Joint Statement on Education and Training in the Information Economy. Retrieved February, 2008 from: http://www. mceetya. edu. au/pdf/infoeconomy2005. pdf
upon this experience to sustain service levels rather than more formal training 4. 21 A good level of support is provided to the staff users with a change-controlled
There are no dedicated environments for end-user training but the systems are straightforward and intuitive to use, with most operator knowledge being required for
and undertake training to perform their role. Training covers awareness of developments in the market and
relevant associated technologies. Recruitment, retention and development activities are aligned with the needs of the service and its customers
training and organisational changes as well as direct costs of investing in hardware and software solutions While many studies provide evidence of the positive effects of ICT adoption on firm
and took training to enable him to update it To increase the number of visits to the site,
and management education and training Governments have used many policies to encourage the diffusion of e-business and Internet use
Some programmes include a training aspect Source: OECD (2002b), European commission (2002b), the AUSE. NET site (www. ause. net) and ebiz. enable site
many cases, ICT skills have been addressed in a broader context of education and training, and initiatives
Some governments provide training free of charge, most of which focuses on basic ICT use. Financial support to cover part of training
expenses has also been common. Training is provided increasingly over the Internet and, in some cases, in
conjunction with ICT and e-commerce awareness and business consultation services. This reflects the recognition of the importance for small business managers and employees of ICT applications and required
offers both on-line access to ICT training and off-line consultation with trained staff at local Learndirect
Government training programmes, however, might fail to effectively respond where SMES€ demands for ICT skills are dramatically changing and more specialised.
be more sensitive to businesses†changing and specific needs and government training programmes need to
Table 3. Examples of ICT/e-commerce training programmes for SMES Country Programme Description Belgium Forem Forem and the Institute of Continuous Training for Traders and SMES offer training courses on
the Internet. Forem†s Web site provides a meeting place for businesses (e g. job vacancy advertising), a list of training programmes and aids for training
Canada Student Connection Programme It hires and trains university and college students as student business advisors to provide
One focus is to provide training to a large number of SMES during the period 2000-03
a special emphasis on training in the use of the Internet, e-mail and new management
At a state level, various training services are available. Business Information Centres and Small Business Development Centres provide free or low-cost up-to-date training.
The Service Corps of Retired Executives (SCORE), consisting of retired business people, offers training as well as
free business consultation Source: OECD (2002b), UK Learndirect Web site (www. learndirect-business. co. uk) and US SBA€ s Web site
awareness raising, information provision and technical assistance, ICT education and training, and general framework policies including access to infrastructure, a seamless legal/regulatory environment, on-line
•Training programmes for SME managers and employees focusing on both technical and managerial skills need to be provided in cooperation with business and sector organisations
enhance investigators'skills by training enforcers and developing common investigation standards,(2) develop the exchange of best practices through a common website and (3
In short, it appears that a specific training on how to apply the holistic UX model to different use cases
university in developing training and research often at the same high level as universities Moreover, a trend towards internal substitu
• Training •Competence development • Protection of IPR+Patents •Proof of Concepts (Poc
and 135 000 training opportun -ities for the young unemployed. The rationale behind such design was to assist the low-skilled workers
-antee a training place to all unemployed people aged 25 years and under. The government antici
required to guarantee a training place to all un -employed people aged 25 years and under to en
The required training place for the young unemployed was designed with long -term perspective. Although swiftly decided, Aus
training places -Launched its major fiscal stimulus package of US$ 4 billion (2. 8%of its GDP and 14%of
-Granted workers to undertake training out -side their own firms Infrastructure Early December 2008 Large-scale infrastructure projects amounting to
words since training is available to all; possession of a degree no longer distinguishes the individual
since training for, measuring, and tracking capacity development tend to be manageable at that level
-tial Open infrastructure of training, support and embedding in an Open Innovation environment for those selected through such calls,
grantees through training, incubation and post -incubation in actual innovation ecosystems EYIF€ s Openeyifâ¢,is a three-stage integrated
of technology training and technical support entrepreneurial education, workshops, sem -inars, individual mentoring by experts, organ
•provision of training, mentoring and experts support on necessary technologies, tools business and entrepreneurial skills to build
incubators, with technical training and support Figure 2: The Cross-Stage Communication and Dissemination of the Openeyif
entrepreneurial training, workshops, seminars business networking, and one-on-one mentoring by experts. Grantees who successfully graduate from
a free online training in creative thinking, a creativity test, a brainstorm kit, invite an entrepreneur to speak in your class
following tools and training sessions ï Ondernemen. meerdan. ondernemen, an online learning platform ï Creativity Class for young high-potentials
a free online training in creative thinking, a creativity test, a brainstorm kit, invite an entrepreneur to speak in your class
following tools and training sessions ï Ondernemen. meerdan. ondernemen, an online learning platform ï Creativity Class for young high-potentials
as well as the provision of consulting, coaching and training. Gov -ernments include those on local, regional, national or European level
Accelerace offers coaching, training and resources to selected innovative and growth-oriented entrepreneurs in an â€oeintensive five-month processâ€.
