Creating Shared Value by Michael E. Porter and Mark R. Kramer The Idea In brief The concept of shared value†which focuses on the connections between societal and economic progress†has
the power to unleash the next wave of global growth An increasing number of companies known for their hard-nosed approach to business†such as Google, IBM, Intel
and nutritious meals to students daily†and does so at a higher gross margin than traditional
and the need for remedial training to compensate for inadequacies in education. And addressing societal harms and constraints does not necessarily raise costs for firms,
and can reduce cycle time, increase flexibility, foster faster learning and enable innovation. Buying local includes not only local companies but also local units of national or international
Scholar (which offers texts of scholarly literature online) demonstrate, profitable new distribution models can also dramatically
and training and now has more than 45,000 entrepreneurs covering some 100,000 villages across 15 Indian states.
Clusters include not only businesses but institutions such as academic programs, trade associations, and standards organizations. They also draw on the broader public assets in the surrounding community, such as schools and universities
clean water, fair-competition laws, quality standards, and market transparency Clusters are prominent in all successful and growing regional economies and play a crucial role in driving productivity
Stronger local capabilities in such areas as training, transportation services, and related industries also boost
Poor public education imposes productivity and remedial-training costs. Poor transportation infrastructure drives up the costs of logistics.
Gender or racial discrimination reduces the pool of capable employees. Poverty limits the demand for products and leads to
areas such as logistics, suppliers, distribution channels, training, market organization, and educational institutions. Then the task is to focus on the weaknesses that represent the greatest constraints to the company†s own productivity and growth, and
and few social sector leaders have the managerial training and entrepreneurial mind Page 12 of 13creating Shared Value-Harvard Business Review
Most business schools still teach the narrow view of capitalism even though more and more of their graduates hunger for a greater sense of purpose
and a growing number are drawn to social entrepreneurship. The results have been missed opportunity and public cynicism
Business school curricula will need to broaden in a number of areas. For example, the efficient use and stewardship of all
discipline in business schools; economic development will no longer be left only to public policy and economics departments
These proposed changes in business school curricula are not qualitative and do not depart from economic value creation.
Michael E. Porter is the Bishop William Lawrence University Professor at Harvard university. He is a frequent contributor
Mark R. Kramer cofounded FSG, a global social impact consulting firm, with Professor Porter and is its managing
kindergartens, cooperatives, trade union movements and so forth With Digital Social Innovation (DSI) there is a new communication technology component
they are active in all fields of society from education to finance, from health and wellbeing
as relevant and exclude impact on education and human capital because its outputs and its activities are not leading to this kind of impacts
and how it can be accelerate, University of Oxford, Skoll centre for social entrepreneurship Murray, R.,Caulier-Grice, J.,Mulgar, G.,(2010.
University The Young Foundation,(2010. The Young Foundation and the Web. Digital Social Innovation working paper
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems
designation of Distinguished Professor of Systems Engineering and Digital Innovation (UCC and is an International Privacy-By design Ambassador as designated by the Canadian
University (UK). ) Her research focuses on the socio-technical factors influencing the design and uptake of online deliberation and collective intelligence (CI) infrastructures for social
Knowledge Media Institute of The Open university. Her research is focused on engagement and motivational aspects in Decarbonet.
of Information Engineering and Computer science of the University of Trento (Italy. As a sociologist who has worked always in interdisciplinary environments,
introduction of a general education system, the legislation of unions and the recognition of new rights.
a consistent interest among scholars. Here, social innovation reemerged as a term that contrasted with technological innovation.
and universities and, of course, citizens. The relationships and power dynamics that characterise social innovation initiatives is a research and political challenge that, again
exploration for practitioners and research scholars alike. The character of online groups is defined in correlation with the research methods enacted to study them (De Paoli & Teli, 2011
health and education, inclusive societies, well-being, etc Making a project to tackle societal needs implies framing the needs
†Students and citizens interested in statistics and in knowing more about GDP measurement initiatives
CAPS projects involve a large spectrum of private and public companies, universities and research centres, online platforms and NGOS.
