and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the
use which might be made of the following information. The views expressed in this report are those of the
-facturers, and university industry collaborations The government†s 2009 New Growth Strategy identifies SMES as an engine for future high eco
as well as the provision of consulting, coaching and training. Gov -ernments include those on local, regional, national or European level
other firms, universities and research institutions ï Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is asso -ciate editor of the Small Business Economics journal and has research interests and a sound publi
of the European school of Management and Technology in Berlin Policies for high-growth innovative SMES v1. 6
energy/water as well as institutions for security, health education and the legal system ï Economic stability and growth are conducive to future revenues
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
Institutions for security, health education, legal system (e g. employment and bankruptcy law Economic stability Right timing Resources
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
Institutions for security, health education, legal system (e g. employment and bankruptcy law Economic stability Right timing The arrow â€oeright timing†only indicates that the right time matters;
education systems not sufficiently preparing for running and grow -ing a company, university and research systems not targeted sufficiently towards transferring innovative
ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in market
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;
and the Business leaders Ini -tiative to enhance management capacity in SMES. See section 5. 2
including training (see section 4. 1. 2 ï The Norwegian High-Growth Programme offers high-potential start-ups support from a dedicated
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how "sme-MPOWER materials are freely available under an open license arrangement
i e. a good such as education which is consumed too little from a public point of view because consumers do
ï the venture businessmen†s special lecture programmes on entrepreneurship at universities ï the youth start-up education programme
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
ï enabling start-ups at home and expanding the infrastructure for one-person creative enterprises ï establishing a support system to link excellent technology ideas with start-ups
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï â€oematching funds†for SMES for developing new products with the help of universities, research insti
insurance firms, universities, and other organisations. The government intends to review the methods of eq -uity investment in the Fund of Funds more than three times a year and to rapidly respond to demand in the
The SMBA supports business incubators which are operated usually by universities and public research in -stitutes.
SMES are, for example, provided with land, consulting services, and marketing education Internationalisation policies New directions of SME policies for globalisation
2008, and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5
Venture capital in 100 mio KRW New venture investments 7, 870 12,041 Newly established venture funds 4, 929 11,954
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
Scholarships were awarded and 45 Executive Development Scholarships were awarded ï The Business Advisors Programme was created to attach experienced professionals, managers, ex
-ecutives and technicians as business advisors to potential high-growth SMES. In 2009,93 business advisors were matched with 63 SMES
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
SMES. There were 332 trainees matched to 265 companies in 2009 ï In mid-2010, close to 30 million Singapore dollars were allocated to the Management Associate
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
through short term internships, co-funded by SPRING. This programme will complement MAP in in -fluencing young entrepreneurial talents during their school days to consider SMES as an attractive
career choice The Technology Innovation Programme encourages the development of technological innovation by pro -viding technological support and resources.
the National University of Singapore through SPRING€ s Advanced Management Programme Applying what he learnt from the course,
Government initiatives as well as investments in infrastructure and education are strong in Singapore. Con -sidering the dominance of micro, small and medium-sized enterprises in Singapore and the traditional
ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles
study in (a) above showed that the 210 university spin-off firms had 12%gazelles, but if they also had IRAP
Hellmann et al at the University of British columbia undertook an international study of the performance of
clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government†s 2009 New Growth Strategy (Basic Policies
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
ï Ministry of Education, Culture, Sports, Science and Technology (MEXT. 2009. White paper on Science and
University Research center for Interfirm Network The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR pro
This is done by financing university-industry joint research projects, where the re -search is carried out by the academic side,
and new companies to compensate for dropouts. Only enterprises from manufacturing and manufacturing -related services (such as wholesale, transport services, research and development, consulting) are included
while scholars have a more simple concept 175 See Parker/Storey/Witteloostuijn (2005 176 Statement from Allan Martel, member of the advisory board for this Policy Brief
education at universities, schools and other educational institutions. The European commission could dis -seminate good practices in entrepreneurial education among Member States
179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief
education system, investment regulation, start-up regulation, market entry barriers, labour law, bankruptcy law, taxation, and also to SME policies rewarding to stay small.
