& TRAINING SOCIAL COHESION INNOVATION & KNOWLEDGE ENTREPRENEURISM INTERNATIONALISATION GREEN ECONOMY Catalonia 2020 Strategy  Generalitat de Catalunya (Government of Catalonia
5. 1. Employment and training 5. 2. Social cohesion 5. 3. Innovation and knowledge 5. 4. Entrepreneurism
employment and training; social cohesion; innovation and knowledge entrepreneurism; internationalisation; and the green economy ECAT 2020 is organised around eight strategic lines of action.
climate change and energy, education, and combating poverty and social exclusion Within the framework established by the Europe 2020 Strategy,
5. 1. Employment and training The greatest challenge facing the Catalan economy is to create employment.
however, that workers in these sectors require specific training and skills which the education system should provide
It is necessary to improve the way the labour market works, correcting certain structural problems. For instance, in order to foster economic growth based on increased
and training are also crucial to improving employability Within its responsibilities, the Catalan Government should promote job quality and
the education system must also be improved, and this means a reduction in school dropout rates and equipping human capital with improved skills.
Professional profiles and training provisions should also be adapted to the real needs of the production
system The Government has adopted as a priority measure the design and implementation of an advanced educational model aimed at generating an innovative, inclusive and
quality vocational training model, one that offers lifelong, flexible education and is adapted to the needs of the production system.
new technologies, postgraduate studies, international mobility, etc Catalonia faces the challenge of modernising its universities in order to respond to the
demands of the knowledge society. In order to improve their contribution to individuals and to society as a whole, the universities should adapt to the needs of production
sectors and their spheres of influence Catalonia 2020 Strategy 18 5. 2. Social cohesion Fighting poverty and social exclusion is vital
public authorities and the universities Catalonia 2020 Strategy 19 R&d at universities and research centres, particularly in the facilitating technologies
industrial biotechnology, nanotechnology, advanced materials, photonics microelectronics, nanoelectronics and energy), can provide the necessary base for
The Government supports universities, research centres, technology centres and science and technology parks in order to foster the establishment of companies with
However, all too often, SMES have neither the training nor the tools needed to adapt to a rapidly-changing and evermore competitive environment.
employment and training; social cohesion; innovation and knowledge; entrepreneurism; internationalisation; and the green economy Targets, budgets and monitoring indicators for each product
and economic†education and training should enable people to acquire the skills they need in order to find a place in the labour market
decisions with regard to training and employment, helping to ensure that they make appropriate choices about their professional career and training needs.
Consequently a strategic element in improving employability is to ensure that everybody, especially the unemployed, has appropriate, personalised access to career guidance services
-Promoting alternative and dual training models -Enabling people to accredit skills learned through professional experience -Substantially increasing the number of young people taking vocational training
In order to reduce the high school dropout rate in Catalonia, action is needed with regard to the basic skills taught at primary school.
success and lifelong learning. Moreover, individual support is provided to pupils in order to respond to special needs.
If these needs are detected early, there is more chance of pupils successfully completing their schooling 6. 1. 6. Promoting full comprehension of English as a third language
With its notable presence in the spheres of economics, the new technologies and higher studies, English has become the international language.
The Foreign language Plan increases the number of classes given in English at all levels throughout the education system,
as well as promoting other activities that encourage the use of English by pupils and teachers both in the classroom and
outside 6. 1. 7. Introducing a new university model based on excellence and internationa -lisation The strategy aimed at adapting the university model to a model of excellence and a
high degree of internationalisation focuses on six areas: restructuring university provisions; a new model for academic personnel;
promoting common or joint services new policy for fees and grants; a new model for the governance of universities;
and strengthening the position of universities as driving forces for growth. This new model also includes employing teaching
and research staff of excellence and establishing prestigious MA programmes with high international profiles 6. 1. 8. Increasing integration into labour market of people from groups at risk of
social exclusion Unemployment is the main cause of poverty amongst the working-age population. For
the provision of training; employment incentives; awareness-raising programmes; and career guidance services. Support is provided particularly for the
promoting digital literacy and computer skills and increasing regular Internet use amongst the underprivileged 6. 1. 10.
