Synopsis:
Education: School: School life:
(Focus) Eunika Mercier-Laurent-The Innovation Biosphere_ Planet and Brains in the Digital Era-Wiley-ISTE (2015).pdf.txt
The Phd students and unemployed people are encouraged to create their companies while the conditions for success are provided not.
their interactions and their playgrounds and gives some available elements of their impact. Chapter 2 provides the readers with the main definitions and spectrum of innovation.
Pushed by students, on the one hand, and technology providers, on the other hand, education has become an intensive user of ICT.
Daniel Byman (Professor in the Security Studies Program at the Edmund A. Welsh School of Foreign Services at Georgetown University) states that drones offer a comparatively low-risk way of targeting terrorists
Virtual autopsy helps students learning medicine. Technology enables the detection of serious illnesses in the initial stages (X-rays, MRI and ultrasonography.
Professor Henri Joyeux, a French oncologist confirms the existence of a direct link between the quality of food and health JOY 14.
students, Phd and scientific exchange (Marie Curie Actions17. The student and professor exchanges have a positive impact on their social life,
which lets them learn about new culture and a new language, gain knowledge and network to find partners for applying to EC programs or jobs.
Textile and textile techniques are beyond their usual playground, and new 17 http://cordis. europa. eu/fp7/people/home en. html. 42 The Innovation Biosphere textiles are inspired also by ancestral raw material
help in transfer capacity to project and small businesses in Africa, inclusion of prisoners via online business management, free services for students, social gardens with free vegetables, innovation
Each subject of â€oecore curricula†is taught by specialized professors (geography history, mathematics, etc. and there is not enough time allocated to collaborative projects (problem-solving),
Traditional Masters†of Business Administration (MBA) courses are introduced late in some engineering schools. The impact of education on employment/entrepreneurship is evaluated not.
and knowledge by attracting the best students, young researchers and entrepreneurs. It should also help to increase the efficiency of technology transfer.
It must be focused on graduates and must assert an overall view of its actions according to the results
Certainly, this vision could be applied for an IT professor. Such a professor could be replaced by a robot in the nearest future.
The role of IT (including AI) is to teach the synergy between human computers and other intelligent machines and how to combine the best of both capabilities to help humans in their activities and increase their well-being.
while the other fields are also playgrounds for successful innovation. The emphasis is made on involving the venture capital (VC) industry at the early stage of start-ups lifecycle.
In Europe, the United states and other countries, efforts are made to encourage students and Phd scholars to start their companies.
Many events are devoted to pushing people, particularly students and researchers to become entrepreneurs. Innovation contests are blooming.
students must learn real-world problem-solving; we have to connect science and business. There is also the need for a common language facilitating communication between innovation and social/labor experts.
Tokyo and Paris Open Systems science was initiated in 2008 by Professors Mario Tokoro and Luc Steels at Sony CSL Tokyo and Paris. It is probably the best research approach taking into account both the environmental impact and well-being of researchers.
The University of Reunion Island Living Lab likes to foster open and sustainable territorial innovation involving researchers, teachers, students and entrepreneurs through teaching and learning.
if it facilitates communication between teachers and learners. The University of Reunion Island Living Lab for Teaching and Learning (UR.
Learning by playing is often based on gesture reproduction by imitating the professor. The teaching methods have to show how to do the right movement
and answering the questions of learners for a better education service. Multimedia annotations help to build the meaning of objects interpreted by subjects, for example,
the service innovation playground is very large and technology may help to enhance services not only in traditional fields such as health, banking, insurance, tourism and other,
In 1999, Professor Thomas C. Hales HAL 01 provided mathematical proof for the advantage of what he called â€oehoneycomb conjectureâ€.
and to promote it in their professional/school environments. To reduce waste generated by bad quality and planned destruction,
(Management for Professionals) Jan vom Brocke, Theresa Schmiedel (eds.)-BPM - Driving Innovation in a Digital World-Springer International Publishing (2015).pdf.txt
researchers and students where they can explore ideas in an unconventional settings. The core function of the MADE Open Factory is the ability to experiment with new business processes enabled by advanced process technology.
including an approach where students are engaged as a resource into the ecosystem of an enterprise.
For example, do not remove a student from the database after he dropped out since this may lead to misleading analysis results.
