which the education system should provide. It is necessary to improve the way the labour market works,
the results achieved by the education system must also be improved, and this means a reduction in school dropout rates and equipping human capital with improved skills.
Professional profiles and training provisions should also be adapted to the real needs of the production system.
economics, the media, the new technologies, postgraduate studies, international mobility, etc. Catalonia faces the challenge of modernising its universities
in order to respond to the demands of the knowledge society. In order to improve their contribution to individuals and to society as a whole,
the universities should adapt to the needs of production sectors and their spheres of influence.
Moreover, it is important to continue increasing the critical mass achieved by research centres by encouraging cooperation between companies, the public authorities and the universities.
Catalonia 2020 Strategy 19 R&d at universities and research centres, particularly in the facilitating technologies (industrial biotechnology, nanotechnology, advanced materials, photonics, microelectronics,
The Government supports universities, research centres, technology centres and science and technology parks in order to foster the establishment of companies with high technological content and highly qualified jobs.
and guidance services. 6. 1. 5. Raising rates of school success In order to reduce the high school dropout rate in Catalonia,
and skills amongst the school population in the conviction that these are a key requirement for school success and lifelong learning.
Moreover, individual support is provided to pupils in order to respond to special needs. If these needs are detected early
there is more chance of pupils successfully completing their schooling. 6. 1. 6. Promoting full comprehension of English as a third language With its notable presence in the spheres of economics, the new technologies and higher studies,
The Foreign language Plan increases the number of classes given in English at all levels throughout the education system,
as well as promoting other activities that encourage the use of English by pupils and teachers both in the classroom and outside. 6. 1. 7. Introducing a new university model based on excellence
and internationalisation The strategy aimed at adapting the university model to a model of excellence and a high degree of internationalisation focuses on six areas:
restructuring university provisions; a new model for academic personnel; promoting common or joint services; new policy for fees and grants;
a new model for the governance of universities; and strengthening the position of universities as driving forces for growth.
This new model also includes employing teaching and research staff of excellence and establishing prestigious MA programmes with high international profiles. 6. 1. 8. Increasing integration into labour market of people from groups at risk of social exclusion Unemployment
is the main cause of poverty amongst the working-age population. For this reason, the Government promotes measures to foster integration into the labour market amongst groups at risk of social exclusion.
Efforts focus particularly on promoting digital literacy and computer skills and increasing regular Internet use amongst the underprivileged. 6. 1. 10.
requirements 1. 5. Raising rates of school success 1. 6. Promoting full comprehension of English as a third language 1. 7. Introducing a new university model based on excellence
and university groups engaged in technology transfer, whilst also providing incentives for research centres with clear industrial potential to transfer know-how to the production system. 6. 4. 2. Increasing research into new technologies with applications in the productive economy It is not easy
and coordinate all stakeholders committed to establishing new business projects. 6. 5. 1. Introducing entrepreneurial values in the education system According to the European Charter for Small Enterprises,
To this end, for example, compulsory secondary education includes two programmes, Enterprising School and Entrepreneurship at my School,
whilst students are required also to present a business plan in order to obtain certain university qualifications. 6. 5. 2. Promoting business initiative, cooperatives and self-employed work In order to drive the creation of new businesses,
the Administration provides such services as, amongst others: information, support and training for entrepreneurs; access to entrepreneurial resources;
In order to encourage the flow of know-how generated at universities and research centres towards the production sector,
5. Promoting entrepreneurship 5. 1. Introducing entrepreneurial values into the education system 5. 2. Promoting business initiative,
as well as promoting the transversality of ecological design at universities and research centres and know-how transfer
Excellence in research was enhanced by recent large-scale investments co-funded by European union Structural Funds that enabled the improvement of R&d infrastructure in universities.
and university laboratories are turned rarely into business success. The market for technology is still functioning poorly in Hungary,
The outstanding (within Hungary) regional innovation achievements including research universities'scientific results; the emergence of a layer of technology-based, born global entrepreneurs;
Being a higher education centre, there is also a high concentration of university-based research. The headquarters of the European Institute of Innovation and Technology is located also in CH.
A large share of the head offices of R&d-intensive multinational enterprises (MNES) is located in CH.
%This is mainly due to the fact that the majority of PROS and of HEI-affiliated research institutes
The share of the population aged between 25 and 64 with a tertiary education was 28.9%in 2008,
%)According to Eurostat, practically 100%of CH's population aged between 20 and 24 years participated in tertiary education in 2008,
however bound to worsen considerably in the near future with the new Higher education Act to be adopted at the end of 2011.
