in SMES Harold Welsch1, David P. Price2, Michael Stoica3 1depaul University 2, 3washburn University, 1700 SW College avenue, Topeka KS 66621 USA
, Susette University of Basel Burkert, Frank Bayer AG Leverkusen Chavunduka, Gordon Zimbabwe National Traditional Healers Association Correa, Carlos University of Buenos aires Cottier
, Thomas University of Berne Cueni, Thomas La Roche Daele, Wolfgang van den Science Center Berlin Döbert, Rainer Science Center Berlin Dutfield, Graham
Bill Wallace, CH2M HILL Akao Yamanaka, Hitachi Chemicals Regional partners René van Berkel, Curtin University of Technology (WASIG) Liesel Gutierrez, BCSD
and Cost Barriers Knowledge base Innovation Road show (Push) Better Interactions between the SME's and Higher education institutions (User Friendly) Reduce the Local authority cost burden from SME The Global Innovation Scoreboard (GIS) The Global Innovation Leaders
Asturias and Cantabria Collaboration between industry and the academic community will not just happen but it needs to be facilitated and encouraged.
for SMES to use Innovation Vouchers as they deem fit not just in HEIS. Commercial vehicle to drive Innovation Further Investigation of Clustering Part-time Innovation drivers Development of more Innovation Centres Thank you for your Time
As a result, global buyers instead of universities are gatekeepers of knowledge. This enhances the likely impact of global value chains on the level of innovation.
2 staff of a financial institute and 2 university staff were interviewed. The information was counterchecked with information from active members of associations and interviews of 3 key researchers on innovation in small firms, clusters and handicrafts in Yogyakarta province.
%which is why the sector refers to Out of Asia as‘the university of craft'.
#37, now a university teacher: I joint Out of Asia in 1998. There were not many trading companies at the time.
, 5 1, 5 1, 9 1, 5 Government 2, 3 2, 0 2, 8 2, 2 Universities 1, 9 1
He conducted a Masters in Business Administration in Australia, worked in Australia, worked for Out of Asia in Yogyakarta,
as university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,
but this is caused by a higher education level and a more relevant previous position. Table 11:
a (ANOVA significance) 0. 000 a (ANOVA significance) 0. 000 0 Constant 0. 313 0 Constant-0. 007 1 University dummy 1. 953
175 2 Staff number 0. 006 3 Secondary school completed dummy 0, 822 4 Other position 0, 972 Insignificant entrepreneur level variables:
often provided by the government in association with university staff and associations. In addition, many entrepreneurs train their own staff,
%Other firms 9, 7%8, 8%9, 1%9, 1%Government 6, 5%0, 0%9, 1%3, 0%Universities
The main knowledge institutes are universities, especially the institute of arts (ISI. Universities are debit to the quickly growing absorptive capacity of firms,
as many staff graduated from one of the 70 universities. They are seen as too theoretical to directly benefit the sector,
but all universities increasingly pay attention to entrepreneurship and community services. At ISI, students can choose between more artistic and more commercial art studies.
But their role in innovation interactions is limited to teaching. There is no joint design development or innovation platform.
He is the master. Many of my designs (for other clients) are inspired by him. I have many meetings with him to discuss new designs.
I have a master in cartography at Gadja Mada University from 1980 and was graded the best student of my year.
'He was the first university graduate starting a business, at least ten years before a host of other university graduates joined him.
What changed? The first change is that the ease of doing business improved. Yogyakarta Province offers the highest ease of doing business in Indonesia.
whose entrepreneurs have a university degree (table 15. Firms with a medium level of absorptive capacity have a much lower innovation level than those with a high level,
591 Entrepreneur characteristics Age enterpreneur (mean) 39 41 42 University education (dummy) 15%63%68%Global Value Chain characteristics Exporters
HIS Erasmus University Rotterdam: Rotterdam. Gereffi, G. 1999. International trade and industrial upgrading in the apparel commodity chain.
University Library Groningen. Ismalina, P. 2011. An integrated analysis of socioeconomic structures and actors in indonesian industrial clusters:
University Library Groningen. Ivarsson, I, . and C. G. Alvstam. 2010. Upgrading in global value chains:
United nations University-Maastricht Economic and social Research and training centre on Innovation and Technology, 2008-044.
Center for Industry and SME studies, Faculty of economics, University of Trisakti, 4. Tambunan, T. 2006. Transfer of technology to and technology diffusion among non-farm small and medium enterprises in indonesia.
