Academic literature on the topic '2020 Strategy'

The thesis focuses on analysis of competitiveness policy of the European Union. The aim of the thesis is to define the competitiveness policy represented by long-term growth strategies: Lisbon strategy and later Europe 2020, to analyze shift in perception of the competitiveness from the beginning of this century till nowadays concerning the changes of both economic environment and the European Union. First part defines theoretical approaches to competitiveness including "European model". Second part deals with the analysis of the economic situation and identifies main challenges for the EU. Third part compares Lisbon strategy with Europe 2020. Finally, the Europe 2020 strategy is critically evaluated.

Europeiska Unionens strategi för biologisk mångfald 2020, har snart avklarats, och tiden är inne för att bedöma strategins styrkor och svagheter. Allt som nedbrytningen av ekosystem och förlust av biologisk mångfald fortsätter att öka, är betydelsen av den politiska beslutsprocessen och politikers tillvägagångsätt mot ett hållbart utnyttjande av ekosystemtjänster större än någonsin tidigare. Med sex huvudmål och 20 åtgärder för att nå dessa mål, analyserar denna studien innebörden och kontexten av dessa åtgärder för att se hur ansvar i förhållande till tillvägagångssätt har en inverkan på åtgärdens samt strategins produktivitet. En modell skapades för att visa de specifika koderna, och relationen mellan tillvägagångsätt (direkt och indirekt ansvar) och produktivitet.<br>The European Union biodiversity strategy 2020 has soon run its course, and it is time to start assessing its success as well as its weaknesses. As the degradation of ecosystems and loss of biodiversity continues to speed up, the importance of political governance and policy makers’ approaches toward a sustainable use of ecosystem services, and loss of the loss of biodiversity, is greater than ever. With six targets and 20 actions to reach these goals, this study analyzes their content and context to see if responsibility, with regards to approach, has an impact on the productivity of the action, and the strategy. This has led to the creation of a model, mapping the actions and specific codes in an effort to find a relationship between the approach (direct and indirect responsibility) and productivity.

The 2017 edition of 'Smarter, greener, more inclusive? - Indicators to support the Europe 2020 strategy' continues the series of Eurostat flagship publications supporting the Europe 2020 strategy by monitoring progress towards the targets and goals defined under the three mutually reinforcing priorities of smart, sustainable and inclusive growth. The analysis is based on the Europe 2020 headline indicators chosen to monitor progress towards the strategy's targets. Other indicators focusing on specific subgroups of society or on related contextual issues are also used to deepen the analysis and present a broader picture. The data used mainly come from official statistics produced by the European Statistical System and disseminated by Eurostat. It covers the period from 2002 or 2008 up to the most recent year for which data are available (2015 or 2016).

The thesis evaluates possibilities of business cooperation between The Czech Republic and Mexico. The aim of the thesis is to determine whether the political and economic environment in Mexico is developing in the way that the Czech Republic can here achieve its objectives of pro-export policy. Individual chapters will be devoted to the analysis of Export strategy 2012 - 2020, basci data about Mexico, and business relations between The Czech Republic and Mexico. In addition, the thesis includes SWOT analysis.

En innovation handlar i grund och botten om en förståelse och inkorporation av den komplexa kreativiteten i en innovationsprocess. I denna studie har sex centrala kärnvärden kring den upplevda kreativiteten tagits fram med hjälp av semistrukturerade intervjuer från tio respondenter. Utifrån en fenomenologisk ansats har dessa kärnvärden utvecklats från begreppen kreativitet och innovation. Inom kreativitet var – relatera, förändra och kommunicera – centrala begrepp för respondenterna. Inom innovation var det istället – mening, kvalitet och tillväxt. Genom att anta en tydlig och provocerande syn på kreativitet och innovation har dessa kärnvärden använts som redskap för att utmana den svenska innovationsstrategin N2012.27 i vilken svenska Regeringen vill utveckla det svenska innovationsklimatet till år 2020. Studiens resultat visar att denna satsning är missriktad och otydlig. Det är inte det innovativa Sverige som i första hand bör eftersträvas, det är den kreativa medborgaren.<br>Innovation is all about the understanding and implementation of the complex creativity in a innovation process. This study delivers six central themes regarding the experienced creativity. These themes is a product out of interviews from ten participants. With a phenomenological approach these themes has been made representive of the concepts innovation and creativity. The themes within creativity were – relate, change and communicate. Within innovation the themes were – meaning, quality and growth. By adopting a provocative approach these themes has been used as tools to challenge the Swedish innovation strategy N2012.27 in which the Swedish Goverment wishes to elaborate the national innovation climate until the year of 2020. The result of this study shows that this investment is misguided and vague. The pursuit of the innovative Sweden shouldn’t be the primary target. It should rather be in the pursuit of the creative citizen.

