will help to release the creative impulse by offering sound education, research, and adaptation of working life,
An education system in which More People finish educations where they have gained More knowledge  Â
bã¥rd vegar solhjell, Minister of education 10 a competent workforce is essential for innovation and increased wealth creation.
acquire knowledge and competence through education and training, and develop it further through work experience, learning and knowledge sharing
between education and working life has been strengthened, but there are still major gaps both in scope and intensity.
Knowledge and education have been internationalised. this demands that we are able to keep up with developments
the government will improve the quality of norwegian education at all levels. We have already presented a white paper on quality in basic education. the education system
between education and working life, as well as invest in lifelong learning through on the job training today†s pupils and students are the ones who will be creating the job opportunities and
role and education Submit a white paper to the Storting on internationalisation of education follow-up the government†s strategy for promoting mathematics, science and
technology review how the education sector and working life are working together, and consider various strategies to strengthen this field
Submit a white paper to the Storting considering the structure of the education system with a view to future competence needs
advance a mentality encouraging entrepreneurship, among other ways, by presenting an action plan on entrepreneurship in education, with particular
emphasis regarding higher education K n o W l E d g e a n D Co M P e t e N c e
easier, among other ways, by focusing on education, competence building and networks in 2004, norwegian small and medium-sized enterprises employed 57 percent of the
"Innovation"is a term that is popular with governments but also businesses, education and research communities. It is meant to encapsulate in one way or another the recognition that
Education deals with communicating these famous ideas Both deal with perfecting these ideas, by updating them
Create common ground through education, dis -cussion, publications, teaming, job rotation Lack of time and meeting places, narrow
Depending on organisation size and complexity, the launch should consist of education and practi -cal hands-on training for users and gatekeepers (senior management), accurate and concise process
Education, University and Research as a highly qualified laboratory in the fields of information and electronic technologies, Eidon supports other
UGS Education Services offers a blend of training solutions for all lifecycle management products including instructor led training classes
ï Buckingham, D.,Media Education: Literacy, Learning and Contemporary Culture, Polity Press 2003 ï Cartwright, S. R.,Cartwright G. P.,Designing and Producing Media-Based Training, Butter
ï Intermeshing of all relevant players from policy, education and research institutions, trade and industry, funding institutions and strategy bodies
projects, like for example those on Education, medical assistance or researchers exchange between universities or companies, frequently experience difficulties of implementation due to different cultural
resource management education and health. It also lends for what it calls adjustment projects which are to support governments undertaking policy reforms, such as improved public sector
Germany†s Federal Ministry of Education and Research (BMBF) in its latest report on the
German Federal Ministry of Education and Research, Berlin BMBF (2007: Bericht zur technologischen Leistungsfã¤higkeit Deutschlands 2007
German Federal Ministry of Education and Research, Berlin Boutellier, R.,Gassmann, O, . and von Zedtwitz, M. 2000):
For example, many respondents noted that effective education and training programmes are fundamental to a country†s innovative capacity,
The issue of education and training is crucial, not only for promoting innovation, but also more generally for providing a competitive foundation for national economies.
local and national education and training programmes. There was thus broad agreement in the survey for public support for basic education, for financial assistance with SME training, and for promoting
•Improve education, orienting it more towards entrepreneurship •Harmonise vocational training system with innovations and technological change
Education and training can promote an entrepreneurial culture Culture is acknowledged increasingly as a factor which
Education and training (including lifelong training in entrepreneurship and creativity are preferred the 2. World bank, Doing Business in 2004:
concept of education and training for entrepreneurship; and both more data and more evaluation and assessment of
through education and training. Integrate entrepreneurship at all levels of the formal education system and ensure access to information, skills and expertise
primarily retail distribution, education and other service industries, are perceived often as contributing less to economic performance and growth than manufacturing and
forestry and fishing, government administration and defence, education, private households employing staff and religious organisations.
use of information about the public sector, education and health care. E†government services to enterprises should be used as a tool to improve efficiency
infrastructure, supportive education, and sufficiently healthy and flexibly skilled labour. SME development strategy must be integrated into the broader national
Education and training on the job are relevant to improve the firm†s expertise, to enlarge the body of knowledge and to
firm should also look for new hires that have diverse work experiences, education demographics, knowledge, skills and abilities so as to bring new perspectives to the table
important actors which are mentioned not in this table (Ministry of Education and Research, Ministry of Industry);
budget of Ministry of Education and Research, Ministry of Industry 23 Firms that applied for support
education and other skills assist in rapidly applying new technology within the firm (Adams 1980, Nelson and Phelps 1966, Welch 1970, Schultz 1971.
