8832/12 MM/ag/mj 1 DGE-1c Eï OF THE EUROPEAÏ¿Uï¿IOÏ , 20 april 2012
8832/12 AUDIO 39 CULT 61 TELECOM 73 PI 43 ï¿OTE from: Council General Secretariat
Entrepreneurial education...27 Attracting talent...29 Pillar 4 †Ease the access to finance and enhance investments...
enterprises, universities and governments become increasingly connected in the digital world. Digital is changing people†s lives:
from government to media to educators, can plug in and add value. The same story goes for Startup Britain.
Industry Training and Certification†and on e-Leadership skills †â€oee-Skills for Competitiveness and
improve the dialogue between education and industry. The key to this is cooperation between enterprises and higher education in order to shape the curriculum and skills required for success
Although there are some examples of successful cooperation between higher education and industry throughout Europe, Table 3 illustrates that the level of cooperation is currently rather
limited and varies strongly between different Member States and industries Geographically, i e. looking vertically at the left side of Table 3, most cooperation between
enterprises and higher education can be found in Finland with a cooperation degree of 28 %followed by Slovenia (23%)and Austria (20%.
related to innovation, currently cooperate with universities or other higher education bodies At industry level, i e. analysing horizontally the right-hand side of Table 3,
definition closely related with higher education. At the bottom of the list there are industries such as †wholesale tradeâ€, †transportation and storage†and †financial and insurance servicesâ€
cooperating less with universities or other higher education bodies 2 778 1011 15 1718 181919 19
Table 3 †Enterprise cooperation with universities or other higher education bodies(%of innovative enterprises Source:
fully embedded in education and training provision According to the 2012 Eurobarometer Survey on Entrepreneurship, illustrated in Figure 13,50
%of EU respondents agreed that their school education helped them to develop a sense of
education helped them to better understand the role of entrepreneurs in society (47%)and that
their school education gave them the skills and know-how to enable them to run a business
%On the other hand, only one third (28%)agreed that their school education had made them interested in becoming an entrepreneur.
In Europe, entrepreneurship is too often not embedded in education and training provision Entrepreneurial education:
examples of best practices In Sweden, the region of Halland has managed to boost young people's interest in
Primary and secondary schools offer entrepreneurship classes, students are given the chance to participate in businesslike projects and numerous
teachers are trained to pass on entrepreneurial skills. As a result, 44%of young people in the
region aged 18-30 now want to become self-employed, a record across the whole of Sweden
and innovation at all levels of the Danish education system the foundation aims to develop more competent pupils and students,
hopefully starting up their own business one day More information: http://eng. ffe-ye. dk
The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured
strategic regional cooperation in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital
from 65%of respondents in Portugal agreeing that their school education had made them interested in becoming an entrepreneur to only 17%in both Germany and the UK.
their school education made them interested in becoming an entrepreneur is limited currently to just one third, Europe is slowly
as a desirable career path upon graduation and when entering the job market. Changing mind -set and aspirations towards entrepreneurship are crucial to achieving this
gives university graduates with promising business ideas the opportunity to start a business supported by corporate mentoring,
education and training settings only, but should include campaigns and support services targeted at the needs of adults too
Figure 13 †Entrepreneurship and the educational system: EU versus US Source: European commission (2012. Entrepreneurship in the EU and beyond;
Statistics on the number of ICT graduates in the EU are showing that, though their number
might not pass the severe visa requirements regarding education and salary. It is intended for those foreign entrepreneurs who are planning to start up a business in Singapore and who either
education supports the development of an entrepreneurial attitude in Europe Nevertheless, only 28%of the
education has made them interested in becoming an entrepreneur 29 have a proven track record of running successful businesses
and more attractive for non-EU national students and researchers to stay in the EU and to
entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated and
unremunerated training, voluntary service and au pairing 30 Pillar 4 †Ease the access to finance
universities and technology investments ï§Applicable to: Silicon valley & Sweden Hands-off ï§Emerged organically
ï§The presence of Stanford university and its entrepreneurial-minded education model positively influenced the entrepreneurial climate in the San Francisco†s Bay Area
investments in education, research and innovation-sustainable, thanks to a decisive move towards a low-carbon economy,
Looking at education in particular, the European commission published in September 2011 a new agenda for modernisation of Europe's higher education systems28.
