and graduates from schools, both very important mech -anisms of knowledge transfer to firms. While these are
The technical college has about 300 students. Net -working between scientific institutes, research labora -tories, firms,
-ment Technique, with about 80 students per year. The incubation centre, however, is rather small with only six
Theory of Innovation and Interactive Learning. Pinter, London Lundvall, B.,Borraâ's, S.,1998. The Globalising Learning Economy
Implications for Innovation Policy. Report to the DG XII, TSER Brussels Maillat, D.,1991. The innovation process and the role of the milieu.
Franz Toâ dtling is Professor at the Department of City and Regional Development, Vienna Uni
2. 2. 1. Knowledge and Learning...9 2. 2. 2. Networks...11 2. 2. 3. Regional Actors...
the direction of technological learning...in a countryâ€, thus incorporating the †soft†factors which also are said to constitute an innovative milieu, an industrial district or a cluster (cf
an element which has been recognised by proponents of collective learning as an important ingredient for regional development (e g, Camagni 1991, Lawson 1997
informal, collective learning and milieu effects, although the author points out that networks are not a sufficient condition in making regions innovative
namely knowledge and processes of learning (cf. chapter 2. 2. 1), the role of networks
2. 2. 1. Knowledge and Learning In a R&d context, knowledge refers to scientific knowledge, but also to those capabilities
while learning refers to the process underlying the transfer of tacit and non-codified knowledge into explicit and codified
namely learning, which research frequently highlights as playing an important role for re -gions to be (come) RTD-oriented, innovative and entrepreneurial:
-gests that the technological vitality of regions revolves around their learning efficiency†Oinas and Malecki 1999: 14.
cesses, once the †intrinsic learning nature of technological change†(Camagni 1991: 124 became clear and it was understood that technology development
Learning processes need triggers and thresholds, as organisations and individuals tend to stick to routines and known behaviour
environment conducive for learning processes. Recent research picked up this topic in discussing collective learning which is understood as the learning process between differ
-ent agents (enterprises, public research institutions, etc. rather than organisational or in -dividual learning. Collective learning includes the regional accumulation of knowledge
which is shared freely and transferred among the participants through social interactions Capello 1999. In this regard, Mothe and Paquet (1998) indicate the importance of
communities of practices, defined as elements of proximity, trust, solidaristic values, as one antecedent for learning and innovation, identifying as threshold for learning pro
-cesses the degree of dissonance at a regional level Collective learning is said to be linked closely to proximity, as it is based on conversa
-tions and interactions among stakeholders within a particular context, which has lead some authors to introduce the concept of the †learning region†as a region where external
knowledge flows are disseminated effectively and integrated into a region†s internal sys -tems of information diffusion (e g.,
However, there is an ongoing debate regarding the existence of †learning regions†Some research also suggests that the spatial dimension of learning processes is not con
-firmed (Stam and Wever 1999. Oinas and Malecki (1999: 14) summarise the problem with the learning region concept in the following way:
†The collective aspect of learning sometimes comes up somewhat naively in the enthusiast usage of the †learning regionâ€
metaphor: as (â€) if †learning regions†were happy collectively learning communities 11 where no sign of friction nor domination is to be found †too heavenly to be descriptions
from the earth. †They instead suggest applying the concept of †regional learning†The mainstream academic debate of today recognises that collective learning empha
-sises joint problem solving, without necessarily implying that regions as such can learn Therefore, the discussion on learning regions started to focus more and more on how
learning in regions can occur. Research has identified three key mechanisms of such re -gional learning:
labour mobility, the creation of spin-offs and dense networks, for example between firms, customers and suppliers (e g.,
, Camagni 1991, Florida 1995, Harrison 1994, Malmberg et al. 1996 •Labour mobility can enhance technology development through diffusion of informa
This in turn sets off learning processes, as it fosters technology transfer into firms, consequently influencing development on firm and regional level
knowledge, learning and RTD: †(â€) geographical proximity is important to the innova -tion process because of the nature of the knowledge in question.
timely exchange of information and accumulation of knowledge†(Feldmann 1994: 27 also partly explains regional clusters of innovative firms.
