Relevant bibliographies by topics / Industry and education – Great Britain

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Industry and education – Great Britain'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Industry and education – Great Britain"

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Crossland, B. "The Life-Long Education and Training of Mechanical Engineers." Proceedings of the Institution of Mechanical Engineers, Part B: Journal of Engineering Manufacture 203, no. 3 (August 1989): 139–44. http://dx.doi.org/10.1243/pime_proc_1989_203_061_02.

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Without doubt Great Britain led the world into the Industrial Revolution, and for a considerable period up till the second half of the nineteenth century it could rightly consider itself as ‘the workshop of the world’. The author traces up till recent times why it was that Great Britain lost that position, mainly because of its reliance on engineers learning on the job by picking things up for themselves and learning by rule-of-thumb and ignoring the need for a soundly based education and well planned training. Since the end of World War II various attempts have been made to rectify this position, but without much success, until the Finniston Committee Report. The organization of the Engineering Council, set up in 1982 on the recommendation of the Finniston Committee, is considered, and in particular its responsibility for the engineering profession and for changing the public's perception of industry and the engineering profession. The author expresses his opinion on the initial education and training of engineers. He comments on the need to reconsider whether mechanical engineering as presently taught is a viable subject, or if a course spanning mechanical and electronic engineering is needed. He sees the objective of engineering education as being a design for total life cost, and he explores how this may be achieved within a total technology concept. Finally, he considers how to achieve better university/industry collaboration which is at the heart of effective education and training of engineers. He describes the Technology Centre concept recently set up in the Queen's University of Belfast, which integrates the services and resources provided for local industry and those required by the engineering departments of the University as well as providing for continuing education and training. He sees this as the way ahead in achieving close collaboration with industry.
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Shaimardanova, N. A. "Key factors of the civil servants’ pay in Russia and Great Britain." Moscow University Economics Bulletin, no. 6 (November 8, 2022): 159–89. http://dx.doi.org/10.38050/01300105202268.

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The article compares civil servants’ payment systems and wage levels in the Russian Federation and the United Kingdom, and identifies the factors affecting the civil servants’ pay level in both countries. With comparable civil servants’ payment levels in terms of purchasing power in Russia and Great Britain, there are differences in structural elements of payment and the fields of activity that are highly paid. The study is based on data analysis of the RF Ministry of Labour and the UK Office for National Statistics concerning civil servants’ pay levels in central offices of federal executive bodies of the Russian Federation and central public bodies of the UK. The comparative analysis shows that civil servants’ payment in Russia is significantly higher than that in Great Britain in such fields as security, defense, justice, legal proceedings, construction, housing and utilities, and statistics. In Great Britain, by contrast, civil servants are paid more than in Russia in speres of education, science, culture, tourism, media, industry and economics. Based on theories and studies reviewed, the article provides an econometric analysis of factors affecting the civil servants’ pay level in Russia and Great Britain. Regression analysis identifies statistically significant institutional, gender and age factors which determine the high level of the civil servants’ pay in both countries, for example, activities in financial, tax and customs spheres in Russia or work in small-size public bodies in Great Britain.
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Lavery, P. "The Education, Training and Manpower Needs of the Tourist Industry in Great Britain up to 1990." Tourism Recreation Research 12, no. 1 (January 1987): 19–23. http://dx.doi.org/10.1080/02508281.1987.11014473.

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Triyogo, Agus. "The Impact of Napoleonic War toward Great Britain’s Condition as Reflected in William Thackeray’s Vanity Fair (Sociological Approach)." EDULIA: English Education, Linguistic and Art Journal 1, no. 1 (September 15, 2020): 1–7. http://dx.doi.org/10.31539/edulia.v1i1.1569.

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The purpose of this study is to describe the social conditions that occurred in England after the Napoleonic war. This type of method is library research. Data collection was carried out through observation and documentation. Data were analyzed using a sociological approach. The results showed that the condition of British society after the Napoleonic war was still good in its education system with modern and intellectual thinking. British society realizes that education is very important for everyone to be more responsible. In fact, social relations that were conducive to change become individuals during war. The Napoleonic war had a negative impact on the life of British society, especially on psychological conditions and economic development. In conclusion, Britain's socio-economic life was destroyed after the war. All economic sources such as industry, agriculture and factories are getting worse. People only think how to protect themselves from war. Keywords: Great Britain, Impact, Napoleonic War, Sociological Approach, Vanity Fair
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Androshchuk, Iryna, and Ihor Androshchuk. "Specificity of Students’ Technological Training in Finland and Great Britain." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 20–25. http://dx.doi.org/10.2478/rpp-2018-0036.

