in all other sectors of distribution, will ultimately be complementary digital approaches – many of which are not profitable in the real world if they are the only channel used – and physical models which, if they remain unchanged, are certainly condemned to extinction. Already there has been major convergence of the human-digital mix. For example, recently Amazon announced the creation of 400 physical bookshops. We would add that banking involves dealing with finance and personal or business projects which require even more trust and a long-term relationship. We deal with highly emotional topics over a long timescale, i.e. security, assets, inheritance … and probably, human contact.

Of course, several approaches may coexist, but if we evolve rapidly and effectively, the dominant model can remain that of the bank, not classical or traditional, but a banking network enhanced by digital technology.

Categories
Global economy

“Reasoned hope within the crisis”, published in Les Échos on 19 January 2016

Accelerated changes like the ones associated with economic globalisation and the development of new technologies are all opportunities for reinventing, innovating and envisioning the world, new needs or new ways of working. These times of transition from old to new are important, as they question economic rents and promote social mobility and equal opportunities by rewarding innovation and giving an advantage to those which are not simply the products of reproducing prior cultural, sociological or economic knowledge.

However, in order to exploit the benefits of the technological and industrial revolutions currently under way, we need to unleash creative energy, to offer microenterprises the will and the chance to grow, just as much as we need to promote innovation and creation. Consequently, the quality of the economic and social environment, in legislative, regulatory and cultural terms, is crucial.

The new drivers of economic growth will almost certainly be biotechnology and nanotechnology, which, among other factors, pave the way for living longer, healthier lives and more effectively preventing or curing serious illnesses; energy storage technology, energy saving technology and renewable energies themselves, without which no energy transition or sustainable development would be possible; digital technology and Big Data for creating new services from massive data repositories currently stored but only partially used, thanks also to miniaturisation, for developing robots and other mobile and connected objects even further. All of these sectors are in a position to ensure future growth – if we use them properly and if the context of their emergence is intelligently thought out.

These hopes could indeed be thwarted by dangerous use of new techniques, which could just as easily drift towards applications that would gradually transform humans into machines or be used to establish totalitarian control of society. Their ethical and humanistic use is something that absolutely must be guaranteed. But these hopes might also be crushed if economic globalisation were to lead to uncontrollable distrust, introversion or religious fanaticism. Naturally, with the globalisation of trade, accelerated by new technologies, comes a vital need for proximity and protection, in a dialectic that is specific to human history.

In a more open, more mobile world, strengthening proximity and the protective capacity of institutions may be both essential and a generator of wealth and values – without undermining the responsibility of each individual. In the labour market, for example, flexicurity may be a response to the concomitant need for greater flexibility and risk-taking together with protection for individual career paths in an economy where mobility is more necessary than ever.

If human fears give way to listening more attentively to populist proposals or religious fanaticism, if the national framework cannot offer an open vision and, at the same time, legitimate and reasonable protection for the population, the world will close up, and fear of the future will lead to the refusal of progress. As Gramsci wrote, ‘The old world is dying, and the new world struggles to be born: now is the time of monsters.’

In order for this hope to thrive, we must fight for the virtue of our humanist values and the secularism that allows different religions to live together. But we must also trust in our ability to invent the world of tomorrow founded on an economy and institutions (labour market and rules, education, security, etc.) that are efficient and close to the people, paving the way both for innovation and for the creation of added value, on the one hand, and better job security and equal opportunities on the other. An open, fluid and dynamic society, but one that is also just and offers protection.

Categories
Global economy Videos

“Reconciling education and labour supply” ; speech at the Aix-en-Provence economic seminars, july 2015

How can you strike a balance between training and labour supply, when today they do not necessarily seem to be in synch? But how can you also use education better to increase growth and jobs?

Against a background of rapid globalisation and technological revolution, the jobs market in developed countries is growing for high value-added jobs. This value-added has to be sought permanently through innovation. We have an innovation economy which alone can drive growth today. There are likely to be fewer medium-skilled jobs. Unskilled jobs can exist and even develop, but face difficulties due to the cost of labour. This brings us to the general consensus, through which we understand that the role of education is essential in dealing with the question of jobs and labour.

I am thus going to develop some key “macro” ideas – there are two well-established correlations as well as some ideas from various studies published on the effectiveness of education, in order to suggest some ideas to think about and open up the discussion.

The first solid correlation has been established between the quality of education and growth. Thus, once you accept there is a relation between growth and labour, there is a relation between the quality of education and labour supply, even if it is harder to define than before.

A correlation has clearly been established between average GDP per inhabitant in OECD countries and PISA (Programme for International Student Assessment) test scores, which measure the quality of primary and secondary education, based on 15 year olds.
France has a specific problem: its PISA score appears average and has been falling for the past 10 years. Based on these scores, which measure basic skills (arithmetic, literacy, etc.), France was ranked 13th in 2000, with 511 points, and fell to 25th place in 2012, with 495 points. It has thus fallen backwards.
One also notes that more than 20% of students in year 7 have not mastered literacy and numeracy. We also know, and it is very interesting in France, that there is a very low correlation between the amounts invested in education and growth. In other words, of course, we need to allocate sufficient amounts to education; however, it is not always by using more resources that you achieve the greatest efficiency. Even within Europe, some countries, that have the same rate of budgetary spending to GDP as France on education, get much better PISA scores. This clearly raises questions…

Another solid correlation exists between social mobility (opportunity) and growth, or in other words, between social mobility, and once more, labour supply. The correlation clearly works in both directions. Growth creates social mobility. But social mobility also creates adaptability in developments and changes. It allows the guaranteed income of established individuals or professions to be challenged. It is precisely this that encourages innovation and development.

