Federal University of Rio de janeiro, Business Administration, Brazil alessandramrlima@hotmail. com Gabriella Morgado Ramiro de Lima
Federal University of State of therio de Janeiro, Public Administration, Brazil gabi. ramiro@hotmail. com
Federal University of Rio de janeiro, Business Administration, Brazil cister@facc. ufrj. br ABSTRACT The construction of this paper part of some reflections on the role and the power transformer
Socialâ€, written by the Portuguese professors from Lisbon University-Isabel Andrã and Alexandre Abreu in 2006 and"The Process of Social Innovation",by Geoff Mulgan-Visiting
Professor at the London School of economics, also in 2006. This analysis has in its backdrop Project"Ação Cidadã£"-Cafu Foundation",with the aim of designating the features that
one of the Gol de Letra Foundation, recognized by UNESCO and toward Integral Education of children and youth,
In respect of the training to carry out change in agents or actors subject to exclusion processes, the District where Vila Irene is located had a 242,368 inhabitant
it develops integral education programs for over 1, 200 children and adolescents in the range of 7 to 24 years of age, with a pedagogical proposal
of education and culture, social mobilization and urbanization that characterize his concern with issues of social responsibility and the integration of young people from his community in
optimization of resources and continuous learning with the reduction of information exchange costs. In this sense, it is observed that these local networks are represented by favored
individual and collective training in order to find solutions to the problem By analyzing the three examples presented,
adepartment of Sociology, Manchester Metropolitan University, Manchester, UK; bthe Centre of Entrprise, Manchester Metropolitan University, Manchester, UK;
cdepartment of Accounting Finance and Economics, Manchester Metropolitan University, Manchester, UK Received 10 april 2013; final version received 28 august 2013
Social innovation discourses see in social challenges opportunities to make societies more sustainable and cohesive through inclusive practices, coproduction and pro
into education, reduce poverty and social exclusion and lower greenhouse gas emissions The concept thus found a central role in European strategic policy papers, innovation road
scholars. Social innovations have long been of interest to social science research: classical sociologists such as Durkheim and Weber investigated the complex societal transforma
Entrepreneurship scholars have embraced the notion of social innovation and conflated it with social entrepreneurship (Bull 2008;
a shift, especially in the so-called European school, from seeing entrepreneurship in terms of individuals†attitudes and behavior towards processes of discovering and
and Student Protests in London 2011), to new user/public service provider interactions (Fix My Street, for instance;
and lifelong learning to adapt to changing skill requirements. Conversely labor market sectors which require lower skill sets have seen employee†s terms
innovation in education are the Open university and more recently free online courses from the MIT, the University of Berkeley and Harvard (https://www. edx. org), but
additional avenues of capacity-building targeting excluded population groups remain largely to be explored. Ultimately closing the skills gap will create multiplier effects in
lack of education gender, ethnic and/or cultural discrimination; and the lack of opportunities and
for many European economies in the coming years will be health education and social care (Mulgan et al. 2007.
emissions, increasing activity rates and raising educational achievements, this suggests a multi-method approach which includes a strong strand of participatory research that
education, reduce the risk of people falling into poverty and cut carbon emissions to 80
school leavers from 15 to 10%,increase the level of tertiary education, reduce the risk of people
Harvard Business school Press Cliffton, J. 2011. The Coming Jobs War. New york: Gallup Press Communication from the Commission to the European parliament, the Council, the European
University of Minnesota Press Goos, M, . and A. Manning. 2007. â€oelousy and Lovely Jobs: The Rising Polarization of Work in
/ZLW & Ifu †RWTH Aachen University IMF. 2012. World Economic Outlook October 2012; Coping with High Debt and Sluggish Growth
Said Business school Mumford, M d. 2002. â€oesocial Innovation: Ten Cases from Benjamin Franklin. †Creativity Research Journal 14 (2:
University Press of Kansas Stone, C. N. 2001. â€oethe Atlanta Experience Reexamined: The Link Between Agenda and Regime
University of Missouri †Rolla ABSTRACT Innovation is the process by which knowledge is transformed into products and services which in turn
research institutions/universities/individuals and industries, locating R&d resource, performing skill search recruitment, and training and education.
