Academy’s advice and position paper

18 Oct Technology Highway: Consensus for an Innovative Slovenia

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Engineering Academy of Slovenia (IAS)
2010
Slovenian Academy of Engineering has in 2008 analysed the development of high education in Slovenia and in 2009 published proposals of measures for the next period. Technological development must be of high importance and it must be a national consensus to build the future on innovativeness and creating of new. This new project was named “Technology Highway” by the Slovenian academy of Engineering. Above of this Slovenian Academy of Engineering has published a document “Technology Highway: agreement of building a road from knowledge to development through new long-term national programs for science and development and high education”.
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18 Oct Engineering Research in Irish Economic Development

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Irish Academy of Engineering (IAE)
2010
The paper highlights the importance of Engineering Research to the future success of the Irish economy. The paper recommends that the overriding criterion for the Government’s research funding should be the impact of the research on the economy, in the short to medium term. The paper also addresses the need for greater collaboration between universities, research institutes and institutes of technology, through the establishment of Engineering Research Platforms in selected topics of national importance. It emphasises the need for much closer involvement of industry with the Schoolsof Engineering.
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18 Oct Engineering graduates for industry

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Royal Academy of Engineering (UK) (RAEng)
2010
This report was commissioned in 2008 by the Department for Innovation, Universities and Skills – now the Department for Business, Innovation and Skills to identify how to increase the number of employable engineering graduates with the skills industry needs. Against a background where the UK competitive advantage will depend increasingly on raising the level of our science, technology, engineering and mathematics skills, there was recognition that UK business and industry would be disadvantaged if not provided with an adequate supply of well-educated and motivated engineering graduates. Since then, the banking crisis, the global downturn, the need for transition to low carbon economies and competition from emergent new technologies have created an even more urgent imperative to address this.  This report reviews current approaches to engineering higher education and provides a detailed review of a range of relevant motivational techniques universities use to meet the needs of business and industry.
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18 Oct Science in School – a new beginning Visions for the technical and scientific education in School Danish

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Danish Academy of Technical Sciences (ATV)
2010
Like in most western societies the Danish students in general are more interested in social sciences and in the arts than in technology and science. However, Denmark - like the rest of Europe - needs more scientists. To achieve that goal ATV has set up a vision for improving science education in compulsory school. The main tools are: Better education of science teachers, more science lessons in the early school years and integrated science education in compulsory school.
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18 Oct Respected Technical qualifications selected for use in University Technical Colleges

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Royal Academy of Engineering (UK) (RAEng)
2012
In March 2011, the Baker-Dearing Trust in conjunction with Edge asked the Royal Academy of Engineering to identify the technical qualifications in science, technology, engineering and mathematics (STEM) that would be respected by the STEM community
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18 Oct Slovenia need a new Vision of Economic and Social Development (1 + 4 + 16 pages)

Posted at 12:13h in - Classification of publications - All, - Classification of themes - All, - Member Academies - All, Academy’s advice and position paper, Demography, Education, Training, Employment, Engineering Academy of Slovenia (IAS), Environment, Research, Technologies, Innovation and Employment, Society and Technology by administrateur 0 Comments
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Engineering Academy of Slovenia (IAS)
2014
Slovenia is falling behind in technological development because of economic reasons as well as because technological intelligence has been left out from deciding on key questions on economic, predominantly industrial, and general society development. Slovenian Academy of Engineering has carried out consultations to point out, for the public and decision-makers, the inadequate state on different fields that are creating the present economic crisis. The position paper is divided in three parts: first, named “Initiative for New Industrial Development of Slovenia” is summarizing 7 propositions from the position paper. Second, named “Vision, Direction, Propositions” is dividing propositions in three main fields: industrial policy, education and research and is presenting together 17 propositions. Third part, named “Purpose of the Initiative and Propositions of Slovenian Academy of Engineering”, is further explaining propositions from first two parts. The position paper was distributed together with the Comparative Analysis of Higher Education, Research, Development, Innovations and Economy Achievements of Slovenia to relevant state institutions and other interested organisations.
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18 Oct Framework of Spatial Planning in the Region of Epirus. Sustainability as set-square

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Technical Chamber of Greece (TCG)
2012
Topics: - Spatial and Urban Planning in the Region of Epirus - The location in the Region of Epirus in national and European area - Data - trends - prospects - Guidelines for Sustainable Development in the Region of Epirus - Action Plan (highlighting of the natural environment, aquatic and marine environment, management of solid and water waste, activities to strengthen productive sectors)
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18 Oct Fostering informatics education German

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Swiss Academy of Engineering Sciences (SATW)
2014
Information and communications technology (ICT) may be viewed as the key technology of the 21st century. According to a report published by the Technische Gesellschaft Zürich, over 80% of current jobs in Switzerland require more or less thorough knowledge of ICT. Healthcare, finance, transportation, the machine industry, chemistry – i.e. all the technology-based professions – would by now be inconceivable without ICT. It would therefore seem logical for informatics to also play a significant role in schools. Yet this is not the case: ICT education is close to non-existent in Swiss schools. With the exception of the canton of Solothurn, at the level of compulsory education there are few content-related directives and even fewer obligations to provide classes in media education and informatics. At gymnasium level, informatics is only offered as an elective course. Even the “Lehrplan 21” (the planned common curriculum for compulsory education in German-speaking cantons) involves no major changes: in its structure, informatics only appears in a subsection. The term “informatics education” covers the academic topics linked to computers: informatics, computer technology, ICT applications and others. This terminology, which originated in Germany, allows for a comprehensive view of relevant educational contents relating to ICT and for the formulation of coherent and level-appropriate educational concepts. Informatics education aims not only to train pupils as users but to turn them into veritable agents.
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18 Oct Making design engineering fascinating Recommendations for training qualified design engineers

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National Academy of Science and Engineering (acatech)
2012
Today's design engineers act as developers, drivers and originators in the process of creating new products. They conceive new products for businesses taking account of all the phases in the product's life cycle, and they provide the documentation needed to manufacture them. As such, they have a direct influence on the success of manufacturing companies. They need to be creative and continuously rise to the challenge of using new materials and technologies. In addition to traditional design engineering know-how in areas such as machine components and materials, functional groups, production and assembly technology, design engineering methodology, systematic problem solving and spatial visualisation skills, they increasingly also require IT and programming skills as well as electrical engineering and mechatronics know-how. Systems design draws on a combination of all these skills.
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18 Oct Slovenia Needs a New Vision for the Development of the Economy and Society (16 pages – en)

Posted at 10:38h in - Classification of publications - All, - Classification of themes - All, - Member Academies - All, Academy’s advice and position paper, Demography, Education, Training, Employment, Engineering Academy of Slovenia (IAS), Environment, Ethics, Other, Research, Technologies, Innovation and Employment, Society and Technology by administrateur 0 Comments
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Engineering Academy of Slovenia (IAS)
2014
Slovenia is falling behind in technological development because of economic reasons as well as because technological intelligence has been left out from deciding on key questions on economic, predominantly industrial, and general society development. Slovenian Academy of Engineering has carried out consultations to point out, for the public and decision-makers, the inadequate state on different fields that are creating the present economic crisis. The position paper is focusing on the Purpose of the Initiative and Propositions of Slovenian Academy of Engineering, and is explaining propositions from first two parts of the position papers in Slovenian language. The position paper was distributed to international partner organisations of the Slovenian Academy of Engineering and other interested organisations.
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