Another exemple is e-education that represents an alternative to the traditional learning method, making the applicant independant from time
Broadband communications can contribute to an increase in Romanian school's value by implementing new teaching learning methods (elearning),
and priorities and all are involved in a complex learning process concerning their options, their interests, their vision for a future system and their role in it.
The transition towards a much more smart system can be considered as a vast learning, discovery and negotiation process in
new technologies need large markets for bringing the costs down a joint learning process helps to keep up with the challenges of an accelerating transformation
and diversity also helps in a creative joint learning process. Due to their short history and given their wide range of motives and origins
the discussion is to a disturbing degree at the same time an open learning process concerning a new range of issues,
(Schleicher--Tappeser, 2000),(OECD, 2010),(OECD, 2011) The EU Smart Grids Debate 32 The difficult solution for this dilemma lies in speeding up the learning process by increasing
and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and monitoring, interregional collaboration and synergies, etc.)
How does it support a process of policy learning and adaptation? How is it to be communicated?
The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation.
achievable goals or output and result indicators and a realistic timeline for these goals. p) The actual governance structure should be improved in the future to be able to support a process of continous policy learning and adaptation q) The communication
Científica Soft Management of Internet and Learning Materiales Magnéticos (GMM) Aceite de Oliva y grasas (GAO-UCLM) Simplificación, Automatización y Miniaturización de
and learning about some new S3 aspects, such as: New planning issues: Further policy integration: Digital Knowledge Society, Education Deainition of Plans, more speciaic than the Strategy.
and Innovation vis--à--vis other regions Participation in mutual learning activities Interreg IV C Know--Hub project Spanish ERDF--funded policies Network
and the absence of a capacity for organizational learning (Clark, et al, 2008). Smart Specialisation for Regional Innovation:
uncoordinated experiments involving various stakeholders in different learning spaces in and beyond Europe (OECD, 2011: 11).
promote mutual learning and carry out research on the implementation of the active inclusion strategies at the local level. http://www. eurocities. eu/eurocities/activities/projects/Cities-for-Active-Inclusion 34 SROI is becoming increasingly popular;
The creation of new networks and communities of practice is a social learning process involving the construction of shared meanings, norms, values and understandings (Wenger, 1998;
Bruno et al, 2008: 6). Social learning can be stymied by risk averse organisational cultures, weak feedback mechanisms and conventions that extol process over outcomes,
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Castells, M. 2001) The Internet Galaxy.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Hämäläinen, T. and and Heiskala, R. eds)( 2007) Social Innovations, institutional change and economic performance, Cheltenham:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Jenkins, H. 2007) Convergence Culture, New york:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Kunnen, N.,Maccallum, D. and Young, S. 2013)‘ Research strategies for assets and strengths based community development',in Moulaert, F.,Maccallum, D
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar Leadbeater, C. 2009) We Think.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Lister, R. 2003b) Investing in the citizen-workers of the future:
The Rise of Regional Experimentalism in Europe, in M. Gertler and D. Wolfe (eds) Innovation and Social Learning, Basingstoke, Macmillan.
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Moulaert, F, Mccallum, D. and J. Hillier (2013b)‘ Social innovation:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Mulgan, G. 2013) The Locust and the Bee:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. OECD (2007) Participative Web and User Created Content:
Collective Action, Socail Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Prahalad, C. K and Ramaswamy, V. 2004)‘ Co-creation experiences:
Collective Action, Social Learning and Transdisciplinary Research. Cheltenham: Edward Elgar. Von Hippel, E. 2005) Democratizing Innovation.
But entrepreneurship education is confined not to the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers,
Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal interpersonal interactions among entrepreneurs alongside more formal networks, for instance through shared space and facilities.
Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk assessment,
Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA),
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates entrepreneurship and SME innovation.
and incremental innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
pervasive and generates an aggregate learning curve effect that increases the productivity of new knowledge investments.
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning. SMES and start-ups are important participants in interactive learning networks both exploiting knowledge developed elsewhere
and contributing to knowledge development. Their role is documented by a substantial literature on SMES and inter-firm and universityindustry linkages (e g.
The use of the innovation systems approach permits the identification of a range of potential policy problems or system failures affecting interactive learning (Potter, 2005.
The DUI mode, on the other hand, is driven a user approach that relies on experiencedbased know-how and informal processes of adaptive learning.
