Government

Salzburg is one of the nine federal provinces of Austria. It is located in the dynamic and economically strong region of Upper Italy-Southern Germany with close economic interdependences. Salzburg is one of the strongest economic regions in Europe. The economic and industry structure is highly diversified and dominated by family-run SME. The region is characterised by special service competence and fulfils headquarters functions for many large national and international service providers and trading companies (e.g. Red Bull). Salzburg has world-renowned art and cultural competencies and a diversified and growing R&D sector. The unit regional development and EU regional policy is based in the department economy, tourism and municipalities of the government office of the region. It is i.a. responsible for the active labour market policy as well as the matters of interregional cooperation on economic issues and the development and implementation of regional economic programmes. In March 2023 the new location strategy for the federal province of Salzburg was issued which sets out the economic policy and objectives for the next years. This strategy defines the objective to make Salzburg a model region for STEM in Austria. Recently, a new government has assumed its work. In the coalition contract 2023-2028 the government declares its commitment to implement the location strategy and thus to realize the goals as regards STEM.

The region of Salzburg was the first of the nine Austrian federal provinces that acknowledged the importance of concerted action related to STEM. In 2017 a network of all stakeholders active in that field throughout the region was established, comprising the chamber of commerce, the chamber of labour, the industrial association, the education sector, the research sector and many more. The federal province of Salzburg has been financing a coordination node within this network since then. The overall strategic steering of STEM Salzburg is rooted in the unit regional development and EU-regional policy. The location strategy Salzburg 2035 as mentioned above is operationalized through a dedicated labour market strategy. The policy makers in the government office together with the STEM network partners in the region are building their STEM-activities on the following principles: STEM sees itself as a cross-sectional task that supports all four thrusts of the location strategy (qualified people and education, highly attractive research and knowledge landscape, sustainable corporate development, modern business locations and profile building), STEM Salzburg promotes the interest of young people in STEM-related professional fields of activity and thus makes a contribution to the recruitment of skilled workers, STEM Salzburg promotes the improvement of extracurricular and school-based STEM education. In light of the growing importance of skills like creativity, entrepreneurship, judgement, change and data literacy, awareness for sustainability and digitalisation, successful participation in the labour market and in society, the partners of STEM Salzburg will align their STEM activities in such a way that they are not only dedicated to one goal (e.g. a certain specific career orientation), but always work towards several target dimensions (as the ones mentioned above). STEM Salzburg intends a high range as well a high quality of STEM-offers and to intensify the integration of art and creativity (STEAM). Thus, a quadruple and even quintuple approach is applied.

As set out above, the STEM platform is active since 2017 and has been growing since then. Salzburg was the first region in Austria to establish a STEM-network. Other regions are now starting to follow this example. Recently, the federal state has launched an initiative to grant a STEM-label to regions that fulfil certain quality criteria as regards STEM-platforms. Salzburg is most advanced and with the flagship project to become a STEM-model region the region will keep up its pioneer role vs other federal provinces. The unit regional policy and EU- regional development is closely cooperating with the federal ministries as well as the other federal provinces, involved in cross-border Interreg programmes, is managing the Interreg Alpine Space programme covering all alpine countries and active member in several work groups (one dealing with labour market and STEM) of the Strategy for the Alps – EUSALP. By using these platforms and above all the EU STEM-coalition Salzburg wants to reach out to European partners, learn from others, share best practices and step up its efforts as regards STEM.

Central Denmark Region is one of five regions in Denmark. The region is led by a Regional Council, consisting of 41 politicians elected every four years. The regions' responsibilities are within the areas of health, psychiatry, social og regional development. The region must secure the overall strategy and at the same time top quality services; be it in the personal educational contact at institutions or when a patient needs nerve fibre surgery.

In the field of STEM, Central Denmark Region (CDR) operates through The Central Denmark Region Technology Pact* and its triple helix partnership consisting of the educational system as well as both private and public actors. It was launched with three of the leading international STEM-companies in Denmark: Vestas, Grundfos and Siemens Gamesa Renewable. In the coming years, the pact will have an increased focus on international collaborations, where CDR will actively seek new partnerships and best practices. The overall goals of the pact are:

• To inspire young people as well as adults to choose a STEM education, learn about STEAM and work in the field of STEM
• To make the Central Denmark Region a frontrunner in the field of technology and STEM
• To inspire public and private organizations who wants to take part in promoting the STEM agenda

* More information about the Danish National Technology Pact, the Regional Technology Pact of the Midtjylland region and related strategies can be found on the publications page. 

