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 inter-governmental organisations, multilateral institutions, businesses, statistical offices,
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
In this way, it links well to the Digital Agenda, another flagship initiative of the Europe 2020 strategy37. 21st century society increasingly demands digital literacy
renovation of playgrounds; creating a new football ground; creating small gardens and open spaces between houses, a new public agora for outdoor leisure and other community-building activities;
financial education and literacy, personal loans and insurance. Microfinance was slow to take off in Europe. ADIE47 in France was one of the first to start up in the late 80s (it is now one of largest with around 20,000 borrowers in 2010.
bringing design into disadvantaged neighbourhoods to renovate school playgrounds. Following this success it turned its attention to redesigninging prefabricated social housing estates.
'In his report, 23 Professor Monti clearly identified public services (or services of general economic interest) as being at the centre of social concerns.
The use of randomised trials to test solutions was pioneered by Esther Duflo, professor at MIT and Director of the Abdul Latif Jameel Poverty Action Lab, 52
which has grown now into a global network of professors who use randomised evaluations to answer critical policy questions in the fight against poverty.
These products may include savings, financial education and literacy, personal loans and insurance. Microfinance was slow to take off in Europe.
Universities have been encouraged to improve the quality of the courses they offer by making them more responsive to student's needs;
learner-centred models involving personalised and interdisciplinary learning, soft-skills and platforms for knowledge, especially in ICT,
along with an increase in energy literacy and can be compared to the rise of the internet,
respectively to trigger the development of innovative solutions on the use of ICT in the classroom
and networking in the field of cultural and media literacy. It also aims to strengthen the competitiveness of the cultural and creative sectors, the cross-border circulation of culture and the adaptation of the sector to the digital shift.
‘involving Ministers, Members of the European parliament, business leaders, deans of universities and research centres, bankers and venture capitalists, top researchers, innovators and citizens of Europe'.
Specific initiatives are also being developed to increase the focus on the outcomes of higher education and their relevance for students and society.
The rationale is that quality apprenticeships provide students with a valuable combination of theoretical knowledge
academics, students and‘geeks'.'The EC reaches out to NGOS and volunteer citizens to enable them to be collectively aware of social innovation,
Moreover, the system allows teachers to choose and custom-tailor the types of stories and games according to their learners'needs.
The socalled consumer doubles as a domestic producer a cook, a mother, a carer, a shopper, a driver, a nurse, a gardener, a teacher or student entailing so much of
Examples include computers in classrooms, the use of assistive devices for the elderly, or implants to cut teenage pregnancy.
Under the programme, recent graduates and young professionals spend two years working on various projects, building houses,
Until recently, Un Techo para Chile had no legal status it was simply a loose network of students, young professionals, and residents.
A Pratham classroom. Pratham provides primary education to some of India's most deprived children. Images courtesy of the Pratham team. 5 SCALING AND DIFFUSION 85 157) Distributed diffusion through provision as a social movement.
One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale. Everdale is an organic farm and environmental learning centre.
and can be converted into QALYS to demonstrate cost-effectiveness in relation to stated health preferences. 215) Value-added measures in education assess how much individual schools‘add'to the quality of pupils they take in some schools might achieve very good exam results simply because of the quality
The BBC in the UK uses this method as an aid in decision making. 221) Life satisfaction measures are a particularly interesting new set of approaches (led by Professor Paul Dolan)
Another example of this is school inspections inspectors assess and then share good practice. Comparative metrics are used increasingly by international bodies to identify policies which succeed against the grain. 225) Balanced scorecards are a performance measurement tool for assessing
giving students the experience of working in small social enterprises. These could play a critical role in training up a future cadre of social innovators. 249) Mutual help and mentoring by users.