It suggests the need for DUI-mode policy support focused on a wider set of institutions affecting learning and innovation,
in J. Potter (ed.),Entrepreneurship and Higher education, Ch. 10, pp. 235-254, OECD, Paris. Lundvall, B. and S. Borràs (1997), The Globalising Learning Economy:
and market success. Postentry learning about one's own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry
Another instance consists in learning failures, which take place when local firms have not developed enough absorptive 3. KNOWLEDGE FLOWS SMES,
and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customersupplier relations, industry-university collaborative research,
levels of R&d, enrolments in graduate programmes and the potential creation of growth-oriented businesses by immigrants.
So, academics and researchers will look particularly at the quality of universities and research laboratories, as well as at the overall research support system,
and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing knowledge in new ways.
Interactive learning networks boost SME innovation and need to be stimulated. Interactive learning networks will encourage innovation,
especially for small-sized firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the importance of agglomeration economies and of helping firms to link up with each other and with research organisations at the local level.
China's Torch programme represents one of the most comprehensive collective learning policies implemented by a national government.
A New Perspective on Learning and Innovation, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152.
Towards a Theory of Innovation and Interactive Learning, Pinter, London. 3. KNOWLEDGE FLOWS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 157 Malerba, F. 2002), Sectoral Systems
or a rich and efficient infrastructure endowment, that is to say, driven by sharing rather than learning agglomeration economies.
E 164 NTREPRENEURSHIP AND INNOVATION OECD 2010 The importance of entrepreneurship skills for SMES and start-ups Learning processes are at the core of entrepreneurship and SME development.
It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills.
How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government intervention?
Entrepreneurship skills are understood best in relation to lifelong learning, where the individual acquires skills through their life history.
and may benefit from training provided before employment or in lifelong learning activities whilst in employment.
venture capital finance, product life cycles and so on. 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 173 And more experiential learning methods should be developed for example drawing on the entrepreneurship skills created in drama,
In addition, there should be transparency and clarity of objectives and information to both employers and employees and provision of standardised accreditation.
working in partnership with key players including the business community, HM Inspectorate of Education, Learning and Teaching Scotland, Careers Scotland and the Scottish Qualifications Authority.
which keep parents informed of how they can support their child's learning. A report by HM Inspectorate of Education (2007) highlighted the four capacities that are being developed through the strategy
appreciate the relevance of what they are learning; can use experiences in enterprise to reflect on other learning
and make connections; are self-motivating and accept setbacks as learning experiences; 4. ENTREPRENEURSHIP SKILLS SMES, ENTREPRENEURSHIP AND INNOVATION OECD 2010 175 Box 4. 3. Scotland's Determined to Succeed entrepreneurship education strategy (cont.
can generate and act upon original ideas; understand transitions throughout life and the importance of making connections between past, present and future experiences.
The result is that employees of small and micro firms can miss out on any type of training beyond day-to-day informal learning on the job.
Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to both the firm and the employee. 4. ENTREPRENEURSHIP SKILLS SMES
KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with a high knowledge component,
for example to improve work processes (such as quality control, marketing and product development) with SME employees learning from or together with their co-workers.
Indeed, KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,
learning time or learning support (CEDEFOP, 2008b). Can KISAS be associated with formal or informal training on the job?
Formal learning is intentional from the learner's point of view; it typically leads to validation and certification.
or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner's perspective (CEDEFOP, 2008b.
KISAS can be placed within the informal training category although it includes a greater component of knowledge intensity and interactive skills. 4. ENTREPRENEURSHIP SKILLS SMES,
there is no accreditation or contrasted evaluation, and little is known of their effects and impact on skills upgrading and employability of the labour force.
which is defined as group-taught formal learning, external to the firm, provided for owners and managers of independent enterprises with 250 employees or fewer,
Effective management training initiatives for small firms usually involve critical self evaluation; sharing of experiences that provide an opportunity to achieve business insights by learning from others in similar positions;
and solving business challenges using experienced mentors. Business counselling Counselling is a one-to-one service tailored to the specific requirements of the individual firm.