Flanders Innovation & Entrepreneurship (Agentschap Innoveren en Ondernemen - VLAIO) is an agency of the Government of Flanders, Belgium. VLAIO is the contact point for entrepreneurs in Flanders. VLAIO encourages and supports innovation and entrepreneurship, and contributes to a favourable business climate. VLAIO does this in close collaboration with local actors and supported by our international commitments in EUREKA, E.E.N. and H2020. VLAIO focuses on:

• Stimulating growth and innovation
  VLAIO supports businesses through grants so they continue to grow, transform and innovate. Examples include the SME growth subsidy, SME innovation- and R&D-projects. 
• Promoting entrepreneurship
  VLAIO works together with strong partners that assist SMEs through start, growth and takeover. It also encourages networking focused on growth companies. 
• Supporting clusters
  VLAIO supports organisations that catalyse cooperation and dynamics within a group of enterprises and knowledge institutions. 
• Improving environmental factors
  We facilitate the development of industrial areas.

VLAIO has also been tasked with the coordination of the regional STEM strategy (STEM Actieplan 2012-2020) in Flanders.

Originally conceived in 1987, Valnalon is an agency of the regional government of Asturias (Spain) in Asturias (pop. 1 million), a former industrial region with an economy largely based in coal and steel. Valnalon is strategically located in Langreo occupying the premises of an old steel factory. Far from coincidental, this location conveys a clear message about Valnalon mission, to act as a catalyst, to facilitate a somewhat difficult transition into a new economic model based in entrepreneurship and innovation that requires a whole different mindset.  Thus, Valnalon team (which employs 24 people) has the mandate to put into practice the ideas exposed in the Asturias Regional Action Plan for Entrepreneurship in two key areas: Entrepreneurship Education and  Business start-up support

Valnalon has earned an excellent reputation due to its pioneering role in the the promotion of entrepreneurship and innovation in the education system. Here the focus is on the development of  the “sense of initiative and entrepreneurship” key competence, a set of knowledge, skills and attitudes among young people.  Valnalon plays a brokering role bringing together decision-makers, practitioners, and other social agents such as employers and third sector organizations to design and implement a coherent portfolio of enterprise education projects in primary, secondary and VET.  By way of example, more than 150 schools and 12000 pupils and students took part in our projects last year (2017-2018).  We would also like to highlight, Valnalon has gone at great lengths to connect its two core areas of work by involving more than 200 regional entrepreneurs and employers in the delivery of our enterprise education programmes last year alone.  

In 2019, the regional Department for Innovation asked us to coordinate the efforts to shape the budding regional STEM strategy (ASTURIAS4STE(A)M). Ever since its inception Valnalon has also provided business start-up advice, training and support to budding entrepreneurs helping them to create hundreds of new companies. Last year our business advisors worked alongside 404 users in the development of 208 projects leading to the creation of 43 new companies (59 new jobs). Start-ups have also the opportunity to rent office space in our premises (24 companies, at present) and we offer specific training courses touching upon different aspects of business management (last year, 18 trainings).

The regional STEM strategy co-implemented by VALNALÓN called 'ASTURIAS 4 STEAM' is one of the actions envisaged to fulfill strategic goal #1 of the 5-year Regional Plan for Science, Technology and Innovation (“Improve human capital in RDI”). The programme focuses on Primary, Secondary and VET education and seeks to generate interest in STEM, equip younger people with a set of useful competences for their personal and professional life and   raise aspirations to pursue professional careers in STEM. In the first year of operations (2019) the region has:

• Set up an advisory board (incl. policymakers, university, RDI sector representatives (research institutions, employers, professionals)
• Undertaken a baseline study of  STEM in our region drawing on existing quantitative data (education and employment stats)  in order to determine :
  • Interest in STEM disciplines/careers
  • STEM competence/skills development of our young people)
  • STEM labour market (occupations/jobs/quality of employment/skills gaps/skills shortages)
• Mapped existing initiatives (led by schools and/or external providers)
• Drafted a communication plan and create website and social media profiles (in progress)

The baseline study debunks with evidence some of the taken-for-granted assumptions and negative messages directed at our education system. Asturias' performance in international assessments (TIMSS and PISA) is slightly above both the national and EU-average. And the same applies for interest in science (based in PISA latest data). Having said this, there’s ample room for improvement, i.e redressing not only the gender but also the socio-economic imbalances in STEM participation, tackling the high early leaving in Engineering careers but the starting point  is not as bleak as initially suggested.

On the employment side, our analysis of regional labour market data for STEM occupations brought to surface the need to provide a more nuanced version of  the “employability of STEM graduates”. Not all STEM qualifications secure a job, skills shortages are concentrated in very specific STEM sectors but more importantly most urgent  imbalances are not on the supply but on  the demand side. And they have to do with the structure (job polaristaoin) and size of our regional labour market (as compared to other regions) and the quality of employment (short-term contracts, low wages, precariousness)  

Valnalon holds  ISO 9001:2015 certification
 

Department for Science, Innovation and Higher Education (Consejería de Ciencia, Innovación y Universidad) is a ministry of the government of the Principality of Asturias (Spain). In a nutshell the department has three Directorates-General dedicated to specific fields of expertise. 

