innovation and economic activity distributed in Europe? Which locations are attracting new investments in the ICT sector?
and encompass the aggregate economic activities of the commercial and manufacturing sectors of an economy. In this section, the composite EIPE Sub-Indicators (CSI), computed on the basis of the indicators corresponding to each activity,
For example, z-scores are used for the two composite indicators of the knowledge-based economy, published by the European commission in Key Figures 2003-2004,
and compare it with an alternative source of information which is Venture Economics, the Venturesource data are generally more reliable, more complete,
and less biased than the Venture Economics data. 10 Primary codes only include: 261-Manufacture of electronic components and boards, 262-Manufacture of computers and peripheral equipment, 263-Manufacture of communication equipment, 264-Manufacture of consumer electronics, 268-Manufacture of magnetic
'Economics of Innovation and New Technology, 17:7-8, 663-76. De La Tour, A.,Glachant, M. & Ménière, Y. 2011.
'INFORMATION ECONOMY-SECTOR DEFINITIONS BASED ON THE INTERNATIONAL STANDARD INDUSTRY CLASSIFICATION (ISIC 4).'Paris: OECD. OECD 2008a.'
innovation and economic activity distributed in Europe? Which locations are attracting new investments in the ICT sector?
On the other hand, ICT-enabled innovation in ICT using sectors has provided the base for permanent and widespread growth-enhancing effects of ICT adoption throughout the economy.
meant to"reboot the EU economy "and to enable Europe's citizens and businesses to get the most out of digital technologies.
giving rise to a rethinking of regional policies and regional funding of (ICT-related) innovation,(ICT) technology transfer and more generally technology-driven economic growth.
and analysed for almost a century3 the spatial agglomeration of economic activities. More recently analysis of knowledge-intensive and ICT-related activities, at local and at global level has been included.
2013), the increasing globalization of economic activity on the one hand, and the pervasive role of knowledge in the economy on the other, is affecting the spatial distribution of economic activity.
These changes in the spatial distribution of economic activities are evident both in the mutating role of countries and in the emergence of different productive realities within countries.
The concept of EIPE integrates those most recent aspects in its definition. In particular, analysts observe two conflicting forces governing the globalisation:
thus acknowledging the importance given today to the knowledge function in advanced economies. assessing the global internationalisation of the production
and global networking (the pipelines) for agglomeration economies. In addition, because of the study's policy context ICT R&d and Innovation, the proposed definition is explicitly technology specific:
R&d, innovation and economic activities will each be taken in account. 5 Crépon B.,Duguet E.,Mairesse J. 1998) Research, Innovation and Productivity:
and agglomeration economies foster a local business system towards a specialisation in both production and technology (Paci et al.,
and economic growth is acknowledged widely, this link is difficult to quantify because the benefits from, or output of R&d (a critical component of the link) are measured not easily.
These dynamics are exemplified by the economy's share of young fast-growing firms that fuel innovation, developing new goods or improving existing ones, services or processes (Veugelers, 2009.
and encompass the aggregate economic activities of the all sectors of an economy. At the most aggregate level,
Gross domestic product (GDP) is the most commonly used measure of a country's or a region economic activity (Chiripanhura, 2010).
and their owners produced by a wide range of nonofficial organizations that aim to capture the dynamism in the economy.
Agglomeration characteristics Spatial proximity of similar and related firms and industries and the general tendency of people and economic activity to locate in large cities and economic core regions lead to agglomeration.
As a result of the interplay between these forces, economic activity, population, employment and wealth are distributed unevenly. Residents, workers,
which gives rise to the notion of agglomeration economies (M. Fujita & Thisse, 2002; Krugman, 1991;
In general, measuring the agglomeration of economic activity across spatial units is not a straightforward task. There are two ways of approaching it.
