Workshop
on the Small Business Act
Human Capital Principle 8.1
Israel
May 22, 2013
Olena Bekh
ETF – focus on Human Capital indicators
• Adoption of the European Key Competences (2005) – Sense of
initiative and entrepreneurship (№ 7)
• Education and Training 2020 (2009): entrepreneurship at all
levels of education and training a strategic objective
• EU2020 (2010): small businesses play key role in flagship
initiatives
• Political Guidelines of the New European Commission:
entrepreneurship culture and contribution of education
• The report of the Wise Men: EU 2030 – necessity to create
culture of risk taking and entrepreneurship
• Review of the «Small Business Act» for Europe: alignment of
SBA with Europe 2020 - entrepreneurship in innovation, female
entrepreneurship, best practice
• Employment Guidelines, 2010 – 2014
• Bruges Communiqué, 2010: entrepreneurship key competence
• Eurostat’s “Entrepreneurship determinants: culture and
capabilities” (2012)
The EU policy response: a brief
chronology
• Concerns about employment and competitiveness in EU (Lisbon
Agenda, 2000)
• Oslo Agenda: policy guidelines for lifelong entrepreneurial learning
(2006) – the domino effect, multistakeholder groups
• Entrepreneurship as a key competence (EU, 2006): mindset,
cognitive and behavioural characteristics of an entrepreneur
• European Charter for Small Enterprise (2004), Euro-Mediterranean
Enterprise Charter (2007) - LLEL & indicators
• European Small Business Act (2008): shifting focus of employment
policies from large industry to SMEs, 10 key policy lines
• EU 2013 Entrepreneurship Action Plan
What is this all about?
Let’s get the terms clear!
Entrepreneurial learning
‘All forms of education and training, both formal and
non-formal, which contribute to an entrepreneurial spirit
and entrepreneurial behaviour with or without a
commercial objective.’ (ETF, 2009)
Entrepreneur
‘An entrepreneur is someone who seeks out
opportunities, takes initiatives often based on risk and
through new ventures decides how resources can be
most effectively applied. Driven by the need for
achievement, the entrepreneur may not necessarily be
motivated by profit but use it as a measure of success.’
(ETF, 2009)
Value of the indicators and methodology

Entrepreneurship in national and global agenda

Engagement and empowerment: policy interest, ownership and
accountability: ‘no hiding’, impetus for reform

Dual function: multi-country bench-marking tool and a national
policy development instrument

Good practice: countries keen to know why and how others
perform better – exchange and cooperation, structured networks

Scale: Cross-regional applications, cooperation with other partners

Donor interest: assessment, improvement points, next steps
leading to project design
Small Business Act policy assessment
Principles
1.
Entrepreneurship education and
training
2.
Second chance
3.
Rules for ‘Think Small First’
4.
Responsive public administration
5.
SMEs and public procurement
6.
Access to finance
7.
SME opportunities & EU Single
Market
8.
Skills & innovation
9.
SMEs and environmental concerns
10.
SMEs in growth markets
Data & Indicators Meeting, 11 December 2012
7
Indicators (8 indicators)
• Lifelong entrepreneurial learning policy
• Secondary and tertiary education
• Good practice
• University-enterprise cooperation
• Non-formal entrepreneurial learning
Indicators (9 indicators)
• Training Needs Analysis (TNA)
• Availability of training
• Start-ups, Enterprise training
• Enterprise growth
• Access to international markets
•Quality assurance
•Women’s entrepreneurship
•Skills for sustainable eneterprise
develoment
Logic of each indicator
Each indicator
 5 level scale

