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
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
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
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
into education, reduce poverty and social exclusion and lower greenhouse gas emissions The concept thus found a central role in European strategic policy papers, innovation road
innovation in education are the Open university and more recently free online courses from the MIT, the University of Berkeley and Harvard (https://www. edx. org), but
lack of education gender, ethnic and/or cultural discrimination; and the lack of opportunities and
education, reduce the risk of people falling into poverty and cut carbon emissions to 80
recruitment, and training and education. The technology transfer dimension involves research for products and processes, R&d technology audit, technology brokerage,
to user, company, resource or request management like Education level, Occupation list, Ethnic group, Expertise areas, NAICS code, Nonprofit type, Occupation type, Session type, Milestone, Counties, zipcodes, regions, contact
, occupation, education information, college teaching, highest education level, privacy level, etc. for the user management entities are
captured during this registration process The human resource entity is subdivided into four sub-entities-USERS, MEMBER, INDIVIDUAL, and
, annual income, education information, occupation, expertise areas, ethnics, etc..The information for these entities is acquired during a user†s registration process (refer to Lea et al.
transportation, buildings, security, governance, education and healthcare Source: Frost & Sullivan Social Innovation to answer Society†s Challenges
par ticular focus on education, entrepreneurship and health Meanwhile other interpretations focus more on the business value of
3. 1 Education, Training and Development 33 3. 2 Infrastructural development 46 3. 3 Fostering FDI growth and developing an enterprise environment 64
From its establishment in June 2011, the former Joint Committee on Jobs, Social Protection and Education identified unemployment in general, long term unemployment and youth unemployment as key priority issues that were fundamentally important in national efforts
Education, Training and Development Key Proposals Designation of Waterford and Carlow Institutes as a Technological University of the Southeast
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
The integration of literacy and numeracy into all publically funded education and training programmes Create greater connections and collaboration across all training and education programmes and providers
Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions
Change the rules and regulations surrounding Further Education and Training Awards Council (FETAC) courses which prevent participants taking courses with a lower
Support greater linkages between second and third level education drawing on the success of the Calmast Programme at Waterford Institute of technology (WIT
The carrying out of a regional skills deficit audit in this sector to identify skills shortages such as languages and multilingual activity and the development of appropriate responses through collaborative initiatives between industry and the education sector
and be led by the Departments of Education and Skills; Jobs, Enterprise and Innovation; Environment, Community and Local government;
The Forum should be chaired, on a rotational basis, by Assistant Secretaries from the Departments of Education and Skills;
3. 1 Education, Training and Developmentâ A recurring theme across the consultation meetings that inform this document is the vital role of education in building the economy
and creating employment opportunities The Southeast has a significantly lower percentage of students reaching third level than other regions.
WIT and IT Carlow have affirmed formally their intention to apply jointly as a Technological University in accordance with the process set out by the Higher education Authority and the Minister for Education and Skills. footnoteref:
On the 30th may 2013 the Minister for Education and Skills Deputy Ruairi Quinn announced the formation of regional clusters between universities
WIT has a strong track record in the support of vocational and labour market oriented education at all levels.
and complete their education. National Adult Literacy Association (NALA) has developed work in this area and has produced a number of resources to support parents to help their children learn
The Southeast region must recognise the key role of the Further Education and Training (FET) Sector in economic development.
the Further Education sector can provide an ideal stepping stone to a learner, with the potential of supporting them from a low skills level right up through the qualifications system
and this will inform the delivery of Further Education and Training through the new Educational and Training Boards (ETBS).
The establishment of ETBS provides a platform for a strengthened, more coordinated Further Education sector at local level and the potential for greater engagement, both with employers and the higher education sector as well as a better learning experience
The State†s 33 Vocational Educational Committees (VECS) are due to be replaced this year by 16 Education and Training Boards
and County) has the potential to improve education attainment and educational choice in the region
The Institutes of Technology and a future Technological University need to work more collaboratively with the vocational sector and labour market orientation education.
Core Proposals for the Further Education Sector Create greater connections and collaboration across programmes and providers
Similarly, there should be a strong connection built at local level between education and training providers across the statutory, community and private sector,
An information campaign locally could highlight the range of further education and training opportunities in the area and who to contact.
For example, the EURES expo two years ago was a highly successful event organised by the Department of Social Protection where different local providers provided information to members of the public about information on education and employment options.
Past consultations with learners and feedback through AONTAS Information Referral Service highlights the need for greater levels of awareness about training and education opportunities for adults
which the employers sector can assist in the delivery of education and training at local level.
whereby they can feed into the development of education and training initiatives. ETB structures should allow for engagement with employers at a number of levels
and education could form part of an overall Educational Attainment Strategy An example of best practice in achieving this dialogue is in The netherlands,
where opportunities are established for employers locally to engage with all education stakeholders (from primary right through to FET and third level
Table 8. Age at which full-time education ceased by region, 2011 Nationally, 21.9%of persons finished their full-time education at 15-17 years of
age The Southeast (25.6%)region had the highest proportion of persons in this category Table 9. Highest level of education completed by region, 2011
Table 9 indicates that the Southeast has the second-lowest proportion of persons with third level education (23.1
In the immediate term, those who have left education without completing the Leaving certificate or a primary third level qualification need to be skilled to a minimum standard
Those still in education should be encouraged strongly to obtain minimum level qualifications before entering the labour force
and may require years of development education to build participants†information acquisition skills and prepare them to enter the jobs market
and 11 are in full-time education/training In Kilkenny, the LEADER Partnership has pioneered Kick start, a six-week work placement programme for unemployed people.