Promoting professional and training mobility Engaging in professional or educational activities abroad adds greatly to the
participants†curriculum, training and experience, and represents an opportunity for those wishing to obtain professional qualifications abroad.
1. 7. Introducing a new university model based on excellence and internationalisation 1. 8. Increasing integration into the labour market of people from groups at risk of social
Promoting professional and training mobility Catalonia 2020 Strategy 27 6. 2. 1. Improving efficiency and information with regard to employment media
The Government promotes joint ventures between technology centres and university groups engaged in technology transfer, whilst also providing incentives for research
6. 5. 1. Introducing entrepreneurial values in the education system According to the European Charter for Small Enterprises, education and training are
vital for fostering the entrepreneurial spirit. The Government considers it essential to introduce the culture of business creativity at all education levels (compulsory, higher
Operational objective Em pl oy m en t a nd tr ai ni ng So
for example, compulsory secondary education includes two programmes, â€oeenterprising School†and â€oeentrepreneurship at my Schoolâ€, whilst students are required also to
present a business plan in order to obtain certain university qualifications 6. 5. 2. Promoting business initiative, cooperatives and self-employed work
In order to drive the creation of new businesses, the Administration provides such services as, amongst others:
know-how generated at universities and research centres towards the production sector, the Government provides incentives for marketing technology and developing
5. 1. Introducing entrepreneurial values into the education system 5. 2. Promoting business initiative, cooperatives and self-employed work
transversality of ecological design at universities and research centres and know-how transfer and the consumption of sustainable products and services
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems
designation of Distinguished Professor of Systems Engineering and Digital Innovation (UCC and is an International Privacy-By design Ambassador as designated by the Canadian
University (UK). ) Her research focuses on the socio-technical factors influencing the design and uptake of online deliberation and collective intelligence (CI) infrastructures for social
Knowledge Media Institute of The Open university. Her research is focused on engagement and motivational aspects in Decarbonet.
of Information Engineering and Computer science of the University of Trento (Italy. As a sociologist who has worked always in interdisciplinary environments,
introduction of a general education system, the legislation of unions and the recognition of new rights.
a consistent interest among scholars. Here, social innovation reemerged as a term that contrasted with technological innovation.
and universities and, of course, citizens. The relationships and power dynamics that characterise social innovation initiatives is a research and political challenge that, again
exploration for practitioners and research scholars alike. The character of online groups is defined in correlation with the research methods enacted to study them (De Paoli & Teli, 2011
health and education, inclusive societies, well-being, etc Making a project to tackle societal needs implies framing the needs
†Students and citizens interested in statistics and in knowing more about GDP measurement initiatives
CAPS projects involve a large spectrum of private and public companies, universities and research centres, online platforms and NGOS.
AUTONOMOUS UNIVERSITY OF BARCELONA-Barcelona, Spain †IMAGINATION FOR PEOPLE-France †IMINDS VZW-Brussels, Belgium
†LULEà UNIVERSITY OF TECHNOLOGY, CENTRE FOR DISTANCE-SPANNING TECHNOLOGY-Sweden †LUNARIA, SOCIAL PROMOTION ASSOCIATION-Rome, Italy
†POLIBIENESTAR, UNIVERSITY OF VALENCIA-Valencia, Spain †PURPOSE EUROPE-London, UK †RADBOUD UNIVERSITY-Nijmegen, The netherlands
†SIGMA ORIONIS-Sophia Antipolis, France †SOZIALHELDEN E. V.-Berlin, Germany †STICHTING DYNE.
