education

Recommendation on the digitisation and online accessibility of cultural material and digital preservation.pdf

7) Moreover, the digitised material can be reused for both commercial and noncommercial purposes for uses such as developing learning and educational content, documentaries, tourism applications, games,

Regional innovation strategies_the challenge of collaboration and governance.pdf

the challenge of collaboration and governance Kevin Morgan Cardiff University Local Economic growth: Recession, Resilience and Recovery Conference St Catharine's College, Cambridge 11-12 july 2013 Overview Innovation narratives Regional innovation strategies Smart specialisation Key

challenges Innovation Narratives Innovation looms larger and larger in local, regional and national growth debates

what it really is a collective social endeavour The core of this collaborative effort is deemed to be the entrepreneurial process of discovery Entrepreneurial actors are defined broadly to include universities as well as firms

but are expected universities to become something other than what they really are? Take the UK for example only 19%of patent applications are from universities less than 5%of universities'externally generated income comes from licensing

and sales of shares of spinouts the role of the university in commercialising knowledge has been exaggerated

and misconstrued Challenges: governance Fashioning an inclusive governance system at the regional level is another key requirement of the RIS3 process

Regional Planning Guidelines_SouthEastIreland.pdf

& Habitat Impact Assessment) HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses HSE

SME Small and Medium Enterprise SPA Special Protection Area Suds Sustainable Drainage systems TI Tipperary Institute VEC Vocational education Committee WFD Water Framework

The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.

The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy

and develop community, health education and social infrastructure. The Section advocates the retention and development of health care facilities to serve local communities,

Each local authority has undertaken targeted land servicing during the review period. 6. Developing the innovation potential in the region though development of a University of the Southeast

Little progress on establishment of University of Southeast. Outreach facilities expanded at Wexford and Kilkenny.

a multipurpose sports and leisure facility in Kilkenny City Expansion of Maynooth University Outreach, Kilkenny City Improvements to waste water and water supply to Kilkenny City Works have commenced on the water supply

and town centres with high levels of enterprise activity the need to provide the infrastructure needed to attract investment into the region the need to create stronger linkages between Higher and Further Education institutions

In addition, the region has Carlow College, Tipperary Institute has a campus at Clonmel and there are third-level outreach centres at Wexford and Kilkenny.

The absence of a University in the Southeast Region is an issue that has emerged time and again in studies

underdeveloped linkages between industry and third and fourth-level educational institutions and a low level of Research and development (R&d) activity would be addressed by the development of additional degree and post graduate places in the Southeast.

and building upon the existing network of higher education establishments at Waterford, Carlow, Kilkenny, Wexford and Clonmel.

The Regional Authority will work with existing third-level institutions to support the establishment of a University of the Southeast.

and Further Education Programmes to provide additional access routes to higher education. The development of a University of the Southeast will continue to be a priority objective of the Regional Authority.

Primary and Secondary education Planning for primary and secondary education is guided now by Guidelines on school provision issued by the Doehlg.

The Guidelines seek to make schools provision an integral part of the evolution of compact sustainable urban development and the development of sustainable communities

and courses within the region and the establishment of a University of the Southeast have the potential to significantly increase participation. 3. Improved linkages are being developed between industry

and third-level educational institutions. 4. Strong indigenous industrial sector with opportunities for increased levels of Research and development. 5. Improving road and rail infrastructure. 6. The Regional Airport has significant

Providing for world class higher education, research and development and links to the knowledge economy. Tackling inequality, educational disadvantage and social deprivation by providing improved public services and social and community infrastructure.

A2 It is an objective of the Regional Authority to support the establishment of a University in the Southeast by utilising

The establishment of a University in the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford,

regional or national centres of learning through the establishment of a University of the Southeast and development of existing third and fourth level capacity and resources;

Proximity to Waterford Institute of technology and the potential development of a University of the Southeast in Waterford City;

Employment & Economic Development Strategy 645 The priority in relation to strategic educational infrastructure must be the provision of a University for the Southeast.