Ensure high-level technological education incl. intellectual property rights competence Ensure availability of high-skilled engi -neers/scientists
Entrepreneurial training at tertiary and sec -ondary level and in further education Specific high-growth business services and
professional coaching Capital Finance Develop single European market for VC European Investment Bank instruments for
-tion of university researchers Indirect National regulation †no specific role for EU except opinion leadership
-ity of university scientists Publish examples of high-growth entrepre -neurs Recognition from society Publish examples of successful EU entre
health education, legal system Largely national regulation †no specific role for EU except opinion leadership
â€oebusiness growth††do practitioners and scholars really talk about the same thing? In: Entrepreneurship theory and practice, Vol 34, No. 2, pp. 289-316
Manchester Institute of Innovation Research, University of Manchester, July 2008 Dahl Fitjar; Rune; Rodrã guez-Pose, Andrã s (2011:
of Education and the Ministry of Employment and the Economy: Evaluation of the Finnish National In
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf
University of Washington (Seattle) und der Ruhr-Universitã¤t Bochum. Kà ln/Lohmar: Eul Deutsche bank Research (2010:
Graduate school of Business, SPRIE and STVP Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351†374
Training & Assessment, EU Projects: http://www. exponentialtraining. com/about/eu-projects, last accessed May 2011
-preneurs, corporations, universities, foundations, and other leaders, joining together to fuel innovative, high -growth U s. startups. â€
and Philipp Koellinger, Assistant professor in Economics, Erasmus University Rotterdam, Netherlands Disclaimer Neither the European commission nor any person acting on behalf of the Commission is responsible for the
use which might be made of the following information. The views expressed in this report are those of the
-facturers, and university industry collaborations The government†s 2009 New Growth Strategy identifies SMES as an engine for future high eco
as well as the provision of consulting, coaching and training. Gov -ernments include those on local, regional, national or European level
other firms, universities and research institutions ï Philipp Koellinger, Assistant professor in Economics at Erasmus University Rotterdam.
He is asso -ciate editor of the Small Business Economics journal and has research interests and a sound publi
of the European school of Management and Technology in Berlin Policies for high-growth innovative SMES v1. 6
energy/water as well as institutions for security, health education and the legal system ï Economic stability and growth are conducive to future revenues
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
Institutions for security, health education, legal system (e g. employment and bankruptcy law Economic stability Right timing Resources
universities from society at large Innovation & growth triangle Markets New business regulation Trade conditions Demand conditions
Institutions for security, health education, legal system (e g. employment and bankruptcy law Economic stability Right timing The arrow â€oeright timing†only indicates that the right time matters;
education systems not sufficiently preparing for running and grow -ing a company, university and research systems not targeted sufficiently towards transferring innovative
ideas to business, difficulties in protecting intellectual property, 36 a lack of international orientation in market
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;
and the Business leaders Ini -tiative to enhance management capacity in SMES. See section 5. 2
including training (see section 4. 1. 2 ï The Norwegian High-Growth Programme offers high-potential start-ups support from a dedicated
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how "sme-MPOWER materials are freely available under an open license arrangement
i e. a good such as education which is consumed too little from a public point of view because consumers do
ï the venture businessmen†s special lecture programmes on entrepreneurship at universities ï the youth start-up education programme
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
ï enabling start-ups at home and expanding the infrastructure for one-person creative enterprises ï establishing a support system to link excellent technology ideas with start-ups
ï financial support and training for entrepreneurs†clubs at universities ï offering start-up courses for would-be entrepreneurs or starters
ï â€oematching funds†for SMES for developing new products with the help of universities, research insti
insurance firms, universities, and other organisations. The government intends to review the methods of eq -uity investment in the Fund of Funds more than three times a year and to rapidly respond to demand in the
The SMBA supports business incubators which are operated usually by universities and public research in -stitutes.
SMES are, for example, provided with land, consulting services, and marketing education Internationalisation policies New directions of SME policies for globalisation
2008, and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis
established by professor or researcher 582 1, 555 Number of graduate schools for venture business 0 5
Venture capital in 100 mio KRW New venture investments 7, 870 12,041 Newly established venture funds 4, 929 11,954
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
and Invited Professor of Korea University, on behalf of the INNO-Grips. Sources Interviews ï Dr. Lee, Joon Ho, Senior Research Fellow, International Economic Analysis, KOSBI (Korea Small Business In
Scholarships were awarded and 45 Executive Development Scholarships were awarded ï The Business Advisors Programme was created to attach experienced professionals, managers, ex
-ecutives and technicians as business advisors to potential high-growth SMES. In 2009,93 business advisors were matched with 63 SMES
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
SMES. There were 332 trainees matched to 265 companies in 2009 ï In mid-2010, close to 30 million Singapore dollars were allocated to the Management Associate
Targeting local university graduates, SPRING will co-fund these SMES to train the graduates to run core and expanding operations of the company.