VII, Knowledge management and Education, Chapter 30, pp. 287†294, Abouzeedan, M Busler, M, . and Hedner, T. 2009
of the role of education and competence development in macro economic growth. Paper prepared for the OECD Directorate for Social affairs, Manpower and Educationâ€
The role of education and of research New york, New york: Free Press Schumpeter, J. A. 1934.
Education in production. Journal of Political economy 78 (1), 561†577 Welch, S. and Comer, J. 1988.
as health or education. However, for the current thematic analysis, the focus is solely on
•Education and culture •Finance •Regulatory environment and procurement •Infrastructure •Support and technical assistance
research, education companies, citizens, NGO, etc The overarching objective of the Commission is to have 20%of the financing allotted to SMES (in FP7
were seen to spread public investments in knowledge and innovation †research, education, public support to business R&d, etc †thinly across technology research fields such as biotechnology, ICTS, and
public (e g. education, public research) and private, not on particular industries. This more upstream approach gives more of a margin for the market to determine
labour market policy and education and skills) and horizontal innovation policies (e g. R&d tax credits. A smart specialisation strategy means that government efforts
industry, education etc. An important issue is then how to select the relevant areas where government will
tended to spread â€oeknowledge investment†(e g. high education and vocational training, public and private R&d) too thinly, not making much of an impact in any one area.
with education and training policies in order to build capacity Multi-governance and interregional policy co-ordination:
generally also requires alignment with education and training policies in order to build capacity •Diagnostic and indicator based tools and infrastructure.
public policies that spread public investments in knowledge and innovation †research, education, public support to business R&d, etc. thinly across technology research fields such as biotechnology, ICTS, and
opportunities related to education, tourism, performance, guitar building, museum, recording, research or publishing This citizen and business driven initiative is the consequence of the severe impact of the crisis in Spain
and efforts to preserve investments in knowledge based assets such as education and innovation especially in areas from where new drivers of growth may arise such as in green technologies and health
Broad policies such as investment in education and infrastructure, social policies and regulations in labour and product markets can play a role in shaping specialisation patterns by affecting comparative
In many EU countries, policies related to knowledge investments †from education research and innovation and industrial/sectoral policies are spread across many fields of intervention with a
which plays a leading role in cluster and education development. Estonian ICT Cluster, supported by the national cluster programme,
e g. industrial, innovation, education, energy, transport and entrepreneurship •Growing STI governance at regional level:
healthcare, Global education services, Green financing, Contents and software and Meetings, Incentives Conventions and Events and tourism industry
initiatives, strategic investment, venture capital, education and training. Nevertheless, in many countries and regions, there is no clear articulation of priorities (e g. stated in policy documents) and policy
industrial, education and training Lack of means and tools to assess the relevance of certain actions to contribute to the priorities
Education, Australia Definition of the ecosystem and its boundaries In Australia Rural Research and development Corporations (RDCS) are major funders of research and
the interest of growers in its projects by providing education for growers on relevant sciences so
Education not favourable for a blooming chemical sector Connectivity Prime mover: essenscia Systemic view (value chains
The central government is responsible for education and science policy as well as the design, implementation and funding of most other policy domains.
education and human resource development, business incubation and promotion. Many companies now in the cluster migrated from other parts of the country to take advantage of policies, funding and proximity to
the main theme of which was â€oethe role of education and human resources to reach national targets for the year 2023â€
Industry and Technology, National Defense, Finance, National Education, Health food, Agriculture and Livestock Forestry and Water Affairs, Customs and Trade as well as Energy and Natural resources), Chairman of the Council of
Education Regional, national and international policies that have been decisive for prioritisation of domains The wider Melbourne South East (MSE) region constitutes the Southern and Eastern suburbs of
the region through lifestyle benefits such as quality education, healthcare and recreational facilities •The South East Melbourne Innovation Precinct (SEMIP) region has a strong focus on innovation
i) Education: It is important to maintain and improve the quality of education within the region from early childhood, to ensure that the region can sustain its skilled workforce;
economic affairs) and â€oeeducation and society†(department Research and development and Education The TMG acts as the project manager of the strategic program Upper Austria 2010plus.