- cumulative
 max 3-4 years
M&E
Review
Improvement
Implementation
Break even point
No system
Level
1
Ad hoc
activities
Dialogue,
planning
Level 2
Level 3
8
Level 4
Level 5
• Imagine: SBA
assessment 2013
completed…
• “GAME OVER”?
9
SBA PRINCIPLE 8.1
ASSESSMENT RESULTS – A CLOSER LOOK…
Principle 8.I: Enterprise Skills –
scores’ dynamics
• Total - 9 indicators in Principle 8.1 in 2013
• Included 4 new indicators – Training Needs’ Analysis (8.1), Quality Assurance
(8.7 ), Women’s Entrepreneurship (8.8 ) and Skills for Sustainable Enterprise
Development (8.8 ) (thus, no baseline for these indicators)
• Israel maintained excellent level on the Access to International Markets (8.6)
– TOP performance (level 5)
• Lowest results - Women’s Entrepreneurship (new) – 1,0
• Progress (within the same score - 3) on Enterprise Training (8.4) - from
10% in 2008 to 20% in 2013. Stable performance on Start-up training (level
2).
• Indicators on Availability of training, as well as Enterprise Growth – data is
not yet sufficient to confirm the previously achieved scores (both scored high
in 2008 - 4,5, the latter – score 3,0).
• Entry levels on new indicators – Quality Assurance and Skills for Sustainable
Development – 2 and 2,5 respectively - could become potential areas of
application of extra efforts.
*the indicator numbers are different in 2008 and 2013
11
Key findings of the assessment: Principle 8.I
Enterprise Skills
•
•
•
•
Israel – strengths…
Strong system of enterprise
training provision offered by both
public and private providers
Well developed training provider
network offers training to various
types of enterprises and covers
business start-up and enterprise
growth training programmes
Information about training
opportunities is widely
disseminated through multiple
online resources and databases
All kinds of support and advisory
services are offered for new
businesses
For discussion - needs?
• Comprehensive, strategic long-term
view planning
• Structured partnership - to ensure
that the system provides effective
support to skills’ development of
existing and potential entrepreneurs
• Systemic training needs analysis
(TNA) of enterprises - system
• Ensure that ALL “start-ups” (not only
technology (hi-tech) enterprises)
have equal support
• Targeted Gvt support to newlyestablished and existing and highgrowth enterprises – to increase
effectiveness, efficiency of
government’s support and improve
quality.
• Quality assurance system
• Women’s entrepreneurship – an
economic issue
12
Key findings of the assessment: Principle 8.I
Women’s Entrepreneurship (WE) – NEW!
•
•
•
•
Issues for discussion…
• Women’s entrepreneurship policies are not
There are excellent ad hoc examples of
coordinated or monitored by the national,
training services with dedicated women’s
cross-stakeholder working group to review
entrepreneurship training and support
options for systemic inclusion of WE issues
programmes (public events, training
across the national policies. Importance of
courses, etc.).
a structured dialogue and partnership at
Many projects help women from
the national level, policy reflection, regular
disadvantaged or minority groups to
feedback by social partners for
achieve economic independence and
improvement of policy measures.
develop small businesses due to acquiring
• Apart from project-based developments,
new skills and abilities .
there is no system approach to defining
Women entrepreneurship training and
and monitoring training needs of women
support programs are implemented in
entrepreneurs (TNA).
partnerships between civic interest groups,
• Adoption of targeted national policies for
women business associations, training
WE and specific programmes to support
providers, MATIs and other partners.
entrepreneurial activities of women.
There are also examples of Government
Awareness in the society, role models.
programs which promote enabling measures Research and quality data on training and
for increasing women’s (self-) employment
support needs (data production, access,
and engagement in business activity.
dissemination and use for policy
monitoring).
13
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 1: Training Needs Analysis (TNA)
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 2: Availability of Training
Indicator
Availability of training
Rationale
A well-developed training market ensures accessibility of enterprises to training, enhancing business performance.
Objective
Each country demonstrates that quality training services are on offer across its territory.
