•Limited spending on R&d, mainly in universities, both on economic and human capital •Innovation indicators in companies below the national average
â Meetings with experts, universities, research centres, clusters companies, chambers of commerce â Public consultation
â Higher education area ï By taking effective advantage of opportunities ï By responding innovatively to challenges
Two universities European Northern Observatory (IAC), Oceanic Platform (PLOCAN), research centers, new technology parks†â Fiscal regulation (lower taxation
universities CARACTERIZACIÃ N DE LA PYME CANARIA METODOLOGÃ A COTEC 1. 400 CUESTIONARIOS CÃ MARAS DE COMERCIO
ï Promote interaction among firms and with universities and research centers ï Linked to universities and business clusters
ï Preferential access to funding instruments trough the technology parks program â Fuerteventura: mainly devoted to renewable energies and water
Universities...78 Digital Agenda for Europe...81 Key enabling technologies...86 Cultural and creative industries...
such as in universities or public research institutes. Collaborative projects with local firms can help to reveal information about the future
higher education institutions, public research institutes, independent innovators; whoever is best placed to discover the domains of R&d
higher education and research infrastructure to new areas such as satellites and GPS technologies 14 •Finally, radical foundation of a new domain:
In this case, links between local universities and strong public-private partnerships are the types of strategies that may be essential for smart
Specialisation, Regional Growth and Applications to EU Cohesion Policy',Groningen University 15 existence of industries that are in tune with the relevant socioeconomic conditions and can
account innovation opportunities identified by leading actors (companies, universities intermediaries, etc. Mixing regional experts with international experts helps to give more
Potential actors relevant to the RIS3 process span from public authorities to universities and other knowledge-based institutions, investors and enterprises, civil society actors, and external
authorities, universities and other knowledge-based institutions, investors and enterprises, civil society actors, and international experts who can offer benchmarking
a leading role in connecting their universities to the worlds in and beyond their regions.
University of Tampere, Work Research center, Working Paper No. 85 (Final Report on Quadruple Helix Research for the CLIQ
and its significance for universities businesses and the regional economy, would do much to promote a skill set that is critically
Getting firms, universities, development agencies and regional governments to accept that innovation is a collective social endeavour †where participants freely acknowledge that
bodies, especially universities, development agencies and regional governments. Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
Under such a programme, universities, development agencies and regional governments could jointly identify a project to explore the prospects for related variety in the regional economy
alliance between universities, development agencies and regional governments Finally, as the original RIS programme took consensus-building seriously,
universities, the development of the region will not be their primary focus. While regional public authorities do have a territorial responsibility,
In this respect, universities can be critical actors How does regional funding fit into this multilevel system?
foresight and scenario-planning exercises involving the public, private and higher education sectors, the chief aim of which would be to produce a regionally-attuned smart specialisation
companies, universities, transfer institutions, business intermediaries, local and regional authorities, national bodies, the media, etc. have a different understanding and expectations
•Co-funding of universities: institutional and competitive •Funding research and technology centres •Public-private partnerships for innovation
•Technology transfer instruments (university technology transfer offices, technology brokers at research centres •Talent attraction (from country and abroad
•Attracting national investments in vocational and tertiary education •Promoting national training, lifelong learning schemes for companies and
universities/research centres Increase in research expenditure in firms increase in patents or publications Improved innovation performance
•Universities-enterprise cooperation •Digital agenda •Key enabling technologies •Cultural and creative industries
Connecting universities Key enabling technologies Research infrastructures Cultural and creative industries Innovation PP CO 2 ne
besides the location factor, often in close proximity to a university. They provide the necessary
Universities Why should universities be part of smart specialisation In the framework of the Education, Research and Innovation triangle, the so-called knowledge
triangle, universities71 have a crucial role to play in creating knowledge and translating it into
mobilisation of the resources of universities can have a strong positive effect on the achievement
Universities dealing with economics, public policy and administration, as well as those dealing with specific policy areas (such as industry, health, agriculture, environment and culture) can
Universities are a critical'asset'of the region, mainly in the less developed regions where private sector may be weak or relatively small, with low
which universities can contribute to regional innovation systems. Universities can, for instance, stimulate the entrepreneurial spirit of their staff and
students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
Universities and Businesses should directly cooperate in curricula design and curricula delivery to ensure that graduates have the right skills and transversal competences.
cooperating with the educational side of Universities, talent attraction and retention would be enhanced in the region.
