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.
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:
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;
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
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.
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
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.
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...
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
Investing in education, skills and lifelong learning XI. Investment priorities can be tailored to the particular needs of the region
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,
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.
10. investing in education, skills and lifelong learning; 11. enhancing institutional capacity and an efficient public administration. 10 20.
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011) Source:
The West Region is recognized as having a strong set of universities and hosts a large student population, particularly in Timisoara.
However, although it also has a fairly large population of students in the first 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.
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
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).
Finally, in a dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and technology acquisition,
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.
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
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.
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
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:
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,
especially to the insertion of university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
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
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.
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 support to regional spa and medical treatment centers for their certification and accreditation process.
improving the link between tertiary education and the workforce and lifelong learning; improving the vocational school system for industry-relevant training;
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.
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,
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.
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.
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,
The second investment priority under this priority axis is to invest in education, skills and lifelong learning by developing education and training infrastructure.
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.
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.
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.
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:
6) Protecting the environment and promoting resources efficiency (10) Investing in education, skills and lifetime learning;
Another exemple is e-education that represents an alternative to the traditional learning method, making the applicant independant from time
Broadband communications can contribute to an increase in Romanian school's value by implementing new teaching learning methods (elearning),
and students all over the world or to increase the degree of specialization of employees at companies'level by developing programs of E training
but also an insufficient level of digital literacy and understanding of benefits; The high percentage of the population residing in the rural areas
Holding a diploma in physics, he started in 1976 to work as journalist and policy consultant for energy issues in Switzerland.
and priorities and all are involved in a complex learning process concerning their options, their interests, their vision for a future system and their role in it.
The transition towards a much more smart system can be considered as a vast learning, discovery and negotiation process in
new technologies need large markets for bringing the costs down a joint learning process helps to keep up with the challenges of an accelerating transformation
and diversity also helps in a creative joint learning process. Due to their short history and given their wide range of motives and origins
the discussion is to a disturbing degree at the same time an open learning process concerning a new range of issues,
(Schleicher--Tappeser, 2000),(OECD, 2010),(OECD, 2011) The EU Smart Grids Debate 32 The difficult solution for this dilemma lies in speeding up the learning process by increasing
and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and monitoring, interregional collaboration and synergies, etc.)
research and innovation The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students)
and nearly 4000 professors and researchers. http://www. unizar. es The interface between the University and research is mainly in the hands of strong University Research Institutes.
How does it support a process of policy learning and adaptation? How is it to be communicated?
The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation.
achievable goals or output and result indicators and a realistic timeline for these goals. p) The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation q) The communication
Científica Soft Management of Internet and Learning Materiales Magnéticos (GMM) Aceite de Oliva y grasas (GAO-UCLM) Simplificación, Automatización y Miniaturización de
Concerning the ratio of students per computer, this figure has been decreasing in Castilla y León as well as at the national level, in both primary and secondary education.
Insufficient preparation of university graduates in the skills and abilities that companies require. Decapitalization of human resources in research entities and talent and brain drain.
Hesitation in using ICT in the classroom by a certain percent of teachers and difficulty in extending digital public services in the field of health care due to region-wide dispersion.
5. 1 Form attitudes and values for creativity and innovation and develop entrepreneurial skills in students
and learning about some new S3 aspects, such as: New planning issues: Further policy integration: Digital Knowledge Society, Education Deainition of Plans, more speciaic than the Strategy.
University graduates not adapted to companies'needs. Universities are low in national (and international) rankings.
and supply of graduates from University and vocational training. ICT sector specialized in mobility and security.
and Innovation vis--à--vis other regions Participation in mutual learning activities Interreg IV C Know--Hub project Spanish ERDF--funded policies Network
and the absence of a capacity for organizational learning (Clark, et al, 2008). Smart Specialisation for Regional Innovation:
uncoordinated experiments involving various stakeholders in different learning spaces in and beyond Europe (OECD, 2011: 11).
