Nano-Education from a European Perspective

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Jul 6, 2007 - ... need for 15 trained technicians per academic;. ➢ Vocational nanotechnology training should be a priority. (Source: Judith Light Feather, 2005) ...
Nano-Education from a European Perspective Ineke Malsch

ICNT2007, 2-6 July 2007, Stockholm, Sweden

Table of Contents

Malsch Techno Valuation

1. Introduction 2. Who needs a nano-education? • • • •

USA Europe World Demand side

3. Response by (European) education institutes • • •

Academic education Vocational training India

4. Discussion

Introduction

Malsch Techno Valuation

Malsch TechnoValuation specialises in: (Nano)Technology Assessment & Communication. Activities include: • Current EU projects Nanoforum, NanoforumEULA and (from 1-9-07) Ethicschool. • Finished EU projects EuroIndiaNet and NanoroadSME. • Advice and other national and international projects. • Editing & contributions to publications. • Lecturing & organising events. Malsch TechnoValuation is located in Utrecht, The Netherlands. www.malsch.demon.nl 23-30 August 2007, Mexico: NanoforumEULA workshop on Priorities in Nanomaterials in Europe and Latin America, in conjunction with XVI IMRC in Cancun (23-8-07), followed by: NanoforumEULA fact finding mission on Nanotechnology in Mexico, Monterrey, Guanajuato, San Luis Potosi, Mexico city: www.nanoforumeula.eu

Who needs a nanoeducation?

Malsch Techno Valuation

USA: M. Roco (2001) foresaw a need for a multdisciplinary trained nanotechnology workforce in 2010-2015 of about 2 million persons, based on the 2001 market for instruments: • 8-900,000 in the USA, • 5-600,000 in Japan, • 3-400,000 in Europe, • 1-200,000 in Asia-Pacific outside Japan, and • 100,000 elsewhere. National Nanotechnology Initiative and 21st Century Nanotechnology R&D Act (2003) include nano-education as major goal.

Who needs a nanoeducation?

Malsch Techno Valuation

European Commission: “promote the interdisciplinary education and training of R&D personnel together with a strong entrepreneurial mindset” (EC 2004). EU Nanotech Action plan (2005-2009) includes measures to foster interdisciplinary human resources for nanoscience and nanotechnology.

Who needs a nanoeducation?

Malsch Techno Valuation

World: ICS UNIDO Expert Group Meeting NorthSouth Dialogue on Nanotechnology Challenges and Opportunities, 10-12 February 2005: • Action plan for a comprehensive nanotechnology education from primary until post-graduate and life-long learning. • This standardised education should be developed between 2006 and 2010.

Nanotechnology training in Europe and India – EuroIndiaNet project results

Who needs a nano-education? Worldwide: ¾ Most effort is in academic nanotechnology curricula; ¾ Nanoscience & nanotechnology Masters after monodisciplinary Bachelor seem to be preferred to complete Bachelor and Masters nanotechnology courses; ¾ There is a need for 15 trained technicians per academic; ¾ Vocational nanotechnology training should be a priority. (Source: Judith Light Feather, 2005) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Who needs a nano-education? Demand side

Malsch Techno Valuation

21%

44%

10 years

8%

never don't know 3%

24%

Expected shortage of trained staff in nanotechnology. Source: “Outcome of the Open Consultation on the European strategy for Nanotechnology” Nanoforum, 2004 www.nanoforum.org

Who needs a nano-education? Demand side

Malsch Techno Valuation

highly skilled personnel

cooperation w ith universities / research organisations

private investment

access to public funding at EU/national level

crucial a lot moderate

low cost know ledge protection

a little unimportant don't know

access to large industrial partners/clients

uncertainty about potential risks and public acceptance of nanotechnology

lack of nanostandards

management support

0%

10% 20%

30% 40%

50% 60%

70% 80%

90% 100%

Perceived difficulties of Nano-SMEs and Start-ups Source: “Outcome of the Open Consultation on the European strategy for Nanotechnology” Nanoforum, 2004 www.nanoforum.org

Malsch Techno Valuation

Who needs a nano-education? Demand side Important skills

interdisciplinarity

aw areness of societal issues crucial very moderate

communication/presentation

a little unimportant don't know

entrepreneurial skills

interpersonal/management

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Important skills Source: “Outcome of the Open Consultation on the European strategy for Nanotechnology” Nanoforum, 2004 www.nanoforum.org

Who needs a nano-education? Demand side

Malsch Techno Valuation

The respondents - professional environment

9% 2%

3% 11%

12% self employed governmental body university/higher education publicly funded research organisation commercial organisation > 250 employees commercial organisation < 250 employees