In France, the lack of equal opportunities is a serious problem and it is getting worse.

For example, if we look at the rate of correlation between the income of parents and the income of children, or even between the qualifications of parents and those of their children, you will see that the stronger the correlation, the less social mobility there is. In France, the correlation rate, which was 19.6% in 2003, was 22.5% in 2012. At the same time the OECD average, which was 14.8% in 2003 fell to 14.6% in 2012. France is thus not only on the wrong side of the scale but has also regressed as concerns social mobility (i.e. equal opportunities), which means that growth, innovation and development are held back. We must add that in France, the percentage of students from disadvantaged socioeconomic backgrounds and among the 25% of young people who achieve the best scores is among the lowest in the OECD.

We need to question, without ideology and with plenty of pragmatism, what is going on in education, as we can clearly see that an effective education allows greater social mobility and creates more growth, and thus directly and indirectly more jobs.
The most common and varied studies (of several countries or one, of several comparable experiments, etc.) more or less draw the same conclusions. This allows us to open up the discussion.
• First point: the countries with the greatest success have always set up a system to combat academic failure from primary level.

  • Second point, quality of teachers: highly qualified, empowered, independent, with lots of continuing and assessed training. As some studies clearly demonstrate, there is a correlation between their skills and how their income is established, sometimes based on performance.
  • Third point: good coordination between the levels of authority: School/ Town Hall/ Region/ State.
  • Unlike what we do here, the most effective universities avoid having studies specialise too soon.
  • Information is given about the content and quality of courses. In other words, assessments are carried out for each course. And they are shared. This is with respect to both the quality of research and the quality of teaching. This allows students to choose wisely and to be more selective.
  • Competition and complementarity is created between the different universities: a sort of competition. This approach is still better, according to all the studies carried out within the OECD, to rejecting any competition between universities.
  • We also see that systems with selective academic streams are more effective. Paradoxically, in France, only universities have not established selective streams, even though this is what preparatory classes and the IUT are. To this, we can also add the questions that can obviously be asked about the effectiveness of university, as we know that one in every two students does not get into the second year. This clearly constitutes a painful setback.
  • The links facilitated between different types of training for students improve general effectiveness.
  • Research must be developed and valued, with centres of excellence, competitiveness (we have started to do this in France) and with links made between research, learning and the private sector.
  • The vocational streams (I will not go into this as it will be elaborated on in detail later) are valued, with an apprenticeship programme and effective targeted vocational training.T
    here is a lot to be done in France, we know it.

To conclude, in France, although our advantages where education is concerned are remarkable, there is an obvious failure in these matters with a regression in equal opportunities coming in at a level lower than the average, many failures at school level and then at university… And then the qualifications obtained are still not well matched to the jobs available.

This statistic is important: the employment rate of 15-24 year olds in France is 28%, but in Belgium, the Netherlands and Germany it is 45%, and in Nordic countries, the United States, Canada and the United Kingdom, it is almost 50%.

In France, we are probably lacking a lot of pragmatism and the ability to analyse the reality as well as the ability to apply what works elsewhere, by correctly adapting it to our specific situation.

I will finish simply with this quotation by Bossuet that I like very much:
“God laughs at those who bemoan the effects whose causes they cherish”

Download “Reconciling Education and Labour Supply – speech at the Aix-en-Provence economic seminars, july 2015” (PDF – Full version)

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Economical and financial crisis Finance Global economy

“The financial crisis : lessons and outlook”,

The recent financial crisis, the consequences of which are still being felt today in the form of little or no growth in various regions around the world, was of a severity unseen since the Second World War. The lessons we can learn from it and the uncertain outlook force us to look back at the causes of the global financial and economic crisis of 2007-2009, and to the idiosyncratic causes of the eurozone crisis. We may then attempt to establish some lessons for the future and consider whether the crisis has actually been resolved or whether it is likely to rear its head once again.

CAUSES OF THE 2007-2009 FINANCIAL CRISIS

First contextual factor: the vital intervention of the Federal Reserve System (the “Fed”) of the United States and of other central banks following the major stock market crash of 2000-2003 led to an environment of low rates until 2004. A severe global recession was thus avoided. However, this focus on interest rates did not in fact support the stock market but rather the property market. Via a wealth-creation effect this support enabled the U.S. consumer to become the “consumer of last resort”. And so, between late 2003 and early 2004, growth resumed.

Second contextual factor: globalisation can also help to explain the 2007-2009 crisis. This is clearly the result of emerging economies who from the early 2000s were opting for a very different development strategy to that followed previously by the Asian countries, a strategy which had failed with the crisis of 1997-1998. This strategy, based on domestic consumption, had struggled with current account constraints in the face of a very sharp turnaround in the capital markets which had previously been flying a little too high. In 1997 we suddenly found ourselves in the midst of widespread panic, with capital that had been invested short-term in emerging economies in search of higher returns being withdrawn. The emerging economies, those in Asia in particular, learned their lesson and sought an alternative, more favourable, path to development. And so they adopted an export-based model, seeking out demand in developed countries.

