designated institutions and is the advisory body to the Minister for Education and Skills in
Education Authority, supports the provision of top-class research infrastructure (buildings laboratories and cutting edge equipment) as well as human capital development through
Education sector to increase the generation and availability of new, industrially relevant knowledge. This is a joint initiative between Enterprise Ireland and IDA
policy, research for knowledge creation, the human capital and education objectives associated with national R&d investment and the internationalisation of Irish research
designated institutions and is the advisory body to the Minister for Education and Skills in
Education Authority, supports the provision of top-class research infrastructure (buildings laboratories and cutting edge equipment) as well as human capital development through
Education sector to increase the generation and availability of new, industrially relevant knowledge. This is a joint initiative between Enterprise Ireland and IDA
policy, research for knowledge creation, the human capital and education objectives associated with national R&d investment and the internationalisation of Irish research
processing, graphics processing, telemonitoring, medical education, analises for sets of medical data, telemedicine, nano-electronics, opto-electronics, industrial software, Big data
with regional smart specialization potential, in the view to actualize the education offer specialties and thematics of the courses introduced in schools and universities
education offer level by level (both at specialization and at curricula levels) in the profesional and technical education regional system, to ensure well trained work force offer
education;( (2) Great agro-food potential but currently under-utilised;(3 Transportation/motor vehicles •Key challenges
Education Electronics Energy Pharma Nuclear phys Geophysics ICT Mathematics Materials (new Veterinarian Environment Nanotech Naval
the Ministry of National Education to a consortium of 11 partners and 142 supporting organizations in R&d&i
the Ministry of Education and Research. The agency charged with ensuring intra-governmental coordination on research, development and innovation (RDI) †the National Council for Science
of the Ministry of Education and Research -around 90 Romanian universities, both public and private
Education and Research to a consortium headed by 11 main partners supported by an additional
and (3) CEO education level, professional background and political connection are associated positively with firm†s
Figure 25-Number of students enrolled in foremen education (2010)..34 Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34
education and training (expansion and improvement of the vocational school system, industry-relevant curricula and training in entrepreneurial and business management skills;(
Education for all at high standards TO 10. Investing in education, skills and lifelong learning
XI. Investment priorities can be tailored to the particular needs of the region and can be
specialization, such as education, transport and urban development. In addition, a list of potential pilot initiatives is provided as examples
employment, education, research and innovation, social inclusion and poverty reduction, and climate/energy. Each EU country has
education %Reduction of population at risk of poverty or social excl. (no. of persons EU
education-can speed up smart growth across the EU 14. Developing smart specialization strategies requires Member States and regions to concentrate
education levels and knowledge infrastructure. Regions are an indispensable part of the Europe 2020 strategy, as they are the primary institutional partners for universities, other research and education
institutes, and SMES 15. In its Communication Regional Policy Contributing to Smart Growth in Europe8 the
c) Lifelong learning in research and innovation. Focusing school, vocational and higher education curricula on transversal competences like creativity, entrepreneurship and initiative will help
10. investing in education, skills and lifelong learning 11. enhancing institutional capacity and an efficient public administration
the average education level of the region†s workforce will converge with Europe Figure 6:
education leading to an advanced research qualification (level 6) †38. These trends in education follow through to the labor market,
where the West has a comparative advantage in highly skilled workers (proxied those with a tertiary education.
with the lowest education levels is less than half that of those at the highest (tertiary) levels in the West
of students enrolled in foreman education (523. In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant
education (2011 Figure 25-Number of students enrolled in foremen education (2010 Source: Institute of National Statistics Source:
Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 †2011
•Skills (1) The link between tertiary education and the workforce and lifelong learning 89. Despite education and skills often being perceived as a source of comparative advantage for
the region, in fact the region faces important shortcomings at all levels of training and skills development.
Lifelong learning is another important area for policy action. Lack of investment in lifelong learning makes the region†s labor force unable to adapt to changing skills requirements resulting from
individuals to invest in lifelong learning, and ensuring that the infrastructure and services (public and private) are there to support it,
the structure and responsibilities of the Romanian Ministry of Education (the national coordinator for education, research and development,
and innovation) 40 and its key national structures41 ï¿Directorate General for Research, Technological Development and Innovation
40 The Ministry of National Education is responsible for the preparation and monitoring of the National Plan for
national policy makers in the areas of education and the labor market. The main role of this group would
and modernize the curricula for theoretical education, vocational training and lifelong learning in order to answer to the demands of the business sector in the region.