Local skills ecosystems The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded
This learning infrastructure includes training institutions and organisations in the local community. Small firms must rely on training skills available locally, on the way the ecosystem upgrades these skills,
Encourage learning by doing in contrast to more traditional forms of academic learning. Introduce cross-functional problem-solving approaches that replicate the bundle of activities
Adult learning and links with the labour market. Regional development, including capacity building for Business Support Providers (BSPS) and SME development agency staff.
develop more experiential learning methods. Offer short duration innovation bootcamps for SME owner-managers such as weekend seminars and short online courses.
give standardised accreditation. Embed an entrepreneurship mindset through the school education system. Develop the training function of small business support programmes including programmes for business succession,
Increase the use of informal learning sources. Tap into knowledge-intensive service activities (KISA) processes to increase the entrepreneurship skills acquisition of SME workforces.
2005), Policy Instruments to Foster Training of the Employed, Final Report, Lifelong Learning Volume 1, Main Report EIM-SEOR, Rotterdam.
Council Conclusions, Directorate General for Enterprise and Industry, Brussels. Gibb, A. 2002), In Pursuit of a New‘Enterprise'and‘Entrepreneurship'Paradigm for Learning:
Itkonen, K. 2009), Developing Entrepreneurship in Small Enterprises The Succession Process Supported by Apprenticeship Training as a Context for Learning in M.-L. Stenström and P. Tynjälä (eds.
Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom, pp. 153-170.
, ETEPS AISBL, Brussels. Minniti, M. and W. Byrgave (2001), A Dynamic Model of Entrepreneurial Learning, Entrepreneurship Theory and Practice, Vol. 25, No. 3, pp. 5-16.
Stenström, M.-L. and P. Tynjälä (2009), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer, United kingdom. Stone,
For those seeking further help in finding education and learning opportunities locally and help with career planning and job applications, the project offers information, advice,
and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk). Social innovation
allow fast learning across a community of innovators; and, establish clear pathways for scaling up the most promising models.
Understanding and Learning from the Differences, Voluntas, Vol. 17, No. 3, pp. 247-263. Lasprogata, G. and M. Cotton (2003), Contemplating Enterprise:
Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the local entrepreneurship engagement aspects of university third missions,
Increase the use of informal learning sources by facilitating collaborations with firms and consultants providing knowledge-intensive services activities,
support learning across a community of innovators and establish clear pathways for scaling up the most promising models.
The engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual)
as facilitators of balance between cooperation/competition, allowing the optimization of resources and continuous learning with the reduction of information exchange costs.
and lifelong learning to adapt to changing skill requirements. Conversely labor market sectors which require lower skill sets have seen employee's terms
) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology,
. & Wellman, B. 1997) Asynchronous Learning Networks As A Virtual Classroom, Communications of the ACM, September, 40,9, 44-49.
The Origins and Characteristics of Innovation in Highly Innovative Areas, Innovation, Networks and Learning Regions, London:
which also means that lifelong learning will become indispensable. Retraining will have to happen several times in the course of a career
Opening up Education is about opening minds to new learning methods so that our people are more employable, creative, innovative and entrepreneurial.
transparent and replicable testing of open learning environments, open education theories, new business models, open education computational tools,
and equipment involving heavy fixed costs and commensurately expanded scales of production, induced a high rate of capital accumulation.
and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National income and Product Accounts (NIPA) include the expenditures that this may entail--for labor time and the use of facilities,
which they presume reflects the presence of large accumulations of intangible assets. 13 relationship between marketed output
and non-market investments in learning remains more or less unchanged. But that has not been the case.
is likely to induce more than the usual relative level of incremental learning activity; and the advent of digital information processing technologies in particular, having stimulated the creation of new software assets within the learning organizations,
has been marked by a relative rise in the production of intangible assets that have gone unrecorded in the national income and product accounts.
even if the user adopts the new technology, the learning time in mastering new software, the greater number of choices that may need to be made to navigate a growing array of options
while others are part of the learning investments being made by firms in formal and informal on the job knowledge acquisition about information technology. 14 performance of microprocessor components and for many applications,
Most organizations believe that learning to solve these problems will eventually create a greater range of organizational and individual capabilities that will improve profitability.
however, is that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled users will continue to severely constrain their contributions to productivity. 5. Dark Journey Towards the Brighter Future?
1997.18 learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity
David, Paul A.,Invention and Accumulation in America's Economic growth: A Nineteenth Century Parable, in International organization, National Policies and Economic Development, a supplement to the Journal of Monetary Economics,(K. Brunner and A. H. Meltzer, eds.