Center for Industry and SME Studies, faculty of economics, University of Trisakti, 3. Tambunan, T. 2005. Promoting small and medium entreprises with a clustering approach:
market, Bantul, Yogyakarta Lecturer, ISI (university of arts), Yogyakarta Ahmad, Director, Siji, Yogyakarta Ahmed Assegaf, Director, Tropical Handicrafts, Yogyakarta Aloysius Brata, researcher.
Deputy Director Academics and Research, faculty of economics and Business, University of Gadja Mada Pandit Pintoro, Director, Narti's Silver, Yogyakarta Poniyat, Director, Niyat Ceramic, Kasonan
, Yogyakarta Poppy Ismalina, Director, Faculty of economics and Business, University of Gadja Mada Priyo Salim, Director, Salim Silver, Yogyakarta Robertus Agung Prasentya, Director.
and design, Duta Wacana Christian University, Yogyakarta Triningsi, wife and business partner, Doni Silver, Yogyakarta Tumijo, silver artisan, Katogede, Yogyakarta Umer Setiadji
Government Universities Finance Instiit. Exporters Local firms Chamber of commerce 1, 684**,460**,529**,319**,267**-075,158 Business Association, 684**1, 441**,605**,272**,326**-113,205
*Cluster Association, 460**,441**1, 519**,301**,298**-019,199 Government, 529**,605**,519**1, 351**,308**-080,219*Universities, 319**,272
‘For instance, I drove Lund University's intelligent speed adaptation Volvo demonstrator in about 1998-9,
also important are the system of tax benefits, the rules on competition law, the institutional environment of innovation, the forms of higher education,
and higher education institutions and the business sector than can be found today. This is the means through which new knowledge will be embraced by enterprise,
higher education, and business professionals; the final version was prepared following a series of consultations-by social
The structured adaptation in higher education R&d has not been realized as investments during the previous period have at most only been able to conserve fragmented R&d capacities and capabilities.
and 26 at the universities) were created in the research institute network and at the universities,
At the same time the planned decrease in the volume of university courses in economic-,legal-and social sciences may influence the innovation absorption capacity of the economy.
2012.8 At the time of writing this strategy there are several measures in progress with regard to the reconstruction of higher education.
The effectiveness and standards of education policy (primarily higher education policy due to the fact that the time frame of the strategy ends in 2020:
the research readiness of the university and academic sector and the research needs of the industry are not the same,
the responsiveness of the university and academic sector is slow). Outdated and scattered infrastructure and often missing new supply of researchers;
The low number of new doctorate graduates and persons completed tertiary education in human resources; in funding:
University-business co-operation is getting stronger in some segments. Leading researchers use international sources, infrastructure and databases.
Capital and modern infrastructure by large companies, promising cooperation with universities. The development of (company law, competition law, consumer protection, accounting rules, intellectual property protection etc.
The strengthening of university knowledge centres more pronounced transfer of the research results into education.
The development of entrepreneurial universities satisfying social and economic needs better. The utilization of the optimization process of global resource allocation, attracting R&d-enhancing FDI.
The strengthening of dialogue between universities and large companies. The more pronounced participation of cultural institutions in disseminating the most recent RDI results.
the knowledge bases (all the knowledge bases of the universities and the Academy, the private sector and the nonprofit and community sectors) form the basis of the national innovation system, social and economic actors in the knowledge economy,
{{The barriers to KNOWLEDGE UTILIZATION utilizing (primarily business sectors University-Academy, governmental, national-foreign KNOWLEDGE BASES are the weaknesses of knowledge creation Overall HORIZONTAL weaknesses The growing regional disparities (also a global trend),
although the level of education is also a take-off point for developing countries. The business rate of return is estimated between 20-30%in most cases by the international literature (Hall, Mairesse, Mohnen 2009.
research and development organisations, enterprises, government institutions, organisations funding innovation developments, universities, high schools and vocational training establishments, research hospitals, libraries, historical archives, museums, public education
Strengthening of research organisations (especially at the HAS and in higher education) A3. Internationally competitive R&d infrastructure A4.
and enforcement of a career model for researchers. 6) The predictable and sound public funding of basic research (particularly at the HAS and in higher education).
7) Coherent strategy for university research reply to the global challenges in researches. 8) The support for the institutional technology transfer infrastructure
and processes. 9) The setup of a linkage between enterprises and researchers at the academic and university sectors (partly also a task for strengthening the knowledge flow).
