Having a sufficient supply of graduates especially in the Science, Engineering and Technology areas, is of paramount importance.
The third and fourth-level colleges will have a key role to play in human resource development for the future through the provision of graduates from full-time courses in the areas of Engineering, Business, ICT and Life sciences and through the provision of part-time
& Regional Innovation Capacity Educational attainment to leaving certificate and third and fourth-level has increased within the Southeast,
but the region continues to exhibit a relatively high level of early school leaving (below Leaving certificate) and relatively lower levels of attainment to third and fourth-level.
Bus Éireann school bus services operated on behalf of the Department of education and Science; Private mini-bus services; Community bus routes, provided in association with the Rural Transport Programme.
Shortterm RP4 Rescheduling of passenger services to match potential demand patterns, e g. commuters, ferry passengers, students etc.
and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Development Plans and Local Area Plans should have regard to the needs of existing and developing communities in relation to the reservation of lands for school building and extension projects.
-Ingegneria dei Sistemi S. p. A Professor Rüdiger Iden, Senior vice president, BASF SE Jan Lamser, Member of Board of directors and Senior Executive Offi cer, CSOB
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. The panel would like to thank all those who participated in the online consultation from July to August 2009
Andreas Pyka, Professor in Innovation Economics University of Stuttgart-Hohenheim; President of the Lisbon Civic Forum We,
We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want. uture sen 29 About the panel The Business Panel on Innovation was established by DG Enterprise
of Board of directors and Senior Executive Offi cer, CSOB Bank (member of KBC Group) Professor Rüdiger Iden, Senior vice president, BASF SE Dr Anne Stenros, Design
Professor Maureen Mckelvey, Professor of Industrial Management, School of business, Economics and Law, University of Gothenburg. 30 Mandate of the panel Context:
This appendix is written by the rapporteur, Professor Maureen Mckelvey. It places the concepts and ideas developed by the Panel for Innovation,
Financing To increase entrepreneurial vocations amongst students and recent graduates. To raise social awareness of the entrepreneurial phenomenon.
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
foster transversal skills amongst students and improve their prospects of integration into employment. P. 5. 2. English Learning English has become the language of global communication,
For this reason, to improve The english skills of today's pupils is to train the workers of the future.
Financing To increase entrepreneurial vocations amongst students and recent graduates. To raise social awareness of the entrepreneurial phenomenon.
Company-university and company-vocational training centre cooperation programmes enable students to develop projects with companies
foster transversal skills amongst students and improve their prospects of integration into employment. P. 5. 2. English Learning English has become the language of global communication,
For this reason, to improve The english skills of today's pupils is to train the workers of the future.
(inter-sectoral) mobility between the researchers-teachers-students and the enterprise developers; effect reducing the brain drain
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
aims to increase the numbers of students studying science, technology, engineering and maths (STEM) to ensure that there is a pipeline of young people who are prepared to pursue third
astronomy Integrated in a network with other scientific and technological sites (university campus, observatories, etc) Excellence+differentiation:
technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
Infrastructure for business creation (incubators) and S&t parks Support for firms to hire qualified graduates Support to regional actors in international public-private knowledge partnerships Support to internationalisation
graduate recruitment in firms Concentration of regional action on non-traded sectors Support innovation in service or cultural industries Small-scale cluster support with an orientation towards connection to global networks Innovation vouchers,
entrepreneurship promotion events Develop latent demand for innovation (innovation vouchers, placement of students in SMES) Orient polytechnics centres to new qualifications Training for low-skilled and unemployed
students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
increased technological absorptive capacity Increase scienceindustry links Student placements, academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of behaviours
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and networks.
and curricula delivery to ensure that graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities,
fostering graduates with regional relevant competences and with transversal skills including entrepreneurial attitude, mapping the regional higher education system in terms of their degree-awarding ability,
design, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, econtent, creativity, culture, living labs, smart buildings and neighbourhoods, smart
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
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.
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...
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).
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:
especially to the insertion of university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
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
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.
and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
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.
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.
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
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.
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.
Options include support for attraction of students and researchers into higher education institutions; promoting cooperation between industry
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 that the level of patenting is correlated strongly with GDP per capita, with students in higher education and with employment in high-tech industries.
The programme raises awareness about business creation among students and faculty; provides coaching about business planning to those interested in the start-up process;
BASIC SKILLS Generic General IT user skills, oral communication, written communication, numeracy and literacy, office administration skills.
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,
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,
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,
1) Successful learners are skilled in generic processes and activities such as core skills; appreciate the relevance of what they are learning;
Formal learning is intentional from the learner's point of view; it typically leads to validation and certification.
Informal learning is in most cases unintentional from the learner's perspective (CEDEFOP, 2008b. KISAS can be placed within the informal training category
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
and participating students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards
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,
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
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.
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.
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.
"Dimensões e Espaços da Inovação Social, written by the Portuguese professors from Lisbon University-Isabel André and Alexandre Abreu in 2006 and"The Process of Social Innovation",by Geoff
and Student Protests in London 2011), to new user/public service provider interactions (Fix My Street, for instance;
. & Wellman, B. 1997) Asynchronous Learning Networks As A Virtual Classroom, Communications of the ACM, September, 40,9, 44-49.
He holds a Bachelor's degree in Computer engineering from King Mongkut's University of Technology Thonburi, Thailand, A m. S in Management Information systems,
Tim Klaus is an Assistant professor of Management Information systems at Texas A&m University Corpus christi. He earned his Phd (Management Information systems) from University of South Florida and his MBA (Finance) and MS (Computer science) from Illinois State university.
For example, it shows that the Department of computer science at the University of Sheffield is to establish a Computer science Ambassador Scheme for 45 secondary school pupils
which will deliver short‘hands on'courses in core computer science for pupils aged 14-15,
and students to engage with computer science in a fun way. Schaart said that the Commission has promoted rightly digitalisation and its adoption by society as one of the most important sources for growth and employment.
The Commission wants to scale up current student placement programmes to give students the skills they need to fill the vacancies in the ICT sector.
Less than 10%of app developers are female and only 20%of computing graduates each year are women.
000 students and contributed to the creation of more than 100 start-ups. In March, The European commission created a new forum dedicated to enhancing digital entrepreneurship in Europe,
and the council and define a playground where innovation can emerge. Successful entrepreneurs have written the Startup Europe manifesto of 22 recommendations to encourage innovative new business.
Age disparities were detected also with high school pupils having sometimes better skills than higher education graduates. From the lack of access to digital equipment in schools and higher education institutions to the lack of access to open education resources and effective e-skills, the European commission has identified a number of priorities for the coming years through its‘Opening up Education'strategy.
between 50%and 80%of students never use digital textbooks or exercise softwares while 70%of teachers are asking for training to improve their digital skills.
And while more than 90%of pupils are likely to have internet access at school, the number drops to 45%in Croatia and Greece.
and money in training students and teachers but also the use of free to use education resources,
learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds.
it's about attracting the best students, the best teachers, the spokesman said. Member states will have to apply for the money available from all of these sources,
when we say that the digital literacy is on the top of our agenda, said Greece's minister for Development, Competitiveness, Infrastructure, Transport and Networks, Kostis Chatzidakis.
whereas more than 50%of students do not make any use of digital textbooks and other digital educational resources, the minister continued.
by using interactive means in the classrooms and ensuring high-speed internet in all schools, he said.
students will benefit from the creation of e-courses and e-textbooks in an effort to make them familiar with new tech trends.
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011