AUTONOMOUS UNIVERSITY OF BARCELONA-Barcelona, Spain †IMAGINATION FOR PEOPLE-France †IMINDS VZW-Brussels, Belgium
†LULEà UNIVERSITY OF TECHNOLOGY, CENTRE FOR DISTANCE-SPANNING TECHNOLOGY-Sweden †LUNARIA, SOCIAL PROMOTION ASSOCIATION-Rome, Italy
†POLIBIENESTAR, UNIVERSITY OF VALENCIA-Valencia, Spain †PURPOSE EUROPE-London, UK †RADBOUD UNIVERSITY-Nijmegen, The netherlands
†SIGMA ORIONIS-Sophia Antipolis, France †SOZIALHELDEN E. V.-Berlin, Germany †STICHTING DYNE.
†THE OPEN UNIVERSITY-Milton Keynes, UK †THE UNIVERSITY OF SHEFFIELD-Sheffield, UK †THE UNIVERSITY OF ZURICH-Zurich, Switzerland
†THE WAAG SOCIETY-The netherlands †UNIVERSITÀ DEGLI STUDI DI MILANO-Milano, Italy †UNIVERSITà T HEIDELBERG, GEOGRAPHISCHES INSTITUT-Heidelberg, Germany
†UNIVERSITY COLLEGE LONDON, ACCESSIBILITY RESEARCH GROUP-London, UK †UNIVERSITY OF FLORENCE-Florence, Italy †UNIVERSITY OF READING-Reading, UK
†UNIVERSITY OF SURREY-Surrey, UK †VELTI-Greece †WAAG SOCIETY-The netherlands †WIKIRATE E. V.-Berlin, Germany
†WIKITALIA-Rome, Italy †WIRTSCHAFTSUNIVERSITà T WIEN-Vienna, Austria †WWF SCHEIZ-Zurich, Switzerland
†ZENTRUM FÃOER SOZIALE INNOVATION-Vienna, Austria 28 Synergies between Projects This chapter summarises the synergies emerging among CAPS projects both in terms of
delivering the building blocks that enable businesses, schools, universities and associations to create their own fully-featured social networks and applications
platform for changemakers, innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their
students and researchers, civil society organisations, governmental and inter -governmental organisations, multilateral institutions, businesses, statistical offices
education and whether those being addressed belong to the'majority'or to a marginalised segment of the population.
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin
'http://www. apa. org/education /undergrad/civic-engagement. aspx Badii A. 2000)' Online Point-of-Click Web Usability Mining with Popeval-MB, Webeval
Systems (AMCIS 2000), University of California, Long beach, August 2000 Badii A. 2008)' User-Intimate Requirements Hierarchy Resolution Framework (UI-REF
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge Vancouver, British columbia, Canada, April 29-May 2, 2012
University Press Forte, A. & Bruckman, A. 2005) Why Do People Write for Wikipedia? Incentives to
Dr. Mila Gascã, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Dr. Esteve Almirall, ESADE Business school
Frank Kresin, Waag Society This study was carried out for the European Commission by PARTNER DESCRIPTIONS
the majority focused on education and skills (254) and developing new models for participation and democracy (251
share learning and best practice, and seek funding and sustainable new business models This research has identified the goals of policy, the policy tools and funding instruments
†such as new approaches to money, consumption, democracy, education and health †to thrive: Policymakers need to provide space for more radical ideas
and training: This could be done through growing the digitalsocial. eu network to enable more opportunities for collaboration;
democracy and education. Â Â Its forms are still emergent, some growing very fast, others still being quite marginal.
5. 4 Dissemination & learning 5. 5 Evaluation 6. 1 What should policymakers do REINVENTING
education and (6) public services DSI Icons: 1 Organisation Type: Social Enterprise Charity or Foundation, Business, Grass roots Organization or Community Network, Academia and
-ing, Maker and hacker spaces, Investing and Funding, Event, Incubators and Accelerators, Advisory or expert body, Education And Training. 3 Technology
Environment, Education and Skills, Culture and Arts, Work and Employment, Participation and Democracy, Neighbourhood Regeneration, Science
Organisations, from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair
Education Pubblic spending Openspending is a data sharing community and web application that aims to track every government and corporate financial
state of education. It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open University, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally
access and share knowledge, culture, information and code and to undertake better collaboration within the research community
A good example of where developments in DSI could lead us is the project Primo which was born out of collaboration between Arduino and designers in the Master
of Advanced Studies in Interaction design at SUSPI in Lugano. Primo is made from an Arduino board, a car and a set of instruction blocks all made out of wood.