1) The strengthening of the higher education required for enhancing the number of research and development workplaces. 2) The development of the vocational training for creative, innovative professionals. 3) The strengthening the interdisciplinary approach in higher education. 4) The generalization and strengthening
the priority objective is strengthening the cooperation between business research centres with a multinational background, national higher education establishment,
and higher education can participate in implementing integrated, large industrial projects. 29 According to Wagner's law the state spending grows parallel with the increase in economic development. 30 This is known by the economic literature as the Baumol effect. 38 3 vision and objectives With regard to
Ensuring stable financing to the priority axes (including, for instance, the stable funding for basic research, the block financing for higher education) H4.
Education, nurturing the talent Entrepeneurship in education Indirect tax incentives Dual higher education Researchmanagement Infrastructure Indirect R&d tax incentives
Indirect tax incentives by enterprises qualification, legislative rationalisation---Strengthening of research universities; technology transfer offices; assistance in international calls for proposals;
transfer of research and higher education ideas to capital investors; making spinoff rules more flexible Growth-oriented high-tech small enterprises Research support;
The R&d normative funding for higher education and research and development institutions and the budget of the OTKA will grow in time according to the R&d objective. 45 The present plans are described by the percentage distribution.
2013 2014 2015 2016 2017 2018 2019 2020 80 000 Structural Funds R&d Normative grant for operation/Higher education Funding of institutions/R&d
outstanding knowledge centres, research universities and higher education research and development are funded in a targeted way by the RDI strategy,
It is also important to extend the scope of management to bring forth marketable talents and to develop
and the universities/HAS still put a pressure on the government in order to be able to use RDI resources available for other activities.
Centre for Technology, Innovation and Culture, University of Oslo Working papers on Innovation Studies. http://www. sv. uio. no/tik/Innowp/Tommy%20ipp15%20wpready. pdf Birch
A Study of the OECD Countrieshttp://www. des. ucdavis. edu/faculty/Lin/RD return paper. pdf David, Paul A.;
University Research Management: Developing Research in New Institutions. OECD, Paris 68 bibliography 69 bibliography OFI Hungarian Institute for Educational research and Development (2011:
A magyar kutatás-fejlesztés teljesítménye és versenyképessége nemzetközi összehasonlításban The performance and competitiveness of the Hungarian research and development in international comparison Savaria University Press Vas Zs. és
Dual studies means the university course and the parallel professional practice, the purpose of which is to enable the students to get familiarized with the practical issues of their future profession according to the instructions of experienced professionals.
In consultation with the university, the capacities of the student are used by the company to carry out tasks meaningful for both parties connected to certain professional fields or probably di-70 the most important definitions 71 the most important definitions European
The EIT is the (higher education, research and innovation institution of the EU. Its primary task is to use the three components of the knowledge triangle to serve a common goal:
research centres and universities in order to define the most promising areas of regional specialization and the weaknesses hindering innovation.
an enterprise established for the purpose of commercializing the development results of a university or public (nonprofit) research organisations.
The researchers of the university or research institute and an external management usually managing the new company based on a novel product
The research and development organisations, higher education departments etc. are important, organizationally separate components of the knowledge base. Knowledge and Innovation Communities (KIC:
and Innovation Communities (KIC) bringing together higher education institutions, research organisations and enterprises, and the cooperating partners.
To ensure predictable financing for the normative funding of basic research, higher education and the Academy.
Quality improvement of higher education: 53 applicants have won funding in the value of almost HUF 68 billion in the different higher education R&d funding arrangements of the New Hungary Development Plan (Social Renewal Operational Programme
, Social Infrastructure Operational Programme, Central Hungary Operational Programme) for strengthening the co-operation between higher education and the business sector and developing the infrastructure of higher education RDI.
More environment-friendly legal environment: The new rules improve the efficiency of processes in the fields of mobility and calls for proposals.
Award of the title of research university for the outstanding universities by invitation of tender
Of all collaboration partners, both small and medium/large firms were most likely to collaborate with Higher education Institutes (HEIS) in Ireland.
and Irish firms with HEIS in Ireland. The most likely collaboration partner for all firms was HEIS in Ireland, rather than HEIS outside of Ireland or collaborations with other firms either within or outside Ireland.
