At ISI, students can choose between more artistic and more commercial art studies. But their role in innovation interactions is limited to teaching.
Gadja Mada University from 1980 and was graded the best student of my year. I wanted a
This provides the 270,000 students in Yogyakarta with an IHS Working Paper 27.2013. Innovation in SMES.
"Student working group, 2010 Lall S. 2001. Competitivenss, technology and skills. Northampton: Edward Elgar Lalls..2003.
timetables, content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills
-ELI because they provide students with information and feedback on how they are progressing considering their prior achievements according to their learning goals,
students to understand which skills they need to develop further and which content areas they need
educate self-confident and competent students As shown in the Survey of Schools: ICT in Education (European commission, 2013c), less than one
third of EU students are taught by teachers for whom ICT training is compulsory and around 70%of
EU students are taught by teachers who invest their own spare time in developing ICT-related skills
levels of infrastructure provision and teacher and student use, confidence and attitudes However, development of infrastructure varies a lot between and within countries;
Student assessment and evaluation are an integral part of the teaching and learning process and as
What Students Know and Can Do retrieved (Volume I 15 November 2013, from OECD Publishing, http://www. oecd. org/pisa/keyfindings/pisa-2012
teachers, and/or by students, which provide information to be used as feedback to enhance learning
•adoption of elearning for health professionals and students •collection, processing and transfer of patient information
health sciences for students and health professionals ehealth country profiles Presentation of all participating Member States ehealth data
student cooperatives and 10 Jobbridge scheme placements 4. 0 Introduction The Midwest Region has a strong research
They will offer a high quality and better-integrated set of services to students, businesses and
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
•To ensure that the Student Enterprise Programme currently undertaken by the Local Enterprise Offices continues to promote a culture of innovation amongst young people in the Region
start-ups and innovative companies, students and investors. They perform a valuable role in attracting private sector investment to a region
is limited often to students and teachers and restricted to certain hours (see section 1. 5
necessary to enable students to use the Internet for educational purposes, and helps enhance education administration through the electronic
purposes by both teachers and students. In some cases, computers have been introduced in schools without Internet access, which effectively
are offered one free computer per student Furthermore, Omantel provides discounted broadband Internet offers for eligible
discounts (for example, only to students, or to existing customers, etc 8. Local calls refer to those made on the same fixed network (on-net) within the same exchange area
discounts (for example, only to students, or to existing customers, etc 9. With convergence, operators are increasingly providing multiple (bundled) services such as voice telephony, Internet access and
Stimulate students to become more involved in the learning process Ministry for Information Society (responsible
Provide the frame for OER Stimulate students to get involved Educate on ICT Technologiesensure equitable access to cost-effective
projects and e-Portfolio of results of the pupil or student, on creation of original digital content and
The analysis of the PISA (Program for International Student Assessment) results in the national context
According to PISA 2009 in Romania, students coming from schools located in urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve performance, on
average, by almost one level of competency higher than students in rural Romanian Indicators pertaining to ICT in Education
materials and facilitate students 'access to information Additionally, the implementation of an ICT infrastructure, complemented
appropriate education to students teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational
teachers, pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills
students can prepare both complex inter/trans-disciplinary curriculum projects and extracurricular projects to develop social and
Stimulate students to become more involved in the learning process Operational Due to the novelty represented by
the technological factor, students will be stimulated to become more involved in the learning process which, over time, will have a positive
increase student engagement. Using ICT will also allow the adaptation of learning subjects according to students†skills, supporting
1. 300 participants, especially hard-to-reach citizens like the elderly, retirees, adults, students, and the
skilled/unskilled workers (20%),pupils/students (19%)and engineers, physicians, architects professors and economists (15%.%The proportions are almost identical in case of users using fixed
Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
students and the improvement of the access to technology irrespective of the provisions of the
The students and the teachers†mobility The lack of collaboration between the business environment and the educational institutions
pupils, students, adults being in the process of continuous training persons which are in the situation of social exclusion:
open and rapid communication between teachers and students. For instance, The Open University, based in the United kingdom,
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
goal it is to help †students use new technologies to design and make products that can make a difference to
Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student populations in university, but many university teachers are less than confident in their use.
them with students in pedagogically innovative and appropriate ways. When these teachers seek to become informed of new technologies through conventional professional sources, such as journals, their
and communication technologies (ICTS) on pedagogical practice and student learning, namely:(a forming government policies;(
problems and to engage students in authentic and meaningful tasks In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004
Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon the problematic use of mobile phones in schools (e g.,
the learning experience of students in higher education Aims and scope of the project The project investigated the educational potential of mobile devices, specifically, †smartphonesâ€
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional
for use in the professional development workshops and implementations with students in classes. Other necessary peripherals were purchased also such as memory cards, protective cases, microphones
and evaluated with students in classes conducted over two semesters. The focus of the project moved to the third research question:
students as they completed a task. Each device was implemented four times (2 times x 2 semesters with a
Students were issued with an appropriate device on loan to use individually or in groups, as they completed the given
observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student blogs, content analysis of artefacts, and so on, to investigate the nature and effects of the pedagogical
Enhancing action learning with student feedback. Action Learning: Research and Practice, 1 (2), 203-218
The company was started in 1997 to supply local students with inexpensive but professional violins, but this market was saturated soon.