The technology transfer dimension involves research for products and processes, R&d technology audit, technology brokerage,
For example, a scholar, individual 3 in Figure 5 may belong to one network of computer technology researchers and also belong to a network of friends,
so this scholar's membership in these two networks links the two social networks by forming a path between computer technology
researchers and the scholar's friends 4 Figure 4: A Social network Illustration 1 2 3 4
) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology, and
to user, company, resource or request management like Education level, Occupation list, Ethnic group, Expertise areas, NAICS code, Nonprofit type, Occupation type, Session type, Milestone, Counties, zipcodes, regions, contact
, occupation, education information, college teaching, highest education level, privacy level, etc. for the user management entities are
captured during this registration process The human resource entity is subdivided into four sub-entities-USERS, MEMBER, INDIVIDUAL, and
, annual income, education information, occupation, expertise areas, ethnics, etc..The information for these entities is acquired during a user†s registration process (refer to Lea et al.
â€oeintroduction to Social network Methods, †University of California, Riverside Hiltz, H r, . & Wellman, B. 1997) â€oeasynchronous Learning Networks As A Virtual Classroom, †Communications
of the ACM, September, 40,9, 44-49 Hogg, T, . & Adamic, L. 2004). â€oeenhancing Reputation Mechanisms via Online Social networks, †Proceedings of
â€oeunderstanding Digital Cities, †Department of Social Informatics, Kyoto University, in T Ishida and K. Isbister (Eds..
Networks and Learning Regions, London: J. Kingsley Publishers 21 B. R. Lea, W. B. Yu & P. Kannan 2007 Volume 16, Number 3
†Insite †Where Parallels Intersectâ€, June, Murdoch University, Perth, Australia Wellman, B. 1997. â€oean electronic group is virtually a social network, †in Kiesler, S. Ed.)Culture of the internet
Bih-Ru Lea is an Assistant professor of Business Administration at the University of Missouri at
Wen-Bin Yu is an Assistant professor of Information science and Technology at the School of Management and Information systems, University of Missouri at Rolla.
Dr. Yu received his Phd in Computer science and Engineering from University of Louisville. His research interests are in
the fields of data/text mining, business process simulation, software agent applications, and demand forecasting especially in a supply-chain environment
business innovations and received his MS degree in Computer sciences from University of Missouri at Rolla
Pruthikrai Mahatanankoon is an Assistant professor of Information systems at the School of Information technology at Illinois State university.
Information systems from the Claremont Graduate University. He holds a Bachelor's degree in Computer engineering from King Mongkut's University of Technology Thonburi, Thailand, a
M. S in Management Information systems, and A m. S. in Computer science from Fairleigh Dickinson University. He has published various articles in academic book chapters, journals, and
conference proceedings. His current research interests focus upon Internet behaviors in the workplace, mobile commerce,
and management of IT professionals Tim Klaus is an Assistant professor of Management Information systems at Texas A&m
University †Corpus christi. He earned his Phd (Management Information systems) from University of South Florida and his MBA (Finance) and MS (Computer science) from Illinois
State university. His research interests include User Resistance, ERP implementations, IT personnel, and Web Usage. He has published papers in journals such as Communications of the
ACM and Human Systems Management Reproduced with permission of the copyright owner. Further reproduction prohibited without permission
transportation, buildings, security, governance, education and healthcare Source: Frost & Sullivan Social Innovation to answer Society†s Challenges
par ticular focus on education, entrepreneurship and health Meanwhile other interpretations focus more on the business value of
College NREL Sandia National Laboratories Pacific Northwest National Laboratory Japanusa Social Innovation to answer Society†s Challenges
3. 1 Education, Training and Development 33 3. 2 Infrastructural development 46 3. 3 Fostering FDI growth and developing an enterprise environment 64
From its establishment in June 2011, the former Joint Committee on Jobs, Social Protection and Education identified unemployment in general, long term unemployment and youth unemployment as key priority issues that were fundamentally important in national efforts
The Southeast needs to focus on its key strengths in tourism, agribusiness and food production, developing a critical mass of expertise through improved educational attainment, delivery of a Technological University and strong research and development
The establishment of a Technological University in the region and the building of competitive advantage through a strong research and development hub and support for innovation and creativity