EIP seeks to expose local university and polytechnic students to the dynamic and rewarding working environment of high-growth SMES
through short term internships, co-funded by SPRING. This programme will complement MAP in in -fluencing young entrepreneurial talents during their school days to consider SMES as an attractive
career choice The Technology Innovation Programme encourages the development of technological innovation by pro -viding technological support and resources.
the National University of Singapore through SPRING€ s Advanced Management Programme Applying what he learnt from the course,
Government initiatives as well as investments in infrastructure and education are strong in Singapore. Con -sidering the dominance of micro, small and medium-sized enterprises in Singapore and the traditional
ongoing longitudinal study of 800 university spin-off firms, formed up to 1999,167 high growth firm gazelles
study in (a) above showed that the 210 university spin-off firms had 12%gazelles, but if they also had IRAP
Hellmann et al at the University of British columbia undertook an international study of the performance of
clusters, such as university-industry collaborations. Through these overlapping diversification and clustering policy initiatives, the government†s 2009 New Growth Strategy (Basic Policies
This innovation policy summary has been authored by Dennis Tachiki, Tamagawa University, Graduate School of management, Tokyo, Japan. Sources
ï Ministry of Education, Culture, Sports, Science and Technology (MEXT. 2009. White paper on Science and
University Research center for Interfirm Network The preceding overview of major SMES policy activities in Japan does not include the Japanese SBIR pro
This is done by financing university-industry joint research projects, where the re -search is carried out by the academic side,
and new companies to compensate for dropouts. Only enterprises from manufacturing and manufacturing -related services (such as wholesale, transport services, research and development, consulting) are included
while scholars have a more simple concept 175 See Parker/Storey/Witteloostuijn (2005 176 Statement from Allan Martel, member of the advisory board for this Policy Brief
education at universities, schools and other educational institutions. The European commission could dis -seminate good practices in entrepreneurial education among Member States
179 An issue addressed by US innovation policy advisor Burton Lee in an interview for this Policy Brief
education system, investment regulation, start-up regulation, market entry barriers, labour law, bankruptcy law, taxation, and also to SME policies rewarding to stay small.
Ensure high-level technological education incl. intellectual property rights competence Ensure availability of high-skilled engi -neers/scientists
Entrepreneurial training at tertiary and sec -ondary level and in further education Specific high-growth business services and
professional coaching Capital Finance Develop single European market for VC European Investment Bank instruments for
-tion of university researchers Indirect National regulation †no specific role for EU except opinion leadership
-ity of university scientists Publish examples of high-growth entrepre -neurs Recognition from society Publish examples of successful EU entre
health education, legal system Largely national regulation †no specific role for EU except opinion leadership
â€oebusiness growth††do practitioners and scholars really talk about the same thing? In: Entrepreneurship theory and practice, Vol 34, No. 2, pp. 289-316
Manchester Institute of Innovation Research, University of Manchester, July 2008 Dahl Fitjar; Rune; Rodrã guez-Pose, Andrã s (2011:
of Education and the Ministry of Employment and the Economy: Evaluation of the Finnish National In
Helsinki University Print, 2009. Pp. 147-202. Available at http://www. tem. fi/files/24929/Innoevalfi full report 28 oct 2009. pdf
University of Washington (Seattle) und der Ruhr-Universitã¤t Bochum. Kà ln/Lohmar: Eul Deutsche bank Research (2010:
Graduate school of Business, SPRIE and STVP Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf
Shepherd, Dean A. 2009: Building an integrative model of small business growth. In: Small Business Economics, Vol. 32, pp. 351†374
Training & Assessment, EU Projects: http://www. exponentialtraining. com/about/eu-projects, last accessed May 2011
-preneurs, corporations, universities, foundations, and other leaders, joining together to fuel innovative, high -growth U s. startups. â€
(Bocconi'University '30'may'2015'''This'policy'brief'presents'the'findings'of'the'fifth'work'package'(WP5)' of'the'â€oelearning (from
Learning from Innovation in Public sector Environments Work Package 5 European) Policy) Brief)#)5)))2 Learning!