The first concerns the problem of spatial concentration of economic activity and aims to identify how agglomerated
The second way of looking at agglomeration relates to the issue of the relative size of economic activity in a certain place (Ciccone & Hall, 1996;
Both R&d&i and economic activity have been going through an intensive process of internationalisation over the last three decades (Doz, Santos, & Williamson, 2001;
and internationalisation of R&d&i and economic activity is the amplification of R&d, innovation and production networking and the emergence of networks of activity that span the globe (De Benedictis & Tajoli, 2011;
and economic activity as a system of inter-linked activities becomes crucial in the process of determining the position in the network of locations engaged in these activities.
Choosing the spatial unit of observation One of the central problems in the quantitative analysis of the geography of economic activity is the lack of data at regional level with a satisfactory level of granularity (Koschatzky & Lo
such as the homogeneity, complementarity or polarisation of regional economies. In the EIPE project, we make use of the first type of regional classification,
For example, z-scores are used for the two composite indicators of the knowledge-based economy published by the European commission on Key Figures 2003-2004, for the environmental sustainability index developed at Yale university,
in order to collect the information on the individual shareholders that have relevant participations in group headquarters.
which we have the R&d Scoreboard information together with information on up to a potential maximum of five shareholders, with their legal entity and details of the amount of shares.
2002), who provide a detailed overview of this database and compare it with Venture Economics (an alternative source of information),
Journal of Urban Economics, 57 (1), 170-188. Bas, C. L, . & Sierra, C. 2002).'
Economics of Innovation and New Technology, 17 (7-8), 663-676. Chiripanhura, B. 2010. Measures of economic activity and their implications for societal well-being.
Economic and Labour market Review, 4 (7), 56-65. Ciccone, A, . & Hall, R. E. 1996).
Productivity and the Density of Economic activity. National Bureau of Economic Research Working Paper Series, No. 4313.
The World Economy, 34 (8), 1417-1454. De La Tour, A.,Glachant, M, . & Ménière, Y. 2011).
Regional Science and Urban Economics, 34 (5), 533-564. Dorrenbacher, C. 2000. Measuring corporate internationalisation:
How Companies Win in the Knowledge Economy: Harvard Business Press. Dumais, G.,Ellison, G, . & Glaeser, E. L. 2002).
The Review of Economics and Statistics, 84 (2), 193-204. Dunning, J. 1994. Multinational enterprises and the globalization of innovatory capacity.
and the Knowledge-Based Economy. Oxford: Oxford Scholarship Online Monographs. EC-JRC. 2005). ) Tools for Composite Indicators Building.
R&d in the National income and Product Accounts: A First Look at Its Effect on GDP. In (pp. 275-322:
Economics of Agglomeration: C. E. P. R. Discussion Papers. Fujita, M, . & Thisse, J.-F. 2002).
Economics of Agglomeration: Cities, Industrial Location, and Regional Growth. Cambridge: Cambridge university Press. Griliches, Z. 1990.
The Canadian Journal of Economics/Revue canadienne d'Economique, 37 (4), 1118-1150. Liu, X,
INFORMATION ECONOMY-SECTOR DEFINITIONS BASED ON THE INTERNATIONAL STANDARD INDUSTRY CLASSIFICATION (ISIC 4). Paris: OECD. OECD. 2008a.
Handbook of Regional and Urban Economics (Vol. 4, pp. 2563-2608: Elsevier. Parham, D. 2009.
The Emergence of the Knowledge Economy: A Regional Perspective (Advances in Spatial Science. Berlin: Springer.
The Magnitude And Causes Of Agglomeration Economies. Journal of Regional Science, 50 (1), 203-219.
"This study attempts to identify ICT R&d&i-related agglomeration economies in Europe that would meet world-level excellence,
which can deliver the overall objectives of solving the European economic crisis? 2. How can this be done in practice in the context of the framework of planning defined by the 6 steps outlined in the S3 Guide?
which can deliver the overall objectives of solving the European economic crisis? 2. How can this be done in practice in the context of the framework of planning defined by the 6 steps outlined in the S3 Guide?
and share experiences of how their regional economy may become more globally competitive. The motivation to do this varies.
which can deliver the overall objectives of solving the European economic crisis? 2. How can this be done in practice in the context of the framework of planning defined by the 6 steps outlined in the S3 Guide?
