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,
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:
Efforts focus particularly on promoting digital literacy and computer skills and increasing regular Internet use amongst the underprivileged. 6. 1. 10.
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,
in line with the sharp reduction in the number of publicly funded universities and the number of students.
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.
Table 2 The regional innovation policy mix Name of scheme Policy objective BGP Innocheck Financed by INNOREG CHOP Other Institution-building, institutional capability accumulation
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,
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.
EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
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
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,
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
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,
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).
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.
Students and citizens interested in statistics and in knowing more about GDP measurement initiatives. Who Is behind CAPS?
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,
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.
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:
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.
He was awarded also two Fulbright Scholarships at the Pennsylvania State university and at the Smithsonian Institution.
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.
'Jorge Wagensberg is a professor of Theory of Irreversible Processes in the Faculty of physics at Barcelona University.
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.
Rec 4. 4) e. Ensure continuous learning and adaptation in the evaluation process. A variety of measures are proposed including:
Ensure continuous learning and adaptation in the evaluation process for the SME Instrument. This should include, in time for the next Work Programme:
recognising that business knowledge is a relevant asset for graduates. The Joint Technology Initiatives are another‘low hanging fruit'.
Highlight areas for coordination/joint development by the Member States based on policy learning & exchange.
and related media is profoundly redesigning our living and learning. The portion of society that commonly first adapts to the new is the young,
The 19th-century vision of education that takes place at a single institution, a single classroom,
which is what most students are now doing on their own. Today, students acquire knowledge in ways that are self-directed
and involve both peers and adults. Digital media allow students to learn from each other in informal situations,
making learning in and out of school"increasingly porous, "therefore the educational institutions have a problem,
because they compete with learning that takes place in recreational space and is more fluid.
Students are being inundated with undigested information which can easily create paralysis by having so much that it cannot possibly be digested.
If students don't know where to start and what is the point of reference, they may easily get gridlocked.
In that sense, one of the main goals of today's education has to be to teach students,
FINDINGS It is now untenable to hold onto a notion that in four years a university can turn a freshman student into an educated and refined person.
Today is nearly impossible in four educational years to give a student all the possible elements of professionalism
All the university can provide is an introduction to learning, to allow us to discover our possibilities,
and it was created to efficiently convey information from the instructor to the students in the traditional classroom setting.
In the digital age the learning environment is blown completely open. The advent of new digital technology and social media is fundamentally reshaping our living and learning.
The segment of society that usually first adapts to the new is the young, as they tend to be most open to new experiences.
Consequently, we are finding that students are learning much more in these informal environments because they are voluntarily engaging in information,
Digital technologies and social media allow students to learn from each other in informal settings anywhere and anytime
making learning in and out of school"increasingly porous.""Therefore the institutions have a problem,
Today students learn in ways that are self-directed, and involve both peers and adults. When you go online, social networking sites, a video game, etc.
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is handled intuitively, with inherent enthusiasm,
and with the interplay between peers learning and working intuitively toward shared objectives. It is quite understandable how the current educational system is inadequate to guide
and evaluate such uncommon learning, which seems more effective and valuable in many contexts than rote memorization.
The unwillingness of administrators to adapt is estimated to be the main obstacle to incorporating more digital and social media tools into classrooms.
Advocates of social media in the classroom claim that social media tools can ignite students'curiosity and ingenuity, exposed them to content experts and real-world examples of classroom lessons,
help them become civically engaged, and allow them to collaborate with peers worldwide, while empowering them to direct their own learning.
Digital and social media tools can also support students to develop technological skills; to be creative;
and to critique, analyze, and evaluate multimedia text, as well as manage, analyze, and synthesize multiple streams of information.
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
7 july 2015 657 environments as the interaction between a teacher, a student, and curriculum (the content which a student supposed to be learning).
New digital technology and media also allow specifically and personally tailored instruction to a great numbers of students.