11%

association other 40%

12%

Respondents’ professional environment Source: “Outcome of the Open Consultation on the European strategy for Nanotechnology” Nanoforum, 2004 www.nanoforum.org

Who needs a nano-education? Demand side

Malsch Techno Valuation

European Nanobusiness Association survey 2005: 142 respondents (business and other organisations interested in nanotechnology). Need for trained staff: - 34% graduates with a PhD, - 34% first degree in a scientific discipline with masters degree in nanotechnology, - 22% first degree in a scientific discipline and - 10% first degree in nanotechnology. Main hurdles in the development of nanotechnology: 1) insufficient government funding (23%) 2) lack of defined markets (21%) 3) lack of trained personnel (16%).

Who needs a nano-education? Demand side

Malsch Techno Valuation

CEDEFOP (2006) skills needs for nanotechnology for intermediary level qualifications: - A theoretical background of natural sciences (mathematics, physics, chemistry, biology) integrated with applied sciences; - Interdisciplinary knowledge, entrepreneurial and management skills, life long learning abilities. Nanoforum and IoN online survey of skills and training needs of industry (May 2007). Results published online at www.nanoforum.org in July.

Response by European education institutes – PhD (Nanoforum 2005)

Malsch Techno Valuation

5

4,5

4

3,5

3

2,5

2

1,5

1

0,5

0 bulgaria

denmark

germany

hungary

israel

norw ay

poland

slovenia

UK

Response by European education institutes – type A short courses (Nanoforum 2005)

Malsch Techno Valuation

14

12

10

8

6

4

2

0 denmark

france

germany

italy

spain

UK

UK

turkey

switzerland

sweden

slovenia

poland

netherlands

italy

israel

hungary

greece

germany

france

denmark

czech republic

bulgaria

belgium

austria

Response by European education institutes –type B Master degree programmes (Nanoforum 2005) Malsch Techno Valuation

18

16

14

12

10

8

6

4

2

0

Response by European education institutes – type C undergraduate (Nanoforum 2005)

Malsch Techno Valuation

10

9

8

7

6

5

4

3

2

1

0 czech republic

denmark

germany

ireland

poland

sw eden

sw itzerland

UK

Nanotechnology training in Europe and India – EuroIndiaNet project results

Nanotechnology higher education in Europe ¾ In 2006, 46 nanotechnology Masters courses in English were offered by European universities. Many more were offered in the national languages or covered related areas such as advanced materials or electronics: • 19 courses were held in the UK; • Ireland mostly offers individual Masters projects rather than formal taught courses; • Many nanotech courses in continental Europe are offered in the national language (especially in Spain and Portugal); • International Masters courses offered in two or more countries, e.g. Erasmus Mundus courses are getting more popular. (Source EuroIndiaNet, 2007) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Nanotechnology training in Europe and India – EuroIndiaNet project results

Nanotechnology higher education in Europe ¾ Short courses in nanotechnology mainly target the local business community or life long learning population. Individual modules of academic Masters courses are often also offered as short courses; ¾ E-learning or distance education courses in nanotechnology are rare. E-learning initiatives in nanotechnology include open source courseware, university organised degree courses with or without fellowships, and commercial suppliers of online teaching materials and courses. There are no general quality standards. (Source EuroIndiaNet, 2007)

EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Nanotechnology training in Europe and India – EuroIndiaNet project results

Higher education in Europe ¾ Strengths from the perspective of Asian students: • High quality education, tradition, internationally compatible degrees; • Cultural diversity, equitableness of the countries, safer, easily accessible, more affordable than the USA.

¾ Weaknesses: • Lack of visibility of opportunities for studying in English, too many different languages, less innovative image than the USA.

¾ Differences between countries: • UK, France, Germany are most popular; • The Netherlands and Nordic countries are on the increase; • Eastern and Southern Europe is lagging behind.

(Source: Academic Cooperation Association, 2006) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Nanotechnology training in Europe and India – EuroIndiaNet project results

Nanotechnology vocational training in Europe ¾ Vocational training = Training of pupils and students in secondary and tertiary education aiming for work in companies or other organisations, more practical than the academic or university level; ¾ The EU stimulates vocational training through the Lifelong Learning, Leonardo da Vinci subprogramme (2007-2013), aiming to place 80,000 trainees/yr in enterprises by 2013; ¾ CEDEFOP (2006) has analysed skills needs for nanotechnology for intermediary level qualifications: • A theoretical background of natural sciences (mathematics, physics, chemistry, biology) integrated with applied sciences; • Interdisciplinary knowledge, entrepreneurial and management skills, life long learning abilities.

