Innovative Conception, Policy and Strategy for Education and Training for Proactive Cyber Counterintelligence and Defence

The article presents research of the innovations in policy and strategy for education and training in the area of national security based on multidisciplinary theories approach: general theory on the systems; general teaching for the state; general teaching for safety; protection of strategic interests of the state. The primary focus of the study is on the conceptual level of the three scenarios of social system functioning - nominal, emergency and catastrophic. The study stipulates that the innovations in policy and strategy for education and training in the area of national security have to be tailored according to the specifics of the external and internal characteristics of the environment in which the state functions. Based on that, the specific concerts for innovations are presented.

The link between innovation and education policies has strengthened over time, becoming very close in contemporary capitalism. Today, innovations depend on specialised knowledge, which is mostly owned by a university-trained working force, and increasingly emerge from university-industry collaboration in R&D activities. At the same time, the state’s commitment to widening the participation in higher education is one of the main levers for inequality reduction. Thus, education and innovation policies have become more and more strategic axes of the political economies of advanced economies. Using many indicators, the chapter highlights that each growth model has its style of intervention in education and innovation policies. In inclusive growth countries – especially those of the egalitarian variant – public funding is higher and universities represent a fundamental cornerstone for development policy, but also for inequality reduction. So far, the competitiveness of the economic systems mainly comes from private investments. In these cases, the state has mainly an ancillary role. It follows that the effects on the reduction of inequalities are lower. Finally, the non-inclusive low-growth model shows a modest investment in education and innovation policies.

This paper focuses on the relevance of harmonising higher education and innovation strategies in the context of fostering economic growth, illustrated by the particular weak point in the case of Canada. The present‐day market for highly‐skilled labour is global and therefore increasingly porous. A government that wishes to avoid losing its highly‐skilled workers to countries that can provide more attractive conditions must aim at investing simultaneously in tertiary education and science and engineering infrastructure. Ideally, supply (higher education) and demand side (innovation) policies would interact in a balanced way. Canada is located at the two extreme ends of investment in higher education and innovation and will be compared to other OECD countries. The paper concludes that seeking policy convergence in innovation and higher education with leading countries is not sufficient to reach growth and can produce disappointing results for talented people whose career expectations may remain unfulfilled. It is therefore crucial for a country to develop higher education and innovation ‘in harmony’ with the global context and also to achieve harmony between other policies and institutions in its own national context.

Peter B. Doeringer Many of our approaches to education and training date back to the nine teenth and early twentieth centuries. Since that time, the skills and abilities demanded by the economy have undergone far greater change than have our training arrangements. Moreover, our ambitions for what can be ac complished through education and training policy have also increased. Not only do we expect that such policies should meet the skill needs of the na tion, but also we ask that they playa role in equalizing economic oppor tunity and in promoting greater well-being among workers. In accordance with its mandate to increase understanding of educational processes and educational policy, the National Institute of Education (NIB) sponsored a two-day workshop in June of 1979 to examine work place perspectives on education and training policy. The workshop brought together a group of employer and trade union representatives, education and training specialists, policy analysts, and government officials to discuss research and policy questions raised by training activities at the workplace. As one might expect, the discussion ranged widely and reflected many viewpoints on the relationship between education and work. Among the participants there was consensus neither as to what should be done nor 2 PETER B. DOER INGER even as to what were the most important gaps in our knowledge about the workings of the education and training The discussion was helpful, however, in drawing attention to the workplace as a significant and too often neglected component of this system.

