among universities and research centres, utilities, manufacturers, regulators and legislators must be fostered, not only for the successful development of new
Preparing adequate workforce and continuous education: Power engineering is perceived to be old-fashioned. Particular attention will need to be
the adequate technical staff trained by high level universities and other technical schools Networks are evolving:
and create attractive education training and career conditions to achieve this goal In this way, research and innovation performance will be
•Higher education and skills issues With regards to education and skills, it is already evident that an insufficient number of well-trained
engineers are being produced in the power engineering field. In order to develop, operate and maintain future networks, cross-functional, intra
Professor, University of Dortmund, Germany Nickolas Hatziargyriou Professor, NTUA, Greece Nick Jenkins Professor, University of Manchester united Kingdom
Tahir Kapetanovic Director Electricity, Energie-Control Gmbh, Austria Urban Keussen Managing director, E. O. N. Netz Gmbh, Germany
Members of the Advisory Council 37 VISION AND STRATEGY I ELECTRICITY NETWORKS OF THE FUTURE
Professor and Head of Centre for Electric Technology, Technical University of Denmark Carlo Sabelli Director Dispatching Activities, TERNA, Italy
Martin Charter, The Centre for Sustainable Designâ, University for the Creative Arts Meghan O†Brien, Wuppertal Institute
The Centre for Sustainable Designâ, University for the Creative Arts Martin Charter Acknowledgements We are grateful to a group of entrepreneurs and eco-innovators for providing us with valuable feedback on the draft
Learning Resources Business model Generation•offers a wide range of resources for entre -preneurs and companies on business model innovation
Industrial training handbook Figure 5: â€oequick wins†in reducing waste and emissions in SMES Scrap Metal
Enterprises is an industrial training handbook. It explains basic concepts like resource efficiency and life cycle thinking
The Solid and Hazardous Waste Education Center•(Wisconsin, USA website contains a wide range of resources that could be useful for eco
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 25
Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 31
TRI-VIZOR, a spin-off from the University of Ant -werp in Belgium, developed an original horizontal
The UN Global Compact†s •Quick Self-Assessment and Learning Tool is an online tool to help companies assess their approach to supply
Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials steward-†¢ship in the minerals
www. buy-smart. info/trainingstool-en/training-en Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
with an appropriate university or technical school Find suitable tools to assess (preferably †¢quantifiable) predicted impacts and enable
training or external expertise to ensure results are accurate and understandable What product design features or user-infor-â€
is now in use in higher education around the world. The eco-design approach followed training around an eco-design checklist
developed by The Centre for Sustainable Designâ which prompted the use of new materials in the
Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate! A guide to eco-innovation for SMES and business coaches
Charter et. al†Marketing & Sustainability BRASS (Cardiff University) and †¢The Centre for Sustainable Design, 2002
/Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches
Director attended a masters degree course in eco -innovative building technologies and processes The company is now winning business based on
Learning Resourcesgood practice Eco-innovate! A guide to eco-innovation for SMES and business coaches
Learning Resources A Directory of crowdfunding platforms †¢www. crowdsourcing. org/directory Choose the category as Crowdfunding and then country.
Industrial training handbook p. 22: NISP Â Source: www. nispnetwork. com/media-centre/case-studies p. 23:
Bucharest University of Economics Bd. Dacia, 41, Bucharest ROMANIA rovodo@gmail. com http://www. rei. ase. ro
Bucharest University of Economics Bd. Dacia, 41, Bucharest ROMANIA paraschiv@inde. ro http://www. rei. ase. ro
Bucharest University of Economics Bd. Dacia, 41, Bucharest ROMANIA anamarinoiu@yahoo. com http://www. rei. ase. ro
lack of proper training in these issues 3 Problem Solution †The analysis of eco-innovation perception in
through Interorganisational Learning. On the Economic Organisation of the Greening of Industryâ€, Copenhagen Business school, Phd
Series, Copenhagen 3 Andersen, M m. (2002) â€oeorganising Interfirm Learning †as the Market Begins to Turn
Greenâ€, in de Bruijn, T. J. N m. and A. Tukker (eds Partnership and Leadership Building Alliances for a
relationship between diffusion, learning economies and subsidiesâ€, at http://www. merit. unu. edu 15 Cojanu Valentin (Coord.