For example, it is often not 112 W. M. P. van der Aalst useful to know the name of a student,
Consider for example the study process of students taking a particular course. Rather than creating one process model for all students,
one could create (1) a process model for students that passed and a process model for students that failed,(
2) a process model for male students and a process model for female students, or (3) a process model for Dutch students and a process model for international students.
Note that class ï¿PI ï¿CL does not require a strict partitioning of the process instances, e g.,
, a case may belong to multiple classes. In (Aalst, 2013b), the notion of process cubes was proposed to allow for comparative process mining.
Moreover, dimensions related to process instances (e g. male versus female students), subprocesses (e g. group assignments versus individual assignments), organizational entities (e g. students versus lecturers),
The role of executive professors. Academy of Management Learning & Education, 7 (1), 99†107.142 J. Recker Cooper, L. G.,Baron, P.,Levy, W.,Swisher, M,
In an experiment, 83 master†s students were asked to model a process based on a textual description with varying degree of structure.
Those students provided with well-structured descriptions created more accurate processes, presumably due to their improved understanding of the domain. 3. 4 Represent Decisions as Variants Empirical studies identified that models will be much more comprehensible
In 2013, he was appointed as Distinguished University Professor of TU/e. He is also a member of the Royal Netherlands Academy of Arts and Sciences (Koninklijke Nederlandse Akademie van Wetenschappen), Royal Holland Society
, Germany Peyman Ardalani has been doing his academical research as a Ph d. student since 2012 at the Institute for Information systems (IWI) at the German Research Institute for Artificial intelligence (DFKI.
He is Honorary Professor of the National Research University Higher School of economics Moscow. Also, Joâ rg is partner of two university spin-offs on BPM consulting for retail and e-Government. 288 Curricula Vitae Daniel Beimborn Frankfurt School of Finance & Management,
Marlon Dumas University of Tartu, Estonia Marlon Dumas is Professor of Software engineering at University of Tartu, Estonia.
Shengnan Han Stockholm University, Sweden Shengnan Han is a senior lecturer and associated professor at Stockholm University, Sweden.
where he is currently a Professor of Signal Processing and Head of the Department of Signal Processing.
He has been a Guest Professor at the Indian Institute of Science (IISC Bangalore, India, and at the University of Gaâ vle, Sweden.
Germany Janina is Graduate Research Assistant at University of Bamberg, Department of Information systems and Services.
He holds a diploma in Business Information systems from the University of Cooperative Education Mannheim Germany, and a Master of business administration from University of Louisville, USA.
Monika Klun University of Ljubljana, Slovenia Monika Klun is a full-time researcher and Ph d. student at the Faculty of economics of the University of Ljubljana, Slovenia.
and is Professor of Information systems at Saarland University. His research activities include business process management
He held positions as professor at Chemnitz University of Technology and at Johannes Gutenberg University Mainz.
He was a postdoc with QUT Brisbane (Australia) and a junior professor at HU Berlin (Germany.
and board member of the Austrian Society for BPM. 296 Curricula Vitae Charles Møller Aalborg University, Denmark Charles Møller (born 1962) is professor in business process
Australia Dr. Michael Rosemann is Professor and Head of the Information systems School at Queensland University of Technology,
She holds a Ph d. in business economics from the University of Liechtenstein and a Diploma in economics from the University of Hohenheim, Stuttgart, Germany,
He is Professor of Information systems, the Hilti Chair of Business Process Management, and Director of the Institute of Information systems.
Curricula Vitae 303 Richard J. Welke Georgia State university, USA Dr. Welke is director of the Center for Process Innovation, professor and previous chair of the CIS department
2008 Innovation in Ireland.pdf.txt
and Double the number of Phd graduates in science, engineering and technology to nearly one thousand per annum by 2013.
and Double the number of Phd graduates in science, engineering and technology to nearly one thousand per annum by 2013.
and facilitating partnerships and projects between businesses, higher education institutions and graduates. Innovation in Ireland 2008 9 Innovation in Ireland 2008 10 Initiatives stimulating research by industry We are encouraging the exploitation of research by industry through several other initiatives:
and is designed to ensure access, transfer and progression for learners. Over time, as similar developments take hold in other Member States,
The County and City Enterprise Boards promote programmes such as the enterprise in second-level schools through Student Enterprise Awards.
2011 Missing an Open Goal_UK public policy and open innovation.pdf.txt
Open innovation In his seminal book on open innovation, UC Berkeley Business school Professor Henry Chesbrough highlighted a fundamental divide between firms
and through the dispersal of knowledge into the broader economy by educating students who go on to work outside academia.