Level 1
Level 2
 No structured business training provision available but confined to ad hoc initiatives only.
 Business training provision is developed but is limited to specific towns and regions.
 Funds are available to support training providers to develop enterprise training, including on-line training services
Level 3
Level 4
 Database of training providers and training programmes available on a recognised website.
 Good training provider network developed across the country actively communicating information through the website’s on-line database.
 Evidence of on-line training services being acquired by enterprises.
 Quality assured training provider network developed across the country.
Level 5
Justification
Key sources
Next steps
 An on-line database of quality assured training is regularly updated
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 3: Start-ups
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 4: Enterprise Training
Indicator
Enterprise training*
Rationale
Training contributes to more competitive enterprises.
Objective
The enterprise world in each country increasingly engages training.
Level 1
 Less than 5% of businesses have undertaken training in the 12 months prior to the self-assessment.
Level 2
 Between 5-10% of businesses have undertaken training in the 12 months prior to the self-assessment.
Level 3
 11%-30% of businesses have undertaken training in the 12 months prior to the self-assessment.
Level 4
 31%-50% of businesses have undertaken training in the 12 months prior to the self-assessment.
Level 5
 More than 50% of businesses have undertaken training in the 12 months prior to the self-assessment.
Justification
Key sources
Next steps
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 5: Enterprise Growth
Indicator
Enterprise Growth
Rationale
Human resource development within enterprises adds to competitiveness and growth.
Objective
Each country makes enterprise HRD a strategic priority backed up with a financial support framework.
Level 1
 No systematic approach to develop enterprise human resources (knowledge and skills) for growing businesses.
Level 2
 HRD for enterprise growth has been agreed as a priority between business community and government and registered in national or sectorial
development plans.
 Funds are available to support access to information, consultancy and/or HRD measures.
*
Level 3
 The funding arrangements have clear criteria to allow enterprises to apply for subsidies or other support mechanisms to support training linked
to enterprise growth.
Level 4
 20% of growing businesses benefited from information, consultancy and/or HRD measures supported by the funds available (1).
Level 5
 More than 50% of growing businesses benefited from information, consultancy and/or HRD measures supported by the funds available (1).
Justification
Key sources
Next steps
*
Public and/or private funds.
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 6: Access to International Markets
Indicator
Access to International Markets
Rationale
Improving enterprise competitiveness requires skills to access international markets.
Objective
Enhanced knowledge of international standards and markets by enterprises operating in key economic sectors.
Level 1
 Ad hoc training related to some aspects of international standards and marketing available for limited sectors and regions
Level 2
 More developed training offer available on international standards and marketing for a limited number of key economic sectors*
Level 3
 Training on international standards and markets provided by public and private service providers for key economic sectors.*
Level 4
 Training on international standards and markets for all key economic sectors* available on line. This includes training for e-business.
Level 5
 Intelligence on international standards and markets for key economic sectors* regularly available for use by training providers to improve training
offer.
Justification
Key sources
Next steps
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 7: Quality Assurance
Indicator
Quality Assurance
Rationale
Enhanced quality of training ensures enterprise confidence in the training market, creates further demand and results in a more competent
workforce.
Objective
Each country is equipped with a transparent quality assurance system for training (management and trade skills).
Level 1
Level 2
Level 3
Level 4
Level 5
Justification
Key sources
Next steps