Its objective is to teach the high-level abstraction of programming as a sequence of instructions to
to combine open hardware technologies with new learning methods to experiment with new educational practices, enhanced by the way technology is integrated within the
learning environment Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the
development of policy and strategies and advocating and campaigning for standards for DSI 35growing a Digital Social Innovation Ecosystem for Europe
-ing, online learning and e-petitions The main technological trends in DSI 0 100 200 300
One of these policy proposals is around skills and training. A fundamental requirement for DSI is that innovators with an ambition to use technology for social good have the
education and training organisations. To cater to this need a number of projects have emerged, such as Apps for Goodi or the Open Data Institute†s (UK) open data training
sessions for charities. Real empowerment through access to knowledge and education happens when groups and individual can acquire skills
and gain access to resources and opportunities to develop the knowledge and self-sufficiency toachieve inclusion
& constructing informal learning networks Fab academy; Institute for network culture; Coder dojo†s; and more generally the
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
EDUCATION AND SKILLS PARTICIPATION AND DEM OCRACY CULTURE AND ARTS HEALTH AND WELLBEING WORK AND EMPLOYMENT
Education and skills Culture and Arts Work and Employment DSI AREAS AREAS OF SOCIETY New ways of making
EDUCATION AND SKILLS PARTICIPATION AND DEM OCRACY CULTURE AND ARTS HEALTH AND WELLBEING WORK AND EMPLOYMENT
Education and skills Culture and Arts Work and Employment DSI AREAS AREAS OF SOCIETY New ways of making
EDUCATION AND TRAINING NETWORK ADVOCATING AND CAMPAIGNING EVENT INCUBATORS AND ACCELERATORS MAKER AND HACKER SPACES
ADVISORY OR EXPERT BODY INVESTMENT AND FUNDING 152 26 13 7674 70 32313030 0 Pr
content, open access, science education and ethics across all research initiatives 60 Growing a Digital Social Innovation Ecosystem for Europe
information, education and work opportunities for women SECTOR SPECIFIC REGULATION/DEREGULATION 8. Establish a European
education, healthtmaking it easier to grow and spread digital SI (eg public procurement, support for evidence
Dissemination & learning 5. 5 Evaluation 4. 4 THE BETA â€oebottom-UP€ POLICY WORKSHOP TOOLKIT
Dissemination & learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe
DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and in
money, and education. However, the European commission has also very relevant competences, and some regula -tory and policy issues are cross-sectoral
DISSEMINATION & LEARNING EVALUATION There is a common sentiment that a strong public intervention at EU level is need
A report published by Nesta and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending, peer-to
or playground installations †are funded by citizens themselves Seed funding is a very early-stage investment,
waste, data to education. In 2014 Nesta revived the 300 year old Longitude Prize and
your data (in energy, education and the Veterans Administration respectively 76 Growing a Digital Social Innovation Ecosystem for Europe
energy or education. The innovation foundation Sitra in Finland, which has has taken on large systemic challenges to Finnish society,
create new digital products, new public services or learning programmes The creation of a European network that would encompass regional innovation
5. 4 DISSEMINATION & LEARNING 81growing a Digital Social Innovation Ecosystem for Europe Firstly, tools for general dissemination should be included.
Training will also be essential, especially in bridging the digital skills gap, but also in empowering the DSI community
Specific training could be setup but the DSI community itself, as is done today by Fablabs with the Fabacademy, by Hacklabs
and Makerspaces with free software and open hardware training, or by the Open Data Institute (ODI) and Open Knowledge
universities and public research institutes, and could include DSI products and services generated, as well as new types of actors such as Fab Labs and makerspaces
à Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc à Explore DSI specific indicators such as Open Data access, digital skills
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes
for cities, regions, health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct
such as new approaches to money, consumption, democracy, education and health 5. Expand the European Digital Social Innovation network
development of skills and training As in other sectors, some of the innovations in this field have very radical implications †for instance, for the future of money or
education. Policymakers need to provide space for more radical ideas to be tested out in towns and cities across Europe, using
University Press D. Watts and S. Strogatz (1998 â€oecollective dynamics of †small-world†networksâ€.