The recent sharp expansion in higher education enrolment will be shunted in line with the sharp reduction in the number of publicly funded universities and the number of students.
The planned structural change is guided by the principles of 1) reducing the budgetary contribution to higher education and 2) diminishing the excessive weight of the capital in higher education.
Hungarian performance with respect to lifelong learning is in general well below the European average: the share of the population aged between 25 and 64 participating in education and training was 30.8%of the EU27 average in 2010.
As for the regional data as might be expected CH is above the national average: 4. 3%(150%of the national average.
Universities in Budapest have developed knowledge clusters, and intensified cooperation with the business sphere. Improved results in these respects were achieved due to unprecedented investment activity in research and technology infrastructure,
In 2010 the number of (Hungarian and foreign language) publications related to the region was 22,776: 57%of the total.
the fact that it hosts the majority of higher education institutions and public and private research organisations also account for its above average ability to capture national and European resources designated to support innovation. 12 1. 3 Identified challenges Though the preconditions
Excellence in research was enhanced by recent large-scale investments co-funded by European union Structural Funds that improved R&d infrastructure at universities.
and university laboratories rarely turn into business success stories. The market for innovation is functioning still poorly in Hungary,
MNES with Hungarian subsidiaries have established already linkages with the major universities and centres of excellence, but better communication and linkage building may multiply international awareness of CH's innovation potential and of its tangible and intangible RTD assets. 2. Innovation policy governance 2. 1
it has established linkages with practically all actors of the regional innovation system including universities, PROS, private research performers, innovation intermediary institutions,
and technology centres/co-operation research centres (targeting industry-university/PRO co-operation and technology transfer).
The annually announced Baross Gábor Programmes (a regionally decentralised programme) supported innovative firms'and industry university/PRO consortia's research projects,
Human resources The regional innovation policy mix does not target human resources in terms of supporting higher education institutions'education activity.
Priority 3 of the New Hungary Development Plan (Social Renewal) targets among other things tertiary education, specifically the development of human resources necessary for research development and innovation.
The Social Renewal Programme (and also the Social Infrastructure Programme that supported investments into HEIS'educational infrastructure) granted funding to universities and some other 20 The plans are the framework documents for allocating the financial
resources provided by the EU Structural Funds together with the national contributions. 21 HEIS the volume
2) launching of university-based research projects; 3) development of competence centres, 4) establishment of organisations specialised in the transfer and commercialisation of universities'scientific results;
5) large-scale investments into universities'R&d-and educational infrastructure etc. HEI-specific R&d projects of the Social Renewal Programme were continued by New Széchenyi Plan's SIP.
Technology-oriented entrepreneurship The main regionally decentralised instrument designed to promote the establishment and growth of technology-based enterprises was the Innocheck programme,
which gave innovation vouchers to SMES so that they could be used among other things for incubation purposes, for the preparation of feasibility studies,
A national programme with regional implications that focused on the support of technology-oriented entrepreneurship was the Regional University Knowledge Centre (RUKC) Programme. 21 RUKC was integrated an university-based programme
University-based research projects involving industry-university co-operation, technology transfer and the establishment of spin-off companies were targeted for funding by the programme.
The programme provided support to altogether 19 universities, seven of which were based CH. Support for technology-oriented entrepreneurship gained a new impetus with the Structural Funds cofunded programmes,
which were aimed at stimulating universities'technology transfer activities (Social Renewal Programme of the New Hungary Development Plan) supporting the establishment of business incubators and supporting the development of the incubators'services portfolios
Table 2 The regional innovation policy mix Name of scheme Policy objective BGP Innocheck Financed by INNOREG CHOP Other Institution-building, institutional capability accumulation
X X X R&d activities (corporate) X X X X R&d activities (HEI-and PRO-based) X X X R&d infrastructure
Nevertheless INNOREG's activity has had some clear merits As well as a learning organisation over time it has managed to find its place within the regional innovation system.
Thereby INNOREG contributed to policy learning and this activity has triggered non-negligible learning effects among support recipients.