Universities can also play an important role in the field of vocational training Barriers and challenges
Improving the contribution of universities to regional growth by implementing such mechanisms requires the interconnection of the partners in the innovation systems.'
internal to the university and involve the capacity to †reach out†to the wider region (i e. supply
) For instance, universities are focused usually on teaching and research (driven by academic outputs) and are part of national academic systems that are targeted not to respond to
regional needs. As a result, some universities are viewed as being'in'the region but not'of'the
region where they are located 71 The term'university'includes all higher education institutions, in line with the Commission's Communication on
the modernisation agenda for universities COM (2006) 208 79 These barriers can also be linked to the capacity and willingness of the public and private sector
actors in the region to'reach in'to the university to seek expertise and knowledge that can
contribute to regional growth and development (i e. demand side. Successful partnerships involve'boundary spanners'providing leadership within
Universities will appreciate the opportunities that their regions present for their activities as'living laboratories'opened to
Universities and other knowledge institutions should be linked closely to the process of designing national/regional innovation strategies for smart specialisation.
cover these aspects with an emphasis on connecting universities to regional growth and developing stronger partnerships within the knowledge triangle.
these processes, see the practical guide'Connecting universities to regional growth'that presents processes and delivery mechanisms for building capacity and incentives for universities and their
regional partners to work together. Based on examples, it explores the following issues •establishing a regional higher education partnership to better understand the regional
situation and to overcome the barriers, with a possible technical assistance budget •ensuring mechanisms allowing universities
and business in the region to cooperate in curricula design and in jointly delivering education in an innovative way, fostering
•mapping the regional higher education system in terms of their degree-awarding ability research activities and possible cooperation with regional partners
•assessing the connectivity of the universities to the regional public and private sectors to
move towards a situation where universities are key players •selecting, designing and evaluating interventions that strengthen the connectivity of
universities in the region to the region, by moving from simple to complex projects In the future programming period 2014-2020, support under the European Agricultural Fund for
Rural Development (EAFRD) could be provided to Universities in the following areas •Knowledge transfer and information actions for the provision of vocational training and
and among other actors (including Universities) that contribute to achieving the objectives and priorities of rural development policies (e g. pilot projects;
universities could also take part References The European commission promotes several support tools at European level. These may serve
•EU Guide'Connecting universities to regional growth':'Available on the website of the Smart Specialisation Platform, 72
•University Business Forum: A platform to promote cooperation between HEI and businesses at European level, 73
•Marie Curie †Initial Training Networks †Industrial doctorates: A pilot action promoting industrial Phd schemes, 74
Between higher education and businesses in educational issues, 75 •Erasmus for all: The Union Programme for Education, Training, Youth and Sport for the
industrial value chains across the EU, including technology developers (universities, research and technology organisations), start-ups, SMES and manufacturers.
