The development is slowed by the quality of education and the availability of work force, as well as by the insufficient development of the business support networks and clusters.
The education system delivers work force connected with the newest technologies and promotes innovation and entrepreneurial culture among the young generations;
14 companies, 4 universities, 12 research institutes, 2 public athorities, 8 cathalist organizations, 2 associations and 1 entreprenurial association.
The academic and research composition in the agrofood field is represented well at regional level, by the existence of PHD schools in the fields of Horticulture, Agronomy and Zootechny at University of Agricultural Sciences and Veterinary medicine, The Zootechnical Research center, The Research
In the academia and research area in the field of biotechnologies, the Northeast Region has Biologic Research Institute, Antibiotics Research Institute, Medicine and Farmacy University (UMF Gr.
which has a fiziofarmcology and clinic research platform related to the nononcological and oncological pains, a Biology Faculty inside the University Alexandru Ioan Cuza, a Regional Oncology Research Institute and a County Clinic
From the perspective of academia and research dimension, the region holds a Research and Technological Engineering Institute FIBRESIN, a Textile Research center, a Textile, Leather and Industrial Management Faculty with a PHD school.
which joints 14 companies, 4 universities and research institutes, as well as cathalist organizations. From the perspective of the academia and research composition, the region has a PHD school inside the Authomatics and Computer Faculty of the Gheorghe Asachi University, another one inside the Electronics, Telecommunications and Information technology Faculty, a Research
and Tecvhnology Transfer Center POLYTECH, a National Research and development Institute for Technical Fizics, a Research center for Fuzzy systems,
Inteligent Systems and Biomedical Engineering, research units in the field at the University for medicine and Pharmacy GR.
and thematics of the courses introduced in schools and universities); support for educators in familiarizing with new trends and technologies in priority sectors of activity.
Therefore it is necessary to analyse the education offer level by level (both at specialization and at curricula levels) in the profesional and technical education regional system,
Measure 1. 2. Establihing contacts among pupils, students, and masterands persons and innovating companies in priority fields of activity This measure proposes to familiarize pupils and students with the actual technological level from innovative companies, trhough workplaced activities.
To this purpose the following types of projects are considerred: o Revitalization of the study visits organized by the classrooms of pupils
and students in enterprises and coupling them with training coursed (for example how its made...or new technologies presentations;
o The support of pupils, students, and masterands that take part to practical stages/internships i innovative enterprises from priority sectors (through bourses or other facilities).
Project ideea: Paied internships in the ITC sector An example of relevant project comes from the IT&C priority sector,
sometimes they impose to 8 students supplementary costs (for example accommodation in student campuses during summer holiday is higher than along the year).
From this reason, many students prefer to invst their time rather in working as free-lancers in paid projects which does not allow them unfortunately to systematize the accumulated knowedges,
o Supportin the Kids Club activities or other types of afterschool activitiesas well as students associations activities (through procurement of equipment, rehabilitation of buildings and spaces), to attract pupils and students
o Organizaiton for pupils, students and masterands of contests of ideas and innovative projects, in partnership with regional companies example Olimpic contest/Night of small inventors;
o Support of pupils, students and masterands to participate in competitions of ideasand innovative projects organized at national and international level (through financial stimulents.
To this purpose, it was exemplified the case of a professor at a faculty in the field who
when presenting to XII degree pupils the possibilities for study, was completed by the teacher with the following message:
So, if you don't enter in any other faculty, you can still orientate your carier toward the textile industry...
where pupils can make themselves from textile materials diferent accesoires from little pources to toys, etc.
engaging pupils to discover, through play, the beauty of the field. Horizontal Priority 2: Support for the inovtive enterprises in Northeast Region Measure 2. 1:
9 o Implementation of programs for simulated enterprises to facilitate translation into practice of inovative ideas of puils and students;
In the IT&C sector this center take the shape of a corporatist university an integrated training program,
and to facilitate the inclusion of graduates in shared resources type initiatives. Finally in the biotechnologies field, this center takes the shape of a clinic studies center
or research institutes or universities) Global Value Chain analysis The panels working on candidate smart specialization fields followed a set of criteria in choosing the most promising R&i programs.
Smart specialization was conceived of as a process of gradual learning, iterative and dynamic, involving constant gathering and analysis of data at local and national level.