goal it is to help †students use new technologies to design and make products that can make a difference to
Sectors like health, social services and education have a tendency to grow, in GDP percentage as well as in creating employment,
the long term, an innovation in social services or education will be as important as an innovation in the pharmaceutical or aerospatial industry
means we need to have a fresh look at social, health and employment policies, but also at education
training and skills development, business support, industrial policy, urban development, etc. to ensure socially and environmentally sustainable growth, jobs and quality of life in Europe
learning and action programme linking cities financed under the ERDF http://urbact. eu /4 http://ec. europa. eu/employment social/equal/products/index en. cfm
2011) Some scholars go on to suggest that the value created by a social innovation accrues primarily to society as a whole than private individuals (Stanford Social Innovation Review, 2008
a school, a university, a service centre, a train station, a business park, an ecomuseum, an incubator, a neighbourhood, etc.
ï Education: Reducing school dropout rates below 10%;%at least 40%of 30-34†year -olds completing third level education
ï Poverty/social exclusion: at least 20 million fewer people in or at risk of poverty and
social exclusion Social innovation can be a tool to help achieve these targets ï It can provide new,
e g. in education or health), and this varies across Member States Public authorities at various levels need to consider a number of questions
ï§How can they capitalise on the collective learning processes that social innovation engenders ï§How can they capitalise on the transformative promise that social innovation holds for public
digital society (including services of direct interest to them such as elearning egovernment, ehealth) and increase their employability and quality of life (Europe's
has been continued in this period with ESF Learning Networks which involve Managing Authorities on more than a dozen themes.
ventures work on challenges relating to training and education (smart growth), economic, social and community development and social service delivery (inclusive growth), and the environment
provision of health services, education, early child development, access to public utilities, active retirement, etc. Many have been used to evaluate policies targeted at disadvantaged groups
including both INTERREG IVC and URBACT and in ESF transnational actions and Learning networks which exchange learning on key topics
and working on triple helix approaches to innovation involving universities, city administrations and the private sector.
SMES, with European wide knowledge institutes (such as the University of Delft, RWTH, Fraunhofer IPT, IMEC, TNO, ESA/Estec) and end cross border user organisations,
barriers to having access to services, low participation in lifelong learning, difficulties in finding a job
21st century society increasingly demands digital literacy, and while physical access to ICT has never
inclusion through community-based learning. The basic idea is excluded that digitally people can be reached best
The project organises drop in sessions in local community premises or face-to-face learning sessions. Twenty Digital Activists, all volunteers, recruited from among disadvantaged people
Following training and an exam, they are employed by certified immigrant associations which receive grants from ACIDI.
empowerment of immigrant leaders through training for immigrant association leaders, in 26 partnership with universities.
The mediators play a fundamental role also as outreach agents of integration. Because they are immigrants themselves
To promote learning and the exchange of ideas, a network of municipalities involved in the
renovation of playgrounds; creating a new football ground; creating small gardens and open spaces between houses, a new public agora for outdoor leisure and other
and renewal of social welfare and cultural facilities such as kindergartens and day care centres, and cultural centres
ï Community programmes, trainings and events 4. The social economy Social enterprises can play a unique role in identifying unmet needs and in developing new types of
particular through education and training, for example, by the integration of social enterpreneurship in the curricula of specific vocations,
or the provision of training improving the business skills of social enterpreneurs. Networking and the development of partnerships,
ï 75%of beneficiaries were accompanied by a local insertion company (a type of training and
They also set up a subsidiary, Step Training Ltd (STL), providing training services In addition, they act as an incubator for new community organisations in the rural areas.
These products may include savings, financial education and literacy, personal loans and insurance Microfinance was slow to take off in Europe.
ADIE47 in France was one of the first to start up in the late 80s (it is now one of largest with around 20,000 borrowers in 2010.
The NEEM organisation has provided training, social support, loans and capital to budding entrepreneurs from ethnic minority backgrounds who are †un-bankableâ€.