'The'LIPSE'project'(Learning'from'Innovation'In'public'Sector'Environments)' identifies'drivers'and'barriers'to'successful'social'innovation'in'the'public'sector.'
'320090,2013q2016)' and'is comprised'of'researchers'from'12'Universities'in'11'EU'countries.''''Information'and'communication'technologies'(ICTS)' can'facilitate'the'spread'of'social'innovation
'Our'aim'is'to'disseminate'evidenceqbased'knowledge'on'the'determinants'and'barriers'ICTQDRIVEN'social'innovation,'relevant'for'policyqmakers,'managers,'practitioners'and'scholars.''
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
'Project-Name-Learning'from'Innovation'In'public'Sector'Environments'(LIPSE ''Coordinator -Prof. (Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:'
'Rotterdam,'Netherlands,'bekkers@fsw. eur. nl ''Consortium -Bocconi'University'(Italy 'Catholic'University'Leuven'(Belgium 'Ecole'Nationale'd†Administration'(France
'Erasmus'University'Rotterdam'(The'netherlands 'ESADE'(Spain 'Hertie'School'of'Governance'(Germany 'Matej'Bel'University'(Slovakia
'National'school'of'Political'Studies'and'Public'Administration'(Romania 'Radboud'University'Nijmegen'(The'netherlands 'Tallinn'University'of'Technology'(Estonia
'The'University'of'Edinburgh'(The'United'kingdom 'University'Roskilde'(Denmark ''Funding-Scheme-LIPSE'is funded'as'a'Small
'or'Mediumqscale'Focused'Research'Project'by'the'European'Union†s'Seventh'Framework'Programme'under'grant'agreement'No.'
'320090,'Socioqeconomic'Sciences'&'Humanities ''Duration-February'2013'â€'June'2014'(42'months ''Budget-EU'contribution:'
'â'2. 5'Million ''Website-www. lipse. org ''For-more-information-about-Workdpackage-5-Prof.'
'Greta'Nasi'(Bocconi'University)' greta. nasi@unibocconi. it
1 HORIZON 2020 The EU Framework Programme for Research and Innovation 3d & Cultural Assets
Albert GAUTHIER DG Connect Unit G2 Luxembourg CONNECT-G2 DIGITAL CULTURE & CREATIVE INDUSTRY The'Creativity'unit covers a range of activities from
funding leading-edge ICT research to innovation and policy support 2 3d & Cultural Assets Painting
Statue Building Museum Books Church Monuments Archaeological Site †††Cultural Assets 3 Cultural Assets
interpretation, scholarship and innovation in curation and dissemination This should lead to a better understanding of European tangible
mutual learning exercises and studies, including design studies for new infrastructure and may also include
-commercial purposes †for uses such as developing learning and educational content documentaries, tourism applications, games, animations and design tools, provided
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
HEI Higher education Institute HGV Heavy Goods Vehicle HLC Historic Landscape Characterisation HPSU High Potential Start-up Businesses
VEC Vocational education Committee wfd Water Framework Directive wit Waterford Institute of technology wwtp Waste Water Treatment Plant
education, healthcare, retail and community facilities; environmental protection. In addition, they have taken account of the changed global and
•The establishment of a University in the Southeast by utilising and building upon the existing network of third
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.