The consortium involved policy-makers, a variety of types of research institutes (including private ones), universities
as a share of GDP 0. 31 (2011) 0. 61 1. 0 Number of doctorate graduates (ISCED 6) per 1000 inhabitants, 25-34 y. o
-around 90 Romanian universities, both public and private; 4 World Economic Forum, The Global Competitiveness Report 2013-2014,2013, p. 26.5 World bank, Functional Review of the Research, Development & Innovation Sector in Romania, 2011
with universities leading the way, followed at a considerable distance by the Academy institutes and the INCDS. 6 This upsurge in publications has ensured
7 A complex questionnaire was dispatched to around 44,000 potential respondents researchers and academics, doctoral students and recent Phds, members of the scientific diaspora etc.
the accumulation and retention of knowledge is a quite costly encounter for SMES. As a consequence, there are some major managerial implications for SMES that result from the analysis of the Romania's R&d and innovation potential.
1) the intensity of entrepreneurial activity,(2) the ability/capacity to raise funds for projects,(3) the availability of appropriate research personnel and 1 The Bucharest University of Economic Studies, Bucharest
The accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to be put in place.
and adequate public policies for supporting entrepreneurship and SMES, there is high probability that the Romanian business ecosystem will become one of the most competitive and dynamic in the EU. The accumulation
The accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to be put in place.
At the same time, as the accumulation and retention of know-how is a quite costly encounter, SMES are forced to consolidate,
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21 Figure 8:
30 Figure 23-Exports Per capita (2007,2009, 2011)..31 Figure 24-Number of students enrolled in technical education (2011)..34 Figure 25-Number of students enrolled in foremen
education (2010)..34 Figure 26-Number of students enrolled in agricultural high schools (2008 2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
Tertiary education Infrastructure as of 2010.22 Table 4: GDP Per capita in Counties of West Region (Euro, at purchasing power standard...
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
owing to a tertiary education system that is relatively strong in natural sciences, mathematics, computer science, food science, agriculture,
Investing in education, skills and lifelong learning XI. Investment priorities can be tailored to the particular needs of the region
In order to support the national commitment it is desirable that regions with high development potential and stronger higher education structures
The national Europe 2020 targets Employment rate(%)R&d(%of GDP) Emissions reduction (compared to 2005)(%Renewable Energy(%)Energy efficiency reduction(%)Early school leaving(%)Tertiary education(%)Reduction
public entities and knowledge institutions (universities and research institutes) working together to identify not only a region's most promising areas of specialization,
It must include mechanisms for policy learning, in particular through peer reviews involving public officials, practitioners and regional stakeholders.
The goal of this approach is to avoid unnecessary duplication and fragmentation of efforts, and to exploit opportunities for joint programming,
Eurostat 6 Persons aged 25-64 with tertiary education attainment(%;%Source: Eurostat 7 Europe 2020 Flagship Initiative Innovation Union COM (2010) 546 12 sustainable and inclusive growth depends on their specific development potential and their assets (in terms of
as they are the primary institutional partners for universities, other research and education institutes, and SMES. 15.
There is a need to make more extensive use of loans, equity finance and other forms of financial engineering. c) Lifelong learning in research and innovation.
Focusing school, vocational and higher education curricula on transversal competences like creativity, entrepreneurship and initiative will help young people to develop their full potential for innovation. d) Attractive regional research infrastructure
10. investing in education, skills and lifelong learning; 11. enhancing institutional capacity and an efficient public administration. 10 20.
ii) developing links and synergies between enterprises, R&d centers and higher education, in particular product and service development, technology transfer, social innovation and public service applications, and demand stimulation;
and better social inclusion and education policies, 2. Developing modern infrastructure for growth and jobs, 3. Promoting economic competitiveness and local development,
The West Region is considered to have a relatively highly skilled population, due in part to the prominence of its universities.
There are seven public universities in the West Region, out of which four are based in Timisoara, one in Arad, one in Petrosani, one in Resita,
and Politehnica University has a branch in Hunedoara. In addition, there are seven private universities, which are located in Timisoara, Lugoj, Deva and Arad.
Specialization areas of these higher education institutions vary but the region is particularly strong in natural sciences, mathematics, computer science, food engineering, agriculture, medical and veterinary sciences.
Figure 6 confirms that the educational attainment of the region's economically active population is slightly higher than in peer regions.
It also has a higher share of the population with a tertiary education than any other region outside of Bucharest,
Among the population of 20-24 years of age (Figure 7) the West far outperforms most peers in university enrollment
although it is striking just how strong of a magnet Bucharest has become for the country's university population.
