Socialâ€, written by the Portuguese professors from Lisbon University-Isabel Andrã and Alexandre Abreu in 2006 and"The Process of Social Innovation",by Geoff Mulgan-Visiting
Professor at the London School of economics, also in 2006. This analysis has in its backdrop Project"Ação Cidadã£"-Cafu Foundation",with the aim of designating the features that
optimization of resources and continuous learning with the reduction of information exchange costs. In this sense, it is observed that these local networks are represented by favored
and Student Protests in London 2011), to new user/public service provider interactions (Fix My Street, for instance;
) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology, and
. & Wellman, B. 1997) â€oeasynchronous Learning Networks As A Virtual Classroom, †Communications of the ACM, September, 40,9, 44-49
Networks and Learning Regions, London: J. Kingsley Publishers 21 B. R. Lea, W. B. Yu & P. Kannan 2007 Volume 16, Number 3
He holds a Bachelor's degree in Computer engineering from King Mongkut's University of Technology Thonburi, Thailand, a
University of South Florida and his MBA (Finance) and MS (Computer science) from Illinois State university. His research interests include User Resistance, ERP implementations, IT
business and entrepreneurship producing industry-ready graduates and new innovation models that drive the economic development of the region
The development of a specific Labour market Activation Programme for those with literacy and numeracy needs
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
Identify gaps in further education course provision across the region to serve the needs of local employers
and enterprises in this sector and the existing third level institutes to ensure suitable course development and a steady supply of appropriately skilled graduates
establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector
The Southeast has a significantly lower percentage of students reaching third level than other regions.
Skills Availability†Third-Level Students in the Southeast There are three third level colleges in the Southeast region with a student population of over 15,000 and over 4, 000 graduates annually.
The academic institutes supply graduates from Diploma to Phd level and work closely with industry in the region. footnoteref:
15 15: http://www. idaireland. com/connect -and-invest/waterford/#/connect -and-invest/waterford/business-in-waterford/homegrown-businesses
/Of importance will be the role of third level educational providers in the region in producing graduates with enterprise focused skills,
Waterford Institute of technology (WIT) is a third-level institution in the Southeast with almost 10,000 students and 1000 staff.
In the academic year 2010/11 10,061 students were registered at Waterford Institute of technology. Of these 7, 581 were full time and the other 2,
Table 5. Full and Part Time Student Enrolments for Academic year 2010/11 Type Full Time Part Time
Exchange/Visiting students 226 -226 Other students (Apprentices/Professional development, etc 638 953 1, 591
Total 7, 581 2, 480 10,061 Source: WIT. At http://www. wit. ie/about wit/at a glance/about wit2
Diploma/Cert 400 299 699 Ordinary Degree (L7 2032 208 2240 Honours degree (L8 3900 112
Diploma/Cert 113 82 195 Masters Taught (L9 254 356 610 Masters Research (L9 63
Exchange/Visiting students 132 0 132 Occasional 0 729 729 Total Enrolments 7203 2268 9471
WIT Student count based on Snapshot taken 1st march 2013 Institute of technology Carlow (ITC ITC has a current student population of 5, 649.
ITC has a diverse portfolio of over 60 taught programmes to Level 9 (Masters) on the National Framework of Qualifications (NFQ), a growing research portfolio to Doctoral level (Level 10
It has acted as a catalyst for the generation of over 25,000 graduates to date. On average over 80%of ITC graduates find their first employment in the counties of South Leinster
Carlow, Kilkenny, Wexford, Wicklow, Kildare, Laois) and Dublin. footnoteref: 17 17: Strategic Plan for IT Carlow, 2009-2013
More than 70%of students studying for major awards are enrolled on Level 7 and Level 8 Bachelor Degree programmes
If more students are to have access to third level in the future, it is vital that the third-level institutions in the region are performing to their potential
and the ability of the region to retain graduates Over 10,000 students attend WIT and a further 5,
000 attend IT Carlow, which are involved actively in research and development (R&d) and have strong industry links
Some 1, 000 students attend the Wexford campus of IT Carlow. Wexford County Council pointed out that the region†s ability to retain graduates
or attract them back is poor and needs to be improved. Big companies are struggling at higher graduate level to attract staff.