†publications/reports, informal interaction, public meetings or conferences, contract research, consulting, joint or cooperative research, patents, personnel exchange, licenses, recently hired graduates
and recently appointed Professor John Kay to lead a review of the effect of UK equity markets on the competitiveness of UK business. 21 But the impact of these activities-and of any planned changes-on the national innovation system
An important first step will be for the government to implement the recommendations of the Hargreaves Review on Growth and IP. 28 As the Big Innovation Centre†s Director, Professor Birgitte Andersen, recently noted:
2012 Evaluation_of_Enterprise_Supports_for_Start-Ups_and_Entrepreneurship-Publication.pdf.txt
networking, financial supports 110 Over 20,000 students a year now participate in the various CEB supported programmes implemented in the education sector FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS
and only apply in the case of projects that clearly demonstrate a potential to graduate to Enterprise Ireland
The course content normally includes information on: Company structures; Business planning; Market research and Marketing; Sources of finance, financial Management, taxation and book keeping;
Since 2008, the course content has been broadly standardised across CEBS to address the variations that existed prior to that.
Student Enterprise Awards-Second Level; Exploring Enterprise-Second Level; Enterprise Encounter-Second Level; FORFÃ S EVALUATION OF ENTERPRISE SUPPORTS FOR START-UPS & ENTREPRENEURSHIP 131 Celtic Enterprise-Second Level;
and Third Level Over 20,000 students a year now participate in the various CEB€ supported programmes implemented in the education sector F Other Activities The CEBS are involved in a wide range of other activities in response
Management Development Programmes 30 Mentoring Assignments 110 Networks supported 1-4 Student Enterprises Initiatives 20,000 nationwide (All CEBS) CEB Activities specific
2012 Flanders DC Open Innovation in SMEs.pdf.txt
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public. Among the many options Flanders DC offers are:
or at your event, take part in the De Bedenkers (The Inventors) classroom competition and an online game to discover how you score as an innovative manager.
July 2007, published in English ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen,
2012 InterTrade Ireland Innovation Ecosystem Report.pdf.txt
Higher education Institutes which includes Public Research Organisations •Provide a source of graduates and postgraduates. •Offer a portal to the global pool of academics and stock of knowledge. •Provide a source of partners for proprietary innovation projects. •Offer a source of IP,
2014 Irish Entrepreneurship Forum Report.pdf.txt
on commercialisation should be provided to every STEM Bachelors student as part of their degree. Phd and Post Doctorate students should also receive mandatory commercialisation instruction as part of their research programmes.
Pillar 4, Access to Talent Access to talented people is a key enabler for all businesses.
as well as students, should receive some entrepreneurship education. Research from the EU and other European countries has shown that participation in entrepreneurship programmes
and their likelihood to start their own companies. 4 Much progress has been made in Ireland with initiatives such as the County & City Enterprise Boards †Student Enterprise Awards†5, RTà †s
•Bizworld runs 2-3 day immersion events in primary schools where students are put into teams
and works with educators and teachers to introduce entrepreneurial concepts to students. Bizworld currently partners with schools in Dublin, Kildare, Wicklow, Galway, Cork and Limerick.
Young Enterprise, Copenhagen 5 This acquaints over 16,000 students annually with the concepts behind running their own business. 6 Run in secondary schools and third level institutions across Ireland,
400 students complete a course in entrepreneurship since 2007. www. youngentrepreneur. ie 7 A hackathon is an event at
The goal of such events is to enable students to understand the technology that builds our world
the Forum is aware that many successful entrepreneurs would be willing to engage with local schools to talk to students,
and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups The majority of the actions being taken by Government are helpful
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations,
what university professors have known for centuries: make some regular time available, and the people who really want it will go out of their way to show up
through once-off, expensive executive-MBA-style programmes. These programmes through Stanford, Cambridge, Harvard, etc.
During the late 70s and 80s, a significant proportion of the third level graduates from engineering and science courses emigrated to join multinationals in mainland Europe and North america.
This stimulated some graduates to set up businesses in these areas. •Skilled Graduate Pool. Companies in the 80s and 90s had a steady stream of high quality technical graduates from engineering
and science disciplines ready and willing to work in exciting new startups. •The irish Trade Board.