FORFÁS BERD 2011/2012 ANALYSIS 5 Caveats The survey of expenditure on research and development in the business sector (BERD) has been conducted by the CSO
The residual share of funding comes from public funds, funding from higher education institutes, private nonprofit institutes and other sources. 87%92%89%6%4%6%8%3%5%0%10%20%30%40%50
%40%60%80%100%Diploma Bachelors Masters Phd Very likely Likely Not likely No 22 Firms were asked at what level of qualification they were likely to recruit more researchers.
Businesses mostly partnered with higher education institutes in Ireland, 57%36%42%35%35%0%10%20%30%40%50%60%Engaged in any collaboration 2003 2005 2007 2009 2011 10
firms in Ireland Other firms outside Ireland Higher education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any collaboration Small Medium/large firms
FORFÁS BERD 2011/2012 ANALYSIS 33 with 17 per cent of small firms collaborating with HEIS and almost a quarter of medium/large firms.
The highest rate of collaborative R&d activity for Irish firms at 19 per cent was with HEIS in Ireland.
%0%5%10%15%20%25%30%35%40%45%50%Other firms in Ireland Other firms outside Ireland Higher education
or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any collaboration Irish-owned Foreign-owned 13%16%19%6%33%11%20%20
%9%36%0%5%10%15%20%25%30%35%40%Other firms in Ireland Other firms outside Ireland Higher education
or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any collaboration Manufacturing Services 34 Forfás Board members Eoin O'Driscoll (Chairman) Chairman, Southwestern
Robert Gordon at Northwestern university and Tyler Cowen at George Mason University put forth a number of arguments to support their claims,
discussion paper no. 07-18, Simon Fraser University Department of economics, September 2007), http://www. sfu. ca/econ-research/Repec/sfu/sfudps/dp07
University of Minnesota, March 2011), http://conservancy. umn. edu/bitstream/104630/1/Vig umn 0130e 11796. pdf. For public sector literature examples, see:
Matilde Mas, ICT and Productivity Growth in Advanced Economies (working paper, University of Valencia and Ivie, 2010). 102.
Evidence from a UK Supermarket Chain (working paper, University Rovira i Virgili Department of economics, 2012), http://www. recercat. net/handle/2072/196650.121.
Costs and Benefits of Government Intervention,(University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, December 30, 1992), http://crito. uci. edu/papers/1993/pac-005. pdf. 163.
Lessons from the Asia-Pacific Region (University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001), http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf. 164.
Results and Policy Implications of Cross-country Studies (working paper, University of California, Irvine: Center for Research on Information technology and Organizations, February 1999), 25, http://www. crito. uci. edu/itr/publications/pdf/it-productivity-2-99. pdf. 165.
but also in educational attainment as measured by the Share of population having completed tertiary education. However the innovation gap closes slowly Altogether,
The indicators capture New doctorate graduates, Population aged 30-34 with completed tertiary education and Population aged 20-24 having completed at least upper secondary education.‘
‘Open, excellent and attractive research systems'includes 3 indicators and measures the international competitiveness of the science base by focusing on the International scientific co-publications,
and measures the availability of finance for innovation projects by venture capital investments and the support of governments for research and innovation activities by R&d expenditures by universities and government research organisations.
2011 1. 1. 2 Percentage population aged 30-34 having completed tertiary education Eurostat Eurostat 2005 2012 1. 1. 3 Percentage youth
Lithuania's strong performance is explained by its above average performance in tertiary education and youth education.
For Latvia high growth in New doctorate graduate students, Population with completed tertiary education aged 30-34,
%and Population aged 30-34 with completed tertiary education (3. 6%).Growth in Intellectual assets is driven mostly by a strong performance increase in Community trademarks (6. 9)
and Serbia are Moderate innovators with Norway's innovation performance coming close to that of the Innovation followers in particular due to its strong performance in Tertiary education, International scientific co-publications and Non-domestic doctorate
but also in educational attainment as measured by the Share of population having completed tertiary education. It means that enterprises in these countries invest more in research
The indicator measuring the Share of the population aged 30 to 34 having completed tertiary education has been replaced by the same indicator but for a larger age group,
Eurostat 2011 India 1. 1. 2 Percentage population aged 25-64 having completed tertiary education OECD, World bank, Eurostat OECD, World bank, Eurostat 2011
with completed tertiary education. The performance gap therefore has worsened for almost all indicators especially for License and patent revenues from abroad and Patent applications.