Representatives of the Ministry of Labor and the Ministry of National Education should be part of this Committee
111. Administrative support for these new structures could be provided in two ways. First is through the creation of an innovation center for West Region.
with policy makers and raise awareness regarding the most critical challenges in the area of education
technical and education Economic activity is increasingly concentrated by sector, firm size and firm ownership Export performance is very
workforce and lifelong learning improving the vocational school system for industry-relevant training; and supporting entrepreneurial and business
development, support for SMES, and education. Even though the need to improve regional transport infrastructure has been highlighted by the analysis and during consultations with the private sector, the
Investing in education, skills and lifetime learning 150. Expanding the availability of highly skilled labor force that can engage in innovative
between private and education establishments, either for initial education or for long life learning programs can be promoted through ESF projects,
investments in educational infrastructure should be sustained through ERDF measures. These partnerships can be envisaged as self-sustained projects, or as
Education for all at high standards TO 10. Investing in education, skills and lifelong learning
155. Priority Axis 1: â€oeregional competitiveness enhancement and smart specialization in the West Region†aims at promoting the smart specialization potential of the region.
Education for all at high standards 178. The first investment priority under this priority axis is to improve the skills and
including lifelong learning programs 179. The analysis of the regional level economy revealed a mismatch between the available
In this respect, adapting theoretical education and vocational training to the demands of the labor market, increasing the relevance of the educational and vocational training offer
capacity of vocational training providers to deliver attractive and high-quality education and training programs in correlation with labour market demands, especially for sectors with significant growth
ii) supporting lifelong learning through the development and implementation of measures to enhance the relevance of higher education programs
The second investment priority under this priority axis is to invest in education, skills and lifelong learning by developing education and training infrastructure.
The specific objective of this investment priority is the rehabilitation, modernization, development and expansion of pre†university
university education and continuous vocational training infrastructure 182. Soft Measures such as educational and vocational training programs have to be
coordination of the Romanian Ministry of Education, as foreseen in the Decision of the Government 185
Thematic Objective 10 â€oeinvesting in education, skills and lifetime learningâ€, which can be financed from ERDF and ESF, supports both the national and regional
upgrading and modernizing education infrastructure. The support for education infrastructure should be sustained by a national strategy and by planning provision needs at local level.
This approach should be based on a mapping of the existing structures and their level adequacy, taking into consideration
3. Education for all at high standards TO 10. Investing in education, skills and lifetime learning
3..1. Improving skills and competences required in labor market Increasing the share of population with
development, including lifelong learning programs National local, and EU financing 3..2. Investing in education, skills
and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre†university, university
education and continuous vocational training infrastructure National, local and EU funds West Regional Operational Programme
83 187. The operationalization of the measures highlighted above encompasses, in some extent, the implementation of investment projects.
3. 1 Investing in education skills and lifetime learning by developing education and training infrastructure
Rehabilitation, modernization development, and equipping of pre†university, university education and vocational training infrastructure List of preselected
projects identified in the Regional Development Plan Service capacity of supported education infrastructure 86 Investment priorities Proposed pilot initiatives Guidelines for
selection of operations/Financial instruments Results indicator Development of technical education to ensure a better
link between training and industry 189. The implementation of the overall initiatives outlined in this chapter depends on the
3. 2 Investing in education, skills and long life learning by developing education and training
infrastructure Define the list of public projects according to the national policy by the end of 2013
improving the link between tertiary education and the workforce and lifelong learning improve the vocational school system for industry-relevant training;
6) Protecting the environment and promoting resources efficiency (10) Investing in education, skills and lifetime learning;
West Region (priority Axis 2and increasing the level of employment and education, by improving skills
management of natural resources, education health, cultural and health tourism, among others. An initiative focused on ICT
Another exemple is e-education that represents an alternative to the traditional learning method, making the applicant
•Supporting education continuously as there are no social or geographical barriers •Simplifying relations among citizens, enterprises, companies
Education: Broadband communications can contribute to an increase in Romanian school†s value by implementing new teaching †learning methods (e
information, services as tax collection, education and health etc. all of major importance for citizens. Technologies and broadband communications can improve
communications already mentioned (as e-Education, teleworking etc. the beneficial effects materialize in the increased access to the interactive content