Education, Training and Development Key Proposals Designation of Waterford and Carlow Institutes as a Technological University of the Southeast
Ensure a Technological University is embedded in the social, cultural and economic needs of the Southeast
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
allowing policy to guide and support regional development and to ensure actions taken at national,
regional and HEI level support each other A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
business and entrepreneurship producing industry-ready graduates and new innovation models that drive the economic development of the region
A holistic and integrated regional strategy to improve educational attainment through increased focus in lifelong learning,
up-skilling and greater flexibility in course delivery The development of a specific Labour market Activation Programme for those with literacy and numeracy needs
The integration of literacy and numeracy into all publically funded education and training programmes Create greater connections and collaboration across all training and education programmes and providers
Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions
Create greater opportunities for engagement with employers in the important areas of training, re-skilling and up-skilling
Local and other actions The development of a pilot strategy in the region to ensure a greater emphasis on Creativity, Innovation and Entrepreneurship in secondary schools through competitions and enterprise modules
Establish models of best practice in activation measures on providing career advice and †progression pathways†for the unemployed and on up-skilling with accredited qualifications
and by documenting and sharing best practice Identify gaps in further education course provision across the region to serve the needs of local employers
Change the rules and regulations surrounding Further Education and Training Awards Council (FETAC) courses which prevent participants taking courses with a lower
or equal rating than the last one they completed, which inhibits people from changing career paths and reskilling
Support greater linkages between second and third level education drawing on the success of the Calmast Programme at Waterford Institute of technology (WIT
A future Technological University of the Southeast to have a clear focus on training, up-skilling and meeting the graduate needs of the sector
and enterprises in this sector and the existing third level institutes to ensure suitable course development and a steady supply of appropriately skilled graduates
The carrying out of a regional skills deficit audit in this sector to identify skills shortages such as languages and multilingual activity and the development of appropriate responses through collaborative initiatives between industry and the education sector
A bridging of potential skills gaps in the creative sector at both undergraduate and post graduate levels
establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector
The development of a pilot Social Enterprise Business Training Programme for community groups in the region
and be led by the Departments of Education and Skills; Jobs, Enterprise and Innovation; Environment, Community and Local government;
The Forum should be chaired, on a rotational basis, by Assistant Secretaries from the Departments of Education and Skills;
that Higher education Research and development (HERD) and Business Expenditure R&d (BERD) comprise a small fraction of the State total
â€oethe small portion of the total R&d spend in the higher education sector (HERD) underlines the importance of establishing linkages
and networks, including with relevant HEIS and research institutes beyond the region (nationally and internationally).
3. 1 Education, Training and Developmentâ A recurring theme across the consultation meetings that inform this document is the vital role of education in building the economy
and creating employment opportunities The Southeast has a significantly lower percentage of students reaching third level than other regions.
In Q1 2011, those with below third level educational attainment accounted for 85%of unemployment in the Southeast compared to 78%in the State
Skills Availability†Third-Level Students in the Southeast There are three third level colleges in the Southeast region with a student population of over 15,000 and over 4, 000 graduates annually.
The academic institutes supply graduates from Diploma to Phd level and work closely with industry in the region. footnoteref:
15 15: http://www. idaireland. com/connect -and-invest/waterford/#/connect -and-invest/waterford/business-in-waterford/homegrown-businesses
/Of importance will be the role of third level educational providers in the region in producing graduates with enterprise focused skills,
â€oethe small portion of the total R&d spend in the higher education sector (HERD underlines the importance of establishing linkages
and networks, including with relevant HEIS and research institutes beyond the region (nationally and internationally).
Waterford Institute of technology (WIT) is a third-level institution in the Southeast with almost 10,000 students and 1000 staff.
