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
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
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
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,
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
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,
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
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.
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;
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.
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
when he was a secondary student in Ireland watching a BBC special. It was while earning his doctorate degree at Trinity college Dublin that he saw firsthand the limitations on the use of the technology related mainly to the rising cost of the model making consumables.
and was also not producing graduates with adequate practical experience. The main conclusions from theinterviews were focused aroundfour key areas:
Connacht Gold engaged with Institute of technology Sligo design students and staff to develop a range for 12-month and 5-year product concepts.
and Design Flanders Programmesundertake the Measuresrequired to Integrate Design-Driven Innovation Process Training in both Design Programmes and across Other Degree programmes and Further Educationdepartment of Enterprise, Jobs and Innovation/Enterprise
, Design Council UK/Laura Lee, Professor of Architecture, Carnegie mellon University/Christina Melander, Senior Projectmanager, Design and Innovation, Danish Design Centre/Inés Pelaez
In all areas of education, developing well-rounded media literacy will help people to respond competently and responsibly to digitisation,
It must also enhance media literacy. zzthe Federal government will therefore work with the Länder and other stakeholders in the education sector to support greater use of digital media in education and over the entire lifetime of the individual.
we will improve the media literacy of users and ensure they are equipped better to distinguish between legal and illegal activities on the Internet. zzwe will clarify the future status and role of the Data protection Foundation (Stiftung Datenschutz).
Bachelor of arts in International Development, and Bachelors in Education. Heidi Rauch is an entrepreneur who has designed
Nathalia holds a Master of science In public Policy and Management and a Bachelor of arts in Economics. The authors wish to thank Susan Schorr, Head, ITU Telecommunication Development Bureau Special Initiatives Division, for her advice, direction and contributions during the preparation of the report.
many governments are enacting policies aimed at encouraging more graduates to become job creators, not job seekers.
29 5. 2 Digital literacy...30 5. 3 Web literacy...32 5. 4 Complementary skills...
34 Digital opportunities: Innovative ICT solutions for youth employment vi Page 6 Entrepreneurship skills and support...
This transformation is effectively making digital literacy a prerequisite for both wage employment and creating one's own business.
ICT literacy not only qualifies people for jobs in conventional job sectors, but also opens doors to participate in rapidly growing markets such as business process outsourcing and microwork.
and Caribbean countries rank in the bottom third in all three subjects measured by the Programme for International Student Assessment (PISA),
and 30 to 80 per cent of students performed at the lowest level in all subjects. 34 Employment opportunities do not necessarily increase with higher levels of education.
there are not enough jobs for young university graduates. On the other hand, there is high and unmet demand for technicians of all skills levels
and for skilled blue-collar workers. 46 The region has high numbers of university graduates in fields highly desired by employers today, like science, technology,
Innovative ICT solutions for youth employment 10 cent in one 2008 survey. 48 Educational achievement as measured by the Programme for International Student Assessment (PISA) indicates that the education system in this region is performing adequately at imparting basic skills,
and Lesotho (34.4 per cent in 2008). 57 48 Lars Sondergaard and Mamta Murthi, Skills, Not Just Diplomas, Managing Education for Results
In Sub-saharan africa just 77 per cent of students enrol in primary education, the lowest in the world.
74 This industry offers a good salary, career development opportunities for graduates and professionals, and the opportunity to incorporate into the labour market marginalized groups like rural women or unemployed youth.
These services are proving to be very beneficial for people with basic literacies but who may not possess the knowledge to create a résumé
youth and young students from some universities are preparing for the expansion of green jobs to increase our employment and youth employment rates. 115 Paulo,
experts have developed new literacy frameworks in order to describe and delineate other types of ICT skills. These go by such names such as digital literacy, information literacy, ICT literacy, media (or multimedia) literacy,
and web literacy, among others. New curricula and training programs have emerged to cover the broader set of skills contained within these new frameworks.
This chapter begins with a look at the evolution from computer to digital literacy, the latter widely recognized as a more comprehensive and relevant inventory of the range of ICT-related skills needed for success in career and life.
Next the concept of web literacy is explored, exemplifying new thinking around 113 Youthpolicy. org, www. youthpolicy. org/blog/category/rio-2012/.114 Michael Davidson and Kyle Gracey.
