and students all over the world or to increase the degree of specialization of employees at companies'level by developing programs of E training
Wide offering of qualified professional profiles trained in ICT coming out of the region's university and vocational training systems.
Lack of adaptation of regulated training (University, Vocational training) for the ICT market. Difficulty in globalization of the regional ICT sector.
and supply of graduates from University and vocational training. ICT sector specialized in mobility and security.
The efforts of vocational training institutions and schools are also central to meeting the challenge. But entrepreneurship education is confined not to the classroom or formal structures for learning.
For example, apprenticeship programmes are good vehicles for developing entrepreneurship skills, but SME participation in apprenticeship and other vocational training is limited relatively, potentially reflecting inappropriate training supply.
Shifts are also occurring in school curriculums aimed at fostering in students the ability and desire to act entrepreneurially.
and teaching materials designed for entrepreneurship Reinforce training in SMES by launching in-company projects and increasing SME apprenticeships and developing the training function of small business support programmes,
They may be imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector
higher education and vocational training institutions) who are involved in the development of the sector and region. Collective Efficiency Strategies'formal recognition allows the submission of investment projects and respective action programmes,
vocational training and the use of knowledge-intensive service activities and small business support in the provision of entrepreneurship skills.
and communication skills needed for team work, and specific language and cultural skills that are of growing importance in certain multicultural working environments.
researchers, marketing professionals) and drafting skills. Management Skills for business planning, regulations and quality control, human resources planning (recruitment, training and skills development) and allocation of resources (e g. management of intellectual property, financial management, firm
Vocational training colleges have had traditionally a craft focus. Many of the craft occupations are pursued in practice by the self-employed
an important element of the system is apprenticeships, where the trainee is based mainly with an employer.
Apprenticeship programmes are widespread, with countries like Denmark, Australia, Germany and France often being referred to as good practice.
Apprenticeships combine classroom teaching, often in vocational training institutions with on-the-job training. In France, for example, since 1925 firms have been obliged to pay an apprenticeship tax (0. 5%of the payroll), up to 40
%of which is earmarked for apprenticeships. All firms (apart from those employing apprentices) pay this apprenticeship tax (Stone and Braidford, 2008.
Germany furnishes a second example there the VET dual system includes on-the-job training or in-company training combined with part-time vocational school training.
Since 2002 the demand for apprenticeship positions has exceeded constantly their supply, both in eastern and western Germany (Zwick, 2007.
The German model is considered effective, contributing to innovation by nurturing the skills needed by the firms.
E 172 NTREPRENEURSHIP AND INNOVATION OECD 2010 the Australian Apprenticeships, bring together the traditional apprenticeship and the traineeship systems.
The numbers in Australian Apprenticeships represent 3. 5%of the working population one of the highest rates of contracted training in the developed world.
they also create and fund intermediary bodies such as Group Training Organisations and New Apprenticeship Centres,
and for this reason the apprenticeship could be seen as a vehicle to promote entrepreneurship skills.
Traditional apprenticeship programmes aim to train skilled employees and do not explicitly train entrepreneurship skills,
Interaction with vocational training institutions tends to be more important for skills development in small firms than in larger ones,
since the latter can often afford to run their own apprenticeship programmes. However, improving entrepreneurship skills in SMES through vocational education and training is challenging due to obstacles to SMES in accessing formal training.
Schemes such as training leaves are taken not fully up by employees. Participation in voucher-type schemes is high among employees,
Training packages and apprenticeship schemes have been very successful in some countries as employers use the national qualification system to upgrade the skills of their workforces.
It can be argued that this reflects an inappropriate training supply in vocational training institutes which is designed too often around conventional norms of business management education and not enough around the motivations of entrepreneurs.
Gibb (2009) argues that a distinction must be made between manager development as traditionally exercised by vocational training colleges a teaching de-contextualised from developing the individual and management development,
Another step that can be taken to fit the vocational training offer more closely to what is demanded by SME managers is the introduction of innovation bootcamps.
Across the EU-15 countries, data from the Eurostat Continuing vocational training Survey show that employees in enterprises with less than 50 employees receive significantly less in-company training than employees in larger firms.
problem solving and communication skills to creative thinking and integration of technical knowledge. Although not formally recognised by standard qualifications,
increase apprenticeships in SMES since they are ideal for entrepreneurship skills development. Increase the use of informal learning sources.
CEDEFOP (European Centre for the Development of Vocational training)( 2008a), Future Skills Needs in Europe: Medium-term Forecast, Office for Official Publications of the European communities, Luxembourg.
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.
Zwick, T. 2007), Apprenticeship Training in Germany Investment or Productivity Driven? Discussion Paper No. 07-023, Centre for European Economic Research, Germany.
Reinforce training in SMES by launching in-company projects, increasing SME apprenticeships and developing the training function of small business support programmes,
but also social and communication skills related to team work and language skills. Basic skillsgeneric and routine skills found in occupations present in most industries and organisations.
which aims to increase the number of their high quality apprenticeships and internships by half over three years, from the current 9, 000 to 13,500.
education and vocational training programmes has assisted over 50, 000 people in the last ten years. Barka works to assist the socially vulnerable including the long-term unemployed, homeless persons and those suffering from substance abuse,
'Working Rite matches an unemployed young person with a skilled tradesman and supports the young person through a six month apprenticeship.
There is a central role for academies, apprenticeships, and training programmes. One example 5 SCALING AND DIFFUSION 93 Organic farming students at Everdale.
and broadly agreed roles for different sectors for example to create a new system of apprenticeships in green industries,
systems for ecommerce, e-procurement, Supply Chain Management, Customer relationship management, Enterprise resource planning, logistics, planning, knowledge management, business intelligence, e training.
Therefore, it also includes instruments for knowledge sharing, for knowledge basis setup, for community building, e-learning tools, support for e-learning and e training (in technology and in e-business),
Creation of local competence centers on e-business and on the local sectors of activities (e g. for improving quality) building virtual learning communities sharing e-learning and e training modules knowledge basis including models
knowledge base of norms and laws alternative methods of conflict resolution e training and e-learning modules Shortage of Capital Actions:
for example when vocational training institutions take the lead over universities in engaging into joint initiatives with local firms (especially with low-tech,
low/non-R&d small firms) that prefer the more practical, shorter-term oriented opportunities of the vocational training institutions to the more complex, long-term programmes of the university (Ranga et al. 2008).
Only 6 percent of the entrepreneurs had no vocational training at all. 3. 2 Variables and measures 3. 2. 1 Dependent variable.
and supporting apprenticeships. Develop new ideas by helping businesses accelerate innovation and by improving intellectual property protection.
which graduates 27,000 students from two public universities, 500 private higher institutes and vocational training centres.
Since the late 1990s, focus has also been on expanding higher education and vocational training universities, polytechnics and institutes of technical education and improving their quality.
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