-cusing on those elements and processes as introduced in chapter 2, namely knowledge and learning
-calised learning The institutional dimension is concerned with elements of †reproductivity and local buzz†(Bathelt 2004: 153) and it is of particular interest regarding RTD,
but learning is neglected (Oinas and Malecki 1999). ) Technopoles put more emphasis on linkages between science, technology and in
of collective learning and act as an uncertainty-reducing mechanism in the innovation process†(Camagni 1995: 320), in short:
and brings learning to the forefront of regional RTD. The milieu is seen as an incubator for innovations and the creativity
namely learning and interaction (Maillat 1995), with interactions triggering and producing collective learning processes. This collective and †socialised†process allows for cost re
-ductions within firms, thus enhancing their (technological) efficiency (Camagni 1991 Overall, milieus reduce uncertainty for firms by †tacitly
-ter of these linkages inducing learning processes and innovations and a common im -age and sense of belonging to this particular region or this particular group of actors
processes of localised learning needed to set off innovation processes 33 While there appears to be no model
†since they encourage continuing learning processes of the resident companies in an evolutionary, self-sustaining way, combining
250,000 students as well as a num -ber of public research institutes cov -ering various areas such as IT, artifi
education institutes with about 35,000 students. The University of Bremen is the largest amongst them educating 22,000 students.
Furthermore, there are renowned non -university based research institutes like a Max-Planck-Institute or a Fraunhofer Insti
Apart from that, the increase of students and high qualified working population (†cadresâ€) made a shift from a traditional conservative
Denmark, although, Aalborg University is home to 12,500 students and employs more than 1, 700 people (Stoerring and Christensen 2004;
today it has 13,000 students and 1, 700 employees (Pedersen and Dalum 2004. It has a priority area in ICT sector,
-based learning, often with the solution of real-life technical problems as part of the stu -dents†project work, have created skills highly demanded in product development inten
A main issue for the region is knowledge and learning, which helped making this re
-ties (†Oresund Universityâ€) are populated by 140,000 students, 10,000 scientists and 6, 500 Phds providing active cooperation with 800 other universities worldwide.
the 13th century and hosting 17,000 students. The only 10 years old Oxford Brookes University is home to 18,000 students.
All guarantee a constant flow of high qualified people (Oxfordshire County Council 2005,2006. The scientific scene in Oxfordshire is
For example, the Business school Tuttlingen offers a special MBA programme †Medical Devices & Healthcare Managementâ€, the Vocational training Centre (Berufliches
Process Shift from individual and spatially dispersed learning to collective learning Creation of technical culture
policies geared at retaining skilled graduates within a region or at educating them as in the
example of Tuttlingen, where the business school offers a specialised MBA programme tailor-made for the surgical instrument cluster
All this helps foster learning processes within the region 5. 2. Challenges in Fostering Regional RTD
firm level can usually be explained by switching costs, costs of not learning as fast as
Learning about innovation policy. Reflections on the state of the art in Europe†s regions. Paper presented at the Regional Studies Association International Conference †Re
Learning versus Collective Learning Processes. Regional Studies 33 (4), 353-365 Chell, E. and S. Baines (1998:
Networking, Entrepreneurship and Microbusiness Behaviour. Entrepre -neurship & Regional Development 12,195-215 Cohen, W. M. and D. A. Levinthal (1990:
a new perspective on learning and innova -tion. Administrative Science Quarterly 35,128-152 Colletis-Wahl, K. and B. Pecqueur (2001:
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 19-50 Cooke, P. 1996: The New wave of Regional Innovation Networks:
Toward the Learning Region. Futures, 27,527-536 Florida, R. 2004: The Rise of the Creative Class.
Evolution, innovation and learning: evidence from case studies. Entrepreneurship & Re -gional Development 10 (2), 137-149
technological learning and regional economic change Aldershot: Ashgate, pp. 231†260 Fromhold-Eisebith, M. 1999:
-novation, Research and Competence in the Learning Economy (CIRCLE http://www. circle. lu. se/publications.
Collective learning processes and inter-firm networking in innovative high-technology regions. Cambridge, Series ESCR Centre for Busi
Spatial Clustering, Local Accumulation of Knowledge and Firm Competitiveness. Geografiska Annaler, 78 B (2), 85-97
Building a Cross-border Learning Region: Emergence of the North -European Oresund Region. Copenhagen Maskell, P. and A. Malmberg (1999:
Localised learning and industrial competitiveness. Cambridge Journal of Economics 23,167-185 Maskell, P.,H. Eskelinen,
Learning and Regional Development: Specialisation and prosperity in small open economies. London & New york: Routledge
The Learning Region: Institutions, Innovation and Regional Renewal. Regional Studies 31 (5), 491-504 Mothe, John de la and G. Paquet (1998a:
Local and Regional Systems of Innovation as Learning Socio -Economies. In: Mothe, John de la;
Beyond the Learning Region: The Dialectics of Innovation and Culture in Territorial Development. In: R. A. Boschma and R c.