†THE OPEN UNIVERSITY-Milton Keynes, UK †THE UNIVERSITY OF SHEFFIELD-Sheffield, UK †THE UNIVERSITY OF ZURICH-Zurich, Switzerland
†THE WAAG SOCIETY-The netherlands †UNIVERSITÀ DEGLI STUDI DI MILANO-Milano, Italy †UNIVERSITà T HEIDELBERG, GEOGRAPHISCHES INSTITUT-Heidelberg, Germany
†UNIVERSITY COLLEGE LONDON, ACCESSIBILITY RESEARCH GROUP-London, UK †UNIVERSITY OF FLORENCE-Florence, Italy †UNIVERSITY OF READING-Reading, UK
†UNIVERSITY OF SURREY-Surrey, UK †VELTI-Greece †WAAG SOCIETY-The netherlands †WIKIRATE E. V.-Berlin, Germany
†WIKITALIA-Rome, Italy †WIRTSCHAFTSUNIVERSITà T WIEN-Vienna, Austria †WWF SCHEIZ-Zurich, Switzerland
†ZENTRUM FÃOER SOZIALE INNOVATION-Vienna, Austria 28 Synergies between Projects This chapter summarises the synergies emerging among CAPS projects both in terms of
delivering the building blocks that enable businesses, schools, universities and associations to create their own fully-featured social networks and applications
platform for changemakers, innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their
students and researchers, civil society organisations, governmental and inter -governmental organisations, multilateral institutions, businesses, statistical offices
education and whether those being addressed belong to the'majority'or to a marginalised segment of the population.
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin
'http://www. apa. org/education /undergrad/civic-engagement. aspx Badii A. 2000)' Online Point-of-Click Web Usability Mining with Popeval-MB, Webeval
Systems (AMCIS 2000), University of California, Long beach, August 2000 Badii A. 2008)' User-Intimate Requirements Hierarchy Resolution Framework (UI-REF
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge Vancouver, British columbia, Canada, April 29-May 2, 2012
University Press Forte, A. & Bruckman, A. 2005) Why Do People Write for Wikipedia? Incentives to
Ëoe The growing need for professional continuing education and the bridging of the †know-do gapâ€
issues to be addressed include training, physical security and conï dentiality of patient-related data Human factors:
Ëoe Promotion of education, training, and national planning capacity in information systems and technology Ëoe Convening groups for the implementation of standards
potential as both formal and informal learning environments As key components of NEMO's work for
learning styles. For example, the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier
lifelong learning, social media and augmented reality applications. In addition, museums are working tirelessly to adjust their capacities and
education services and projects. The online database connects the museum with local and regional schools, thus supporting explorative
learning, developing students'research skills preparing and processing student projects completed in collaboration with museum education officers and enabling the integration
of real museum objects into the theoretical content of the education curriculum. Together all of these activities combine to establish a
hands-on and active relationship between students and their local and regional history Results for the museum
Through the online presence of the collections and the new permanent exhibition, the museum has become more popular than ever
and online visits to the collection have far outnumbered physical museum visits. In 2012 the museum received about 205,000 visitors to
history in compulsory school education and to the parallel task of creating a common language and information structure in the
The lecturer and the teacher use the spoken word as a basic element of transmission, even while they enlist the aid of
teacher or a good conversation with colleagues teaches us better and more than a visit to a
lifelong learning and the importance it assumed for museums and cultural organisations. The EU defined lifelong learning as'all learning
activities undertaken throughout life with the objective of improving knowledge, skills competencies in a personal, civic, social or
become, lifelong learning was one of the pillars of the Lisbon Strategy. And as was later
education and learning fields, including museums In recent decades, more and more cultural organisations in different European countries
Lifelong learning -and the EU funding attached to it-has opened up a new era for museums:
•Education-improving education levels, in particular by aiming to reduce school drop -out rates to less than 10%and by increasing
completed tertiary or equivalent education to at least 40 %•Sustainability-reducing greenhouse gas emissions by 20%compared to 1990 levels
democracy, human rights and education-will be promoted in the future. In addition to a new narrative, Mr. Bergamo details both the
prosperity, decent education and standard of living, society must strive for, and bring to life a new vision and narrative for the future
education, environmental sensitivity, public spaces, etc. -and, just as important, has already developed a culture suited to bring
as do cultural life, education research, architecture and civic engagement to name a few It is time for all decision-makers as well as all
accumulation of social capital Museums and their representatives can play a leading role in this endeavour.
culture-from learning to citizens rights, from welfare to the human footprint on the planet
-ination, training and expertise, activism and campaigning, communication initiatives and targeted projects, which will provide
education, to business and to medicine, just to name a few-might have started and been shaped by the digital shift, but after all are
informal learning and a contributor to Europe's economic development in the future Siebe Weide, Chairman of NEMO
and social sciences at the Jesuit University of Philosophy in Munich. His doctorate thesis on legal
He was awarded also two Fulbright Scholarships at the Pennsylvania State university and at the Smithsonian Institution.