a two-millionsquare-foot research centre that brings together scientific leaders and postdoctoral students, with a target of 4, 000 researchers on-site by 2015,
where students are divided into action learning sets for the duration of the one year course. 306) Membership organisations like the Royal Society for the Encouragement of the Arts, Manufactures and Commerce (RSA) in the UK
including deciding who in a team should benefit. 1 SUPPORT IN THE PUBLIC SECTOR 151 This playground at the Nunsmoor Centre in the West end of Newcastle is sure to be one the kids will love,
They were limited to issues such as the timing of school sessions (half of them), changes in school governance such as the size of the governing body or pupil representation (one third),
This is the West Philly Hybrid X Team, a group of students from West Philadelphia High school's Academy of Automotive and Mechanical engineering with their entry, the EVX.
when a group of students set up their own visual arts studio. The students work Processing bamboo as part of Prosperity Initiative's plan to transform the bamboo sector in Northwest Vietnam.
In two years the project has enabled 22,000 people to move out of poverty. The project's goal is to move 750,000 people out of income poverty across Vietnam, Lao PDR and Cambodia by 2020.
The students are responsible for running the studio and raising funds. In this way, it combines creative freedom, business practice,
Many MBAS now offer modules on social entrepreneurship, and there is a thriving market in specialist courses. 433) Training for future leaders.
and opening parts of parks or schools for residents and students to grow flowers, fruits, and vegetables.
which can then be eaten by students at lunchtime. 515) Community centres that merge into household activities childcare, entertainment,
Examples include hyper-local website Boscalicious Year 1 pupils from Collaton St mary Primary school dig up organic potatoes
and in which consumers co-create value alongside producers (no teacher can force students to learn
the first private higher education institution in South africa to offer a virtually free business degree to students from disadvantaged backgrounds. 5 These individual stories are always inspiring, energizing, and impressive.
and partly because they depend so much on co-production by the user, patient, or learner.
and managed by its students. Students perform all functions, from administrative duties to facilities management.
Two key features of the university are (1) its partnerships with a great number of businesses in the design and delivery of all programs,
and (2) the requirement of all students to return to their rural schools and communities during holidays to teach what they have learned.
It is the case of the Arduino Playground (http://playground. arduino. cc), /a wiki where all the users of Arduino can contribute
which provides advanced digital fabrication instruction for students through a unique, hands-on curriculum as well as access to technological tools and resources.
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
originally by students at the Interaction Design Institute Ivrea (IDII) in Italy. Social enterprises, charities and foundationssome of the most well-known DSI services have been developed
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion. A network between communities of users and DSI innovators is essential
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
eager students simply follow instructions to download information onto an SD card, plug it into the tiny computer,
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
originally by students at the Interaction Design Institute Ivrea (IDII) in Italy. Social enterprises, charities and foundationssome of the most well-known DSI services have been developed
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion. A network between communities of users and DSI innovators is essential
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
eager students simply follow instructions to download information onto an SD card, plug it into the tiny computer,
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
aimed inter alia at improving the digital literacy of young consumers. A dialogue with intermediaries and traders with a view to developing codes of good conduct, good practices or guidelines for price, quality and sustainability 34 Regulation 2006/2004/EC http
in many Member States, there is a lack of specific education on all levels for e-learning, e-literacy and e-skills.
There are huge differences in digital literacy and digital administration between Member States. The EU could help close this digital divide.
The EU needs to help close the digital divide between Member States with high-level of digital literacy and digital administrative processes and those with low-levels
In order to upskill the business the Creative Director attended a masters degree course in ecoinnovative building technologies and processes.
and of Internet/web literacy. The ICT enablers index takes into account affordability of Internet access, telecoms market competition, security of the Internet infrastructure, government support for ICT development,
Schools and universities produce a steady flow of graduates trained in software programming, network design and other technical aptitudes,
The four qualitative indicators assess the quality of Internet connections, the development of ebusiness, the development of online commerce and the exposure of the population to the Internet("Internet literacy".
