Synopsis: Education: School: Schoolwork:

in experimental policy, in creating learning loops about policy at all levels, but above all, in driving forward

but also to speed up learning -Able to engage citizens as co-creators 3 http://www. whitehouse. gov/the press office/President

ways of work, play, learning activity 20 We propose •Every household, business and public building

-long and advanced learning. Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision

learning in universities and colleges Why smart grids Smart grid delivers electricity from suppliers to consumers

This is about learning from each other, but also about identifying new problems and new solutions where future products, services and ways of working create

mechanisms and eff ects (Salter and Martin 2001). ) The usual classifi cations from the OECD

policy focus upon knowledge, learning and systemic benefi ts, which moves the focus away from traditional economics arguments of market

should be capable of learning and also of adjusting behavior and programs, in response to what has been learnt

•Providing a platform for learning and experimentation •Providing an infrastructure for strategic intelligence •Stimulating demand articulation, strategy and vision development

†Analysis of Chain-link Eff ects of Public Policy Eff ects on Research and Industry in Swedish Life sciences within Innovative Food and Medical

Technologyâ€. Report for the Swedish Agency for Innovation Systems. VINNOVA report series available at www. vinnova. se

The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,

P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the

learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.

The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,

P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the

learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.

Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and

â€oecreative learning fresh ideas†Our third key is Science Education Europe must not only increase its number

ï Mutual learning â Discussion and validation of our process for generating the RIS3AND specifying its dimensions and scope

â Mutual learning and collaboration with other regions ï Balearic islands pose many similarities â Coordination with the central Government must be reinforced

â Mutual learning and collaboration with other ORS, very significantly with the Macaronesian area â Participation in many benchmarking EC-funded projects, specially with

creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is

evaluation component associated with policy learning capabilities, etc This section presents each of the steps as defined above,

3.'Cluster'in depth case studies and peer reviews: to move beyond the figures that are available for comparison, more qualitative studies can be carried out on activity domains

Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content

professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.

of action learning which generated useful information as well as helped to maintain the active engagement of the business community

Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal

action learning programmes will also be needed. A good example of such a programme is the Place-Based Leadership Development Programme,

Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments Competitiveness poles Competence centres

Proactive tools focusing on learning to innovate Global connections Excellence poles Cross-border technology centres

If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,

of policy learning and adaptation Formulating and implementing a national/regional research and innovation strategy for smart

during the implementation of the strategy, pilot projects and others, learning activities (inside and outside the region), new events that have occurred after formal adoption of the RIS3 and by

•support to ERA-Nets51 involving regional partners can be an interesting learning tool for

policy makers in a Policy Learning Platform with the aim of raising the general awareness of the

The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local

and accelerate the learning path Strategic and inclusive approach to investments and the use of financial resources

direction of participation, empowerment, co-creation and learning For these reasons social innovations offer a way of tackling societal challenges when the market

process of policy learning and adaptation? How is it to be communicated 7. 1 Does the document identify concrete, achievable goals?

policy learning and adaptation? If not, are actions foreseen to build up capabilities for that 7. 3 How is the strategy to be communicated to stakeholders and the general public?

•The first external review of implementation of NRPE will be initiated in 3q 2014 29 Appendix I:

•The first external review of implementation of NRPE will be initiated in 3q 2014 29 Appendix I:

quality of education and the availability of work force, as well as by the insufficient development of the business support networks and clusters.

process of gradual learning, iterative and dynamic, involving constant gathering and analysis of data at local and national level

to start entrepreneurial activities with high degree of novelty and innovation, the accumulation and retention of knowledge is a quite costly encounter for SMES.

accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to

ï§The accumulation and retention of know-how is a quite costly encounter and needs, most of the

The accumulation of societal know-how makes it easier for new ventures to arise and for new ideas to be put in place.

At the same time, as the accumulation and retention of know-how is a quite costly encounter, SMES are forced to consolidate,

It must include mechanisms for policy learning, in particular through peer reviews involving public officials, practitioners and regional stakeholders.