The agenda aims to support Member States'reforms and to contribute to the goals of Europe 2020 and identifies
ï§Increasing the number of higher education graduates ï§Improving the quality and relevance of teaching and researcher training,
to equip graduates with the knowledge and core transferable competences they need to succeed in high-skill occupations
ï§Providing more opportunities for students to gain additional skills through study or training abroad,
and to encourage cross-border cooperation to boost higher education performance ï§Strengthen the'knowledge triangle,
'linking education, research and business ï§Creating effective governance and funding mechanisms in support of excellence
Additionally, the Commission adopted the Rethinking Education Communication29 in November 2012, including recommendations at European
and Member State level in this policy area. This communication gives particular attention to combatting youth unemployment, covering four areas
ï§Developing world-class vocational education and training to raise the quality of vocational skills ï§Promoting work based learning including quality traineeships, apprenticeships and
dual learning models to help the transition from learning to work ï§Promoting partnerships between public and private institutions in order to ensure
appropriate curricula and skills provision ï§Promoting mobility through the proposed Erasmus for All programme
Supporting growth and jobs †An agenda for the modernisation of Europe's higher education systems
Rethinking Education: Investing in skills for better socioeconomic outcomes 42 †The European Union†s Digital Agenda††one of the flagship initiatives of the Europe 2020
6. Digital literacy, skills and inclusion 7. ICT-enabled benefits for EU society Figure 20 †Digital Scoreboard:
1. Entrepreneurial education and training to support growth and business creation 2. Strengthening framework conditions for entrepreneurs by taking actions in six areas
entrepreneurship education became the object of a coherent national strategy ï§Some Member States are involved in national or European programmes encouraging
policy makers, industry associations, universities and private partners Description ï§Setting up of cooperative frameworks with specific education and industry
associations to understand the drivers of low digital uptake and to jointly identify innovative ideas to increase digitisation in these sectors
within industry hubs, promoting awareness and training within clusters and encouraging collaboration between clusters with a view to showcasing success stories
graduates in companies which apply digital applications in order to transfer the know -how to setup entrepreneurial activities in other EU countries (e g. the country of origin
ACTION 8 †Embedding entrepreneurship in education Strengthen the development of the European reference framework on embedding
entrepreneurship in education (especially in the fields of science, technology, engineering and mathematics) listing best practices and providing Member States with recommendations on
education, announced in the Rethinking Education Communication and providing rationale, advice and practical examples to policy makers on why and how to
effectively embed entrepreneurship education across education and training systems ï§Supporting schools to incorporate entrepreneurship in their curriculum e g. distribution
of teaching materials, funding of pilots, promotion of best practices through various channels and promotion of partnerships with businesses
ï§Introduction of specific topics on entrepreneurship in the curricula of universities and colleges e g. enhance business games
or competitions where scholars are encouraged to start a mini-business ï§Provision of training and awareness sessions for teachers on entrepreneurship.
Build awareness amongst heads of schools, through targeted information sessions, to ensure that time and resources are freed up to follow these sessions
Owner: â'European commission â'Member States â'Private partners Europe is known for its academic excellence.
The role of university and college education in some fields of training is of importance in this respect
2 Impact: LOW-MEDIUM Effort: HIGH 55 At the same time, the ICT sector is a fast evolving business market
Therefore, universities should stay ahead and develop the skills of their students in the newest technologies (including e-leadership skills.