Education and Research, Estonia Regional, national and international policies that have been decisive for prioritisation of domains
responsibilities of sector ministries, in particular the Ministry of Education and Research (MER) and Ministry of Economic Affairs and Communications (MEAC.
has been commissioned by the Estonian Ministry of Education and Research. The programme provides high quality research competencies for policymaking and strategic development of Estonian research
Education and Research and Economic Affairs and Communications. In practice the main responsibility of strategy making, implementation and evaluation lies on the two ministries (MER and MEAC), while the
where all relevant research, education and technology institutions in a certain technology area or a certain
innovation environment and increase international education and research cooperation Lessons earned and conclusions for policy
The funding is directed to investments in education infrastructure, lifelong education infrastructure as well as investments in infrastructure and
technology with a view to developing information society. The majority of the R&d projects financed under the Priority are in three fields:
and iv) Labour market and Education Observatory of Maå opolska which focuses on gathering information and improving knowledge of the regional labour
market and education At the same time, the system of monitoring and evaluation of Regional Innovation Strategy of the
business, business support, R&d, education healthcare and government. The Lifescience Cluster in Krakã w was established in October 2006
competences education, reinforced recently by the transfer to the Basque government of competencies in R&d.
Although the Basque government has a high capacity to influence the management of the education sector (basic public education, public colleges and universities), there is a limited capacity in the regulation
in three areas of education, R&d and innovation: i) Education (Higher education Expenditure to GDP %ii) R&d (R & D expenditure to GDP(%;
%Private expenditure on R&d as a share of GDP; Public expenditure on R&d as a share of GDP;
budgets is leveraged by structural reforms in the areas of education and research, including universities and
Global education services Green financing Contents and software Meetings, Incentives, Conventions and Events and tourism industry
used to support the identified domains span across a whole range of policy domains (R&d, education
•Dedicated education and training •Regulations adapted to the goals •Specific research and innovation programmes
•Dedicated education and training •Regulations adapted to the goals (e g. green building The two main instruments to support the prioritised areas in Lower Austria are clusters and
education and training programmes. A number of programmes set the membership of regional cluster as a
dedicated education and training programme and also strategic investment support as a major tool from the economic policy domain.
policies (research, technology, innovation, industrial policy, environment policy, education and training etc.).) This will help to broaden the traditional, linear-oriented innovation policies with demand-side
enterprise, research, education, finance, etc •Regional lead institutions: Representatives of the regional science, knowledge and creative
other relevant policies such as for instance education, employment and rural development policies)? ) Does it assess/take into account the existing level of policy co-ordination within the
Skills development and education in general form part of human capital and according to human capital theorists these assets can improve SME productivity significantly (Honig, 2001
Education and Training 42 (4): 228-37 Morris, L. 2011. Innovation management-creating value with innovation management. http
information technology in education, of biotechnology for health care and our food, and the significance of new materials for clothing and consumer products and the high level of
of education relies more on their own knowledge •In firms, innovative competencies do not depend exclusively on executive staff.
of education Firms who are endowed with this office have already structured their innovative capabilities. They rely less
Generally these firms are smaller, the education level of entrepreneurs is lower and entrepreneurs are less risk taking.
whereas entrepreneur characteristics entail education level, age IHS Working Paper 27.2013. Innovation in SMES. The case of home accessories in Yogyakarta, Indonesia 7
The education level of managers was included not in the computed variable, as it proved to be an insignificant and
only education (dummies) and the previous position (dummies) are significant indicators. As expected, higher educated have more absorptive capacity then lower educated.
It is because of education. They are not going to industrial look, but keep in Indonesian style. That you did not see 5 years ago. â€
he needs money for children†s education, he can easily borrow it. Many of the other suppliers cheat
Cultural industry, tourism and education are Yogyakarta†s dominant industries, contributing 36 %of GDP (constant value) in the province in 2002.