The performance gap has decreased only for the Population with completed tertiary education. South africa The innovation performance of South africa is lagging behind that of the EU
A much higher share of the US population has completed tertiary education, 42%in the US compared to 28.5%in the EU in absolute terms (cf.
A 63%higher share of population has completed tertiary education (46.4%in Japan compared to 28.5%in the EU). Japanese businesses spend twice as much on R&d
The Japanese lead has been improving in 4 indicators, in particular in patent indicators, Tertiary education and the Contribution of medium-high-tech product exports to the trade balance.
Innovation Union Scoreboard 2014 35 the Population that completed tertiary education. Furthermore South korea is decreasing the performance gap with positive growth performances in Doctorate graduates,
A 42%higher share of population has completed tertiary education. South korea is more successful in applying for patents
Doctorate degrees, Population having completed tertiary education, where Australia is performing 34%better than the EU,
and in 5 indicators growing slower compared to the EU. Australia has improved its performance lead in Tertiary education and R&d expenditures in the public sector. However Australia's performance gap in Patent applications,
Population with completed tertiary education, where the country is performing 80%better than the EU, R&d expenditures in the public sector and Public-private co-publications.
Canada has only been able to improve its performance lead in Tertiary education. Furthermore it has decreased the performance gap for Doctorate graduates and Knowledge-intensive service exports.
and its performance gap has become smaller in 7 indicators, in particular in Patent applications, Public-private co-publications, International co-publications, Tertiary education and Exports of knowledge-intensive services.
in particular On license and patent revenues from abroad, Publicprivate co-publications, International co-publications, Patent applications and Tertiary education.
A 87%higher share of Russia's population has completed tertiary education. Russia's growth performance is worse than that of the EU with growth in 10 indicators being below that of the EU, especially for Doctorate graduates, International copublications, R&d expenditures in the business sector, Patent applications and License and patent revenues from abroad.
High growth is observed for Community trademarks, Community designs and Population with tertiary education. A strong decline is observed in Venture capital investment and Non-R&d innovation expenditures.
Other strong performing indicators are Population with tertiary education Employment in knowledge intensive-services and Knowledge-intensive services exports.
Relative strengths are in International scientific co-publications, Non-EU doctorate students and Population with tertiary education.
Relative strengths are in Youth with upper secondary level education and in Population with completed tertiary education.
High growth is observed for Community trademarks, New doctorate graduates, Population with completed tertiary education and Community designs.
Performance above average is observed for Non-R&d innovation expenditures, Population with completed tertiary education and Youth with upper secondary level education.
Other high growing indicators are Non-EU doctorate students and Population with completed tertiary education. Strong declines in growth are observed in R&d expenditures in the business sector
, 8 1. 1. 2 Population completed tertiary education 35,8 43,9 26,9 25,6 43,0 31,9 39,1 51,1 30,9 40,1 43,6 23,7 21
0 3, 1 0, 7 0, 6 1. 1. 2 Population completed tertiary education 35,8 22,4 42,3 26,3 39,1 27,2 21,8
Population completed tertiary education 3, 6%1, 7%1, 1%10,2%1, 7%2, 9%3, 6%3, 9%2, 9
%10,4%21,9%7, 6%1, 0%7, 5%17,0%1. 1. 2 Population completed tertiary education 3, 6%2, 9%0
Eurostat Eurostat 1. 1. 2 Percentage population aged 30-34 having completed tertiary education Number of persons in age class with some form of postsecondary education (ISCED 5 and 6
Eurostat Eurostat 1. 1. 3 Percentage youth aged 20-24 having attained at least upper secondary education Number of young people aged 20-24 years having attained
at least upper secondary education attainment level, i e. with an education level ISCED 3a, 3b or 3c long minimum Population between 20 and 24 years The indicator measures the qualification level of the population aged 20-24 years in terms of formal educational
Completed upper secondary education is considered generally to be the minimum level required for successful participation in a knowledge-based society
) and the higher education sector (HERD) Gross domestic product R&d expenditure represents one of the major drivers of economic growth in a knowledgebased economy.