Keeping the curricula of the universities and colleges up-to-date in a fast-growing technological environment is a
prerequisite for graduates with a good †match†to the evolving needs of the labour market
The EC could foster this through the development of a European reference framework that will
embed entrepreneurship into education. This can involve the introduction of entrepreneurship subjects in the curriculum not only of universities and colleges but also of schools, at the same
time, updating the knowledge of teachers with respect to entrepreneurship and the educational approach to entrepreneurship in secondary education
Entrepreneurs are finding it harder and harder to source staff possessing the right high-tech skills
e-skills and e-leadership skills) and with the right entrepreneurial attitude. All in all, it is crucial to
ACTION 9 †Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students and/or graduates
to acquire and demonstrate e-leadership skills and found a digital start-up, paying some of
those or co-founding a start-up †and holding a graduate job open for one or two years in case
ï§Promoting entrepreneurship as a desirable career path in the EU by offering students and graduates alternatives to the classic route (i e. working at †traditional†companies
ï§Encourage higher education to invite start-ups and entrepreneurs to career fairs ï§Invite †icon companies†to jointly provide funding schemes for graduates willing to
start-up their own company when graduating ï§Foster collaboration between universities and SMES, for instance through the
provision of funding schemes, pilot projects or apprenticeships/internships Owner: â'European commission â'Member States â'Private partners
Very often it seems that what keep people from starting up a company is the fear of risk and the
steps†of recent graduates or young potential entrepreneurs can boost entrepreneurship. The role of universities and colleges, on the one hand,
and that of existing companies, on the other hand are both crucial. Collaborative projects between educational bodies and companies that promote
willing to hire non-European highly skilled employees and non-European graduates from European universities with advanced degrees in science, technology, engineering or
mathematics ACTION 11 †Relax the visa requirements applied to highly skilled individuals Provide recommendations to relax the visa requirements applied to highly skilled individuals
ACTION 12 †Online courses to close knowledge gaps Analyse which skills digital entrepreneurs are currently lacking in the European union and
develop-in close collaboration with education bodies and the private sector-online courses to close knowledge gaps (e g. accounting, web development, coding
ï§Development and promotion of open online courses in various fields (e g. accounting web development, finance
and rolling out open online courses in various relevant fields for entrepreneurs would assist businesses at low cost and within a mouse click
However, online courses would have a broader and cost-effective impact on SMES and start-ups Throughout the business life cycle, it is very important to have access to sufficient financial
environment of potential entrepreneurs or young talented graduates who do not necessarily have a full †picture†of the available options
8 Embedding entrepreneurship in education 9 Encourage students and graduates to start adigital start-up 10 Europe Entrepreneurial Visa Act
11 Relax the visa requirements applied to highlyskilled individuals 12 Online courses to close knowledge gaps
13 Promote use of existing financial instruments 14 Tax incentives for a capital gains tax rolloverrelief for shares
innovators within industry hubs, promoting awareness and training within clusters and encouraging collaboration between clusters with a view to showcasing success stories
processâ€) by involving policy makers, industry associations, universities and private partners Pillar 2 Create a digital
education Strengthen the development of the European reference framework on embedding entrepreneurship in education (especially in the fields of science, technology
engineering and mathematics) listing best practices and providing Member States with recommendations on how this framework should be translated into national policies
students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students and/or
graduates to acquire and demonstrate e-leadership skills and found a digital start-up paying some of those
or co-founding a start-up †and holding a graduate job open for one or two years in case it doesn†t work out (cfr.
Entrepreneur First in UK 11) Relax the visa requirements applied to highly skilled individuals Provide recommendations to relax the visa requirements applied to highly skilled
12) Online courses to close knowledge gaps Analyse which skills digital entrepreneurs are currently lacking in the European union
and develop-in close collaboration with education bodies and the private sector -online courses to close knowledge gaps (e g. accounting, web development, coding
Pillar 4 Ease the access to finance and enhance investments 15) Implementation of the European
pupil exchange, remunerated and unremunerated training, voluntary service and au pairing -COM (2012) 795 final.
Entrepreneurship 2020 Action Plan: reigniting the entrepreneurial spirit in Europe -COM (2012) 750. Annual Growth Survey 2013
Rethinking Education: Investing in skills for better socioeconomic outcomes -COM (2011) 942 final. A coherent framework for building trust in the Digital Single Market for
higher education systems -De Buysere, K. e. a. 2012. A Framework for European Crowdfunding -Empirica Gmbh & IDC Government Insights (2013.
Towards a European Quality Label for ICT Industry Training and Certification -European commission (2013. E-commerce Action plan 2012-2015 †State of play 2013
%Education and knowledge creation 0. 6%5. 5%4. 1%2. 9%3. 2%6. 0%0. 6%1. 0%5
activities associated with recruiting, development (training), retention and compensation ï§Research & development: innovation-includes technology development to support the
Undergraduate Lecturer National College of Art & Design Ali Grehan, Dublin City Architect, Dublin City
/David Tormey, Senior Lecturer & Researcher, Centre for Design Innovation School of Design & Engineering, IT Sligo
Cardiff Metropolitan University, Wales Design & Layout Bob Gray, Director, Red&grey Design Ltd www. redandgreydesign. ie
Globalizing Learning Economy Bengt-Ã ke Lundvall, March 2009 Th e D es ig n
of Education and Culture (2012 Design Finland Programme. P. 8 12 Gemser, G. & Wijnberg, N
Innovation capability building is a learning activity that is incremental in nature but it needs the right environ
and a learning organisation encourages thought leadership, prob -lem solving best practice and creative thinking
practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrat
and learnings to cover both the front and back end of the innovation process Communications The purpose and vision of the organisation acts a guide when
secondary student in Ireland watching a BBC special. It was while earning his doctorate degree at Trinity college Dublin
and about 50%of them are graduates of different disciplines with a strong contingent of engineering designers
the accumulation of designer capability which provides the basis for continuously improving product design The following takeaway points from
University of Limerick as part of an In -novation Partnership Scheme supported by Enterprise Ireland. Collectively the
policy-making, design education and innovating SMES on the Island of Ireland. The main conclusions are set out below.