In the academic year 2010/11 10,061 students were registered at Waterford Institute of technology. Of these 7, 581 were full time and the other 2,
Table 5. Full and Part Time Student Enrolments for Academic year 2010/11 Type Full Time Part Time
Undergraduate 6, 308 1, 170 7, 478 Postgraduate 409 357 766 Exchange/Visiting students 226
-226 Other students (Apprentices/Professional development, etc 638 953 1, 591 Total 7, 581 2, 480
10,061 Source: WIT. At http://www. wit. ie/about wit/at a glance/about wit2 By 2012/13 these numbers had fallen slightly
Undergraduate 6467 929 7396 Diploma/Cert 400 299 699 Ordinary Degree (L7 2032 208 2240
Honours degree (L8 3900 112 4012 Occasional 135 310 445 Postgraduate 483 477 960 Diploma/Cert
113 82 195 Masters Taught (L9 254 356 610 Masters Research (L9 63 22 85
Phd (L10 53 17 70 Other Enrolments 253 862 1115 Foundation 65 0 65 FETAC Adv Cert
56 133 189 Exchange/Visiting students 132 0 132 Occasional 0 729 729 Total Enrolments
7203 2268 9471 Source: WIT Student count based on Snapshot taken 1st march 2013 Institute of technology Carlow (ITC
ITC has a current student population of 5, 649. ITC has a diverse portfolio of over 60 taught programmes to Level 9 (Masters) on the National Framework of Qualifications (NFQ), a growing research portfolio to Doctoral level (Level 10
NFQ) in Sciences and Technology, and an emerging research platform in the Arts, Humanities and Social sciences
It has acted as a catalyst for the generation of over 25,000 graduates to date. On average over 80%of ITC graduates find their first employment in the counties of South Leinster
Carlow, Kilkenny, Wexford, Wicklow, Kildare, Laois) and Dublin. footnoteref: 17 17: Strategic Plan for IT Carlow, 2009-2013
More than 70%of students studying for major awards are enrolled on Level 7 and Level 8 Bachelor Degree programmes
Table 7. IT Carlow Undergraduate & Postgraduate Statistics School 2009/10 2012/13 School of business &humanities 1360 1791
School of engineering 727 526 School of Science 696 974 Wexford campus 469 505 Postgraduate (Research 38
Lifelong learning 1193 1682 Total 4795 5649 Source: ITC Institutional Review 2005 †2010/Personal communication Carlow ITC
Limerick Institute of technology (LIT) Tipperary is a college of higher education, development agency and research centre in County Tipperary,
It has two departments (Department, Business education & Social science and Department, Technology, Media & Science), and four Schools (Art & Design
University of the Southeast The creation of a Technological University of the Southeast is a key requirement for the economic development and enhancement of the human capital capacity of the Southeast.
A Technological University must conduct its activities as part of the global community supporting the flow of people, ideas and business into the Region.
WIT and IT Carlow have affirmed formally their intention to apply jointly as a Technological University in accordance with the process set out by the Higher education Authority and the Minister for Education and Skills. footnoteref:
18 18: The Need for an Open Innovation Model to drive economic development in the Southeast June 2013 presented by Willie Donnelly WIT to the Joint Oireachtas Committee on Jobs, Enterprise and Innovation
On the 30th may 2013 the Minister for Education and Skills Deputy Ruairi Quinn announced the formation of regional clusters between universities
and institutes of technologies and that WIT and IT Carlow are to progress towards technological university status subject to meeting criteria as laid down by the Department
The Southeast Region has a lower than average participation rate in higher education. Only 23%of the population have a higher education qualification against 36%in Dublin and 29%nationally.
It also has a higher rate of unemployment (19%)than the national average (15%)and a higher rate of underemployment amongst under 25s than the national average. footnoteref:
If more students are to have access to third level in the future, it is vital that the third-level institutions in the region are performing to their potential
Several delegations in the consultation meetings highlighted the necessity to the region†s economic development of re-designating Waterford and Carlow Institutes of Technology as a multi-campus Technological University of the Southeast
The re-designation of these ITS as a technological university will greatly enhance the attractiveness of the region for inward investment
and the ability of the region to retain graduates Over 10,000 students attend WIT and a further 5,
000 attend IT Carlow, which are involved actively in research and development (R&d) and have strong industry links
Some 1, 000 students attend the Wexford campus of IT Carlow. Wexford County Council pointed out that the region†s ability to retain graduates
or attract them back is poor and needs to be improved. Big companies are struggling at higher graduate level to attract staff.
Government investment in science and technology mostly goes to universities and the resultant high-potential start-ups stay near the universities
Waterford City and County Councils point out that numerous reports published regarding the re-designation of WIT as a university have highlighted that this deficit in infrastructureâ impacts negatively on the region†s economy.
 This has affected the region†s ability to attract third level students and to retain them in the local economy
and also the ability of WIT to attract R&d funding This technological university would have greater scope than exists at present UNDER IT designation to deliver courses
and R&d capacity that would attract targeted industries (eg. Bio pharm or ICT) and encourage graduates to remain in the region.
The objective is to help develop clusters of similar type businesses across the region, assisted by linkedin university courses and R&d
The Telecommunications Software & Systems Development Group (TSSG) at WIT is recognised an internationally centre of excellence for ICT research and innovation.
and Declan Doyle, Head of Development at Carlow IT, all advocated the multi-campus university status solution
however, ITS, unlike universities, have no baseline research funding and have to completely self-finance their research work,
A technological university needs to be focused and grounded in enterprise and embedded in the needs of the community.