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Abstract The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.
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Kondratyev, V. V., M. F. Galikhanov, F. T. Shageeva, P. N. Osipov, and L. V. Ovsienko. "Regional Development: New Challenges for Engineering Education (SYNERGY-2021 Conference Results Review)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (January 4, 2022): 111–32. http://dx.doi.org/10.31992/0869-3617-2021-30-12-111-132.

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The article summarizes the results of the plenary session of the international network conference “Regional development: new challenges for engineering education – SYNERGY-2021”, held at Kazan National Research Technological University from October 19 to 20, 2021. The forum which brought together representatives of universities and industrial enterprises of Russia and abroad was devoted to the issue of training engineers for the petrochemical industry. Among the participants were representatives of international societies for engineering education, ten national research universities and seven supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the supporting universities of Gazprom. The event was organized by the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AIOR), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and Kazan National Research Technological University. Gazprom PJSC became the general sponsor. In total, the conference gathered more than 450 participants (380 online and 85 in person) from 40 universities in Russia, the USA, Great Britain, Germany, Portugal, Finland, Poland, Kazakhstan, Belarus, Armenia, Latvia, and Estonia. Representatives of 7 industrial enterprises spoke, 77 reports were made.
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Lawry, P. "Regional Trends In Hospitality And Tourism Management; Education And Training for Careers In Tourism Management: Implications for New Course Providers." Hospitality Education and Research Journal 12, no. 2 (February 1988): 488–90. http://dx.doi.org/10.1177/109634808801200263.

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Service industries in general and the tourist industry in particular make a significant contribution to the economy of Great Britain. Over 1.1 million people are currently employed either directly or indirectly in the tourist industry and it directly accounts for 4.7 percent of all UK employment. However, the subject of education and training for careers in tourism has been poorly quantified to date and little research has been done in this field of study. Yet any policies to promote the growth of the tourist industry must depend upon adequate numbers of trained people being available at all levels within the industry. If the tourist industry is to be encouraged as a major growth area in the UK economy it is essential that there are sufficient numbers of qualified people to prepare and implement tourism development plans, manage regional and national tourist organizations and staff the many firms which make up the tourist industry. This paper is based on a study carried out for the English Tourist Board, although any views and opinions expressed here are solely those of the author. It has been supplemented by more recent information on courses and course developments since 1985. “Education and training” is taken to mean educational and vocational training courses covering the whole field of further and higher education, from technical colleges through to universities, which are aimed at raising the level of skills and knowledge needed to work in the tourist industry. The study focused on the non-hotel sectors of the tourist industry because it was felt that the hotel and catering sector was well developed. However, it was felt that training in the tourist services sector is in a much earlier stage of development and has quite different manpower and training requirements. The aims of the study was to examine the existing provision of education and training courses in relation to the manpower needs of the industry, to identify shortfalls in provision and to suggest ways of meeting these short falls.
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Chvanova, Marina S., Irina A. Kiseleva, and Alexey V. Samokhvalov. "Training of specialists in knowledge-intensive areas in the United Kingdom." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 74–95. http://dx.doi.org/10.32744/pse.2022.4.5.

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Introduction. The article analyzes the experience of training specialists for science and knowledge-intensive technologies on the example of individual leading UK universities, located close to knowledge-intensive industry: Cambridge University, Manchester University, Imperial College London. Considered educational programs and their features in the context of innovation activities and promotion of advanced technologies. The purpose of the study is to analyze the best practices of training students for science and high-tech technologies on the example of Great Britain. Materials and methods. The study uses analytical method, which allows to analyze the innovative aspects of the training of specialists in science-intensive areas. The analysis was carried out from the standpoint of the system approach to the understanding of student training in universities of science cities. The system approach allowed us to consider the training programs in universities, which are an integral part of science cities, having its own structure formed by various interrelated components, subject to its own logic of development under the influence of various factors. To identify the common and special in the training of specialists for science and science-intensive technologies the method of comparative analysis was used, which allowed to perform a comparative-pedagogical study in the context of training specialists for innovative activities and promotion of cutting-edge technologies. Results. Training of specialists for knowledge-intensive industries in universities of science cities of Great Britain is considered in the article. The common characteristics of the training of students in science-intensive areas in the UK are highlighted. The specifics of interaction of the professional community with the use of information cooperation platforms are considered in the article. Discussion and Conclusion. The obtained results can enrich them with a variety of interactions with knowledge-intensive enterprises and ways of modern communications, new directions of development of knowledge-intensive educational programs, formation of motivated participation in knowledge-intensive project activity of students.
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Postryhan, Tetiana. "Legal regulation of UK science parks." Theory and Practice of Intellectual Property, no. 1 (June 11, 2021): 68–73. http://dx.doi.org/10.33731/12021.234194.