Green Jobs for Youth, 2011, http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf. 115 UN Focal point on Youth,
Innovative ICT solutions for youth employment 30 5. 2 Digital literacy Most of today's attention around ICT skills is focused on the concept of digital literacy.
has undertaken extensive work around digital literacy. In its 2013 report they propose a comprehensive framework that exemplifies the types of competencies many experts note are required to be digitally literate. 118 Figure 10:
and other digital literacy frameworks and those focused on computer literacy. First, digital literacy frameworks are typically more explicit about the breadth of life purposes for
which being digitally literate is necessary. The IPTS framework, for instance, articulates the following life activities:
In this way digital literacy frameworks adopt a holistic approach, recognizing the deeply embedded nature of technology is all aspects of life. 118 European commission, DIGCOMP:
Innovative ICT solutions for youth employment 32 All of these distinctions have important implications for digital literacy training.
what it means to be digitally literate. 5. 3 Web literacy While digital literacy may be established the most concept,
other efforts have emerged also that reflect differing philosophies of how the internet should be maintained, as well as different skillsets.
The concept of web literacies is worth discussing in this context. Advanced by the Mozilla Foundation in collaboration with global experts
web literacies refers to not only being able to read the web but also having the ability to‘write'it.
competencies and literacies to be able to tinker and make things with and on the web. 122 122 Doug Belshaw,"
competencies and literacies necessary to be a Webmaker,"Mozilla Foundation, http://mzl. la/weblit. Digital opportunities:
Web skills/Competencies/Literacies grid EXPLORING CREATING CONNECTING PROTECTING BEGINNER Browser basics (e g. URLS, copy/paste) HTML basics (e g. adding images,
In cases where ICT students graduate with the skills to be developers, most of these students lack the basic business skills needed to get an idea off the ground.
They are developers, not CEOS. 136 As a result, mentorship is perceived as the fundamental component needed to close the developer-entrepreneur gap. 135 Search engine Optimization (SEO) involves the implementation of techniques
It engages learners by using games, exercises, video clips, and case studies to explain and break down complex business skills from learning how to research the market to developing an effective sales pitch
and with face-to-face instruction led by a classroom facilitator and hands-on activities conducted by the learners in their communities.
In addition, Microsoft Youthspark will include Office 365 for education, free technology tools for all teachers and students,
and Skype in the classroom, a free global community for teachers to connect their students with others around the world.
148 a. Classrooms are not the only form of learning space. b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged. c. Technology is natural in the lives of the student as the digital native
as a result of intentional and serendipitous interactions on and offline. f. Students construct content rather than just consuming it.
Students are active authors of content and innovation. These trends reflect changes in the larger phenomena in society
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006. Digital opportunities:
and teaching is done, creating new opportunities and challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning,
while students can own the learning process and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the internet.
LMS enable the creation of a virtual classroom for the students, complete with lessons plans, discussion fora, grades, quizzes,
students can learn the concepts at their own pace and use the face-to-face time with the instructor to deepen their knowledge
The virtual classroom on LMS is also a space for community building and interaction. Many LMSS integrate web 2. 0 tools and applications such as prezi (prezi. com), slideshare (slideshare. net), youtube (youtube. com
Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.
where the student only consumes. The innovative aspect of blended learning rests on the new way it encourages students to learn about the technology
while discovering other subjects. Students have the option to present their work using the technology for example,
instead of writing a paper or report, they can make a video, wiki, or podcast. There are some exciting examples of universities organizing contests with Phd students who present their scientific work using video
or other technology. 150 150 See the creative products that came as a result of the Contest Dance your Ph d. organized by University of Sidney in Australia. http://sydney. edu. au/news/science/397. html?
and it currently works in 27 countries, through 53 partner institutions, reaching Anglophone, Francophone and Lusophone African students.
www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine work and study.
the student (young and old) can choose what and when to learn. The student is no longer bound by curricular programmes,
and can learn in a formal or non-formal manner. There is a transformative element to self-directed learning as Kelvin's case illustrates above.
empower learners of any age to take learning into their own hands by providing them with good educational options,
Coursera is a for-profit social enterprise that facilitates large-scale participation of students who sign up for free online courses with top universities around the world.
since with a number of universities interested in capitalizing on reaching a larger number of students.
Professors affiliated with universities lead courses offered through Coursera, and students have the option of taking them for credit
or just to learn something new. There is a high level of interactivity between students and professors.
Also student can organize face-to-face meetings using the Meetup app. Coursera is growing rapidly. As of September 2013 Coursera has had 17 million enrolments from students in 190 countries. 155 Website:
www. coursera. org/152 Anya Kemenetz, Online courses are taking off: But there's a major downside,(Slate. com, November 2013) www. slate. com/articles/technology/future tense/2013/11/developing countries and moocs online education could hurt national systems. html 153 Tamar Lewin, After setbacks,
online courses are rethought,(New york times, December 10, 2013), www. nytimes. com/2013/12/11/us/after-setbacks-online courses-are-rethought. html?