model, go-to-market strategy and pitch training. The programme seeks to bridge the gap between start-up
the Executive Training Programme to link talented under -graduates from Singapore universities with growth-oriented SMES;
including training (see section 4. 1. 2 ï The Norwegian High-Growth Programme offers high-potential start-ups support from a dedicated
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore†s universities, with growth-oriented
Entrepreneurial training at tertiary and sec -ondary level and in further education Specific high-growth business services and
Training & Assessment, EU Projects: http://www. exponentialtraining. com/about/eu-projects, last accessed May 2011
as well as the provision of consulting, coaching and training. Gov -ernments include those on local, regional, national or European level
Accelerace offers coaching, training and resources to selected innovative and growth-oriented entrepreneurs in an â€oeintensive five-month processâ€.
model, go-to-market strategy and pitch training. The programme seeks to bridge the gap between start-up
the Executive Training Programme to link talented under -graduates from Singapore universities with growth-oriented SMES;
including training (see section 4. 1. 2 ï The Norwegian High-Growth Programme offers high-potential start-ups support from a dedicated
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï The Executive Training Programme helps SMES groom the next generation of potential business leaders by linking talented undergraduates from Singapore†s universities, with growth-oriented
Entrepreneurial training at tertiary and sec -ondary level and in further education Specific high-growth business services and
Training & Assessment, EU Projects: http://www. exponentialtraining. com/about/eu-projects, last accessed May 2011
within'public'sector'organizations'and'invest'in'training'activities'to'improve! ICT! skills.''6. Pay'attention'to'change!
'8. Invest'in'training! and! consulting! activities'that'take into account'both'the'technical'aspects'in'the'use'of'eqprocurement'platforms'and'the'organizational'implications'of'upscaling
within'public'sector'organizations'and'invest'in'training'activities'to'improve! ICT! skills 'European) Policy) Brief)#)5)))10
7. Invest'in'training! activities'(e g.''coaching,'mentoring)' that'take into account'both'the'technical'aspects'in'the'use'of'telework'tools
CERT Training and Research body in the Tourism & Hospitality Sector CFRAMS Catchment Flood Risk Assessment and
FÃ S National Training & Employment Authority FDI Foreign Direct Investment FORFÃ S National Advisory Body for Enterprise and
The Higher education, Research and development and the Training and Skills sectors are key drivers of the regional economy and a range of policies is included to support their development.
investment in the key areas of infrastructural development, education and training, the productive sector and the
•Enhance enterprise development, Science, Technology and Innovation, working age training and skills provision to improve economic performance,
Development of an Innovation Training Centre and locations for Economic Development Units The identification of strategic employment sites
Development of innovation and training centres Improved public realm and public facilities in support of tourism development
training and lifelong learning possibilities to enhance social integration and inclusion through the development of skills to enable people to take advantage of higher value added
4. 6 Higher education, Research and development and Training 4. 6. 1 Higher and Further Education Building the knowledge economy is a long-term investment.
investors and HPSU Principals in promoting and developing training/education models for workers in high value industrial activities
4. 6. 3 Training All school leavers will not progress to third and fourth-level education, so it is important that training opportuni
-ties are afforded to such persons to achieve the skills that will assist them to gain employment.
-tion and training break the cycle of social disadvantage and contribute to economic and social development
centres, and Vocational education Colleges (VECS) can provide the training facili -ties throughout the region that are needed.
training and development opportunities will have to be provided to a high standard in the region and in locations that are suited to the needs of the target groups to
Special attention should be given to providing training and education opportunities in the areas of greatest economic disadvantage in the region.