This choice was entirely legitimate and rationally based on their comparative advantages owing to low labour costs, meaning that they could offer very competitive prices on certain product ranges. This new model was also developed by many and by China in particular on the basis of an undervalued currency, facilitating their exports and thus supporting their growth dynamic. During the 2000s, the production capacity of emerging economies increased sharply, but demand did not keep up. Subsequently, global supply found itself in a position of significant production overcapacity because, while developed countries were seeing their own production in certain product ranges being challenged, they clearly did not reduce their own production levels accordingly.

Global supply of goods and services again found itself superior to demand, a by-product of which was very high levels of global savings, far exceeding investment. This concept was assigned the term savings glut by Ben Bernanke, former chairman of the Fed, while he was still a professor.

Effectively, the emerging economies were piling up savings because they had low consumption levels and increasing revenue. This enabled them to generate substantial savings surpluses that were not sufficiently absorbed by an increase in domestic investment. Interest rates were therefore structurally low because global financing capacity was superior to financing requirements.

At the same time, real wages in developed countries were seeing little or no increase, because the global wage competition in certain sectors of activity and the associated product ranges prevented regular increases in purchasing power. This stagnation once again led to low inflation and very low interest rates.

Third contextual factor: the automatic refinancing of the American current account deficit, as the counterpart of the aforementioned factors. While China, the oil-producing countries and other emerging economies were, as we have seen, expanding their growth through higher exports, with domestic consumption still weak, they were also seeing growing current account balance of payments surpluses. Meanwhile the United States was experiencing increasing deficits in its current account balances.

With the exchange rates of emerging economies deliberately kept low, the deficits of the United States were accentuated further. But these were no obstacle for one very simple reason: while the Chinese were accumulating foreign exchange reserves through current account surpluses, they were investing them in the United States. This capital was therefore spontaneously going back to the U.S. and being used to finance the increase in American debt (private, company and public debt).

There was a kind of automatic recycling of the surpluses from the emerging economies towards the deficit countries and, primarily, towards the United States. Here again, long-term rates therefore remained very low because the additional American debt was refinanced without difficulty or pressure. And, since early 2004, as growth returned, while the Fed increased its short-term rates quite significantly, up to 5%, long-term rates saw little or no increase. This historic decorrelation between long-term rates and short-term rates was referred to as a conundrum, or enigma, by Greenspan, the then chairman of the Fed: how is it that, while the Fed is significantly increasing its short-term rates, the long-term rates do not rise automatically? The answer was probably not so enigmatic, as we have seen.

The consequence for private borrowers was a situation of debt facilitated by the fact that rates were lower than the nominal growth rate from 2003 to 2007. In a way, it all played out as though the global overproduction borne from unregulated globalisation had been masked by the growth of consumption in developed countries, except that it was based on a progressively unsustainable debt situation, resulting in a genuine situation of over-indebtedness. The overall increase of debt against a backdrop of stagnant purchasing power in the developed countries thus supported, albeit artificially, the levels of growth which otherwise could never have been achieved.

Household debt in the United States in 2000 was equal to 100% of disposal income; by 2007, it had reached 140%. Over the same period, it went from 100% to 170% in Spain and Great Britain, from 55% to 70% in France and from 65% to 85% in the eurozone. The only country where this increase did not occur was Germany: 70% in 2000, and the same in 2007. Corporate debt also increased significantly between 2000 and 2007 in the same countries.

With the return to growth from 2004, borrowers and lenders alike entered a euphoric phase, leaving traditional prudential regulation behind them. Debt levels far surpassed historical averages, and risk premiums were dangerously low, as in any credit bubble. This was the effect of a well-known cognitive bias known as “disaster myopia”. What happens is the more we move on from the last big crisis, the more we forget that a new, large-scale crisis could occur, just as we forget the potentially disastrous consequences. The more time passes, the higher the likelihood of the return of a catastrophic crisis. As a result, we gradually accumulate more financial debt, and enter into fragile situations that later will reveal themselves as dangerous when the bubble bursts at the end of the euphoric phase. The banks, but also other lenders, relax their criteria for granting credit, request fewer guarantees and accept lower margins. Selection becomes less rigorous and leverage increases.

Add to that the fact that since the mid-1990s, and even more so in the 2000s, one phenomenon facilitated this debt situation: securitisation. This consists of taking loans from the balance sheets of banks and selling them to investors, who then sold them indirectly to individuals and companies. From 2005, securitisation experienced exponential growth, particularly at American banks.

Unregulated securitisation was rife. There was increased securitisation of various kinds of assets, securitisation of already securitised debt, etc.

The complexity added to a lack of transparency made it very difficult to assess the true value of these investments.

In addition, securitisation allowed certain banks to feel that they held no responsibility for the credit they were approving. In fact, if a bank granted a loan that it then securitised and sold soon after, it could excuse itself from any serious risk analysis of the borrower and any monitoring of the customer account. It is part of the economic role of banks to monitor and advise customers, ensuring that they do not overcommit themselves, whether the customer is a business or an individual. In certain types of bank, what is known as “moral hazard” conduct became common practice, where the banks’ own actions produce additional risk for the overall economic system.

