Education and training in RIS regions

The education and training within many RIS regions need significant development both in terms of content and methodologies. We need to find ways to improve the education institutions leveraging on good examples. In addition there is significant talent in the RIS regions that can be seen as underutilized and that see limited opportunities locally. Universities within the RIS regions are also seen as less attractive by international and European students. Innovation and entrepreneurship is also seen as an in particular weak area. Here Europe has a huge potential in general and within the field of urban mobility in particular.

Do you agree with the statements above? How significant is this issue and potential? In what areas would this be particularly important? Why is this difficult to solve?

We should here focus on trying to understand the nature of the problem, so please try to avoid to discussion concrete solutions, even if it is difficult. Potential solutions will be discussed in the next step of the process.

3 thoughts on “Education and training in RIS regions

  1. Forms of participation for RIS universities is currently lacking. To participate in the Master School requires full core membership plus accession to the master school agreement. Even with a high quality actor, there are cost and institutional barriers. The summer schools provide an opportunity for engagement but rather limited, and probably one-off in most cases. It could be beneficial to create another form of engagement for RIS universities that is less demanding but allows more long-term participation.


  2. There is definitely a great potential (talented people and ambition levels) in creating collaboration among the RIS countries and preferably linked to other EU countries. Bringing together partner organisations from RIS and other EU countries would be a nice approach that would lead to co-creation by leveraging on existing assets. Next to the above-mentioned Summer Schools also Train-the-trainer programmes of for example challenge-based learning (CBL) for university staff would well fit under this approach.


  3. For RIS to be part of the call, except for a general requirement or wish in all proposals, it needs to be very clear what is the aimed impact. We need also to make sure concepts are scalable and repeatable to potentially reach enough volume for significant impact. In that sense train the trainer concepts may be s way forward. A specific focus on RIS is a potential call focus, with the limitations/requirements stated.


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