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011) Source:
Economically active population by sex, age, highest level of education attained and NUTS 2 regions (1 000.
Persons aged 25-64 and 20-24 with upper secondary or tertiary education attainment, by sex and NUTS 2 regions (from 2000 onwards%.
The West Region is recognized as having a strong set of universities and hosts a large student population, particularly in Timisoara.
As Table 3 shows, the West is represented particularly well in terms of the number of tertiary institutions and faculties that it hosts.
However, although it also has a fairly large population of students in the first stages of tertiary education,
What is very clear from Table 3 is that Bucharest is by far the main center of tertiary education in the country.
Where the West's performance drops considerably is advanced at the stages of tertiary education where the relative level of its research student population is only half that of that of North West and one quarter that of Bucharest.
Taken together this suggests that the region is in a broadly good position in terms of producing (theoretically) trained workers for high skill professions,
Tertiary education Infrastructure as of 2010 Tertiary institutions Faculties High skills students (level 5 A) Advanced research students (level 6) Total per m population Total
Institutions and Faculties from Institute of National Statistics; Student figures from Eurostat; High skill students defined as First stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to professions with high skills requirements (level 5a;
Advanced research student defined as Second stage of tertiary education leading to an advanced research qualification (level 6) 38.
These trends in education follow through to the labor market, where the West has a comparative advantage in highly skilled workers (proxied those with a tertiary education).
Like much of Romania, however, the West faces a problem both with older workers retrenched due to restructuring of traditional industries like coal
and metals (particularly impacting Hunedoara and Caras-Severin) as well as younger workers that leave school without qualifications.
Finally, in a dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and technology acquisition,
. 6 Arad Caras-Severin Hunedoara Timis 33 Despite a relatively significant number of universities and good university enrollment rates, the region faces important shortcomings at all levels of training and skills
While the West Region has clear strength in tertiary education in the Romanian context, its advantage in upper secondary and post-secondary (non-tertiary education is far from apparent.
Enrollment rates in secondary education are only moderately ahead of the national average. Of more concern, is the relative performance of its students in upper secondary education.
Table 6 shows that in 2011 and 2012, every county in the West Region performed in the bottom quartile of Romanian counties in the first presentation of the baccalaureate examination24.
While leading counties in the North West like Cluj and Bihor ranked 3rd and 5th respectively (out of 42 counties), Timis and Arad ranked 34th and 36th.
Table 6: Percentage of Students Passing the Baccalaureate Examination (2011 and 2012) Source: http://www. gandul. info/news/rezultate-bacalaureat-2012-harta-rusinii-pe-judeteo-comparatie-intre-rezultatele-la-bac-de-anul-acesta
-si-cele-de-anul-trecut-9830731 55. In addition, West region lags behind other peers in terms of enrollment in TVET programs.
Romania has a long tradition on Technical and Vocational education and Training (TVET) program. Recent numbers from INS show that West region lags behind other peers in terms of enrollment in TVET.
Data shows that in 2011 the West Region had the third lowest number of students enrolled in technical high schools of all the regions in Romania (34
441), and in 2010 was the fourth region number of students enrolled in foreman education (523.
In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant and was in 2011 the lowest of all the regions in Romania (6522 students).
The lack of interest in technical education from potential students possibly explained, in part, by outdated curriculums with insufficient connection with the private sector needs and by the 24 There is a second presentation of the exam in the Autumn of each year Rank NUTS3 Region 2011 2012 Avg 1 RO221
BRAILA 57.0 60.0 58.5 2 RO215 SUCEAVA 65.0 47.0 56.0 3 RO113 CLUJ 54.1 54.3 54.2 4 RO126 SIBIU 53.8
Figure 24-Number of students enrolled in technical education (2011) Figure 25-Number of students enrolled in foremen education (2010) Source:
Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 2011) Source:
Uluslararasý Uretim Zincirlerinde Donusum ve Turkiye'nin Konumu Transformation in International Production Chains and Turkey's Position, Istanbul, TUSIAD-Koc University Economic Research
University of Colorado. 44 Box 1-High Value Added Manufacturing in the West Region Continental purchased the existing Siemens VDO business in 2007,
In particular, in the technical and managerial jobs, foreign firms are able to offer young Romanians the credentials of a foreign firm, the experience of learning in leading edge environment,
and to act as a flexible system that endorses iterative learning, but not to focus on specific economic activities. 81.