Lastly, the spreading of securitised packages among investors who were not so well-informed, as well as those who were supposedly informed, led to a general uncertainty over who bore the risk and what where the systemic and other effects of the situation. In the end, the effect of spreading meant that there was no longer any prudential supervision. Traditional economic and financial theory, which assumes that a wide distribution of risk is better and more easily managed than risk concentrated within supervised and licensed banks, has turned out to be completely false. Evermore sophisticated arrangements (CDOs[1], CDOs of CDOs, etc.) have enabled numerous investment banks to rake in increasing income, since they were the ones who performed the financial engineering that made these arrangements possible.

In the U.S., securitisation culminated in the development of subprime lending. In many cases, mortgages were offered to people who did not have the income to repay them. These were known as NINJA loans; no income, no job, no asset. It all rested on the idea that the property would see a permanent increase in value, and to repay the loan it would suffice to sell the property. Regular household income did not need to be considered. When these securitisations were revealed as problematic, the holders of these securitisation vehicles who were seeking repayment from the debtor found that in some cases the relevant contractual documentation did not even exist. So it wasn’t just a case of no income, no job, no asset, but sometimes no document either.

The investors, whether individuals or specialists, had been caught out by a classic cognitive bias: the anchoring effect. Up until the end of the 1980s, long-term interest rates were at very high levels. The 1990s and 2000s saw rates falling, regularly and steeply. Investors believed (this is the anchoring effect) they could achieve rates of return far higher than those being offered to them and which were compatible with the economic growth rate and the rate of inflation. When they were not offered what they considered sufficient rates of return, they did not try to understand how these “abnormal” rates of return had been possible, and hence blindly ignored the level of risk involved in any given investment, such as high debt levels or cascading debt, for example. Some companies agreed to increase their debt level in order to show a rate of return on their shares (ROE – return on equities) that would meet investor expectations, sometimes even resorting to accounting or financial acrobatics.

The period between 2003-2004 and 2007 was therefore a euphoric phase, similar in reality to the euphoric phases of the 19th century or the first half of the 20th century. They consisted of credit bubbles, property bubbles and/or stock market bubbles. In the recent crisis, there was both a property bubble and a credit bubble that were self-sustaining. During all euphoric phases, we grow increasingly blind to disaster and preventative behaviour diminishes over time, thus accelerating the very possibility of a return of the crisis.

To conclude this first section, we have seen that the 2007-2009 crisis is very much a case of history repeating itself, exacerbated by a new factor, in this case, securitisation. The property crisis was like no other, particularly in the United States, the UK and Spain. Simultaneously, we had a debt and leverage crisis, followed naturally by a general phase of debt reduction and deleveraging, which still continues today. If this is anything like similar situations in the past, growth should remain low for some time to come.

Added to which, a major liquidity crisis erupted, intertwined with the property crisis, credit crisis and the debt crisis. In fact, 2008 saw a liquidity crisis of unprecedented force. Faced with the basic uncertainty of who held what and the very content of the securitisation instruments, the interbank market, in particular, completely froze. Had the central banks not intervened so heavily, there would have been no more banks. A very serious liquidity crisis also occurred in 2010-2011 affecting the eurozone banks, but for other reasons (see below).

Poorly regulated financial globalisation, which began in the early 1980s, led to the reappearance and repetition from 1987 of systemic crises all intermingled with the three types of financial crisis mentioned above (speculative market crisis, credit or debt crisis and liquidity crisis).

 ANALYSIS OF THE EUROZONE CRISIS

You could be forgiven for thinking that the eurozone crisis was the consequence of the preceding global financial crisis. However we do not believe this to be entirely true. That said, some of the arguments are true: public debt increased after the 2008-2009 crisis because, on the one hand, certain governments contributed money to their banks in order to save them and, on the other hand, some governments, legitimately enough, attempted to combat the collapse of growth through countercyclical fiscal policy.

However, in some European countries, this increased spending only added to a pre-existing downward spiral of public finance deficits. France, for example, has not had a balanced budget since 1974. The effectiveness of fiscal policy and the value of public deficits are well proven, but on one condition: that these deficits are temporary. In other words, when the economic situation improves, the deficits become surpluses. This policy allows for debt when needed, but requires that the debt is repaid when times are better. In reality, permanent deficits undermine fiscal policy because, when public debt levels are too high, fiscal power can no longer be used.

But if the public debt crisis in the eurozone was not simply the consequence of the preceding financial crisis, it is because the same increase in public debt rates, following that of private debt rates, did not pose the same fundamental problems in the United States, Japan, or elsewhere. This was a problem unique to the eurozone. In fact, as a consolidated entity, the eurozone did not have a problem. Its position would even have been slightly better than that of the United States and significantly better than that of Japan. So why did it experience this specific crisis from 2010?

The creation of the eurozone was a very interesting and promising gamble, provided that either it pursued the vital ingredients that were missing, or that it granted entry only to countries experiencing sustainable, strong, economic convergence. There were therefore two schools of thought around the creation of the euro. The first imagined, in line with the creation of Europe from the outset, that economic advances would generate essential political advances. In fact, if a monetary zone incorporates countries that are not all similar in terms of their economic level and development, in order for such a monetary zone to function efficiently in the long-term, it is essential that it maintains the following three attributes:

  • coordination of the economic policies of the member countries of the monetary zone;
  • a system of fiscal transfers, as in the United States for example, that allows assistance to be given to a state in temporary difficulty, thanks to the existence of a federal budget;
  • workforce mobility between different countries in accordance with changes in their economic circumstances, so as not to have a situation of high and long-standing unemployment in those countries experiencing a difficult economic environment.