Canada Student Connection Programme It hires and trains university and college students as student business advisors to provide
customised Internet and e-commerce training to SMES. Since its start in 1996, more than 3 000 students have been hired
and more than 64 000 business people have been trained Greece Go Online The project of the Ministry of Development aims to introduce 50 000 SMES to the digital
Phd Student Eliza Laura CORAS Bucharest University of Economic Studies, Romania eliza. paicu@yahoo. com
Students discover by practice the way to drive user co-creation and the impact of dif
In 2010 a group of students at Aalto University, just outside Helsinki, embarked on the most
constructive piece of student activism in the history of the genre. They had been converted to the power of entrepreneurialism during a visit to the Massachusetts institute of technology
The student revolution was part of a wider reconsideration of the proper relationship between government and business.
if a student drops out of the programme to start a business, this is considered a success. The KIC
students and alumni, who have formed an alumni association that has become an official KIC partner
-nificant part of their students are non-Europeans Actually the most important asset of the KICS, their
real value are students. Europe needs young entre -preneurial engineers and scientists, able to collab
Mobility of students and faculty across countries and between academia and business as well as the sharing of infrastructure and
-kets and from students to entrepreneurs in the areas of high societal need through the Knowledge
-grating research, companies, and foremost students into the forefront innovation processes of Europe Another issue is that KICS have to understand their
bring to students as well as to their research a real life experience, a critical perspective and personal
-ate almost 200 000 jobs, thousands of students were and will be benefited from the 9 500 schools
-tinued growth of students and teachers, integral education and especially in the development of their talent
students are digital natives and they are accus -tomed to a completely interactive world where
more students centric, enhancing the development of each student on topics that are of their interest
allowing them to perform real-world projects rather than passing exams, focusing on applied, modern technology, with classes and materials delivered on
Israeli students to work in a company, their prefer -ence is to work on their own developing own ideas
We can prepare our students to be the leaders in extracting advantage of data analysis Europe is a knowledge-intensive society but mostly
prepare our students to be the best in data analysis Social benefits of data analysis In addition to the benefits in terms of employment
-ing of Real People †not just students †who are willing and ready to give their contribution to the
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen, November 2007, published in English
Flanders DC focuses on entrepreneurs, teachers, students, policy-makers and the general public Among the many options Flanders DC offers are:
ï How entrepreneurial are our Flemish students, Hans Crijns and Sabine Vermeulen, November 2007, published in English
mechanisms that foster severe selection of scholars from a large base, student and researcher mobility and strong institutional complementarity with user industries.
how Stanford students benefitted from updates in technology provided by companies located in the area, creating two-way technology flows
(or have their students develop software code in order to test their results. This is fa -cilitated by the fact that the test of theories can be
-working Phd students, brilliant undergraduate stu -dents, rather than of corporate laboratories. The role of abstraction is crucial here.
students. The two reputational processes reinforce each other and make it credible to raise government or private money for research
supporting the entrepreneurial attitude of students and graduate researchers. Also, deep and radically new ideas often originated in academic environ
step towards the Phd for talented students. Very in -terestingly, the geographical distribution is much
good 15%of students come from Asia and 10.9 %from other countries. It seems that the US academic
students target top universities because there they have the opportunity to meet and to work with the
-ented students to confirm their reputation. Postgrad -uate education seems to be a promising candidate to
students sufficient motivation to emerge. After that stage, however, future top scientists must be chan
-uate students to be selected and sent to top US uni -versities. European universities, in contrast
actively practice endogamy, by selecting students from internal Master programmes, which in turn se -lect bright students from the Bachelor.
With few exceptions, European postgraduate education in computer science is not globally competitive. If it were competitive we would see more students mi
-grating from Asia and the rest of the world into Europe, instead of the USA, and we would see
more students moving from the USA to Europe. In other words, Europe seems to play a game of lim
Students may start with a degree in fundamental dis -ciplines (mathematics, physics) and find this new
-sented, students with a background in human scienc -es (literature, linguistics, psychology) and social sciences (economics) may combine their domain
to learn, to have good colleagues and students, to strengthen their CV and to increase their reputation
enter top class universities as students, change affili -ations several times in their career, combine differ
competition for students and researchers worldwide Knowing how severe these demands are, top class universities fight to attract the best students and try
to offer the best conditions to professors. But Euro -pean universities have not been attractive for top
-come less attractive for students. Among well -reputed old European universities, just a few have international visibility at the top
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships, co-funded by SPRING.