16 people went into training, 76 waiting for loans. Overall 172 people were mobilised NEEM is still in the early stages of offering loans
and to families to fulfil education and housing needs. With training support through the ERDF€ s JASMINE and investment from the European Investment Fund, its scale and
reach has increased year on year. Permicro now operates in 10 locations in northern Italy and has
Obstacles to this goal include the significant worker-time invested in social and training support to clients before and after delivering loans
citizens, the third sector, universities, regional developers, specialists, financiers and regional national and international networks.
Universities/Supplier: Univisio Ltd. was developing a mattress with a built-in passive alarm sensor suitable for elderly people.
The Living Lab enabled cooperation between Tampere University of Technology, the supplier and elderly care professionals.
of Innovation and Social Entrepreneurship of the ESSEC business school in à le-de-France60. It
University is based a broad centre doing research and action research on social innovation In Europe there are a number of centres in the public and third sector
and is hosted by the University of Stockholm ï IDEA69 is a local government development agency in the UK.
disadvantaged neighbourhoods to renovate school playgrounds. Following this success, it turned its attention to redesigninging prefabricated social housing estates.
It includes the rectors of the three universities, the chief executive of the cooperative group Mondragon, representatives from three ministries as well as chief executives from leading
development and innovation (thematic objective 1), employment (TO 8), education (TO 9), social policies (TO 10) and administrative capacity building (TO 11.
place through all investment priorities of the employment, education, social inclusion and administrative capacity building priorities or address the areas of these thematic objectives through a
conditionality sets are in place for specific investment priorities of the employment, education, social inclusion and institutional capacity building thematic objectives.
Trainings will be offered to practitioners and policy makers and technical assistance will be provided on request to those who wish to test policy
Thematic objective (10) investing in education, skills and lifelong learning by developing education and training infrastructure;
also holds potential It is very important that ERDF support to these investment priorities is coordinated with ESF
Early childhood education and care for vulnerable groups, for example, can be addressed by a series of integrated interventions encompassing social services
health care by e g. improving the accessibility of these services, the training of teachers and mentors
Also, ERDF investment in health or education infrastructures, are impossible without compliance with the corresponding health and education strategies and reform
plans, also involving ESF investment. Joint planning is necessary There needs to be complementarity between ESF and ERDF investments.
training and workshop activities Step 6: Transition Innovation platform Step 7: Incubation Trajectory specifically targeted at Social
innovation as well as setting up units within the public sector. There is also a role for training in
2. 4. 3. The Erasmus+programme for education training, youth and sport (2014-20)..86
3. 3. 3. 1. Skills, training and education...120 3. 3. 3. 2. Europe for Citizens Programme...
-tives is supported increasingly in various policy areas such as education and culture health and consumption, communication or technology
and education fields, are committed both to being innovative inside and promoting new forms of financing, partnerships and alliances outside in order to improve their
23 Professor Monti clearly identified public servic -es (or services of general economic interest) as being at the centre of social concerns
For some time now, management scholars have recognised the parallels between bio -logical and economic systems. The concept of an ecosystem †which in biology refers to
-posed of a favourable governance framework, capacity-building tools and learning pro -cesses) have become necessary
was pioneered by Esther Duflo, professor at MIT and Director of the Abdul Latif Jameel Poverty Action Lab, 52 which has grown now into a global network of professors who use
randomised evaluations to answer critical policy questions in the fight against poverty This network has conducted over 500 randomised evaluations in 57 countries.
In line with the idea that we are still in a learning process, analysis and research is being
can be carried out in particular through education and training, for example, through the integration of social entrepreneurship in the curricula of specific vocations, or the
provision of training improving the business skills of social entrepreneurs. Networking and the development of partnerships,
include savings, financial education and literacy, personal loans and insurance Microfinance was slow to take off in Europe.
•75%of beneficiaries were accompanied by a local insertion company (a type of training and employment social
economy, education, culture Portugal has to restore economic growth, employment, and make long-term structural reforms at all levels, but
institutions to be invited were the government itself, municipalities, universities, etc. to address all kinds of societal
There is also an ongoing workstream on education, in schools, and a creativity competition was held in about
European-wide knowledge institutes (such as the University of Delft, RWTH, Fraunhofer IPT, IMEC, TNO, ESA/Estec
Following training and an exam they are employed by certified immigrant associations, which receive grants from ACIDI.