PPO 4. 10 The Regional Authority will support expansion in the Training and Skills sector of further edu
-cation as a positive step towards advanced training and reskilling of the labour force. The development
support expansion in this sector of further education as a positive step towards advanced training and
6 Autumn 2011 Training Programmes Business Coaching Coaching challenges the client to consider new perspectives and different approaches when dealing
The training of staff for the industry by the third and fourth -level colleges, by CERT and by the industry itself must develop
Action at a regional level by education and training providers 21. Specific regional initiative on upskilling-focussing on people in the labour force with basic or
and training providers 22. Specific focus on the retention of highly skilled unemployed. Action at a regional level
Development Plans should support the Training, Skills and Further Education sectors which support eco -nomic and social development.
research, education and training, public services, fi nance and NGOS Public policy should not only stimulate business
in education, training and projects and networks to support innovation, creative entrepreneurship and research, and provide role
University training must also shift from management of existing organizations to the new styles and structures required for
business, research, education and training The Nanosystems Initiative Munich is one of the Clusters of
factors such as innovation, technology, design and training 2. The wellbeing of people in such spheres as food, health, leisure and lifestyle, in which
ï§Training and talent Tools Leading sectors Emerging activities Crosscutting enabling technologies Innovation environment Pillar 2 Pillar 3 Pillar 4pillar 1
Investing in education, training and vocational training for skills and lifelong learning 11. Enhancing institutional capacity of public authorities and stakeholders and efficient
employment and training, social cohesion innovation and knowledge, entrepreneurism, internationalisation and the green economy Within the ECAT 2020 framework and based on a shared vision of the country
technology, design and training 2. The second vector focuses on people†s wellbeing and concerns food, health, leisure
training and education amongst the population, the provision of infrastructure organisational and company management capacity and the existence of an institutional
ï§Training and talent Tools Pillar 1 Pillar 2 Pillar 3 Pillar 4 Emerging activities
-Training and professionalisation to enable stakeholders to work in a global environment and on international projects
P. 2. 1. Culture, training and talent Measures to promote entrepreneurship and attract international entrepreneurial talent.
-To improve the training received by entrepreneurs -To raise awareness about the value of business and entrepreneurship as a source for the
and those on vocational training programmes that include practical training at companies to set up new enterprises
P. 5. Training and Talent Within the framework of a society based on knowledge and intensive technology use, a good
and training facilities must match the needs of the production system whilst, at the same time, the education system should also ensure good science-and technology-based training
The education system should guarantee everyone the opportunity to develop their personal capabilities, and should enable young talent to be discovered
coordination with the jobs market) that provides training throughout people†s working lives Company-university and company-vocational training centre cooperation programmes enable
factors such as innovation, technology, design and training 2. The wellbeing of people in such spheres as food, health, leisure and lifestyle, in which
ï§Training and talent Tools Leading sectors Emerging activities Crosscutting enabling technologies Innovation environment Pillar 2 Pillar 3 Pillar 4pillar 1
Investing in education, training and vocational training for skills and lifelong learning 11. Enhancing institutional capacity of public authorities and stakeholders and efficient
employment and training, social cohesion innovation and knowledge, entrepreneurism, internationalisation and the green economy Within the ECAT 2020 framework and based on a shared vision of the country
technology, design and training 2. The second vector focuses on people†s wellbeing and concerns food, health, leisure
training and education amongst the population, the provision of infrastructure organisational and company management capacity and the existence of an institutional
ï§Training and talent Tools Pillar 1 Pillar 2 Pillar 3 Pillar 4 Emerging activities
-Training and professionalisation to enable stakeholders to work in a global environment and on international projects
P. 2. 1. Culture, training and talent Measures to promote entrepreneurship and attract international entrepreneurial talent.