and develop community, health education and social infrastructure. The Section advocates the retention and development of health care facilities to serve local communities,
6. Education and Health care 7. Agriculture, Marine and Rural Development 8. Community Development 9. Recreation, Amenity and Culture
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,
and extensive services, including the presence of third and fourth-level education institutes Waterford, as the Gateway, Kilkenny and Wexford and the County towns of Carlow, Clonmel and Dun
development of a University of the Southeast, supported by continued investment in established third and fourth-level
Little progress on establishment of University of South -East. Outreach facilities expanded at Wexford and Kilken
•Expansion of Maynooth University Outreach, Kilkenny City •Improvements to waste water and water supply to Kilkenny City
•the need to create stronger linkages between Higher and Further Education institutions and the private sector
Education There are two Institutes of Technology in the region, at Waterford and Carlow. In addition, the region has Car
-low College, Tipperary Institute has a campus at Clonmel and there are third-level outreach centres at Wexford
However, lower than average participation in third-level education and a high rate of graduate migration away from the region are inhibiting the further development of third and fourth-level education and
the emergence of the knowledge economy in the region. The absence of a University in the Southeast Region
is an issue that has emerged time and again in studies and reports on the socioeconomic development of
Regional weaknesses such as lower than average participation in third and fourth-level education, under -developed linkages between industry and third and fourth-level educational institutions and a low level of
Research and development (R&d) activity would be addressed by the development of additional degree and post graduate places in the Southeast
Regional Planning Guidelines for the Southeast Region 2010-2022 Section 2: Population & Regional Profile
and building upon the existing network of higher education establishments at Waterford Carlow, Kilkenny, Wexford and Clonmel.
support the establishment of a University of the Southeast. In addition, the Regional Authority will support the
objectives of Adult and Further Education Programmes to provide additional access routes to higher education The development of a University of the Southeast will continue to be a priority objective of the Regional Authority
Primary and Secondary education Planning for primary and secondary education is guided now by Guidelines on school provision issued by the
Doehlg. The Guidelines seek to make schools provision an integral part of the evolution of compact sustainable
urban development and the development of sustainable communities which requires an integrated approach be -tween the planning authorities and the Department of education and Science
schools, crã ches and other education and childcare facilities. †The procedures to be adopted by planning authorities in integrating schools planning issues into their development
New and existing schools should provide an opportunity to develop high quality publicly owned education campus
sites for multiple use by local communities, including further education, childcare, sports and recreation facilities
University of the Southeast have the potential to significantly increase participation 3. Improved linkages are being developed between
industry and third-level educational institutions 4. Strong indigenous industrial sector with opportunities for increased levels of Research and
University of the Southeast have the potential to significantly increase participation 3. Improved linkages are being developed between
industry and third-level educational institutions 4. Strong indigenous industrial sector with opportunities for increased levels of Research and
•Providing for world class higher education, research and development and links to the knowledge economy •Tackling inequality, educational disadvantage and social deprivation by providing improved public services and
quality housing, education, health and social facilities, efficient transport networks and proper amenities. These are
needs to focus on the advanced sectors, the public sector, health and education, retail, tourism, green energy and e-business
A2 It is an objective of the Regional Authority to support the establishment of a University in the Southeast by
Higher and Further Education Institutes and developing industry †academic co-operation and links A4 Ensuring that supporting infrastructure such as telecommunications
and access work, education, shops and services is fundamental to the success of the settlement strategy.
education and serviced business locations will be required to facilitate the achievement of critical mass at the two
establishment of a University in the Southeast by utilising and building upon the existing network of third and
regional or national centres of learning through the establishment of a University of the Southeast and
or industrialists wishing to establish an enterprise in an area look to the quality of life, the education on offer and
Development of higher and further education and research and development capabilities Development of high quality Business and Technology Parks capable of providing attractive locations for
Development of an Innovation Training Centre and locations for Economic Development Units The identification of strategic employment sites
•Proximity to Waterford Institute of technology and the potential development of a University of the South
The priority in relation to strategic educational infrastructure must be the provision of a University for the South
-ered that a University has greater potential to satisfy the needs of industry 4. 3 Hubs and County towns
Establishment of a University in the Southeast Region and further development of Higher education Institutes Improved links between HEIS and industry, particularly research and development
Incubation centres Improved public transport within and between hubs and county towns and other settlements Improved water services infrastructure in compliance with all environmental legislation and the River basin
Development of innovation and training centres Improved public realm and public facilities in support of tourism development
To increase access to education, 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
employment To improve infrastructure including roads, sanitary services, rural housing and information and communication networks
offices and the EPA Headquarters at Johnstown Castle, Co. Wexford and Kildalton College in Co. Kilkenny provide
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.