The goal of this approach is to avoid unnecessary duplication and fragmentation of efforts, and to exploit opportunities

dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and

foreign firm, the experience of learning in leading edge environment, and the potential to gain employment experience and opportunities abroad

system that endorses iterative learning, but not to focus on specific economic activities 81. Each cluster has its own constraints

term, it is critical that policy makers focus on this type of learning institutions in the near future..

learning and spillovers are likely to be accelerated. The labs will also provide opportunities to conduct more frequent quality tests

accreditation process IV. 3. 6. 2. Ecoturism and Active Tourism 132. The West Region can become the first Romanian region to develop ecotourism

Investing in education, skills and lifetime learning 150. Expanding the availability of highly skilled labor force that can engage in innovative

either for initial education or for long life learning programs can be promoted through ESF projects,

and ensuring the applicability of the learning material, are key role for the economic development of the region.

lifetime learning 3..1. Improving skills and competences required in labor market Increasing the share of population with

and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre†university, university

long life learning by developing education and training infrastructure Define the list of public projects according

and lifetime learning; and (11) Enhancing institutional capacity and an efficient public administration 199. Second, after grouping the selected thematic objectives under priority axis, specific

represents an alternative to the traditional learning method, making the applicant independant from time and space managed by specific institutions,

Romanian school†s value by implementing new teaching †learning methods (e -learning), the possibility to interactively communicate with teachers and students all

-learning services -%of companies with their own web site -%of companies using e -Business type applications

 learning  process  concerning  their  options  their  interests  their

 learning  discovery  and  negotiation  process  in  which  the

 learning  process  helps  to  keep  up  with  the

 learning  process   Due  to  their  short  history

 learning  process  concerning  a  new  range  of  issues

 learning  process  by  increasing  transparency  of  the  processes

and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and

process of policy learning and adaptation? How is it to be communicated Expert Assessment of RIS3 strategy for the region of Asturias, Spain †Miquel Barcelã 17

process of continous policy learning and adaptation ï The communication process to stakeholders and the general public, the mechanisms for

process of continous policy learning and adaptation q) The communication process to stakeholders and the general public, the mechanisms for

Soft Management of Internet and Learning Materiales Magnã ticos (GMM Aceite de Oliva y grasas (GAO-UCLM

 learning  about  some  new  S3  aspects  such  as

 learning  activities  •†Interreg  IV  C  Know- †Hub

The effect of technology on learning during the acquisition and development of competencies in technology-intensive small

The learning curve. Historical review and comprehensive survey Decis. Sci. 10, 302†328 Young, A.,1928.

the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers, clients and consultants on projects such as

Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal

Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk

â Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA), for example using

space to experiment, support learning across a community of innovators and establish clear pathways for scaling up the most promising models

and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates

innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.

generates an aggregate learning curve effect that increases the productivity of new knowledge investments. This is what is seen now generally by economists to be the major

Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.

This is interactive learning SMES and start-ups are important participants in interactive learning networks †both

exploiting knowledge developed elsewhere and contributing to knowledge development Their role is documented by a substantial literature on SMES and inter-firm and university

potential policy problems or system failures affecting interactive learning (Potter, 2005. For example, they may include lack of infrastructure for knowledge generation and transfer

-based know-how and informal processes of adaptive learning. Learning by doing, using and interacting occurs on the job as employees face ongoing changes that confront them

affecting learning and innovation, to accompany more traditional STI support Embedding SMES in knowledge exchange networks and increasing workforce skills to

Lundvall, B. and S. Borrã s (1997), â€oethe Globalising Learning Economy: Implications for Innovation Policyâ€, Report to the European commission, Directorate General Science, Research and

-entry learning about one†s own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry which makes a certain degree of previous knowledge

and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customer

workers, levels of R&d, enrolments in graduate programmes and the potential creation of growth-oriented businesses by immigrants.

researchers will look particularly at the quality of universities and research laboratories, as well as at the overall research support system,

bases and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing

â Interactive learning networks boost SME innovation and need to be stimulated â Interactive learning networks will encourage innovation, especially for small-sized

firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the

comprehensive collective learning policies implemented by a national government. In 20 years of operation, this programme has supported 53 high-tech development

