ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
economy, the media, the new technologies, higher studies, etc..For this reason, to improve the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
economy, the media, the new technologies, higher studies, etc..For this reason, to improve the
English skills of today†s pupils is to train the workers of the future. Public actions to promote English
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and
â€oecreative learning fresh ideas†Our third key is Science Education Europe must not only increase its number
ï Mutual learning â Discussion and validation of our process for generating the RIS3AND specifying its dimensions and scope
â Mutual learning and collaboration with other regions ï Balearic islands pose many similarities â Coordination with the central Government must be reinforced
â Mutual learning and collaboration with other ORS, very significantly with the Macaronesian area â Participation in many benchmarking EC-funded projects, specially with
university campus, observatories, etc Excellence+differentiation Marine environment •STRENGTHS: Canarian Oceanic Platform (PLOCAN +Projects of experimentation with renewable
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is
evaluation component associated with policy learning capabilities, etc This section presents each of the steps as defined above,
3.'Cluster'in depth case studies and peer reviews: to move beyond the figures that are available for comparison, more qualitative studies can be carried out on activity domains
Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content
professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
of action learning which generated useful information as well as helped to maintain the active engagement of the business community
Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
action learning programmes will also be needed. A good example of such a programme is the Place-Based Leadership Development Programme,
Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments Competitiveness poles Competence centres
Proactive tools focusing on learning to innovate Global connections Excellence poles Cross-border technology centres
research grants for young graduates •Cluster policies, linked to S&t infrastructure investments •Competence centres and competitiveness poles
graduates •Support to regional actors in international public-private knowledge partnerships •Support to internationalisation of business
•Support for young graduate recruitment in firms •Concentration of regional action on non-traded sectors
students in SMES •Orient polytechnics centres to new qualifications •Training for low-skilled and
for firms), students exchange programmes and talent attraction schemes •Regional incentives for skills upgrading programmes in
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
Student placements academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of
of policy learning and adaptation Formulating and implementing a national/regional research and innovation strategy for smart
during the implementation of the strategy, pilot projects and others, learning activities (inside and outside the region), new events that have occurred after formal adoption of the RIS3 and by
•support to ERA-Nets51 involving regional partners can be an interesting learning tool for
students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and
to ensure that graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities,
graduates with regional relevant competences and with transversal skills including entrepreneurial attitude •mapping the regional higher education system in terms of their degree-awarding ability
design, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, e -content, creativity, culture, living labs, smart buildings and neighbourhoods, smart cities, trust
policy makers in a Policy Learning Platform with the aim of raising the general awareness of the
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local
and accelerate the learning path Strategic and inclusive approach to investments and the use of financial resources
direction of participation, empowerment, co-creation and learning For these reasons social innovations offer a way of tackling societal challenges when the market
process of policy learning and adaptation? How is it to be communicated 7. 1 Does the document identify concrete, achievable goals?
policy learning and adaptation? If not, are actions foreseen to build up capabilities for that 7. 3 How is the strategy to be communicated to stakeholders and the general public?
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
•The first external review of implementation of NRPE will be initiated in 3q 2014 29 Appendix I:
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
•The first external review of implementation of NRPE will be initiated in 3q 2014 29 Appendix I:
quality of education and the availability of work force, as well as by the insufficient development of the business support networks and clusters.
Measure 1. 2. Establihing contacts among pupils, students, and masterands persons and innovating companies in priority fields of activity
This measure proposes to familiarize pupils and students with the actual technological level from innovative companies, trhough workplaced activities.
o Revitalization of the study visits organized by the classrooms of pupils and students in enterprises and coupling them with training coursed (for example †how its made...
o The support of pupils, students, and masterands that take part to practical stages /internships i innovative enterprises from priority sectors (through bourses or other
students supplementary costs (for example accommodation in student campuses during summer holiday is higher than along the year.