Survey results Reaping the benefits of ICT Europe's productivity challenge Which of the following countries have the highest levels of ICT literacy as an average across the whole population?(%
, Enel Distribuzione, Italy Edmund Handschin Professor, University of Dortmund, Germany Nickolas Hatziargyriou Professor, NTUA, Greece Nick Jenkins Professor, University of Manchester united Kingdom
REEEP, Austria Pier Nabuurs CEO, KEMA, The netherlands Jacob Østergaard Professor and Head of Centre for Electric Technology, Technical University of Denmark Carlo Sabelli Director
Inequalities are expected increasingly to manifest themselves in terms of capacity (literacy, awareness and skills) to reap the benefits of technology.
Although policy frameworks such as the Digital Agenda prioritise e-skills and digital literacy the implementation often varies across Member States
and the policies are need likely to to be in place for a substantial amount of time to produce visible changes in literacy and skills indicators. 16 Figure E. 1. 1:
and this may contribute to the spreading of Western values and intercultural attitudes when these students return home (Naidoo 2011;
Correspondingly, the global mobility and flow of 25 students in tertiary education has soared since the 2000s, increasing by 78%between 2000 and 2010 from a total of 2 million to 3. 6 million.
Technology access and the ability of students to understand and use information effectively have gained importance in school curricula and international policy across the globe.
However, measuring and benchmarking information literacy presents methodological challenges (UIS 2012. Innovation regarding the delivery of open educational content has been on the rise in recent years,
overly traditional teaching structures and little focus on the progress of the individual student their global reach illustrates well the potential of network technologies for education (Daniel 2012;
& Sandford 2010). 4. 2. Uncertainties about the effects of a global education and eskills Although the globalisation of education and the diffusion of e-skills are projected often to be associated with better labour market prospects for graduates,
Despite the decreasing affordability of education, increasing unemployment caused by the financial crisis has led to increases in the number of students enrolled in higher education institutes as education is seen as an alternative to unemployment.
(or the problem) in the way education is delivered. 5 UIS interactive map on global education flows http://www. uis. unesco. org/EDUCATION/Pages/international-student-flowviz
net generation Number of students enrolled in traditional and online courses/MOOCS, educational attainment, number of universities offering online courses, educational reform,
tab=table&plugin=1&pcode=tesov190&l anguage=en,"Share of women among tertiary students Total-science, mathematics and computing-engineering, manufacture and construction(%)code tps00063,"Eurostat
Adult and Youth Literacy 1995-2015, Montreal: UNESCO Institute for Statistics, 2012. Hurd, M d.,P. Martorell, A. Delavande, K. J. Mullen,
How Have Students and Their Families Responded?,""How the Great Recession Affected Higher education: University of chicago Press, 2012.
Results of a survey of America's teachers and support professionals on technology in public schools and classrooms,"National Education Association, 2008.
As of 09 july 2013, from http://www. oecd. org/migration/economymigrationstartingtoreboundsaysoecd. htm, Closing the gap for immigrant students.
hysteresis and heterogeneity in the market for college graduates. NBER Working Paper No. 12159 Orléan, A.,De l'euphorie à la panique:
PISA, How are school systems adapting to increasing numbers of immigrant students? PISA IN FOCUS, 2011/11. As of 21 august 2014:
http://www. oecd. org/pisa/49264831. pdf PISA, How do immigrant students fare in disadvantaged schools?
Oxford Scholarship, 2008, pp. 117-144. Schummer, Joachim,"From Nano-Convergence to NBIC-Convergence: The best way to predict the future is to create it,"Governing Future Technologies:
UIS, UIS Adult and Youth Literacy Fact Sheet, Unesco Institute for Statistics, 2012. UK Ministry of Defence, DCDC Report, Global Strategic Trends-Out to 2040,2010.
UNESCO, Global Literacy Rates and Population Numbers for Adults And Youth, 2010, UIS Fact Sheet Montreal:
Y, 00. html World bank Development Indicators,"National adult literacy rates (15+),2012. As of 08/03/2013:
500 companies find graduate talent for entrepreneurial internships. 21 Founders4schools reached 2, 500 students in a pilot programme in 2011-2012;
student projects or events to inspire talent with success stories Junior Achievement Young Enterprise Europe is Europe's largest provider of entrepreneurship education programmes.