-To improve the training received by entrepreneurs -To raise awareness about the value of business and entrepreneurship as a source for the
and those on vocational training programmes that include practical training at companies to set up new enterprises
P. 5. Training and Talent Within the framework of a society based on knowledge and intensive technology use, a good
and training facilities must match the needs of the production system whilst, at the same time, the education system should also ensure good science-and technology-based training
The education system should guarantee everyone the opportunity to develop their personal capabilities, and should enable young talent to be discovered
coordination with the jobs market) that provides training throughout people†s working lives Company-university and company-vocational training centre cooperation programmes enable
3. Training and Advice 4. Funding: subsidies and loans 5. Creation of the company 6. Business incubators:
â Training of tourism innovation managers â Technological modernization for a sustainable tourism ï Intensive use of ICTS
•Cuts in Education/training funds/investment due to the global economic crisis •Emigration of talented and highly qualified personnel
coverage of training on entrepreneurship and creative problem-solving; autonomy and transparency of education and research organisations;
Training and awareness -raising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher
•Education and training activities in firms •Supporting connection to international production networks •Regional fora to identify growth prospects in value
•Training for low-skilled and unemployed people •Support to clusters with innovation potential
•Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction
•Promoting national training, lifelong learning schemes for companies and individuals •Engaging regional stakeholders in external production networks
Training sessions, staff exchanges Improved technical competencies of staff increase effectiveness of in-house R&d
42 The European Cluster Excellence initiative aims at promoting cluster management excellence through training and benchmarking activities:
•provision of training to potential project managers •provision of mentoring and coaching to EU project partners (from the conception
and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
•Marie Curie †Initial Training Networks †Industrial doctorates: A pilot action promoting industrial Phd schemes, 74
The Union Programme for Education, Training, Youth and Sport for the programming period 2014-2020.76
assistance through a range of training modules, workshops and training events The EBP will also continue to work on the guide on broadband investment models with the
addressing skills and training issues) investment should equally be encouraged 107 Add reference when programme is adopted on 23 november
•To support the capacity-building of procurement departments through training, exchanges of civil servants/procurement officers and exchanges and promotion of good practices
Bioprocessing Research and Training •Micro & Nano-electronics: Tyndall National Institute, MCCI (Microelectronics Circuits
Bioprocessing Research and Training •Micro & Nano-electronics: Tyndall National Institute, MCCI (Microelectronics Circuits
Sincronizing the regional training offer with the actual level of innovation in priority areas of activity
Training competent mechanists for agriculture An example of relevant project comes from agrofood priority sector, where companies in the
field complains of difficulties in finding personal †among other due to a deficitary training level of potential candidates.
education and training (expansion and improvement of the vocational school system, industry-relevant curricula and training in entrepreneurial and business management skills;(
ii) improvements in local transport infrastructure (road and rail;(iii) expansion of access to finance;
the region faces important shortcomings at all levels of training and skills development 54. While the West Region has clear strength in tertiary education in the Romanian context, its
Romania has a long tradition on Technical and Vocational education and Training (TVET) program Recent numbers from INS show that West region lags behind other peers in terms of enrollment in
the region, in fact the region faces important shortcomings at all levels of training and skills development.
Vocational school system for industry-relevant training 92. Consultations with businesses revealed that the limited attractiveness of technical schools in
In addition, this type of training should be funded appropriately and students should have access to modern machinery
This type of training should be offered through the university curricula (including a focus on presentation skills),
or training in marketing or sales. These measures will help build capacity in the sector
levels of training and skills, such as technical and education Economic activity is increasingly concentrated by sector, firm size
providing relevant training for the auto industry, endowed with appropriate technical facilities Increasing awareness regarding the
relevant training with appropriate technical facilities Establishment of a laboratory and innovation center for the textile
food industry †relevant training with appropriate technical facilities Launch of feasibility study to assess
training providers (schools, universities or vocational training centers) in order to identify and promote those projects that fit with the needs of the local economic actors
-the-job training through apprenticeship schemes, internships, and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
and, ii) strengthening the capacity of vocational training providers to deliver attractive and high-quality education and training
programs in correlation with labour market demands, especially for sectors with significant growth potential, in order to ensure complementarity with the competitiveness strategy.