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 89-109 Nadvi, K. and G. Halder (2005:
Learning and Innovation in Organizations and Economies. New york: Oxford Uni -versity Press North, D. and D. Smallbone (2000:
learning economy. Paris: OECD O†Gorman, C. and M. Kautonen (2004: Policies to promote new knowledge-intensive industrial agglom
-tions. technological learning and regional economic change. Aldershot Hants: Ashgate, pp. 7†33 Oughton, C.,M. Landabaso and K. Morgan (2002:
) Innovation, Networks and Learning Regions? London: Kingsley Publishers, pp. 124-136 Prognos (2006: Prognos Zukunftsatlas 2006.
Knowledge, Learning and Regional Development: An Introduction. In: V Lo and E w. Schamp (eds.:Knowledge, Learning,
and Regional Development, Mà nster, Hamburg London: LIT, pp. 1-12 Schã¤tz, L. 1999:
A National and International Comparison of Collective Learning in High-tech Manufac -turing and Services. In:
Knowledge, Learning and Regional Development MÃ nster: Lit Verlag, pp. 39-60 Sternberg, R. 1999:
but it has to take into account the learning curve and the cost of deployment and also the potential impact on the rest of the software that they are
providing opportunities for shared learning, transfer of technical knowledge and resource exchange 3. 4. 3 Deployment of e-invoicing
accumulation, i e. embodied technical change is the key driver of growth E-business in the transport & logistics industry
for shared learning, transfer of technical knowledge and resource exchange The most obvious benefit of information integration with the help of ICT is the optimisation
school bus services One of the main aspects of the market in which AISA operates is that in Spain the
more and more difficult to manage due to the accumulation of specific developments performed for AIT and the overall complexity of the solution
The average learning time how to use the system is another four months Regarding the resource planning system,
Arrow, K. J. 1962), The Economic Implications of Learning by Doing. Review of Economic. Studies, vol
Innovation and Learning: the two faces of R&d. Economic Journal Vol. 99. No. 397, pp. 569-596
Unpublished Diploma Thesis. Humboldt-University, Berlin Nordhaus, W. D. The Recent Recession, The Current Recovery,
Trading-Off Learning With Process Change. IEEE Transactions on Engineering Management 51 (1) 70 The Impact of E-business on Transportation.
•Student mobility •Cross-border edelivery •Change of Address •Citizens identification and authentication to access EC applications via national eids
Literacy issues) to ensure better compliance and involvement in disease management and prevention â GP access to full
firm†s linkage to external sources of expertise for learning about new technological development were the major forces that influenced these firms in adopting a process
Technical education background in the form of diploma or degree (BE /ME/Phd) is a significant feature of entrepreneurship of these SMES:
learning from good international practices INTRODUCTION †25 IMPROVING HEALTH SECTOR EFFICIENCY: THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES  OECD 2010
students, or others who are involved in the patient†s care. In this process, the main challenge is to create a smooth interface between privacy and
payment to attend learning sessions, training and support, etc In addition to subsidies, government grants were the primary source of
Accreditation is the gateway to PIP. Since 1999 the PIP includes a number of incentives to encourage practices to keep up
direct cash subsidies, compensation to attend learning sessions, training and support (e g. by providing help with data entry.
Compensation for attending learning sessions Adoption of the CDM Toolkit is one component of the â€oecdm Bundleâ€, a series of
are six to eight learning sessions in the CDM â€oebundleâ€, with each session lasting 3. 5 hours
Government funding support and vendor accreditation are recognised generally as key factors in influencing health IT adoption in
cost can all be minimised by learning from good international practices CHAPTER 5. USING BENCHMARKING TO SUPPORT CONTINUOUS IMPROVEMENT †123
4. 1 Learning platform 12 4. 2 Tool set 12 4. 3 Recommendations on innovation support to SMES 14
an operational platform for mutual learning and collaboration The winning bid1 was from a consortium
learning platform 2. Propose and test new approaches to innovation support. This objective has been linked to
peer reviews and twinning. An example of this is the pre-commercial procurement that in many countries is a new approach on demand
and learning from, good practices To facilitate the process, IPF has developed a common framework that has served three main
•A learning platform that facilitates collaboration and learning among innovation support organisations based on good practices
•A tool-set supporting identification, assessment and transfer of good practices between innovation support organisations and policy
The learning platform developed by IPF has been based on the assumption that learning requires a common language with which good
practices can be discussed and exchanged among participants and it needs a methodology that guides users on how to analyse and transfer
Furthermore, the learning platform needs users †a communityâ€) that apply the language and the
and learning processes active in between physical meetings. One observation is that IT tools not have been able to alleviate these
for agencies for the learning and the transfer of practises. However, the tools have been best for
-IPF as a learning platform that facilitates collaboration and learning among organisations providing innovation support services to SMES
-IPF as a provider of tools that facilitates on the one hand the identification, assessment and
learned from the network/learning platform, the tools that have been used and from the analysis of the central policy themes.
