Ponente: Oscar Valiente, Miembro del Directorio de Educación de la Organización para la Cooperación y el Desarrollo Económicos OCDE, Francia

1. OECD Reviews of Higher Education in Regional and City Development Congreso de Compromiso Social, Espíritu y Valores de la Universidad OUI-IOHE, UTPL, Loja4 May 2011 Oscar.valiente@oecd.org

2. OECD’s tool to mobilise Higher Education for Economic, Social and Cultural Development of their Cities and Regions and to enhance regional partnership building: … the Reviews of Higher Education in Regional and City Development

3. Regions under review 2005 - 2007 2010 - 2012 Kazan 2007 with World Bank 2008 - 2010

4. Reviews2005-12 2005-07: 1st round 14 regions in 12 countries 2007 : Kazan with World Bank 2008-10: 2nd round 14 regions in 11 countries 2010-12: 3rd round 5 regions in 5 countries Recruitment ongoing Valparaiso, Sonora, Wrocław, Antioquia. Review visit to Free State, South Africa, took place in October 2010

5. 5 How are the reviews done? Regional Self-evaluation report lead and owned by the regional Steering Committee using OECD guidelines Visit by the OECD-led international expert team OECD Review Report tailored for the region Analysis and synthesis by OECD Disseminationof outcomes (roundtable meetings, national and regional seminars, international meetings)

6. Whatis being reviewed? National and regional context Partnership building The OECD reviews draw together HEIs and public and private agencies to identify strategic goals and to work towards them. Importance of context The reviews take account of different national and regional contexts within which the HEIs operate. Regional capacity building Social and cultural development Regional innovation HEIs Human capital and skills development Focus of analysis of the OECD review

8. Enhanced partnerships, based on the self-evaluation process guided by the OECD template and overseen by the regional steering committee

9. Identification of new funding sources, co-operation opportunitiesbetween HEIs and industry, etc.

10. Enhanced visibility and PR for the region and its HEIs and the participating country

13. Out-migration and urban-rural divideRichard YELLAND attended the dissemination meeting in Concepcion, BíoBío Region on the 12-13 January 2011. The report was also published in Spanish. 8 Review visit: 16 – 22 August 2009 Jaana PUUKKA (OECD/IMHE Secretariat ) Ernesto FLORES (OECD/IMHE Secretariat) Philip WADE (former OECD Secretariat, FR/USA) Michael CRAWFORD (World Bank) Dewayne MATTHEWS (Lumina Foundation, USA) Jorge YUTRONIC (National Expert, CL)

15. Leading state in the number of state technological institutes.

17. Low skills level

18. Segmented HE system and lack of pathways between tech institutes and universities Dissemination meeting has yet to take place as the report is being translated into Spanish. Review visit : 11-17 October 2009 Ernesto FLORES (OECD/IMHE Secretariat) Marco MARCHESE (OECD/LEED Secretariat) Patrick DUBARLE (former OECD Secretariat, FR) Juan Carlos NAVARRO (Inter-American Development Bank) Jocelyne GACEL-AVILA (University of Guadalajara, MX) 9

20. Manufacturing in Ciudad Juarez

21. Federal Government investment in defence and border security

22. Diversifying HE sector

23. Young population

25. Net export of human capital

26. Poverty, limited access to health services and violence

27. Entrepreneurship at early stagesReview visit 25-31 Oct 2009 PUUKKA & FLORES , OECD/IMHE PROTO (OECD/LEED) CHRISTOPHERSON (Cornel University, US) BARADELLO (University of San Francisco, US) MARMOLEJO (CONAHEC)

28. Forthcoming Final Report Regional Reviews Summary of second round reviews Outline of first round regions education and innovation policy changes and actions Thematic Topics Widening access to HE Entrepreneurship education Regional innovation networks Civic university World class HE systems HEIs and green growth Collaborators Jamil SALMI, World Bank Jonathan POTTER, OECD/LEED Susan CHRISTOPHERSON, Cornell University John GODDARD, Newcastle University Ellen HAZELKORN, Dublin Institute of Technology Mario PIACENTINI, OECD/GOV 11

29. Barriers to engagement 12

30. Innovation-led Growth 13 Diversification of existing industry into new Upgrading existing mature industry Endogenous creation of new industry Exogeneous creation of new industry Enhance products, services or production technologies Create new industry Import new industry to the region Use the core technologies of an existing industry

31. Good practice and activity… but 14 No systematic processes and short term funding; Inadequate incentive and accountability structures. Limited co-operation among HEIs and btw HEIs and business and industry (information, absorption…), particularly SMEs Policy focus on few high tech fields and research based innovation; Low tech fields innovate too. 70% of OECD workforce is in the service sector. Human capital development ignored. Need to appreciate the students’ and graduates’ role in knowledge transfer. Weak human capital development: entrepreneur education, LLL for widening access, and cooperation in curriculum design.