improve training for online traders in their obligations and the opportunities offered by the Digital Single Market, in particular through the
-enforcement training, development of on-line resources available to enforcers and a 33 COM (2013) 36/2 http://ec. europa. eu/internal market/retail/docs/130131 retail-action-plan en. pdf
distributing consumer education materials amongst teachers and other professionals, aimed inter alia at improving the digital literacy of young
consumers •A dialogue with intermediaries and traders with a view to developing codes of
3. 1. 5 Education and knowledge dissemination 7 3. 1. 6 Self-regulation 7 4 Alternative and online dispute resolution 7
4. 2. 1 Knowledge and Education 8 4. 2. 2 Stimulate education accessibility 8 4. 2. 3 Self-regulation 8
5 Data protection and e-privacy 8 5. 1 The position of Ecommerce Europe 9 5. 1. 1 General 9
5. 2. 1 Knowledge and education 10 5. 2. 2 Self-regulation 10 6 Electronic signatures and e-identification 11
6. 2. 1 Knowledge and education 11 POSITION PAPER 4 1. Introduction E-commerce has enabled consumers to access goods and
3. 1. 5 Education and knowledge dissemination •Provide free, accessible and clear information for SMES
4. 2. 1 Knowledge and Education •Improve knowledge amongst both merchants and consumers about the possibilities of ADR/ODR
5. 2. 1 Knowledge and education •Both consumers and merchants need to be educated on
6. 2. 1 Knowledge and education •Provide an overview of (trusted) e-Identification mechanisms for merchants and consumers
ï Considerable cuts in public spending on consumer education and protection 3 of 16 II. EU POLICY RESPONSE TO CHALLENGES AND BARRIERS FOR CONSUMERS AND COMMERCE
Finally, there is a shortage of skills and proper education programmes to ensure that every European citizen is comfortable in the digital environment and businesses
and better security education of consumers 1. 7. FREEDOM TO TRADE (OR NOT It is essential that businesses retain the freedom to choose in which markets he/she chooses
there is a lack of specific education on all levels for e -learning, e-literacy and e-skills.
It is sometimes part of another study, but not a study as such. If we want to fully develop the potential of the Digital Single Market,
of education that will strengthen consumers competences and correspond with business needs 16 of 16
There are huge differences in digital literacy and digital administration between Member States. The EU could help close this digital divide
with high-level of digital literacy and digital administrative processes and those with low -levels
Reaping the benefits of ICT Europe†s productivity challenge A report from the Economist Intelligence Unit
systems, as well as management skills training. SMES account for over 95%of firms in most European countries;
channelling the fruits of university and public R&d to enterprises Progress in each of the above areas will create a more
use, ICT enablers such as skills and training, and the quality of the business environment To investigate these issues,
Education and the business environment are crucial to making technology work ICT development is only one of the important factors
education, significantly affect its ability to harness the full benefits of technology. At a firm level, the survey
performance (by EU standards) in skills training and education. France and the Mediterranean rim countries tend to underperform across most
infrastructure and enabler categories, but it is the countries of central and Eastern europe that need to
of Internet/web literacy. The ICT enablers index takes into account affordability of Internet access, telecoms market
Schools and universities produce a steady flow of graduates trained in software programming, network design and other technical aptitudes, and these are
well represented in IT departments throughout Europe†s private and public sectors (the accession countries being no exception
funding to deserving university, company and institute R&d programmes covering all sectors. Much of this is
management training directly from Tekes itself or from approved agencies. Between 30 and 50 small-scale projects are expected to receive funding in 2004
Initiatives to encourage technology transfer from universities 29 Government leading the way in innovative use of ICT 35
Availability of good ICT education in primary and secondary schools 33 Availability of specialist high tech qualifications in further and higher education 10
Policies to redress under-representation of women in ICT jobs 2 Financing schemes for ICT-related investment 22
Availability of good ICT education in primary and secondary schools 43 Other 0 leased-line market, then local access markets, to new
Bart van Ark, an economist from the University of Grã ningen, believes restrictive product markets
Funding for university and research institute spin -offs is another area where Europe compares *For example, Van Ark and
volume of R&d work is conducted by universities and independent research institutes. In contrast to the US
however, links in Europe between university-based institutes and businesses remain weak Our own research and other studies reveal
The Catholic University of Louvain in Belgium (UCL, by its French acronym) provides a good, if all too rare
example of European efforts to bridge the university -company divide in research and development. In its own research as well as the science parks that it funds