It is imperative that the region is positioned to take advantage of that investment. The delivery of a University within the Southeast remains the critical piece of
knowledge infrastructure that is required within the region. This is strongly supported by key economic indica -tors including Government sponsored assessments such as the Port Report. 4
4 Advice to the Minister for Education & Science on the application by Waterford Institute of technology for designation as a
University, JM Consulting, July 2007 Regional Planning Guidelines for the Southeast Region 2010-2022 Section 4:
Education plays a central role in the maintenance of a skilled workforce. Lifelong learning will increasingly become
a feature of an individual†s life. This will have direct implications for the use and demands placed upon educational
Access to education is also an important element of social inclusion Having a sufficient supply of graduates, especially in the Science,
Engineering and Technology areas, is of para -mount importance. The third and fourth-level colleges will have a key role to play in human resource development for
the future through the provision of graduates from full-time courses in the areas of Engineering, Business, ICT and
Life sciences and through the provision of part-time and distance learning opportunities for those in employment. A
strong third and fourth-level education sector in the region will be a strong driver of innovation and entrepreneurship
The deficit arising from the limited fourth-level education opportunities in the region is resulting in a drain of knowl
-edge workers and a lower capacity to generate research and development, stimulate private sector investment and innovation
and fourth-level education plays in attracting, promoting and supporting economic development. Existing third and fourth-level facilities such as Waterford IT and IT Carlow
Third and fourth-level education is well represented in the Southeast Region. The main Institutions are
•Carlow College •IT Carlow •NUI Maynooth Outreach Centre-st. Kieran†s College, Kilkenny
•Tipperary Institute-Clonmel Campus •Waterford IT •IT Carlow-Wexford Campus PPO 4. 6 The further development of the third and fourth-level sector is critical to the development of
1. For waterford IT to become the University of the Southeast with links to existing third and fourth
of Education and Science 2. For IT Carlow to become part of the National Technological University as per the submission to
the National Strategy for Higher education Review Group 3. For the successful integration of Tipperary Institute and Limerick Institute of technology as per
the scoping document agreed by both institutions in March 2010 4. The Regional Authority will support the further expansion of the existing outreach facilities
College, Dublin and Carlow College. The Regional Authority will support outreach of third and fourth-level academia to other centres throughout the region
PPO 4. 7 The Regional Authority will work with third and fourth-level colleges, Foreign Direct
investors and HPSU Principals in promoting and developing training/education models for workers in high value industrial activities
the Southeast Region†s ability to innovate in education, research and development through its third and fourth-level educational institutions and effective linkages with industry
PPO 4. 9 It is an objective of the Regional Authority to strengthen and enhance the R&d (Research
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.
Similarly, unem -ployed workers in the region will need to gain the skills that can help them regain 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
and Further Education Centres would im -prove access to further education. The development of childcare and eldercare
facilities and other supports would assist in improving access To further Education Special attention should be given to providing training and education opportunities
in the areas of greatest economic disadvantage in the region. Distance learning is an area that offers considerable potential for vocational training and continued
professional development 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
of Multiplex Further Education Centres in accessible locations would advance this objective PPO 4. 11 The Regional Authority will support the VEC network and all existing education providers and
support expansion in this sector of further education as a positive step towards advanced training and
reskilling of the labour force 4. 7 Retail Strategy The Regional Authority would encourage preparation of a Joint Retail Strategy for
Waterford and its environs. A Joint Retail Planning Strategy†s primary purpose is to support the statutory plan making process and the development management proc
-ess to ensure that adequate provision is made for new retail development in the most appropriate locations and to ensure that excessive provision of retail space is avoid
broad employment opportunities and a wide range of services including education, healthcare and childcare facili -ties, transport systems and ready access to entertainment and amenity facilities
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
and empower the workers within the industry to contribute to the development of that sector
University standard third and fourth-level educational facilities Hubs and County towns Business and Technology Parks-IDA
Skills and Education Knowledge and Innovation Quality of life Factors of Competitiveness 72 Regional Planning Guidelines for
The higher education institutes in the region have adopted also a proactive approach with industry in terms of applied research;
Educational attainment to leaving certificate and third and fourth-level has increased within the Southeast, but the region continues to exhibit a relatively high level of early school leaving (below Leaving certificate) and relatively
lower levels of attainment to third and fourth-level. The profile of industry in the region, with a strong tradition of
The region benefits from a number of third and fourth-level education providers. These are IT Carlow, Waterford
IT, Tipperary Institute, Carlow College and NUI Maynooth at St Kieran†s College, Kilkenny. IT Carlow now has
-laborations and lifelong learning. The Southeast accounts for a very small portion of the total R&d spend in the
higher education sector (HERD)( under 2%in 2006. This underlines the importance of establishing linkages and
networks with relevant HEIS and research institutes beyond the region. Significant developments such as the awarding of an SFI Strategic Research Cluster to WIT (the first of the ITS to establish such a cluster) represent a
6 The absence of a university within the region has been cited as a key regional deficit and a formal application by WIT for upgrade to university
HEIS, research institutes etc. become critical As regards the Southeast, core competencies in engineering, food production,
associations and the HEIS. Action at a regional level 3. Promote interaction between indigenous SMES
Consider how best to enable companies to access technologies and research from HEIS, for example
HEIS and research institutes to provide information on their websites from the perspective of the
Continued alignment of education provision with industry needs in the region-collaborative actions course development.