32. What works? 15 Building on competitive advantage. Upgrading existing industry : the ceramics industry in Castellón ESP Setting a one-stop-shop for business enquiries: Knowledge House in North East of England Fostering people-based knowledge exchange and transfer: Knowledge transfer networks in UK Developing demand-pull in the SMEs: Vouchers in the Netherlands, Small Business Innovation Research Program in the US Providing tailored industry specific workforce training: US community colleges Problem-based learning for developing entrepreneurship skills: problem-oriented project work in Aalborg DK Research-based human capital development: URV cooperation with regional stakeholders ESP

33. Building on competitive advantages: Ceramics Industry in Castellón, Spain 16 Universidad Jaume Iis recognised as a world leader in R&D in the tile industry. The university’s ceramic research institute has contributed to the restructuring of the region’s traditional ceramic-tile production, which comprises 500 SMEs employing 36 000 people. The growth is built on technology transfer, spin-offs and upgrading of existing technologies. Today, Valencia is a global leader in the tiles and ceramics industry.

34. Creating a one-stop-shop for industry: Knowledge House, NE of England,UK 5 universities and Open University have a one-stop-shop that offers expert solutions for developing ideas and solving problems through collaboration, consultancy, training and R&D. Since 1996, Knowledge House has generated GBP 13 million for universities, and GBP 76 million in the last 4 years. In 2007, it generated GBP 4.7 million by delivering 364 completed projects from over 800 business enquiries. Business growth is 25%. More and more academics are engaging with the Knowledge House activities. Map credits: Google Maps™ Images credits: Knowledge House, Durham University, University of Teesside

35. People-based knowledge transfer: Knowledge Transfer Partnerships KTPs, UK 18 Launched in 1970s (Teaching Company Scheme), KTPs improve the competitiveness of companies: a university post-graduate “associate” works in the company for 1-3 years. The university receives part funding to cover supervisor’s salary and university overheads; the “associate” received a salary. KTPs are funded from the companies and from public organisations such as the Technology Strategy Board or a Research Council. SMEs pay GBP 20 000 per year. In 2008-09 there were 977 active projects. Benefits to UK business include over 6 500 staff trained, 1 119 new jobs created and an increase in pre-tax profits of GBP 126 million. 75% of associates have been are offered jobs in the company, while SMEs benefit from innovation or new technology.

36. Creating demand-pull in SMEs: Small Business Innovation Research Program, US 19 SBIR was launched in 1982 to facilitate the absorption of new technology by SMEs. SBIR provides up to USD 850 000 in early stage R&D to small technology companies or to entrepreneurs who launch a company. The principal investigator must work at least half time in the firm. SBIR funds proof of concept and prototypes. It helps SMEs cross the “valley of death” and attract private capital or win public contracts. SBIR is the largest US Innovation Partnership Programme. It has a stable budget: 2.5% of Federal Agency R&D budget have been set aside for SBIR grants. In 2009 the total budget was USD 2.3 billion.

37. Employer-specific training: Georgia Quick Start, US 20 QS is part of the 33-campus Technical College System of Georgia with centralised staff and resources to quickly develop and deploy customised training anywhere in the state. QS was launched in 1967, and revamped in the 1990s when offshore competition was undermining Georgia’s cost competitiveness. Quick Start teams of analysts examine the workflow process, develop a customised training programme incl materials. For new projects, QS pre-screens potential hires for the company. By early 2010, QS has conducted 6 000 projects involving 780 000 trainees. The basic budget is USD 22 million a year.

38. How to learn entrepreneurship skills?Problem-Based Learning in Aalborg DK In Aalborg University, Denmark, up to 50% of the study work consists of problem-oriented project work: students work in teams to solve problems which have been identified in co-operation with firms, public organisations and other institutions. It provides students with transferable skills and authentic work experience. Enterprises benefit from a clearer picture of what the university stands for and how students might fit in as prospective employees. The university gains feedback from the world of work and also benefits from access to instructive cases and ideas for research and teaching. 21 Map credits: Google Maps™ Images credits: Flickr (lionscavern), Yahoo, Google, Aalborg Uni

39. Research-based human capital development: URV chemical industry collaboration The University Rovira i Virgili (URV) has established a long-term co-operative relationship with the chemical industry in Tarragona (Spain) that incorporates both research and human capital development programmes. Faculty are allowed to spend time working in local firms during their leaves and have on-going relationships with the firms. There are strong alumni connections and students participate in internships and co-op programmes within the local firms. Both advanced technical vocational skills and higher degree based skills such as in engineering are designed in co-operation with the local industry representatives. Most important to the success of this integrated initiative is the strong support from the University leadership, including the Rector. 22

40. thank you for your attention www.oecd.org/edu/imhe/regionaldevelopment oscar.valiente@oecd.org