Province towards the prime center of education, culture and tourism in 2020†Since decentralization laws in 1999, revised in 2004,
education level and previous position The regression model is as follows I=B0+B1*X1+â‘B2*X2
education level of the entrepreneur. For this group of firms, differences in innovation are primarily
University education (dummy) 15%63%68 %Global Value Chain characteristics Exporters(%)0%46%79 %Relational value chain(%of firms) 72%64%81
when newcomers with high education levels and experiences in other sectors start new, medium-sized businesses.
education institutes, private nonprofit institutes and other sources 87%92%89 %6 %4%6 %8%3%5
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Small Medium/large firms FORFÃ S BERD 2011/2012 ANALYSIS 33 with 17 per cent of small firms collaborating with HEIS and almost a quarter of medium/large
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Irish-owned Foreign-owned 13 %16 %19 %6 %33 %11 %20%20 %9 %36
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Manufacturing Services 34 Forfã¡s Board members Eoin O†Driscoll (Chairman Chairman, Southwestern Martin Shanahan
Trends in Education and Training Outputs 2013 EGFSN July 2013 Annual Business Survey of Economic Impact 2011
Monitoring Ireland†s Skills Supply †Trends in Education and Training Outputs 2012 EGFSN July 2012
from such factors as education, fossil fuels, demographics, and other â€oelow -hanging fruit. †1 Many of these concerns,
and education, as well as in a host of technology industry areas such as high-speed broadband telecommunications, smart cards
Education Employment activities Financial service activities, except insurance and pension funding Insurance, reinsurance and pension funding, except compulsory social security
Social innovation with regard to education, skills and training Social innovation with regard to environmental issues Social innovation with regard to health, well-being and elder care
Education and Training in Europe European commission Joint Research Centre Institute for Prospective Technological Studies Contact information
The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills
in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy
and also in the latest EC Communication on'Opening up education'.'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of
European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment
targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education
Education and Training systems in Europe and beyond More information on the SCALE CCR project and links to the related publications can be found on
members of the DG EAC Thematic Working group on ICT and Education for providing valuable insights at various stages of the project
for the further development and sustainable mainstreaming of ICT-enabled innovation in Education and Training in Europe and beyond
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and impact at system level.
Education is considered to be one of the most important factors for ensuring competitiveness and prosperity in the age of globalisation and nations around the globe are striving to modernise their
Education and Training (E&t) systems to keep pace with the digital economy and society. In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve
Thematic Working group on ICT and Education Deriving from the SCALE CCR multidimensional concept (Bocconi, Kampylis,
recommendations were clustered into the seven areas presenting a holistic agenda for education reform. In the following table, the seven policy action areas are presented with a mean value
the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
national policies for ICT in education and many activities are undertaken to promote the use of
technology in Education and Training systems. Innovating in E&t is also a key priority in several
emphasised to the European commission's recent Communication on'Opening up education'and its supporting documents (European commission, 2013a
contributing to the Europe 2020 strategy to modernize Education and Training across Europe In particular, the main objectives of the SCALE CCR project as a whole were to
librarians, IT coordinators and other professionals involved in Education and Training systems 8 x identify and analyse the implementation strategies of a number of effective ICT-ELI in order
mainstreaming of ICT-ELI in Education and Training (E&t) across Europe Built on work undertaken in previous phases of the SCALE CCR project (Bocconi et al.
of the DG EAC Thematic Working group on ICT and Education, who provided valuable insights and
had diverse backgrounds in education and ICT: teachers, trainers, policy-and decision-makers researchers and others.
the following stakeholders in the field of ICT in Education: policy-and educational decision-makers experts;
Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7
expertise in the field of ICT in education x Additionally, the survey was promoted through the Open education Europa portal;
15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR
16 http://ec. europa. eu/education/lifelong learning-policy/doc/exchange/ict en. pdf 17 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html
For instance, the need for more innovative Education and Training has been confirmed by the work of the ICT cluster,
session on â€oemainstreaming E-learning in education and training†in June 2011,19 confirmed that only a few innovative projects manage to reach beyond the early adopters†stage.