Prusak L. and Matson E. Knowledge management and Organisational Learning, Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The Prevalence of Dental Fear and its Causes Among Children and Adolescents Attending a Department of Paediatric Dentistry in Bucharest
The Challenges to Sustaining Momentum in Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human resources Development 2007-2013,
networks and other vehicles to spread methods, learning and skills; coordinated leadership; and enabling cultures.
More recently, there is an emerging literature focused on learning from frugal or‘jugaad'10 approaches to innovation,
opportunities/events Information and brokerage support Knowledge transfer programmes Learning forums and insight legal advice, marketing services, fis cal and accounting services, HR advice
UNESCO, as the coordinator of Education for All (EFA), has made the promotion of education as a fundamental right, the improvement of the quality of education and the stimulation of innovation and the sharing of knowledge and best practices one of its priorities.
Only a unique mix of actions and measures together with a serious effort to continue the learning process can ensure a positive and truly innovative outcome.
such as the Nigerian Virtual Library for Universities and Institutions of Higher Learning and the development of a multidisciplinary UNESCO portal with several sub-portals.**
and the power of machinebased learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data from a device-specific form to a device
as well as learning capabilities that improve elements behaviour. An essential target of the Project effort is to develop innovative cross-layer design optimization approaches that alleviate the shortcomings
The authors introduce their ideas on how to enable systems to automatically construct semantic context by learning from the available content.
We introduce our ideas on how to enable automatic construction of semantic context by learning from the content.
representation schemes for its semantic context can be constructed by learning from data. In the target representation scheme, metadata is divided into three levels:
In this chapter we introduce our ideas on how to enable systems to automatically construct a semantic context representation by learning from the content.
the focus will be on the context learning and automatic inference for high-level features. The mid-level features are assumed to be available
Section 4 presents the proposed technique Semantic Context Inference in Multimedia Search 393 for semantic context learning and inference for mid-level to high-level matching;
and Retrieval The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts
the learning process and the inference process. In the learning process which is carried usually out off-line.
First, several mid-level features are extracted using any specifically designed classifiers. A subset of the database randomly selected for training purpose is annotated then manually on the high-level query concept.
The learning process concerns learning of both the network structure and probability tables of nodes.
Fig. 1. Semantic inference work flow One important feature in this module is that the Bayesian network model is constructed automatically using a learning approach based on K2 algorithm 8,
and the abstractness and sparse distribution of the query terms throughout the dataset. 6 Conclusions In this chapter an approach for semantic context learning and inference has been presented.
A bayesian approach to unsupervised one-shot learning of object categories. In: Proc. ICCV, vol. 2003) 11.
Object class recognition by unsupervised scale-invariant learning. In: IEEE Computer Society Conference on Computer Vision and Pattern Recognition, vol. 2 (2003) 12.
easier and enriched life across many domains including home life, education and learning, working, and assisted living.
which create territorial innovation systems combining knowledge-intensive activities, institutions for cooperation and learning, and web-based applications of collective intelligence 8, 9. Box:
Intelligent cities, from the new intelligence of cities, collective intelligence of citizens, distributed intelligence, crowdsourcing, online collaboration, broadband for innovation, social capital of cities, collaborative learning
while accelerating the learning curve for operating smart cities. The second task consists of initiating large-scale participatory innovation processes for the creation of applications that will run
to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of Smart Cities
4) the Smart Museum and Park where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered.
while group interactions and future benefits of learning about the product are relatively more important to explain consumption of more complex content.
For example, in educational products, the amount and level of content absorbed are both important to measure consumer progression in learning.
de Expertgoep voor de Doorlichting van het Vlaams Innovati instrumentarium, 2007.12 Storey D. J.,Understanding the Small Business sector, Thomson Learning, pp
and that the effectiveness of the knowledge is limited to the degree of complementarities with other types of learning as often found with family firms.
Managers are challenged to provide an organizational culture that encourages employees to actively participate in learning and effective knowledge sharing.
The accumulation of knowledge is important early in the life cycle of firms as it can establish sustainability through its characteristics (West and Noel 2009),
a new perspective on learning and innovation. Administrative Science Quarterly, 35,128 152. Covin, J, & Slevin, D. 1989).
assessing the construct's validity and addressing some of its implications for research in the areas of family business and organizational learning.