It reached 3. 1 million students in 2012.24 IMP rove offers intrapreneurial experiences (that is behaving like an entrepreneur
Over 3, 500 companies in more than 30 countries have used IMP rove. 25 The European Forum for Entrepreneurship Research (EFER) has trained 472 professors in entrepreneurship,
the setting-up and running of student training firms, and teacher training and support. 31 Comprehensive entrepreneurship programmes The Entrepreneurship and Innovation Programme under the European Competitiveness and Innovation Framework Programme (CIP) had a budget of € 2. 17 billion
By 2020 every pupil across Europe should have had an entrepreneurial experience before leaving secondary school. Regulatory red tape should be reduced
Impact measurements from the foundation show a high, positive view in students'intentions and attitude towards entrepreneurship.
e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
and high school/university professors or students to ensure we progress towards decreasing the gap between education and the marketplace.
Professor of Business Administration, Harvard Graduate school of Business Administration It's time for a fundamental change of thinking in Europe.
and Instructor, Harvard university Extension School, USA Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics, HULT International Business school, USA Fostering Innovation-driven
Young Global Leader Paul Campbell, Chief executive officer, Start-up Genie, USA Cross-report contributors Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics
Young Global Leader Calvin Chin, Founder, Transist, People's republic of china Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration, USA Jim O'connor
Global Agenda Council on Fostering Entrepreneurship Virginia Cha, Chief, Research and Innovation, Institute of Systems science, National University of Singapore, Singapore Hongbo Chen, Vice-Dean
, Tuspark Research Institute for Innovation, Tsinghua University, People's republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA George Foster, Konosuke Matsushita Professor of Management
, USA Daniel Isenberg, Professor of Entrepreneurship Practice, Babson Executive Education, Babson college, USA Guriqbal Singh Jaiya, Director-Adviser, Innovation and Technology Sector, World
Redbus), India Thomas Speechley, Partner, The Abraaj Group, USA John Strackhouse, Senior Partner, Heidrick & Struggles, USA Tan Yinglan, Adjunct Professor, INSEAD
-General, Directorate-General for Enterprise and Industry, European commission, Brussels Ding Chun, Dean, Centre for European Studies, Fudan University, People's republic of china M. Willem van Eeghen
recruitment of university graduates and skilled personnel; awareness of new ideas and technologies; and incentives and institutional frameworks for improving collaborations within networks and clusters, including local technical centres or technical colleges.*
-They need help recruiting university graduates and other skilled personnel. -They need to be made aware of new ideas and technologies.
and the EU. The quality of universities needs to be enhanced The university system 10 public universities with a total of approximately 230 000 students depends on the Regional Ministry of Economy,
which offers young college graduates financial support for their graduate work at top international universities, on the condition that they return to the region to work for at least four years.
Attendance of vocational training is on the rise In Andalusia a total of nearly 95 000 students attend vocational training,
Vocational training has been very successful in the last decade in placing students in a job. That has resulted in an increased number of students during the 1990s
and 2000s just as the number of university students in Spain has been decreasing and the number of dropouts increasing.
There is a schism between economic development and workforce development Andalusia experiences a chronic schism between economic
The OTRIS also actively support university students, faculty and researchers who want to create their own companies,
It designates that the ownership of discoveries made by university professors during their period of contract with the university and
Professors have the right to share in the benefits that flow to the university from the use of the intellectual property rights derived from their inventions,
It could also be facilitated by more focused forms of cooperative education programs ensuring that the students being trained in the universities are familiar with the kinds of technical problems that local firms must overcome.
Both envisage attracting both talent (students, researchers, skilled workers, etc. and investment (national and foreign. Entrepreneurship Entrepreneurial culture is improving in the region There is a low but growing level of entrepreneurial culture in the region.
ii) the work of ICT literacy of SMES; iii) the survey of the innovative needs of local small firms.
Establish cooperative education programmes engaging university students in alternating work terms with study terms throughout their undergraduate degrees.
This will include involvement in future cooperative education programmes and retention of talented foreign students from local universities in technology parks.