Government investment in science and technology mostly goes to universities and the resultant high-potential start-ups stay near the universities
 This has affected the region†s ability to attract third level students and to retain them in the local economy
Bio pharm or ICT) and encourage graduates to remain in the region. The objective is to help develop clusters of similar type businesses across the region,
raising the horizon of second-level students by encouraging young people to be ambitious and consider starting their own businesses
The Southeast region has more people without a Leaving certificate level qualification than almost any other region in the country (with the exception of the Border),
Family learning can play a key role here, where parents who are targeted to learn themselves will be more likely to encourage their children to stay
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
A strong, sustainable FET sector has the potential to offer vocational and practical skills opportunities †to develop practical accreditation in an area, to reskill,
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
VECS have developed already expertise in supporting adult learners 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
is the region†s biggest provider of further eduction courses outside Waterford, with over 800 students.
These include schemes from the Momentum programme, through to Springboard, Jobsbridge, Community Employment and TÃ s. Some offer accreditation and knowledge, others more practical, experiential learning.
Learning opportunities should, where possible, include practical, work experience opportunities Collaboration between providers will likewise result in better outcomes for learners.
The PA Consulting report on the first round of Labour market Activation Measures found that the most successful projects were those with a high level of collaboration.
and to ultimately focus on better outcomes for learners Challenges and obstacles experienced by learners across the region should be documented
and fed into a national picture through SOLAS. This is particularly important in rural areas, where lack of access to transport, childcare,
or reduced level of course choices inhibit learner access and progression Create greater awareness of skills development and learning opportunities in the area
This is particularly important when the services are in a State of flux with FÃ S training services
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
The success of these initiatives is often due to the fact that they are tailored highly towards the needs of particular learners
programmes should ideally be built around the needs of the learners themselves Responding to the diverse needs of learners is a challenge in terms of building a †one size fits all†approach
Better data will be available from both ETBS and SOLAS in terms of initiatives which work best for which learners
and this should be used to inform provision for key target groups. Sharing and promoting of best practice examples should be facilitated
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
This should result in the delivery of more flexible part-time courses including new models of course delivery using on-line learning tools
In their submission AONTAS strongly recommended that a range of educational strategies should be available to learners as appropriate to their needs,
Labour activation measures need to address adult literacy, numeracy and basic skills development. Developing basic skills among the labour force has a significant economic benefit and impacts directly on employment and employability.
and appropriate activation measures to address the unacceptable low literacy levels in Irish society is cost-effective to the individual, their family, society and the economy
Unfortunately, people with literacy and numeracy difficulties are less likely to participate in education and training programmes. footnoteref:
It is vital that better opportunities for adults to develop literacy and/or numeracy in a meaningful and appropriate context are provided.
Therefore the development and delivery of integrated literacy and numeracy must be factored into all further education and training programmes
business and entrepreneurship producing industry-ready graduates and new innovation models that drive the economic development of the region
The development of a specific Labour market Activation Programme for those with literacy and numeracy needs
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
Identify gaps in further education course provision across the region to serve the needs of local employers
and external review and is currently implementing the reports†recommendations Rosslare Europort Rosslare Europort is the only Port in the country run by a semi-State body with a different primary function, namely Iarnrã d à ireann
especially for young graduates who can get value from it Dr. Mà cheã¡l à hã igeartaigh of Technology Cluster Southeast says that creating
and devise relevant curricula to deliver top graduates in this field Indeed, referring to the site at Belview,
and this sector to ensure that relevant courses are available to students and that a steady supply of suitable graduates is available to help sustain this sector†s expansion
To this end, a regional skills deficit survey would be useful in identifying skills shortages such as languages
and enterprises in this sector and the existing third level institutes to ensure suitable course development and a steady supply of appropriately skilled graduates
researchers and students are located co Equally IT Carlow has developed a strong network of support for industry and entrepreneurs through the ongoing development of their five core areas of research, Envirocore, Designcore, Geocore, Gamecore and Secturitycore
to the number of graduates ready to enter digital, media and web-based enterprises In particular, Enterprise Ireland, the Business and Innovation Centre, County Enterprise and Development Boards and the third level sector in the region should be tasked with developing a creative industries strategy
and unemployed graduates alike, helping them to set up businesses and brainstorming to give people ideas for businesses.
establish a culture of shared learning and of best practice and to foster linkages with third level institutes and the sector
establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector
Trevor Ryan, Student Waterford City and County Managers and Director of Services Talk Talk Waterford Redundant Workers†Association
other critical issues now for construction comprise the lack of jobs for graduates and the reduced potential to attract school leavers into the construction professions
National Adult Literacy Association NAMA National Asset management Agency PMBRC Pharmaceutical and Molecular Biotechnology Research Centre
for 45 secondary school pupils, involving 60 hours guided experience of digital opportunities. The project, which will
computer science for pupils aged 14-15 will run until 2015 and so far half of the
teachers and students to engage with computer science in a fun way Schaart said that the Commission
current student placement programmes to give students the skills they need to fill the vacancies in the ICT sector.