Scientific Director of the Executive Master Course in European Museology, IULM University, Milan He is an independent temporary exhibition specialist and an active lecturer on industrial
archaeology. He has written several publications in this field and on museological matters in general and also teaches museology at the State university of Padua
She has taught also as a fixed-term lecturer at the universities of Bologna and Turin and
teaching assignments at the University of MÃ nster, Humboldt University Berlin and University of Leipzig.
Margherita Sani is in charge of European museum projects, specifically in museum education lifelong learning and intercultural dialogue at the Istituto Beni Culturali of the Region Emilia
-Romagna. She has led a number of European funded projects, including the Network'LEM-The Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning',the Learning
Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID -Museums as Places for Intercultural Dialogue'.
European Museum Forum Workshop, an international training event in the museological field. She has also been an Executive Board member of NEMO since 2008 and since 2012, a jury member of
member of ICTOP (ICOM Committee Training Personnel Charlotte Sexton is the President of the Museum Computer network (MCN), responsible for the
and strategy and has been a visiting lecturer both in the UK and internationally. She has worked independently as an Interaction and Multimedia
Dimitrios Tsolis is a lecturer at the Cultural Heritage Management and New Technologies Department at the University of Patras and a researcher in its Computer engineering and
Informatics Department. Mr. Tsolis has participated in various European and national projects regarding digital content ingestion processes and technologies for museums, long-term digital
'Jorge Wagensberg is a professor of Theory of Irreversible Processes in the Faculty of physics at Barcelona University.
He also created and currently directs the series Metatemas published by Tusquets Editores, a collection that is a reference point for scientific
MA in History from Leiden University and has worked over ten years in the Scientific Publishing
Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linkã ping University and an associate of Pascal Observatory and the Centre for Research and
Development in Adult and Lifelong learning (CR&DALL. He is also an associate of the European Expert Network on Culture and an appointed expert on culture and adult education by the
European commission. Mr. Zipsane is a board member of Culture Action Europe and holds a Phd in education and history from The Danish University of Education
67 Image Credits Page 6: Deutscher Museumsbund e. V. Jens Gyarmaty, Marcus Reichmann Page 11:
Deutscher Museumsbund e. V Page 16: Audio guide circa 1964. Photo credit C. Sexton 2013 Â Amon Carter Museum of
employment, Â educationâ andâ training, Â andâ socialâ inclusion. Â Thisâ mayâ includeâ humanâ resourcesâ developmentâ activitiesâ
includeâ providingâ moreâ advancedâ IP training,  aâ small†companyâ discountâ forâ theâ newâ EUÂ
recognisingâ thatâ businessâ knowledgeâ isâ aâ relevantâ assetâ forâ graduates.   Theâ Jointâ Technologyâ Initiativesâ areâ anotherâ †lowâ hangingâ fruitâ€.
related media is profoundly redesigning our living and learning The portion of society that commonly first adapts to the â€oenewâ€
The 19th-century vision of education that takes place at a single institution, a single classroom,
and at a specific time is becoming outdated. Education has to shift to learning that occurs
anyplace and anytime, which is what most students are now doing on their own. Today, students acquire knowledge in ways
that are self-directed, and involve both peers and adults. Digital media allow students to learn from each other in informal
situations, making learning in and out of school"increasingly porous,"therefore the educational institutions have a problem
because they compete with learning that takes place in recreational space and is more fluid
Index Terms†Blended learning, social media, smart phones informal education, obsolete education I. INTRODUCTION IBM predicts that in the next couple of years, information
will be doubled every 12 hours! Buckminster Fuller created the â€oeknowledge Doubling Curveâ€; he noticed that until 1900
human knowledge doubled approximately every century. By the end of WORLD WAR II knowledge was doubling every 25
years. Today things are not as simple as different types of knowledge have different rates of growth.