and stakeholders, allowing them to explore the potential for collaboration and to better understand innovation dynamics.
smart specialisation is‘the capacity of an economic system (a region for example) to generate new specialities through the discovery of new domains of opportunity and the local concentration and agglomeration of resources and competences in these domains'(Foray, 2015).
authorities, together with stakeholders such as research institutions, industry and social partners, identify and produce information about new activities
and innovation policies, including regional innovation systems, economic geography, institutional economics and evolutionary geography (e g. Asheim et al.
which will prevent regions from developing economies of agglomeration and positive spill overs. In order to overcome these problems of fragmentation, mimesis and lack of critical mass,
probably because this sector encompasses large parts of the economy. Moreover, an important goal of smart specialisation is to stimulate R&i activities linking industry and research,
and‘supporting the shift to a low carbon economy'(TO4) could explain the popularity of sustainability, renewable energies and ICT.
and put into practice with the help of regional stakeholders engaged in an entrepreneurial process of discovery.
the concept, Knowledge Economists Policy Brief 9. Available online: http://ec. europa. eu/invest-in-research/pdf/download en/kfg policy brief no9. pdf. Foray, D. 2015.
Economic development as self-discovery, Journal of Development Economics 72 (2): 603 633. IPTS (2011. The RIS3 Guide.
or improved service processes New or improved service products (commodities or public services) Social innovation New organisational models and social relations that meet social needs New products or services
and stakeholders, allowing them to explore the potential for collaboration and to better understand innovation dynamics.
Table of contents Introduction 7 1. The ICT sector's stakeholders, inputs and significance for the national economy 8 1. 1 Definition of the ICT sector 8 1. 2
The role and competitiveness of ICT in the EU 9 1. 3 The significance of the ICT sector in the Hungarian national economy 11 1. 4 Value added 12 1. 5
economy and the number of people employed in research and development. At the same time, if we take a look at its R&d expenditure or investment and resource requirement,
given that practically all forms of economic activity rely on ICT products and services, thereby the ICT sector plays an important role in significantly improving the efficiency and productivity of other sectors,
This publication aims to bring ICT stakeholders up-to-date with the current status of RDI in their own sector
and subsectors representing two distinctive branches of the national economy: the processing industry on the one hand and the services industry on the other.
'According to a harmonised Statistical Classification of Economic activities in the European community (in Hungary: TEÁOR'08), we categorised available data as follows:
Occasionally, less data is available on the ICT manufacturing as some statistical databases fail to subdivide this section of the national economy into further sectors and subsectors,
as far as it was possible. 1. The ICT sector's stakeholders, inputs and significance for the national economy 8 ICT tools and services play an important role in building a digital single market,
which presents a significant growth potential for the EU. The European commission's'Annual Growth Survey'released in 2011 December sees the building of a digital single market as a source of significant growth;
and communication technologies and world-class logistics servicing the internal market are essential components of a modern, competitive economy and crucial for EU development in the coming years'(European commission 2012. pp 8
and services make a significant contribution to the economic growth of advanced economies. Its significance was highlighted both in the EU Lisbon Objectives and in the Europe 2020 Strategy,
however, deeper analysis shows that these countries are still hosting rather low-value added activities. 1. The ICT sector's stakeholders, inputs and significance for the national economy 10 Figure 1:
as a result, in a number of ICT areas. 1. 3 The significance of the ICT sector in the Hungarian national economy As individual branches of the economy are interrelated through many ripple effects,
Individual sectors can have an influence on other segments of the national economy in a number of different ways going beyond simple buyer-supplier relationships, e g. through the flow of technology.
This makes it almost impossible to determine the precise weight or significance of any sector in a national economy,
therefore, we will give only two examples evidencing that the sector is having a particularly strong impact on the rest of the national economy.
In most OECD member countries under review, ICT investments generate more economic growth than investments made by all other sectors combined.
Based on 2000-2009 data, the OECD also evaluated the contribution of ICT investments to economic growth.