The result is a new form of culture where knowledge is seen as fluid and evolving, the personal is enriched both
in which students decide the terms and conditions of their learning rather than following a prescribed route.
This will encourage a higher level of specialization and"justin-case"learning would not be of much significance any more.
Since students would be aiming toward their personal interests, they would be motivated far more to learn.
For example, the universities provide a common physical space for a diverse group of students to interact in the real world
According to a 2012 U s. Department of education study, students who took all or part of their instruction online performed better,
When students do meet in the classroom with an instructor the face-to-face class can now focus on higher-level skills
since the basics are known by all students and were covered already through the e-learning part of the class.
Many believe that the focus should be on changing the models of teaching and learning. However, on top of everything comes the politics related to these issues.
We have this ideal of how one teacher may profoundly affect a great number of students.
But that ideal vision may be rapidly disappearing in this new educational environment, that style of teaching may be a matter of the past.
but the society and the profile of students who are enrolling into the universities is changing at a speed that is becoming increasingly difficult to handle.
Accommodating this new generation of ever-changing students is going to be a monumental task for institutions of higher education.
and unattractive for the new generation of students. These educational approaches must change as universities rethink their traditional roles and their modes of operation.
and the refinement of inventiveness as foundations of education, we may embark onto the future of learning that is attainable, scalable and one that flourishes along with the technology.
Mr. Milicevic is professor and chair of Recording Arts Department at Loyola Marymount University, Los angeles. International Journal of Social science and Humanity
The share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
and increase the supply of S&e graduates. In conclusion, somewhat modest improvement has been achieved in these three fields,
as shrinking of their budget was depending on the evolution of the number of students and specialisation of the respective HEIS.
and foresees more stable financing that will be based in 70%on the number of students and in 30%on the scientific excellence of the higher education organisations.
but the number of state funded students will be fixed. In terms of 18 management of the higher education organisations, chancellors will be appointed
the NIH foresees further accreditation rounds that will enable them to incubate start-ups with support of funding available from the Start-up 13 scheme. 2. 5 National Reform Programme 2013 and R&i With reference to research
In particular, the project aims i) to promote the role of RTDI evaluation as crucial condition for a reflexive learning innovation system;
Country Specific Recommendation No. 6 proposed a higher-education reform that enables greater tertiary attainment, particularly by disadvantaged students.
in order to increase the quality of graduates and give up the mass production of diplomas. As a result
the number of state financed students decreased to 181,644 in academic year 2013/2014 that is 13.3%less in 2010/2011,
while the total number of students decreased by 11.4%in the same period. With regards to budget allocation, the higher education sector will receive HUF196. 6 billion (about €665m) in 2014 according to the Ministry of Human resources that is a 12.6%increase compared to 2013.24 3 PERFORMANCE OF THE NATIONAL RESEARCH AND INNOVATION
Human resources New doctorate graduates (ISCED 6) per 1000 population aged 25-34 0. 9 1. 5 7. 5%Percentage population aged 25
education and training curricula mainly focus on factual learning while critical thinking, team and project work is used not frequently neither in secondary nor in higher education.
Yet, both the share of S&e graduates and the rate of participation in lifelong learning are rather low in international comparison.
According to the IUS 2013, the share of doctoral graduates in the 25-34-year age group slightly increased by 7. 5%to 0. 8 (per 1, 000 people) in 2012,
the share of doctoral graduates shows some up and downs, therefore stronger improvement would be required in order to maintain the quality of the Hungarian research system.