promote mutual learning and carry out research on the implementation of the active inclusion strategies at the local level. http://www. eurocities. eu/eurocities/activities/projects/Cities-for-Active-Inclusion 34 SROI is becoming increasingly popular;
The creation of new networks and communities of practice is a social learning process involving the construction of shared meanings, norms, values and understandings (Wenger, 1998;
Bruno et al, 2008: 6). Social learning can be stymied by risk averse organisational cultures, weak feedback mechanisms and conventions that extol process over outcomes,
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Castells, M. 2001) The Internet Galaxy.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Hämäläinen, T. and and Heiskala, R. eds)( 2007) Social Innovations, institutional change and economic performance, Cheltenham:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Jenkins, H. 2007) Convergence Culture, New york:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Kunnen, N.,Maccallum, D. and Young, S. 2013)‘ Research strategies for assets and strengths based community development',in Moulaert, F.,Maccallum, D
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Leadbeater, C. 2009) We Think.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Lister, R. 2003b) Investing in the citizen-workers of the future:
The Rise of Regional Experimentalism in Europe, in M. Gertler and D. Wolfe (eds) Innovation and Social Learning, Basingstoke, Macmillan.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Moulaert, F, Mccallum, D. and J. Hillier (2013b)‘ Social innovation:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Mulgan, G. 2013) The Locust and the Bee:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. OECD (2007) Participative Web and User Created Content:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Prahalad, C. K and Ramaswamy, V. 2004)‘ Co-creation experiences:
Collective Action, Social Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Von Hippel, E. 2005) Democratizing Innovation.
But entrepreneurship education is confined not to the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers,
Professor Franco Malerba, Director of KITES (Centre on Knowledge, Internationalisation and Technology Studies), University of Bocconi, Italy Professor Jay Mitra, Director of the Centre for Entrepreneurship Research
, Essex Business school, University of Essex, United kingdom and Scientific Advisor on Entrepreneurship to the OECD Centre for Entrepreneurship, SMES and Local Development Professor Juan Roure, Professor of Entrepreneurship,
and Juan Luis Segurado, Senior Researcher on entrepreneurship and SME financing, at IESE Business school, University of Navarra, Barcelona, Spain Professor Luc Soete, Director of UNU-MERIT (the United nations
Wolfe, University of Toronto, Canada Lee Woolgar, National Graduate Institute for Policy Studies, Japan Martin Wörter, Swiss Economic Institute Federal Institute of technology (KOF-ETHZ.
Shifts are also occurring in school curriculums aimed at fostering in students the ability and desire to act entrepreneurially.
Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal interpersonal interactions among entrepreneurs alongside more formal networks, for instance through shared space and facilities.
Options include support for attraction of students and researchers into higher education institutions; promoting cooperation between industry
Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk assessment,
Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA),
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates entrepreneurship and SME innovation.
and incremental innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
pervasive and generates an aggregate learning curve effect that increases the productivity of new knowledge investments.
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning. SMES and start-ups are important participants in interactive learning networks both exploiting knowledge developed elsewhere
and contributing to knowledge development. Their role is documented by a substantial literature on SMES and inter-firm and universityindustry linkages (e g.
The use of the innovation systems approach permits the identification of a range of potential policy problems or system failures affecting interactive learning (Potter, 2005.
The DUI mode, on the other hand, is driven a user approach that relies on experiencedbased know-how and informal processes of adaptive learning.
It suggests the need for DUI-mode policy support focused on a wider set of institutions affecting learning and innovation,
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
awareness building for firm creation among university students and scientists; start-up coaching for 1. 5 years;
recruitment of researchers and Phd students and counselling in intellectual property. In the nineties ANVAR opened regional delegations,
The first, Culture of Entrepreneurship, aims at promoting entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year period.
university graduates and students to develop their business ideas into business plans and to advance their ideas for products and services.
and hosting master's degree and Phd students. A portion of the fund is administered by a network of regional partners.
and for research scholarships enabling researchers to focus on commercialisation projects. In addition, FORNY has offered bonuses for successful completion of commercialisation projects.