Innocheck also proved highly efficient in terms of raising stakeholders'awareness of the importance of non-technological innovations,
and university grant recipients and to intermediary organisations responsible for innovation policy implementation. 3. 3 Good practice case As expected for a region where the majority of national innovation activity is concentrated CH abounds in innovation success stories.
as well as higher education institutions-(HEIS) or public research organisations-(PROS) based R&d activities; Innovation performers'purchase of research and technology services;
Projects of CHOP that supported the establishment and the development of industry-university R&d centres, innovation and technology parks,
development of science and technology parks, clusters'infrastructure, investments into universities'and PROS'research lab equipment etc.
In this respect it can be considered exemplary that ICT development envisaged not only knowledge generation and industry-university co-operation,
health and environmental technologies-related university-based competence centres have promoted effectively competitiveness, poles-based, smart specialisation.
Knowledge clusters have accumulated a dense network of industry-university linkages. One of the success stories is the establishment and evolution of the Mobility and Multimedia Cluster
Industry-university co-operation has intensified and innovation performers participate in international research undertakings (and networks of excellence) increasingly frequently.
including the scientific results of research universities; the emergence of a layer of technology-based, born global entrepreneurs;
the HEI-and the PRO-based regional innovation stakeholders to pursue their activities within an increasingly centralised system:
Repository Support measures Pázmány Péter Programme Regional University Knowledge Centers Innocheck plus Central Hungary (ten rounds) Baross Gábor Programme Central Hungary
Region 2009 Development of R&d Infrastructure (REG KM INFRA 09) Baross Gábor Program Central Hungary Region 2009 R&d projects (REG KM KFI 09) Elite Research University scheme
higher than the national average of approximately 1%.Higher education research institutions, together with business enterprises R&d are most probably dominating in the region.
There are numerous university-based research centres as the region (Budapest) is also the centre of Hungarian tertiary education with around half of Hungarian students attending universities in the region.
Infopark, Central and Eastern europe's first technology and innovation park is sandwiched between two universities: Eötvös Lorán University and University of Technology and Economics.
It is home mainly to ICT firms and to the European Institute of Innovation & Technology.
As for innovation output indicators, in 2008 the number of Hungarian and foreign language publications related to Central Hungary was 12,816 and 10,141, respectively,
In five universities and in numerous research institutes projects deal with a plethora of topics in many cases in cooperation with private companies.
In Baross Gábor, regional R&d infrastructure and R&d projects were funded in universities, research institutes, foundations and collaborating private enterprises.
Support measure MAGYARORSZAG KOZEP-MAGYARORSZAG Region Kozep-Magyarorszag NUTS Code HU10 Support Measure Title of measure Pázmány Péter Programme Regional University
2009 Policy objectives 2. 1. 1. Universities Presentation of the measure The programme supports the establishment of regional university knowledge centres
EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
Evaluation report links Information technology Innovation and Knowledge Center e-Science Regional University Knowledge Center Elektronikus Járm és Jármirányítási Tudásközpont Evidence of outcomes
funds EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
and research institutes and/or universities. Because of fostering cooperation it had additional positive impact. The only problem is with transparency.
Besides universities and academic institutions applying for financial support to upgrade their laboratories also two companies were awarded grants:
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence No data is available about the number of applications. 16 projects were selected,
mainly proposed by universities (there were only 2 projects submitted by companies. Overall the lack of interest from private companies seems to be a weakness of the project.
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
Evidence of outcomes based on evaluation and other evidence Detailed information is not available yet as the projects have not been finished
HU10 Support Measure Title of measure Elite Research University scheme Full title Elit Kutatóegyetemi cím odaítélése Duration From:
2010 Policy objectives 2. 1. 1. Universities Presentation of the measure Universities could apply in Hungary for being awarded the title of"elite research university
Those universities are eligible which carry out a substantial basic and applied research, their R&d&i activity is significant both in Hungarian
and in international comparison, have outstanding results in postgraduate education and have wide international linkages. The main objective of the measure was to contribute (indirectly) to universities'strategy preparation
and to promote their research orientation. The promised additional funding and the prestige of the title prompted the applying universities to elaborate a coherent mid-term research strategy.
They have surveyed their investment needs in R&d infrastructure and built linkages with interested industrial partners, planned joint research actions that will partially be supported from the budget.
Keywords Universities Budget, source and type of funding Currency: HUF Source of funding 2010 National public funds 27,000, 000,000 Regional public funds EU Structural funds Private funds Other Form of funding
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence Many universities applied,
the extra funding was very attractive. However, many criticised the final results due to the lack of transparency in the decision-making process.