This study explored stakeholder behaviour during consultation processes for development, implementation, and evaluation of multi-faceted tourism strategies, using the Victorian Alpine Resorts 2020 Strategy as a case study. Stakeholders were classified using six stakeholder types (Government/Semi-government, Alpine Resort Management Board, Industry Group, Ski Club, Community-based Organisation, Individual) and five behaviour groups (allied, cooperative, neutral, competitive, threatening). An examination was made of stakeholder behaviour across the consultation process from engagement in the development of the Strategy to implementation and in attitude toward participating in an evaluation of the Strategy, behaviour recorded and factors contributing to changing behaviour analysed. Stakeholders displayed complex behaviour patterns moving between behaviour classifications during and across the consultation process. Stakeholder behaviour and commitment to strategy implementation changed; neutral, competitive or threatening behaviour often led to less commitment to strategy success and higher levels of cynicism in the consultation process, allied or cooperative behaviour supported strategy development but did not always lead to a commitment to strategy success. Behaviour toward an evaluation of the strategy often reverted to that exhibited during development. The majority of the stakeholders exhibited behaviour changes in both positive and negative directions and key factors in this change were associated with the consultation process itself to varying degrees of disappointment or satisfaction with the content of the final strategy document. However, negative or positive stakeholder behaviour bore no relation to stakeholder commitment to the Strategy. The findings of this study have added the element of behaviour to stakeholder theory and analysis of stakeholders, which is currently limited to describing and identifying stakeholders. Using this understanding a model of stakeholder behaviour has been developed comprising four behaviour groups (allied, disconnected, guarded and neutral), with indicators of behaviour and suggested consultation strategies to overcome negative responses. The model may facilitate the management of stakeholder consultation processes for positive long-term outcomes, the result of which would be the ongoing support and commitment of stakeholders to strategy or policy development and implementation.

Nonformal education (NFE) and training is quite widespread in Europe nowadays, and is considered a tool for empowerment for youth and other individuals. Nonformal education was founded in the late 1960s as a response to the failure and limitations of formal systems, and was supposed to replace the bureaucracies practiced by such institutions within those. One of NFE’s aims is to empower learners through achieving un-met learning needs, and programmes should be tailored to meet their own interests. Thus throughout the years, the values related to NFE have developed into a different dimension and its educational programmes have been employed to serve political agendas. It has also been attributed to economic and neoliberal discourses. Having said that, this study examines how NFE and the concept of empowerment evolved through critically analyzing discourses in the Europe 2020 Strategy. Since the EU’s major objective is to become the most competitive knowledge-based economy of the world, the study will attempt to critically examine what influence does this objective have on youth empowerment, and whether NFE is being exploited to transfer the knowledge favored by the Strategy, thus contributing towards hegemonic ways of thinking and acting. The focus of this study is to reveal the power of language in policies and its influence on shaping empowerment, utilizing Fairclough’s Critical Discourse Analysis as the methodology to help in analyzing the significant discourses in the Europe 2020 Strategy. Accordingly, two narratives were identified and analyzed: a Transformation narrative that bisects into two sub-narratives of ‘Information Society’ and knowledge transformation towards a ‘Knowledge-Based Economy’. The second is an Adapting Skills narrative that has transformed the competencies of individuals to contribute to the former narratives. This has helped in exposing how ideologies and power through the language conveyed in the Strategy govern social change and youth’s interest towards a collective educational pathway. This study argues that the policy lacks a critical approach, as it focuses its attention on building an information society that requires lifelong learners to be educated and empowered within certain domains. It could be noticed that it mobilizes educational programmes to promote determined objectives that marginalize other knowledge and competencies, also contributing to building ‘class’ and privileges among learners. Using Critical Theory and empowerment theory as the theoretical framework, suggests that transforming the society should result in improving the human condition, allowing not only for empowerment according to political interests, but most importantly for emancipation.