From this reason, many students prefer to invst their time rather in working as free-lancers in paid projects †which does not allow
students associations activities (through procurement of equipment, rehabilitation of buildings and spaces), to attract pupils and students in extracurricula technical type
activities o Organizaiton for pupils, students and masterands of contests of ideas and innovative projects, in partnership with regional companies †example †Olimpic contest/Night of
small inventors†o Support of pupils, students and masterands to participate in competitions of ideasand
innovative projects organized at national and international level (through financial stimulents Project ideea: Knitting Club
it was exemplified the case of a professor at a faculty in the field who when presenting to XII
degree pupils the possibilities for study, was completed by the teacher with the following message: †So,
where pupils can make themselves from textile materials diferent accesoires †from little pources to toys, etc.
engaging pupils to discover, through play, the beauty of the field Horizontal Priority 2: Support for the inovtive enterprises in Northeast Region
practice of inovative ideas of puils and students o Develop of â€oeshared resources†initiatives o Consultancy activities for innovative start-ups and spin-offs
adequate trained work force and to facilitate the inclusion of graduates in †shared resources type initiativesâ€.
process of gradual learning, iterative and dynamic, involving constant gathering and analysis of data at local and national level
Number of doctorate graduates (ISCED 6) per 1000 inhabitants, 25-34 y. o. 1. 4 1. 5 1. 5
academics, doctoral students and recent Phds, members of the scientific diaspora etc. The online consultation lasted a month
to start entrepreneurial activities with high degree of novelty and innovation, the accumulation and retention of knowledge is a quite costly encounter for SMES.
accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to
ï§The accumulation and retention of know-how is a quite costly encounter and needs, most of the
The accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to be put in place.
At the same time, as the accumulation and retention of know-how is a quite costly encounter, SMES are forced to consolidate,
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21
Figure 24-Number of students enrolled in technical education (2011)..34 Figure 25-Number of students enrolled in foremen education (2010)..34
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
38 Figure 28-West Region: Percentage of Exports by Ownership Type and Sector...38 Figure 29:
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
It must include mechanisms for policy learning, in particular through peer reviews involving public officials, practitioners and regional stakeholders.
The goal of this approach is to avoid unnecessary duplication and fragmentation of efforts, and to exploit opportunities
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011 Source:
The West Region is recognized as having a strong set of universities and hosts a large student
fairly large population of students in the first stages of tertiary education, the West does not stand out
student population is only half that of that of North West and one quarter that of Bucharest.
High skills students level 5 A Advanced research students (level 6 Total per m population Total
per m population Total per m population Total per m population West 14 7. 3 79 41.3 92,419 48,290 2, 179 1, 139
Student figures from Eurostat; â€oehigh skill students†defined as â€oefirst stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to
dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and
concern, is the relative performance of its students in upper secondary education. Table 6 shows that in
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
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012 Source: http://www. gandul. info/news/rezultate-bacalaureat-2012-harta-rusinii-pe-judete
Data shows that in 2011 the West Region had the third lowest number of students enrolled in
of students enrolled in foreman education (523. In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant
6522 students. The lack of interest in technical education from potential students †possibly explained in part, by outdated curriculums with insufficient connection with the private sector needs and by the
24 There is a second presentation of the exam in the Autumn of each year Rank NUTS3 Region 2011 2012 Avg
Figure 24-Number of students enrolled in technical education (2011 Figure 25-Number of students enrolled in
foremen education (2010 Source: Institute of National Statistics Source: Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 †2011
Source: Institute of National Statistics Economic activity is concentrated increasingly by sector, firm size and firm ownership
foreign firm, the experience of learning in leading edge environment, and the potential to gain employment experience and opportunities abroad
system that endorses iterative learning, but not to focus on specific economic activities 81. Each cluster has its own constraints
university graduates into the labor force, avoiding common problems of mismatch between educational supply and labor demand and overeducation.
term, it is critical that policy makers focus on this type of learning institutions in the near future..
students should have access to modern machinery in order to be able to obtain industry-relevant knowledge.