Keywords Small and medium-sized enterprises Intellectual property rights Entrepreneurship Budget, source and type of funding Form of funding provided Grants Policy learning Extent to
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
of funding provided Grants Policy learning Extent to which the measure can be considered as a success
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
It tries to increase the attractiveness of the region for knowledge-based and high-tech enterprises, by supporting investment into university-based R&d infrastructure.
universities, research organisations and investors in Hungary and in Central europe, to become a prominent player in the Hungarian innovation market.
, 93--0, 30 2000--03 2006--09 2007--10 2007--10 Tertiary education 0, 26 0, 32 0, 33 0, 30
2007 2008 2008 Higher education R&d expenditure 0, 42 0, 92 0, 92 0, 44 2000 2007 2008 2008 Source:
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems Engineering.
and the designation of Distinguished Professor of Systems Engineering and Digital Innovation (UCC) and is an International Privacy-By design Ambassador as designated by the Canadian Information and Privacy Commission.
Dr. Anna De Liddo is Research Associate at the Knowledge Media Institute of The Open university (UK).
At present Anna is leading Open university's work in the European Project CATALYST, and the EPSRC's EDV project,
Lara Schibelsky Godoy Piccolo is a human computer interaction researcher at the Knowledge Media Institute of The Open university.
Previously, she was Senior Researcher at CPQD in Brazil coordinating R&d projects related to the digital divide. 6 Dr. Maurizio Teli has recently been appointed as Research Fellow at the Department of Information Engineering and Computer science of the University of Trento (Italy.
Examples of this second connotation are the introduction of a general education system, the legislation of unions and the recognition of new rights.
civic society organisations, research centres and universities and, of course, citizens. The relationships and power dynamics that characterise social innovation initiatives is a research and political challenge that, again,
Students and citizens interested in statistics and in knowing more about GDP measurement initiatives. Who Is behind CAPS?
CAPS projects involve a large spectrum of private and public companies, universities and research centres, online platforms and NGOS.
CC RESEARCH GROUP ON INTERNET, POLICY AND COMMONS, AUTONOMOUS UNIVERSITY OF BARCELONA-Barcelona, Spain IMAGINATION FOR PEOPLE-France IMINDS VZW-Brussels, Belgium INTERNATIONAL MODERN MEDIA INSTITUTE
-Iceland ITALIAN NATIONAL STATISTICAL INSTITUTE-Rome, Italy LULEÅ UNIVERSITY OF TECHNOLOGY, CENTRE FOR DISTANCE-SPANNING TECHNOLOGY-Sweden LUNARIA, SOCIAL PROMOTION ASSOCIATION-Rome, Italy MAPPINGFORCHANGE-London, UK MODUL UNIVERISTY VIENNA-Vienna, Austria NESTA-UK
France P2p FOUNDATION-Amsterdam, The netherlands PNO CONSULTANTS LIMITED-Cheadle Hulme, UK POLIBIENESTAR, UNIVERSITY OF VALENCIA-Valencia, Spain PURPOSE EUROPE-London, UK
RADBOUD UNIVERSITY-Nijmegen, The netherlands SIGMA ORIONIS-Sophia Antipolis, France SOZIALHELDEN E. V.-Berlin, Germany STICHTING DYNE.
ORG-The netherlands T6 ECOSYSTEMS S. R. L.-Rome, Italy THE EUROPEAN RESEARCH CONSORTIUM FOR INFORMATICS AND MATHEMATICS-France THE OPEN UNIVERSITY-Milton Keynes, UK THE UNIVERSITY
OF SHEFFIELD-Sheffield, UK THE UNIVERSITY OF ZURICH-Zurich, Switzerland THE WAAG SOCIETY-The netherlands UNIVERSITÀ DEGLI STUDI DI MILANO-Milano, Italy UNIVERSITÄT HEIDELBERG, GEOGRAPHISCHES
ACCESSIBILITY RESEARCH GROUP-London, UK UNIVERSITY OF FLORENCE-Florence, Italy UNIVERSITY OF READING-Reading, UK UNIVERSITY OF SURREY-Surrey, UK VELTI-Greece WAAG
universities and associations to create their own fully-featured social networks and applications. 17. Evidence Hub http://evidence-hub. net The Evidence Hub is a collaborative knowledge-building (specifically evidence-building) web platform.
innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their collective intelligence. 31.