policies such as economic development, employment, higher education and culture Successful CCI strategies most often depend on excellent internal and external networks
public-private partnerships and joint ventures, research institutes, universities, science and technology parks, and research infrastructures (covering suppliers, the infrastructures
enhancing R&i infrastructures, the modernisation of universities and research organisations as well as developing technology auditing, international partner search and information campaigns to stimulate
Universities Digital Agenda for Europe Key enabling technologies Cultural and creative industries Internationalisation Financial engineering instruments
Universities Digital Agenda for Europe Key enabling technologies Cultural and creative industries Internationalisation Financial engineering instruments
2. 5 Higher education System The Department of education and Skills is responsible for, inter alia, core funding and overarching policy development,
including research policy, for the higher education sector The Higher education Authority (HEA) and The irish Research Council (IRC) come under the
aegis of the Department of education and Skills. The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other
designated institutions and is the advisory body to the Minister for Education and Skills in
relation to the higher education sector. The IRC focuses on the cultivation of skills and research expertise to address broad societal needs and thus it funds across all disciplines and
focuses on early stage career researchers The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publicly -funded higher education institutions are being held accountable to Government for their
performance against defined national priorities. This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education
institutions. This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
The imperative to maximise Ireland†s return on investment in research is emphasised explicitly in the Higher
The Higher education Authority is formally encouraging institutions to consolidate, where it makes sense, and to form regional clusters with a view to building critical mass and increasing
A number of reforms are in train around governance and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
Current proposals are around developing regional clusters of universities and institutes of technology in the South, Midwest, West,
endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population and Ireland†s
funding organisations active in the thematic area and representatives from the university sector, the institutes of technology sector and the enterprise sector.
Group invited the main enterprise and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG
Government investment in research less the research component of the â€oeblock grant†to HEIS and the funding administered by the enterprise development agencies for in-company
commercial expertise in the HEI sector •investment in research infrastructure •focused international collaboration
Structured Phd/Emergent Technology programmes across Ireland†s HEIS Key objectives of the PRTLI programme are to develop critical mass in key research areas and
Universities to ensure that best use is made of research outputs with commercial potential 23 •Supports High Potential Start up Companies defined as a company based on
•funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and
Skills and the Higher education Authority (HEA •funding for business sector R&d, administered via State agencies including IDA Ireland
environment for R&d investment as well as supports for higher education R&d, industry linkages with higher education researchers, commercialisation of research results, in-company
R&d and start-up companies. Accordingly, the circumstances expected post 2015 will enable a resumption of progress towards the Europe 2020 R&d target of 2. 5%GNP by 2020 to take
•Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding
clusters and strategic inter-institutional alliances technological university proposals Reporting on implementation of NRPE •Minister Sherlock presented a first progress report on implementation to the Cabinet
2. 5 Higher education System The Department of education and Skills is responsible for, inter alia, core funding and overarching policy development,
including research policy, for the higher education sector The Higher education Authority (HEA) and The irish Research Council (IRC) come under the
aegis of the Department of education and Skills. The Higher education Authority is the statutory funding authority for the universities, institutes of technology and a number of other
designated institutions and is the advisory body to the Minister for Education and Skills in
relation to the higher education sector. The IRC focuses on the cultivation of skills and research expertise to address broad societal needs and thus it funds across all disciplines and
focuses on early stage career researchers The National Strategy for Higher education to 2030, adopted in 2012,
establishes a new performance framework for public Irish Higher education institutions within which publicly -funded higher education institutions are being held accountable to Government for their
performance against defined national priorities. This is monitored and advanced by way of the 8 Strategic Dialogue process now in place between the HEA and the higher education
institutions. This is the central means through which the institutions will develop their future performance in accordance with national economic and societal objectives.
The imperative to maximise Ireland†s return on investment in research is emphasised explicitly in the Higher
The Higher education Authority is formally encouraging institutions to consolidate, where it makes sense, and to form regional clusters with a view to building critical mass and increasing
A number of reforms are in train around governance and configuration of the higher education system (see Section 2. 5) to move to a smaller number of larger autonomous institutions with
Among the defining characteristics of the higher education system over the last decade and a half has been the effectiveness of structured forms of inter-institutional collaboration.
Current proposals are around developing regional clusters of universities and institutes of technology in the South, Midwest, West,
endeavour in Higher education institutions (HEIS), Government agencies, and industry. Ireland is now in the top 20 countries ranked by citations per thousand population and Ireland†s
funding organisations active in the thematic area and representatives from the university sector, the institutes of technology sector and the enterprise sector.
