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
This publication aims to bring ICT stakeholders up-to-date with the current status of RDI in their own sector
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,
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:
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
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
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
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
With the help of this database, RDI stakeholders can be involved in diagnosing problems as may exist within the sector
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:
and why to foster support. infodev has created also a continuously updated database to function as an ongoing resource for stakeholders. 4
The adoption of a national standard requires broad consensus among the stakeholders who will be using it.
A working point that was decided upon was improving the actual implementation of the principles and stimulating stakeholders'contributions in the process.
Stakeholder Engagement 54 APPENDIX 2 National, Regional and Local Level Strengths 55 List of Tables & Figures Table 2. 1 Europe 2020 Headline
This strategy embodies a holistic approach aimed at bringing all the R&i stakeholders together to create a truly innovative region that can compete globally.
collaboration with key stakeholders to identify and remove barriers to development and monitoring to evaluate the impacts of investments. 7 Research
This strategy embodies a holistic approach aimed at bringing all the R&i stakeholders together to create a truly innovative region that can compete globally. 1. 1 Purpose
and to work with all relevant stakeholders to present a shared vision for the Region in terms of its research and innovation priorities up to 2018.
The Consortium liaises with other educational 32 stakeholders in the Region such as the Education and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the Region,
To work in coordination with key stakeholders in the Region e g. local authorities, Higher education Institutes and business support agencies such as Enterprise Ireland to ensure that funding is focused on removing the identified barriers to development;
Stakeholder engagement has been the cornerstone of the preparation of this Strategy. Stakeholders have participated extensively in its design,
with the Midwest Regional Authority performing a coordinating role. Stakeholder involvement will also be the cornerstone of the implementation of this Strategy.
At a regional level the Midwest Regional Authority will be incorporated into a new Regional Assembly in the near future with the new Assembly assuming responsibility for planning and participation in EU projects at a regional level.
In light of these new structures it is of particular importance to develop multi stakeholder governance mechanisms
and other stakeholders in the region and in assisting to devise strategies to achieve the desired outcomes. 6. 2 Conclusions As already illustrated the Midwest has signifi cant research
and partnership-building between all the stakeholders in the Region. The recommended actions set out in this Strategy are the building blocks from
and capabilities and where further focus and investment of resources are required. 54 Appendix 1 Stakeholder Engagement Stakeholder Engagement
The following stakeholders were engaged: One-to-one meetings with: Enterprise Ireland NEXUS Innovation Centre Limerick Institute of technology Enterprise Research Centre Cook Medical University of Limerick Technology Transfer Office Vistakon IDA Ireland
11th december 2013 & 9th april 2014 Midwest R&i Stakeholders Workshop: 4th february 2014 Presentations to the Midwest Regional Authority Monthly Meeting:
besides governments, other stakeholders such as the private sector, civil 27 Measuring the Information Society Report 2014 Box 1. 2:
Effective partnerships of stakeholders in the telecommunication/ICT environment society and international organizations should be involved. New data sources could include big data (mostly provided by private-sector companies)
in order to identify the extent to which stakeholders in the ICT sector can be used as an alternative data source.
in particular with regard to the different stakeholders involved in the area of big data from the ICT industry. 5. 2 Big data sources,
the creation of a semantic framework would require greater consensus among the many diverse stakeholders involved (telecom operators, network equipment manufacturers, system developers, developmental practitioners and researchers, NSOS, etc.).
as well as by other organizations such as LIRNEASIA, that seek to bring different stakeholders to the same table,
UN Global Pulse and others have a greater role to play in building an institutional model for data sharing and collaboration, in consultation with all stakeholders.
all stakeholders must see tangible benefits from such data sharing. These stakeholders include not just the public and private sectors
but also, significantly, the general public, who in many cases are the primary producers of such data through their activities.
as well as those of private-sector stakeholders looking to protect their competitiveness. The most common approach to addressing this issue has been based the rights approach.
the World Economic Forum (WEF) initiated a global multi-stakeholder dialogue on personal data that advocated a principle-based approach,
This does still require the confluence of appropriate stakeholders. But as UN Global Pulse suggests,
They are placed well to develop a Chapter 5. The role of big data for ICT monitoring and for development 204 privacy framework, in consultation with other stakeholders.
To this end, national regulatory authorities (NRAS) and NSOS, in consultation with other national stakeholders, are placed best to lead the corresponding discussions
and bring together the relevant stakeholders. In particular, NSOS, given their legal mandate to collect and disseminate official statistics
including by ensuring that data holders allow others to access their data under fair and reasonable terms. 205 Measuring the Information Society Report 2014 International stakeholders International stakeholders including UN AGENCIES and initiatives (such as
To this end, the key international stakeholders have to work together to facilitate the global discussion on the use of big data.
This makes them important stakeholders in defining the state of the art with respect to leveraging big data for development. They, more than others, have been the first to engage with telecommunication operators with a view to using their data for development.
http://stakeholders. ofcom. org. uk/binaries/research/telecoms-research/bbspeeds2010/Mobile bb performance. pdf. Ofcom (2013), Ofcom Communications Market Report 2013, August 2013.
http://stakeholders. ofcom. org. uk/binaries/research/cmr/cmr13/2013 uk cmr. pdf. Ohm, P. 2010), Broken promises of privacy:
157 Appendix 6 List of stakeholders Involved in Digital Agenda for Romania 2014 2020.162 Appendix 7 General and Specific Indicators Mapping...
These cumulative efforts for convergence of short-term and long-term strategies for all the stakeholders involved in the governing act were necessary
For each line of action a detailed description of context, stakeholders and responsible actors, dependencies, actions and timelines can be found in the chapter dedicated to each Field of Action.