mutual learning and exchange of experiences, with the objective to improve the overall quality and
Mutual learning should also include reflections on how to remove existing barriers for the use of â€oebetter practiseâ€
group should stimulate mutual learning and cooperation between public innovation support service providers across Europe and prepare
2. Carry out peer reviews (mandatory) to search for better practices in providing innovation support services. The main objective of this task
was to organise peer reviews through visiting programmes aimed at assessing current support mechanisms and searching for better practices
4. Foster mutual learning by facilitating staff exchanges (optional) between public innovation funding agencies from different countries
emphasis on learning from trial and error has emerged. This is shift has occurred due to the complexity and the difficulty in modelling
establishment of a mutual learning platform 2. Propose and test new approaches to innovation support.
peer reviews and twinning. An example of this is the pre-commercial procurement that is a new approach on demand side support in many
IPF has focused on identifying and learning from good practices as well as developing new ones. In order to do this, IPF has started with the
learning & development Tools Peer review WP 2 Twinning WP 3 EFQM WP 4 SDS guidelines
the learning and transfer process, as illustrated in Figure 1 Five of these work packages have focused
2. Work package 2 included peer reviews of European agencies and programmes in order to identify and to analyse good practises
5. Work package 5 included peer reviews of good practices at innovation agencies outside of Europe
learning between agencies. The Commission has also been interested in establishing a forum for a better dialogue with national and regional SME
of the learning platform. The IPF has arranged two council meetings per year where the group has
three sections, the first on the learning platform as such, the second on the tool set used to support
4. 1 Learning platform The learning platform developed by IPF has been based on the following approach
•Learning requires a common language by which identification, assessment and transfer of good practices can be discussed and exchanged
among participants. Hence, a common conceptual model adapted to the task of IPF was developed, introduced
•A learning platform also needs a methodology or work processes that guides users on how the
•A learning platform needs users (†a communityâ€) that applies the language and process.
panels and as hosts for peer reviews. This has extended the community of users beyond the
•Learning happens in the interaction and meeting between people. IPF has therefore invested in developing
•The learning platform has used â€oelearning-by -doing†as a principle which has been preferred to reading reports.
•The learning platform has raised the awareness and knowledge of how transferability can be supported and the challenges and limitations
learning processes alive in between the physical meetings. The IT tools have not alleviated these problems:
•A learning platform like the one used in in the IPF needs maintenance and management
electronic verison) of this report) for learning and transferring of practises The key processes identifying,
•Peer reviews have been beneficial for identifying good practises and it seems like it has been easier for the group to engage in
the conduct of peer reviews •However, there are areas for improvement such as how to elaborate on transferability and
•Peer reviews outside of Europe are more challenging due to language issues, incentives and shorter time frames for reviews.
of peer reviews Twinning •Twinning has been successful and three out of four of the countries that were involved actively
•Peer reviews cannot completely analyse transferability and hand over design recommendations; instead, the design recommendations have to be developed as a
with Twinning advanced, involving learning between experienced actors. Twinning advanced can also involve a less advanced actor that
method to introduce operational learning among agencies and as a tool to constantly improve operations
peer reviews of The irish initiative for High -Potential Startups, the Scottish Proof of Concept programme, the Finnish VIGO-and Young
for learning, both in formal and in informal ways. Findings and lessons learned have had an
performing peer reviews, twinningâ's and EFQM -assessments do not happen automatically Continuation of these activities will probably
where learning and knowledge exchange can occur both directly and indirectly. The platform also fosters informal networks that can be used in their
learning from peers •Develop and refine tools for learning, like Peer Reviews, EFQM and Twinning
•Be a platform that offers the service to assist agencies in learning through utilising the tools
•Host and manage a public online forum for discussions, like Linkedin group Innovation Policy Forum
•the Government will foster further student engagement with science, technology engineering and mathematics (STEM) by providing an additional $12 million to
â€'increase student participation in †Summer schools for STEM studentsâ€, particularly for girls, disadvantaged and Indigenous students, including those living in regional
and remote areas •The Government will focus the VET system on meeting industry needs,
•Tasked the Productivity Commission to examine Childcare and Early childhood Learning the Government will respond to any recommendations once the Commission makes its
Education science and Culture predicts that tertiary students studying abroad will more than double globally from 2. 5 million to as many as 8 million in 2020 (Altbach et al, 2009
our economy by 2020, particularly through students from China and India (International Education Advisory Council, 2013
This will be complemented by external reviews of regulators†performance against the Framework. The self-assessments and external reviews of regulator performance will
be publicly available Public consultation on the Framework was undertaken in September 2014. We anticipate releasing a final Framework in October as part of 2014 Spring Repeal Day.