training are: i) promoting partnerships and networks for companies and training providers, so as to increase the applicability of training in the market;
ii) supporting lifelong learning through the development and implementation of measures to enhance the relevance of higher education programs
including through an increased focus on problem solving, creativity and development of entrepreneurial skills; iii) developing and strengthening the partnerships between higher education institutions, business
and lifelong learning by developing education and training infrastructure. The specific objective of this investment priority is the rehabilitation, modernization, development and expansion of pre†university
training infrastructure Rehabilitation, modernization, development and equipping of pre†university, university education and continuous vocational
training infrastructure National, local and EU funds West Regional Operational Programme 83 187. The operationalization of the measures highlighted above encompasses, in some
training infrastructure Rehabilitation, modernization development, and equipping of pre†university, university education and vocational training infrastructure
List of preselected projects identified in the Regional Development Plan Service capacity of supported education
link between training and industry 189. The implementation of the overall initiatives outlined in this chapter depends on the
education and training infrastructure Define the list of public projects according to the national policy by the end of 2013
improve the vocational school system for industry-relevant training; support entrepreneurial and business management skills; improving internal connectivity with the region†s main urban
introducing vocational school providing relevant training for the auto industry, endowed with appropriate technical facilities; increasing awareness regarding the activities of the auto cluster
programs focused on textile†relevant training with appropriate technical facilities. For the agro-food sector:
vocational school focused on agro†food industry†relevant training with appropriate technical facilities For the ICT sector:
training and many more. These services would offer comprehensive solutions that help improve traceability, reduce losses and
efforts in education and training, in particular with regard to older generations and other vulnerable categories of population
development of new products and modernizing education and training sector. The aim of the emblematic initiative called"A digital agenda for Europe"within this
small and medium enterprises in training, configuring and implementing infrastructure projects and services, increasing accessibility of services, content and
•Adapting training to the needs of the economy •Facilitating access to justice through electronic public services
education/training, and internationalisation seem to be the two main axes considered repeatedly, followed by traditional S&t support and overall
It also plays an important role in the field of training thanks in particular to a â€oemaster in innovationâ€
Education and Training KETS (Key Enabling Technologies ICT Smart Cities and Territories Digital Growth Priorities
for information and training •Great potential for the Spanish e-ID in providing public and private digital
•Lack of adaptation of regulated training University, Vocational training) for the ICT market •Difficulty in globalization of the regional
•Aged population with less training and knowledge of use of ICT tools. High percentage of the population that shows a
1. 3 Improve training for innovation in sectors that can lead the change in the new
 training  •†ICT  sector  specialized  in  mobility  and
 training  and  knowledge  of  use  of  ICT  tools
•†Training  for  innovation  •†Access  to  Ainance
Universities are increasingly providing entrepreneurship training, and this book establishes core principles in this area. The efforts of vocational training institutions and
Economic and social Research and training centre on Innovation and Technology Netherlands Karen Wilson, Senior Fellow at Kauffman Foundation and Director GV Partners, France
â The need for education and training systems to change so as to better foster the growth of entrepreneurial human capital
also increasingly provided in vocational education and training and schools. For example apprenticeship programmes are good vehicles for developing entrepreneurship skills, but
potentially reflecting inappropriate training supply. Shifts are also occurring in school curriculums aimed at fostering in students the ability and desire to act entrepreneurially
As well as gaps in external provision of entrepreneurship training, in-house training of employees by SMES is much less common than for large firms.
importance of vocational education and training (VET) to skills development in firms enterprises with less than 50 employees provide significantly less employee training than larger
firms. This is even true for countries known for their strong training cultures, such as Denmark, The netherlands, Norway and Sweden.
There is also a systematic access gap younger, better-educated workers in highly-skilled occupations such as managers
engagement with KISAS is recognised not part of public SME training support programmes There is much to be gained from a policy approach
together public and private training providers (colleges, universities, etc. employers industry representatives, unions, labour market and training intermediaries (temporary
work agencies and group training companies), local and regional government agencies and community representatives, in order to develop skill strategies
and deliver training The final thematic chapter concerns social entrepreneurship and social innovation Defining social entrepreneurship is given both challenging
the newness of the concept and differences in how it is conceived across countries, and important for the provision of
charities such as the Silai for Skills women†s training and employment initiative in Bristol United kingdom
â Strengthen knowledge-based entrepreneurship by providing advice and training to start-up entrepreneurs who have strong technological knowledge
and joint technology development and training initiatives involving foreign affiliates and local SMES â In the spirit of â€oebrain circulationâ€, policy should seek to attract talented labour from
and training to better fit the needs and motivations of entrepreneurs, offering short duration â€oeinnovation Bootcamps†for SME
the flexibility of vocational education and training for SME workforces â Embed teaching of an entrepreneurship mindset in school curricula
apprenticeships and developing the training function of small business support programmes, such as for business succession, management and training and business
counselling â Increase the use of informal learning sources, by facilitating collaborations with firms and
Promote greater participation of SMES in local training programmes through the engagement of employers, unions and individuals.
integrated training strategies combining training located in higher education, vocational education and training, and formal and informal training in SMES
Finally, the importance of meeting social needs and promoting sustainable development should not be underestimated in innovation policy.