In the United kingdom, the US, Germany, Japan, Denmark, New zealand, Belgium, The netherlands, Sweden, Switzerland, Austria and Finland ICT investments made a bigger contribution to economic growth than investments in all other
the topic itself definitely merits further investigation. 1. 4 Value added The ICT sector is seen as an engine of global economic growth,
. Even though the sector was too hit by the economic downturn, for example, large IT corporations globally were forced to cost-cutting and downsizing their workforce,
There is no data available for Poland 1995) 1. The ICT sector's stakeholders, inputs and significance for the national economy 0%2%4%6%8%10%12%14%16%Poland Austria Germany Portugal Slovakia France OECD
average Czech republic USA Hungary Sweden Finland 1995 2008 Finland Sweden USA France Slovakia Portugal Germany Austria Poland Czech Republik OECD
average Hungary While in 1995 the share of the entire ICT sector of total gross value added at level of the national economy stayed below 4,
Gross value added of the Hungarian ICT sector as a percentage of value added of the total economy, 1995-2011.
1. The ICT sector's stakeholders, inputs and significance for the national economy 1150 1200 1250 1300 1350 1400 1450 1500 1550 1600 0%5
however slightly, the total number of business enterprises making up the national economy declined. There were altogether 708,307 active enterprises in Hungary in 2004 compared to 696,680 in 2010.
ICT services) came seventh in the ranking of various branches of the national economy according to the number of active businesses involved (34,371 companies in total.
The ranking of various branches of the national economy based on the number of active businesses involved was identical already back in 2003 in the top six spots.
While in 2003 the ICT services sector (i e. the Information and Communication Technology branch of the national economy) still ranked only 9th,
Hungarian Central Statistical Office) The ICT sector's stakeholders, inputs and significance for the national economy 0%10%20%30%40%With overseas research ins4tutes With overseas
Breakdown of active business enterprises by sector and branches of the national economy, 2010. Source: Hungarian Central Statistical Office Figure 10:
furthermore, it can boast one of the most dynamic rates of growth in employment compared to all sectors of the national economy.
The ICT sector's stakeholders, inputs and significance for the national economy 1-9 empl. 64.2%Unknown and 0 empl. 24.3%10-49 empl. 7. 2
Within gross domestic R&d expenditure, R&d investment averaged 11.4%for the national economy as a whole, compared to 7. 9%in ICT;
All other sectors of the national economy Manufacture of pharmaceutical products Manufacture of motor vehicles ICT industry Manufacture of machinery and equipment n e c.
%Professional, scientific and technical activities Education Wholesale and retail trade, repair of motor vehicles ICT services All other sectors of the national economy Manufacture of pharmaceutical products
Distribution of R&d investments by sectors of the national economy (with a separate detailed breakdown for the manufacturing industry) in 2010;
Distribution of R&d costs by sectors of the national economy (with a separate detailed breakdown for the manufacturing) in 2010;
sectors of the national economy Manufacture of pharmaceutical products Manufacture of motor vehicles ICT industry Manufacture of machinery and equipment n e c.
activities Education Wholesale and retail trade, repair of motor vehicles ICT services All other sectors of the national economy Manufacture of pharmaceutical products Manufacture of motor vehicles ICT
%Professional, scientific and technical activities Education Wholesale and retail trade, repair of motor vehicles ICT services All other sectors of the national economy Manufacture of pharmaceutical products
%Professional, scientific and technical activities Education Wholesale and retail trade, repair of motor vehicles ICT services All other sectors of the national economy Manufacture of pharmaceutical products
the possible existence of particular interlinks between various sectors of the national economy, even though ICT services as such do not weight significantly in this area
The most dynamic increase in R&d employment took place in the ICT services sector compared to other branches of the national economy,
Full-time Equivalent 14 More than half of research and development personnel is employed in education as a branch of the national economy.
Number of people employed in research and development (FTE) in the national economy as a whole, in a breakdown according to sectors, excluding education.
Share of innovative businesses with at least 10 employees in various sectors of the national economy and in the manufacturing industry, 2008-2010.
this has a positive knock-on effect on the national economy as a whole; therefore, unsurprisingly, supporting such grants is seen as a priority also in the New Széchenyi Plan.