We have exported many skilled graduates, there has been a significant increase in the uptake of STEM-related courses at third level
Rather than students paying to go to a business school to learn case studies on how companies succeeded or failed,
an accelerator pays the students (through equity investments in their nascent businesses) to develop their idea into a company over a period of typically 3-6 months.
http://birch. co/post/60844253074/startup-accelerators-are-the-new-mba 22 http://siliconrepublic. com/startups/item/22304-ireland-home-to-three-of-eu recommendations
While universities†primary focus and strength in supporting entrepreneurship is to provide/develop graduates they also have a strong role to play in leveraging their research developments to create new startups.
We encourage the new direction of HEIS that enables companies to engage directly with graduate students without any intellectual property ownership being claimed by the university,
whereby a postgraduate student can undertake their Phd while spending one-third of their time in a company (the company pays one-third of the scholarship
and IRC pays two-thirds). Each of these programmes have helped industry and academia to work more closely together to build strong working relat ionships and simultaneously increase direct commercialisation of research work.
We recommend that a greater proportion of our funding for Phd students be allocated to working with industry.
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
For example, graduate students who are minded commercially could be given an attractive option to study business studies or an MBA while conducting their thesis research at a small marginal cost to the university as the student is enrolled already.
Academic institutions should c o n s i d e r i n c e n t i v i s i n g researchers to commercialise
Finally, STEM students at the Bachelors level are the most likely to create valuable technology businesses.
These students should have exposure to entrepreneurship or commercialisation before they graduate. 37. Formal recognition should be given to researcher time spent on collaboration with industry in the academic promotion criteria of their institution. 38.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree.
-34-recommendations recommendations-35-Modern successful entrepreneurs readily acknowledge that an engaged and talented staff is critical to their success. No single person can build thriving international businesses without having a high-quality team
As an example, throughout the general population of all ages, second level graduates have an unemployment rate of 23%and third level graduates have an unemployment rate of 13%29.
Furthermore, graduates seeking work experience are excluded from participating in the Jobbridge Programme if they already have part-time evening or weekend employment.
These have proven to be helpful to graduates, giving them the real work experience that is generally sought by employers.
what he had learned as a student --which largely revolved around networking--to include a broader sense of
These programmes attract a variety of foreign graduate students from outside the EU, who are forced to return to their home country after their Masters, Ph d,
We believe Ireland should encourage these graduates to stay in Ireland and commercialise their research here.
and graduates to have easier access to visas. This campaign endeavors to establish Ireland as the top destination for English-speaking tech talent.
Easier access to holiday visas and encouraging Chinese graduates studying in Ireland, as well as allowing Irish companies greater access to the Chinese economy,
and computer programming. 3. Introduce a National Register for volunteer entrepreneurs who would be willing to visit schools to engage with students at local level. 2. 3 Encouragement for Under-Represented Groups 4. As part of an entrepreneurship cultural awareness campaign,
in order to build high potential startups with export potential based on their graduate research. 17. Local Enterprise Offices should work directly with immigrant organisations
which enables students to undertake their Phd research through an active engagement and collaboration with an industry partner. 32.
Introduce a Framework for companies to provide contracts to university graduate students for thesis work without clouding IP ownership. 34.
Universities should offer their Phd students a Masters course in business at half price, while the students are conducting their thesis. 39.
Training on commercialisation or entrepreneurship should be provided to every Phd student and Post Doc via mandatory programmes held every semester by the universities. 40.
Every STEM student (undergraduate and postgraduate) should receive a course on entrepreneurship or product commercialisation as part of their degree. 5. Access to Talent 5. 1 Share based remuneration to employees 41.
Enable Employee stock ownership without creating taxable events until the time of sale of the stock. 42.
, Tanorganic Thomas Cooney Professor of Entrepreneurship, College of Business, Dublin Institute of technology Tom Hayes Micro Enterprise and Small Business enterprise Ireland Wendy Gray SME Policy
2014 Irish Government National Policy Statement on Entrepreneurship in Ireland.pdf.txt
The earlier and more widespread the exposure to entrepreneurship and innovation, the more likely it is that students will consider becoming entrepreneurs in the future.
Much work is being undertaken by the Government to promote entrepreneurial role models, foster positive attitudes to risk taking, teach basic business management and financial literacy and address skills gaps.
A new targeted programme to encourage entrepreneurship among graduates was launched by Enterprise Ireland in May 2014.