A technological university must build on the strengths of the region and support economic development in key target areas such as Health, Life sciences and Medical Devices, Financial and International Trading Services, Tourism, Arts
raising the horizon of second-level students by encouraging young people to be ambitious and consider starting their own businesses
WIT has a strong track record in the support of vocational and labour market oriented education at all levels.
The Southeast region has more people without a Leaving certificate level qualification than almost any other region in the country (with the exception of the Border),
Family learning can play a key role here, where parents who are targeted to learn themselves will be more likely to encourage their children to stay
and complete their education. National Adult Literacy Association (NALA) has developed work in this area and has produced a number of resources to support parents to help their children learn
The Southeast region must recognise the key role of the Further Education and Training (FET) Sector in economic development.
A strong, sustainable FET sector has the potential to offer vocational and practical skills opportunities †to develop practical accreditation in an area, to reskill,
and to offer alternative pathways to higher education. In an environment where educational attainment is low,
the Further Education sector can provide an ideal stepping stone to a learner, with the potential of supporting them from a low skills level right up through the qualifications system
VECS have developed already expertise in supporting adult learners and this will inform the delivery of Further Education and Training through the new Educational and Training Boards (ETBS).
The establishment of ETBS provides a platform for a strengthened, more coordinated Further Education sector at local level and the potential for greater engagement, both with employers and the higher education sector as well as a better learning experience
for adults in the area The State†s 33 Vocational Educational Committees (VECS) are due to be replaced this year by 16 Education and Training Boards
Three new ETBS in Tipperary (formerly North and South), Co. Kilkenny/Carlow and Waterford/Wexford (including Waterford City
and County) has the potential to improve education attainment and educational choice in the region
Carlow College, run by the VEC, is the region†s biggest provider of further eduction courses outside Waterford, with over 800 students.
This VEC was of the view that a revision of structures and of funding mechanisms would help drive its jobs agenda.
 At the moment there are significant bureaucratic barriers to effective delivery, including eligibility problems for people seeking to upskill or reskill
For example, Carlow College is now offering a food science course aimed at food manufacturing to fill an identified gap in the labour market
The Institutes of Technology and a future Technological University need to work more collaboratively with the vocational sector and labour market orientation education.
Core Proposals for the Further Education Sector Create greater connections and collaboration across programmes and providers
These include schemes from the Momentum programme, through to Springboard, Jobsbridge, Community Employment and TÃ s. Some offer accreditation and knowledge, others more practical, experiential learning.
Learning opportunities should, where possible, include practical, work experience opportunities Collaboration between providers will likewise result in better outcomes for learners.
The PA Consulting report on the first round of Labour market Activation Measures found that the most successful projects were those with a high level of collaboration.
Similarly, there should be a strong connection built at local level between education and training providers across the statutory, community and private sector,
and to ultimately focus on better outcomes for learners Challenges and obstacles experienced by learners across the region should be documented
and fed into a national picture through SOLAS. This is particularly important in rural areas, where lack of access to transport, childcare,
or reduced level of course choices inhibit learner access and progression Create greater awareness of skills development and learning opportunities in the area
This is particularly important when the services are in a State of flux with FÃ S training services
and former VEC activities now moving under the remit of new ETBS. There may be a low level of public awareness about the role and functions of ETBS in the early stages
An information campaign locally could highlight the range of further education and training opportunities in the area and who to contact.
For example, the EURES expo two years ago was a highly successful event organised by the Department of Social Protection where different local providers provided information to members of the public about information on education and employment options.
Past consultations with learners and feedback through AONTAS Information Referral Service highlights the need for greater levels of awareness about training and education opportunities for adults
which the employers sector can assist in the delivery of education and training at local level.