ICT investments make a greater contribution to economic growth than the investments of all other sectors combined.
A good example of the above is that a significant part of the rapid productivity improvement in the Hungarian domestic economy (nearly sixth of it) is attributable to ICT products and services.
nevertheless the Hungarian national economy has an economy of scale which determines the scale of the Hungarian ICT sector too:
a trend that was interrupted not even by the economic downturn. The size of the research and development personnel nearly trebled in the business sector in the period between 2000-2011, with the most spectacular growth taking place in the ICT services sector.
From the gross domestic R&d expenditure of the economy R&d spending is compared proportionately modest to other sectors,
while ICT services are at the top of the innovation league table within all service sectors in the Hungarian economy.
In view of this analysis of the ICT sector's status on R&d, it is clear that the sector can rightfully be regarded as a potential breakout point for the Hungarian economy.
which is in the interests not only of sectoral players but also of the national economy as a whole,
given that ICT activities are interlinked practically with all sectors of the economy. Bibliography Csonka László:
Gross value added of the Hungarian ICT sector as a percentage of value added of the total economy, 1995-2011.
Breakdown of active business enterprises by sector and branches of the national economy, 2010. Source: Hungarian Central Statistical Office...
Distribution of R&d investments by sectors of the national economy (with a separate detailed breakdown for the manufacturing industry) in 2010;
Distribution of R&d costs by sectors of the national economy (with a separate detailed breakdown for the manufacturing) in 2010;
Number of people employed in research and development (FTE) across the national economy as a whole, in a breakdown according to sectors, excluding education.
Share of innovative businesses with at least 10 employees in various sectors of the national economy vs manufacturing industry sectors, 2008-2010.
The Office operates under the direction of the Minister for National Economy. Main activities of the National Innovation Office:
With the help of this database, RDI stakeholders can be involved in diagnosing problems as may exist within the sector
electronic and optical products Information and communication NATIONAL ECONOMY'S Average Data is for 2012.
ICT and the e-economy. 4 Costa Elias, H. 2011: When and why PPPS are an option for NGA?
he found that an increase in broadband penetration of 10%yields only a 0. 25%increase in economic growth. 19 A study by Micus Management Consulting
Broadband Infrastructure and Economic growth; CESIFO Working paper no. 2861; Munich; December 19 See Koutroumpis, P. 2009.
Issues in Economic policy no. 6, The Brookings Institute, July 27 Greenstein, S. and R. Mcdevitt (2012), Measuring the Broadband Bonus in Thirty OECD Countries, OECD Digital economy Papers, No. 197
Countries with large Internet economies, including the United states, Japan and Germany, are receiving large benefits from broadband.
If inflation is taken into account the expected average price for ultra-fast broadband access in 2020 is estimated to be 61.8%of the cost in 2010.
and Turkey) assuming an incremental willingness to pay of 10 Euro for ultra-fast Internet access, 31 and taking inflation into account.
Consumer surplus (EUR billion) Consumer surplus (EUR billion) Inflation adjustment EUR 10 willingness to pay 28 Rethinking the Digital Agenda for Europe (DAE) 4 THE BASELINE TODAY:
which aims to deliver fast broadband internet in the future network-based knowledge economy, with an ambitious target for universal broadband coverage with speeds of at least 30 Mbps for all Europeans by 2020.39 See Chapter 5 for more details. 40 Apart from the very different physical infrastructure,
which aims to deliver fast broadband internet in the future network-based knowledge economy, with an ambitious target for universal broadband coverage with speeds of at least 30 Mbps for all Europeans by 2020.42 Steady technological improvements are noteworthy.