ACIDI invests in the empowerment of immigrant leaders through training for immigrant association leaders, in
partnership with universities. The mediators also play a fundamental role as integration outreach workers. Because
sector, universities, regional developers, specialists, financiers and regional, national and international networks The created concept has increased trust between the actors
It includes the rectors of the three universities, the chief executive of the cooperative group Mondragon
•Lifelong learning via a participatory process with citizens •Social contract for housing: participatory process with public and private agents defining housing policy for the
using their full potential requires nothing less than a combination of †the deep strategies of chess masters
finance, business start-up and development support, training and education and public procurement 6. The European institutions and Member States should reinforce the role of social enterprises in structural reforms
•Gender equality and the empowerment of women will improve as a result of more egalitarian access to education and the role of technology.
Greater access to further education is likely to drive and be influenced by increased individual empowerment. This in turn may generate greater support for increasing gender equality and the em
permanent joblessness among young people without secondary training and older workers who cannot retrain to meet requirements for new skills.
education, cooperation among uni -versities, business, and financial institutions organised around innovation ecosystems will be important •Innovation will also depend on the social and political organisation of society:
-tivity growth, achieved at the expense of social inclusion, public health, education and skills, security or freedom.
health and education, preferably as early as possible (e g. through early childhood education and care interventions) will help reduce costs in the long term,
avoid ex -clusion, and equip citizens with the skills that are in demand in the labour market
that deal with employment, education, health and technological development could be used for this purpose. Similarly, more transparency in decision-making processes
2) education;(3) research and innovation;(4) social inclusion and poverty reduction; and (5) and climate/energy94 that the EU should meet by the end
through more sophisticated training, as well as opportunities to exchange good practice This commitment has been translated into the following actions
-er it is appropriate to bring together new learning experiences and networks for public sector leaders at European level;
together the issues of education and employment and creating bridges between these issues and the stakeholders
-er education, encourage mobility (through the European Skills passport or the †your first EURES job†scheme)
-ticipation in the design of measures have been a primary focus to make education and training more relevant to them;
to encourage more of them to take advantage of EU grants to study or train in another country;
opportunities, continued education, apprenticeship or a traineeship within a period of four months of becoming unemployed or leaving formal education
65p A r T I I †M A i N d E V E L O P m E N t S i N e U P O
transition from education to work and to offer concrete support and helping educa -tion and employment systems in Member States to learn from each other.
Universities have been encouraged to improve the quality of the courses they offer by making them more responsive to student†s needs;
through more workplace and entrepreneurial learning experiences and more possibilities for self employment Considering the very high level of youth unemployment as a consequence of the crisis
rate below 10%and more young people in higher education or equivalent vocational education (at least 40),
%as well as to have at least 20 million fewer people in or at risk of poverty and social exclusion by 2020.
education and training systems also indirectly contribute to wider social innovation This aspect has been developed in the Communication Rethinking Education-Investing
in skills for better socioeconomic outcomes, adopted in November 2012, which looks at areas such as:
learner-centred models involving personalised and interdisciplinary learning, soft-skills and platforms for knowledge, especially in ICT, Massive Open Online
Courses (MOOCS), cloud schools or Open educational resources (OER. In this context two recent studies will also provide further insights:
Innovation in Higher education (No -vember 2013) and Measuring the impact of university-business cooperation 109 Several FP7 research projects (Programme Social sciences and Humanities) delivered results relevant for this
flagship initiative. See the policy reviews: †Adult and continuing education in Europe: Using public policy to
secure a growth in skills†(http://ec. europa. eu/research/social-sciences/pdf/kina25943enc. pdf) and †New skills
the opportunities for skills acquired outside formal education and training systems to be recognised and validated, and for establishing national systems for the validation of
non-formal and informal learning 1. 1. 7. The European Platform against Poverty and Social
-ployment and training, dependency management, etc and/or •Businesses with a method of production of goods or
-ergy literacy and can be compared to the rise of the internet, which has enabled users to participate strongly in a two-directional flow of information
-ent manner, to support people in lifelong learning, to ensure adequate livelihoods in a changing world;
y provide training, networking and mentoring in order to support evidence-based policies y fully take advantage of funding opportunities provided by the ESF and ERDF
experimentation in the EU (communication, training tools, and tailor-made advice on social policy experimentation 2. Main programmes
increases for research and innovation, education and training and external relations. Climate spending will repre
needs, in particular in the fields of health and education In order to facilitate a common understanding of social innovation amongst all the
innovation will be a tool to improve the employment, social inclusion, education and institutional capacity-building policies supported by the ESF.