In particular, the share of university graduates has shrunk significantly by 3 percentage points from 14.7%in 1998 to 11.7%in 2009,
The percentage of students leaving education with the lowest compulsory degree is also among the highest in the country (38%.
Industry-university relationships With its nine public universities, 17 000 teaching and research staff and 250 000 students, higher education institutions (HEIS) take the lion‘s share in the R&d system (Fig
unfolding entrepreneurship programmes aimed at specific social groups (e g. women, youth, university graduates, disadvantaged people, etc.),
Grado (4 year undergraduate degree), Master (1 or 2 year graduate education) and Doctorado (3-4 year postmaster graduate education.
The idea is to adopt a system of easily comparable university degrees that would allow overcoming the current bureaucratic obstacles to the recognition of degrees and movement of students, researchers, faculty and staff within European universities.
%and among those with just a high school diploma, the unemployment rate stood at 56%(Instituto Estadístico de Andalucía, 2010).
At the same time, as discussed further below, the last decade has seen students increasingly selecting traditional vocational training rather than university education (Junta de Andalucía, 2009.
In a decade (1999-2009), Andalusian universities lost 46 852 students. Still, there are returns to higher education:
college graduates constitute 29%of the employed population in Andalusia, but just 15%of the unemployed (Laurent, Periáñez and Petit de Gabriel, 2010).
The immigrant population includes a substantial increase in the number of foreign university students coming to Andalusian universities for undergraduate studies (EU/Erasmus and Moroccan students) and for graduate studies (from Latin america, EU and North africa.
the quality of life of Andalusia seems to be attracting foreign students. In fact, the share of immigrants from the EU-15 that hold a college degree (42%)is more than double that among Andalusian residents (20%)(Instituto Estadístico de Andalucía, 2010.
The university system There are currently 10 public universities in Andalusia with a total of approximately 230 000 students.
The Universities of Seville and Granada dominate enrolment, with 57 000 and 56 000 students, respectively;
the University of Malaga is a distant third, with 33 000 students, and the others are substantially smaller. 2 Decreto del Presidente 11/2004, de 24 de abril, sobre reestructuración de Consejerías,
available at www. juntadeandalucia. es/boja/boletines/2004/996/d/updf/d1. pdf 3 Professor Manuel Castells‘s work on the network society was
Traditionally, student mobility was very weak in Spain and geographic proximity rather than reputation was the criteria by
which students chose their university. However the Bologna process and the new plans of the regional government to increase the specialization of universities is expected to bring more competition for student recruiting
and make Andalusia universities more specialized than generalist. This is also trying to stop the=brain drain‘of Andalusia students going to private university institutions
and business schools in Madrid and Barcelona to get their graduate degrees. In general terms, Spanish universities do not rank well in international quality rankings,
which are skewed reputedly towards larger and English-speaking universities. The 2009 Academic ranking of world universities, elaborated by the Institute of Higher education of Shanghai
which the regional government offers young college graduates financial support for their graduate work at top international universities,
At the same time, despite the lagging position of Spanish universities in quality rankings, they are the favourite destination for Erasmus exchange students:
and the University of Malaga number 34.5 Graduate programs also attract an increasing number of foreign students to Andalusia universities:
The universities of Granada, Seville and Malaga have become a magnet for attracting international students
5 Erasmus is the EU flagship higher education program enabling 200 000 European students to study in a university from another member country each year.
Vocational training (Formación Profesional or FP) serves young people as a professional alternative to the Baccalaureate and university education.
it includes skills training of one-two years for youth unable to graduate high school, high school graduates,
or older students with some college education or a degree. Vocational training for employment (Formación Profesional para el Empleo or FPE) serves either dislocated or incumbent workers.
In Andalusia, a total of 94 710 students attend vocational training less than half the number that attend the public universities.
Vocational training has been very successful in the last decade in placing students in a job. That has resulted in an increased number of students during the 1990s
and 2000s just as the number of university students in Spain has been decreasing and number of dropouts increasing (Laurent, Periáñez and Petit de Gabriel, 2010).