But the focus should also be on a long-term strategy for new forms of education, with
and only 20%of computing graduates each year are women According to Microsfot†s Schaart, the
training for more than 1, 000 students and contributed to the creation of more than 100 start-ups
and the council and define a playground where innovation can emerge. †Successful entrepreneurs have
high school pupils having sometimes better skills than higher education graduates From the lack of access to digital
equipment in schools and higher education institutions to the lack of access to open education resources and effective e-skills
%of students never use digital textbooks or exercise softwares while 70%of teachers are asking for training to improve their digital
And while more than 90%of pupils are likely to have internet access at school the number drops to 45%in Croatia and
in training students and teachers but also the use of free to use education resources, â€
objectives on training, learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds
â€oeall educational materials supported by Erasmus+will be freely available to the public under open licences, †the rules state
about attracting the best students, the best teachers, †the spokesman said Member states will have to apply for the
of open learning environments, open education theories, new business models open education computational tools, and new and emerging technologies in the
when we say that the digital literacy is on the top of our agenda, †said Greece†s minister
whereas more than 50%of students do not make any use of digital textbooks and other
using interactive means in the classrooms and ensuring high-speed internet in all schools, †he said
stressed, students will benefit from the creation of e-courses and e-textbooks in an
Professor Paul A. David, All Souls College, Oxford OX1 4al, UK Tel.:44+(0) 1865+279313 (direct;+
pithy) remark made in the summer of 1987 by Robert Solow, Institute Professor at MIT and Economics Nobel
induced a high rate of capital accumulation. The capital-output ratio rose without forcing down the rate of return
and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National
which they presume reflects the presence of large accumulations of intangible assets 13 relationship between marketed output
and non-market investments in learning remains more or less unchanged But that has not been the case
to induce more than the usual relative level of incremental learning activity; and the advent of digital information
having stimulated the creation of new software assets within the learning organizations, has been marked by a relative rise in the production of intangible assets that have gone unrecorded
even if the user adopts the new technology, the learning time in mastering new software, the
while others are part of the learning investments being made by firms in formal and informal â€oeon the job†knowledge acquisition about information technology
Most organizations believe that learning to solve these problems will eventually create a greater range of
that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled
learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity and real wages. 33
David, Paul A.,â€oeinvention and Accumulation in America†s Economic growth: A Nineteenth Century Parable, †in
Prusak L. and Matson E. Knowledge management and Organisational Learning Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The
Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human
spread methods, learning and skills; coordinated leadership; and enabling cultures. As such, the goals and objectives of TEPSIE were to build the
focused on learning from frugal or †jugaad†10 approaches to innovation, which is about
in the body of scholarship on social innovation with many researchers and academics contributing their own definitions. 16 We discuss here a number
 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice
 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice
education, like the Professor Why initiative in Poland where pupils and students design and take their
own chemistry courses Further analysis along the value chain shows that in many cases digital technology and people
study of learning and innovation in SMES By exploring determinants of innovation, we gain knowledge about what propels an enterprise to innovate
Learning and novelty of innovation in established manufacturing SMES. Technova -tion 28 (7), 450†463
managerial expertise and technological competence, the report lists â€oecultural literacy (the ability to recognise and exploit social, cultural, lifestyle,
According to the Dutch Professor Hans Opschoor, innovation essentially implies that creative people who lead economic and social development,
improvement of the quality of education and the stimulation of innovation and the sharing of knowledge and best practices one of its priorities
and measures together with a serious effort to continue the learning process can ensure a positive
-based learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data
technology literacy and expectations, openness to risk and innovation. Furthermore, it should be studied whether and how these attributes,
infrastructure, and also a playground for future discoveries and innovations, combin -ing research with experimentation
to automatically construct semantic context by learning from the available content Federico Alvarez, Theodore Zahariadis, Petros Daras,
-struction of semantic context by learning from the content. Depending on the targeted source of content,
context can be constructed by learning from data. In the target represen -tation scheme, metadata is divided into three levels:
semantic context representation by learning from the content. Depending on the targeted source of content, which could be online databases, a representation
for semantic context learning and inference for mid-level to high-level matching Section 5 shows selected experimental results and the chapter is concluded with
The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts and mid-level features
work ï ow, the learning process and the inference process. In the learning process which is carried usually out oï €-line.