The Economics of Next Generation Access; published by ECTA, Brussels, 16 september 2008.6.5%14.4%8. 2%18.6%10.1%22.5%7. 2%9. 6%1. 9%1. 1%459.16 470.97
ICT and the e-economy, EIB Papers, Volume 16, No 2. 63. Figure 25: Cost of meeting DAE objectives with and without cable in various scenarios Source:
Issues in Economic policy no. 6, The Brookings Institute, July. Czernich, N.,Falck, O.,Kretschmer, T. and L. Woessmann (2009:
Broadband Infrastructure and Economic growth; CESIFO Working paper no. 2861, Munich, December. Elixmann, D.,Ilic, D.,Neumann, K.-H. and T. Plückebaum (2008:
The Economics of Next Generation Access, Report published by ECTA, Brussels, 16 september. European commission (2010: A Digital Agenda for Europe, Brussels, COM (2010) 245;
ICT and the e-economy, EIB Papers, Volume 16, No. 2. Howell, B. and A. Grimes (2010:
overcome the current economic crisis and grasp new opportunities. Innovating in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy,
Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&t) and for learning in general.
This report presents a set of policy recommendations developed through a mixed-research approach involving around 300 educational stakeholders.
We are especially grateful to the 149 educational stakeholders who participated in the online consultation to validate
and validated through an online consultation with a variety of educational stakeholders. In particular, 149 educational stakeholders evaluated a set of 60 policy recommendations.
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven in depth expert interviews
and other stakeholders when taking sensible risks and trying new things. Recommendation 10 Research area Encourage research on the implementation process of ICT-ELI,
and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
and validated and prioritised through an online consultation with educational stakeholders who are involved in a wide diversity of contexts,
support DG EAC in establishing an extensive dialogue on CCR with multiple key stakeholders; and propose concrete policy recommendations for the further development and sustainable mainstreaming of ICT-ELI in Education and Training (E&t) across Europe.
2013) and on findings from the online stakeholder consultation, this report presents a comprehensive set of recommendations for policy actions to further develop
and the validation and prioritisation of the proposed set of policy recommendations through an online consultation with educational stakeholders (Figure 1). Figure 1:
In parallel, a number of consultation rounds with key educational stakeholders (policy-and decisionmakers, teachers, researchers, IT developers etc.
there was continuous consultation with stakeholders in DG EAC and the members of the DG EAC Thematic Working group on ICT and Education,
many stakeholders emphasised how monitoring and constant evaluation is important for implementing learning innovations and scaling them up.
an online stakeholder consultation to validate and prioritise the proposed set of recommendations for policy action was conducted.
In the following section, the online stakeholder consultation is discussed in more detail. 2. 3. 1 The online stakeholder consultation The online survey built on the findings of previous research activities by further exploring the stakeholders'perspectives with respect to:
2. 3. 2 Participants The purpose of this phase was to have the policy recommendations evaluated by representatives of the following stakeholders in the field of ICT in Education:
One hundred and forty-nine (N=149) educational stakeholders with diverse backgrounds took part in the online consultation.
The survey was disseminated to stakeholders in two ways: A personal invitation was sent to a list of identified stakeholders with qualifications and expertise in the field of ICT in education.
Additionally, the survey was promoted through the Open education Europa portal; 10 the Future of Learning Linkedin Group;
teachers and other educational stakeholders, has different enablers and barriers compared to small-scale projects and initiatives (Kampylis, Law, et al.,
and a great individual and collective effort from all the stakeholders involved is required (ibid.;Law, Yuen, & Fox, 2011.
and EU levels, involving a wide-range of stakeholders. Top-down strategies are needed for supporting bottom-up innovations at pedagogical, technological and organisational levels.
Hence, policy-and decision-makers should support the involvement of educational stakeholders (i e. teachers, researchers, parents etc.
Besides teachers, a variety of other educational stakeholders such as curriculum developers researchers, parents, publishers, IT developers etc.
%)Policy actions should support exchanges between these stakeholders to encourage wider collaboration and innovation in this area.
and process of learning. 149 57.7 6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
There is a consensus among educational stakeholders that what is assessed and examined determine what is valued and what is taught in real settings.
There was a consensus among the stakeholders involved in the development and validation of the recommendations that teachers are key agents for any sustainable implementation
-and decision-makers should recognise the key role of teachers, among other stakeholders, in guiding and implementing ICT-ELI
and changes in their practices by all the stakeholders involved (Kampylis, Law, et al.,2013). ) As teachers are the main actors in this continuous process of innovation
and incentivise teachers to share their innovative practices with peers and other stakeholders through online and/or offline networks (71.1%).