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Key words: science park, science, legal regulation, high technologies, innovation,benefits, taxes The article reveals important legal aspects of the UK science parks, the creation and operation of scienceand technology parks in Great Britain. The author considers the legislation of GreatBritain on the activities of science and technology parks, technological innovations,tax and other benefits. The author traces the development of legislation governing theactivities of science parks in Great Britain. Innovative structures, their features areconsidered. An analysis of research by scientists on state and legal regulation of highereducation, research institutions, science parks. The author examines the Government'spolicy on the development of the scientific and technical sector of the economyby supporting and encouraging innovation in the scientific and technical sector andthe Question of the Great Britain Science Parks. The UK provides significant governmentsupport to science parks, fosters cooperation and dialogue between industry andacademia in the field of innovation and high technology. In this matter, the state directlyfunds research partnerships between industry and basic science. The statestrategy includes, in particular, the application of direct tax benefits for companiesthat interact with universities to implement high technology, research and development,tax benefits in the field of depreciation, as well as through financial and technicalsupport of leading universities and public laboratories, grants and grants.The author notes the important role in the development of innovation policy in theUK plays the creation of information support for innovation.The author has analyzed the legislation in the field of providing tax-compliant pilgrimsfor education and distribution. Legislation in the field of supply of taxable pilgrimsfor additional and retail outlets is stored alongside a number of regulatory legalacts, the main ones being:• Income and Corporation Taxes Act 1988;• Finance Act 2000;• Finance Act 2002.The author examines the executive authorities that implement state policy tostimulate the development of research and development. The author identifies thatthe UK is creating numerous innovation centers. The article emphasizes that of particularinterest are the model contracts proposed by the Ministry, aimed at the transferor use of ownership of the results of intellectual activity in the field of innovation.The author states that the British model of state support for innovation can be usefulin shaping public policy and creating a legal framework for regulating legal relationsin the field of innovation and the interaction of universities with business to implementresearch and development and high technology.
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Johnson, Beth, and Alison Peirse. "Genre, gender and television screenwriting: The problem of pigeonholing." European Journal of Cultural Studies 24, no. 3 (April 28, 2021): 658–72. http://dx.doi.org/10.1177/13675494211006089.

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This article draws on the 2018 Writers Guild of Great Britain report ‘Gender Inequality and Screenwriters’, and original interviews with female screenwriters, to assess how the experience of genre plays out in the UK television industry. The report focuses on the experience of women, as a single category, but we aim to reveal a more intersectional understanding of their experiences. Our aim is to better understand the ways in which women are, according to the report, consistently ‘pigeonholed by genre and are unable to move from continuing drama or children’s programming to prime-time drama, comedy or light-entertainment’. Considering the cultural value of genre in relation to screenwriting labour and career progression, we analyse how genre shapes career trajectory, arguing that social mobility for female screenwriters is inherently different and unequal to that of their male counterparts.
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Dissertations / Theses on the topic "Industry and education – Great Britain"

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JONG, Simcha. "Scientific communities and the birth of new industries : how academic institutions supported the formation of new biotechnology industries in three regions." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/7043.

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Defence date: 18 June 2007
Examining Board: Prof. Colin Crouch, (University of Warwick) ; Prof. Neil Fligstein, (University of California at Berkeley) ; Prof. Francesco Lissoni, (Università degli Studi di Brescia/CESPRI-Università Bocconi) ; Prof. Rikard Stankiewicz, (European University Institute)
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Sambrook, Stephen Curtis. "The optical munitions industry in Great Britain 1888-1923." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/3451/.