1. General secretariat
2. DG University
3. DG Innovation, Research & Digital Transformation

Each DG is headed by a director-general, who reports to the regional minister in charge of the corresponding policy area. The structure is completed  with the Asturian Council for Science, Technology and Innovation, an advisory body that provides independent advice and support to aid management and directors in the design and evaluation of RDI strategies and policies. Members comprise key actors of the regional RDI ecosystem including University, Research Centres, Businesses and Trade Unions.

The department has a 5-year Regional Plan for Science, Technology and Innovation (Plan de Ciencia, Tecnología e Innovación del Principado de Asturias 2018-2022) (PCTI). The PCTI targets a range of actors in the triple helix: Research, Business, Education and expands the scope of the previous regional plan (2013-2017). Five strategic goals have been identified:

1. Improve human capital in RDI 
2. Enhance production of scientific knowledge in the region
3. Increase the competitiveness and innovative capacity of our companies.
4. Promote innovation in our public system
5. Generate a new territorial model based in networks and consolidate technological strengths focused on specific social challenges affecting our region. 

A set of perfomance indicators have been defined for each strategic goals.  Indicators will be tracked on a yearly basis. The PCTI total budget for the period 2018-2022 is 447.5 million euro.

The regional STEM strategy (ASTURIAS 4 STEAM) is one of the actions envisaged to fulfill strategic goal #1 (“Improve human capital in RDI”). The programme focuses on Primary, Secondary and VET education and seeks to generate interest in STEM, equip younger people with a set of useful competences for their personal and professional life and   raise aspirations to pursue professional careers in STEM. In the first year of operations (2019) the region has:

• Set up an advisory board (incl. policymakers, university, RDI sector representatives (research institutions, employers, professionals)
• Undertaken a baseline study of  STEM in our region drawing on existing quantitative data (education and employment stats)  in order to determine :
  
  • Interest in STEM disciplines/careers
  • STEM competence/skills development of our young people)
  • STEM labour market (occupations/jobs/quality of employment/skills gaps/skills shortages)
• Mapped existing initiatives (led by schools and/or external providers)
• Drafted a communication plan and create website and social media profiles (in progress)

The baseline study debunks with evidence some of the taken-for-granted assumptions and negative messages directed at our education system. Asturias' performance in international assessments (TIMSS and PISA) is slightly above both the national and EU-average. And the same applies for interest in science (based in PISA latest data). Having said this, there’s ample room for improvement, i.e redressing not only the gender but also the socio-economic imbalances in STEM participation, tackling the high early leaving in Engineering careers but the starting point  is not as bleak as initially suggested.

On the employment side, our analysis of regional labour market data for STEM occupations brought to surface the need to provide a more nuanced version of  the “employability of STEM graduates”. Not all STEM qualifications secure a job, skills shortages are concentrated in very specific STEM sectors but more importantly most urgent  imbalances are not on the supply but on  the demand side. And they have to do with the structure (job polaristaoin) and size of our regional labour market (as compared to other regions) and the quality of employment (short-term contracts, low wages, precariousness)  

The Basque Government (Eusko Jaurlaritza/Gobierno Vasco) is the regional Government of the Basque Country (Euskadi). Its degree of autonomy in policy areas including education, industry, culture, health and social security and services has led the Basque Country to achieve a high rating in the Human Development Index: eighth place in the world. Industry is the driving force of the Basque economy, accounting for 24.1% of GDP, and it aims to lead the fourth industrial revolution: 128% productivity per employee. Commitment to innovation is the hallmark of the Basque Country, commitment that brought in recognition and resources at European level. The Basque Country is the autonomous community in Spain that assigns the highest percentage of its GDP to R&D, 1.89%.

Regarding education, schooling in the Basque Country is compulsory from age 6 and free from 3 to 16 years old. Euskadi has the lowest dropout rate (7.7%) for young people between 18 and 24 years old, and 48.9% of people aged between 30 and 34 with have higher education The Basque Country directs its efforts toward implementing a clear, close educational model, providing value and quality assurance. Its commitment to developing talent in people, concentrated in a nursery for highly qualified professionals, who are prepared to take the reins of the future, both locally and internationally, has been reinforced. In this sense, an increasing need in qualified professionals in science and technology is foreseen in the coming years. Therefore, the Basque Government is currently developing the STEAM-Euskadi Strategy, using an integrated and collaborative approach between the education and industry, with the following goals:

1. To guarantee education in the scientific and technological areas in the curriculum and the literacy needed by the society in an increasingly complex, changing and highly technified world.
2. To inspire students professional vocations and aspirations in STEM areas in order to have more, better and versatile professionals.
3. To attract less represented groups such as girls to scientific and technological fields
4. To favour education in science and technology in students facing social inequality situations.