ï strengthening encouragement of start-up activities of professors, researchers and students ï improved support to spin-offs by executives and employees of large enterprises
polytechnic students to the dynamic and rewarding working environment of high-growth SMES through short term internships, co-funded by SPRING.
-ers, ferry passengers, students etc Short -term RP5 Infrastructural investment along the Rosslare Europort-Waterford-Limerick Junction line
We urge businesses, researchers, public servants, NGOS, students, retirees, to participate in this process and together to create the future we want
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
ï§To increase entrepreneurial vocations amongst students and recent graduates ï§To raise social awareness of the entrepreneurial phenomenon
students to develop projects with companies, promote business innovation, build channels for knowledge transfer, foster transversal skills amongst students and improve their prospects of
integration into employment P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
students in SMES •Orient polytechnics centres to new qualifications •Training for low-skilled and
for firms), students exchange programmes and talent attraction schemes •Regional incentives for skills upgrading programmes in
Student placements academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of
students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
to increase the numbers of students studying science, technology, engineering and maths â€oestemâ€) to ensure that there is a â€oepipeline†of young people who are prepared to pursue
Measure 1. 2. Establihing contacts among pupils, students, and masterands persons and innovating companies in priority fields of activity
This measure proposes to familiarize pupils and students with the actual technological level from innovative companies, trhough workplaced activities.
o Revitalization of the study visits organized by the classrooms of pupils and students in enterprises and coupling them with training coursed (for example †how its made...
o The support of pupils, students, and masterands that take part to practical stages /internships i innovative enterprises from priority sectors (through bourses or other
students supplementary costs (for example accommodation in student campuses during summer holiday is higher than along the year.
From this reason, many students prefer to invst their time rather in working as free-lancers in paid projects †which does not allow
students associations activities (through procurement of equipment, rehabilitation of buildings and spaces), to attract pupils and students in extracurricula technical type
activities o Organizaiton for pupils, students and masterands of contests of ideas and innovative projects, in partnership with regional companies †example †Olimpic contest/Night of
small inventors†o Support of pupils, students and masterands to participate in competitions of ideasand
innovative projects organized at national and international level (through financial stimulents Project ideea: Knitting Club
practice of inovative ideas of puils and students o Develop of â€oeshared resources†initiatives o Consultancy activities for innovative start-ups and spin-offs
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011)..21
Figure 24-Number of students enrolled in technical education (2011)..34 Figure 25-Number of students enrolled in foremen education (2010)..34
Figure 26-Number of students enrolled in agricultural high schools (2008 †2011)..34 Figure 27-Percentage of Exports by Ownership Type and Region...
38 Figure 28-West Region: Percentage of Exports by Ownership Type and Sector...38 Figure 29:
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012)..33 Table 7: Main Economic Sectors in the West Region(%total...
Students in Tertiary education as share of Regional Population Aged 20-24 (2000 v 2011 Source:
The West Region is recognized as having a strong set of universities and hosts a large student
fairly large population of students in the first stages of tertiary education, the West does not stand out
student population is only half that of that of North West and one quarter that of Bucharest.
High skills students level 5 A Advanced research students (level 6 Total per m population Total
per m population Total per m population Total per m population West 14 7. 3 79 41.3 92,419 48,290 2, 179 1, 139
Student figures from Eurostat; â€oehigh skill students†defined as â€oefirst stage of tertiary education, programmes that are based theoretically/research preparatory or giving access to
concern, is the relative performance of its students in upper secondary education. Table 6 shows that in
Percentage of Students Passing the Baccalaureate Examination (2011 and 2012 Source: http://www. gandul. info/news/rezultate-bacalaureat-2012-harta-rusinii-pe-judete
Data shows that in 2011 the West Region had the third lowest number of students enrolled in
of students enrolled in foreman education (523. In addition, between 2008 and 2011, enrollment in agricultural high schools has remained constant
6522 students. The lack of interest in technical education from potential students †possibly explained in part, by outdated curriculums with insufficient connection with the private sector needs and by the
24 There is a second presentation of the exam in the Autumn of each year Rank NUTS3 Region 2011 2012 Avg
Figure 24-Number of students enrolled in technical education (2011 Figure 25-Number of students enrolled in
foremen education (2010 Source: Institute of National Statistics Source: Institute of National Statistics Figure 26-Number of students enrolled in agricultural high schools (2008 †2011
Source: Institute of National Statistics Economic activity is concentrated increasingly by sector, firm size and firm ownership
students should have access to modern machinery in order to be able to obtain industry-relevant knowledge.