as all NACE Rev. 2 industries at 2-digit level where at least 33%of employment has a higher education degree (ISCED5
. 7 1. 1. 2 Population completed tertiary education 28.5 38.3 11.6 51.3 10.1 9. 8 46.4 40.4 53.5 16.5 42.4 1
. 4 102.1 1. 1. 2 Population completed tertiary education 134.4 40.7 179.9 35.2 34.3 162.6 141.6 187.4 57.8 148.8 1. 2
. 9%-19.3%-2. 1%1. 5%1. 1. 2 Population completed tertiary education 1. 7%1. 2%0. 6%6. 7
Innovation Union Scoreboard 2010 Methodology report This report*is prepared by Hugo Hollanders MERIT (Maastricht University) Stefano Tarantola Joint Research Centre (JRC), Unit G3 January
tertiary education Numerator: Number of persons in age class with some form of post-secondary education (ISCED 5 and 6). Denominator:
The reference population is all age classes between 30 and 34 years inclusive. Rationale: This is a general indicator of the supply of advanced skills.
The comparable EIS 2009 indicator is defined more broadly as it takes the share of population aged 25-64 with tertiary education.
and quickly reflect changes in educational policies leading to more university graduates. 4 Table 1:
-34 Broader definition than that used in the EIS 2009 Eurostat 2004 2008 1. 1. 3 Population with tertiary education per 100 population aged 25-64 1. 1.
2 Percentage population aged 30-34 having completed tertiary education Age group more narrowly defined than in EIS 2009 Eurostat 2005 2009 1. 1. 4 Participation in lifelong learning
Number of young people aged 20-24 years having attained at least upper secondary education attainment level,
Completed upper secondary education is considered generally to be the minimum level required for successful participation in a knowledge-based society
All R&d expenditures in the government sector (GOVERD) and the higher education sector (HERD. Both GOVERD and HERD according to the Frascati-manual definitions, in national currency and current prices.
All data manipulations have been done by CWTS (Leiden University, http://www. cwts. nl. 2. 3. 1 PCT patent applications per billion GDP (in PPP€) Numerator:
as all NACE Rev. 2 industries at 2-digit level where at least 25%of employment has a higher education degree (ISCED5A or ISCED6).
. 3 Youth having attained at least upper secondary education MT, IS, TR MT, IS, TR--PT, IS, TR 3. 2. 2 Medium
For this latter indicator, a Box-Cox transformation with=0. 4 was necessary to reduce the skewness below 1. For the indicator Youth having attained at least upper secondary education a negative value of skewness(-1. 17
tertiary education Population aged 30-34 having completed tertiary education 05 10 15 20 25 30 35 40 45 50 MKTRROCZSK IT RSHRMTPT ATHUGRBGDELV
On average 32%of the EU27 population between age 30 and 34 have completed tertiary education. But there is room for improvement as shown by the large differences between Member States with more than 45%having completed tertiary education in Denmark, Finland, Ireland and Luxembourg and less than 20%in Czech republic, Italy, Romania and Slovakia.
Growth performance An increasing share of the European population aged 30 to 34 has completed tertiary education.
On average this rate has been increasing at 3. 6 %but in some countries the increase is spectacular.
which both growth and level performances are below European average. 30 Population aged 30-34 having completed tertiary education 0%2%4%6%8%10%12%14%LU
Only in Luxembourg, Switzerland and Turkey relatively more men have completed tertiary education. In all other countries
and particularly in Finland, Latvia and Norway, relatively more women have completed tertiary education. -15.0-10.0-5. 0 0. 0 5. 0 10.0 15.0 CH TR LU DE AT UK CZ MT RO NL SK
at least upper secondary level education Youth aged 20-24 having attained upper secondary education 30 35 40 45 50 55 60 65 70
Completed upper secondary education is considered generally to be the minimum level required for successful participation in a knowledge-based society
Almost 80%of EU27 youth has attained at least upper secondary education. But in some countries these shares are still too low, in particular in Iceland
Growth performance The youth share having attained at least upper secondary education has been growing at a high rate of more than 2%per year in Bulgaria, Cyprus, Portugal and Turkey.
Youth aged 20-24 having attained upper secondary education-1. 0%-0. 5%0. 0%0. 5%1. 0%1. 5%2. 0
and in particular in Denmark, Portugal and Spain, relatively more women have attained at least upper secondary education. In Bulgaria,
and in particular Turkey, more men have attained at least upper secondary education. -10.0-8. 0-6. 0-4. 0-2. 0 0. 0 2. 0 4. 0 6. 0 8. 0 10.0
Knowledgeintensive activities are defined as those industries where at least 33%of employment has a university degree (ISCED5 or ISCED6.
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