Diploma or certificate 13.8 11.4 Degree or higher 38.4 36.7 table 2: effect of education on hourly wages
•australia†s performance in mathematical literacy in schools has fallen in absolute and relative terms.
Australia in mathematical literacy. By 2012 we were outperformed by 12 countries Around 40 per cent of our Year 7 to 10 mathematics classes are taught without a
understanding and skills in both science and literacy from an early age. The †Science by Doing†programme supports
secondary school students with science. The Government provided $5 million over four years in the 2014-15 Budget to maintain these programmes and,
but its flexibility to respond to student and industry needs, and its capacity to focus on core functions rather than red tape,
and respond to student needs, to improve their competitiveness and enable the delivery of higher quality teaching
Programme means no student will have to pay up front for their university study. The Government has accepted also all of the recommendations of
international students Capitalising on international education opportunities Monash University has over 64,000 students †21,000 of them international †with offshore
campuses in Malaysia and South africa, and international centres and partnerships in China India, Italy and the UK.
Monash†s student enrolments at its Malaysia and South africa campuses increased by 33 per cent
Monash has diversified also its student source markets by broadening its focus to new growth markets of Africa, Central asia, Latin america, the
•enhancing the capacity of the system to deliver high-quality outcomes for students •ensuring a stronger role for industry at all levels of the system
university students under the Higher education Loan Programme. Apprentices who successfully complete their training will receive a 20 per cent discount on the amount to be repaid
This will better equip students with job-relevant skills. supplementing support for maths, science and computing in schools
The Chief Scientist has identified a critical need for learning resources that will engage students in mathematics, particularly to expand the pipeline of students taking advanced
mathematics in senior school years The Government will therefore provide $7. 4 million to assist to develop and implement
school students will deliver innovative and engaging teaching and learning resources to support implementation of the Australian Curriculum
The Government will also encourage greater student participation in summer schools for STEM students, particularly for girls, disadvantaged and Indigenous students, including
those living in regional and remote areas. This programme is designed to provide students with unique experiences in science and mathematics, stimulating their passion for these
learning areas. The Government will provide $600, 000 to support travel and accommodation for participants, building on existing national summer schools for STEM. trialling a new, innovative pathway from education to work
To help develop the next generation of Australian innovators and job-ready graduates, the Government will trial the establishment of an innovative approach to education,
having regard to the United States†Pathways in Technology Early College High school (P-TECH model TPO00007
partnerships, with graduates typically offered a position with the sponsoring business before other candidates (Governor of New york, 2013;
Students will undertake regular high school curriculum subjects alongside technical subjects such as computer programming, graphics, logic and
Workplace learning subjects including workplace visits, project-based learning and internships will be embedded in the curriculum and school timetabling
Working in partnership with school leaders, employers will be involved actively in the design and delivery of the courses.
Importantly, students will have identified pathways to employment with the school†s industry partners. Students will be able to graduate with a
Year 12 qualification, but will be supported actively to complete further study and gain a post-school ICT diploma or advanced diploma with opportunities for employment with the
businesses involved in the programme. The Government will look to locate the programme in an area with access to industry but high youth unemployment
employer incentives and trade support loans. pilot training scholarship programmes under the Industry skills Fund
•training for Employment Scholarships: 7, 500 scholarships will be provided to smaller employers who take on a new worker, aged 18†24, in regional Australia and areas
where youth unemployment is high. Approved employers will be able to engage a training provider of their choice
care can make to increased workforce participation (particularly for women), children†s learning and development, the current and future need for child care in Australia,
) The Learning Curve. Pearson Elborgh-Woytek, K.,& et al. September 2013. Women, Work and the Economy:
to Prepare More than 6, 000 Students for High-Skill Jobs. Retrieved September 2014, from https://www. governor. ny. gov/press/08282013students-for-High-Skill-Jobs
) Childcare and Early childhood Learning, Draft Report Canberra: Commonwealth of australia Productivity Commission. 2014b). ) Geographic Labour mobility, Research Report.
•Page 47 †Students reading-istock •Page 49 †Construction worker-Michele Mossop, Engineers Australia
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