-learning), the possibility to interactively communicate with teachers and students all over the world or to increase the degree of specialization of employees at
The University of Zaragoza plays a major role in Aragon with its 35000 students (including many Erasmus students
ratio of students per computer, this figure has been decreasing in Castilla y Leã n as well
skills in students and teachers in all education stages 5. 2 Bring society closer to scientific and technological achievements
curriculums aimed at fostering in students the ability and desire to act entrepreneurially As well as gaps in external provision of entrepreneurship training, in-house training of
of students and researchers into higher education institutions; promoting co -operation between industry and universities in training
researchers and Phd students and counselling in intellectual property. In the nineties ANVAR opened regional delegations,
entrepreneurship among university employees and students. Projects at universities and non-university research institutes can apply for financial support in the form of a non-repayable grant over a three-year
It helps scientists, university graduates and students to develop their business ideas into business plans and to advance their ideas for products and services.
and hosting master†s degree and Phd students. A portion of the fund is administered by a network of regional partners
inspire students for entrepreneurship. Services for students include semester courses to orient the students for entrepreneurship and workshops where important tools for prospective entrepreneurs are
taught. For existing start-ups, Venturelab gives five-day intensive courses and advisory services. Finally Venturelab offers entrepreneurs the possibility to participate in a networking workshop in Boston
The initiative focuses on the best projects, accompanying them with professional consulting that pays more attention to practice than to theoretical concepts.
five years more than 10 200 students and start-up firms attended Venturelab courses (2 600 in 2008.
course, students are assisted with developing their business ideas and business plans Financial support is provided to programme participants under the New Entrepreneur Support once
these transfers of expertise and student placements occurred with MSMES partners in 2007/08. The programme does not fund MSMES directly;
capita, with students in higher education and with employment in high-tech industries The following section provides evidence about the geographical concentration of
students and faculty; provides coaching about business planning to those interested in the start-up process;
that students may carry with them into their later careers, making the decision to start or
that meet increased demand from students and the need for tailored teaching. More universities, faculties and students are becoming involved and the variety of content and
pedagogies is increasing. There are nonetheless some international differences in the extent and nature of entrepreneurship teaching provision, with North american
students and teachers, etc.;outreach (scope of university networks †co-operation with incubators, alumni networks, access to experienced practitioners, access to venture
University and Cornell University in the United states, student participation in entrepreneurship programmes was 15%and 20%respectively.
order to offer courses to a larger number of students, and shifting towards more interactive
numbers of students participating remains a small share. This is associated with two barriers. Firstly, entrepreneurship teaching is confined often to certain departments and
either for students or for staff. Courses are offered often to students as optional complementary modules with no
credits for their degrees. Teachers are pressed hard to deliver on their core programmes †the
side projects, whatever the expressed interest of the students Teaching approaches must also evolve to accommodate how entrepreneurship skills are
enterprise start-ups by students and staff. Indeed, entrepreneurship teaching can have a greater positive impact on the rate of new firm creation
Clear incentives and rewards are needed for professors, researchers and students to engage. Public policy can facilitate their introduction by adding â€oeentrepreneurship
This can be an important stimulus for students and researchers to make a first step towards the creation of a venture.
needs of undergraduate, graduate and postgraduate students SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010170 4. ENTREPRENEURSHIP SKILLS
It is also based on the view that students who receive entrepreneurship education as part of their schooling show improved school attendance and educational
) Hence the goal is not to get all students to start their own businesses, but to give young people the ability to think positively, to look
entrepreneurship education and implemented policies to ensure that school students receive it (Cooney, 2009. In Finland for example, entrepreneurship education is a thematic entity, not
strategy are to develop knowledge and competences in students related to entrepreneurial activities, strengthen young people†s belief in and capabilities of their own creative forces, and
students where there is evidence of success. Make sure that the entrepreneurship teaching fulfils high quality standards and is extended across subjects to reach a wide
Expose students to entrepreneur role models, for example by using entrepreneurs as mentors, speakers and interview subjects.
Provide students with opportunities to work in existing SMES and to add value to these firms through
that students will face â Link into wider networks. Tap into the resources of alumni networks to help fund and
In fact, many of the students pursue further goals in education or in the workplace, or move on to self employment.
charge to all (students and non-students alike A wide range of courses in practical, specialised fields in fashion and art design (garment
so that all students can have access to the services regardless of their financial situation A new development for Silai for Skills is an â€oeenterprise unit†in which current and past
students can receive counselling and training on setting up a new business, or just to gain
Also, each year a number of students desiring to start their own business can set themselves up on their on-site workshop,
or by researchers, teachers or students of a university (i e. university spin-off. Corporate spin-offs are established often to outsource stages of production previously carried out in
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