79%are employees with at least a master's degree in engineering); over 90%are planning the market introduction of a new product developed in the project;
and to inspire students for entrepreneurship. Services for students include semester courses to orient the students for entrepreneurship
and workshops where important tools for prospective entrepreneurs are taught. For existing start-ups Venturelab gives five-day intensive courses and advisory services.
During the past five years more than 10 200 students and start-up firms attended Venturelab courses (2 600 in 2008.
stimulate start-up of new technology-based firms among university students and graduates, and create new jobs.
During a 66-hour course, students are assisted with developing their business ideas and business plans. Financial support is provided to programme participants under the New Entrepreneur Support once they complete their business plans successfully
which places recent graduates with a business for two years as part of a university-industry collaborative R&d programme.
the private sector has invested over USD 2. 5 billion in incubator graduates. Potential entrepreneurs first have to be accepted by the incubator
Graduates from the programme often end up employed in the industry they worked with, as a result of the working relationships developed during the programme.
the majority of these transfers of expertise and student placements occurred with MSMES partners in 2007/08.
and market success. Postentry learning about one's own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry
Another instance consists in learning failures, which take place when local firms have not developed enough absorptive 3. KNOWLEDGE FLOWS SMES,
and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customersupplier relations, industry-university collaborative research,
and that the level of patenting is correlated strongly with GDP per capita, with students in higher education and with employment in high-tech industries.
levels of R&d, enrolments in graduate programmes and the potential creation of growth-oriented businesses by immigrants.
So, academics and researchers will look particularly at the quality of universities and research laboratories, as well as at the overall research support system,
and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing knowledge in new ways.
The programme raises awareness about business creation among students and faculty; provides coaching about business planning to those interested in the start-up process;
Interactive learning networks boost SME innovation and need to be stimulated. Interactive learning networks will encourage innovation,
especially for small-sized firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the importance of agglomeration economies and of helping firms to link up with each other and with research organisations at the local level.
China's Torch programme represents one of the most comprehensive collective learning policies implemented by a national government.
A New Perspective on Learning and Innovation, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152.
Towards a Theory of Innovation and Interactive Learning, Pinter, London. 3. KNOWLEDGE FLOWS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 157 Malerba, F. 2002), Sectoral Systems
or a rich and efficient infrastructure endowment, that is to say, driven by sharing rather than learning agglomeration economies.
E 164 NTREPRENEURSHIP AND INNOVATION OECD 2010 The importance of entrepreneurship skills for SMES and start-ups Learning processes are at the core of entrepreneurship and SME development.
It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills.
How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government intervention?
BASIC SKILLS Generic General IT user skills, oral communication, written communication, numeracy and literacy, office administration skills.
Entrepreneurship skills are understood best in relation to lifelong learning, where the individual acquires skills through their life history.
The aim is to foster more positive attitudes to this career road that students may carry with them into their later careers,
Now, however, it is a rapidly evolving field with emerging new approaches that meet increased demand from students and the need for tailored teaching.
More universities, faculties and students are becoming involved and the variety of content and pedagogies is increasing.
and one-third having an entrepreneurship professor or chair. Management of entrepreneurship courses tended to be housed in existing academic departments (41%)or business schools (31%;
institutional characteristics (interaction between faculties, prioritisation of entrepreneurship, allocation of funding, incentives to students and teachers, etc.;
For example, at Stanford university and Cornell University in the United states, student participation in entrepreneurship programmes was 15%and 20%respectively.
in order to offer courses to a larger number of students, and shifting towards more interactive and experiential teaching methods in the entrepreneurship domain.
while many universities now offer entrepreneurship teaching, the numbers of students participating remains a small share.
either for students or for staff. Courses are offered often to students as optional complementary modules with no credits for their degrees.
Teachers are pressed hard to deliver on their core programmes the basis for recruitment and promotion and those not working on core activities can find it difficult to justify strong investments in what may be seen by their hierarchies and peers as side projects, whatever the expressed interest of the students.
Teaching approaches must also evolve to accommodate how entrepreneurship skills are learned best rather than be tethered to traditional classroom forms.