Encouraging social entrepreneurship and social innovation will help in this respect. The key recommendations are to
better access to formal training, but also through informal methods such as the creation of problem-solving work teams and engagement with external knowledge intensive
education and training systems to better import these skills (Potter, 2008 â Social entrepreneurship and social innovation.
firms have in-house training mechanisms SMES generally do not. Thus while SME skills may be imparted by in-house training
and other skills-upgrading activities, small enterprises tend to do less than large firms and there is a particular SME skills gap among
OECD (2010a forthcoming), Leveraging Training and Skills Development in SMES, OECD, Paris OECD (2010b forthcoming), High-Growth Enterprises:
energy efficiency, support to the establishment of training centres, marketing efforts, property development and consulting and assistance services.
a training/retraining subsidy attained EUR 28.4 million at the end of 2009 SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 201056
2006, contains 350 specific initiatives that introduce reforms in key areas such as education and training
related fields such as training and ICT infrastructure can also be financed Seventy-one poles have been selected and over 300 projects have been supported.
Its main purposes are to strengthen the fight against IPR infringement by training staff in
ingredient is the engagement of the Polish Patent office in direct training activities. While the programme
these training activities have also been targeted at a wider audience including SME representatives, patent attorneys, researchers and inventors.
per cent of the participants attended courses on Venture Training, 11%participated in the Venture Plan
but found that all expenditure on training had been omitted from the initial estimate Recent years have seen significant shifts in both the orientation and organisation of SME and
Regional Development Agencies, is steadily being amalgamated with public support for training to provide a single combined service.
innovation and training; and support to indebted entrepreneurs. The total resources committed for the period 2007-2010 amounts to USD 620 million
organisations and development of professional training centres. Finally, Innova Chile sponsors the diffusion and transfer of technology.
The programme favours training in innovation in the context of regional development plans, provides consultancy services to micro and small enterprises, supports the attendance of small entrepreneurs at
execution of specific projects is made through consultancy firms and technical training organisations SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010110
2. Competence building, including provision of education and training, creation of human capital, production and reproduction of skills, etc
agreed recruitment and training, etc. or joint projects (e g. with training providers and technology institutions
OECD reviews of FDI and local development in Spain, Switzerland, Russia, Ukraine and Scotland have examined how local and regional governments and development
â Design advice and training programmes for start-up entrepreneurs who have strong technological knowledge but lack market and commercial expertise
â Diagnostic and training programmes insisting on business planning and key management principles represent fruitful policy options to strengthen the pre-entry
in training, especially in SMES. University-industry staff exchange programmes should also be considered, although rigid university employment practices and the very
examples of successful entrepreneurs who did not undergo any special training or are self -taught.
and that training and mentoring can make a difference. Small business managers can face problems in meeting new challenges for
confirm the existence of a skills and training problem holding back innovation. Across OECD countries, employees of SMES participate in formal training activities to only half the
extent that staff in large firms do (OECD, 2010b, forthcoming. Hence, formal skills and training policies have only a poor reach into the SME sector.
Even informal competence -building measures have little take-up among low-skilled SME workers In the future there will be a need for new types of skills matching new types of jobs, as
Second, such skill is brought not usually out in the industry training 4. ENTREPRENEURSHIP SKILLS system. Therefore, looking towards the skills scenario of 2020,
training and skills development) and allocation of resources (e g. management of intellectual property financial management, firm health and safety operations
training can be provided at different levels, from primary and secondary schools, to vocational colleges and tertiary and university education.
Vocational education and training Vocational education and training (VET) is a type of task-oriented technical education widely used to prepare future self-employed entrepreneurs and SME employees
Vocational training colleges have had traditionally a craft focus. Many of the craft occupations are pursued in practice by the self-employed
and may benefit from training provided before employment or in lifelong learning activities whilst in employment
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
contracted training in the developed world. One reason for the success of these programmes is financial incentive from federal and state governments.
the programmes to training providers (Smith and Smith, 2007 For many, the natural way for entrepreneurs to learn is by doing (Stenstrã m and
SMES through vocational education and training is challenging due to obstacles to SMES in accessing formal training.
Schemes such as training leaves are not fully taken up by employees. Participation in voucher-type schemes is high among employees, but on
average only 50%of the amount of finance available for training is used and there is a low
It is clear that incentives for training are needed often to engage small businesses owners and self-employed people.