The main purpose of the Graduate Competitive Start Fund is to provide up to 15 graduates with the critical early stage funding to enable them to reach key commercial and technical objectives that will in turn ensure delivery of their product
Action has also been taken by Enterprise Ireland to roll out an enhanced Student Enterprise Awards initiative targeting a greater number of students from the third level sector
Encouraging and promoting an enterprise culture among the student population is an important area of activity for the Local Enterprise Offices.
Over 20,000 students a year now participate in the various LEO supported programmes implemented in the education sector at both primary
Student Enterprise Awards-Second Level Exploring Enterprise-Second Level Bi Gnothach Enterprise Programme-Primary Level A strategy for the Further Education
LEOS, DJEI) Develop a programme engaging entrepreneurs in exposing students to the excitement and opportunity of entrepreneurship, starting with a pilot across LEOS.
DES) Increase the attractiveness of STEM subjects to a larger cohort of Leaving certificate students. DES) Develop a web portal to attract international talent with in demand skills to Ireland.
EI, IDA, D/Social Protection, D/Foreign affairs, Irish Software Association, ICT Ireland) Develop Junior Cycle short courses in Digital Media Literacy and Coding.
National Women†s Enterprise Day, the Student Enterprise Awards scheme and the recently launched Ireland†s Best Young Entrepreneur Competition.
Research contracts for Graduate student projects with industry KTI is working with The irish Research Council to clarify how IP is treated in its Employment-Based Postgraduate programme with the aim of increasing certainty and security for participating companies.
These elements will play important roles in making Ireland an attractive location for immigrant students, investors and entrepreneurs.
DJEI, EI, EEN Ireland, D/AHG) Launch six Competitive Start Funds in 2014, including schemes targeted specifically towards female entrepreneurs, the aviation and manufacturing sectors and, for the first time, towards graduates.
5. 5%Total Early Stage Entrepreneurial Activity GEM 9. 2%Public Attitude to Entrepreneurship GEM 50%Participation rates in competitions/awards Student
Enterprise Awards applications from third level institutions Agencies EI 400 Participation in LEO Best Young Entrepreneur LEO N/A Participation in LEO Student Enterprise
-Number of schools-Number of students LEO 780 29,359%of Females attending Core Training Programmes LEO 57%HUMAN CAPITAL & EDUCATION Numbers in Entrepreneurship Modules
n/a n/a Student Enterprise Schools participating (number) 780 593 Applicants/Participants (number) 29 359 23,359 National Enterprise Awards Number of Clients participating 47 (incomplete information) 94 (incomplete information) LOCAL ENTERPRISE OFFICES ENTREPRENEURSHIP SUPPORTS CEB total
2014-innovation-competitiveness-approach-deficit-reduction.pdf.txt
exactly as predicted by financial experts PAGE 15 THE INFORMATION TECHNOLOGY & INNOVATION FOUNDATION JANUARY 2014 like Aswath Damodaran, professor of business at the Stern School of business at New york University.
Dean Baker, â€oethoughts on the Chained CPI, Social security and the Budget†(Center for Economic and Policy PAGE 20 THE INFORMATION TECHNOLOGY & INNOVATION FOUNDATION JANUARY 2014 Research
2015 Ireland Action Plan for Jobs.pdf.txt
2015 ACTION PLAN FOR JOBS 11 National Talent Drive This reform will focus on strengthening employability of learners
We will increase higher education ICT graduates by 60 per cent between 2015 and 2018, commensurate with resourcing, meeting 74 per cent of demand through domestic supply in 2018.
We will provide technology summer camps and 1, 250 extra ICT places for students in 2015.
We will target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10
and increase the numbers of graduates on the International Growth programme. We will sustain a focus on monitoring
ï§Introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector;
ï§Target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10,200 in 2011;
ï§Target of 4, 500 Erasmus students per annum by 2020(+50 per cent; ï§EU lifelong learning target of 2020 target of 15 per cent;
and work. ï§60 per cent increase in higher education ICT graduates, meeting 74 per cent of demand through domestic supply in 2018.
Provide 1, 250 extra ICT places for students in 2015. ï§Target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10,200 in 2011.
enhanced employability of learners, and strong engagement between the education and training system and employers.
including over 211,000 students enrolled in third-level courses across Ireland†s universities and institutes of technology.
or 29 per cent of higher education students are enrolled in Science and Engineering courses and over 50,000 higher education students are enrolled in Social sciences,
including Business and Law, equating to 25 per cent of total student enrolments. The system has responded also to emerging skills needs in high-growth sectors,
28 including achieving 50 per cent increase in graduate output from high-level ICT programmes between 2008 and 2013.