Asset stock accumulation and sustainability of competitive advantage. Management Science, 35,1504 1511. Dubini, P, & Aldrich, H. 1991).
The effects of knowledge-based resources, market orientation and learning orientation on innovation performance: an empirical study of Turkish firms.
) Exploratory learning, innovative capacity, and managerial oversight. The Academy of Management Journal, 44,118 131. Mcgrath, RG, Mcmillan, IC,
Tools aimed at mutual learning across borders should be promoted. Beyond the participation in transnational co-operation networks, where regional policy-makers can take profit from each other's experience and practice,
and a more rapid accumulation of new knowledge (Parida et al, 2012; Van de Vrande et al, 2009.
innovation fairs, nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships for undergraduate and postgraduate students and academics in the private sector (particularly in SMES).
and business partners both at the level of technological development, new skills development through innovation hubs and other new modes such as collaborative doctoral programmes.
Improving and developing study programmes (new curricula and modules), teaching quality, training of teaching staff at university, e-education (e-courses, study aids etc..
increasing the choice of study programmes, or including a mobility element in joint regional short-term study programmes,
are also direct benefits from crossborder cooperation. However a restraint for regional cooperation lies in the diversity of approaches
and delivery of undergraduate and postgraduate programmes that are deemed to be in areas of high importance nationally;
and research institutions located in the region leading to new partnerships in teaching, research and common use of infrastructure and accumulation of human capital.
and investing in education, skills and lifelong learning. Two examples from different fields: Assistive Technologies and Community Healthcare Development (HDTI) The Assistive Technologies and Community Healthcare Development Project was established to increase innovation,
care, housing and education) and opportunities for learning and employment. 8 Public sector Innovation growing social needs,
and from new models of learning and eldercare to new ways to reduce waste, empower communities and transition to a low carbon economy
And societies as a whole immerse 27 themselves in the business of learning new habits, rules, and ways of seeing
Learning and adaptation to ensure that the innovation achieves social impact and continues to do so as the environment around it changes.
which help to spread learning and best practice. One example is the sustainable urban development network URBACT
which play a key role in integration various marginalised groups into the labour market 47 including adults with learning difficulties,
which participants in small groups (Action Learning Sets) study their own actions and experiences in order to learn
A recent evaluation by the New Economics Foundation (NEF) concluded that the SSE's learning programme has been highly successful:
The package includes a Best Practice Guide made up of Quality Standards and Learning Resources.
Homeshare International aims to sustain good codes of practice and influence policy in housing and the social sector.
learning) Law, general regulationreporting requirements, metrics, audit 67 1%of total budgets for innovations). Financial devices that support innovation (for example Social Impact Bonds, carbon trading markets.
Instead there is a need for some experimentation and rapid learning. Within any government we argue that social innovation should not be the sole responsibility of any one unit, department or team.
1. Scoping and project design 2. Learning about the users 3. Analysis 4. Idea and concept 5. Test of new concepts 6. Communication of results 7. Measuring Recent projects include‘burden hunting'reducing administrative burdens on Danish companies.
More than 450 Harvard courses and over 2, 250 courses worldwide have incorporated Innovations in American Government case studies including Milano Graduate school, University of West indies
Eligibility also varies with some schemes focusing on young adults with learning difficulties or others focusing on the elderly or adults with physical disabilities.
No existing training provision makes use of the full range of learning tools now available.
Whilst ESF programmes will continue to support those who have difficulties in finding work, this focussed support for innovation within the work place, for life long learning and adaptability,
aiding the spread of learning, and sharing and disseminating best practice and new models. For example, looking at the field of technological innovation, the success of Silicon valley can be attributed largely to the clustering of technology firms
It provides a framework for learning about what works over time. Conclusion Our specific recommendation is for the European commission to move forward on two fronts:
and investment in more rigorous lesson learning. This has been a key weakness in some past programmes.
which allows for the spread of learning, and sharing and disseminating best practice and new models.
specifically the network of Innovation Agencies (TAFTIE) should focus more on social innovation learning, and European Technology Platforms should be used to promote social innovation.
Available at http://www. gatesfoundation. org/learning/Documents/WWL-report-measuring-estimating-social-value-creation. pdf clx The emerging literature making use of the concept of public value includes Moore,
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