Mladen Milicevic is with the Loyola Marymount University, Los angeles USA (e-mail: mmilicev@lmu. edu; tel.:+
When comes to education we must be cognizant that the explosion of information is not equivalent to the explosion of
The major problem of today†s education is how to structure information into knowledge. Students are being
inundated with undigested information, which can easily create paralysis by having so much that it cannot possibly be
If students don't know where to start and what is the point of reference, they may easily get gridlocked.
goals of today†s education has to be to teach students, as Socrates stated, not only what they can know, but also what
a university can turn a freshman student into an educated and refined person. That idea belongs to the past, when in the
about the universe by studying for four years at the university This outdated vision of education,
which happens at a single institution, single place, and at a particular time†is becoming increasingly obsolete.
educational years to give a student all the possible elements of professionalism, know-how, career, and also a vocation
All the university can provide is an introduction to learning to allow us to discover our possibilities, and our potentials
Contemporary Education and Digital Technologies Mladen Milicevic International Journal of Social science and Humanity, Vol. 5, No.
The current educational system was shaped during the Industrial revolution, and it was created to efficiently convey information from the instructor to the students in the
traditional classroom setting. This system was based on linearity, conformity and standardization. Now, since the Information Age took over from the Industrial Age, the
educational models are being forced to follow that changeover. Unfortunately, the role and the form of higher
education have changed hardly; aside from Powerpoint presentations replacing most writing-on-a-blackboard styled ones.
In the digital age the learning environment is completely blown open. The advent of new digital
living and learning. The segment of society that usually first adapts to the â€oenew†is the young,
students are learning much more in these informal environments because they are voluntarily engaging in
With this constantly changing landscape education should become less institutionalized and more personalized. Digital technologies and social media allow students to learn from
each other in informal settings anywhere and anytime making learning in and out of school"increasingly porous
"Therefore the institutions have a problem, because they compete with learning that takes place in recreational space
Today students learn in ways that are self-directed, and involve both peers and adults. When you
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is
handled intuitively, with inherent enthusiasm, and with the interplay between peers learning and working intuitively
current educational system is inadequate to guide and evaluate such â€oeuncommon†learning, which seems more effective and valuable in many contexts than rote
memorization However, we must be cognizant that today†s children and young adults spend an enormous amount of time ingesting all
enrolling into the universities, which are predominantly populated by the educators who got educated when the
Internet and cyberspace did not exist It is easy to expect people to be more creative but the
prevailing paradigm in education, politics, and business is conformity. Everybody wants the creativity and innovation
Tensions between traditional models of education and the new uses of digital technologies and media widely
inevitable reshaping the old system of education. The unwillingness of administrators to adapt is estimated to be the
tools into classrooms. Advocates of social media in the classroom claim that social media tools can ignite students
'curiosity and ingenuity, exposed them to content experts and real-world examples of classroom lessons, help them become
civically engaged, and allow them to collaborate with peers worldwide, while empowering them to direct their own
students to develop technological skills; to be creative; and to critique, analyze, and evaluate multimedia text, as well as
18 months according to the American Society of Training and Documentation (ASTD. To combat the shrinking
half-life of knowledge, educational institutions must develop new methods of instruction. But, traditional systems of learning and governing are antiquated,
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
environments as the interaction between a teacher, a student and curriculum (the content which a student supposed to be
learning). ) New digital technology and media also allow specifically and personally tailored instruction to a great
numbers of students. The result is a new form of culture where knowledge is seen as fluid
education appears more like home schooling or apprenticeship, in which students decide the terms and conditions of their learning rather than following a prescribed
route. This will encourage a higher level of specialization and"justin-case"learning would not be of much
significance any more. Since students would be aiming toward their personal interests, they would be far more
motivated to learn. Though the new technology creates far-reaching opportunities it also brings substantial challenges.