Because of funding limitations and the rules governing institutes of technology, it is considered that a University has greater potential to satisfy the needs of industry. 4. 3 Hubs

Establishment of a University in the Southeast Region and further development of Higher education Institutes Improved links between HEIS and industry, particularly research and development Incubation centres Improved public transport within and between hubs and county towns and other

To increase access to education, training and lifelong learning possibilities to enhance social integration and inclusion through the development of skills to enable people to take advantage of higher value added employment;

To improve infrastructure including roads, sanitary services, rural housing and information and communication networks; To improve water services infrastructure in compliance with all environmental legislation and the River basin Management Plans;

and Kildalton College in Co. Kilkenny provide important resources and expertise to the agricultural and environmental sectors in the region.

Planning authorities are encouraged to adopt appropriate policies to safeguard viable unworked deposits for future extraction. 4. 6 Higher education,

The delivery of a University within the Southeast remains the critical piece of knowledge infrastructure that is required within the region.

and to develop a basis for creating knowledge driven competitive advantage across all sectors of the economy. 4 Advice to the Minister for Education & Science on the application by Waterford Institute of technology for designation as a University, JM Consulting

Lifelong learning will increasingly become a feature of an individual's life. This will have direct implications for the use

Access to education is also an important element of social inclusion. Having a sufficient supply of graduates

especially in the Science, Engineering and Technology areas, is of paramount importance. The third and fourth-level colleges will have a key role to play in human resource development for the future through the provision of graduates from full-time courses in the areas of Engineering, Business, ICT and Life sciences and through the provision of part-time

and distance learning opportunities for those in employment. A strong third and fourth-level education sector in the region will be a strong driver of innovation and entrepreneurship.

The deficit arising from the limited fourth-level education opportunities in the region is resulting in a drain of knowledge workers

Carlow College IT Carlow NUI Maynooth Outreach Centre-st. Kieran's College, Kilkenny Tipperary Institute-Clonmel Campus Waterford IT IT Carlow-Wexford Campus. PPO 4. 6 The further development of the third and fourth-level sector

is critical to the development of the Knowledge Economy in the Southeast Region and the Regional Authority supports the following strategic objectives:

1. For Waterford IT to become the University of the Southeast with links to existing third and fourthlevel facilities at Carlow, Kilkenny, Wexford and Clonmel,

as per its submission to the Department of education and Science. 2. For IT Carlow to become part of the National Technological University as per the submission to the National Strategy for Higher education Review Group. 3. For the successful integration of Tipperary Institute

by establishment of a Multiplex Campus by IT Carlow in Wexford and the further strengthening of the collaborative links established between Trinity college, Dublin and Carlow College.

PPO 4. 7 The Regional Authority will work with third and fourth-level colleges, Foreign Direct investors and HPSU Principals in promoting and developing training/education models for workers in high value industrial activities.

and development of, the Southeast Region's ability to innovate in education, research and development through its third and fourth-level educational institutions and effective linkages with industry.

and Vocational education Colleges (VECS) can provide the training facilities throughout the region that are needed. The implications of these needs are that training

Distance learning is an area that offers considerable potential for vocational training and continued professional development. PPO 4. 10 The Regional Authority will support expansion in the Training

The training of staff for the industry by the third and fourthlevel colleges, by CERT and by the industry itself must develop

Gateway Business and Technology Parks-IDA Enterprise Parks Enterprise Ireland Industrial Estates Local authorities/CEB/Private University standard third and fourth-level educational facilities Hubs

The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;

& Regional Innovation Capacity Educational attainment to leaving certificate and third and fourth-level has increased within the Southeast,

but the region continues to exhibit a relatively high level of early school leaving (below Leaving certificate) and relatively lower levels of attainment to third and fourth-level.

These are IT Carlow, Waterford IT, Tipperary Institute, Carlow College and NUI Maynooth at St Kieran's College, Kilkenny.

encompassing tailored delivery and development of courses, research collaborations and lifelong learning. The Southeast accounts for a very small portion of the total R&d spend in the higher education sector (HERD)( under 2%in 2006.