strategies, training for young people in emerging green sectors, etc 129 See 1. 4 78 S O C i a L I N N O V A t I O N †A d E C a D E O F
elearning and einclusion The ERDF can also contribute to the devel -opment of social enterprises by develop
by fully integrating the knowledge triangle of education, research and business, thereby pro -moting new approaches to innovation.
analysis, mutual learning and grants) and will have a specific budget for social inno -vation and social policy experimentation.
2. 4. 3. The Erasmus+programme for education, training, youth and sport (2014-20) 139
and modernise education, training and youth work. This seven-year programme will have a budget of EUR 14.7 billion.
and cross-sectoral partnerships between education, training and youth institutions and organisations to foster cooperation and bridge the worlds of education and work in order
to tackle the skills gaps we are facing in Europe In 2012 and 2013, the Lifelong learning Programme paved the way to a new action (Eu
-ropean policy experimentations) under Erasmus+by promoting two pilot calls for pro -posals for policy experimentations, respectively to trigger the development of innovative
solutions on the use of ICT in the classroom and to prevent early school leaving.
modernise education, training and youth systems by testing the effectiveness of innova -tive measures and paving the way to their scalability through European Structural and
and replace the Lifelong learning Erasmus mundus and Youth in action programmes http://eacea. ec. europa. eu/erasmus-plus en
y supporting the development of emerging skills and jobs and related training pro -grammes to match labour market needs (Action 6
-mote a learning and participatory society. Drawing from the inputs of the Commission†s services, the presentation adopted here reflects the
Ministers, Members of the European parliament, business leaders, deans of universities and research centres, bankers and venture capitalists, top researchers, innovators and
the modern university through social innovation to cutting-edge technologies; the focus was on citizens (including young people) and society;
Transnational †Learning Networks†of ESF Managing Authorities and Intermediate Bod -ies that focus on specific thematic and governance issues, as well as the establishment
of the knowledge triangle (education, research and innovation) by including regulatory aspects and framework conditions.
-lective and creative learning processes, in which key players form different social groups and rural and urban contexts participate.
and applied learning about systems change. Based on the premise of inviting participation, as is encouraged in
discusses the themes of enterprise education, access to finance and business devel -opment support. Furthermore, in cooperation with the Commission, it will produce a
education activities and developing new ones; taking advantage of innovative financing mechanisms and existing EU programmes such as COSME and Horizon 2020;
promote education and train -ing for users of crowdfunding, and assess the existing self-regulatory frameworks in
y It enhances transnational learning and cooperation to better value the societal potential in Europe for social innovation, create synergies
social and health care, the environment and education through new systems, technologies, processes The first two editions of the tournament attracted a lot of interest,
groups, environment and access to affordable and good quality health and education. In 2013,16 finalists out
incubator at local or regional level, including universities and business networks. The two networks have a broad geographical coverage across the EU
areas of health education, transport, combating poverty or making it easier to start your business Web-COSI is designed to improve people†s engagement with statistics and aims to
3. 3. 3. 1. Skills, training and education The †systemic social innovation approach†193 is based on fostering creative policy
Communication Rethinking education: investing in skills for better socioeconomic out -comes which focuses on delivering skills for employment, such as digital or entrepre
-neurial competences, increasing the efficiency and inclusiveness of education and train -ing institutions Public consultations are underway to explore the stakeholders†views on a new initiative
and informal learning emphasises the role that non-formal learning plays in increasing the employability and social inclusion of young people;
conclusions and upcoming European quality framework on Early childhood education and care to empower children from an early age to improve their chances in life;
on the †whole school approachâ€, including the role of teachers, parents and local communities,
-ising school education to address societal and educational challenges. The EU Agenda for the Modernisation of Higher education and Council Conclusions of 28-29 Novem
-ber 2011 stress the links between higher education, research and innovation, putting the emphasis on attracting a broader cross-section of society into higher education
including disadvantaged and vulnerable groups, to progress towards the Europe 2020 headline target and encouraging partnership between professional institutions, universi
-ties, business and high-tech centres or higher education institutions that drive economic development in the territories where they are located
and act as the core of a knowledge network or cluster serving the local economy and society.
