Context/background of project and objectives of your project Education institutes play a central role in a knowledge-based economy. Evidence shows – consistently, and over time – that countries that invest heavily in education and skills, benefit economically and socially from that choice. Research shows that it requires schools to be flexible, responsive to the needs of the labour market and the nearby future and to make a real connection with the regional partners. Schools therefore have to align their ambitions with the regional agenda (Godin, 2004). They will have to choose a new position in the region in order to remain up-to-date, flexible and competitive so they will add (economic) value (Rapport WRR, 2013). Schools will have to fulfil a double task: their traditional roles of education and research, and their role as regional innovators. This can only arise through structural cooperation between the triple helix (Leeuwis, 2003). The Dutch, Swedish and English have learned this lesson having worked together during the Peat Valley project (Leonardo project) that has led to the current EU consortium (international.riboapps.com). They have seen the possibilities for finding new ways of cooperation and how this could lead to the repositioning of a school within the region Main question ´How can schools position themselves within the region and how does this relate to the type of network structure that needs to be build, the portfolio of services and the needed capacity within the school?´ Rationale ‘The need for finding new ways of cooperation with triple helix partners and how this could lead to the repositioning of a school within the region’ Partners involved Three regions (NL/BE/SWe) will collaborate together, consisting of education institutes (VET to MSc, students, teachers, education development staff, researches), government and entrepreneurs. Directly a large team of partners will be available (approx. 50) and indirectly the three cooperatives of the region will be involved which results into a large number of beneficiaries (>3000). Work method We will reach our objectives through the following work plan • Work meetings (involving all partners). • Three major regional pilots that are interconnected at transnational level will be implemented during the next two years (This will involve multiple meetings, work sessions, student and staff exchange, research and development of shared resources) • Multiplier conferences to disseminate the results of the project to all those involved in each of the regional triple helix Results and impact Repositioning the college, capacity building and use of toolbox • A new method for repositioning the school will be implemented in three colleges using the toolbox Networking, structure and business model • A structure of learning networks with triple helix partners is tested and implemented in each region Pilots and triple helix collaboration • The three Pilots will be used as a living lab for the design of the repositioning grid, the network model, capacity building plan and toolbox. We aspire to create the following impact: To develop a dynamic education system which will meet up to the demands of the partners from the region. So that education institutes have the following impact: • Increase the relevance of the education institute • Promoting implementation of innovative practices in education • Realise a close relationship between the education system and the industry and keep up with the recent developments • To close the gap between education and businesses. For students • To make sure that students who graduate have the right skills and competences which the working world requires. • To learn in an authentic environment with triple helix partners For teachers • To get and stay connected with the dynamics of changes within Europa • To teach in an authentic environment and keep up to date • To broaden the professional network For businesses • Improved ability to create learning situations for the gain of competencies • Deepened experiences with trainees/students • New insights in regard to food, short chains, circular approaches and triple helix networking For government • To see the regional challenges faced with by the regional players • To have policy actively pursued and realised with triple helix partners • To get better insight into the requirements of the near future and how to facilite this Longer term benefits. The key target group are other educational institutes who will be able to use the expertise regarding the repositioning of the education system in the region. This will lead to long term benefit throughout Europe.
Context/background and objectives of the project Education institutes play a central role in a knowledge-based economy. Evidence shows that countries that invest heavily in education and skills, benefit economically and socially from that choice. Research shows that it requires schools to be flexible, responsive to the needs of the labour market and the nearby future and to make a real connection with the regional partners. Schools therefore have to align their ambitions with the regional agenda (Godin, 2004). They will have to choose a new position in the region in order to remain up-to-date, flexible and competitive so they will add (economic) value (Rapport WRR, 2013). Schools will have to fulfil a double task: their traditional roles of education and research, and their role as regional innovators. This can only arise through structural cooperation between the triple helix (Leeuwis, 2003). The Dutch, Swedish and English have learned this lesson during the Peat Valley project (Leonardo project). They saw the possibilities for finding new ways of cooperation and how this could lead to the repositioning of a school within the region Main question How can schools position themselves within the region and how does this relate to the type of network structure that needs to be build, the portfolio of services and the needed capacity within the school? Rationale ‘The need for finding new ways of cooperation with triple helix partners and how this could lead to the repositioning of a school within the region’ Partners involved Three regions (NL/BE/SWe) will collaborate together, consisting of education institutes (VET to MSc, students, teachers, education development staff, researches), government and entrepreneurs. Directly a large team of partners will be available (approx. 50) and indirectly the three cooperatives of the region will be involved which results into a large number of beneficiaries (>3000). Work method We reached our objectives through the following work plan • Work meetings (involving all partners). • Three regional pilots that were interconnected at transnational level were implemented during the last three years (This involved multiple meetings, work sessions, student and staff exchanges, research and development of shared resources) • Multiplier conferences to disseminate the results of the project to all those involved in each of the regional triple helix Results and impact Repositioning the college, capacity building and use of toolbox • A new method for repositioning the school can be implemented in colleges using the toolbox Networking, structure and business model Partners worked out a five steps procedure: 1. Secure framework conditions, 2. Take stock of the regional knowledge available, 3. Take stock of the knowledge offered by regional knowledge institutes, 4. Deploy the content of the knowledge agenda, 5. Make a deal with the identified stakeholders. The steps are supported with actions as determine the models for network structure and develop a methodology for building a triple helix learning network structure The three Pilots were used as a living lab for the design of the repositioning grid, the network model, capacity building plan and toolbox. Impact -Schools, who first were focused on the education content part, and teachers, after participating in this project, more and more dare to vary as to the content of the education programme, engage regional stakeholders and use the curricula more freely so the students and the educational program have a stronger connection to the branches of trade. -Increased the relevance of the education institute -Promoted implementation of innovative practices in education -Realised a closer relationship between the education system and industry and kept up better with the recent developments -Reduced the gap between education and businesses Students • Students who graduate have the right skills and competences which the working world requires. • Learned in an authentic environment with triple helix partners Teachers • Got better connected with the dynamics of changes within Europa • Taught in an authentic environment and kept better up to date • Broadened their professional network Businesses • Improved ability to create learning situations for the gain of competencies • Deepened experiences with trainees/students • Gained new insights in regard to food, short chains, circular approaches and triple helix networking Government • Saw the regional challenges faced with by the regional players • Had policy actively pursued and realised with triple helix partners • Got better insight into the requirements of the near future and how to facilitate this Longer term benefits. The key target group are other educational institutes who will be able to use the expertise regarding the repositioning of the education system in the region. This will lead to long term benefit throughout Europe.