the university stresses the importance of applied research that can be put directly to use by companies
between universities and industry. Danny O†Hare chairman of Ireland†s Information Society Commission, says the focus on R&d ensures talented
researchers are attracted into Ireland†s universities and institutes, and that to some extent the â€oebrain
training at all levels of the educational system, and ensure that tertiary institutions offer relevant ICT -related management training in the appropriate
programmes. Danny O†Hare, chairman of The irish Information Society Commission, says Ireland†s success in harnessing ICT stems partly from efforts by
the government, business and universities first to identify critical skill gaps, and then to change the
educational system to address them Business leaders need to invest in skills training for their own managers and staff, and provide incentives
to encourage staff to undertake this training outside the workplace. The organisations that will be most
successful in harnessing ICT will train their staff not only how to use new technology, but also in more
incumbent on executives to ensure, through training and other mechanisms, that their managers are fully aware of the potential benefits of an ICT investment
training for small firms in business planning â Taking practical measures to encourage new firm
Training in change management can also help to ensure that organisations are both willing and able to adapt to
training and awareness programmes, particularly ones targeted at smaller firms 5. Encourage more effective R&d activity
indirect stewardship of universities have considerable influence on how research institutes operate Nurturing European centres of R&d excellence that
SMES collectively to access the results of university or other R&d â encouraging universities to establish closer ties
with companies for R&d purposes; and â actively sponsoring pilot projects to demonstrate the benefits of R&d
out research to university-based institutes, but some need to be more flexible on issues of intellectual
universities interested. For their part, the universities need to show no lesser degree of flexibility.
Also, large firms such as Nokia, Ericsson and Philips have been extremely supportive of community-based pilot
The results also suggest that schooling, ICT and the quality of the business environment are interrelated
SCHOOL€ the mean years of schooling of the adult population in 1995 Available direct measures of years of schooling have been shown to be
deficient in various respects. There are also many missing country values We thus construct a proxy measure for mean years of schooling that is
comparable across countries, on the basis of primary, secondary and ter -tiary enrolment ratios (primary in 1985 and secondary and tertiary in
schooling for countries for which they are available are regressed on enrolment ratios. The resulting equation is used to derive our estimate of
mean years of schooling of the adult population for all countries in the sample Ireland†dummy variable for Ireland
The importance of the education variable is very strong, whereas it was not significant in the
superior business environment and schooling. This leaves the ICT variable accounting for the major part of the 0. 52 percentage point difference in average
"Internet literacy "We also construct an index of †ICT enablers†(on a 1 -10 scale), indicators that are likely to be closely
Education and training 3 Electronic and electrical equipment, household goods and products 3 Transport 3
Which of the following countries have the highest levels of ICT literacy as an average across the whole population
Availability of good ICT education in primary and secondary schools 33 Initiatives to encourage technology transfer from universities 29
Encouragement of foreign direct investment in ICT sector 23 Financing schemes for ICT-related investment 22
Availability of specialist high tech qualifications in further and higher education 10 Policies to attract ICT skilled immigrants 10
Availability of good ICT education in primary and secondary schools 43 Government schemes to promote universal access to PCS and Internet 41
Education, technology and connectedness Global societal trends to 2030 Thematic report 2 Veronika Horvath, Jeremy Ghez, Dmitry Khodyakov, Ohid Yaqub
MOOC Massive open online courses (MOOCS NBIC nanotechnology, biotechnology, information technology and cognitive science SCENIHR Scientific Committee on Emerging and Newly Identified Health Risks
education, technology and connectedness. Other themes studied as part of this series include the rise of the global †middle classâ€, the
Chapter 4. Education will have to address challenges posed by the financial crisis, emerging technologies and the net generation...
4. 2. Uncertainties about the effects of a global education and e-skills...25 Chapter 5. Technology will continue to enable democratic change and impact on governmentsâ€
Percentage of the population age group 30-34 who have completed tertiary education, by country in the EU-27, in 2011.24
2. The role of new technologies, new media and increased access to education 3. The empowerment of individuals
report focuses on education, technology and connectedness. The overall findings from the analysis may be viewed in the Synthesis Report (Hoorens et al.