For the 2009-10 course, the number of students at technical and vocational schools in Spain increased 9. 3%compared to 3. 2%of Baccalaureate students. 7 Opportunities in the landscape This overview of the landscape of education
and training in Andalusia suggests several opportunities to build upon. First, the reorganization of the system into three ministries presents an opportunity particularly for high-tech innovation.
For instance, in 2009 they took part in an initiative of the Regional Ministry of Employment to train more than 1 000 students, workers and redundant workers of the aeronautic sector. 7 Spanish Minister of Education discourse in the Congress
Increasing specialization, particularly in the flagship universities of Granada and Seville, should help attract even more foreign exchange students for the region.
This is an elective course that all university students can take, although only 200 students took and most of them came from the Economics department.
This figure is compared small to the approximately 33 000 UMA students. UMA recognizes the poor participation rates in these courses
and is trying to expand them to other departments such as ICT and applied scientific research. On the other hand
the University of Seville, in collaboration with its OTRI (Technology Transfer Office), supports entrepreneurs involved in the creation of university spin-offs by paying part of the fees of an MBA PROGRAM.
Andalusia has lacked high quality education in business and entrepreneurship and even more so at the graduate level.
but not official degree programmes. 8 Technology Transfer Offices (OTRIS) Andalusia Technology Transfer Offices (OTRIS) have seen their responsibilities
OTRIS are increasingly paying attention to promote entrepreneurial activity among students as a way to increase the number of companies originated in the university.
but it also targets students (in high school, vocational training schools and universities) and women. ANDALUCIA EMPRENDE has more than 200 business incubators (Centros de Apoyo al Desarrollo Empresarial,
high schools, baccalaureate programs, and vocational training schools, teaching students how to create and manage cooperative firms.
For the highest level of vocational training students, ANDALUCIA EMPRENDE offers a business plan competition in which the winners spend three days training in the business incubators.
In collaboration with EXTENDA, they offer four training programs: a course on how to internationalize a company for new entrepreneurs;
Many of the region‘s public universities are engaged already in entrepreneurship education, from special workshops to support for MBA PROGRAMS to internship programs at the technology parks.
Innovation and Science, there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.
The diploma, Superior Technical Degree in Energy efficiency and Solar-Thermal Energy, was established only very recently in 2008.9 Yet,
including the commitment of regional stakeholders to improving the innovation system, the enthusiasm of foreign students for the region,
and talent seem to be focused in improving sending Andalusian students to top universities abroad (as in the Talentia program),
there is also a remarkable opportunity to retain the large number of foreign students that are attracted to Andalusian universities every year.
The Universities of Granada and Sevilla alone received over 3 000 exchange students in 2007-08, placing Andalucia ahead even of Barcelona in popularity.
RETA might work as an intermediary to facilitate a longer stay in the region for these students,
and elsewhere might be expanded to better link students with businesses. The regional government seems to be supporting this approach already,
Refocus entrepreneurship training Refocus entrepreneurship training along the models of the best business schools, with a particular focus on attracting immigrant exchange students (though retaining immigrant entrepreneurs remains out of the region‘s purview.
they have the benefit of location in a region attractive to students from many other countries.
and hire graduates of the youth program. Though too recent to evaluate systematically, local stakeholders argue that the Partnership has created a friendlier business climate for green businesses
as well as the concentration of foreign students and immigrant entrepreneurs, there may be potential to expand the offerings at the university level.
Programs at both the Chalmers School and the School of economics and Commercial law at the University of Gothenburg are highly selective. 12 A small class of students engage in the entrepreneurship process,
but send students out into the world with their own start-up business. Although there are significant attempts at regional coordination among the public universities in Andalusia,
the attraction of students and tourists to the region, the need for internationalization, and the lack of web and IT expertise among traditional businesses.
and that students often provide the most effective means for strengthening the linkages in the innovation system.
through the provision of skilled graduates who become key players in local industry; through the conduct of long-term fundamental research that contributes to the science base
and especially to students involved in generating that research. Two of the most low-cost and effective mechanisms to facilitate this kind of knowledge transfer especially in industries that draw more on synthetic knowledge bases
and engage in the DUI mode of innovation are through faculty consulting and student placements or exchanges with industry.
and a 28 percent increase in the number of students enrolled and a corresponding increase in the teaching staff of the universities.