This approach will ensure that new graduates acquire a skills set that meets the demands of
learning and spillovers are likely to be accelerated. The labs will also provide opportunities to conduct more frequent quality tests
accreditation process IV. 3. 6. 2. Ecoturism and Active Tourism 132. The West Region can become the first Romanian region to develop ecotourism
Investing in education, skills and lifetime learning 150. Expanding the availability of highly skilled labor force that can engage in innovative
University graduates need to be better trained on how to apply theoretical knowledge. Firms often have difficulties finding graduates to meet
their needs, partly because the skills provided by the educational system do not go beyond theoretical
In order to develop appropriate skill sets for young graduates, linkages between industry and universities must be improved.
university graduates would strengthen the region†s comparative advantages. While partnerships between private and education establishments,
either for initial education or for long life learning programs can be promoted through ESF projects,
and ensuring the applicability of the learning material, are key role for the economic development of the region.
and scholarship programs that aim to develop specific competences and skills by providing on-the-job training;
lifetime learning 3..1. Improving skills and competences required in labor market Increasing the share of population with
and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre†university, university
long life learning by developing education and training infrastructure Define the list of public projects according
and lifetime learning; and (11) Enhancing institutional capacity and an efficient public administration 199. Second, after grouping the selected thematic objectives under priority axis, specific
represents an alternative to the traditional learning method, making the applicant independant from time and space managed by specific institutions,
Romanian school†s value by implementing new teaching †learning methods (e -learning), the possibility to interactively communicate with teachers and students all
over the world or to increase the degree of specialization of employees at companies†level by developing programs of E training and e-Coaching
literacy and understanding of benefits ï¿The high percentage of the population residing in the rural areas which limits
-learning services -%of companies with their own web site -%of companies using e -Business type applications
 diploma  in  physics  he  started  in  1976  to
 learning  process  concerning  their  options  their  interests  their
 learning  discovery  and  negotiation  process  in  which  the
 learning  process  helps  to  keep  up  with  the
 learning  process   Due  to  their  short  history
 learning  process  concerning  a  new  range  of  issues
 learning  process  by  increasing  transparency  of  the  processes
and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and
The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students
and nearly 4000 professors and researchers http://www. unizar. es The interface between the University and research is mainly in the hands of strong â€oeuniversity
process of policy learning and adaptation? How is it to be communicated Expert Assessment of RIS3 strategy for the region of Asturias, Spain †Miquel Barcelã 17
process of continous policy learning and adaptation ï The communication process to stakeholders and the general public, the mechanisms for
process of continous policy learning and adaptation q) The communication process to stakeholders and the general public, the mechanisms for
Soft Management of Internet and Learning Materiales Magnã ticos (GMM Aceite de Oliva y grasas (GAO-UCLM
ratio of students per computer, this figure has been decreasing in Castilla y Leã n as well
graduates in the skills and abilities that companies require. Decapitalization of human resources in research entities and
•Hesitation in using ICT in the classroom by a certain percent of teachers and difficulty
skills in students and teachers in all education stages 5. 2 Bring society closer to scientific and technological achievements
 learning  about  some  new  S3  aspects  such  as
 graduates  not  adapted  to  companies† needs  •†Universities
 graduates  from  University  and  vocational  training  •†ICT
 learning  activities  •†Interreg  IV  C  Know- †Hub
The effect of technology on learning during the acquisition and development of competencies in technology-intensive small
The learning curve. Historical review and comprehensive survey Decis. Sci. 10, 302†328 Young, A.,1928.