Public sector and Education †including policy-makers and policy advisors Industry Stakeholders Development Agencies and Government departments in Ireland
level since the mid-1990s) and few graduates entrepreneurs undertake even basic courses on design processes
Initial Education It was felt that the education system was not producing rounded designers that understand business adequately,
one which was not bridging the gap between different disciplines/faculties, and was also not producing graduates with adequate practical experience
The main conclusions from the interviews were focused around four key areas S tr at eg
ic D es ig n in Ir el an d 55 Expert Workshop Conclusions A one-day expert workshop on †Design-Driven Innovation†was held
Changes in design education were described as essential for Jobs and Business performance S trategic D
and the Ministry of Education and Culture (2012 Design Finland Programme. P. 8 Support Programmes
and businesses, education and training and dissemination of information about the economic value of design
Ph d Thesis. The University of Wales: UK. P. 48-49 32 Rualik-Murphy, G. A Compara
The University of Wales: UK 33 Dumas, A. 1996. From Icon to Beacon: The New British Design
Ph d Thesis. The University of Wales: UK. P. 31 36 Cox, G. 2005. Cox Review of
generated through the provision of executive education and co-funding by client companies Better By design Programme 38
to new product and service development, executive education for CEOS and co-funding for design-related projects
It takes a †learning by doing†approach whereby coaching enables the business to identify where design can best meet their
advice while adhering to a strict code of practice Design Leadership/Designing Demand Programme Country: UK Funded by:
Research (PDR), Cardiff Metropolitan University, Wales S up po rt P ro gr am m
Connacht Gold engaged with Institute of technology Sligo design students and staff to develop a range for 12-month and 5-year product concepts
â 100 and â 25,000 for training, advice, technology watch, advice on internationalization, coaching and strategic advice.
the new learning, tools and techniques to their own company situ -ation. Interested companies will then be asked to submit a growth
Higher Level Education Broaden the envisaged Strategy for the Design Sector under the Government†s Action Plan for Jobs
-Driven Innovation Process Training in both Design Programmes and across Other Degree programmes and Further Education
Department of Enterprise Jobs and Innovation /Enterprise Ireland /Design and Craft Council of Ireland Department of Enterprise
Jobs and Innovation /Enterprise Ireland /IDA /Science Foundation Ireland /Higher education Authority /Irish Research Council Enterprise Ireland
/Local Enterprise Offices Higher education Authority /Third Level Institutes /Education and Training Boards A ct io
ns 83 Long term Actions Identified Opportunities Recommendations Responsible Organisation (s 01 Increase Exposure to Design
Processes in Primary and Secondary education 02 Encourage the Promotion and Application of Design-Driven Innovation Processes in the Public
Procurement System 03 Develop a Network of Centres of Design Innovation Across Ireland to Support Local Industry
Education in Ireland Develop a Programme to Reward Design thinking Solutions in the Public Procurement Process
/Frank Devitt, Senior Lecturer, Design Innovation, Maynooth University /Calre Dunne, Assistant Secretary General, Department of Jobs, Enterprise
& Innovation /Gerry Finn, Director, Northern & Western Regional Assembly /Ã ine Fox, Senior Executive, IMDA, IBEC
Undergraduate Lecturer, National College of Art & Design /Jim Green, Managing director Keenan Systems /Ali Grehan, Dublin City Architect, Dublin City
/David Tormey, Senior Lecturer & Researcher Centre for Design Innovation, School of Design & Engineering, IT Sligo
/Frank Devitt, Senior Lecturer Design Innovation, Maynooth University /Clare Dunne, Assistant Secretary general Department of Enterprise, Trade and
Employment /Stephen Dunniece, Technical Director & Systems Design Engineer Cirdan Imaging /Tom Edgar, Head of Consultancy at Queen†s
University Belfast /Ali Grehan, Dublin City Architect, Dublin City Council & Founder of PIVOT Dublin
/David Tormey, Senior Lecturer & Researcher, Centre for Design Innovation School of Design & Engineering, IT Sligo
/Laura Lee, Professor of Architecture, Carnegie Mellon University /Christina Melander, Senior Project Manager, Design and Innovation
Danish Design Centre /Inã s Pelaez, Innovation & Design Strategy, Barcelona Design Centre /Sara Graham, Head of Skills Academy
Imperial College London; 2008. Available online from http://www1. imperial. ac. uk/resources/1636368e-DDEE-42a0-85ac-BDE9EC3B9EA1.