The Bulgarian education system has been traditionally supportive of STEM, providing students with numerous opportunities to broaden their experience in the STEM fields outside the curriculum. Currently several non-government and academic organisations are responsible for the bulk of the STE(A)M initiatives in Bulgaria and most of them work closely with policymakers, trying to ensure the sustainability of their initiatives, some of which have been standing for decades and have turned into an institution of their own.

The longest standing form of extracurricular STEM activities have been the various olympiads – mathematics, informatics, information technologies, physics, chemistry, astronomy, mathematical linguistics etc. Bulgaria has been a founding member of most of the international olympiads in these fields and last year founded EJOI (European Junior Olympiad in Informatics). Bulgaria is also one of the few countries, where students receive direct support and mentorship from active researchers. Every olympiad has three rounds- school, district and national, with the more popular fields, such as mathematics and informatics also having additional national competitions. Schools are encouraged to provide extracurricular courses, preparing the students for the olympiads through various funding programmes such as the Operative programme “Science and Education for Smart Growth”.

High school research is another well-established traditional STEM activity, due to the tradition of research organizations in mentorship and access to resources to talented high school students. The High School Students Institute of Mathematics and Informatics has been functioning since 2000, initially modelling its structure and activities after the US Center for Excellence in Education and then – gradually expanding and diversifying its methods. Currently it organizes two annual high school conferences, an interview-based grant initiative supporting high achieving students to participate in international research programs, and an international summer school, which gathered 45 students from ten countries in 2017. The summer school is three week long and each participant is provided with a personal mentor and research topic in the field of mathematics, computer science, ICT or astronomy.

The Bulgarian Ministry of Education and Science's current priorities include:

• Involvement of the three interests’ parties in STEM skills intensification – kids/students, parents, school/education authorities.
• Funding for STEM education innovations and interdisciplinary projects development aimed at foster collaborations for sharing and co-creation of new knowledge among High Schools or/and Education Institutions.
• Better STEM through better STEM teachers: fostering change management in education and development of education change management strategies for each High School/education institution.
• Improvement and digitalisation of STEM infrastructure (STEM Labs), facilities, and libraries (digital STEM libraries at High Schools/education institutions).
• Overcoming the inequality and better integration through learning communities and development of STEM knowledge map and paths (STEM BUS Bulgaria).
• Pragmatism, transparency, and visibility of STEM efforts: ideas and contributions of all interest parties can be achieved through the development and sustainability of Open Data STEM portal Bulgaria. 
• Integration with the foreseen EIT community hub in Bulgaria

The National Centre for STEM Recruitment is the Ministry of Education and Research’s national resource centre for recruitment to science and technology subjects. The centre works with everyone involved in recruitment to science and technology. The National Centre for STEM Recruitment (NSR) is an administrative agency of the Ministry of Education and Research.

The Government of Catalonia (Generalitat de Catalunya) is the regional government of Catalonia. It consists of ministries and other bodies such as public companies and autonomous organisations that employ more than 200.000 people. It has responsibilities, among other areas, in: education, employment, universities and economic development. Secretariat  for Telecommunications, Cibersecurity and Digital Society is responsible for boosting the deployment and integration of digital technologies in each area of Catalan society.

The Catalan economy boasts a significant level of industrial activity in sectors such as automobiles and accessories, chemicals, and state-of-the-art computer and office IT equipment. The publishing industry and construction are also of crucial economic importance. 

The lack of students choosing studies in the STEM-related subjects, high rates of youth unemployment and sustained labour demand growth in some STEM-related sectors such as IT, robotics, automobile and mechanics industry, have driven the Government of Catalonia to aprove in February 2017 an Agreement to develop the STEMcat plan (national STEM strategy).This plan promotes vocations in STEM among youth, and has to be deployed in the Catalan schools during the next school year (2017-18). The plan is currently being developed by the Government of Catalonia and will cover four main focus areas:

• enhance teacher training in science, technology and mathematics;
• enhance STEM skills among students and develop strategies to globally assess them;
• encourage participation in school of companies in STEM sectors;
• promote science, technology, engineering and maths in society

The STEM platform is an independent group that advises the STEM Steering Committee and the government of Flanders about the STEM Action Plan. The members of the STEM Platform are appointed by the government based on their expertise and their ability to create a broad support base for STEM. These members share the concerns about the too short amount of youngsters that are interested in STEM studies and are willing to share their knowledge, experience and network in order to meet the set goals of the STEM Platform. They do so by giving advice and suggest priorities for the STEM Steering Committee.