the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers, clients and consultants on projects such as
Professor Franco Malerba, Director of KITES (Centre on Knowledge, Internationalisation and Technology Studies), University of Bocconi, Italy
Professor Jay Mitra, Director of the Centre for Entrepreneurship Research, Essex Business school, University of Essex, United kingdom and Scientific Advisor on
Professor Juan Roure, Professor of Entrepreneurship, and Juan Luis Segurado, Senior Researcher on entrepreneurship and SME financing, at IESE Business school, University of
Professor Luc Soete, Director of UNU-MERIT (the United nations University †Maastrict Economic and social Research and training centre on Innovation and Technology
Lee Woolgar, National Graduate Institute for Policy Studies, Japan Martin Wà rter, Swiss Economic Institute †Federal Institute of technology (KOF-ETHZ
curriculums aimed at fostering in students the ability and desire to act entrepreneurially As well as gaps in external provision of entrepreneurship training, in-house training of
Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal
of students and researchers into higher education institutions; promoting co -operation between industry and universities in training
Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk
â Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA), for example using
space to experiment, support learning across a community of innovators and establish clear pathways for scaling up the most promising models
and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates
innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.
generates an aggregate learning curve effect that increases the productivity of new knowledge investments. This is what is seen now generally by economists to be the major
Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.
This is interactive learning SMES and start-ups are important participants in interactive learning networks †both
exploiting knowledge developed elsewhere and contributing to knowledge development Their role is documented by a substantial literature on SMES and inter-firm and university
potential policy problems or system failures affecting interactive learning (Potter, 2005. For example, they may include lack of infrastructure for knowledge generation and transfer
-based know-how and informal processes of adaptive learning. Learning by doing, using and interacting occurs on the job as employees face ongoing changes that confront them
affecting learning and innovation, to accompany more traditional STI support Embedding SMES in knowledge exchange networks and increasing workforce skills to
Lundvall, B. and S. Borrã s (1997), â€oethe Globalising Learning Economy: Implications for Innovation Policyâ€, Report to the European commission, Directorate General Science, Research and
creation among university students and scientists; start-up coaching for 1. 5 years; facilitating access to external experts;
researchers and Phd students and counselling in intellectual property. In the nineties ANVAR opened regional delegations,
entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year
It helps scientists, university graduates and students to develop their business ideas into business plans and to advance their ideas for products and services.
and hosting master†s degree and Phd students. A portion of the fund is administered by a network of regional partners
and for research scholarships enabling researchers to focus on commercialisation projects. In addition, FORNY has offered bonuses for successful
inspire students for entrepreneurship. Services for students include semester courses to orient the students for entrepreneurship and workshops where important tools for prospective entrepreneurs are
taught. For existing start-ups, Venturelab gives five-day intensive courses and advisory services. Finally Venturelab offers entrepreneurs the possibility to participate in a networking workshop in Boston
The initiative focuses on the best projects, accompanying them with professional consulting that pays more attention to practice than to theoretical concepts.
five years more than 10 200 students and start-up firms attended Venturelab courses (2 600 in 2008.
entrepreneurship, stimulate start-up of new technology-based firms among university students and graduates, and create new jobs.
It has been run together with universities since 1998. During a 66-hour course, students are assisted with developing their business ideas and business plans
Financial support is provided to programme participants under the New Entrepreneur Support once they complete their business plans successfully
which places recent graduates with a business for two years as part of a university-industry collaborative R&d programme.
the private sector has invested over USD 2. 5 billion in incubator graduates Potential entrepreneurs first have to be accepted by the incubator
Graduates from the programme often end up employed in the industry they worked with, as a result of the working relationships developed during the programme
these transfers of expertise and student placements occurred with MSMES partners in 2007/08. The programme does not fund MSMES directly;
-entry learning about one†s own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry which makes a certain degree of previous knowledge
and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customer
capita, with students in higher education and with employment in high-tech industries The following section provides evidence about the geographical concentration of
workers, levels of R&d, enrolments in graduate programmes and the potential creation of growth-oriented businesses by immigrants.