ensuring necessary preconditions for information, education and security Starting from the fundamental pillars of the strategy we developed a set of
education and security (pre -conditions -the degree of digital alphabetization of the population -%of employees with
•Education of consumers and inclusion of disadvantaged groups of users III. 3. Monitoring indicators
Internal Affairs, Ministry of Finance, Ministry of Education, Ministry of Trade and Industry, FICORA (Finnish Communications Regulatory authority), Finnish
of the Ministry of Communication and Information Society, Ministry of Education Research and Innovation, Ministery of Administration and Internal Affairs, Ministry of
•e-Education 60 •e-Tax 80 •e-Culture 40 •e-Tourism 40
Consumers education 15 Other expenditures (ex Communication, instruction, etc 35 TOTAL PROGRAM 1. 250 IV. 2 Financing means
efforts in education and training, in particular with regard to older generations and other vulnerable categories of population
development of new products and modernizing education and training sector. The aim of the emblematic initiative called"A digital agenda for Europe"within this
applications development, consumer†s education and inclusion of disadvantaged groups of users To support the development of broadband infrastructure and services
-Government, e-Participation, e-Health, e-Education etc. to create an objective radiography of performance recorded on each sector and the appropriate course of
•Increased use of electronic public services in education •Adapting training to the needs of the economy
education/training, and internationalisation seem to be the two main axes considered repeatedly, followed by traditional S&t support and overall
Education, research and innovation The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students
†Including research, innovation and education †More attention to be paid to incubators and support to new
partners, research, innovation, education Aragon on the S3 platform Sevilla Meeting S3 platform Core working
Education and Training KETS (Key Enabling Technologies ICT Smart Cities and Territories Digital Growth Priorities
A a clear improvement in population with terciary education (from 0, 68 to 0, 75) and in public R+D
education, employment and rural development policies ï There is no evidence that the strategy includes a clear reflection/proposal on how to exploit
7, 73%Education ï¿7, 57%Transport and comunications ï¿6, 44%Health services ï¿
Education 39,5%Private Non Profit 0, 4 %Enterprises 54,4%Government 9, 9 %Higher Education 35,6
%Private Non Profit 0, 1 %Figure 4. R&d expenditure by sectors Source: INE Companies Of high and Medium-High technology sectors (†HAMHIT€),
With regard to the level of ICT penetration in education, 100%of the region†s primary and secondary education public schools had Internet access, with very high broadband
in the field of education OPPORTUNITIES Territory •Importance of ICT in the objectives and
phases of education as well as by promoting an increase of interest and awareness in citizens due to the results of research.
skills in students and teachers in all education stages 5. 2 Bring society closer to scientific and technological achievements
 education  level  •†Business  expenditure  on  R&d  bigger
 education  health  social  care† •†New  models  of
 Education- †Innovation  Competitive  economic  model  •†New
But entrepreneurship education is confined not to the classroom or formal structures for learning. Employees also acquire entrepreneurship skills
Olav Spilling, NIFUSTEP †Research Institute for Innovation, Research and Education Norway David Storey, University of Warwick, United kingdom
â The need for education and training systems to change so as to better foster the growth of entrepreneurial human capital
increasingly providing entrepreneurship education. This works best when entrepreneurship support is embedded within teaching, entrepreneurship is seen as a strategic objective and
education and the media SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 19 EXECUTIVE SUMMARY â Ensure that the specific needs
â Build up entrepreneurship education in universities and higher education institutions by smartly scaling-up, shifting the emphasis from business management to growth-oriented
education and training, and formal and informal training in SMES Finally, the importance of meeting social needs and promoting sustainable development
such as education, innovation and social policy who could better realise their goals by adopting strategies that are more aware of and sensitive to the needs and opportunities of
â€oelow-technology sectors†such as construction, retail banking, and education. It is seen, for instance, to include the development of new drilling techniques in oil production, back
For example, education systems, the media and business support organisations can help foster entrepreneurial motivations (Potter et al.
education and training systems to better import these skills (Potter, 2008 â Social entrepreneurship and social innovation.
imparted through school education, universities and vocational training colleges. Training in SMES is also very dependent on relationships with the public sector because while large
Entrepreneurship Education, Vol. 2, No. 2, pp. 143-166 Autio, E. 2007) Global Entrepreneurship Monitor 2007 Global Report on High-Growth Entrepreneurship
Malecki, E. 2008), â€oehigher Education, Knowledge Transfer Mechanisms and the Promotion of SME Innovationâ€, in J. Potter (ed.),Entrepreneurship and Higher education, OECD, Paris Ch. 9, pp. 213-234
2006, contains 350 specific initiatives that introduce reforms in key areas such as education and training
The strategy takes a holistic approach and combines education in science and engineering; social and
education sector into an integrated framework, in order to develop a world-class research and development capacity in Ireland
education institutes, and ultimately the development of new products and services. A total of EUR 10 million is available for the scheme.