Skills (1) The link between tertiary education and the workforce and lifelong learning 89. Despite education and skills often being perceived as a source of comparative advantage for the region,
The link between tertiary education and the workforce must be reinforced. The region must do a better job of leveraging its significant tertiary education infrastructure,
especially to the insertion of university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
This will require investments to improve the links between universities (as well as vocational training facilities) and employers.
It may also pay to make strategic investments in promoting disciplines and skills that are likely to be the cornerstones of the region's future economy. 91.
Lifelong learning is another important area for policy action. Lack of investment in lifelong learning makes the region's labor force unable to adapt to changing skills requirements resulting from shifts in industry structure and technology.
The result is high levels of structural unemployment (and low participation rates) and skills mismatches at all levels of the labor force.
Putting in place incentives for 51 individuals to invest in lifelong learning, and ensuring that the infrastructure
it is critical that policy makers focus on this type of learning institutions in the near future..
and students should have access to modern machinery in order to be able to obtain industry-relevant knowledge.
This approach will ensure that new graduates acquire a skills set that meets the demands of the market
Business development and management training programs are essential in preparing firms and entrepreneurs to compete on a national and global level.
This type of training should be offered through the university curricula (including a focus on presentation skills
Directorate General for Research, Technological Development and Innovation National Council of Scientific research Consultative College for Research, Development and Innovation National Council for Ethics of Scientific research, Technological Development
and research institutions (universities and RDIS the West Region could establish technology transfer offices (TTOS),
either as part of universities or industryspecific. TTOS could help identify research projects with commercial potential and carry academic ideas to the market.
and to promote applied research in universities and RDIS. Second in order to alleviate the burden of acquiring intellectual property protection for inventions,
It would encompass the main drivers and providers within the education system in the region, representatives of the private sector and national policy makers in the areas of education and the labor market.
update and modernize the curricula for theoretical education, vocational training and lifelong learning in order to answer to the demands of the business sector in the region.
The center would act as a strong and permanent partnership between universities, R&d centers, and industry, working together to increase regional competitiveness.
and researchers in higher education institutes to develop new technologies and processes that will lead to job creation and increased exports.
and the Code of practice for the Governance of State Bodies, Board members are required to provide a Statement of Interest to the Standards In public Office Commission and to the Secretary.
learning and spillovers are likely to be accelerated. The labs will also provide opportunities to conduct more frequent quality tests which will increase reliability of local producers. 118.
and veterinary sciences are areas of strength of the West Region universities. 60 IV. 3. 4. ICT 122.
and support to regional spa and medical treatment centers for their certification and accreditation process.
Clear strength in tertiary education programs for natural sciences, mathematics, computer science, food engineering, agriculture, as well as medical and veterinary sciences Important signs of entrepreneurial activity Existence of a relatively good network of industrial and technology parks High export performance Skills:
improving the link between tertiary education and the workforce and lifelong learning; improving the vocational school system for industry-relevant training;
agriculture, and veterinary sciences are areas of strength of the West Region universities Unexploited export opportunities with Serbia.
and veterinary sciences are areas of strength of the West Region universities Establishment of an agro-food market center including a regional accredited laboratory for food safety
which are areas of strength of the local universities, while enjoying the benefits of a EU location.
the last year for which Eurostat provides data on regional R&d outlays, the total intramural R&d expenditures (considering business enterprise sector, government sector, higher education sector,
Major local universities have started to invest in technology transfer, but such investments are still at early stages.
University graduates need to be trained better on how to apply theoretical knowledge. Firms often have difficulties finding graduates to meet their needs,
partly because the skills provided by the educational system do not go beyond theoretical concepts. 151.
In order to develop appropriate skill sets for young graduates linkages between industry and universities must be improved.
This can be attained through public-private partnerships on R&d collaborations or by adjusting the school curriculum to respond to industry needs.
Currently such joint projects are only available to large companies like Siemens and Continental, which have programs and partnerships with local universities.
These efforts must be scaled up and should encompass local firms, including small and medium size enterprises. 152.
Access to a larger pool of specialized labor force complemented with better guided young university graduates would strengthen the region's comparative advantages.
either for initial education or for long life learning programs can be promoted through ESF projects,
Moreover, institutions such as technology transfer offices can support the smart specialization strategy by promoting private sector collaboration with universities and RDIS.