This underlines the importance of establishing linkages and networks with relevant HEIS and research institutes beyond the region.

Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the ITS to establish such a cluster) represent a key step in enhancing research and innovative capacity within the region. 4. 10.3 Economic Infrastructures:

and preservation of the natural environment and landscape and development of cultural and recreational assets. 6 The absence of a university within the region has been cited as a key regional deficit

and a formal application by WIT for upgrade to university status is currently with Government.

nationally & internationally) amongst firms and between firms and knowledge providers (HEIS, research institutes etc.)

agribusiness and environment/life sciences), working with the relevant industry associations and the HEIS. Action at a regional level. 3. Promote interaction between indigenous SMES

Consider how best to enable companies to access technologies and research from HEIS, for example: HEIS and research institutes to provide information on their websites from the perspective of the end-user (including industry interests in research)

so that research capabilities are demonstrated and searchable in terms of technologies and their application to‘real'industry problems/potential (and not by research department).

Development Plan Implications (Higher education and R&d) Development Plans should include policies to ensure that adequate land is available for the provision of additional education and research facilities in the vicinity of the principal third and fourth

Bus Éireann school bus services operated on behalf of the Department of education and Science; Private mini-bus services; Community bus routes, provided in association with the Rural Transport Programme.

Shortterm RP4 Rescheduling of passenger services to match potential demand patterns, e g. commuters, ferry passengers, students etc.

The EPA Code of practice: Wastewater Treatment and Disposal Systems Serving Single Houses (Cop) establishes Regional Planning Guidelines for the Southeast Region 2010-2022 Section 5:

The importance of advanced communications infrastructure for an information-based society in terms of regional accessibility and as a key support for business education and research.

Social infrastructure includes facilities such as health education, recreation and childcare. These elements are overseen by many different Government departments

and Secondary education Investment decisions in relation to the Schools Building Programme should be made having regard to the Regional Settlement Strategy

and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Development Plans and Local Area Plans should have regard to the needs of existing and developing communities in relation to the reservation of lands for school building and extension projects.

The size of sites to be reserved for new schools will be dependent on the level of education and on the population to be served

such as a choice of primary and secondary schooling, retailing, employment, social and sporting facilities and access to the national transport network, contribute to the attractiveness of a town.

though development of a University of the Southeast by utilising and building upon the existing network of third and fourth-level educational establishments at Waterford, Carlow, Kilkenny,

and also supporting the development of high level research and development through the HEIS. C. Developing Strategic Employment Locations within the region to act as ready togo economic gateway sites to the new industry.

C. Investment in primary and post-primary education community and recreational facilities. 5. FULL IMPLEMENTATION OF THE JOINT WASTE MANAGEMENT PLAN FOR THE SOUTHEAST REGION. 10.1.2 Matching Local Investment Priorities The Guidelines envisage the balanced development of the region through a focus on six distinct

-Progressing the development of a University of the Southeast. -Development of the potential of the region's river valleys and navigable waterways in their contribution to urban renewal, recreational facility provision and tourism promotion.

REINVENT EUROPE.pdf

-Ingegneria dei Sistemi S. p. A Professor Rüdiger Iden, Senior vice president, BASF SE Jan Lamser, Member of Board of directors and Senior Executive Offi cer, CSOB

Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. The panel would like to thank all those who participated in the online consultation from July to August 2009

and stimulate universities and public research centres to be more open and international. The ideas in this report were created co through a series of meetings by the panel

Andreas Pyka, Professor in Innovation Economics University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum We,

as a network of European third sector leaders, welcome the recommendations of the Business Panel on the future EU innovation policy.

%Youth need access to education, resources and structures to turn ideas into value through the provision of relevant opportunities.

in creating learning loops about policy at all levels, but above all, in driving forward new focus areas for policy.

I recommend spending a morning in a kindergarten to relearn constructive, explorative and role play. 12 Here we represent some of the key conclusions of our work in the form of sea stars:

University of Rotterdam, presentation to Netherlands Centre for Social Innovation. 2 The Social Economy in the European union:

University training must also shift from management of existing organizations to the new styles and structures required for innovation. 5 An inspiration could be the Danish Mindlab, bringing together the ministry of Economic and Business Aff airs,

learning activity. 20 We propose: Every household, business and public building to have access to ultra fast broadband and the smart grid, with ambitious EU targets for speed of at least 1gb/second and specifi c completion dates.