Venturelab provides customised education tools to promote innovative young entrepreneurs and to inspire students for entrepreneurship.
education and legal aspects relating to genetics and genomics. These policies were dovetailed with UNESCO€ s Universal Declaration on the Human Genome and Human rights
Other smaller programmes focus on the entrepreneurial education of different target groups SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010124
M. Education N. Health and social work O. Other community, social and personal service activities P. Private households with employed persons (ISIC Rev. 3) or Activities of households
2. Competence building, including provision of education and training, creation of human capital, production and reproduction of skills, etc
Tacit knowledge is created not just a priori through investments in education and training or the attraction and retention of qualified labour,
discussed are the roles of tertiary and school education, vocational training and the use of knowledge-intensive service activities and small business support in the
education curriculum. Second, such skill is brought not usually out in the industry training 4. ENTREPRENEURSHIP SKILLS
acquired through education, training and/or experience Although each task might require a series of skills for its successful accomplishment
Entrepreneurship skills are understood best in relation to lifelong learning, where the individual acquires skills through their life history. In formal education, entrepreneurship
vocational colleges and tertiary and university education. The focus and objectives may of course vary.
Entrepreneurship education in schools tends to be about embedding an entrepreneurial mindset. The aim is to foster more positive attitudes to this career road
education is where â€oeentrepreneurs†learn the most. This section therefore explores entrepreneurship skills provision both in the formal education system (focusing on higher
education, vocational education and schools) and in work environments (focusing on informal entrepreneurship learning at work through the involvement of workers in
Until recently, entrepreneurship education was very rarely provided. Now, however, it is a rapidly evolving field with emerging new approaches
Research comparing entrepreneurship education across universities from the United States, Canada and Denmark suggests that entrepreneurship education provision in US
universities is advanced relatively (Hoffman et al. 2008). ) Entrepreneurship education was compared among selected universities in the three countries, on five important
dimensions of teaching activities: educational scope (the breadth of programmes offered how courses are spread across undergraduate and postgraduate levels, etc.;
â Entrepreneurship education: The exchange of good practice in creative teaching methods allows for improvement and innovation.
2. Objectives of entrepreneurship education and start-up support include generating entrepreneurial attitudes, behaviour and skills, as well as enhancing growth
Entrepreneurship education 1. Entrepreneurship education is integrated progressively in curricula and the use of entrepreneurial pedagogies is advocated across faculties
2. The entrepreneurship education offer is communicated widely, and measures are undertaken to increase the rate and capacity of take-up
3. A suite of courses exists, which uses creative teaching methods and is tailored to the needs of undergraduate, graduate and postgraduate students
provided before employment or in lifelong learning activities whilst in employment In addition to courses entirely taught in vocational education institutions, an important
entrepreneurship education 6. Results of entrepreneurship research are integrated into entrepreneurship education messages Start-up support 1. Entrepreneurship education activities and start-up support are integrated closely
2. Team building is facilitated actively by university staff 3. Access to private financing is facilitated through networking and dedicated events
4. Mentoring by professors and entrepreneurs is offered 5. Entrepreneurship support in universities is integrated closely into external business
business management education and not enough around the motivations of entrepreneurs Gibb (2009) argues that a distinction must be made between manager development as
education as part of their schooling show improved school attendance and educational attainment, have increased problem-solving and decision-making abilities, improved
â Step up co-operation with the business community for entrepreneurship education at all levels The emphasis is therefore at three levels:
entrepreneurship education and implemented policies to ensure that school students receive it (Cooney, 2009. In Finland for example, entrepreneurship education is a thematic entity, not
a subject. In 2004 the Finnish Ministry of Education produced an Action Plan for Entrepreneurship Education that covered all levels of the education system, and working
together with the Ministry of Trade and Industry appointed a working group entitled â€oefrom Higher education Institutes to Entrepreneurâ€.