Under these conditions, the creation of a single currency facilitates both trade within the zone and the stability of expectations of economic players. But above all, the key point is to analyse the current account balance at the borders of the monetary zone and not of each of the member states. This would mean that the growth of a particular state would not be automatically restricted if it is in a more favourable economic position than the others, due to its demography for instance. Whereas if the external constraint applies to the borders of this state, a growth differential would immediately result in a deficit in the current account balance that would sooner or later, in the absence of a devaluation, require a restrictive policy to restore the balance between its imports and exports. This is a good example of what happens between the various states of the United States of America.

The eurozone, unfortunately, does not have any of these attributes:

  • with regard to the coordination of economic policies, in Europe, there is no economic government. France is virtually the only country that seems in favour of a European economic government, regardless of which government is in power in France. There is therefore strictly speaking, no established coordination of economic policies that would allow for, as the case may be, recovery in Germany, while the countries of the south were forced to slow down so as to restore their budget and current account balances, thereby reducing the economic and social effects of this slow-down;
  • with regard to budgetary transfers, the European budget represents approximately 1% of the GDP of the European Union. The countries and their populations do not feel united and are not accepting of the idea of a transfer necessary for the smooth running of the monetary zone. Obviously, for such transfers to occur, one essential yet insufficient condition is to implement federal supervision of national budgets. In fact, no population can be united if it thinks that this union is without foundation, or even that it may encourage other populations to act without self-discipline, or favour morally hazardous behaviour. But in Europe it is clear, both due to historic reasons and certainly political will, that there is a shortage of any desire to share or the desire for solidarity between nations, facilitated by a feeling of belonging to the same community of interest;
  • with regard to workforce mobility in Europe, this is restricted by varying tax and social legislation (including unemployment benefit rules), but also because of language barriers; in the United States, the fact that everyone speaks English facilitates mobility.

Without workforce mobility, without coordination of economic policies, without budgetary transfers and without the possibility of currency devaluation, the sole method of adjustment, in the event of an asymmetric shock between countries of the zone, is for a country in difficulty to find the lowest costing social, economic and regulatory solutions. This policy amounts to internal devaluation, since adjustment through exchange rate movement is no longer possible. If several countries are in the same situation at the same time, this method of regulation and adjustment then leads to a lack of sustainable growth in the zone as well as to medium or long-term social and political difficulties given the continuous obligation to adjust from the bottom up. Internal devaluation can also have a depressive effect since it reduces revenue without reducing debt, in the same way a devaluation would with a foreign currency debt.

This does not mean that in a full monetary union, countries could afford to become lax, or that they may be exempt from structural reforms essential to the pursuit of competitiveness and to the boosting of their growth potential. Full monetary union would not exonerate them from taking steps to address the unsustainable nature of their deficits and public debts. But if we assume that all countries had completed their structural reforms, it would still remain true that a partial monetary union, i.e. one without the attributes listed above, would inevitably lead to deflationary pressures within the union. The eurozone is incomplete and upholds this dangerous bias.

The second school of thought on the creation of the eurozone was based on the assumption that any form of federalism was either undesirable, or unrealistic. The attributes of a complete eurozone were therefore, according to this idea, not possible. The solution thus consisted of ensuring that all participating countries were similar and were in the same economic position. It was necessary also that they respect the convergence criteria (relating to rates of inflation, public deficits and public debt), both at the time of entry into the union and subsequently. By doing so, this school of thought itself made several errors, which have been borne out over time.

The first error was to allow entry into the zone of countries that were neither economically nor structurally convergent, either because they had “organised” their statistics without anyone knowing, or because they did so and people were indeed aware.

The second error was the failure to understand that a monetary union would likely lead to industrial polarisation. By the very definition of a single currency, there is no longer any exchange rate variation between the participating countries. Consequently, companies can opt to produce in only one country of the zone, and profit from the best conditions. These companies no longer need to directly establish themselves in the major countries to avoid suffering from exchange rate fluctuations that could be detrimental to the competitiveness of their factories or production sites. It should also be added that a single monetary policy for countries who are experiencing divergent situations could aggravate this divergence. In Spain for instance, where rates of growth and inflation were higher than in Germany, the interest rate set by the European Central Bank (ECB) for the entire zone was at a lower level than was ideal for Spain, which allowed for pain-free debt and notably stimulated the property bubble. Over a long period of time, the growth rate there was driven ever higher by the increase in both household and corporate debt.

The third error consisted of believing that the markets could be the guardians of orthodoxy of the public finances and of states’ current accounts. Instead we have experienced failure of the markets. The financial markets, contrary to traditional theory, are not omniscient. They are not wrong all the time, but they are repeatedly wrong. In this case, with the creation of the eurozone, they believed that the Greek or Spanish current account balances did not need to be supervised as such. So they converged the long-term rates of all the countries of the zone towards the German rate.

As a result, there was no warning shot from the markets, no caution about the unsustainable trajectories of certain countries of the zone. The markets did not play their part. If, prior to the onset of the crisis, they had raised alarm bells by increasing long-term interest rates to warn that the risk was increasing due to domestic debt and a current account deficit that was hard to sustain, macrofinancial constraint could have been exercised in advance and avoided the crisis, either in part or in whole. It was only in 2010 that the markets eventually took notice of the growing divergence in the eurozone and its inability to self-regulate.