There is no national framework for quality assurance of training delivered to the small business community.

Some cases of accreditation of training programmes and training providers are realised by international bodies.

A range of ad hoc structures and tools* are being used to determine quality of training for the small enterprise community.

Dialogue ongoing between training providers, employers and Government regarding quality, standards and accreditation of training
provision for enterprises.

A national quality assurance system for enterprise training is agreed.

Accredited training providers and programmes are posted on websites and information boards of small enterprise support agencies,
public and private employment agencies and training centres.

The national quality assurance system for enterprise training is operational

A monitoring and evaluation system is put in place and feeds back the national quality assurance system
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 8: Women’s Entrepreneurship Development
Indicator
Women’s Entrepreneurship Training
Rationale
Entrepreneurship training for women increases their contribution to national growth and employment.
Objective
Establishment of a national support framework for training of women entrepreneurs.
Level 1
Level 2
 There are ad hoc examples of training services with dedicated provision for women entrepreneurs.
*
 Apart from project-based developments, there is no system approach to defining and monitoring training needs of women entrepreneurs
 A national cross-stakeholder working group (government, private sector, civic interest groups) meets to discuss issues and options for inclusion of
women’s entrepreneurship within national policy.
 A national cross-stakeholder working group has agreed on a set of policy provisions and an action plan for promoting women’s entrepreneurship.
Level 3
 There are examples of dedicated training provision (through both public and private providers) for women entrepreneurs on websites with a) national, b)
regional and c) local level development interests.
 Since the last SBA assessment, there has been at least one analytical study (national, regional or sectoral) which includes both training needs of women
entrepreneurs and training provision.
 In the 18 months prior to the SBA assessment, a national report on women entrepreneurship, with a dedicated chapter on training for women
entrepreneurs, has been published by government.
Level 4
Level 5
 Government policy and programme for women’s entrepreneurship have been adopted which includes financial support for training of women
entrepreneurs.
 All training actions defined within an on-going Government programme on women’s entrepreneurs are being implemented or have been completed and
evaluated. At least one of the training actions must be coupled with measures to ensure women’s access to finance for start-up or growth of enterprises.
 Data on women’s entrepreneurship, including training of women entrepreneurs, is included in annual report of national statistics office.
Justification
Key sources
Next steps
*
For the purposes of this indicator, women entrepreneurs includes a) women considering entrepreneurship as a career development option, b) woman who run or own a business as well as c) women who take on selfemployment as an alternative to waged employment or unemployment.
SBA Principle VIII: Promote the upgrading of skills and all forms of innovation
Indicator 9: Skills for Sustainable Enterprise Development (SSED)
Indicator
Skills for Sustainable Enterprise Development (SSED)*
Rationale
More environmentally responsible businesses provide for a more secure and sustainable economy.
Objective
A system-based approach for promotion of skills for sustainable enterprise development.
Level 1
Level 2
Level 3

Evidence of SSED but confined to ad-hoc initiatives and projects without a system-based framework.

Examples of exchange of good practices between training providers offering SSED

Policy dialogue involving government, business world and civic interest groups on issues and options for system-based
developments in SSED

A national policy framework for SSED has been agreed.

Policy framework is accompanied by a time-bound action plan which a) defines measures to be implemented, b) finance
commitments and c) monitoring and evaluation arrangements.

A recognised national network of SSED training providers advises government on SSED developments.

An SSED action plan is in the process of being implemented. At least 50% of the measures within the action lines are already
financed and under implementation.

A website is available with a dedicated good practice area which includes good SSED practice posted in the 12 months prior to the
SBA assessment.

Each measure within the SSED action plan is financed and under implementation (or has been completed).

An interim or final evaluation report on the action plan’s activities is available on a government website.

A follow-up action plan (either draft or approved) builds on experience from the previous action plan.

