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Rozwój innowacyjnej gospodarki zależy od umiejętności korzystania z osiągnięć nauki i możliwości ich dystrybucji. Książka wpisuje się w niezwykle istotną dyskusję dotyczącą poprawy innowacyjności polskiej gospodarki poprzez udoskonalenie współpracy pomiędzy sektorem nauki i biznesu. Autorzy diagnozują sytuację polskich uczelni w zakresie komercjalizacji wyników badań oraz współpracy z biznesem, badają różne grupy interesariuszy biorących udział w profesjonalnych procesach transferu wiedzy i technologii w Polsce, Norwegii, Francji, Czechach, na Węgrzech, a także w USA i Kanadzie. Analizują studia dobrych praktyk - zarówno polskich, jak i zagranicznych - aby na tej podstawie zaprezentować rekomendacje niezbędnych zmian dla uczelni w obszarze kształtowania dobrych relacji z przedsiębiorstwami w celu zwiększania potencjału innowacyjnego i wzrostu konkurencyjności gospodarki.

Knowledge economy. --- Technology transfer. --- Technological innovations

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The British educational communications and technology agency (Becta) was established in 1998 and finally closed in 2011. The government in England set out Becta's priorities in annual remit letters, and the agency's changing role is traced through the content of these letters. Becta primarily addressed school-based and technical and vocational education and it acted as the key agency in taking forward England's e-learning strategy, harnessing technology. In Becta's lifetime, technology changed dramatically, and the agency played an important role in building the capacity of schools and colleges to support their work and the learning of students through technology. Becta played an important role in conducting research and gathering evidence in use of technology for learning and in developing education leadership and teacher capacity to use technology across the school curriculum. While every national context is different, some of the experience associated with Becta's existence may provide a starting point for reflection on the development of similarly focused information and communication technology (ICT) in education agencies.

Education --- Education for the Knowledge Economy --- Ict Policy and Strategies --- Information and Communication Technologies

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This case study explores the establishment and changing role of Pustekkom, the Centre for Information and Communication Technology (ICT) for Education, which is part of the Ministry of Education and Culture in Indonesia. Originally established a content development house, with a focus on audio and radio and video or film or television content, Pustekkom is currently grappling with a requirement to change its role, given a new mandate that it has been given to plan and provide ICT infrastructure, services, professional development, and resources to schools. Thus, this case study explores the challenges facing Pustekkom, as well as how it is responding to a common challenge facing education systems around the world: how do well established systems and organizations that have operated on a relatively stable set of assumptions for many years cope with the institutional transformation that is being forced on them as growing ICT penetration within societies challenges traditional ways of operating and disrupts entrenched power structures in education? This exploration of a national ICT in education agency with a transforming mandate yields some key lessons of potential relevance globally.

Education --- Education for the Knowledge Economy --- Ict Policy and Strategies --- Information and Communication Technologies

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The National Center for Education Technology (NaCET) has for nearly ten years served as the primary support for education technology in Armenian schools. NaCET manages the Armenian Schools Internet Network (ASIN), plus school information management, content development and dissemination, training in information technology, and development and dissemination of education content. NaCET was founded to meet urgent needs for technical capacity and contract management with the Ministry of Education and Science (MoES). In meeting these needs, NaCET has overseen the extension of internet connectivity to more than 99 percent of schools as of 2013. This milestone is accompanied by new pressures - the need to begin the process of upgrading hardware - and by a new opportunity for broader assessment of the role of education technology in schools.

Education --- Education for the Knowledge Economy --- Ict Policy and Strategies --- Information and Communication Technologies

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This study on Assessment of mathematics education in Sub Saharan African countries is in support of the efforts to improve mathematics education in the countries of Sub-Saharan Africa (SSA). The study is in response to a growing recognition that countries in SSA will need to boost performance in the Science Technology, Engineering and Mathematics (STEM) subjects if they are to realize their full potential in a competitive global market increasingly shaped by the use of new technologies. Chapter 1 of this report lists the constituent countries of SSA and describes the study's research questions and methods. Chapter 2 explores the economic and social arguments for making the improvement of mathematics education in the region a priority. Chapter 3 presents evidence as to current levels of numeracy and mathematical competence in the countries of SSA from a wide range of assessments. Chapter 4 looks at factors which have the potential to raise mathematical achievement indirectly by improving the quality of schooling in general. Chapter 5 considers the effectiveness of various interventions targeted specifically at improving mathematical outcomes. Chapter 6 and Chapter 7 are dedicated to issues concerning the capacities of serving teachers of mathematics and the pre-service training arrangements for those preparing to teach mathematics in schools. Chapter 8 describes assessment practices and their potential roles in improving learning outcomes. Chapter 9 gives an overview of a range of more recent initiatives designed to improve mathematics education both in SSA and beyond. Chapter 10 summarizes the study's main findings and sets out some suggestions for overcoming barriers to progress. Finally, Appendix A sets out the findings of the in-country surveys.

Curriculum & Instruction --- Education --- Education for All --- Education for the Knowledge Economy --- Gender --- Human Development --- Primary Education --- Secondary Education --- Teacher Training