Group invited the main enterprise and higher education representative bodies to provide formal written inputs to the stakeholder engagement documents compiled by each TWG
Government investment in research less the research component of the â€oeblock grant†to HEIS and the funding administered by the enterprise development agencies for in-company
commercial expertise in the HEI sector •investment in research infrastructure •focused international collaboration
Structured Phd/Emergent Technology programmes across Ireland†s HEIS Key objectives of the PRTLI programme are to develop critical mass in key research areas and
Universities to ensure that best use is made of research outputs with commercial potential 23 •Supports High Potential Start up Companies defined as a company based on
•funding for R&d programmes in the higher education sector administered by Science Foundation Ireland (SFI) and others and core funding via the Department of education and
Skills and the Higher education Authority (HEA •funding for business sector R&d, administered via State agencies including IDA Ireland
environment for R&d investment as well as supports for higher education R&d, industry linkages with higher education researchers, commercialisation of research results, in-company
R&d and start-up companies. Accordingly, the circumstances expected post 2015 will enable a resumption of progress towards the Europe 2020 R&d target of 2. 5%GNP by 2020 to take
•Measures underway by the Higher education Authority to reform the higher education system including issues such as strategic dialogue and performance based funding
clusters and strategic inter-institutional alliances technological university proposals Reporting on implementation of NRPE •Minister Sherlock presented a first progress report on implementation to the Cabinet
14 companies, 4 universities, 12 research institutes, 2 public athorities, 8 cathalist organizations, 2 associations and 1 entreprenurial
at University of Agricultural Sciences and Veterinary medicine, The Zootechnical Research Center, The Research Platform for Aquaculture and Ecology, Vegetable Genetic Resources
Biologic Research Institute, Antibiotics Research Institute, Medicine and Farmacy University UMF †Gr. T. Popaâ€),
nononcological and oncological pains, a Biology Faculty inside the University †Alexandru Ioan Cuzaâ€, a Regional Oncology Research Institute and a County Clinic and Emergency
and Industrial Management Faculty with a PHD school According to the ARUP study, the Northeast Region has solid perspectives for smart
joints 14 companies, 4 universities and research institutes, as well as cathalist organizations From the perspective of the academia and research composition, the region has a PHD
school inside the Authomatics and Computer Faculty of the †Gheorghe Asachi†University another one inside the Electronics, Telecommunications and Information technology
Faculty, a Research and Tecvhnology Transfer Center †POLYTECH, a National Research and Development Institute for Technical Fizics, a Research center for Fuzzy Systems, Inteligent
Systems and Biomedical Engineering, research units in the field at the University for medicine and Pharmacy †GR.
specialties and thematics of the courses introduced in schools and universities ï support for educators in familiarizing with new trends and technologies in priority
it was exemplified the case of a professor at a faculty in the field who when presenting to XII
if you don†t enter in any other faculty, you can still orientate your carier
universities •Global Value Chain analysis The panels working on candidate smart specialization fields followed a set of criteria in
including private ones), universities, strong business innovators, regional development agencies, and even a few business angels
-around 90 Romanian universities, both public and private 4 World Economic Forum, The Global Competitiveness Report 2013-2014,2013, p. 26
publications per researcher is now well above (around 2x) the EU average, with universities leading the way,
1 The Bucharest University of Economic Studies, Bucharest, Romania, lavricvictor@yahoo. com 718 PROCEEDINGS OF THE 8th INTERNATIONAL MANAGEMENT CONFERENCE
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
Tertiary education Infrastructure as of 2010.22 Table 4: GDP Per capita in Counties of West Region (Euro, at purchasing power standard...
region†s workforce is skilled, owing to a tertiary education system that is relatively strong in natural sciences, mathematics, computer science, food science, agriculture,
stronger higher education structures and R&d bodies take the necessary measures to surpass the national targets, at least those related to employment, R&d,
between business, public entities and knowledge institutions (universities and research institutes working together to identify not only a region†s most promising areas of specialization, but also the
Persons aged 25-64 with tertiary education attainment(%;%Source: Eurostat 7 Europe 2020 Flagship Initiative Innovation Union COM (2010) 546
strategy, as they are the primary institutional partners for universities, other research and education institutes, and SMES
Focusing school, vocational and higher education curricula on transversal competences like creativity, entrepreneurship and initiative will help
centers and higher education, in particular product and service development, technology transfer, social innovation and public service applications, and demand stimulation;
prominence of its universities. There are seven public universities in the West Region, out of which four
are based in Timisoara, one in Arad, one in Petrosani, one in Resita, and Politehnica University has a
branch in Hunedoara. In addition, there are seven private universities, which are located in Timisoara Lugoj, Deva and Arad.