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 135 71.1 19.
This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.
Encouraging the dissemination of findings from a variety of research fields (e g. neuroscience) to stakeholders,
and shared among all the stakeholders involved to meet local circumstances and needs. Monitoring mechanisms should evaluate progress and effectively refocus organisational practices.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same organisation,
and (iii) multi-pronged strategies targeted at school leaders, teachers, teacher trainers, parents and other stakeholders.
and other stakeholders when taking sensible risks and trying new things. 120 73.3 32. Developing long-term strategies to advance the capacity of school leaders to adopt
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8 44.
Promoting programmes and initiatives that develop the knowledge-and innovationmanagement abilities of stakeholders (i e. education decision-makers, school leaders etc..
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
and other stakeholders when taking sensible risks and trying new things, while for policy/decision makers and others it is:
ICT-enabled learning innovation is a complex and slow process that requires cultural change and collaboration between stakeholders from policy (e g.
ICT offers unprecedented opportunities for educational stakeholders to connect with others beyond the constraints of time
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.
as one of the participating stakeholders pointed out"efforts to increase infrastructure and access are needed in some countries more than others.
and other stakeholders when taking sensible risks and trying new things. 73.3 120 21. Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 72.5 131 As can be seen from the table above,
Curricular changes (see Section 3. 1) are evolving processes that require the engagement of several stakeholders, especially teachers.
and validated and evaluated through an online consultation with educational stakeholders involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond.
-and decision-makers should encourage the involvement of a wide-range of stakeholders in ICT-ELI
among other stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences required for applying innovative pedagogical practices in real settings. 7. Policy actions at local, regional,
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI. 32 10.
extensive consultation with stakeholders, semi-structured interviews with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe and Asia.
Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc. in the co-development of flexible and research-based curricula.
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 7a.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.
Encouraging the dissemination of findings from a variety of research fields (e g. neuroscience) to stakeholders
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 39 1 2 3 4 5 6 7 Developing mechanisms
and other stakeholders when taking sensible risks and trying new things. Promoting diversity in ICT-ELI by funding a number of pilots in different contexts and with diverse implementation strategies.
Promoting programmes and initiatives that develop the knowledge-and innovation-management abilities of stakeholders (i e. education decision-makers, school leaders etc..
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
and process of learning. 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
and other stakeholders, such as parents, community and businesses..7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1 Promoting a blended approach to continuous professional learning and development that combines online professional
8 4. 6 3. 8 11.5 21.4 22.9 35.1 58.0 Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers
fields (e g. neuroscience) to stakeholders, in order to help them to further the evolution of ICTELI..8 3. 1 3. 1 11.5 23.8 26.9 30.8 57.7 Supporting the development of common metrics (indicators, measurements,
and other stakeholders when taking sensible risks and trying new things..8. 8 5. 0 5. 8 14.2 24.2 49 49.2 73.3 Developing long-term strategies to develop the capacity of school leaders to adopt
8 1. 6 5. 7 10.7 20.5 35.2 25.4 60.7 48 Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of
and initiatives that develop the knowledge-and innovation-management abilities of stakeholders (i e. education decision-makers, school leaders etc.).
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
(2. 17) 21 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)in the co-development of flexible and researchbased curricula. 5. 26 (1. 71) 68 5. 75 (1. 48) 32 5. 43 (1. 32) 28
. 62 (1. 53) 26 5. 95 (1. 47) 19 Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
19 (1. 35)( 1. 13)( 1. 53)( 1. 47) Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
. 21)( 1. 42) Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value
and other stakeholders when taking sensible risks and trying new things. 6. 12 52 6. 19 27 5. 67 24 5. 88 17
and initiatives that develop the knowledge-and innovationmanagement abilities of stakeholders (i e. education decision-makers, school leaders etc.).
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
continuous stakeholders consultations; and in depth expert interviews. The final set of recommendations was validated further and prioritised through an online consultation with 149 educational stakeholders.
The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI:
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011