(Source: EuroIndiaNet, 2007) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Nanotechnology training in Europe and India – EuroIndiaNet project results

Nanotechnology vocational training in Europe ¾ Germany is most active in stimulating the development of vocational training for nanotechnology. The isw Institute for Structural Policy and Economic Development has analysed skills needs. The FreQueNZ network supports relevant activities and VDI Technology Centre hosts an online database of relevant courses; ¾ Other initiatives for vocational courses in nanotechnology have been identified in Belgium, Denmark, The Netherlands, Switzerland and the UK. (Source: EuroIndiaNet, 2007) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Nanotechnology training in Europe and India – EuroIndiaNet project results

Nanotechnology education in India ¾ About 12 Masters courses in nanotechnology were identified in India in 2006, but many more are being developed. The Department of Science and Technology is funding the development of post graduate nanotechnology teaching programmes. There are also many PhD programmes and several short courses and summer schools; ¾ A significant number of scientists are active in nanotech, but there is a lack of trained engineers and technicians; there is a lack of awareness of nanotechnology’s potential in industry and at management level. Workshops and conferences are being organised to raise awareness. There is a need for more fellowships for students. ¾ (Source: EuroIndiaNet, 2007) EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

Discussion

Malsch Techno Valuation

Funding for R&D in nanosciences and nanotechnologies in 2005: • Worldwide: total investment ~ €9.7 billion, incl. ~ half private. • Europe: ~ €2.4 billion, incl. a third private, • USA ~ $3.5 billion, incl. 54% private, • Japan: ~ €2.7 billion, incl. two thirds private. (Hullmann, 2006) Governments & EU have so far been driving nano R&D and education.

Discussion





• •

Malsch Techno Valuation

Public and private actors participating in surveys in 2004-5 also see a need for educating the nanotechnology workforce; The exact demand for skills and knowledge from European industry has only been investigated quantitatively, mainly in Germany; Response European higher Education institutions: mainly Masters courses, also other; Recently vocational training introduced.

Conclusion:

• •



Malsch Techno Valuation

The time is right for systematic investigation of the needs for nanotechnology education from employers; European or international standards for good quality education in nanosciences and nanotechnology should be developed and initiatives taken for sharing best practices between professors and vocational trainers. The EU can stimulate this under the People programme in FP7 for university graduates funded by DG Research and the new Lifelong Learning programme funded by DG Education (2007-2013).

Acknowledgement

Malsch Techno Valuation

This presentation includes results of work done in: 1) the Nanoforum thematic network, funded by the European Commission under the Fifth Framework programme, Growth programme, grant number G5RT-CT-2002-05084. 2) the EuroIndiaNet Specific Support Action, funded by the European Commission under the Sixth Framework programme, INCO programme, contract number 026402. The views expressed are purely those of the author and may not in any circumstances be regarded as stating an official position of the European Commission or those projects.

References







Malsch Techno Valuation

Kulik, Tadeusz, Fidelus, Janusz D, “Education in the field of nanoscience”, Nanoforum, 2007 Nanoforum, “Education catalogue for higher education in nanotechnology”, Nanoforum, 2005 Nanoforum website: www.nanoforum.org > Nanoforum reports or Education/career (after free sign up)

Nanotechnology training in Europe and India – EuroIndiaNet project results

References EuroIndiaNet (2007): “Policies, support structures and training programmes that foster innovation in nanotechnology between the EU and India”, EuroIndiaNet, www.euroindianet.info Lightfeather, Judith (2005),”Nanoscience education, challenges and opportunities,”, presentation at Expert Group Meeting North-South Dialogue on nanotechnology challenges and opportunities, ICS UNIDO, Italy, 10-12 February 2005, www.ics.trieste.it/Documents/Downloads/df2687.pdf Academic Cooperation Association, 2006: “Perceptions of European Higher Education in third countries”, Final report and country report – India. European Commission, Erasmus Mundus programme, Brussels, http://ec.europa.eu/education/programmes/mundus/index_en. html EuroIndiaNet: Policies, Support Structures and Training Programmes that Foster Innovation in Nanotechnology between the EU and India, September 2006

www.nanoforum.org European Nanotechnology Gateway

Please visit our website for further information or contact us directly.

[email protected] Ineke Malsch, or

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Mark Morrison Nanoforum Coordinator Institute of Nanotechnology