Unfortunately, people with literacy and numeracy difficulties are less likely to participate in education and training programmes. footnoteref:
Therefore the development and delivery of integrated literacy and numeracy must be factored into all further education and training programmes
Incorporate Higher education institutions into a regional strategy to ensure a matching of education provision with industry needs,
A Technological University must deliver new engagement models bringing together education at all levels, technology, research,
The integration of literacy and numeracy into all publicly-funded education and training programmes Create greater connections and collaboration across all training and education programmes and providers
Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions
Support greater linkages between second and third level education drawing on the success of the Calmast Programme at WIT
but there also needs to be a focus, in collaboration with training agencies and further education colleges, on retraining people for work within the food sector
and education and have forged relationships with companies involved in Life sciences Manufacturing faces a threat from
and multilingual activity and to help the development of appropriate responses through collaborative initiatives between industry and the education sector
The carrying out of a regional skills deficit in this sector to identify skills shortages such as languages and multilingual activity and the development of appropriate responses through collaborative initiatives between industry and the education sector
Training and Education 6) There is a need to bridge potential skills gaps in the creative sector at both undergraduate and post graduate levels
David Ford (Carlow Institute of Further Education Pauline Egan (Principal, Colã¡iste Eoin, Hacketstown Bernie Eales (Adult education Office
Further Education and Training FETAC Further Education and Training Awards Council FUSE Friends of the University of the Southeast
GMP Good Manufacturing Practice GVA Gross Value Added HEIS Higher education institutions HERD Higher education Research and development IDA Industrial Development Authority
among business and education providers public and private actors to attract young people into ICT education, and to retrain
unemployed people As of May 2014,47 pledging organisations have joined, including private ICT companies such as Google
training, new forms of education, mobility certification and awareness raising The Commission wants to scale up
strategy for new forms of education, with the curriculum created through better co -operation between education providers and
industry At European level, a higher degree of mobility for ICT practitioners should allow for a better match of demand and supply
However, many ICT-related educations are not providing the ICT sector workers that suit the industry needs, making
to provide the right educations and ICT courses, many of those who fit the existing
for employment, industry and education Entrepreneurs met recently in Brussels at a conference, New Frontiers for
That comes from education, taxation innovation †unlike the US, we are a multinational integrated market that is
education requires political will at national level With 25%of adults in the European Union lacking the necessary
education resources and effective e-skills the European commission has identified a number of priorities for the coming
in education also showed dramatic results in EU countries: between 50%and 80 %of students never use digital textbooks or
education, launched the joint long-term initiative †Opening up Educaiton†in September last year â€oethe aim of the strategy is to encourage
the use of free to use education resources, †Dennis Abbott, spokesperson for commissioner Vassiliou explains
high-tech education is increasingly becoming key in every single aspect of society, meaning that â€oepolicy-makers will
with the required high-tech education and not just in STEM occupations, †which also means that lifelong learning will become
Education is about opening minds to new learning methods so that our people are more employable, creative, innovative and
education content freely available, â€oewhile ensuring authors†rights are respectedâ€, the Commission spokesman assured When the idea was launched, the
education anywhere, anytime and through any device. But many universities are not ready for this change, †Commissioner
criteria to get EU funding for education digitalisation projects, Abbott explained â€oeit†s a deal, you want the money, you
Greek minister for Education Konstantinos Arvanitopoulos, told Euractiv Greece that the EU is not efficiently
education platform and digital content in the primary and secondary education, by using interactive means in the classrooms
and public policies in areas as diverse as education and macroeconomic management. One indication of the
education; place making (community and local development); ) and the sharing economy and sharing society. Our research identified three main types
and education cases, however, use ICT along the whole value chain and do not rely on any physical
education, like the Professor Why initiative in Poland where pupils and students design and take their
For example, many education and employment cases improve personal and social skills, as well as make it easier for such
regarding the education level of employees and managers Keizer et al. 2002) ï nd in their study of mechanical and
engineering sector SMES that neither the education of the manager nor the percentage of employees with high
education is signiï cant in explaining innovative efforts which is contrary to prior research (Hoffman et al.
Innovation and knowledge creation are linked inseparably with education The radical social transformations implied in the development of knowledge societies and A
education to harness and maximise the potential benefits while minimising risks of globalisation and innovation.
Education Forum with the adoption of the so-called Dakar goals. UNESCO, as the coordinator of
Education for All (EFA), has made the promotion of education as a fundamental right, the improvement of the quality of education and the stimulation of innovation and the sharing of
World Education Forum, the organisation has been one of the first and most active promoters of the
the European Social Fund and National Resources (Greek Ministry of Education †HERAKLEITOS II Programme
Semantic web Education and Outreach Group As of September 2010, the coverage of the domains in the Linked Open Data
-munication industry, education, culture and entertainment However, the traditional and current layered architectures do not include exchanges
education and learn -ing, working, and assisted living. Much interest is in â€oesmart health†applications, includ
-tional Research and Education Network (NREN) infrastructures with the GSN net -work this develops competencies to understand how a set of green nodes (where each
the infrastructure for education and innovation, the net -works between businesses and governments, the existence of demanding citizens and
services of a city †administration, education, healthcare, public safety, real estate transportation and utilities †more aware, interactive and efficient. †According to this
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