Develop a modern digital infrastructure for lifelong and advanced learning. Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision of lifelong learning as well as to increase the competitive environment necessary for advanced learning in universities and colleges.

Why smart grids? Smart grid delivers electricity from suppliers to consumers using digital technology to save energy,

and universities typically remain undervalued and underutilised. From innovation unlimited There is no evidence to suggest that a public body would be better at allocating capital to innovation than a properly regulated and incentivised private sector.

A proper market for IPR will allow universities, public research organisations and small companies to fi nd better partners

It is intended that the Fund will buy patent licences from public universities and research centres

which will begin testing the operation with volunteer universities and research centres. The necessary tools to develop exchanges

This is about learning from each other, but also about identifying new problems and new solutions where future products, services and ways of working create value.

public sector, universities, as well as large companies. Such openness and collaboration is required in an early stage of ideas,

incubators, research networks and educational exchanges in specific research areas. Closed innovation systems of laboratories, universities, research institutes, art schools, corporations, public administrations, professions are no longer a viable approach for future innovation.

From Innovation unlimited Future innovation policy should consider how to facilitate access to completely new groups of users and innovators,

Stimulate universities and public research centres to be more open and international reforming incentive and performance systems,

We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want. uture sen 29 About the panel The Business Panel on Innovation was established by DG Enterprise

We benefi tted from the university and teaching perspective from our rapporteur and a wealth of policy knowledge from the Commission and various thought leaders who joined our meetings.

of Board of directors and Senior Executive Offi cer, CSOB Bank (member of KBC Group) Professor Rüdiger Iden, Senior vice president, BASF SE Dr Anne Stenros, Design

Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. 30 Mandate of the panel Context:

but also include expertise coming from academic institutions and/or business schools and from the public sector and/or politics;

This appendix is written by the rapporteur, Professor Maureen Mckelvey. It places the concepts and ideas developed by the Panel for Innovation,

and growth through a wide variety of mechanisms and eff ects (Salter and Martin 2001).

In general, modern discussions of innovation policy focus upon knowledge, learning and systemic benefi ts, which moves the focus away from traditional economics arguments of market failure, direct cost-benefi t analysis and industrial organization (Metcalfe 1995).

and thereby provide funding to universities and fi rms to fi nd technological solutions. In the last decades,

The organizational structure should be capable of learning and also of adjusting behavior and programs,

Management of interfaces Building and organizing innovation systems Providing a platform for learning and experimentation Providing an infrastructure for strategic intelligence Stimulating demand articulation, strategy and vision development 37 References:

‘Analysis of Chain-link Eff ects of Public Policy: Eff ects on Research and Industry in Swedish Life sciences within Innovative Food and Medical Technology'.

'Report for the Swedish Agency for Innovation Systems. VINNOVA report series, available at www. vinnova. se.

Andreas Pyka, University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum For the fi rst time the social dimension of Europe is recognized as a source of innovation,

Research and Innovation Strategy for the smart specialisation of Catalonia.pdf

Open innovation and cooperation amongst the quadruple helix stakeholders (universities, industry, governments and innovation users) is key to generating new opportunities,

Investing in education, training and vocational training for skills and lifelong learning. 11. Enhancing institutional capacity of public authorities and stakeholders and efficient public administration. 1. Framework 15 Moreover

To invest in education, skills and lifelong learning 11. To enhance institutional capacity and ensure an efficient public administration The structural funds for the 2014-2020 period will concentrate on these 11 objectives

This consultation attracted considerable participation (176 contributions), mainly from the fields of universities, research and business.

and there are knowledge hubs (universities and technology and research centres) which foster innovation. For more detailed analysis, see the document Analysis of Leading Sectors

The fifteen Connect-EU working parties are all open groups formed by public and private stakeholders (companies, business associations, universities, etc.