The OTRIS actively support university students, faculty and researchers who want to create their own companies, especially in the case of spin-offs derived from university research.
they are increasingly paying attention to promoting entrepreneurial activity among students as a way to increase the number of companies originated in the university.
It designates that the ownership of discoveries made by university professors during their period of contract with the university,
Professors have the right to share in the benefits that flow to the university from the use of the intellectual property rights derived from their inventions
It has 2 300 professors on staff and 40 000 students. The university has 270 active research groups,
They also have some programs that provide academic credits to students for working on company research projects.
as well as providing support services to facilitate work experience for its students in enterprises and the Foundation.
The university is endowed well with professors and administrators but they also perceive the need for a category of people who do not do research,
Professors cannot leave the university and go to work for a start up company with any assurance that they will be able to return from that employment to their university position.
which has 4 000 researchers and approximately 70 000 students. The OTRI has just twelve people.
which could ensure that the students being trained in the universities are familiar with the kinds of technical problems that these firms must overcome.
RED-OTRI could use the results of the survey to begin to identify the faculty members on the various research teams at the individual universities with skill sets in demand by the second tier of innovative companies that RETA works with.
The Study Mission heard that there currently exist a number of different programs in the region to provide training spaces for university students in private firms.
It should be noted that a formal cooperative education program goes beyond merely placing student trainees with firms for a limited period.
A cooperative education program usually involves engaging university students in alternating work study terms throughout the course of their undergraduate or first degrees.
which indicates that that the coop students themselves provide a highly effective conduit for transferring research
and specialized knowledge into the private firms and also for bringing the=real world‘perspective of the firms back from their work terms into the university classroom.
but it could make use of RETA‘s contacts with the group of innovative firms in the region as the basis for finding job placements for university students in the small and medium-sized enterprises that RETA services.
and expanding university coop programs is the high cost incurred by the university administrations in locating work placements for their students.
The high cost of this task could be overcome to some degree by using RETA‘s existing network of contacts with innovative firms in the region to locate the placements for the university students.
It would require RETA to work closely with both the firms located in the technology parks as well as firms distributed more broadly throughout the region to identify the firms that would be interested in providing work placements for students in a cooperative education program.
It could improve the quality of human capital working in the firms by providing them with technically trained university students;
it could provide students with more real life work experience as part of their formal education; and it could use the students as a conduit for feeding problems and concerns of small and medium-sized enterprises back into the teaching activities of the university faculty.
There is also some evidence from the North american experience that coop students can create a demand-pull mechanism to pull technical knowledge out of universities to provide assistance to firms (Bramwell and Wolfe, 2008.
Consider the creation of a‘virtual technology park'The third recommendation involves alternative ways for RETA to work more closely with the tier of innovative firms located in the technology parks as well as those located outside
or to physically locate the parks on a university campus, as is the case with the new PTA-University of Malaga Campus. However,
The University of Waterloo currently has the largest cooperative education program in the world, with over 11 000 students (60 percent of the student body) and 3 000 employers, 281 of them local, involved
15 per cent of its current employees are Waterloo co-op students, and more than half of their Waterloo staff consists of former co-op students.
Rationale for the Intervention The Waterloo Region in Ontario, located about 100 km west of Toronto,
especially in the sciences and engineering by giving the students hands-on experience working in firms to complement their classroom time;
what was initially a very constrained physical plant by ensuring that classrooms were being used fully through all three semesters of the year.
The rotation of students to industry and back to the classroom helped solidify tight relations with local industry.
while industry support of the program funds the acquisition of technology to enhance classroom learning.
As a result Waterloo became one of the first universities in Canada to enable students to actively explore
and 1970s The exposure that students had to the early days of computer technology laid the foundations for a technological leap that shaped the industrial development of the region from the 1970s onward.