The Politics and Economics of Comparison

Technology’s Theorists: Conceptions of Innovation in Relation to Science and Technology Policy ANDREW JAMISON Definitions and Distinctions For something that is widely considered to be of crucial, even strategic, importance, it is remarkable that there is so little agreement as to what is meant by technological innovation. And it is certainly not my intention in this article to give an answer that can satisfy everyone. My aim, rather, is to provide a kind of historical handle on the contemporary discussions of innovation and innovation policy, to attempt to place contemporary ideas in a longer time perspective. Technology’s theorists, as we shall see, have come to their subject from different social positions and from different intellectual tradi­ tions, and there has been a fundamental tension between narrow and broad conceptions of technological innovation. Many theorists have been under the influence of what might be called a commercial bias according to which innovation has come to mean the creation of new marketable commodities. They subscribe to a narrow definition derived from a terminological distinction between invention and innovation, the first being the making of something new, the second being the successful launching of that new something in the market­ place. As opposed to the narrow, commercial definition, there has emerged in recent years the broader notion of an innovation process as a wide-ranging and multifaceted social activity. Included in its pur­ view is the entire continuum, or chain, of scientific research and technological development from the most basic laboratory investiga­ tions to the marketing of new products, not forgetting all the Dr. Jamison is associate professor and director of the graduate program in science and technology policy at the Research Policy Institute, University of I.und. Currently he is involved in research on the relations between social movements and science and on the cultural dimension of science and technology policy. He thanks Aant Elzinga, Erik Baark, and Anders Granberg for comments on earlier versions of this article; one such version was published in Atul Wad, eel., Science, Technology ancl Development (Boulder, Colo.: Westview Press, 1988).©1989 bv the Society for the History of Technology. All rights reserved. 0040-165X/89/3003-0002J01.00 505 506 Andrew Jamison organizational or social innovations in between. One of the ambitions of this article will be to recount the tension between these broad and narrow conceptions. Because of limitations of space (and competence), I will not attempt to analyze the various theories in any detail; my aim will be to locate them in their historical contexts. More specifically, I will attempt to place some of the most influential theories of technological innovation in relation to science and technology policy. I want to indicate how new policy directions and emphases condition the academic discourse (s) on technological innovation and how that discourse, in turn, informs the doctrines of science and technology policy. In an article of this length, such interactions can merely be suggested rather than firmly established. Since policy-making and academic theories of innovation are so seldom linked to one another, however, I think it is of some importance to begin to draw connections between them, even in an admittedly preliminary way. It has become customary in discussions of postwar science and technology policy to refer to phases, or stages, in which the central focus and organizational emphasis of policy have shifted direction.' It is my contention that, in each phase, there has also been a character­ istic tone in the academic conceptualization of innovation. The precise relation has, as we shall see, varied in intensity and in kind, but generally there has been a strong interdependence. As I review the phases and the corresponding theorizing over scientific and techno­ logical innovation, I will attempt to indicate how both the policy and academic discourses can be seen as responses to changes in scientific/ technological practice—that is, to the way in which scientific research and technological development are actually carried out. Theory and policy, I will suggest, have “chased” practice. Before surveying this recent history, however, I will examine the field’s prehistory, for our contemporary conceptions of technological innovation have not grown out of nothing; indeed, they can be seen as...

How do innovation and education policy affect individual career choice and aggregate productivity? This paper analyzes the various layers that connect R&D subsidies and higher education policy to productivity growth. We put the development of scarce talent and career choice at the center of a new endogenous growth framework with individual-level heterogeneity in talent, frictions, and preferences. We link the model to micro-level data from Denmark and uncover a host of facts about the links between talent, higher education, and innovation. We use these facts to calibrate the model and study counterfactual policy exercises. We find that R&D subsidies, while less effective than standard models, can be strengthened when combined with higher education policy that alleviates financial frictions for talented youth. Education and innovation policies not only alleviate different frictions, but also impact innovation at different time horizons. Education policy is also more effective in societies with high income inequality.

How do innovation and education policy affect individual career choices and aggregate productivity? This paper analyses the effect of R&D subsidies and higher education policy on productivity growth through the supply of innovative talent. We put scarce talent, higher education attainment, and career choice at the centre of a new endogenous growth framework with individual-level heterogeneity in talent, financial resources, and preferences. We link the model to micro-level data from Denmark on the backgrounds of who obtains a PhD and becomes an inventor and the outcomes of a set of policy interventions. We find that R&D subsidies can be strengthened when combined with higher education subsidies, which enable talented but poor youth to pursue a career in research. Education and innovation policies not only alleviate different frictions, but also impact innovation at different time horizons. Education policy is more effective in societies with higher income inequality.