Apart from the share of doctoral graduates, it is a positive trend that the share of population aged 30-34 having completed tertiary education increased significantly (8. 7%)to 28.1%according to the IUS 2013 figures
i) lack of political commitment,(ii) instability,(iii) shortfalls in implementation,(iv) slow, insufficiently informed policy learning processes.
and supplement of human resources for R&d and innovation-The quota for publicly financed students enrolled at S&e faculties has been increased.
hence can't attract highly qualified, top-grade graduates. Financial incentives or mechanical increases in S&e enrolment themselves might not yield results without major changes in the research and education systems,
i) lack of organisational capacities possibility for organisational learning and thus weakened policy formation and implementation capabilities;(
and increase the supply of S&e graduates. In conclusion somewhat modest improvement has been achieved in these three fields,
According to the data of the Hungarian Central Statistical Office, the number of foreign students decreased slightly compared to 2011,
It is foreseen that type of education should be financed gradually from the market. 34 The Campus Hungary program launched in 2012 aims to enhance international student mobility in higher education
both in terms of having more incoming foreign students to Hungary and also having more Hungarian students studying abroad.
The program supports Hungarian students, academics and university staff with different kinds of scholarships for partial studies to study abroad and gain experience.
The main goal of the program is to support and facilitate the internationalisation of Hungarian higher education by initiating
and deepening cooperation with foreign higher education institutions and achieving knowledge exchange by means of student mobility. Launched in 2012,
and the remaining 70%will be allocated based on the number of students. According to the information available at the Euraxess website
13 Hungarian universities and research organisations declared the implementing the European Charter for Researchers and the Code of conduct for the Recruitment of Researchers.
The Hungarian Government announced a new grant scheme called Stipendium Hungaricum in July 2013 to attract foreign students to Hungarian higher education institutions.
and Latin america with regard to possible participation in the new Hungarian scholarship programme. 40 5 NATIONAL PROGRESS TOWARDS REALISATION OF ERA 5. 1 More effective national research systems Hungary
This would be significant improvement as currently the funding of HEIS is allocated on the basis of the number of inscribed students. 5. 2 Optimal transnational co-operation and competition The role of research and innovation in addressing societal challenges,
The Hungarian Rectors Conference called the attention of the rectors in January 2013 to join to the Code of conduct for the Recruitment of Researchers that aims to improve recruitment,
therefore they often go to (multinational)(+Draft Science Policy Strategy 2014-2020(+)Draft Higher education Strategy(-)Low number of institutions signed the Code of conduct for the Recruitment of Researchers
and training systems(+)Government policies and incentives support the supply of graduates in sciences and engineering specialisations,
if looking at (post) graduate data(-)Education and training curricula doesn't focus on critical thinking, problem-solving and teamwork,
especially not for science and engineering student in mass that is recognised by the situation analysis of the draft Science Policy Strategy(-)Draft Science Policy Strategy 2014-2020(-)Draft Higher education Strategy 7
support international mobility of students, academic and administrative staff exchange(-)National budget for higher education has decreased(+)Clear employment conditions(+)New collaboration agreements
and the Momentum programme of the Hungarian Academy of Sciences(-)No action or initiative could have been identified that support the introduction of foreign experts in peer reviews.
+The Hungarian Accreditation Committee reviews regularly the operation of the doctoral schools run by universities and publish their results on it website(-)Regulation of doctoral schools doesn't mention the principles of innovative doctoral training Action 5:
Learning from Emergent Practices. Nairobi: UN-Habitat..2013. Tools to Support Transparency in Land Administration.
but does not have any special accreditation, such as an authorized economic operator status. is owned 100%domestically.
Dean Schiller FAYMAN INTERNATIONAL PTY. LTD. Ruwan Senanayake O. T s. AUSTRALIA PTY. LTD. Damian Sturzaker MARQUE LAWYERS Simon Truskett CLAYTON UTZ, MEMBER OF LEX MUNDI Jenae Webb ASHURST LLP Ffion Whaley ASHURST LLP Juliet
Lassalle SDV LOGISTICS Sébastien Lechêne PWC EQUATORIAL GUINEA Angel Mba Abeso CENTURION LLP Ezequiel Robbe Mbila CCEI BANK GE Paulino Mbo
INTERNATIONAL Alexandre Riou GONDRAN DE ROBERT AVOCATS Nicolas Rontchevsky LAWYER & PROFESSOR Philippe Roussel-Galle Hugues Roux BANQUE DE FRANCE Emmanuel Schulte BERSAY
MEMBER OF LEX MUNDI Mohammad Z. Kawasmi AL TAMIMI & COMPANY ADVOCATES & LEGAL CONSULTANTS Samantha Kelsey BAKER BOTTS LLP Dean Kern PWC UNITED ARAB EMIRATES
Primary and secondary schools offer entrepreneurship classes, students are given the chance to participate in businesslike projects
the foundation aims to develop more competent pupils and students, hopefully starting up their own business one day.