Many interactive reality-based and experiential approaches have been developed, including virtual and real business creations, business plan competitions, strategy games and discussions with entrepreneurs.
These methods are placed better than classroom lectures to develop 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 169 entrepreneurial behaviours.
start-ups by students and staff. Indeed entrepreneurship teaching can have a greater positive impact on the rate of new firm creation
Clear incentives and rewards are needed for professors, researchers and students to engage. Public policy can facilitate their introduction by adding entrepreneurship support to the list of performance criteria on
which universities are assessed. Resources: Public kickoff funding for entrepreneurship support infrastructure is common to many OECD countries.
This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
3. There are clear incentives and rewards for entrepreneurship educators, professors and researchers, who actively support graduate entrepreneurship (mentoring, sharing of research results, etc.).
and is tailored to the needs of undergraduate, graduate and postgraduate students. 4. ENTREPRENEURSHIP SKILLS SMES,
and may benefit from training provided before employment or in lifelong learning activities whilst in employment.
Apprenticeships combine classroom teaching, often in vocational training institutions with on-the-job training. In France, for example, since 1925 firms have been obliged to pay an apprenticeship tax (0. 5%of the payroll), up to 40
and dedicated events. 4. Mentoring by professors and entrepreneurs is offered. 5. Entrepreneurship support in universities is integrated closely into external business support partnerships and networks,
and includes immediate (postcourse), mid-term (graduation), and long-term (alumni and post-start-up) monitoring of the impact. 4. ENTREPRENEURSHIP SKILLS SMES,
venture capital finance, product life cycles and so on. 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 173 And more experiential learning methods should be developed for example drawing on the entrepreneurship skills created in drama,
In addition, there should be transparency and clarity of objectives and information to both employers and employees and provision of standardised accreditation.
It is also based on the view that students who receive entrepreneurship education as part of their schooling show improved school attendance
) Hence the goal is not to get all students to start their own businesses, but to give young people the ability to think positively,
and implemented policies to ensure that school students receive it (Cooney, 2009). In Finland for example, entrepreneurship education is a thematic entity, not a subject.
and competences in students related to entrepreneurial activities, strengthen young people's belief in and capabilities of their own creative forces,
working in partnership with key players including the business community, HM Inspectorate of Education, Learning and Teaching Scotland, Careers Scotland and the Scottish Qualifications Authority.
which keep parents informed of how they can support their child's learning. A report by HM Inspectorate of Education (2007) highlighted the four capacities that are being developed through the strategy
1) Successful learners are skilled in generic processes and activities such as core skills; appreciate the relevance of what they are learning;
can use experiences in enterprise to reflect on other learning and make connections; are self-motivating
and accept setbacks as learning experiences; 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 175 Box 4. 3. Scotland's Determined to Succeed entrepreneurship education strategy (cont.
can generate and act upon original ideas; understand transitions throughout life and the importance of making connections between past, present and future experiences.
The result is that employees of small and micro firms can miss out on any type of training beyond day-to-day informal learning on the job.
Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to both the firm and the employee. 4. ENTREPRENEURSHIP SKILLS SMES
KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with a high knowledge component,
for example to improve work processes (such as quality control, marketing and product development) with SME employees learning from or together with their co-workers.
Indeed, KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,
learning time or learning support (CEDEFOP, 2008b). Can KISAS be associated with formal or informal training on the job?
Formal learning is intentional from the learner's point of view; it typically leads to validation and certification.
or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner's perspective (CEDEFOP, 2008b.
KISAS can be placed within the informal training category although it includes a greater component of knowledge intensity and interactive skills. 4. ENTREPRENEURSHIP SKILLS SMES,
there is no accreditation or contrasted evaluation, and little is known of their effects and impact on skills upgrading and employability of the labour force.
A recent study by Itkonen (2009) of a Finnish entrepreneur training programme to facilitate business succession found that a combination of theoretical knowledge acquired formally in the classroom via VET providers
which is defined as group-taught formal learning, external to the firm, provided for owners and managers of independent enterprises with 250 employees or fewer,
Effective management training initiatives for small firms usually involve critical self evaluation; sharing of experiences that provide an opportunity to achieve business insights by learning from others in similar positions;
and solving business challenges using experienced mentors. Business counselling Counselling is a one-to-one service tailored to the specific requirements of the individual firm.