whereby they can feed into the development of education and training initiatives. ETB structures should allow for engagement with employers at a number of levels
which highlight the benefits of supporting staff to engage in training and education could form part of an overall Educational Attainment Strategy
An example of best practice in achieving this dialogue is in The netherlands, where opportunities are established for employers locally to engage with all education stakeholders (from primary right through to FET and third level
Documenting and sharing best practice This document proposes to create a generic, short-term labour market activation initiative
The success of these initiatives is often due to the fact that they are tailored highly towards the needs of particular learners
programmes should ideally be built around the needs of the learners themselves Responding to the diverse needs of learners is a challenge in terms of building a †one size fits all†approach
Better data will be available from both ETBS and SOLAS in terms of initiatives which work best for which learners
and this should be used to inform provision for key target groups. Sharing and promoting of best practice examples should be facilitated
Table 8. Age at which full-time education ceased by region, 2011 Nationally, 21.9%of persons finished their full-time education at 15-17 years of
age The Southeast (25.6%)region had the highest proportion of persons in this category Table 9. Highest level of education completed by region, 2011
Table 9 indicates that the Southeast has the second-lowest proportion of persons with third level education (23.1
%The impact of this skills deficit has been softened in recent years by the abundance of jobs in sectors
which did not (in the main) require high levels of education, such as construction and the retail trade, and in agriculture and low-skilled manufacturing in earlier decades.
In the immediate term, those who have left education without completing the Leaving certificate or a primary third level qualification need to be skilled to a minimum standard
Those still in education should be encouraged strongly to obtain minimum level qualifications before entering the labour force
It is vital that the educational providers in the region put an increased focus on the importance of lifelong learning
This should result in the delivery of more flexible part-time courses including new models of course delivery using on-line learning tools
In their submission AONTAS strongly recommended that a range of educational strategies should be available to learners as appropriate to their needs,
and may require years of development education to build participants†information acquisition skills and prepare them to enter the jobs market
and 11 are in full-time education/training In Kilkenny, the LEADER Partnership has pioneered Kick start, a six-week work placement programme for unemployed people.
Labour activation measures need to address adult literacy, numeracy and basic skills development. Developing basic skills among the labour force has a significant economic benefit and impacts directly on employment and employability.
and appropriate activation measures to address the unacceptable low literacy levels in Irish society is cost-effective to the individual, their family, society and the economy
Unfortunately, people with literacy and numeracy difficulties are less likely to participate in education and training programmes. footnoteref:
It is vital that better opportunities for adults to develop literacy and/or numeracy in a meaningful and appropriate context are provided.
Therefore the development and delivery of integrated literacy and numeracy must be factored into all further education and training programmes
Designation of Waterford and Carlow Institutes as a Technological University of the Southeast Ensure a Technological University is embedded in the social, cultural and economic needs of the Southeast
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
allowing policy to guide and support regional development and to ensure actions taken at national,
regional and HEI level support each other A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
business and entrepreneurship producing industry-ready graduates and new innovation models that drive the economic development of the region
An holistic and integrated regional strategy to improve educational attainment through increased focus in lifelong learning,
up-skilling and greater flexibility in course delivery The development of a specific Labour market Activation Programme for those with literacy and numeracy needs
The integration of literacy and numeracy into all publicly-funded education and training programmes Create greater connections and collaboration across all training and education programmes and providers
Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions
Create greater opportunities for engagement with employers in the important areas of training, re-skilling and up-skilling
Local and other actions The development of a pilot strategy in the region to ensure a greater emphasis on Creativity, Innovation and Entrepreneurship in secondary schools through competitions and enterprise modules
Establish models of best practice in activation measures on providing career advice and †progression pathways†for the unemployed and on up-skilling with accredited qualifications
and by documenting and sharing best practice Identify gaps in further education course provision across the region to serve the needs of local employers
Change the rules and regulations surrounding FETAC courses which prevent participants taking courses with a lower
Support greater linkages between second and third level education drawing on the success of the Calmast Programme at WIT
and external review and is currently implementing the reports†recommendations Rosslare Europort Rosslare Europort is the only Port in the country run by a semi-State body with a different primary function, namely Iarnrã d à ireann
a major Coastguard base, private and business aviation, cabin crew training, and light aircraft maintenance Albeit from a low base, the airport achieved a fourfold increase in passenger numbers between 2003 and 2008
This should include the introduction of a pilot scheme in the region of start-up vouchers to be spent on R&d, training, business supports, etc
especially for young graduates who can get value from it Dr. Mà cheã¡l à hã igeartaigh of Technology Cluster Southeast says that creating
whereby senior representatives of large â€oeparent†companies offer specialist expertise and advice, networking opportunities and business development training to SMES.