Both schools of thought had therefore failed. And none of the public authorities within the eurozone had anticipated such a situation, and therefore had no plans for how to handle it. As a result, the Greek crisis was ignored for far too long. Subsequently, once it was recognised as a serious problem, too much time had elapsed, and it was too late.

But above all, due to the absence of the aforementioned attributes that contribute to a full monetary union, we have not seen any viable economic coordination, nor any transfers of public subsidies from better off countries to less well-off countries. Beyond the specific matter of Greece, which had shown little respect for basic rules or good economic sense, the only method of adjustment within the eurozone was therefore revealed to be considerable efforts from each country in difficulty to reduce public spending, increase the tax burden and re-establish competitiveness through devaluation within the zone. In other words, through an overall reduction in costs. These efforts certainly led to a decrease in demand, which in turn rapidly led to a reduction in imports and, as a result, a drastic reduction in the current deficit. But this type of policy, if employed in several countries at the same time, as we have seen, inevitably results in an overall slow-down of growth. And yet tax revenue is a function of growth.

We have therefore seen a frenzied dash to reduce public spending combined with a compression of costs and an increase in taxes, alongside reduced tax revenues caused by the slowdown in growth. This observation does not mean that structural reforms were not strictly vital for the countries concerned, since only these reforms were likely to boost growth potential and fundamentally sanitise the situation, shifting from growth driven by debt to growth based on productivity gains, innovation and the mobilisation of the working population. Nevertheless, these structural reforms, in order to be accepted and successful, must be accompanied by a short-term economic policy which is not in itself depressive.

The eurozone, in the face of a lack of institutions enabling regulation, saw the introduction of two vicious circles.

The first vicious circle was that of public debt and interest rates. The domestic competitive devaluation policies and the fall in public spending, as described above, resulted in reduced demand and slower growth, meaning that taxes could not be collected at expected levels and budgetary deficits were therefore not reduced as hoped. As public debt continued to increase, the financial markets increased their distrust in the sustainability of the trajectory of public finances of the countries in question. The long-term interest rates of these countries therefore had to be drastically increased, encouraging a spiralling increase of their public deficits, with the governments having to borrow at increasingly higher cost. The first vicious circle thus came to its inevitable conclusion.

The second vicious circle linked the governments to the banks. European banks in general hold the debts of their own state, but also those of other states within the zone due to the financial integration produced by the creation of the eurozone. When certain states are considered to have a heavy debt burden, the corresponding assets of the banks are considered potentially toxic. And so the vicious circle keeps spinning: the financial markets do not trust the banks in question and lend to them either at higher rates or reduced amounts, thereby making them weaker. The states thus appear further weakened since they are eventually obliged to save their own banks. This weakening leads to further mistrust of these same banks.

We have escaped the clutches of these two vicious circles thanks to two measures. The first measure was taken by Mario Draghi who committed to a huge liquidity distribution programme to the European banks (VLTRO – very long-term refinancing operations) and then, in summer 2012 announced that the ECB would buy the public debt of eurozone states if their interest rates were too high and speculatively moving away from their equilibrium ratio (Mario Draghi added: “Whatever it takes.”).” By making this announcement, the President of the ECB successfully kept the markets under control, thus allowing the long-term interest rates of the countries in difficulty to return to a more sustainable trajectory, and a level closer to that of nominal economic growth. We must highlight however, that the ECB holds significantly less member state public debt than the Bank of England or the Fed.

The second measure was the introduction of European banking union. This consists of three elements. Firstly, for solidarity to function properly, it must accept supervision at federal level. This is why the supervision of the major European banks has moved from national level to federal level, at the headquarters of the ECB in Frankfurt. Solidarity itself operates on two levels. Once the bail-in rules have been applied, i.e. the bail-out of banks in difficulty by their own shareholders and creditors, a mutual fund may be established between European banks to save a bank that is still suffering from serious difficulties. The second pillar of solidarity: an interbank guarantee fund for customer deposits.

 LESSONS AND OUTLOOK

Do we believe that all the fundamental problems of the eurozone have been resolved? Short-term confidence is not inappropriate, largely because the ECB is convincing in its intention to intervene should the situation worsen. Furthermore, in January 2015 it launched a programme of quantitative easing that will mean public debt rates are sustainably maintained at very low levels, with the aim of supporting a return to growth and trying to ensure that the eurozone does not fall into deflation.

That said, could all the countries of the eurozone, with some help, manage to recover their position thanks to the time bought for them by Mario Draghi? Many so-called “peripheral” countries of the eurozone have significantly repaired their current account balances. Time seems to be acting in their favour. But if we take a closer look, as we have seen before it is actually the drop in demand that is the key factor.

The restructuring of production resources and re-industrialisation, if it happens, will be slow going. The debt reduction of economic players, both private and public, also takes time. The consequences are a very low level of growth for a significant amount of time, with correlated unemployment rates. The questions therefore relate to citizens’ patience with regard to these long-term phenomena. The observed rise of populism and an anti-European sentiment is no surprise. Once again, it is not a case of underestimating the strictly essential structural reforms that have been postponed for too long, but of underlining the difficulty of simultaneously and quickly reducing spending and debt in a number of countries.