In the education sector, students enrolled in MOOCS are found to collaborate through social media and Meetups161 from their own locales across the world.
Badges are granted based on how students work together to learn a particular topic. P2pu houses the following communities:
Students are paired with a mentor/s and given exposure to real-world software development scenarios and the opportunity for employment.
and learning for use in the classroom or other setting. The game accommodates multiplayer activities
There are fees associated with using the games in classrooms. Website: www. minecraftedu. com/167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC:
basic education, literacy and numeracy; language learning; hard and soft skills, and; entrepreneurship training. 170 As described elsewhere in this report,
In all cases, mobile devices can help young students access information at their own pace, and in some cases minimize the costs
Educational institutions, from private institutes to public universities, are the traditional purveyor of diplomas and certificates.
The self-directed learner can earn some of these certificates online directly. NGOS and private institutes also rely heavily on the curricula and certificates from these companies to offer face-to-face instruction.
For example, one can take the Microsoft Digital Literacy curriculum from the Microsoft site173 or enrol at one of the thousands of civil society organizations worldwide that offer this training.
Digital Literacy curriculum, www. microsoft. com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/default. mspx. 174 European Computer Driver Licence, www. ecdl. org.
As depicted, the learner is at the centre of the system. The badge itself is an online representation of a skill that has been learned.
Learners collect badges in a backpack where they can be displayed online for potential employers and others to view.
The importance of badges rests on its premise that ICT skills need to be recognized regardless of the place where the learner has acquired them.
For self-directed learners and others badges offer a promising way to demonstrate, acquire and promote their skills.
traditional models of education are not adequately preparing students to meet the demands of a changing job market. 177 The report emphasizes that formal education remains the primary vehicle for improving the supply of skills needed for driving innovation,
and the acquisition of ICT skills, in particular, even when ICTS are available in the classroom.
inadequate student-computer ratios; ICT learning restricted to studying basic computer literacy and not for learning other subjects;
Other initiatives provide educators and students with practical resources for use in the classroom. In Asia, some countries have achieved a high degree of integration of ICTS in education
while others are still working to provide digital access and basic literacy to large parts of their populations. 180 In regional surveys, countries such as Korea, Singapore, Japan, China,
and the generation of an adequate context for Uruguay's children to be able to answer to the demands of the information and knowledge-based society. 188 This programme aims to mainstream ICTS in the classroom,
and has been developed in coordination with multiple government agencies. 189 In Estonia the government has taken a more radical approach by launching a national programme to teach students aged 7 to 19 to write code as part of its national digital strategy. 190 Working
Yet, as the earlier chapters show, the places where young people or lifelong learners can develop ICTS skills have transcended the walls of the classroom.
and investments are designed to attract students into science, technology, engineering and mathematics (STEM) fields. Similar programmes are emerging in developing countries.
In Rwanda for example, the government has launched the National ICT Literacy and Awareness Campaign, a joint initiative of the Ministry of Youth and ICT, Ministry of Local government, the Ministry of Education, the Rwanda Education Board, Rwanda Development Board,
and Cisco Apprenticeship to offer high school graduates three-year apprenticeship opportunities with CISCO. 199 In Jordan the Ministry of Social Development is responsible for a programme designed to provide marginalized youth with training
While students in these programmes in general fare well this type of initiative could be complemented with a job placement element.
Competencies and Literacies Necessary to Be a Webmaker.""Mozilla Foundation. http://mzl. la/weblit. Belfield, Clive R.,Henry M. Levin, and Rachel Rosen."
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006. Monitor Group.
Skills, Not Just Diplomas, Managing Education for Results in Eastern europe and Central asia. Washington, D c.:The World bank, 2012.
Flipped classroom An instructional model where students view video lectures and other online resources outside of class,
when the learner is not at a fixed location. Open educational resources (OER) Freely available documents and media for educational purposes.
Open universities Refers to a university that is open to all learners with no admissions requirements. Opencourseware (OCW) Courses offered by universities made available in digital format, at no cost,
Web literacy Refers to not only being able to read the web but also having the ability to‘write'it (create pages, documents and multimedia assets).
and nutritious meals to students daily and does so at a higher gross margin than traditional competitors.
even though more and more of their graduates hunger for a greater sense of purpose and a growing number are drawn to social entrepreneurship.
Michael E. Porter is the Bishop William Lawrence University Professor at Harvard university. He is a frequent contributor to Harvard Business Review and a six-time Mckinsey Award winner.
with Professor Porter and is its managing director. He is also a senior fellow of the CSR initiative at Harvard's Kennedy School of Government.
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