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This study examines in detail for the first time the emergence and development of a highly specialised sector of British manufacturing industry, charting its evolution and explaining its growth predominantly through scrutiny of original source material relating to the key actors in the story. It proposes that after 1888 Britain produced an optical munitions manufacturing structure which succeeded in dominating production of the most militarily important and commercially valuable instrument in the field, and which by 1914 had achieved an hegemonical position in the international marketplace. The study also overturns the conclusions of the previous brief scholarship on the topic, asserting that the industry responded well to the challenges of the Great War and going on to show that there was a difficult, but ultimately successful translation back to peace. This largely ignored branch of British technological manufacturing performed effectively and ran counter to notions of the relative decline or comparative failure of industries in the sector, and the narrative puts forward reasons to explain that success. To do this, the account employs a methodology embracing a combination of theories and models of historical explanation to demonstrate reasons for the industry’s path and to test the interpretations put forward.
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Barnes, Jonavan. "Measuring service quality in the low-cost airline industry." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/24938.

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Since the end of World War II, the service sector has expanded to encompass over 80% of the economy of most developed nations. This places an immense importance on the ability to accurately measure service outputs. However, the most precise method of measuring these outputs is still unclear. This thesis examines Service Quality as a measurement of service outputs, and tests this within an industry-specific context: the low-cost sector of the UK airline industry. This is an industry that has been facing serious challenges since market liberalisation began in 1976. This thesis recognises that offering superior quality may allow airlines to gain a competitive advantage; despite this, there is still no preferred method of measuring Service Quality in this specific context. This PhD therefore examines three methods of Service Quality measurement in the context of the low-cost sector of the UK airline industry: a qualitative method (content analysis), a quantitative survey approach (HiQUAL) and an indexing approach (ALSI). The first study provides an in-depth analysis of the determinants of airline quality through a content analysis study. The second study uses a neglected measurement of Service Quality (HiQUAL) to take a quantitative measurement of Service Quality in the low-cost airline industry. The third study uses measurement (ALSI), an indexing approach, to provide an indication of airline quality. The results of this PhD define the determinants of Service Quality in the low-cost airline industry and confirm the hierarchical nature of Service Quality. This PhD also develops a novel objective metric that represents a shift in ontology from subjective to objective measurements of Service Quality.
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Barnett, David Colin. "The structure of industry in London, 1775-1825." Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/12617/.

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This study sets out a quantitative overview of the economy of London during the period 1775 to 1825. A database has been constructed from the extant London Fire Office registers of 31,000 businesses trading either in the periods 1769-1777 or 1819- 1825, and in a few cases in both. Represented are over 1300 separate trades covering the entire spectrum of manufacturing, construction, wholesale and retail distribution, transport and the service sector. To complement this data, use has also been made of trade directories, bankruptcy files, trade card collections, Census data and contemporary literature on London trades, including career guides. In order to analyse trends over this period, the database uses a version of the modern Standard Industrial Classification modified by the author. The 1300 separate trades are grouped into 101 sectors within seven main divisions of the economy. The database includes the name(s) of the proprietors of the business, the address, the trade and details of the risks insured. From this it has been possible to present statistical evidence on a number of areas of controversy about the role of London during the Industrial Revolution. It is shown that London remained a major manufacturing centre throughout the period. It has also been possible to exemplify in detail the impact of the 18th century consumer revolution by charting the expansion and increasing diversity of the wholesale and retail distribution sectors. Finally, the Importance of the role of service industries in the economy of London has been established, with special reference to transport and catering.
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Percival, James Mark. "Making music radio : the record industry and popular music production in the UK." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/362.

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Music radio is the most listened to form of radio, and one of the least researched by academic ethnographers. This research project addresses industry structure and agency in an investigation into the relationship between music radio and the record industry in the UK, how that relationship works to produce music radio and to shape the production of popular music. The underlying context for this research is Peterson's production of culture perspective. The research is in three parts: a model of music radio production and consumption, an ethnographic investigation focusing on music radio programmers and record industry pluggers, and an ethnographic investigation into the use of specialist music radio programming by alternative pop and rock artists in Glasgow, Scotland. The research has four main conclusions: music radio continues to be central to the record industry's promotional strategy for new commercial recordings; music radio is increasing able to mediate the production practices of the popular music industry; that mediation is focused through the social relationship between music radio programmers and record industry pluggers; cultural practices of musicians are developed and mediated by consumption of specialist music radio, as they become part of specialist music radio.
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Dunlop, Benjamin Marcus. "Improving infrastructure projects in the heavy rail industry of Great Britain." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539755.