Objectives 3. Tools and Policies 35 Main stakeholders Companies, business associations, cluster organisations, universities, research centres, technology centres, foundations and institutions linked to R&d&i,

Main stakeholders Technology centres, research centres, hospitals and associated foundations, university groups and other public or not-for-profit organisations in the science and technology system, and companies.

Support for university groups focuses on marketing their technological services and the results of their research, with the goal of promoting the third and fourth university missions,

Main stakeholders Universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.

However, there exists a problem of connection that makes it more difficult for knowledge gathered at universities

To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.

Objectives 3. Tools and Policies 40 Main stakeholders Financing Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.

The investment and knowledge of universities and research and technology centres can be capitalized through technology mechanisms such as the establishment of new technology-based firms,

Main stakeholders Research centres, technology centres, hospital research and valorisation units and university groups. Government of Catalonia, State, European funds and other public/private sources of finance.

a range of different stakeholders (companies, technology centres, universities and R&d centres) take part in such processes,

Main stakeholders Catalan public authorities, universities, research centres, technology centres, companies and business associations. Government of Catalonia, State, European funds and other public/private sources of finance.

It also enables the services provided to citizens to be improved (especially in the fields of health education

They also reinforce the role played by universities as drivers for development in the territory.

To strengthen the universities'fourth mission. To generate new economic and job creation opportunities in the territory.

Main stakeholders Local authorities, companies, business associations, cluster organisations, universities, research centres, technology centres and other bodies in the territory.

particularly those that affect citizens most directly (such as health education and justice. Open government is a new way of understanding the role of citizens who, through the new communication and participation media, play an ever more active part in decision-making and the development and control of government processes.

and entrepreneurship to secondary and tertiary education in order to encourage entrepreneurial vocations amongst young people. -To improve the training received by entrepreneurs.

Moreover, it is vital to establish at universities, research and technology centres, etc. a framework of regulations and preliminary agreements to facilitate the creation of companies,

Financing To increase entrepreneurial vocations amongst students and recent graduates. To raise social awareness of the entrepreneurial phenomenon.

Objectives Main stakeholders Catalan public authorities, companies, business associations, financial institutions, science and technology parks and the education system.

Objectives Main stakeholders Catalan public authorities, universities, companies, business associations, organisations and research and technology centres.

and potential creators of international enterprises in cooperation with universities and business schools. 3. Tools and Policies 53 P. 4. 3. Social innovation Social innovation can be defined as a series of cooperation

The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,

administrations and universities. Financing To support strategic change in companies. To promote business and public-private cooperation.

a good education system is an essential requirement for economic competitiveness. Professional profiles and training facilities must match the needs of the production system whilst, at the same time,

the education system should also ensure good science-and technology-based training. The education system should guarantee everyone the opportunity to develop their personal capabilities,

and should enable young talent to be discovered and trained ready to enter the employment market.

P. 5. 1. Matching the Education system to the Needs of the Production System Training is an essential element for enhancing innovation culture in companies.

Innovation must be present in curriculums for vocational training, university degrees and MA courses related to the production sector,

Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies

foster transversal skills amongst students and improve their prospects of integration into employment. P. 5. 2. English Learning English has become the language of global communication,

and is present in all spheres (the economy, the media, the new technologies, higher studies, etc.).

For this reason, to improve The english skills of today's pupils is to train the workers of the future.

Public actions to promote English learning should be intensified. P. 5. 3. Attracting and Retaining Talent Attracting

Further advances should also be made in the process of modernising the universities so that they adapt to the knowledge society,

To this end support for doctoral studies at companies should continue to be provided. Financing To introduce integrated vocational training generally.

To help adapt university degrees to the needs of the production system. To increase the number of researchers of excellence in the R&d&i system.

Objectives Main stakeholders Universities, research centres, Catalan public authorities, the education system, business associations and other organisations.

The Agency for Management of University and Research Grants, which is responsible for distributing funds for research through public and competitive calls for proposals,

Research and Innovation Strategy in Catalonia.pdf