A New Perspective on Learning and Innovationâ€, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152

Towards a Theory of Innovation and Interactive Learning Pinter, London SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010156

Learning processes are at the core of entrepreneurship and SME development. They are essential for the formation of a new business, its survival and growth as well as for the

It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills

How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government

And more experiential learning methods should be developed †for example drawing on the entrepreneurship skills created in drama,

standardised accreditation Another step that can be taken to fit the vocational training offer more closely to

business community, HM Inspectorate of Education, Learning and Teaching Scotland Careers Scotland and the Scottish Qualifications Authority.

child†s learning A report by HM Inspectorate of Education (2007) highlighted the four capacities that are

â appreciate the relevance of what they are learning â can use experiences in enterprise to reflect on other learning

and make connections â are self-motivating and accept setbacks as learning experiences SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010174

4. ENTREPRENEURSHIP SKILLS Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy (cont

of training beyond day-to-day informal learning on the job. Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to

both the firm and the employee SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010176 4. ENTREPRENEURSHIP SKILLS

KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with

employees learning from or together with their co-workers. Many entrepreneurship skills are acquired in the process of knowledge co-production;

KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,

learning time or learning support (CEDEFOP, 2008b Can KISAS be associated with formal or informal training on the job?

â€oeformal training†here refers to learning that occurs in an organised and structured environment (e g. in an

Formal learning is intentional from the learner†s point of view; it typically leads to validation and certification. â€oeinformal training†refers to

or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner†s perspective (CEDEFOP, 2008b.

KISAS can be placed within the informal training category although it includes a greater component of

there is no accreditation or contrasted evaluation, and little is known of their effects and impact on skills upgrading and employability of the labour

which is defined as â€oegroup-taught formal learning, external to the firm provided for owners and managers of independent enterprises with 250 employees or

critical self evaluation; sharing of experiences that provide an opportunity to achieve business insights by learning from others in similar positions;

and solving business challenges using experienced mentors Business counselling â€oecounselling†is a â€oeone-to-one†service tailored to the specific requirements of the

The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded â€

This learning infrastructure includes training institutions and organisations in the local community Small firms must rely on training skills available locally, on the way the ecosystem

â Adult learning and links with the labour market â Regional development, including capacity building for Business Support Providers (BSPS

experiential learning methods â Offer short duration â€oeinnovation bootcamps†for SME owner-managers such as weekend seminars and short online courses

standardised accreditation â Embed an entrepreneurship mindset through the school education system â Develop the training function of small business support programmes including

â Increase the use of informal learning sources â Tap into knowledge-intensive service activities (KISA) processes to increase the

Gibb, A. 2002), â€oein Pursuit of a New †Enterprise†and †Entrepreneurship†Paradigm for Learning

), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer United kingdom, pp. 153-170

-L. and P. Tynjã¤lã¤(2009), Towards Integration of Work and Learning: Strategies for Connectivity

finding education and learning opportunities locally, and help with career planning and job applications, the project offers information, advice,

and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk

allow fast learning across a community of innovators; and, establish clear pathways for scaling up the

Understanding and Learning from the Differencesâ€, Voluntas, Vol. 17, No. 3, pp. 247-263 Lasprogata, G. and M. Cotton (2003), â€oecontemplating Enterprise:

â Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the lo

â Increase the use of informal learning sources by facilitating collaborations with firms and consulta

support learning across a community of innovators and establish clear pathways for scaling up the m

engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual) or informal

Learning failure A type of systemic failure occurring when firms in an innovation system have not

Interactive learning Modes of innovation Policy implications Plan of the book Notes Bibliography Chapter 2

KISAS and learning at work Small business support Local skills ecosystems Box 4. 4. Formaper Policy recommendations

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 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

Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions

establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector

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

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 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

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.

Create greater awareness of skills development and learning opportunities in the area This is particularly important

This should result in the delivery of more flexible part-time courses including new models of course delivery using on-line learning tools

Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions

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

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

objectives on training, learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds

of open learning environments, open education theories, new business models open education computational tools, and new and emerging technologies in the

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

 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

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

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

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

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

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