researchers will look particularly at the quality of universities and research laboratories, as well as at the overall research support system,
bases and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing
students and faculty; provides coaching about business planning to those interested in the start-up process;
â Interactive learning networks boost SME innovation and need to be stimulated â Interactive learning networks will encourage innovation, especially for small-sized
firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the
comprehensive collective learning policies implemented by a national government. In 20 years of operation, this programme has supported 53 high-tech development
A New Perspective on Learning and Innovationâ€, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152
Towards a Theory of Innovation and Interactive Learning Pinter, London SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010156
Learning processes are at the core of entrepreneurship and SME development. They are essential for the formation of a new business, its survival and growth as well as for the
It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills
How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government
Generic General IT user skills, oral communication, written communication, numeracy and literacy, office administration skills Routine Repetitive, more basic, low knowledge-intensive skills (e g. packing chocolates in boxes in a factory
that students may carry with them into their later careers, making the decision to start or
that meet increased demand from students and the need for tailored teaching. More universities, faculties and students are becoming involved and the variety of content and
pedagogies is increasing. There are nonetheless some international differences in the extent and nature of entrepreneurship teaching provision, with North american
entrepreneurship professor or chair. Management of entrepreneurship courses tended to be housed in existing academic departments (41%)or business schools (31%;
students and teachers, etc.;outreach (scope of university networks †co-operation with incubators, alumni networks, access to experienced practitioners, access to venture
University and Cornell University in the United states, student participation in entrepreneurship programmes was 15%and 20%respectively.
order to offer courses to a larger number of students, and shifting towards more interactive
numbers of students participating remains a small share. This is associated with two barriers. Firstly, entrepreneurship teaching is confined often to certain departments and
either for students or for staff. Courses are offered often to students as optional complementary modules with no
credits for their degrees. Teachers are pressed hard to deliver on their core programmes †the
side projects, whatever the expressed interest of the students Teaching approaches must also evolve to accommodate how entrepreneurship skills are
best learned rather than be tethered to traditional classroom forms. Many interactive reality-based and experiential approaches have been developed,
These methods are placed better than classroom lectures to develop SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010168
enterprise start-ups by students and staff. Indeed, entrepreneurship teaching can have a greater positive impact on the rate of new firm creation
Clear incentives and rewards are needed for professors, researchers and students to engage. Public policy can facilitate their introduction by adding â€oeentrepreneurship
This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
3. There are clear incentives and rewards for entrepreneurship educators, professors and researchers, who actively support graduate entrepreneurship (mentoring, sharing of
needs of undergraduate, graduate and postgraduate students SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010170 4. ENTREPRENEURSHIP SKILLS
combine classroom teaching, often in vocational training institutions, with on-the-job training. In France, for example, since 1925 firms have been obliged to pay an apprenticeship
4. Mentoring by professors and entrepreneurs is offered 5. Entrepreneurship support in universities is integrated closely into external business
-course), mid-term (graduation), and long-term (alumni and post-start-up) monitoring of the impact SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010 171
And more experiential learning methods should be developed †for example drawing on the entrepreneurship skills created in drama,
standardised accreditation Another step that can be taken to fit the vocational training offer more closely to
It is also based on the view that students who receive entrepreneurship education as part of their schooling show improved school attendance and educational
attainment, have increased problem-solving and decision-making abilities, improved interpersonal relationships, teamwork, money management and public speaking skills, are
) Hence the goal is not to get all students to start their own businesses, but to give young people the ability to think positively, to look
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
strategy are to develop knowledge and competences in students related to entrepreneurial activities, strengthen young people†s belief in and capabilities of their own creative forces, and
business community, HM Inspectorate of Education, Learning and Teaching Scotland Careers Scotland and the Scottish Qualifications Authority.
child†s learning A report by HM Inspectorate of Education (2007) highlighted the four capacities that are
1) Successful learners â are skilled in generic processes and activities such as core skills â appreciate the relevance of what they are learning
â can use experiences in enterprise to reflect on other learning and make connections â are self-motivating
and accept setbacks as learning experiences SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010174 4. ENTREPRENEURSHIP SKILLS
Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy (cont â can generate
of training beyond day-to-day informal learning on the job. Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to
both the firm and the employee SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010176 4. ENTREPRENEURSHIP SKILLS
KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with
employees learning from or together with their co-workers. Many entrepreneurship skills are acquired in the process of knowledge co-production;
KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,
learning time or learning support (CEDEFOP, 2008b Can KISAS be associated with formal or informal training on the job?