education is covered also by specific Council conclusions on the social dimension of higher education Specific initiatives are also being developed to increase the focus on the outcomes of higher
education and their relevance for students and society. Examples include: U Multirank194 a new performance-based ranking and information tool for profiling higher education
institutions, moving away from a mono-dimensional research focused approach to uni -versity rankings and allowing users to create individualised multidimensional rankings
adapted to their needs and priorities, and an initiative to improve the availability of data on European higher education learning mobility and employment in cooperation
with Eurostat Furthermore, a European Alliance for Apprenticeships has been established to drive forward the innovation and reform of apprenticeship schemes across Europe.
and reputation of in-company training as part of vocational education. The rationale is that quality apprenticeships provide students with a valuable combination of theoretical
knowledge and practical know-how that make them attractive for future employers. At the same time, businesses will benefit from better skilled young workers
partners, chambers of commerce, industry and crafts, education and training providers youth organisations and businesses under one umbrella, innovative partnerships are
-ple in education, work and society and advocates a cross-sector approach across eight fields of actions:
Education & Train -ing; Employment & Entrepreneurship Voluntary activities; Participation; Social inclusion; Health & Wellbeing;
Youth work and non-formal learning play an important role in social innovation, particularly by offering alternative ways of learning
and through practices that tackle inclusion problems such as youth employment or early school leaving. It helps to empower young people
194 http://www. u-portal. org/u multirank /Structured Dialogue The structured dialogue project allows young people and their
-nerships between cultural institutions and other sectors (such as education, training business, management, research, agriculture, social field, public sector, etc.
-nerships between culture and education and between culture and health. A handbook is in preparation
In the field of youth, a peer learning exercise launched in 2012 in the framework of the
capacity of young people through non formal and informal learning experiences, final -ised its report,
y University & Schools: to involve young generations and teachers in defining the most effective way to communicate
and promote sustainability y Non-governmental organisations (NGOS: to promote sustainable energy awareness in society through public events/campaign;
education and welfare (INNOSERV. New research projects resulting from the last call under FP7 of the SSH programme (2013) and starting in 2014 will address various
and Mutual Learning Action Plans (MML) targeting a number of focus areas, one of which is health, in line with the objectives of the European Innovation Partnership on active and
the potential for action, notably on higher education dropout and completion; on the balance between public and private funding (cost-sharing),
new technologies for teaching and learning. In particular, a large-scale FP7-funded re -search project dedicated to Reducing Early School Leaving in Europe206 addresses the
broad topic of education systems in the 21st century by systematically studying the issue of early school/training leaving (ESL) from different angles in nine European coun
-tries selected for their specific and relevant profiles with respect to this issue. The project presents a comprehensive, intersectional and gender sensitive approach to the issue of
-tion of new empirical data in order to innovate educational systems at the European national and regional level
academics, students and †geeksâ€. The EC reaches out to NGOS and volunteer citizens to enable them to be collectively aware of social innovation,
ICT-based learning: Developing the capabilities of children to understand written texts is key to their development as young adults.
Moreover, the system allows teachers to choose and custom-tailor the types of stories and games according to their learnersâ€
and hearing poor comprehenders, their educators) from schools in Brighton (UK), and in the Veneto area (Italy
y learning communities for support to school dropouts and low culture people; and y communities of volunteers assisting persons with disabilities
learning & development unit gave them some space and resources they started experimenting with participatory leadership practices
education as part of the move to create a better European reality. Ideally, they complement each
a conference on the Holocaust and Human rights Education in Amsterdam. The conference brought together memorial sites/muse
-ums and teachers, Holocaust education and Human rights Education practitioners, and others. The participants explored the most appro
-priate ways to connect human rights and Holocaust education, and share practices and activities as a community of practitioners
Participatory Leadership training seminars and practitioners†gatherings have played a crucial role in building the capacities
The Erasmus+programme for education, training, youth and sport (2014-20 2. 4. 4. The new Creative Europe Programme (2014-20
3. 3. 3. 1. Skills, training and education 3. 3. 3. 2. Europe for Citizens Programme
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