This Research Report presents the reader with findings on education, technology and connectedness, as well as on their impact on the EU landscape, including potential policy challenges for the next 20 years
interconnectedness †together with rising levels of education in many parts of the world †have enabled a
Inequalities are expected increasingly to manifest themselves in terms of capacity (literacy, awareness and skills) to reap the benefits of technology.
political participation and education could be overcome (see discussion on e-participation and e-learning below).
and 5%reported having participated in an online course also suggests that there is potential to be captured easily.
digital literacy, the implementation often varies across Member States and the policies are need likely to to
be in place for a substantial amount of time to produce visible changes in literacy and skills indicators
Chapter 4. Education will have to address challenges posed by the financial crisis, emerging technologies and the net
challenges to EU education policy and organisation (e g. accreditation of virtual institutions), although there were disagreements about the exact future trajectory of these changes
all levels of schooling, led by international institutions, are likely to prioritise e-skills and other transferable capabilities (Anderson &
) Networked technologies are likely to enhance the potential offered by distance education in formal and informal settings, presenting a novel form of competition for traditional establishments (Ally 2009
education, by country in the EU-27, in 2011 Source: Eurostat, 2012b 4. 1. Is the net generation changing the way we teach and learn
the course of the project has focused on the demand for a novel paradigm for provision of education made
suggest that the demand for ICTS in education by young people is not increasing as dramatically as these
Education is likely to become an increasingly critical national and personal asset in a globalised labour
students return home (Naidoo 2011; Paige et al. 2009. Correspondingly, the global mobility and flow of
students in tertiary education has soared since the 2000s, increasing by 78%between 2000 and 2010 from a total of 2 million to 3. 6 million.
harmonisation (such as the one exemplified by the European Bologna process) will take place in the coming decades.
Such policies may also increase the globalisation of higher education and of associated changes in values
Technology access and the ability of students to understand and use information effectively have gained importance in school curricula and international policy across the globe.
benchmarking information literacy presents methodological challenges (UIS 2012 Innovation regarding the delivery of open educational content has been on the rise in recent years
Massive open online courses (MOOCS), which first appeared in 2008, are an example of this trend. Although their development is not immune to
criticism †these courses are often characterised by very high dropout rates, overly traditional teaching
structures and little focus on the progress of the individual student †their global reach illustrates well the
potential of network technologies for education (Daniel 2012; Kop 2011. Similarly, informal education offered through platforms for user-generated content is enabled by technological progress (Facer &
Sandford 2010 4. 2. Uncertainties about the effects of a global education and e -skills
Although the globalisation of education and the diffusion of e-skills are projected often to be associated
with better labour market prospects for graduates, some of the literature has forecast a potential effect to
the contrary. Despite the decreasing affordability of education, increasing unemployment caused by the financial crisis has led to increases in the number of students enrolled in higher education institutes as
education is seen as an alternative to unemployment. The composite effect of rising unemployment and tuition fees, however, has contributed to exacerbating inequalities in access to higher education (see Figure
E. 3. 1 on educational attainment in tertiary education. This trend, which is corroborated by the discussion in the Delphi exercise, is likely to continue into the coming decades (Lewis & Verhoeven 2010
Long 2012. Although the rising importance of ICT-based employment is likely to continue to favour the
young and educated, limited access to skilled positions by those with †second tier†(not technology
-oriented) skills could result in a loss of intellectual diversity in the labour market (Cave et al. 2009;
technology use may be crowding out traditional forms of education in favour of informal and online
forms, with the potential effect of increasing participation in higher education †especially in countries where enrolment rates are currently low.
(or the problem) in the way education is delivered 5 UIS interactive map on global education flows http://www. uis. unesco. org/EDUCATION/Pages/international-student-flow
-viz. aspx 26 Chapter 5. Technology will continue to enable democratic change and impact on governments†relationships with
technologies (work, health education etc High Continuing growing interconnectedness, but inequalities and fragmentation will persist Technological progress and
education will have increasing impact on access to education and outcomes Technological progress and growing degree of
interconnectedness, fiscal constraint, limited ability to change educational systems, skills demand, net generation Number of students
enrolled in traditional and online courses/MOOCS educational attainment number of universities offering online courses educational reform, unmet
demand on labour market for certain skills ++Medium term Need to make educational systems responsive to these developments
unmet skills demand Medium e-government and online engagement potentially empower citizens Technological progress and
growing degree of interconnectedness, driven by policy (international benchmarking), demand for services e-government benchmarking data (EU
UN +Short to medium term Unequal accessibility and ubiquity of services and citizen engagement across
Member States and between strata of society, responsiveness of the democratic system and process to
demand for interaction with citizens High 32 Trend Drivers Indicators Evidence-base 0 /+/Time horizon
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