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
Action at a regional level by education and training providers 22. Specific focus on the retention of highly skilled unemployed.
Action at a regional level 77 Regional Planning Guidelines for the Southeast Region 2010-2022
Development Plan Implications (Higher education and R&d Development Plans should include policies to ensure that adequate land is available for the provision of
additional education and research facilities in the vicinity of the principal third and fourth-level institutes, that
Development Plans should support the Training, Skills and Further Education sectors which support eco -nomic and social development.
further education, community and recreation uses Regional Planning Guidelines for the Southeast Region 2010-2022
•Bus à ireann school bus services operated on behalf of the Department of education and Science •Private mini-bus services
-ers, ferry passengers, students etc Short -term RP5 Infrastructural investment along the Rosslare Europort-Waterford-Limerick Junction line
The EPA Code of practice: Wastewater Treatment and Disposal Systems Serving Single Houses (Cop) establishes 92 Regional Planning Guidelines for
The main public awareness and education initiative is provided Procurement of an integrated facility is provided During 2010-2011 the construction and commissioning of the integrated facility which includes thermal
regional accessibility and as a key support for business education and research The need for clustering of potential customers of information technology infrastructure to provide a basis on
wide range of services including education, healthcare and childcare facilities and ready access to entertainment
Social infrastructure includes facilities such as health education, recreation and childcare. These elements are overseen by many different Government departments
7. 3 Primary and Secondary education Investment decisions in relation to the Schools Building Programme should be made having regard to the Re
-ry and secondary schools and the capacity of existing schools to absorb additional pupil numbers. Develop
on the level of education and on the population to be served and in accordance with standards set out by the
This role extends well beyond the education of younger people, as the school buildings often serve as
size of sites to be reserved for new schools will be dependent on the level of education and on the population to be served
opportunities and a wide range of services including education, healthcare, childcare facilities, transport systems and ready access to entertainment and amenity facilities
secondary schooling, retailing, employment, social and sporting facilities and access to the national transport network, contribute to the attractiveness of a town
the beach area and environmental education. Blue flag beaches in the Southeast include Courtown, Curracloe Rosslare, Morriscastle, Clonea East and Bunmahon
-ronmental awareness and education should be pursued. Local authorities should encourage the promotion of architectural, cultural and natural heritage assets for the purpose of education and tourism.
This should in return provide funding for their protection and maintenance Regional Planning Guidelines for
In the area of social infrastructure, such as education, health, social services, recreation, cultural and amenity facilities, the Regional Planning Guidelines are an important signal to the providers of such infrastructure to
The Regional Authority has identified five areas where targeted investment in education, high level research and development, key employment locations and in roads and transport infrastructure would support and
A. Developing the innovation potential in the region though development of a University of the Southeast by
fourth-level education to key centres throughout the region, and also supporting the development of high
level research and development through the HEIS C. Developing Strategic Employment Locations within the region to act as ready†togo economic gateway
C. Investment in primary and post-primary education, community and recreational facilities 5. FULL IMPLEMENTATION OF THE JOINT waste MANAGEMENT PLAN FOR THE SOUTHEAST
-Progressing the development of a University of the Southeast -Development of the potential of the region†s river valleys and navigable waterways in their contribution
-Working with the providers of key social infrastructure elements such as education and healthcare to ensure that future plans in these areas are taking account of emerging land use and development
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