It is open to all members and communities for contribution students and researchers, civil society organisations, governmental and intergovernmental organisations, multilateral institutions, businesses, statistical offices,
such as predominant age, gender, religion, nationality and language, physical and mental abilities, standard of living, level of education and whether those being addressed belong to the'majority
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin a methodological approach to evaluation and impact assessment that remains aware of 63 memory biases at individual and organisational levels.
'Proceedings of Americas Conference on Information systems (AMCIS 2000), University of California, Long beach, August 2000. Badii A. 2008)' User-Intimate Requirements Hierarchy Resolution Framework (UI-REF:
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge. Vancouver, British columbia, Canada, April 29-May 2, 2012.
and lastly, supporting museums in reaching their full Introduction 4 potential as both formal and informal learning environments.
The conference itself was divided into three main components that are connected to the repositioning of museums in a contemporary, learning, digital, analogue, participatory and entrepreneurial society:
and the new audiences that were engaged as a result of the strategy's emphasis on lifelong learning. Ms. Sani also explores the EU 2020 Strategy and the potential conflict it poses for museum funding,
and presenting content in a way that mirrors learning styles. For example the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier approach to user engagement:'
Today, museums are asked to provide services ranging from digitisation and aggregation of digital cultural content, to interactive navigation, culture experiences, lifelong learning, social media and augmented reality applications.
thus supporting explorative learning, developing students'research skills, preparing and processing student projects completed in collaboration with museum education officers
and enabling the integration of real museum objects into the theoretical content of the education curriculum.
Together, all of these activities combine to establish a hands-on and active relationship between students and their local and regional history.
'museums should be advocating for and learning places of basic universal human values!''In a European context one can go even further
which was lifelong learning and the importance it assumed for museums and cultural organisations. The EU defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills, competencies in a personal, civic, social or working perspective'.
'Since investing in people and in their capacity to learn throughout their lifetimes was considered an essential feature of the knowledge-based society Europe wanted to become,
lifelong learning was one of the pillars of the Lisbon Strategy. And as was later apparent,
and learning fields, including museums. In recent decades, more and more cultural organisations in different European countries have been urged to engage with new and sometimes unusual audiences:
Lifelong learning-and the EU funding attached to it-has opened up a new era for museums:
Education-improving education levels, in particular by aiming to reduce school dropout rates to less than 10
Partner with citizens'organisations and the civil society at large in search of convergences to make a positive difference on the accumulation of social capital.
competences, research, social processes, learning, art, architecture and much more. They can provide a long-term perspective in relation to the past and the future to empathy,
'lines that tackle major societal issues seen through the lens of culture-from learning to citizens rights, from welfare to the human footprint on the planet.
and that is recognized as an important provider of formal and informal learning and a contributor to Europe's economic development in the future.
Paul Klimpel studied law in Bonn and Munich as well as philosophy, psychology and social sciences at the Jesuit University of Philosophy in Munich.
He was awarded also two Fulbright Scholarships at the Pennsylvania State university and at the Smithsonian Institution.
Mr. Negri is a member of the Scientific Committee of the Museum of the Cathedral (Museo del Duomo) of Milan and the Scientific Director of the Executive Master Course in European Museology, IULM University, Milan.
She has taught also as a fixed-term lecturer at the universities of Bologna and Turin and published several papers on medieval art
He also has various teaching assignments at the University of Münster, Humboldt University Berlin and University of Leipzig.
Margherita Sani is in charge of European museum projects, specifically in museum education, lifelong learning and intercultural dialogue at the Istituto Beni Culturali of the Region Emilia-romagna.
including the Network'LEM-The Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning, 'the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID-Museums as Places for Intercultural Dialogue'.
'Since 1996, Ms. Sani has organised the annual European Museum Forum Workshop, an international training event in the museological field.
and photographer. 65 Dimitrios Tsolis is a lecturer at the Cultural Heritage Management and New Technologies Department at the University of Patras and a researcher in its Computer engineering and Informatics Department.
'Jorge Wagensberg is a professor of Theory of Irreversible Processes in the Faculty of physics at Barcelona University.
He holds a MA in History from Leiden University and has worked over ten years in the Scientific Publishing Industry.
he is a cofounder and senior researcher at The Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linköping University and an associate of Pascal Observatory and the Centre for Research and development in Adult and Lifelong Learning (CR&DALL.
Mr. Zipsane is a board member of Culture Action Europe and holds a Phd in education and history from The Danish University of Education. 67 Image Credits Page 6:
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