Since 2008, there has been a 50 per cent increase in annual graduate output on ICT programmes from the higher education system.
We will increase higher education ICT graduates by 60 per cent between 2015 and 2018 commensurate with resourcing.
We will also target 13,800 annual science, technology, engineering and maths graduates by 2018 (up from 10
There are strong employment rates for graduates of these programmes (67 per cent of graduates in employment within 6 months),
and the National Forum for Enhancement of Teaching and Learning in higher education is funding a research project in this area. 30 A key goal is to enhance awareness of ICT careers to prospective students.
Significant progress has been made in raising STEM participation in schools †notably a 74 per cent increase in higher level maths take-up in Leaving certificate since 2011.
which will highlight job opportunities and available ICT programmes throughout Ireland to students and their families in advance of the 2015 CAO deadline.
ï§Strengthen the employability of learners and enhancing engagement between the education and training system and employers to deliver high quality skills;
industry and education through Smart Futures to raise awareness of STEM career opportunities for post-primary students, in line with the agreed 2014-16 strategy.
SFI) 9 Provide support to institutions in delivering Summer Computing Camps to encourage second-level students to consider ICT careers.
and Phd students to undertake a †co-educational†experience in research and skills development while employed
Irish Research Council) 11 Continue to implement the pilot phase of the Post Graduate programme of Professional Practice to provide graduates with opportunities to develop cross disciplinary skills in STEM based sectors with enhanced engagement
by employers to progress graduates to employment. HEA, HEIS, Employers) 12 Increase the pool of researchers strongly positioned to take up employment in industry in Ireland.
EI/LEOS) 182 Student Enterprise Award: Building on the successful 3rd Level Student Enterprise Award Programme target a greater number of student participants (Target 500)
and enhance the quality of the applications contributing to a greater Entrepreneurial spirit in this student cohort.
EI) 183 Support entrepreneurship by training more scientists in SFI supported research teams to launch their own businesses and supporting translation of research to commercial opportunities.
A key event of the week will be †The Entrepreneur in Your Community†visits by role models to classrooms across the country.
ï§To create culture change by providing the opportunity for students to learn by doing by participating in relevant events and meeting international entrepreneurs;
HSA) 231 Extend the number of HSA health and safety e-learning modules and increase user numbers, providing more cost effective solutions to the training of employees, managers and students.
which includes the delivery of an additional 16,000 permanent school places for primary students and 3, 000 permanent school places for second level students.
The investment will also support the provision of enhanced or replacement facilities for 2, 000 primary school students and 4,
000 second level students and the advancement of a range of projects in the higher education sector, including the DIT Grangegorman project.
EI) 254 Embed graduates in international markets for Enterprise Ireland clients to help them to internationalise
and grow their business in new or existing markets through the Graduates 4 International Growth Programme (G4ig).(
and graduates increasingly cite a company†s CSR policy as a factor in determining their employer of choice.
EI) 2015 ACTION PLAN FOR JOBS 117 296 Enterprise Ireland to introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector to improve company
In addition to this, extra funding was provided in Budget 2015 to allow for the recruitment of 1, 700 new teachers and special needs assistants for the classroom,
of which will be FDI projects ï§Introduce a new Graduate Development Programme with a target of 10 graduates into the Food SME sector ï§Construct new social housing units ï§Intake
Current Performance 2015 Targets Relevant APJ Sections 3. 1 Proportion of students taking STEM related disciplines 23%26%ï§Provide places under the second
, engineering and maths graduates by 2018 (up from 10,200 in 2011) ï§Target for 30%of students to take 2. 1-National Talent Drive 3. 2 Domestic supply meeting demand for high-end
ICT skills 42%of demand in 2012 57%of demand in 2014 3. 3 Students taking higher-level maths 8
235 in 2012 14,326 in 2014(+74%),accounting for 27.8%of total 3. 4 Students on Erasmus to boost language, tech and business skills 2, 511 in 2010/11
500 Erasmus students per annum by 2020(+50%)ï§EU lifelong learning target of 2020 target of 15%ï§EI and IDA programmes for training and upskilling ï§New
< Back - Next >
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011