First, several mid-level features are extracted using any speciï cally designed classiï ers. A subset of the database randomly
The learning process concerns learning of both the network structure and probability tables of nodes
constructed automatically using a learning approach based on K2 algorithm 8 which is basically a greedy search technique.
In this chapter an approach for semantic context learning and inference has been presented. The basic idea was to organise the representations for multi
learning of object categories. In: Proc. ICCV, vol. 2003 11. Fergus, R.,Perona, P.,A.,Zisserman, o.:
scale-invariant learning. In: IEEE Computer Society Conference on Computer Vi -sion and Pattern Recognition, vol. 2 (2003
-ploratory and participative playground combining Future Internet push and urban policy pull in demand-driven cycles of experimentation and innovation.
cooperation and learning, and web-based applications of collective intelligence 8, 9 Box: A New Spatiality of Cities-Multiple Concepts
capital of cities, collaborative learning and innovation, people-driven innovation Smart cities, from smart phones, mobile devices, sensors, embedded systems, smart envi
accelerating the learning curve for operating smart cities The second task consists of initiating large-scale participatory innovation processes
to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of
where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered
-teractions and future benefits of learning about the product are relatively more important to explain consumption of more complex content.
in learning. In that case, a more complex expertise function is necessary. We note that both lit
-ledge is limited to the degree of complementarities with other types of learning as often found with family firms.
-ployees to actively participate in learning and effective knowledge sharing. Importantly knowledge resources are socially complex
The accumulation of knowledge is important early in the life cycle of firms as it can establish sustainability through its characteristics (West and Noel
a new perspective on learning and innovation. Administrative Science Quarterly, 35, 128†152 Covin, J,
some of its implications for research in the areas of family business and organizational learning. Entrepreneurship
Asset stock accumulation and sustainability of competitive advantage. Management Science, 35 1504†1511 Dubini, P,
The effects of knowledge-based resources, market orientation and learning orientation on innovation performance: an empirical study of Turkish firms.
) Exploratory learning, innovative capacity, and managerial oversight. The Academy of Management Journal 44, 118†131
with scarce experience in promoting collective strategies should encourage formal action learning programmes of the kind of the Place-Based Leadership Programme suggested in the European
Tools aimed at mutual learning across borders should be promoted. Beyond the participation in trans -national co-operation networks, where regional policy-makers can take profit from each other†s experience
*Hasselt University campus Diepenbeek Agoralaan Building D, B-3590, Diepenbeek, Belgium E-mail: oanamaria. pop@uhasselt. be
Hasselt University campus Diepenbeek Agoralaan Building D, B-3590, Diepenbeek, Belgium E-mail: nadine. roijakkers@uhasselt. be
and a more rapid accumulation of new knowledge (Parida et al 2012; Van de Vrande et al, 2009.
students at the University of Arts as well as independent artists) and a management team that is in charge of commercialization, e g. taking photos of the artwork, uploading the
university, increase student numbers as well as provide alternative forms of revenue in an increasingly challenging financial climate
nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships for undergraduate and postgraduate students and academics in the private sector (particularly in SMES
The following are suggestions of good practices based on comments from participants •Ostrobothnia (FI) and Norwegian regions establishing long-term strategic partnerships with their
through innovation hubs and other new modes such as collaborative doctoral programmes. Greater dissemination and communication of these experiences of promoting entrepreneurial spirit in universities
and extracurricular activities to students at Aarhus University. These activities aim to develop students†entrepreneurial and innovative skills, providing them with beneficiary competences for both current
top scientists, postdoctoral researches, full-and part-time studies of foreign Phd students, semester abroad for Estonian Master and Phd students etc
2 4 REPORT ON JOINT EUA-REGIO/JRC SMART SPECIALISATION PLATFORM EXPERT WORKSHOP: THE ROLE OF UNIVERSITIES IN SMART SPECIALISATION STRATEGIES
•Improving and developing study programmes (new curricula and modules), teaching quality, training of teaching staff at university, e-education (e-courses, study aids etc
increasing the choice of study programmes, or including a mobility element in joint regional short-term study programmes, are also direct benefits from cross
-border cooperation. However, a restraint for regional cooperation lies in the diversity of approaches and
postgraduate programmes that are deemed to be in areas of high importance nationally; e g. software engineering, renewable energies
while students are attracted by and benefit from reduced course fees University of Warsaw, Poland At the University of Warsaw the EU Structural Funds form an important part of the annual budget (28%of an
leading to new partnerships in teaching, research and common use of infrastructure and accumulation of human capital.