but there also needs to be a focus, in collaboration with training agencies and further education colleges, on retraining people for work within the food sector
and education and have forged relationships with companies involved in Life sciences Manufacturing faces a threat from
and devise relevant curricula to deliver top graduates in this field Indeed, referring to the site at Belview,
The Friends of the University of the Southeast (FUSE) initiative, a project by entrepreneurs to ignite
A future Technological University of the Southeast to have a clear focus on training, up-skilling and meeting the graduate needs of the sector
There is a need for increased collaboration between higher education providers and this sector to ensure that relevant courses are available to students
and that a steady supply of suitable graduates is available to help sustain this sector†s expansion
To this end, a regional skills deficit survey would be useful in identifying skills shortages such as languages
and multilingual activity and to help the development of appropriate responses through collaborative initiatives between industry and the education sector
and enterprises in this sector and the existing third level institutes to ensure suitable course development and a steady supply of appropriately skilled graduates
The carrying out of a regional skills deficit in this sector to identify skills shortages such as languages and multilingual activity and the development of appropriate responses through collaborative initiatives between industry and the education sector
researchers and students are located co Equally IT Carlow has developed a strong network of support for industry and entrepreneurs through the ongoing development of their five core areas of research, Envirocore, Designcore, Geocore, Gamecore and Secturitycore
to the number of graduates ready to enter digital, media and web-based enterprises In particular, Enterprise Ireland, the Business and Innovation Centre, County Enterprise and Development Boards and the third level sector in the region should be tasked with developing a creative industries strategy
Training and Education 6) There is a need to bridge potential skills gaps in the creative sector at both undergraduate and post graduate levels
Carlow IT is offering a Visual communication and Design degree through its Wexford campus, while in Carlow there are degrees in Computer games Development, Software Development, Computer systems Management and Communications, Media & Public relations.
and creates an environment where the colleges could assess the potential to develop further offerings in the creative sector
•A bridging of potential skills gaps in the creative sector at both undergraduate and post graduate levels
and unemployed graduates alike, helping them to set up businesses and brainstorming to give people ideas for businesses.
establish a culture of shared learning and of best practice and to foster linkages with third level institutes and the sector
To this end, we recommend the holding of information sessions in each county in the region to build awareness of the social economy and social enterprise and the development of a pilot Social Enterprise Business Training Programme for community
establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector
The development of a pilot Social Enterprise Business Training Programme for community groups in the region
Marian Duffy (Adult education Officer, Carlow VEC Shane Rooney (Guidance Counsellor, Carlow Adult Educational guidance and Information Service
Markita Mulvey (Principal, Carlow VEC David Ford (Carlow Institute of Further Education Pauline Egan (Principal, Colã¡
iste Eoin, Hacketstown Bernie Eales (Adult education Office St Catherine†s Community Services Centre Niall Morris
Wexford 15 march 2013â Wexford Local Development Brian Kehoe Wexford County Enterprise Board Tom Banville Wexford County Council
Eileen Condon (Adult education Officer South Tipperary County Council Kathleen Prendergast (Economic Development Officer Anthony Fitzgerald (Business Development Executive
Eileen Condon, Adult education Officer Trevor Ryan, Student Waterford City and County Managers and Director of Services
Talk Talk Waterford Redundant Workers†Association Communities Creating Jobs à darã¡s na Gaeltachta Paul Dower
other critical issues now for construction comprise the lack of jobs for graduates and the reduced potential to attract school leavers into the construction professions
Educational Training Board Fà S Foras à iseanna Saothair FDI Foreign Direct Investment FET Further Education and Training
FETAC Further Education and Training Awards Council FUSE Friends of the University of the Southeast
GMP Good Manufacturing Practice GVA Gross Value Added HEIS Higher education institutions HERD Higher education Research and development IDA Industrial Development Authority
ISME Irish Small and Medium Enterprises MAN Metropolian Area Networks MNCS Multinational Companies NALA National Adult Literacy Association
NAMA National Asset management Agency PMBRC Pharmaceutical and Molecular Biotechnology Research Centre QNHS Quarterly National Household Survey
SEAM South East Applied materials SFI Science Foundation Ireland Shannon ABC Shannon Applied Biotechnology Centre SME
Small and Medium Enterprises SOLAS Seirbhã sã Oideachais Leanunaigh agus Scileanna TEN-T Trans European Network-Transport
TSSG Telecommunications, Software systems Group à darã¡s à darã¡s na Gaeltachta VEC's Vocational Educational Committee's
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