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Статті в журналах з теми "Startup school":
1
McKay, Alan. "Anatomy of a Pharmacy School Startup: Part1." Journal of Pharmacy Teaching 10, no. 1 (2002): 31–80. http://dx.doi.org/10.1300/j060v10n01_03.
2
McKay, Alan, and Richard Stull. "Anatomy of a Pharmacy School Startup: Part 2." Journal of Pharmacy Teaching 11, no. 1 (2003): 57–160. http://dx.doi.org/10.1300/j060v11n01_04.
3
McKay, Alan, Richard Stull, and Evan Robinson. "Anatomy of a Pharmacy School Startup: Part 3." Journal of Pharmacy Teaching 11, no. 2 (2004): 65–114. http://dx.doi.org/10.1300/j060v11n02_05.
4
Calamidas, Elizabeth G., Tara L. Crowell, Laura Engelmann, and Heather Watkins-Jones. "AtlantiCare healthy school edible garden startup grants: A content analysis of post-grant follow-up reports." Health Education Journal 79, no. 6 (February 27, 2020): 671–85. http://dx.doi.org/10.1177/0017896920905622.
Анотація:
Objective: The purpose of this article was to identify some of the implications, challenges and benefits of edible gardens cultivated at schools located in southern New Jersey, USA. Design and Setting: Over the course of three academic years (between 2014 and 2017), 73 schools received start up monies for school gardens from AtlantiCare Health System. The schools, located in Atlantic, Cape May and Ocean Counties in New Jersey, were required to complete an Edible School Garden Mini-Grant Follow-up Report. Methods: A content analysis was conducted on responses to 12 open-ended questions from these reports in order to highlight some of the implications, challenges and benefits of gardens within these schools. Results: Basic descriptive statistics provided logistical information such as those involved in the school garden, including community partnerships and garden maintenance, along with the harvest and outcomes of those harvests. Results provided valuable insight into the impact of school gardens on curriculum and policy change; benefits to knowledge, attitudes and behaviour change among participants; and areas in need of improvement. Frequency distributions identified any unexpected outcomes schools may have experienced, along with additional needs and schools’ future plans for their gardens. Conclusion: Overall, results indicate that schools were appreciative and excited about the opportunity to create school gardens and plan to continue these efforts. The implications of these results along with suggestions for future grant making, school garden efforts and research are discussed.
5
Wolf, Gerrit. "Entrepreneurial university: a case study at Stony Brook University." Journal of Management Development 36, no. 2 (March 6, 2017): 286–94. http://dx.doi.org/10.1108/jmd-06-2016-0113.
Анотація:
Purpose A business school within a research university can improve the startup process and success on and near campus. The purpose of this paper is to show the mutual benefits to business and science students in learning about startups and to helping startups grow. The mutual benefit comes from the student understanding and the startup managing the complementary roles of inventor, entrepreneur, and investor. Design/methodology/approach A case analysis using participant observation, interviews, and document review of the Innovation Center in the College of Business at the Stony Brook University tracks the development of the Center’s educational, research, and consulting activity with engineering departments, incubators, and other support services on campus. Findings Inventor, investor, and entrepreneurship roles were supported and coordinated by science and business faculties and students in the university. This process, described in specific courses and programs for MBAs and BBAs, includes the contribution of business academic faculty, serial entrepreneur mentors and the scientists in partner organizations that also support startups inside and outside the university. The number of business plans written by students grew from 10 to 100 a year, startups begun from 1 to 5 a year, and established startups renewed grew from 10 a year to 20 a year over five year period. Practical implications This case can be useful to research universities and business schools that want to improve the startup process and success. Originality/value This study shows that the role of students in the business school in a research university is to transform inventive ideas from the sciences to innovations in the market place through entrepreneurial activity.
6
Roach, Michael, and John Skrentny. "Why foreign STEM PhDs are unlikely to work for US technology startups." Proceedings of the National Academy of Sciences 116, no. 34 (August 5, 2019): 16805–10. http://dx.doi.org/10.1073/pnas.1820079116.