The eurozone, still incomplete, has not yet found a satisfactory method of regulation. All the factors described above that lead to structurally sluggish growth remain present. But what would happen if growth began to increase in a country that practised austerity without having rebuilt its production resources? Its current account balance would rapidly destabilise once again, with imports growing more rapidly than exports. This imbalance would very soon force it to re-establish slow-down policies so as to avoid being faced once again with the difficult, if not impossible, financing of its current account deficit by the rest of the world.

It therefore seems that, for the eurozone, the solution lies in its completion. Implementation first and foremost of genuine coordination of economic policies would allow for recovery in some areas and slow-down in others, as appropriate, thereby facilitating the fine-tuning of the entire zone. The signing of the European monetary union treaty (TSCG – treaty on stability, coordination and governance) does not address this possibility, despite its title. It is therefore necessary to extend the treaty and to give it its intended force.

An organised and conditional transfer of public revenue between eurozone countries, i.e. an agreed partial sharing of public levies, as in the United States – from those states that are doing well to those experiencing temporary difficulty – would also be an essential element of the system. A community loan to, for example, fund investments in the eurozone as a whole and for which the member states would be jointly liable would serve this purpose. But it is very unlikely that this will occur at the current stage of European integration, since it would mean a genuine degree of federalism.

And this is where we encounter the root causes of why the single currency is not complete: the absence of a true federal level, with a federal government and federal-level debt. This absence is clearly due to the existence of national sovereignty and the non-existence of European sovereignty, in conjunction with European citizens’ lack of sense of belonging to the same community. The historic construction of the continent did not create the United States of Europe. It is also essential to believe that palliative arrangements are feasible, without expecting an unlikely federalism to emerge in the short or medium-term.

A funding mechanism for the current account deficits of some by the current account surpluses of others should thus be established, with an a priori commitment by deficit countries to repay their debts. Without risk of a market crisis this mechanism would allow the financing of one state’s current account deficits by the surpluses of others; as such it would mean that external constraints were felt only at the borders of the eurozone. This would be a powerful driver of growth in the zone, because any one country requiring more growth than another, for adjustment or demographic reasons for example, would not be forced into adjusting its activity in line with those countries who do not have this necessity[2].

But even mechanisms such as these, in the absence of the sense of shared community interest, require strict conditions for application. As with intrazone funding mechanisms, transfers require fiscal policies to be supervised by a democratically elected body that acts as a representative for the countries that make up the said economic and monetary area. It is not possible to have solidarity without both a priori and a posteriori supervision. Mutual confidence is required in order for a policy and practice such as this to be established. To establish integration, reassurance is required that unacceptable behaviour and moral hazards cannot occur. This is much the case today, provided that certain, and in some cases substantial, improvements are made. The TSCG, which entered into force in 2013, requires the budget of each country to be in balance or in surplus, with a structural deficit no more than 0.5% or 1% depending on its debt-to-GDP ratio, and specifies an adjustment path should these be exceeded. Non-compliance will be fined.

But this is not sufficient. It is equally vital that these transfer or funding mechanisms organised ex ante, and not just during the crisis, are themselves conditionally activated. In the spirit of the above, it is not feasible to imagine that countries are going to finance, subsidise even, other nations that may experience a sustainable increase in spending compared to their revenue, i.e. a permanent current account deficit, and are not able to meet the structural deficit rules outlined above. Furthermore, within countries of non-homogenous national communities, such tension may exist between different regions officially belonging to the same national framework (Italy, Belgium, etc.). It is therefore essential that the said transfers or funding mechanisms are conditional, for some countries, on policies or structural reforms allowing for an increase of their potential growth level. These policies are listed in detail elsewhere and are not austerity policies: labour market reform, pension system reform, reform of public systems to ensure efficiency of costs in relation to quality attained…

Lastly, a monetary zone naturally leads to industrial polarisation, as mentioned above. If we do not ultimately want to see entire regions of the eurozone be permanently dependent upon the transfers of others, it is likely that, aside from the structural policies to be implemented nationally, a truly modern and motivating industrial policy will be essential at supranational level, such that clusters of competitiveness may form and be maintained in all the major regions of the zone. These clusters would allow all countries to benefit from competitive and exportable industries and services, and would ensure a minimum level of attractiveness for the various regions.

Because the European countries do not constitute a nation, some believe that the necessary sense of belonging to the same community will always be lacking in order to forge the acceptance of solidarity, even if the strict conditions above are met. If this is true, there would be no option but to turn back on European integration and wipe from history the mistake in such a scenario of the birth of the eurozone and, at best and where possible, to imagine a different, more realistic, configuration. This argument, albeit unappetising, must not be dismissed, for we have seen for some years now certain populations being forced into austerity and emerging politically as potentially dangerous and radical, Greece being a paroxysmal example. Similarly, we are also seeing so-called “Northern” populations dismissing any idea of having to fund ad vitam aeternam the so-called “Southern” countries, purported to be not quite as industrious as themselves.

Which is why the modest suggestions made here should be considered without delay and in depth, in order to avoid both the unrealism of the construction of the United States of Europe and the self-dissipation of what has been created thus far. As we have already seen, the temptation of mandatory intrazone homogeneity, through uniform technical rules, has already demonstrated the extreme difficulties it would cause.