Evidence that SSED training providers are exchanging good practices with SSED training providers from other countries in at least
two core sectors defined in national economic development plan.
Level 4
Level 5
Justification
Key sources
Next steps
Thank you!
ETF Enterprising People
Questions to:
Name:
Email:
Olena Bekh
obe@etf.europa.eu
Name:
Email
Eva Jimeno Sicilia
ejs@etf.europa.eu
Name:
Email
Sabina Nari
sna@etf.europa.eu
Telephone: +39 011 6302222
Website: www.etf.europa.eu
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 1: Policy
Indicator
Policy
Rationale
A strategic effort to promote an entrepreneurial society requires inputs from all levels and forms of education and training (formal and non-formal)
Objective
Countries establish their learning system as a priority for entrepreneurship development
Level 1
 Government, key stakeholders and business community do not have a nationally agreed strategy to promote life-long entrepreneurial learning.
Level 2
 Key stakeholders are engaged in a dialogue to reach consensus on national life-long entrepreneurial learning strategy.
 Life-long entrepreneurial learning strategy covers all levels and types of education.*
 A national life-long entrepreneurial learning strategy is agreed between key stakeholders and is included within national enterprise, education,
employment, R&D and regional and/or local development policies.
 Work programme to implement life-long entrepreneurial learning strategy promotes inter alia training needs analysis, career guidance, and nonformal entrepreneurial learning.
Level 3
 Both the strategy and work programme include provisions for sustainable enterprise development and women’s entrepreneurship.
 Annual work programme is approved and under implementation to meet the set objectives.
Level 4
 Implementation of the work programme is followed by key stakeholders working in partnership.
 Results from independent evaluations or peer reviews are shared with key stakeholders.
Level 5
 Recommendations from evaluations and peer reviews feed back into further developments in entrepreneurial learning
Justification
Key sources
Next steps
*
Life-long entrepreneurial learning strategy compliments the national action plan for ‘Education for All’ (UNESCO) which particularly underlines the improvement of literacy rates
and girls/women’s access to education.
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 2: Good Practice
Indicator
Good Practice
Rationale
Sharing of good practice contributes to better efficiency in design and delivery of entrepreneurial learning.
Objective
Each country identifies and builds on its better entrepreneurial practice with dissemination nationally or internationally.
Level 1
 There is no systematic exchange of good practice between life-long entrepreneurial learning providers
Level 2
 A national network of life-long entrepreneurial learning providers meets on a regular basis to exchange good practice.
Level 3
 Examples of adapted good practice in entrepreneurial learning (domestic and/or international) are being piloted in the country.
Level 4
 Results of domestic good practice are being disseminated nationally (at least one annual event annually).
Level 5
 Within the reporting period, at least one domestic good practice has been transferred to another country.
Justification
Key sources
Next steps
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 3: Non-Formal Learning
Indicator
Rationale
Objective
Level 1
Level 2
Level 3
Level 4
Non-Formal Entrepreneurial Learning
Flexible learning opportunities outside formal education reinforce efforts to develop an entrepreneurial society.
Awareness and engagement of all parts of society in the promotion of entrepreneurial learning.
 There is no system to inform about actions which promote non-formal entrepreneurial learning (privately and/or publicly supported).
 Non-formal entrepreneurial learning is monitored as part of a national entrepreneurial learning strategy and identifies areas for improvement.
 Evidence of at least one quarterly high-level press coverage (national specialized newspaper or TV) of entrepreneurial learning policy or delivery.
 Examples of agreements established between public authorities, enterprise, and NGOs to develop entrepreneurial spirit and skills across society
with particular reference to children and young people.
 At least one annual, high-profile event at national level to promote awareness and information on broader entrepreneurial learning (formal and
non-formal) to highlight successful projects.
 High-profile event includes national recognition or awards for entrepreneurial learning practice.
Level 5
 Transfer of know-how: principles or practice from at least 2 of the non-formal show-case projects from the previous year’s high profile event are
integrated into other entrepreneurial learning environments nationally or internationally.
Justification
Key sources
Next steps
* Note that this indicator applies to lifelong entrepreneurial learning and is cumulative i.e. each ranking requires fulfilment of the earlier levels of the indicator.