Анотація:
Visa policies to retain United States-trained STEM PhDs are of central importance to national innovation and economic competitiveness. There is also growing interest in “startup” visas that stimulate entrepreneurial activity and job creation, particularly in technology sectors. However, there is little understanding of how visa policies might influence foreign PhDs’ employment in technology startups. This study investigates differences between 2,324 foreign and US PhDs from US research universities using a longitudinal survey of individuals’ preferences and characteristics during graduate school and their subsequent employment in a startup or established firm. Among PhDs whose first job is industrial research & development, 15.8% of US PhDs work in a startup compared with 6.8% of foreign PhDs. Foreign PhDs are as likely as US PhDs to apply to and receive offers for startup jobs, but conditional on receiving an offer, they are 56% less likely to work in a startup. This disparity is partially explained by differences in visa sponsorship between startups and established firms and not by foreign PhDs’ preferences for established firm jobs, risk tolerance, or preference for higher pay. Foreign PhDs who first work in an established firm and subsequently receive a green card are more likely to move to a startup than another established firm, suggesting that permanent residency facilitates startup employment. These findings suggest that US visa policies may deter foreign PhDs from working in startups, thereby restricting startups’ access to a large segment of the STEM PhD workforce and impairing startups’ ability to contribute to innovation and economic growth.
7
Ho Tran Ngoc, Oanh, and Linh Nguyen Thi Hoai. "Designing startup activities in Literature teaching to develop student’s quality and capacity." Journal of Science Educational Science 67, no. 1 (January 2022): 3–12. http://dx.doi.org/10.18173/2354-1075.2022-0001.
Анотація:
This article presents the roles and principles of designing startup activities ccording to the orientation of the 2018 General Education Program and Official Letter 5512\BGDĐT-GDTrH dated December 18, 2020. Based on that, to aim to determine the process of designing startup activities in teaching literature for high schoolers. Building a process of designing startup activities of literature teaching in high school scientifically can help teachers more conveniently to access and operate the 2018 General Education Program. The process of designing startup activities are described in the article according to the step-by-step model and is concretized in the form of illustrative examples. The setup process of the article is fundamental for teachers to develop lesson plans on most learning topics in teaching literature according to the orientation of the new General Education Program.
8
Solodikhina, Anna A., and Maria V. Solodikhina. "The techno-startup course of the School of entrepreneurship as an introduction to innovation." Journal of Modern Competition 15, no. 2 (May 26, 2021): 132–43. http://dx.doi.org/10.37791/2687-0657-2021-15-2-132-143.
Анотація:
The modern economy is in dire need of innovators who can design the technological image of the future. The best way to train future specialists in technonatural recognized as a project-based approach, augmented business education. But research has shown that in Russia, project activity in its existing forms does not fulfill its main functions: it does not give students the experience of creating innovations, does not develop critical thinking, does not form an interest in creating new products or services, their implementation and diffusion. The aim of the research was to search for approaches, methods and forms of training that will form students’ desire to choose a career in the field of technology innovation or high-tech entrepreneurship, give them the experience and knowledge necessary for the organization of a technology startup. In order to test the found pedagogical solutions, the techno-startup course of the school of entrepreneurship as an introduction to innovation. The study showed that the introduction of psychological training (teaching students the techniques of generating and testing ideas, empathy, conducting in-depth interviews, team building, planning, etc.), gamification of all types of classes, the development of course tasks as a tool for the development of design- and business thinking of students, monitoring the development of students ‘ competencies and components of their thinking with the help of specially prepared trackers, building the stages of the educational project in accordance with the stages of a real technology startup (the introduction of empathy stages, MVP, attracting external funding), allowed us to achieve the goal of the study.
9
Udoewa, Victor. "YES International Summer Service Program Design for High School Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 2 (November 27, 2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.
Анотація:
YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.
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Shevchuk, N., S. Tulchynska, O. Vovk, and O. Temchenko. "SUCCESSFUL DEVELOPMENT STARTUP SCHOOL IN THE INNOVATIVE SPACE OF THE INSTITUTIONOF HIGHER EDUCATION." Agrosvit, no. 19 (October 13, 2021): 16. http://dx.doi.org/10.32702/2306-6792.2021.19.16.
Дисертації з теми "Startup school":
1
Hall, Gerrit. "Startup hiring practices." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90217.
Анотація:
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014.Cataloged from PDF version of thesis.
An exploratory qualitative study of hiring practices at technology startups in Silicon Valley and the USA.
by Gerrit Hall.
M.B.A.
2
Von, Bueren Konstantin Peter Oliver. "Accelerators, startup performance, and crises." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104509.
Анотація:
Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2016.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-72).