For example, the universities provide a common physical space for a diverse group of students to interact in
the real world while being educated about prejudice tolerance, and social justice. This would be hard to attain
students who took all or part of their instruction online performed better, on average, than those taking the same
of online learning and face-to-face instruction †seemed to do best of all. Many universities report that blended
instruction represents the fastest-growing type of enrollment A blended learning approach means that face-to-face instruction turns out to be more effective because the
mundane elements of basic instruction are moved to an e-learning environment, which can be more engaging and
When students do meet in the classroom with an instructor, the face-to-face class can now focus on
higher-level skills since the basics are known by all students and were covered already through the e-learning part of the
roughly 350 US University Presidents and found out that more than 90%of them strongly believe that hybrid (blended
largely hostile toward MOOCS, even though almost none have had any experience in teaching or taking a MOOC. 5
However, only one third of them believe that the US higher education is heading in right direction,
while two thirds think that the pace of change needed for the universities to catch up
with the rapid changes in society is too slow. But ideas for change in the US higher education may be found everywhere
There are numerous conferences discussing topics ranging from MOOCS to competency-based degrees. Many believe that the focus should be on changing the models of teaching
and learning. However, on top of everything comes the politics related to these issues All these point out the urgent need to develop coherent
models for the future of education in a rapidly changing technological age. There will be much to gain, and perhaps
some losses as well. We have this ideal of how one teacher may profoundly affect a great number of students.
Many of us could think of such a teacher. We may hardly remember what the core curriculum was and
what the courses were but we remember the one teacher who affected us the most.
But that ideal vision may be rapidly disappearing in this new educational environment, that style of teaching may be a
matter of the past III. CONCLUSION The world is changing. Employment opportunities are changing. Education needs to facilitate teaching knowledge
but there is a general consensus emerging in that we need a better way to prepare young minds for an uncertain future
Universities have been notorious for being slow in adopting changes, but the society and the profile of students who are
enrolling into the universities is changing at a speed that is becoming increasingly difficult to handle.
Accommodating this new generation of ever-changing students is going to be a monumental task for institutions of higher education
Traditional models of teaching and education, which were established long time ago are now becoming increasingly
obsolete, ineffective, and unattractive for the new generation of students. These educational approaches must change as
universities rethink their traditional roles and their modes of operation. Embarking onto completely new roles and
missions, driven by global social, technological and economic changes, is going to be a rather painful process
Usually, when we think of culture, we think of a current established entity that slowly transforms and evolves over
long periods of time. But there is another sense of culture one that reacts to its environment organically.
inventiveness as foundations of education, we may embark onto the future of learning that is attainable, scalable and one
that flourishes along with the technology REFERENCES 1 V. Rideout, â€oegeneration M2: Media in the Lives of 8-to
Education. The Innovative University: What College Presidents Think about Change in American Higher education Online. Available
http://strategicplanning. fairfield. edu/sites/default/files/innovative uni versity 140516. pdf International Journal of Social science and Humanity, Vol. 5, No.
7 july 2015 658 Mladen Milicevic received A b. A. 1982 and an M. A 1986 in music composition and multimedia arts
studying with Josip Magdic at The Music Academy of Sarajevo, in his native Bosnia-herzegovina. In 1986
Alvin Lucier at Wesleyan University in Connecticut from which he received his masters in experimental
music composition 1988. From the University of Miami in Florida, Mr. Milicevic received his doctorate
in computer music composition in 1991, studying with Dennis Kam. For several summers he studied with Michael Czajkowski at the Aspen Music
aesthetics, semiology, neuroscience, sociology, education, artificial intelligence, religion, and cultural studies In his academic carrier Mladen Milicevic has served on numerous
university website, mission and identity, faculty senate with many subcommittees, various faculty and administrative search committees, etc
Mr. Milicevic is professor and chair of Recording Arts Department at Loyola Marymount University, Los angeles
International Journal of Social science and Humanity, Vol. 5, No. 7 july 2015 659
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