Regulations Directorate. UK department of Trade and Industry, University of Manchester 2000. Available online from:
V. Education science, research, culture and media...26 1. Accelerating the digital transformation in science...27
3. Education campaign for the digital knowledge society...27 4. Exploiting digitisation†s potential for innovation...
This will require high-quality education and training, but also the conviction to bring good ideas to
should be established during childhood education. Under the banner of the Digital Agenda, we will renew our
Our home, learning and working environments are all becoming increasingly digi -tally networked. Digitisation also facilitates the provision
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible
and education in particular However, the Internet does more than merely drive growth and innovation. It also facilitates participation in societal
mobility and excellence in education However, despite all the positive effects of digitisation, the associated risks and threats cannot be denied.
Science, education and research are essential to a successful digital transformation, and are drivers for innovation
education, developing well-rounded media literacy will help people to respond competently and responsibly to digitisation, and will also impart values for building social
the purposes of learning and research The State is also a major player in the digital space.
learning and other applications, greater use of networking in the home to optimise energy costs, for example, or for
-cational models in schools and universities In this regard, we are providing resources for a modernisa
through ICT in the education, energy, health, transport and administration primary industries. Digitisation and inter
We will press ahead with a modern programme of training plus professional development, while also continuing to
supporting media education in families by providing information and advice, by promoting age-appropriate media environments and by developing and imple
questions concerning responsibility for education to the everyday organisational issues involved in running a family.
-ing civic education and raising interest in politics and social engagement zz We are strengthening voluntary, intergenerational
V. Education science, research, culture and media V. Education science, research, culture and media 27v. EDUCATION SCIENCE, RESEARCH, CULTURE AND MEDIA
The areas of education science, research, culture and media are key deployment areas for new digital advances and in
themselves act as crucial drivers and facilitators of further digital development. This development means that all citi
-zens can availing of tremendous opportunities in the above areas for learning, further training, continuing education
progression and participation in economic and social life Scientists need to be able to communicate scientific infor
More specifically, a copyright limitation for education and science is to be introduced 3. Education campaign for the digital
knowledge society Our education system needs to better equip people to meet the requirements of the digital working environment and
the knowledge society. It must also enhance media literacy zz The Federal government will therefore work with the
Länder and other stakeholders in the education sector to support greater use of digital media in education and
over the entire lifetime of the individual. Together with the Länder and all education stakeholders, the Federal
Government will develop a digital learning strategy that will systematically use, enhance and implement digital
media opportunities to deliver high-quality education 28 V. EDUCATION SCIENCE, RESEARCH, CULTURE AND MEDIA zz To be prepared for the main challenges posed by digiti
-sation in the working world, we need to analyse more effectively training needs for initial training, further
training and continuing education and †where neces -sary †develop and/or enhance measures to implement
them zz With the â€oedigital Media in Vocational education and Training†support programme (Digitale Medien in der
beruflichen Bildung), we are strengthening vocational education and initiating structural changes with the aim of significantly increasing the use of digital tools
for initial and continuing training in vocational educa -tion. The Digitisation University Forum (Hochschulâ forum Digitalisierung) identifies opportunities for digi
-tisation in universities and drafts recommendations for action 4. Exploiting digitisation†s potential for innovation
To help innovations enjoy market success, we are focusing on a continuous value chain from basic research to transfer
and commercialisation zz We are developing our High-tech Strategy into a com -prehensive, government-wide innovation strategy for
Germany and thus giving fresh impetus to the key areas of research outlined by Industry 4. 0:
IT SECURITY research microelectronics and service research zz We are increasing innovation support for the area of big
EDUCATION SCIENCE, RESEARCH, CULTURE AND MEDIA It is on this basis that we will transform Germany into a
the media literacy of users and ensure they are better equipped to distinguish between legal and illegal activi
V. Education science, research, cult 1. Accelerating the digital transforma 2. Safeguarding access to knowledge as
3. Education campaign for the digital 4. Exploiting digitisation†s potential 5. Understanding the digital transform
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011