It can be argued that this reflects an inappropriate training supply in vocational training institutes which is designed too often around conventional norms of
Training in SMES Studies of training outcomes have shown clearly the positive effect of general training
by SMES. Examples are regular programmes to train new employees or potential team leaders and project management and foreign language language training (Markowitsch
and Hefler, 2007. However, encouraging SMES to train remains a key policy challenge Across the EU-15 countries, data from the Eurostat Continuing vocational training
significantly less in-company training than employees in larger firms. This remains true in countries reputed for their high levels of training culture such as Denmark, the
Netherlands, Norway and Sweden. In terms of annual volume of hours spent by employees in training, the average in firms with less than 50 employees is about half that of large
firms with 1 000 employees and more, and about two-thirds of the average of all firms.
49 employees provide some formal training for their employees: Denmark (48%),Finland 38%),The netherlands (36%),Sweden (51%)and the United kingdom (35%),but even here
countries have very few small firms providing any formal training: Greece (3%),Hungary 7%),Italy (11%),Poland (8%),Portugal (4%)and Spain (10%.
There are also important inequalities in training access in SMES in relation to the age education and type of occupation of the individual concerned.
One of the reasons that SMES undertake less formal training than large firms is cost
of activities, investment in the training itself, and the adverse effects on management of workloads.
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
training and strategic planning of training (Muller and Zenker, 2001. For example entrepreneurial skills can be acquired through in-house team work for development of a
training programmes KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with
Can KISAS be associated with formal or informal training on the job? â€oeformal training†here refers to learning that occurs in an organised and structured environment (e g. in an
education or training institution or on the job) and is designated explicitly as learning (in terms of objectives, time or resources.
within the informal training category although it includes a greater component of knowledge intensity and interactive skills
tailored training in innovation management or innovation/technology audits. Similar schemes are reported in Chapter 2 for Greece, The netherlands, Portugal, the United
In particular, the kinds of training offered by local chambers of commerce and business associations, and the investment activity of local governments in private sector
incubators, can make a difference in training take-up rates Business succession Business succession, that is, the transfer of businesses from retiring owners to new
number of training days or hours (European commission, 2006. This has adverse effects on the capacity of SMES to adapt to new markets and technologies.
training in SMES, which is defined as â€oegroup-taught formal learning, external to the firm provided for owners and managers of independent enterprises with 250 employees or
type of training is common in SMES although the volume differs from large firms. SMES tend
and cannot be labelled as standard training (Martinez -Fernandez, 2005; Martinez-Fernandez et al. 2005a, b; Martinez-Fernandez and Martinez
such as financial, marketing, legal, personnel development, training, recruitment and business management services. Examples from this group include the provision of
Another example could be the training of key personnel in knowledge management for commercialisation of new products and services through public support
what are called â€oeskills and training ecosystems†(OECD, 2010b, forthcoming; Hall and Lansbury, 2006. This learning
Small firms must rely on training skills available locally, on the way the ecosystem upgrades these skills, and on the way the services are offered (Hall and Lansbury, 2006
training in discrete competencies The concepts of workforce development and sustainable skill ecosystems underline the importance of establishing
bring together public and private training providers (including colleges and universities employers, industry representatives, unions, labour market and training intermediaries
temporary work agencies and group training companies), local and regional government agencies, and community representatives.
Governments have a critical role to play as catalysts here, providing an appropriate policy context and support for the resources
more fully in entrepreneurship training activities has received little attention in policy design. Although training can in principle be provided by experts from other countries or
regions, it tends to be seen as a local resource by both enterprises and employees. This, and
An example of an organisation providing entrepreneurship training in a local skills ecosystem is provided in Box 4. 4 below
Provide training, encouragement and support for staff embarking on entrepreneurship teaching activities. Facilitate teaching activities
Formaper, the training agency of the Milan Chamber of commerce, Industry, Craft and Agriculture, works to meet the training demand of its 325 000 registered enterprises.