From a tactical perspective, based on consultation with the stakeholders in Romania (both in terms of citizens/private business as well as public sector representatives), the following table summarizes the main issues underlying the need for change.
and also between these cultural institutions and other stakeholders. Stakeholders Responsibilities The European commission Monitors progress towards the implementation of the Commission's Recommendations Facilitates the exchange of information and good practices of MS policies and strategies Europeana Foundation Runs the Europeana. eu
portal and coordinates the network of contributing cultural institutions, currently around 2, 200 Romania as EU's Member State Ministry of Culture (responsible) Ministry for Information Society (support) Provides most of the funding for digitization
European Bank for reconstruction and development Signing a protocol with all the Ministries for the Government Enterprise Architecture initiative (described below) Page 151 of 170 The relationship between all the stakeholders involved in the Digital Agenda Strategy for Romania
strategic enabler projects that aim to create the necessary context for other projects to be implemented will be prioritized Evidence of stakeholder involvement
The methodology for evalution will have clear indicators on how the stakeholders of each project will be involved in evaluating the impact and the success of each program/project.
Maintain the same structure for the description of the initiatives/projects Relay the right messages to all the stakeholders Adopt a uniform description of the projects that will ensure the minimal amount of rework Act as a checklist/starting point for any entity commencing an initiative,
Public service Criteria SMART Indicators Relevant SMART Indicators Evaluation & review Gap analysis Best practices Reference Model Budget Stakeholder analysis Impact analysis
and public consultation will allow stakeholders and public opinion to be expressed, at the national level..A competitive bidding procedure Whenever the authorities that grant their support will select an operator to build
commencing on the measure application date Page 162 of 170 APPENDIX 6 LIST OF STAKEHOLDERS INVOLVED IN DIGITAL AGENDA FOR ROMANIA 2014 2020 Following is a list of public authorities,
35 2. 2. Introduction of the S3 stakeholders...36 2. 3. Planning of the National Smart Specialisation Strategy...
) 32 The relations between the stakeholders of the R&d value chain are weak and cooperation is not efficient enough.
In the course of the design process, the local stakeholders representing the groups, that are the most important from the point of view of S3,
and the final concepts were approved after several rounds of extensive social discussion. 2. 2. Introduction of the S3 stakeholders The full spectrum of interested stakeholders has been involved in the design of the National Smart Specialisation
and updated the regional innovation strategies with the involvement of the local stakeholders in the spring of 2013.
The potential specialisation directions formulated in the White paper also require bottom-up construction, based on the widespread participation of the regional stakeholders,
which ensures the mobilisation and involvement of the local stakeholders. The counties are responsible for establishing the specialisation directions with the involvement of all stakeholders by setting out from the local and regional experience and building on the own knowledge and information of the participants.
In developing smart specialisation the counties are required to present sectors, areas of expertise, methodologies, technologies and measures
The quadrilateral discussions (quadruple helix) of the Local Research Priorisation Working groups, on-line questionnaire available on the S3 website and the interface for commenting the strategy allowed the stakeholders to tell
Another comprehensive task of the national S3 is to enable the stakeholders, namely the public administration, the economy and the civil society,
To do this, the cooperation and supportive approach of the local stakeholders are essential. EDP has a key role to play in the continuing and extensive involvement of the actors involved,
and that the stakeholders identify with the objectives. It is also indispensable that the four key actors (business
in the course of which the main sectoral specialization directions were determined inhas also consultations with the involvement of external experts and local stakeholders.
research-development and innovation directions of specialization on the basis of substantiated status analysis, entrepreneurial attitude and the consent of the representatives of entire circle of stakeholders.
Therefore the primary objective behind the assessment of county specialisations has been to make the sectors and technologies with sufficient critical mass/potential visible, with the involvement of local stakeholders (EDP.
provide a framework for the implementation of the national S3 specialization directions defined by the county stakeholders in the National S3 Strategy.
since they can be used for providing targeted sources to the stakeholders while reasonably balancing risk-sharing.
The consistency and links between the interests of the various stakeholders is one prerequisite of a well-functioning innovation system.
the strengthening of the role of forestry in the bio-economy-Strengthening of the public welfare and tourism potential of forests EARDF, KTIA RDP Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders
and promoting the sustainable operation of the already running businesses-Promoting special economic activities based on internal resources in regions with a shortage of human resources and undertakings-Strengthening the cooperation between the stakeholders in the rural economy-Managing the problems
and innovation performance in agribusiness undertakings Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders in research and innovation,
and innovation performance in agribusiness undertakings Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders in research and innovation,
and innovation performance in agribusiness undertakings Strengthening of cooperation between the stakeholders in agribusiness and certain stakeholders in research and innovation,
including, among other things, an agreement of the government and relevant business stakeholders regarding the scope of the objectives and the agenda.
and the possibility of local stakeholders to participate in it x 1 Recommended S3 rounds of review x x 1, 2, 3 Recommended county-level consultations x x
and inform the various stakeholders about the meaning, conditions and consequences of the examined activities (instrumental goal).
and opinions formulated by the stakeholders in a certain form in the finished document and,
also formulated by the stakeholders, be validated in the document and its modification? Program design and modification Implementation Interim and ex-post assessment Utilisation and transfer of assessment results 90 Approved and available:
if the priorities formulated by the stakeholders in the public consultations have been integrated in the document as the fundamental and essential elements of the S3 specialisation.
and then at predefined intervals (on the basis of the latest stakeholder feedback). Basically, the indicators play a significant role in the results-oriented programmes,
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