iv Ofcom Adults Media Literacy 2010 v http://www. scribd. com/doc/32819785/Orange-s-Digital-Election-Analysis
/xv Ofcom digital literacy report
1 Study on Social Innovation A paper prepared by the Social Innovation exchange (SIX) and the Young Foundation for the
housing and education) and opportunities for learning and employment 8 •Public sector Innovation †growing social needs, together with
The European Research Area Board, chaired by Professor John wood recently outlined its vision for the European Research Area towards 2030.
of learning and eldercare to new ways to reduce waste, empower communities and transition to a low carbon economy †and there are many
Africa to offer a virtually free business degree to students from disadvantaged backgrounds and Karen Tse, founder of International Bridges to Justice
organisations learning to renew themselves. The Internet came from within the US military and the early understanding of climate change from NASA
themselves in the business of learning new habits, rules, and ways of seeing and doing
•Learning and adaptation to ensure that the innovation achieves social impact and continues to do so as the environment around it changes
through networks which help to spread learning and best practice. One example is the sustainable urban development network URBACT,
leaders and postdoctoral students and in the Basque Country, the world†s first experiment in creating a †social silicon valley†is currently underway
including adults with learning difficulties, people with physical disabilities and people suffering from mental ill-health
allowing students who achieve the minimum requirements to train as hairdressers at school. In the two years it has been
running, all of the 22 pupils who took part are in full time employment. This 53 project has become sustainable through the support of the municipality, and
small groups (Action Learning Sets) study their own actions and experiences in order to learn and improve their capacities.
Among SSE students, there is an even split between men and women and a range of educational experiences †from
Students currently range from 19 to 74 years of age A recent evaluation by the New Economics Foundation (NEF) concluded that
the SSE€ s learning programme has been highly successful: roughly 85%of all organisations established whilst at the SSE are still in existence
Guide made up of Quality Standards and Learning Resources. Each school is provided with a range of supports which include branding, web and tech
homesharer is a student who can help with household chores in exchange for accommodation. While most older people would prefer to continue living in
students and the needs of older people for help in the home. Between 1996 and December 2001, it was run by the German Red cross (Deutsches Rotes
and between 2005-2008,240 students used homeshare, and 90 people over 60 provided accommodation. In Germany, homesharers often
university, so successful that the majority of students at Barcelona University have at one point during their studies,
sustain good codes of practice and influence policy in housing and the social sector. Resources available from Homeshare International include a directory
engineers, students and small manufacturers, the UK based business Riversimple is creating the first, open source, highly energy efficient eco car
networks, lesson learning Law general regulation Reporting requirements metrics, audit 67 1%of total budgets for innovations
some experimentation and rapid learning Within any government we argue that social innovation should not be the
2. Learning about the users 3. Analysis 4. Idea and concept 5. Test of new concepts
Students are to have a high involvement in the running of the university, being involved actively in
American Government case studies including Milano Graduate school University of West indies, and the Hong kong Polytechnic University. The
young adults with learning difficulties or others focusing on the elderly or adults with physical disabilities.
Many MBAS now offer modules on social entrepreneurship, and a market in specialist courses is beginning to
use of the full range of learning tools now available. Thus, there are few developed channels for spreading skills, knowledge and experience
within the work place, for life long learning and adaptability, and the facilitation of mobility within sectors (particularly NGOS), not only benefits
fuller diplomas and modules in MPAS and MBAS Networks and Intermediaries Highly innovative fields are networked strongly,
†add†to the quality of pupils they take in-some schools might achieve very good exam results simply because of the quality of their intake
•It provides a framework for learning about what works over time Conclusion Our specific recommendation is for the European commission to move
lesson learning. This has been a key weakness in some past programmes -Experimenting with new models, such as an innovation
of learning, and sharing and disseminating best practice and new models Fundamentally, a more joined up, comprehensive, cross sectoral training
TAFTIE) should focus more on social innovation learning, and European Technology Platforms should be used to promote social innovation.
and managed by its students, from administration duties to facilities management. Two additional key features are partnerships with a great number of
student to return to their rural schools and communities, during holidays, to teach what they
Available at http://www. gatesfoundation. org/learning/Documents/WWL-report-measuring -estimating-social-value-creation. pdf
Overtext Web Module V3.0 Alpha
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