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McKay, Ralston William. "At school with looked after children : a study of the views of children in public care." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.

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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
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Larsen, David Mark. "The discursive function and the embedding of capitalism : British state policy on the pharmaceuticals and biotechnology sector." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608970.

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Packard, Edward Frederick. "Whitehall, industrial mobilisation and the private manufacture of armaments : British state-industry relations, 1918-1936." Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/46/.

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This thesis presents a comprehensive account of the complex relationship between the British government and the domestic military-naval arms industry from the armistice in 1918 until the period of rearmament in the 1930s. Challenging traditional 'declinist' assumptions, it offers a multifaceted interpretation of the industry's strengths and weaknesses and its place in national security. In this regard, British governments always prioritised national interests over the private armament manufacturers' particular concerns and never formulated a specific policy to help them adjust to peacetime conditions. Indeed, the wartime experience of industrial mobilisation – the mass production of war material by ordinary firms – made specialist arms producers appear less important in supply planning: a view that proved more important than disarmament and retrenchment in damaging state-industry relations and, together with Britain's liberal economic traditions, helped to foster an enduring but exaggerated sense of relative weakness. Faced with the government's apparent indifference, the overextended arms industry underwent comprehensive internal reorganisation, led by Vickers and supported hesitantly by the Bank of England. This reduced the overall number of manufacturers but it also brought modernisation and a comparatively efficient nucleus for emergency expansion. Internationally, British firms retained a large share of the global arms market despite rising competition. Policymakers rarely accepted widespread public criticism that private armaments manufacture and trading were immoral but believed that the League of Nations' ambition to enforce all-encompassing international controls posed a far greater risk to British security. Although the government imposed unilateral arms trade regulations to facilitate political objectives, and was forced to address outraged popular opinion, neither seriously damaged the manufacturers' fortunes as the country moved towards rearmament. Indeed, the arms industry was never simply a victim of government policy but instead pursued an independent and ultimately successful peacetime strategy, before rearmament led to a cautious renewal of state-industry relations.
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Grinevich, Vadim Vladimirovich. "Sectoral patterns of productivity growth and the university-industry interface : a cross-regional comparison for the UK, 1998-2002." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609978.

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Books on the topic "Industry and education – Great Britain"

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Congress, Trades Union. University for industry: Update on developments. London: Trades Union Congress, 1999.

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Congress, Trades Union. The university for industry: Guidelines for trade unions. London: Trades Union Congress, 1998.

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Great Britain. Department for Education and Employment. University for industry: Engaging people in learning for life. [London]: The Department, 1998.

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Great Britain. Department of Trade and Industry., Great Britain Scottish Office, Great Britain Welsh Office, and University of Warwick. Centre for Education and Industry., eds. The Enterprise and Education Adviser Service 1988-1991: Achievements, lessons and good practice. London: HMSO, 1991.

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Education and the Industrial Revolution. 2nd ed. Indianapolis, Ind: Liberty Fund, 2001.

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Industry, children, and the nation: An analysis of national identity in school textbooks. London: Falmer Press, 1988.

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Business and Technician Education Council (Great Britain) and Edexcel (Organization), eds. Hospitality. Harlow: Heinemann, 2008.

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Great Britain. Department for Education. Education Act 1993: Sex education in schools. London: DFE, 1994.

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Teachers, National Union of. Education Reform Act 1988: Religious education and collective worship. London: National Union of Teachers, 1989.

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Great Britain. Department for Education. Education Act 1993: Sex education in schools : draft circular. London: DFE, 1994.

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Book chapters on the topic "Industry and education – Great Britain"

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French, Nick, and Scarlett Palmer. "Great Britain." In Real Estate Education Throughout the World: Past, Present and Future, 149–64. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_10.

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Bowen, Brian. "Industrial Revolution – Great Britain, 18th Century." In The American Construction Industry, 68–78. New York: Routledge, 2021. http://dx.doi.org/10.1201/9781003130000-7.

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Goodman, Joyce. "Class and Religion: Great Britain and Ireland." In Girls’ Secondary Education in the Western World, 9–24. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106710_2.