Tapping into Talent: Coupling Education and Innovation Policies for Economic Growth

Tapping into Talent: Coupling Education and Innovation Policies for Economic Growth

After considering the various dimensions of innovation policy, this paper reviews the experiences of the Czech Republic (CR) in implementing such policies in the post‐1990 transition period. Particular attention is paid to the contribution of small and medium‐sized enterprises (SMEs) in innovation activities and to the various direct and indirect measures used by the CR in their support. The paper also focuses on the education and training issues and policy prescriptions deemed most appropriate to medium‐term goal setting in the CR. It is noted that in order for such education and training policies to be effective, they must be informed by a number of well‐established patterns and trends within globalised, knowledge‐based economies as well as by the particular circumstances faced by the CR or other transition economies.

Advancements in artificial intelligence (AI) signal a significant shift toward more automated and data-driven workplaces, emphasizing the need for Human Resource Development (HRD) to prepare the workforce with adequate AI competencies for AI-empowered environments. AI policies and initiatives play a crucial role in providing the frameworks and actions that guide HRD efforts. In this study, we analyzed education and workforce policies in national AI strategies (NAISs) from 50 countries to delineate educational policy priorities, strategies, and support resources for developing an AI-competent workforce. Our analysis revealed that only 13 countries demonstrated high-level prioritization with clear objectives and comprehensive measures, primarily developed economies in Europe. We identified six categories of educational and training strategies focused on AI talent preparation and workforce reskilling. Additionally, four types of support resources were highlighted as key investments to enhance the success of these educational and training strategies. The findings have significant implications for HRD practice, particularly in designing and implementing AI-focused, workplace-oriented, and inclusive HRD curricula, programs, and policies that consider contextual and cultural factors. The results suggest the need for further HRD education research to explore emerging theories, AI workforce training models, pedagogical strategies, and the impact of contextual and cultural elements on workforce competency development.

2 - The Enormity of the Task: Educational Needs and Policy Prerequisites

Teachers’ teaching level and teaching philosophy have an important impact on students. As the country pays more and more attention to education, the relevant level of teachers also needs to be continuously improved. Training for teachers is one of the important ways to improve teachers’ level. Although the strategy of training teachers in vocational colleges has a long history, there is no analysis of its implementation. With the popularity of the Internet of Things, lives are full of data information and data, and the field of education and training is no exception. Network big data refers to a collection of data that cannot be captured by conventional software tools within a certain time frame. It is an information asset that requires new processing modes to have stronger decision-making, insight, and process optimization capabilities. This paper aims to study the analysis of network big data on the implementation of teacher training policies in vocational colleges. It is expected that with the support of network big data, the implementation of vocational teachers’ training policies will be analyzed, and the implementation effects of relevant policies will be explored, so as to help teachers improve their professional abilities and promote the development of the education industry. In a broad sense, the implementation of educational strategy refers to the identification, construction, and termination of educational policies. Educational strategy in a narrow sense refers specifically to the educational strategy, educational setting plan, educational budget, and educational plan formulated by the competent educational authority. From the perspective of career management, this paper briefly analyzes the situation of teachers participating in training in vocational colleges and reexamines the connotation of current higher vocational teacher training. It takes the teacher training of vocational colleges as the content and makes a brief analysis of the relevant situations, attitudes, and achievements in the process of teacher training by means of a questionnaire survey. The results showed that the largest number of teachers who participated in the training received scores between 80 and 100 points, indicating that the implementation of training policies is in place; the proportion of schools that attach importance to teacher training is as high as 80%, indicating that the environment for strategy implementation is better.

In this paper, a roadmap is proposed and introduced to support educational policies, plans, strategies, and practices in developing countries. The operational research approaches are used to identify and assess all academic activities and processes such as educational policies, educational settlement and equipment, educational curricula & courses, teaching methods, capacity building, funding & budgeting, and educational evaluation. The systematical academic performances (access, equity, quality, relevance, efficiency) will be considered, including the gaps and expectations of various stakeholders on education and training policy, evaluating the policy’s sufficiency and its implementation strategy feeling the current vision and the development perspectives of these countries. The proposed roadmap will serve as a tool or reference point for setting ambitious improvement goals. Building government education officials’ capacity increases the potential for improvement in numerous ways, as it provides a systematic approach to quality improvement by identifying new ideas and innovative approaches.