Slide 1

Good Practice Pilot Action for Innovative Industries:Education, Training and Exploitation

1Introduction

2-year long pilot project running from October 2012 September 2014

"the contribution of higher education and advanced vocational training to the process of innovation".

conduct a pilot action in 3 countries for good practice for industry needs, training and exploitation of results in environmental and energy industries

Objectives Stimulating linkages

Defining the needs of the labour market

Improving the skillset of graduates

Boosting regional economic development

Improving knowledge exchange

Identifying environmental and energy solutions

Promoting EU policies

MethodologyStep 1:Identification

Step 2: Implementation

Step 3: Exploitation

Context:The Energy and Environment SectorScottish Government Targets 2020 Reduce CO2 emissions by 42%

Provide100% of Scotland's gross annual electricity consumption through renewable energy

Meet 11% of Scotland's heat demand through renewable energy

Create 500 MW from community and locally-owned renewable energy

Context:The Energy and Environment SectorMarket

2012

9 billion 4,000 companies 73,950 people

2016

16 billion4,000 + companies 130,00 people

Context:Funding Sources

Survey ResultsG. 1 Type of Co-operation

Survey ResultsG. 2 Start of Collaboration

Survey ResultsG. 3 Reason for Collaboration

Survey ResultsG.4 Reason for Not Collaborating

Survey ResultsG.5 Areas of Collaboration

Survey ResultsG.6Areas for Future Collaboration

Survey ResultsG.7 Thematic Areas of Collaboration

Survey ResultsG.8. Assessment of Undergraduate Competencies

Survey ResultsG.9 Importance of Skills and Competencies

Conclusions:Skills and Training Universities and companies are seeking similar outcomes with different approaches

There is a lack of clarity on what issues are really important

The level of importance placed on technical skills still overshadows complementary skills

Graduates are valued as far as their scientific and technical capabilities

There are not enough leaders being raised during the undergraduate stages

Conclusions:Skills and Training Universities are not making use of the niche in the market for further training & lifelong learning

More real world learning is required for undergraduates

Increased interaction through initiated professor schemes or business fairs would be advantageous

Companies or specific industry sectors are rarely considered at planning and development level of curricula

Specialization within specific programmes for certain industrial sectors would allow for a greater coherence with skills needed vs. skills obtained

Conclusions:Research and University-Industry Interaction There is still a lack of tailor-made or targeted research for an identified need within industry

Basic research is fundamental, but applied research can be a provider of industrial solutions, provide income for the HEI and build relationships for future activities

Companies can benefit from access to better and more varied infrastructure

Intermediaries have a key role which is not exploited enough in some cases

Conclusions:Research and University-Industry Interaction Intermediaries roles may be unclear or limited

Intermediaries are well placed to match contacts, through a thorough understanding of the HEIs strengths and skills, and the needs of certain industries

An enhanced three-way dialogue could prevent many misunderstandings or lack of communication.

Specific cooperation schemes with industry or sectors are few and far between.

Conclusions:Plan for Improvement

RESEARCH - tailored or applicable research for the needs of local and national industry

TEACHING - construction of complementary skills within degree programmes, as well as up-to-date teaching and scientific knowledge of graduates in line with industry

TRAINING - providing for and becoming a key provider of lifelong learning training schemes for company employees in complementary skills

Thank Youhttp://www.gadget-project.eu/

2014-07-29T15:36:33+0100com.apple.VoiceMemos (iPhone OS 7.1.1)