Of particular significance, is the finding that the university performs a critical intermediary function in facilitating the transfer of knowledge between students and local and non-local industry through the Cooperative Education Program (Nelles, Bramwell and Wolfe, 2005.
because firms know that the students have work experience, and they get an opportunity to evaluate their performance in the workplace before hiring them.
and recent graduates provide=fresh eyes‘:‘new ideas, new minds, younger talent in the company.
Second, co-op students act as an important transfer mechanism for tacit knowledge and know-how; they also act as a critical source of knowledge circulation within the local high-technology cluster,
Not only are trained graduates well within the university, they also come with practical experience gained through co-op placements, both in local firms and in firms all over North america.
Waterloo co-op students have an international reputation for being of high quality, and as a result, local firms have to compete with global ones to attract the best students,
though they retain the benefit of location. For instance, in a recent speech at the university during his Microsoft 2005 Tour, Bill gates referred to Waterloo as a special relationship for us.
Most years, we hire more students out of Waterloo than any other university in the world.
Co-op students also act as an important conduit between local firms and the teaching faculty at the university.
At the same time, student-driven technology transfer is critical specifically to the commercialization process. One firms reported that:
students come off co-op terms and co-opt entrepreneurial faculty to develop a company...They play a big role in spin-offs and technology transfer.
which enables students to start their own venture in lieu of doing a co-op placement with an established firm,
and maintaining the placement positions for the student body. The university invests a considerable amount of its own resources in financing
and the university‘s students enjoy, which makes it easier to find firms willing to take the students on work placement.
Relevance to Andalusia The key lesson to be drawn from this experience is that the patient investment of resources in a program such as this can pay incredible dividends to the local economy over a long period of time.
or introducing a full coop education initiative in finding the work placements for students. For further information http://www. cecs. uwaterloo. ca/about Future Trends in Science and Technology Parks Description of the approach The third learning model corresponds to the third policy recommendation in that it draws
most are recent graduates from an engineering or science background who might have the technical competences
Sonninor@cardiff. ac. uk Professor Gianluca Brunori, Department of Agronomy and Management of the Agro-ecosystem, Group of Agricultural and Environmental Economics, University of Pisa, Via del
the Scottish universities have produced generations of well-trained graduates to service the life sciences labour market: indeed Scotland produces a proportionately larger number of graduates from its universities than other parts of the UK.
The public health service has also been an important consumer for new and innovative medical products,
Consequently the loss of Scottish graduates to other places need not be a problem, and as many return to Scotland later in their careers, can be seen as an important part of the global flows through which knowledge is transferred into the local cluster helping in the regeneration of the scientific knowledge base.
%Despite this improvement, Andalusia universities have lost nearly 50 000 students over the 1999-2009 decade.
College graduates make up 29%of the employed population in the region, but only 15%of the unemployed.
Conversely, unemployment among young adults (aged 16-24) with just a high school diploma stood at stunning 56%at the end of 2009.
Business consulting, private research contracts, collaborative research, training of human resources and supervision of graduates are also important modes of knowledge transfer that OTRIS should consider more than has done so far.
Through less R&d-intensive forms of industry-university collaboration, the regional technology transfer offices will be able to reach out to a wider number of both faculty members and enterprises,
and could indeed be matched with another database collecting the skills of university faculty members so as to ease knowledge transfer between HEIS and firms, including of small size.
Students still tend to go outside of the Andalusian public university system for advanced business-related training,
yet there is only one vocational training diploma in Andalusia included under the Energy and Water professional family.
The enhanced capabilities for university research can lead to regional universities being able to attract talent, both students and faculty, from elsewhere.
Together with a diverse student body and the identification of entrepreneurial talent in that community, much could be achieved by way of creating a globally connected high value economic region.
Establish cooperative education programmes engaging university students in alternating work terms with study terms throughout their undergraduate degrees.
This will include involvement in future cooperative education programmes and retention of talented foreign students from local universities in technology parks.
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