Education has become a strategic concern for international organisations, governments, industry communities, families and individuals around the world and agencies for learning innovation
19 http://ec. europa. eu/digital-agenda/en/08-mainstreaming-e-learning-education-and-training 15
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
Even in Education and Training systems that follow reformed curricula, it remains a challenge to modernise assessment to support
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
different levels of the education system and the whole ecosystem of education, including industry and other service providers),
-management abilities of stakeholders (i e. education decision-makers, school leaders etc..120 59.2 45. Revising performance appraisal strategies for teachers and schools to allow more
Ministries of Education industry (e g. IT providers) research (e g. research centres), educational practice (e g 122 55.7
Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers
ICT in education (European commission, 2013c insufficient equipment is reported still as a major obstacle for ICT use by teachers and
ICT in Education) lack of infrastructure is not a major inhibitor. There is no relationship between provision of ICT and its use
%)In the process of education, teachers are 29 the most important players. It is recognised that the support to teachers is necessary for successful
provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
research in the field, contributing to the modernisation of Education and Training systems in Europe
European Journal of Education, 48 (1), 113-130 doi: 10.1111/ejed. 12021 Bocconi, S.,Kampylis, P,
Final Report on the Study on Creativity and Innovation in Education in EU Member States
) Rethinking Education: Investing in skills for better socioeconomic outcomes COM (2012) 669 final. Retrieved 05 november 2013, from DG Education and
Training http://ec. europa. eu/education/news/rethinking/com669 en. pdf European commission. 2013a). ) Opening up Education:
Innovative teaching and learning for all through new Technologies and Open educational resources COM (2013) 654 final
Retrieved 05 november 2013 from DG Education and Training http://ec. europa. eu/education/news/doc/openingcom en. pdf
European commission. 2013b). ) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training
http://ec. europa. eu/education/school-education/doc/teachercomp en. pdf European commission. 2013c). ) Survey of Schools:
ICT in Education-Benchmarking Access, Use and Attitudes to Technology in Europe's Schools. Luxembourg:
Publications Office of the European union Eurydice. (2011. Key Data on Learning and Innovation through ICT at School in Europe 2011
Retrieved 15 december 2013, from Education, Audiovisual and Culture Executive agency http://eacea. ec. europa. eu/education/eurydice%20/documents/key data series/129en. pdf
Griffin, P.,Mcgaw, B, . & Care, E. Eds.).2012). ) Assessment and teaching of 21st century skills.
New York: Springer Hannon, V. 2009. †Only Connect! â€: A new paradigm for learning innovation in the 21st century
Retrieved 20 november 2012, from Centre for Strategic Education http://www. innovationunit. org/sites/default/files/Only%20connect%20
-develop policy recommendations for mainstreaming systemic innovation in Education and Training You can learn more about the project
with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe
decision-maker (e g. school head, chief education officer, university dean, etc technology provider/developer Other 2. Where do you come from
Promoting the involvement of education stakeholders (e g. teachers, parents researchers etc. in the co-development of flexible and research-based curricula
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation Supporting research-based changes in organisational structures and routines, such
innovation-management abilities of stakeholders (i e. education decision-makers school leaders etc Promoting mixed approaches for scaling up ICT-ELI,
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider public (e g
Chee-Kit Looi National Institute of Education, Singapore Carlos Medina Institute of Educational technologies, Spain Irene Pateraki etwinning National Support Service, Greece
Catherine K. K. Chan Education Bureau, Hong kong SAR Horn Mun Cheah Ministry of Education, Singapore
Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China
Dae Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan
Panagiotis Kampylis JRC-IPTS Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education, Singapore
Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok
Mang She Education Bureau, Hong kong SAR Seng Thah Soon Ministry of Education, Malaysia 44 Annex 3 †Statistical analyses
Table 12: Content and curricula policy recommendations-frequency distribution %1 2 3 4 5 6 7 Cu
Promoting the involvement of education stakeholders e g. teachers, parents, researchers etc. in the co -development of flexible and research-based curricula
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
of stakeholders (i e. education decision-makers school leaders etc 1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider
Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc in the co-development of flexible and research
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
education decision-makers, school leaders etc 5. 42 52 5. 52 27 5. 32 25 5. 56 16
Education), industry (e g. IT providers research (e g. research centres), educational practice (e g. teacher associations) and the
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and
mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe.
out by JRC-IPTS on behalf of the European commission, DG Education and Culture, based on desk research; case reports from
approach needed for their mainstreaming across Education and Training systems in Europe As the Commission†s in-house science service, the Joint Research Centre†s mission is to provide EU
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