http://eng. ffe-ye. dk The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured strategic regional cooperation
in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital dimension,
Despite this gain, too little action is being taken by Member States to promote entrepreneurship as a desirable career path upon graduation
which gives university graduates with promising business ideas the opportunity to start a business, supported by corporate mentoring,
Deloitte analysis Statistics on the number of ICT graduates in the EU are showing that,
and more attractive for non-EU national students and researchers to stay in the EU and to identify job opportunities
Proposal for a Directive of the European parliament and of the Council on the conditions of entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated
the go traditional graduate route Those policy initiatives were implemented relatively quick (up to 6 months) Strong collaboration between the U k. government
Increasing the number of higher education graduates; Improving the quality and relevance of teaching and researcher training,
to equip graduates with the knowledge and core transferable competences they need to succeed in high-skill occupations;
Providing more opportunities for students to gain additional skills through study or training abroad, and to encourage cross-border cooperation to boost higher education performance;
Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work;
Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision; Promoting mobility through the proposed Erasmus for All programme. 28 COM (2011) 567.
literacy, skills and inclusion. 7. ICT-enabled benefits for EU society. Figure 20 Digital Scoreboard:
or talented graduates in companies which apply digital applications in order to transfer the knowhow to setup entrepreneurial activities in other EU countries (e g. the country of origin of the young entrepreneur).
and develop the skills of their students in the newest technologies (including e-leadership skills).
and colleges up-to-date in a fast-growing technological environment is a prerequisite for graduates with a good‘match'to the evolving needs of the labour market.
ACTION 9 Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students
and/or graduates to acquire and demonstrate e-leadership skills and found a digital start-up,
paying some of those or co-founding a start-up and holding a graduate job open for one
) Description Promoting entrepreneurship as a desirable career path in the EU by offering students and graduates alternatives to the classic route (i e. working at‘traditional'companies Encourage higher education to invite start-ups and entrepreneurs to career fairs.
Invite‘icon companies'to jointly provide funding schemes for graduates willing to start-up their own company
when graduating. Foster collaboration between universities and SMES, for instance through the provision of funding schemes, pilot projects or apprenticeships/internships.
Therefore, supporting the‘first steps'of recent graduates or young potential entrepreneurs can boost entrepreneurship. The role of universities and colleges, on the one hand,
graduates from European universities with advanced degrees in science, technology, engineering or mathematics. ACTION 11 Relax the visa requirements applied to highly skilled individuals Provide recommendations to relax the visa requirements applied to highly skilled individuals (science, technology,
or young talented graduates who do not necessarily have a full‘picture'of the available options.
raising of awareness, capability development and mutual learning amongst all relevant parties to procurement of innovation, contracting authorities, organisations and SMES in order to show how contracting authorities
and networking platforms 6 Erasmus for young entrepreneurs 7 Open data initiatives 8 Embedding entrepreneurship in education 9 Encourage students
and graduates to start a digital start-up 10 Europe Entrepreneurial Visa Act 11 Relax the visa requirements applied to highly skilled individuals 12 Online courses to close knowledge gaps 13 Promote use of existing financial
and talent (9) Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students
and/or graduates to acquire and demonstrate e-leadership skills and found a digital start-up,
paying some of those or co-founding a start-up and holding a graduate job open for one
Proposal for a Directive of the European parliament and of the Council on the conditions of entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated
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