Various recently introduced factors (actions of the ECB, European banking union, ESM – European Stability Mechanism – TSCG, etc.) already mentioned constitute steps in the right direction, but for the most part have not been seen through to completion. Even in combination, they do not form a satisfactory structure. It therefore remains, where applicable, to identify those countries likely to participate in an updated eurozone, based on the acceptance of a method of regulation such as the one presented here, and to clarify the mechanisms and institutions specific to such a monetary zone as opposed to those that apply to the European Union as a whole.

In conclusion, will we see more financial crises? Our opinion is that they are inevitable in the world as it stands today. On one hand, because finance is intrinsically unstable. For the last thirty years we have experienced financial cycles in which euphoric phases are followed by credit bubbles, affecting the price of capital assets – shares and property in particular – followed by depressive phases and the bursting of the very same bubbles. Leading to serious liquidity crises, these depressive phases can result in major financial crises. Financial and banking regulation is therefore absolutely essential. But assuming that this is fully effective, it would probably just bridge the gap between the highs and the lows, but not eliminate the sequence of phases.

On the other hand, prudential regulations themselves are not free from error. They often try to put right the causes of the previous crisis but underestimate the potential causes of future crises. Lastly, certain excessive or poorly judged regulations could themselves even increase the cyclical nature of finance, or even contribute to the next crises.

In our opinion it is both possible and necessary to alleviate financial instability with the right measures and good regulation, especially macroprudential regulation, but it is misleading to pretend that we can eliminate it. Similarly, banking regulation is absolutely essential, but it would be dangerous to try to reduce the level of risk that they take, since their economic and social usefulness resides in the fact that they do take risks – with credit, with interest rates, liquidity, etc. – and that they manage these risks professionally and under supervision. It would no doubt cause greater instability should these risks be pushed outside the realm of banks, into shadow banking or hedge funds over which there is little or no control or, by means of securitisation, onto the companies and households that are not equipped to manage them.

[1] A CDO (collateralized debt obligation) is a securitisation vehicle.

[2] The recent option for the ECB to buy government securities, as with the European Stability Mechanism (ESM), an international financial institution which became operational in 2013 for the granting of loans to countries in difficulty, are both pointing in the right direction, however their ability to be of manifest use in good time remains unclear.

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THE FINANCIAL CRISIS LESSONS AND OUTLOOK – Revue financière mars 2015

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Bank Global economy

What are banks for? “A return to fundamentals”

Guilty! Weren’t the banks accused of being responsible for the financial crisis triggered in 2007? A necessary vent for the economic difficulties, they continue to face legitimate criticism. And yet, without banks, there is no economy.

I believe that it is now time for a number of important ideas to take centre stage.

Commercial banks play a fundamental role: they take in savings and make loans, acting as intermediaries between those with financing capacity and those requiring financing. In developing countries, a significant proportion of national savings never enters any rational and efficient allocation system. The majority of the population do not have a bank account and invest in assets or hoard their cash. This system is inefficient as savings are not invested to produce growth, namely in support of individual and corporate projects. The financial markets are de facto exclusively the reserve of a few, large companies, due to the costly and regular requirement to produce information to attract investors for bond issues.

Thanks to their in-depth understanding of clients, households, professionals, SMEs and even large companies, the banks are better able to assess the borrower’s profile, and therefore to make appropriate allowances for the credit risk. By their very nature, they are able to minimise the information imbalance that exists between the lender and borrower. They therefore enable numerous economic stakeholders to finance their projects.

Furthermore, by investing in banking products, savers take a risk with the bank and not with the multitude of borrowers to whom the bank lends. Through its role as intermediary, the bank also plays a crucial economic and social role.

The second function of the commercial bank is to take on the so-called transformation risk associated with interest rates and liquidity. Such risks emanate from the fact that both households and companies most often favour short-term and readily available investments, while borrowers most often require long-term financing of a sufficient duration so as to make the investment profitable or to generate a savings capacity to repay a property loan.

The commercial bank therefore acts in the interests of the economy by centralising risk which it assumes in place of other economic stakeholders, thereby promoting growth. For their part, the financial markets bring sufficiently large and well-informed borrowers and lenders into direct contact, leaving them to manage all such risks.

There is a clear understanding of the importance of defining the most appropriate regulations to enable the banks to fulfil their role while guaranteeing maximum security for their depositor clients and, more broadly, the financial system as a whole.

The most recent crisis confirmed the intrinsic instability of finance. And the inescapable necessity of effective bank regulation. But it has to be given in the right doses. Any overreaction which excessively restricts the risks taken by the banks would give rise to another – and equally worrying – danger, namely that of strangling the economy by curbing the availability of finance. Only in very limited circumstances can the markets take the place of the banks. Excessive restrictions may also push the banks into transferring risk to companies and the general public by directly or indirectly selling them their securitised loans or, for example, by primarily only granting variable-rate property loans. This could also encourage a form of parallel, “shadow” banking system which is virtually unregulated.

By over-reducing bank risk due to the otherwise perfectly legitimate desire of obtaining “Phoenix banks” rising out of their own ashes (bail-in) and not needing to be saved by the state (bail-out), could lead to the trading risk taken by the commercial banks being transferred to other players in the economy, ultimately the taxpayers.

So correct regulation can only be arrived at through precise analysis of the situation in question. The indispensable and irreducible role of the banks in the economy must therefore be correctly understood to avoid an outcome contrary to the desired objective.

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