Investing in education, skills and lifelong learning 155. Priority Axis 1: Regional competitiveness enhancement and smart specialization in the West Region aims at promoting the smart specialization potential of the region.
in order to ensure equal access to education standards of a high standard. 158. The specific objectives and selected investment priorities identified under these three priority axes are described in the following subsections.
fostering academic entrepreneurship, research commercialization and collaboration between public and private sectors. 161. Major universities in the region have started to invest in technology transfer, but such investments
and need to be exploited better and enhanced to promote the smart specialization of the region.
A recent example of an initiative to facilitate the transfer of knowledge to industry is the joint e-Austria institute formed with the participation of the Computer science departments of the West and Politehnica Universities and the Research Institute for Symbolic Computation at the Johannes Kepler
University in Linz. The institute has ongoing projects with private partners in Austria, Germany and Romania.
Another example of the recent efforts to foster collaboration between universities and the private sector are the agriculture extension services provided by the Banat University of Agriculture
and higher education for the development of products and services, technology transfer, and networking. The specific objectives of this investment priority are to:(
The partnerships between universities, research institutes and private enterprises, especially the large ones, which have substantial growth potential based on the smart specialization of the region,
i) increasing the share of population with tertiary education; and (ii) encouraging the access to professional development,
including lifelong learning programs. 179. The analysis of the regional level economy revealed a mismatch between the available skills and the needs of the labor market in the West Region.
universities or vocational training centers) in order to identify and promote those projects that fit with the needs of the local economic actors. 180.
and ensuring the applicability of the learning material, are key role for the economic development of the region.
and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
ii) supporting lifelong learning through the development and implementation of measures to enhance the relevance of higher education programs,
iii) developing and strengthening the partnerships between higher education institutions, business environment and research institutes. 181. The second investment priority under this priority axis is to invest in education, skills and lifelong learning by developing education and training infrastructure.
The specific objective of this investment priority is the rehabilitation, modernization, development and expansion of pre university, university education and continuous vocational training infrastructure. 182.
Soft Measures such as educational and vocational training programs have to be sustained properly by the educational infrastructure
and the conclusions of the General Master Plan for Transport, developed at national level. V. 4. Detailed strategy overview for the region 185.
Thematic Objective 10 Investing in education, skills and lifetime learning, which can be financed from ERDF and ESF, supports both the national and regional investment priorities.
and synergies between enterprises, R&i centers and higher education in particular products and service development, technology transfer and networking Contribute to EU 2020 strategy by increasing the investments in research and development Promote the transfer of knowledge
and competences required in labor market Increasing the share of population with tertiary education Encouraging the access to professional development,
including lifelong learning programs National, local, and EU financing 3..2. Investing in education, skills and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre university, university
education and continuous vocational training infrastructure National, local and EU funds, West Regional Operational Programme 83 187.
2. Promoting business investment in innovation and research and developing links and synergies between enterprises, R&i centers and higher education in particular products and service development,
and equipping of pre university, university education and vocational training infrastructure List of preselected projects identified in the Regional Development Plan Service capacity of supported education infrastructure 86 Investment
Proposed pilot initiatives Guidelines for selection of operations/Financial instruments Results indicator Development of technical education to ensure a better link between training and industry 189.
First tranche of contracts concluded by June 2015 1. 2. Promoting business investment in innovation and research and developing links and synergies between enterprises, R&i centers and higher education in particular products and service development
skills and long life learning by developing education and training infrastructure Define the list of public projects according to the national policy by the end of 2013.88 VI.
In addition, the region is considered to have a relatively highly skilled population due in part to the prominence of its universities.
The local universities are especially strong in natural sciences, mathematics, computer science, food engineering, agriculture, as well as medical and veterinary sciences.
improving the link between tertiary education and the workforce and lifelong learning; improve the vocational school system for industry-relevant training;
and establishment/improvement of vocational programs focused on textile relevant training with appropriate technical facilities. For the agro-food sector:
and veterinary sciences are areas of strength of the West Region universities; and establishment/improvement of vocational school focused on agro food industry relevant training with appropriate technical facilities.
6) Protecting the environment and promoting resources efficiency (10) Investing in education, skills and lifetime learning;
Efforts to support local firms should be complemented with improvements in the education system by adjusting university curriculum to the specific needs of the sector
and 57 Details about the pilot green energy project managed by the Polytechnic University Timisoara and ICER TM,
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011