â€oeformal training†here refers to learning that occurs in an organised and structured environment (e g. in an
Formal learning is intentional from the learner†s point of view; it typically leads to validation and certification. â€oeinformal training†refers to
or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner†s perspective (CEDEFOP, 2008b.
KISAS can be placed within the informal training category although it includes a greater component of
there is no accreditation or contrasted evaluation, and little is known of their effects and impact on skills upgrading and employability of the labour
combination of theoretical knowledge acquired formally in the classroom via VET providers and practical knowledge acquired on the job was successful in providing
which is defined as â€oegroup-taught formal learning, external to the firm provided for owners and managers of independent enterprises with 250 employees or
critical self evaluation; sharing of experiences that provide an opportunity to achieve business insights by learning from others in similar positions;
and solving business challenges using experienced mentors Business counselling â€oecounselling†is a â€oeone-to-one†service tailored to the specific requirements of the
The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded â€
This learning infrastructure includes training institutions and organisations in the local community Small firms must rely on training skills available locally, on the way the ecosystem
students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards and is extended across subjects to reach a wide
Expose students to entrepreneur role models, for example by using entrepreneurs as mentors, speakers and interview subjects.
Provide students with opportunities to work in existing SMES and to add value to these firms through
â Adult learning and links with the labour market â Regional development, including capacity building for Business Support Providers (BSPS
that students will face â Link into wider networks. Tap into the resources of alumni networks to help fund and
experiential learning methods â Offer short duration â€oeinnovation bootcamps†for SME owner-managers such as weekend seminars and short online courses
standardised accreditation â Embed an entrepreneurship mindset through the school education system â Develop the training function of small business support programmes including
â Increase the use of informal learning sources â Tap into knowledge-intensive service activities (KISA) processes to increase the
Gibb, A. 2002), â€oein Pursuit of a New †Enterprise†and †Entrepreneurship†Paradigm for Learning
), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer United kingdom, pp. 153-170
-L. and P. Tynjã¤lã¤(2009), Towards Integration of Work and Learning: Strategies for Connectivity
In fact, many of the students pursue further goals in education or in the workplace, or move on to self employment.
and numeracy and literacy support. It can also provide a free day nursery service in the
finding education and learning opportunities locally, and help with career planning and job applications, the project offers information, advice,
charge to all (students and non-students alike A wide range of courses in practical, specialised fields in fashion and art design (garment
so that all students can have access to the services regardless of their financial situation A new development for Silai for Skills is an â€oeenterprise unit†in which current and past
students can receive counselling and training on setting up a new business, or just to gain
Also, each year a number of students desiring to start their own business can set themselves up on their on-site workshop,
National Education Ministry set up a sport and physical training degree programme, with a related diploma, aimed specifically at care for the elderly.
Programme and funding schemes are also in place through the Department of Social welfare and healthcare insurance companies that help to pay for SIEL Bleu†s services.
sessions in financial management and economic literacy usually mandatory as a condition of participation. Programme workers also maintain close personal contact with clients to
and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk
allow fast learning across a community of innovators; and, establish clear pathways for scaling up the
Understanding and Learning from the Differencesâ€, Voluntas, Vol. 17, No. 3, pp. 247-263 Lasprogata, G. and M. Cotton (2003), â€oecontemplating Enterprise:
â Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the lo
â Increase the use of informal learning sources by facilitating collaborations with firms and consulta
support learning across a community of innovators and establish clear pathways for scaling up the m
engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual) or informal
Learning failure A type of systemic failure occurring when firms in an innovation system have not
or by researchers, teachers or students of a university (i e. university spin-off. Corporate spin-offs are established often to outsource stages of production previously carried out in
Interactive learning Modes of innovation Policy implications Plan of the book Notes Bibliography Chapter 2
KISAS and learning at work Small business support Local skills ecosystems Box 4. 4. Formaper Policy recommendations
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