Specialization areas of these higher education institutions vary, but the region is particularly strong in natural sciences, mathematics, computer science, food engineering, agriculture
medical and veterinary sciences. Figure 6 confirms that the educational attainment of the region†s
population with a tertiary education than any other region outside of Bucharest, although it still trails far
years of age (Figure 7) the West far outperforms most peers in university enrollment, although it is
striking just how strong of a magnet Bucharest has become for the country†s university population.
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011 Source:
sex, age, highest level of education attained and NUTS 2 regions (1 000 Source: Calculations based on data from Eurostat
upper secondary or tertiary education attainment, by sex and NUTS 2 regions (from 2000 onwards -%22
The West Region is recognized as having a strong set of universities and hosts a large student
terms of the number of tertiary institutions and faculties that it hosts. However, although it also has a
fairly large population of students in the first stages of tertiary education, the West does not stand out
by far the main center of tertiary education in the country. Where the West†s performance drops
considerably is advanced at the stages of tertiary education, where the relative level of its research student population is only half that of that of North West and one quarter that of Bucharest.
Tertiary education Infrastructure as of 2010 Tertiary institutions Faculties High skills students level 5 A Advanced research
students (level 6 Total per m population Total per m population Total per m population Total
Institutions and Faculties from Institute of National Statistics; Student figures from Eurostat; â€oehigh skill studentsâ€
defined as â€oefirst stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to
comparative advantage in highly skilled workers (proxied those with a tertiary education. Like much of Romania, however, the West faces a problem both with older workers retrenched due to restructuring
Despite a relatively significant number of universities and good university enrollment rates the region faces important shortcomings at all levels of training and skills development
While the West Region has clear strength in tertiary education in the Romanian context, its advantage in upper secondary and post-secondary (non-tertiary education is far from apparent
Enrollment rates in secondary education are only moderately ahead of the national average. Of more concern, is the relative performance of its students in upper secondary education.
Table 6 shows that in 2011 and 2012, every county in the West Region performed in the bottom quartile of Romanian
counties in the first presentation of the baccalaureate examination24. While leading counties in the North West like Cluj and Bihor ranked 3rd and 5th respectively (out of 42 counties), Timis and Arad
technical high schools of all the regions in Romania (34,441), and in 2010 was the fourth region number
agricultural high schools has remained constant and was in 2011 the lowest of all the regions in Romania
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011 Source: Institute of National Statistics
University Economic Research Forum 32 The original classification includes an extra segment, machinery and equipment,
University of Colorado 44 Box 1-High Value Added Manufacturing in the West Region Continental purchased the existing Siemens VDO business in 2007,
•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 link between tertiary education and the workforce must be reinforced. The region must do a better job of leveraging its significant tertiary education infrastructure, especially to the insertion of
university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
This will require investments to improve the links between universities (as well as vocational training facilities) and employers.