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Crossley, Mark. "Departures: Creative and Cultural Journeys Across Great Britain." In Contemporary Theatre Education and Creative Learning, 59–129. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63738-5_3.

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Travis, Anthony S. "Modernizing Industrial Organic Chemistry: Great Britain between Two World Wars." In Determinants in the Evolution of the European Chemical Industry, 1900–1939, 171–98. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-1233-0_8.

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Bastable, Marshall J. "Science, Technology and the Armaments Industry in Great-Britain (1854-1914)." In De Diversis Artibus, 309–15. Turnhout: Brepols Publishers, 2000. http://dx.doi.org/10.1484/m.dda-eb.4.00985.

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Dobbins, Michael, and Christoph Knill. "Great Britain: Policy “Doubling-down” as a Response to Transnationalization?" In Higher Education Governance and Policy Change in Western Europe, 110–38. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399854_5.

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Leach, James. "An Address to the People of Great Britain on the Protection of Native Industry, 2." In The Chartist Movement in Britain 1838–1850, 71–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003113232-6.

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Marsch, Ulrich. "Transferring strategy and structure: The German chemical industry as an exemplar for Great Britain." In The German Chemical Industry in the Twentieth Century, 217–41. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9377-9_8.

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Smart, George A. "Medical Education, Care, and Research in Britain (United Kingdom of Great Britain and Northern Ireland)." In Ciba Foundation Symposium 21 - Medical Research Systems in Europe, 27–39. Chichester, UK: John Wiley & Sons, Ltd., 2008. http://dx.doi.org/10.1002/9780470720042.ch4.

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Conference papers on the topic "Industry and education – Great Britain"

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Imbert, Clément, and Reynold John. "TRANSITION FROM MASTER CRAFTSMAN TO ENGINEERING DEGREE." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/aook6981.

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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications(NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Tymenko, M. "Competencies and skills in modern education of Great Britain." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-305-306.

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Vinnikova, Liliia, and Maria Prokopchuk. "HISTORICAL PHASES OF HIGHER MEDICAL EDUCATION DEVELOPMENT IN GREAT BRITAIN." In Relevant Issues of the Development of Science in Central and Eastern European Countries. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-588-11-2_49.

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Rubesova, Stepanka. "SWITCHING BETWEEN SCHOOLS: BEING A PUPIL OF CZECH SCHOOL WITHOUT BORDERS IN LONDON, GREAT BRITAIN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0355.

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Kovacova Svecova, Zuzana, Milena Lipnicka, and Dagmara Smalley. "COMPLEMENTARY SCHOOLS OF NATIONAL MINORITIES IN GREAT BRITAIN WITH A FOCUS ON SLOVAK EDUCATIONAL CENTRES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1715.

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Staritsina, I. A. "PROSPECTS FOR VETERINARY EDUCATION ABROAD." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-69.

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The experience of using an interactive whiteboard is applicable for distance learning during a pandemic. The division of students into microgroups, for the integration of knowledge in various disciplines, is applicable for the organization of self-study. On the example of the teaching experience of universities in the USA, Australia, Great Britain, Brazil.
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Vasilenko, Ludmila A. "Sociology of Information Processes: Modern Сulture of Scientific Research and Citation in Russia and in Great Britain." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-527-533.

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Shapovalova, O. "Development of pedagogical education of Great Britain in conditions of improving the quality of educational services." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-410-412.

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Unger, Michelle, and Phil Hopkins. "Training and Education: The Great Competence Divide..." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64500.