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 4: Lower Secondary Education (ISCED 2)
Indicator
Lower Secondary Education (ISCED 2)
Rationale
Lower secondary education (ISCED 2) plays an important role in promoting an entrepreneurial spirit
Objective
Countries acknowledge entrepreneurship as a key competence at lower secondary education
Level 1
 There is no systematic promotion of entrepreneurial learning at ISCED level 2 (lower secondary education).
 Entrepreneurship in lower secondary education is confined to ad hoc projects which are not part of mainstream education curricula.
 National policy under discussion for developing entrepreneurial learning in lower secondary education.
Level 2
 Entrepreneurial learning in lower secondary education is confined to school-based individual initiatives which are known to the education
authorities.
 Policy includes school-enterprise cooperation.
 Entrepreneurship as a key competence is an integral feature of the national curriculum.
Level 3
 Teaching materials are in preparation and being piloted in 5% of schools
 At least 5% of lower secondary schools have established structured partnership with local enterprises
 Teacher training curriculum includes entrepreneurship as a key competence
Level 4
 Teachers and school principals have access to in-service training and other professional development opportunities for entrepreneurship as a key
competence.
 At least 50% of lower secondary schools have knowledge and skills for teaching entrepreneurship as a key competence.
 At least 50% of lower secondary schools have adopted entrepreneurship as a key competence in their curricula.
 At least 10% of lower secondary schools have established structured partnerships with local enterprises.
 Entrepreneurship as a key competence is included in curriculum of all lower secondary schools.
Level 5
Justification
Key sources
Next steps
 All lower secondary schools provide data on range of entrepreneurship promotion activities for national monitoring, evaluation and further policy
development purposes.
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 5: Upper Secondary Education (ISCED 3)
Indicator
Upper Secondary Education (ISCED 3)
Rationale
Upper secondary education plays a critical role in promoting the entrepreneurial spirit and allows for development of basic entrepreneurship skills.
Objective
Countries acknowledge entrepreneurship as a key competence, and importance of promoting basic entrepreneurship skills at upper secondary
level.
Level 1
 There is no systematic promotion of entrepreneurial learning at ISCED level 3 (upper secondary education).
 Entrepreneurship in upper secondary education is confined to ad hoc projects which are not part of mainstream education curricul
 National policy under discussion for developing entrepreneurial learning in educational institutions in this level
Level 2
 Entrepreneurial learning in educational institutions in this level is confined to school-based individual initiatives which are known to the education
authorities.
 Policy includes school-enterprise cooperation.
Level 3
 Entrepreneurship as a key competence is an integral feature of the national curriculum.
Curriculum includes elements of entrepreneurship education (subject, module, course, extra-curricula activity, work placements etc.)
 Teacher training curriculum includes entrepreneurship as a key competence
 Upper secondary school teachers and principals have access to in-service training and other professional development opportunities for
entrepreneurship as a key competence.
Level 4
 At least 50% of upper secondary schools have knowledge and skills for teaching entrepreneurship key competence.
 At least 50% of upper secondary schools have adopted entrepreneurship as a key competence in their curricula.
 At least 10% of upper secondary schools have established structured partnerships with local enterprises.
 Entrepreneurship as a key competence is included in curriculum of all upper secondary schools.
Level 5
 All upper secondary schools provide data on range of entrepreneurship promotion activities for national monitoring, evaluation and further policy
development purposes.
 All upper secondary schools have entrepreneurial characteristics in their organization.
Justification
Key sources
Next steps
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 6: National Higher Education Policy on Entrepreneurial Learning - NEW!
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 7: Good Practice in Higher Education - NEW!
Indicator
Good practice in Higher Education
Rationale
Exchange of good practice in entrepreneurial learning and university-enterprise cooperation between institutions of higher education enhances their
contribution to the competitiveness effort.
Objective
Each institution of higher education identifies, develops and exchanges its good practice on a) entrepreneurial learning and b) university-enterprise
cooperation.