Local skills ecosystems The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded
This learning infrastructure includes training institutions and organisations in the local community. Small firms must rely on training skills available locally, on the way the ecosystem upgrades these skills,
and participating students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards
Encourage learning by doing in contrast to more traditional forms of academic learning. Introduce cross-functional problem-solving approaches that replicate the bundle of activities
Expose students to entrepreneur role models, for example by using entrepreneurs as mentors, speakers and interview subjects.
Provide students with opportunities to work in existing SMES and to add value to these firms through Box 4. 4. Formaper Formaper,
Adult learning and links with the labour market. Regional development, including capacity building for Business Support Providers (BSPS) and SME development agency staff.
Develop case studies tailored to the environment that students will face. Link into wider networks. Tap into the resources of alumni networks to help fund and support entrepreneurship programmes
develop more experiential learning methods. Offer short duration innovation bootcamps for SME owner-managers such as weekend seminars and short online courses.
give standardised accreditation. Embed an entrepreneurship mindset through the school education system. Develop the training function of small business support programmes including programmes for business succession,
Increase the use of informal learning sources. Tap into knowledge-intensive service activities (KISA) processes to increase the entrepreneurship skills acquisition of SME workforces.
2005), Policy Instruments to Foster Training of the Employed, Final Report, Lifelong Learning Volume 1, Main Report EIM-SEOR, Rotterdam.
Council Conclusions, Directorate General for Enterprise and Industry, Brussels. Gibb, A. 2002), In Pursuit of a New‘Enterprise'and‘Entrepreneurship'Paradigm for Learning:
Itkonen, K. 2009), Developing Entrepreneurship in Small Enterprises The Succession Process Supported by Apprenticeship Training as a Context for Learning in M.-L. Stenström and P. Tynjälä (eds.
Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom, pp. 153-170.
, ETEPS AISBL, Brussels. Minniti, M. and W. Byrgave (2001), A Dynamic Model of Entrepreneurial Learning, Entrepreneurship Theory and Practice, Vol. 25, No. 3, pp. 5-16.
Stenström, M.-L. and P. Tynjälä (2009), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom. Stone,
In fact, many of the students pursue further goals in education or in the workplace or move on to self employment.
To further accommodate the needs of their clients, Silai for Skills offers bilingual tutors and numeracy and literacy support.
For those seeking further help in finding education and learning opportunities locally and help with career planning and job applications, the project offers information, advice,
and guidance services free of charge to all (students and non-students alike). A wide range of courses in practical, specialised fields in fashion and art design (garment making),
so that all students can have access to the services regardless of their financial situation. A new development for Silai for Skills is an enterprise unit in
which current and past students can receive counselling and training on setting up a new business,
Also, each year a number of students desiring to start their own business can set themselves up on their on-site workshop,
In 2002, the National Education Ministry set up a sport and physical training degree programme, with a related diploma, aimed specifically at care for the elderly.
Programme and funding schemes are also in place through the Department of Social welfare and healthcare insurance companies that help to pay for SIEL Bleu's services.
Accompanying this is a programme of financial education, with attendance at training sessions in financial management and economic literacy usually mandatory as a condition of participation.
and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk). Social innovation
allow fast learning across a community of innovators; and, establish clear pathways for scaling up the most promising models.
Understanding and Learning from the Differences, Voluntas, Vol. 17, No. 3, pp. 247-263. Lasprogata, G. and M. Cotton (2003), Contemplating Enterprise:
Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the local entrepreneurship engagement aspects of university third missions,
Increase the use of informal learning sources by facilitating collaborations with firms and consultants providing knowledge-intensive services activities,
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
The engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual)
Spin-off A new firm that is created by a former employee of a company (i e. corporate spin-off) or by researchers, teachers or students of a university (i e. university spin-off.
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