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All industries need ‘competent’ staff, and pipeline standards and regulations expect all staff in the pipeline industry to be competent. This is emphasized by a North American pipeline regulator stating in its report on a failure: ...the management of training and competency is particularly critical for an organization [operating pipelines]’. Competence is a mix of skills, knowledge, and experience, and is obtained from training, mentoring, and experience. Consequently, industry knows how to develop competencies, but how can companies prove their staff are competent? Staff can attend the many training courses on offer, but how can the industry know these courses are the required quality, and that staff have acquired and absorbed the necessary skills/training? This evidence and demonstration are major problems in the pipeline industry, and need urgent solutions. Fortunately, the industry can learn from academia, who have been providing demonstrable skills for centuries. Most current industry training courses are presented by good trainers, using good materials, through good training providers. Unfortunately, most of these courses/trainers/organisers are not accredited by any reputable organisation, the materials are not quality assured, the necessary competence levels are neither specified nor defined, and there is no assessment to demonstrate understanding. This learning process may be good and delivered in good faith, but it is disorganised, unregulated, with no control or benchmarking, and no assessment. This leads to a lack of credibility. Academia has a well-established, but relatively simple system to ensure its learning process is credible. It has: courses that are assessed to a specified learning level, with clear objectives, outcomes, and qualification requirements; materials that are independently quality assured; lecturers that are qualified to teach; and, an assessment, qualification, and certification process that demonstrates the student has acquired all the stated skills. This leads to credibility. This paper assesses current training in the pipeline industry, and highlights the good points and bad points, and the deficiencies in the learning process, that prevent demonstrable competencies. It then describes how academia has a rigorous learning process that allows this demonstration. The paper ends with a ‘way forward’ for the pipeline industry, in its goal of demonstrating competency in its workforce.
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Kubickova, Dana, and Vladimir Nulicek. "THE PERCEPTION OF THE FINANCIAL REPORTING AND ACCOUNTING PROFESSION IN DIFFERENT CULTURAL ENVIRONMENTS: COMPARISON OF THE CZECH REPUBLIC, THE CHINA REPUBLIC, GREAT BRITAIN AND IRELAND." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2087.

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Reports on the topic "Industry and education – Great Britain"

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Stark, Sasha, Heather Wardle, and Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, April 2021. http://dx.doi.org/10.33684/2021.002.

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Purpose & Significance: Despite the popularity of lottery and scratchcards and some evidence of gambling problems among players, limited research focuses on the risks of lottery and scratchcard play and predictors of problems, especially among young people. The purpose of this project is to examine whether lottery and scratchcard participation is related to gambling problems among 16-24 year olds in Great Britain and whether general and mental health and gambling behaviours explain this relationship. Methodology: Samples of 16-24 year olds were pooled from the 2012, 2015, and 2016 Gambling in England and Scotland: Combined Data from the Health Survey for England and the Scottish Health Survey (n=3,454). Bivariate analyses and Firth method logistic regression were used to examine the relationship between past-year lottery and scratchcard participation and gambling problems, assessing the attenuating role of mental wellbeing, mental health disorders, self-assessed general health, and playing other games in past year. Results: There is a significant association between scratchcard play and gambling problems. The association somewhat attenuated but remained significant after taking into account wellbeing, mental health disorders, general health, and engagement in other gambling activities. Findings also show that gambling problems are further predicted by age (20-24 years), gender (male), lower wellbeing, and playing any other gambling games. Implications: Results are valuable for informing youth-focused education, decisions around the legal age for National Lottery products, and the development of safer gambling initiatives for high risk groups and behaviours, such as scratchcard play.
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Morehart, Miriam. "Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2204.

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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Theory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, June 2021. http://dx.doi.org/10.33684/2021.004.

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Gambling-related harms are a significant public health issue in Great Britain. These harms are often underrecognized and most people who experience harms go without support. Under the leadership of Addiction recovery Agency (Ara) and Beacon Counselling Trust (BCT), the Bet You Can Help (BYCH) programme is filling the need for place-based education and training to identify and address gambling related harms. The BYCH programme is a community first aid model for safer gambling that promotes the early identification of people who are at risk of gambling related harms. Offered as a Level 2 Qualification through the Royal Society of Public Health, this programme aims to reduce harms and prevent lives being lost from gambling related harms in Great Britain. This theory of change considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.
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Theory of change: The Safer Gambling Movement. Addiction Recovery Agency, Beacon Counselling Trust, January 2021. http://dx.doi.org/10.33684/2021.001.

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Addiction Recovery Agency (Ara) and Beacon Counseling Trust (BCT) provide critical safer gambling education and treatment services for the West of England, North West England, and Wales. Their respective dedication to the safer gambling field and commitment to enhancing system integration led to a natural partnership between the two organisations. Drawing from Ara and BCT’s significant expertise, they partnered to develop a suite of safer gambling programmes. As the suite of innovative programmes grew, they recognised a need to articulate and share their leadership in transforming the safer gambling landscape in England and Wales. The Safer Gambling Movement describes Ara and Beacon’s leadership in developing a grassroots movement to build momentum for a national public health approach in Great Britain by first building this capacity in England and Wales. GREO was brought on as the evaluation partner to help create a theory of change to describe this work and lay the foundation for future evaluations.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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