The Ministry of Education also appointed an Entrepreneurship Steering Group to ensure that the agreed programme of action was properly
implemented. In Norway, entrepreneurship is included in the curricula at all levels, and three government departments are involved in its delivery (Ministry of Education and Research
Ministry of Trade and Industry and Ministry of Local government and Regional Development In addition to co-operation between ministries and directorates, there are also partnership
education called â€oedetermined to Succeed†(Box 4. 3 Box 4. 3. Scotland†s â€oedetermined to Succeedâ€
entrepreneurship education strategy Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy details the actions that needed to be taken by the Scottish government to embed entrepreneurship
into the national schooling system. The strategy is part of a long-term drive to build an
business community, HM Inspectorate of Education, Learning and Teaching Scotland Careers Scotland and the Scottish Qualifications Authority.
education. An annual reporting process ensures examples of good practice can be shared and support can be channeled appropriately.
A report by HM Inspectorate of Education (2007) highlighted the four capacities that are being developed through the strategy
entrepreneurship education strategy (cont â can generate and act upon original ideas â understand transitions throughout life and the importance of making connections
Further details of the Scottish strategy on entrepreneurship education can be found at www. ltscotland. org. uk/enterpriseineducation/index. asp
various European countries in line with the Oslo Agenda for Entrepreneurship Education in Europe (European commission, 2007. It found that in several countries (including Spain
established entrepreneurship education in the curriculum. Embedding entrepreneurship further into school teaching will require in addition incentives and support to teachers
education and type of occupation of the individual concerned. Analysis shows a systematic access gap in a range of OECD countries:
education or training institution or on the job) and is designated explicitly as learning (in terms of objectives, time or resources.
â Build up entrepreneurship education in universities and higher education institutions â Scale up, smartly. Increase the number of entrepreneurship courses and participating
Lifelong learning Volume 1, Main Report EIM-SEOR, Rotterdam CEDEFOP (European Centre for the Development of Vocational training)( 2008a), Future Skills Needs in
CEDEFOP (2008b), Terminology of European Education and Training Policy, Office for Official Publications of the European communities, Luxembourg
Dawe, S. and N. Nguyen (2007), Education and Training that Meets the Needs of Small Business:
European commission (2007), â€oeassessment of Compliance with the Entrepreneurship Education Objective in the Context of the 2006 Spring Council Conclusionsâ€, Directorate General for
Henry, C.,F. Hill and C. Leitch (2003), Entrepreneurship Education and Training, Ashgate, Aldershot Hoffman, A n. Vibholt, M. Larsen and M. Moffet (2008), â€oebenchmarking Entrepreneurship Education
across US, Canadian and Danish Universitiesâ€, in J. Potter (ed.),Entrepreneurship and Higher Education, OECD, Paris, Ch. 6, pp. 139-164
Itkonen, K. 2009), â€oedeveloping Entrepreneurship in Small Enterprises †The Succession Process Supported by Apprenticeship Training as a Context for Learning†in M.-L. Stenstrã m and P. Tynjã¤lã
Comparisonâ€, London Review of Education, Vol. 5, No. 1 march, pp. 51-67 Stenstrã M m. -L. and P. Tynjã¤lã¤(2009), Towards Integration of Work and Learning:
business or simply to further their education, while at the same time increasing their self -confidence. In fact, many of the students pursue further goals in education or in the
workplace, or move on to self employment. The positive results gained from its work with women across Bristol have led to the project†s longevity:
finding education and learning opportunities locally, and help with career planning and job applications, the project offers information, advice,
National Education Ministry set up a sport and physical training degree programme, with a related diploma, aimed specifically at care for the elderly.
ownership, education, and starting a small business Accompanying this is a programme of financial education, with attendance at training
sessions in financial management and economic literacy usually mandatory as a condition of participation. Programme workers also maintain close personal contact with clients to
recruiting participants and the provision of counselling and financial education support Once recruited, the IDA participant opens an IDA account with a partner financial institution
education, healthcare and economic opportunity. It will partner with foundations philanthropists and corporations that commit matching resources, funding and technical
either spread throughout a profession or sector †like education or healthcare †or geographically from one place to another. â€
â Foster positive attitudes in society to business start up and growth including through education and
â Build up entrepreneurship education in universities and higher education institutions by smartly scali up, shifting the teaching emphasis from business management to growth-oriented entrepreneursh
education, vocational education and training and formal and informal training 4. Improve the environment for social entrepreneurship and social innovation
Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy Training in SMES KISAS and learning at work
one of the Gol de Letra Foundation, recognized by UNESCO and toward Integral Education of children and youth,
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
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