The institutional task is to contribute to the development of an entrepreneurial culture, building on
and social development through the provision of high-quality training and consulting services Formaper activities are aimed at providing technical assistance to private and public
Typical assignments include delivering tailored training and support services for the following fields of expertise
development †training programmes for owners, managers and consultants in business planning, financial services, ICT and marketing
â Change the nature of vocational education and training to better fit the needs and motivations of entrepreneurs:
â Increase the flexibility of vocational education and training for SME workforces. Target both workers and enterprises;
â Develop the training function of small business support programmes including programmes for business succession, SME management training and business
provide training, incentives and support to teachers involved in entrepreneurship activities â Reinforce training in SMES
â Promote greater participation of SMES in local training programmes through the engagement of employers, unions and individuals,
â Create integrated training strategies combining training located in higher education vocational education and training, knowledge-intensive activities performed by the
firm and SME support programmes Note 1. â€oeskills for entrepreneurship†refer to those capabilities involved in firm creation
2005), â€oepolicy Instruments to Foster Training of the Employedâ€, Final Report Lifelong learning Volume 1, Main Report EIM-SEOR, Rotterdam
CEDEFOP (2008b), Terminology of European Education and Training Policy, Office for Official Publications of the European communities, Luxembourg
Dawe, S. and N. Nguyen (2007), Education and Training that Meets the Needs of Small Business:
Henry, C.,F. Hill and C. Leitch (2003), Entrepreneurship Education and Training, Ashgate, Aldershot Hoffman, A n. Vibholt, M. Larsen and M. Moffet (2008), â€oebenchmarking Entrepreneurship Education
Supported by Apprenticeship Training as a Context for Learning†in M.-L. Stenstrã m and P. Tynjã¤lã
2007), Enterprise Training in Europe †Comparative Studies on Cultures Markets and Public Support Initiatives, LIT-Verlag, Vienna
OECD (2010a, forthcoming), Leveraging Training and Skills Development in SMES, OECD, Paris Potter, J. ed.)(2008), Entrepreneurship and Higher education, OECD, Paris
Smith, A. and E. Smith (2007), â€oethe Development of Key Training Policies in England and Australia:
Stone, I. and P. Braidford (2008), Engaging Employers in Continuing Training: An International Review of
Zwick, T. 2007), â€oeapprenticeship Training in Germany †Investment or Productivity Driven? †Discussion Paper No. 07-023, Centre for European Economic Research, Germany
capacity by training healthcare workers and scientists in clinical drug development, which in turn stimulates new avenues of economic development
retirement homes through to home care for the elderly and disabled, training for healthcare professionals and training to help companies prevent accidents through regular
physical activities in the workplace demonstrates the importance of the services it delivers. Focusing on preventative health has the result of reducing public spending on
Silai for Skills is established a long women†s training and employment project based in the inner city area of Easton in Bristol, England.
programmes and training sessions that include gymnastics practiced on chairs strengthening, stretching, balance exercises to prevent falls,
developed specific training departments. There is Domisiel, which was created to offer programmes of adapted physical activity for elderly and disabled people in their home
which works as a training department for healthcare professionals working with the elderly. There is also GPS Santã, a commercial venture
National Education Ministry set up a sport and physical training degree programme, with a related diploma, aimed specifically at care for the elderly.
Accompanying this is a programme of financial education, with attendance at training sessions in financial management and economic literacy usually mandatory as a condition
and training; and the bank issues a local currency (Palmas currency), which complements the offic
programmes to provide training to vulnerable young people and women; to raise awareness of community benefits of consuming local goods and services,
â Social entrepreneurs might need special training to help them hone and develop their entrepreneurial and creative skills.
â Support market development for social enterprise and provide training for public officials and social enterprises to deal with public tenders
â Strengthen knowledge-based entrepreneurship by providing advice and training to start-up entreprene with strong technological knowledge and developing programmes for corporate and university spin-o
â Strengthen vocational education and training programmes for business founders, SME managers and S workforces by changing the nature of vocational education
and training to better fit the needs a motivations of entrepreneurs, offering short-duration training for SME owner-managers and increasing
flexibility of vocational education and training for SME workforces â Embed teaching of an entrepreneurial mindset in schools through changes in curricula and introduction
relevant teacher training and teaching materials designed for entrepreneurship â Reinforce training in SMES by launching in-company projects, increasing SME apprenticeships a
developing the training function of small business support programmes, such as for business successi management development and business counseling
training programmes and development of integrated training strategies combining training in hig education, vocational education and training and formal and informal training
4. Improve the environment for social entrepreneurship and social innovation â Build financial, fiscal, legal and regulatory environments that enable social enterprises to meet th
universities, colleges, employment agencies, unions and training organisations /associations, and are supported by integrated policy approaches to skills development
often provide personal and welfare services and training and integration into employment of persons excluded from the labour market
Vocational education and Training (VET Formal education and training programmes that have a task orientation rather than
an academic nature and that prepare people for jobs and activities closely related to a specific trade or occupation
Vocational education and training Schools Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy
Training in SMES KISAS and learning at work Small business support Local skills ecosystems Box 4. 4. Formaper
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011