Level 1

Level 2

Level 3



Level 4




Level 5
There is no systematic effort to identify, build on or exchange good practice on a) entrepreneurial learning and b) university-enterprise
cooperation between institutions of higher education in the country.
At least one national event involving higher education institutions has been held in the 12 months prior to the assessment with the objective of
exchanging information about good practice in a) entrepreneurial learning and b) university-enterprise cooperation between institutions of
higher education in the country.
A national network of higher education institutions exchanges information about good practice on a) entrepreneurial learning and b) universityenterprise cooperation between institutions of higher education
The network has agreed a set of criteria* for determining good practice in a) entrepreneurial learning in higher education and b) universityenterprise cooperation.
Good practice in a) entrepreneurial learning (defined by level 3 criteria) and b) university-enterprise cooperation is disseminated by the network
nationally. Dissemination methods include a website facility to promote good practice to the wider public.
Examples of ‘level 3’ good practice within higher education institutions are adopted or adapted by fellow higher education institutions in the
country.
The network has agreed guidelines to measure and evaluate the impact of ‘level 3’ good practice.
Examples of ‘level 3’ good practice are disseminated internationally.
Examples of ‘level 3’ good practice are adopted or adapted by higher education institutions at the international level.*
The national network of higher education institutions has joined an international network of entrepreneurial universities which ensures
evaluation, accreditation and dissemination of good practice in a) entrepreneurial learning and b) university-enterprise cooperation.
Justification
Key sources
Next steps
*
*
This criterion excludes third level institutions which deliver courses outside of the home country. The criterion specifically encourages know-how transfer between different third level
education institutions. Know-how transfer between affiliate institutions would satisfy this criterion.
This criterion excludes third level institutions which deliver courses outside of the home country. The criterion specifically encourages know-how transfer between different third level education institutions. Knowhow transfer between affiliate institutions would satisfy this criterion.
SBA Principle I: Create an environment in which entrepreneurs and family business can
thrive entrepreneurship is rewarded
Indicator 8: Higher Education cooperation with the world of business - NEW!
Indicator
Higher Education cooperation with the world of business
Rationale
Cooperation between higher education and business contributes to competitiveness and promotes employment prospects of students.
Objective
Enhanced entrepreneurship, employability and commercial value of knowledge and expertise of higher education institutions for local, regional
and national economy.
Level 1

There is no discussion amongst key stakeholders* on promotion of higher education cooperation with business world.

A discussion paper on cooperation between the higher education establishment and business, as a basis for policy formulation, has been
elaborated and discussed at national level. The paper forms part of a wider national effort to promote life-long entrepreneurial learning
defined within a national lifelong learning strategy. **
A national policy on cooperation between higher education and business world has been approved by key stakeholders and include a
national monitoring and evaluation framework. ***
Set against national policy, at least 50% of higher education institutions have developed strategies for cooperation with business.
At least 50% of higher education institutions have developed action plans for implementation of national policy for higher education –
business cooperation.
In the reporting period, an annual meeting involving the higher education establishment and world of business has been held a) to review
progress on national policy with b) recommendations for improvements to be addressed in the 12 months following the national annual
meeting. .
At least 75% of higher education institutions have developed action plans for implementation of national policy for higher education –
business cooperation.
In the reporting period, an annual meeting involving the higher education establishment and world of business has been held a) to review
progress on national policy with b) recommendations for improvements to be addressed in the 12 months following the national annual
meeting.
Level 2

Level 3


Level 4


Level 5

Justification
Key sources
Next steps
* Key stakeholders include ministries responsible for higher education, industry, economy, trade, rectors’ conference, civic interest groups.
** The policy discussion paper builds on the broader life-long entrepreneurial learning policy developments foreseen within the indicator specifically addressing entrepreneurship across all levels of education.
*** Cooperation between the higher education and business includes the following elements: a) Business to university cooperation: 1. Business men and women are encouraged to teach at the
Universities. 2. Business finances applied research; 3. Business is involved in research, piloting and development of curriculum; 6. Business is involved in the governance of the University; 6. Business
cooperates in student projects, hosts interns and university staff placements; b) University to business cooperation: 1. Academic staff directly involved in business activities; 2. Options for universities to
invest in businesses; 3. Options for universities to sell patents & licensing; 4. Universities provide customized education and training services to businesses; 5. Universities undertake applied research; 6.
Universities provide support structures (e.g. incubators, technology transfer centres, centres for entrepreneurship), etc.