It may also pay to make strategic investments in promoting disciplines and skills that are likely to be the cornerstones of the region†s
the university curricula (including a focus on presentation skills), as part of incubator services, or be provided to entrepreneurs through specialized programs at the local level
Consultative College for Research, Development and Innovation ï¿National Council for Ethics of Scientific research, Technological Development and Innovation
collaboration between the private sector and research institutions (universities and RDIS), the West Region could establish technology transfer offices (TTOS),
either as part of universities or industry -specific. TTOS could help identify research projects with commercial potential and carry academic ideas
promote applied research in universities and RDIS. Second, in order to alleviate the burden of acquiring intellectual property protection for inventions, co-financing of patent applications could provide support
permanent partnership between universities, R&d centers, and industry, working together to increase regional competitiveness. Building on the existing innovation support structure (TEHIMPULS) 43, the
higher education institutes to develop new technologies and processes that will lead to job creation and increased exports
and veterinary sciences are areas of strength of the West Region universities 60 IV. 3. 4. ICT
strength in tertiary education programs for natural sciences mathematics, computer science food engineering, agriculture, as well as medical and veterinary
tertiary education and the workforce and lifelong learning improving the vocational school system for industry-relevant training; and supporting
universities Unexploited export opportunities with Serbia. Taking better Support innovation in the industry especially as food engineering
Region universities Establishment of an agro-food market center including a regional accredited laboratory for food
local universities, while enjoying the benefits of a EU location Expansion of services offered by
government sector, higher education sector, and private nonprofit sector) over GDP amounted to 0. 22%.%Assuming that this level was kept constant in 2011 and 2012,
Major local universities have started to invest in technology transfer, but such investments are still at early stages.
University graduates need to be better trained on how to apply theoretical knowledge. Firms often have difficulties finding graduates to meet
industry and universities must be improved. This can be attained through public-private partnerships on R&d collaborations or by adjusting the school curriculum to respond to industry needs.
programs and partnerships with local universities. These efforts must be scaled up and should encompass local firms,
university graduates would strengthen the region†s comparative advantages. While partnerships between private and education establishments,
promoting private sector collaboration with universities and RDIS V. 3. Optimum policy mix and possible budget requirements
potential, fostering academic entrepreneurship, research commercialization and collaboration between public and private sectors 161. Major universities in the region have started to invest in technology transfer, but such
investments, and need to be exploited better and enhanced to promote the smart specialization of the region.
and Politehnica Universities and the Research Institute for Symbolic Computation at the Johannes Kepler University in Linz.
The institute has ongoing projects with private partners in Austria, Germany and Romania. Another example of the recent efforts to foster collaboration between universities and the
private sector are the agriculture extension services provided by the Banat University of Agriculture and Veterinary medicine (this project was initiated with a contribution from World bank MAKIS project
funding in 2008 162. Collaboration between companies in the West Region is limited and should be
and higher education for the development of products and services technology transfer, and networking. The specific objectives of this investment priority are to:(
The partnerships between universities research institutes and private enterprises, especially the large ones, which have substantial growth
i) increasing the share of population with tertiary education; and (ii encouraging the access to professional development,
training providers (schools, universities or vocational training centers) in order to identify and promote those projects that fit with the needs of the local economic actors
development and implementation of measures to enhance the relevance of higher education programs including through an increased focus on problem solving, creativity and development of entrepreneurial
iii) developing and strengthening the partnerships between higher education institutions, business environment and research institutes 181. The second investment priority under this priority axis is to invest in education, skills
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 properly sustained by the educational infrastructure and proper endowment of schools and
higher education in particular products and service development technology transfer and networking Contribute to EU 2020 strategy by
tertiary education Encouraging the access to professional development, including lifelong learning programs National local, and EU financing
and equipping of pre†university, university education and continuous vocational training infrastructure National, local and EU funds
higher education in particular products and service development, technology transfer and networking Enhancement of the local technology parks
pre†university, university education and vocational training infrastructure List of preselected projects identified in the Regional
and higher education in particular products and service development, technology transfer and networking Launch the call for projects by end of
universities. The local universities are especially strong in natural sciences, mathematics, computer science, food engineering, agriculture,
as well as medical and veterinary sciences. Due in part to these advantages, the region has experienced rapid economic growth
improving the link between tertiary education and the workforce and lifelong learning improve the vocational school system for industry-relevant training;
sciences are areas of strength of the West Region universities; and establishment/improvement of vocational school focused on agro†food industry†relevant training with appropriate technical facilities
education system by adjusting university curriculum to the specific needs of the sector and by providing training programs to develop
Details about the pilot green energy project managed by the Polytechnic University Timisoara and ICER †TM, for
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