New accelerator programs have developed globally over the last decade. The accelerator concept is widely discussed in the media and receives increasing interest from researchers. However, the performance and impact of accelerators is often debated. This paper's objective is to offer a qualitative overview of different accelerator types and empirical analysis of the performance of two popular accelerators: Y Combinator and Techstars. Based on characteristics of the accelerators and the economic environment, this paper presents a first attempt to understand the influence of economic shocks on accelerated startups in the context of the recent Great Recession (2007-2009). Three core findings were identified in this research. First, the death rate of startups accelerated during the recession is significantly greater than of startups accelerated before or after the recession. This finding questions the added value of attending an accelerator program during a recession and calls for crisis-specific initiatives to increase the resilience of the accelerated startups. Second, the scarce VC funding in a location during the crisis is associated with the increased death rates. Third, the two accelerators seem to have changed their business model, increasing the number of later stage startups (i.e., those with prior funding) accepted in their programs.
by Konstantin Peter Oliver Von Bueren.
S.M. in Management Studies
3
Naumov, Sergey A. "Managing operational capabilities in startup companies/." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/109651.
Анотація:
Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 59-63).
Hundreds of papers exist on entrepreneurial marketing and finance, whereas capabilities for operations get far less attention. Furthermore, much of the literature in operations management addresses challenges of companies in stable environments, leaving entrepreneurs with little theoretical or practical guidance on operations strategy. As a result, many entrepreneurs focus their efforts on value creation: marketing, product development, lead generation, and conversion. Ironically, extreme focus on value creation might represent a trap, whereby a company fails not because of a poor value proposition or bad marketing, but because of an inability to scale up and deliver value for perhaps an outstanding, innovative new product or service. In over a dozen case studies written during the past four years, we have found numerous examples where the development of operational capabilities was a determining factor for success or failure in entrepreneurial firms. We study the effect of timing of introduction of operational capabilities on market success as a function of firm's value proposition. We provide case evidence on the challenges and opportunities of building operations capabilities in entrepreneurial firms and we construct theoretical and testable models for assessing when and why entrepreneurs should invest sooner, or later, in operational capabilities.
by Sergey A. Naumov.
S.M. in Management Research
4
Zheng, Yan S. M. Sloan School of Management. "Analysis on the startup accelerator industry in China." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122123.
Анотація:
Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 54-56).
Under the Chinese government's Innovation and Entrepreneurship Initiative, startup accelerators have been emerging fast during the past few years. Who are the leading players in China's accelerator industry and what is their background? What service are they providing and what value proposition are they positioning? What are the common characters of the accelerators and what are the difference in strategy? The primary purpose of the study is to study the newly emerged industry of startup accelerator in China and conclude in a summary of the industry landscape. The study analyzes the external environment of the Chinese market impacting the startup accelerator industry and summarizes the favorable and unfavorable factors influencing the industry. The study also researches the internal interaction among major stakeholders involved the accelerator ecosystem, to understand the demand of stakeholders and accordingly the value proposition accelerators could propose to meet the demands, specifically in the Chinese market. Through analysis and comparison among six representative accelerators operating in China, including three local Chinese accelerators and three foreign accelerator, the thesis summarizes the value proposition and business model of the accelerators, and the advantage and disadvantage of different strategies.
by Yan Zheng.
S.M. in Management Studies
S.M.inManagementStudies Massachusetts Institute of Technology, Sloan School of Management
5
Vázquez, Lucerga Roberto José. "Open innovation strategy : a framework for corporate-startup collaboration." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117939.
Анотація:
Thesis: S.M. in Management of Technology, Massachusetts Institute of Technology, Sloan School of Management, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 136-142).
Recent years have seen important changes in the way corporates compete and the dynamism of this competition. Companies are facing increasing pressure to innovate and generate value for customers in over-satisfied societies demanding more complex business propositions and faster response. These changes lead to greater horizontal and vertical uncertainty, that corporations have to manage while sustaining investment in core assets to ensure short term performance. Open innovation strategies, levering on the internal and external entrepreneurial drive, have been proposed to increase the resilience of corporates while opening the opportunity for nascent ventures to grow in new markets. The design of these programs is an area of active research. This thesis proposes a specific open innovation program. The design implements an integral strategy combining inside-out and outside-in transitions to lower costs and enhance efficiency. The design is sequential and staged, resulting in a flexible, modular program architecture with multiple, specifically designed components (accelerator, innovation center, incubator and CVC) enabling the management of a wide range of deal flows.
by Roberto José Vázquez Lucerga.
S.M. in Management of Technology
6
Aka, Bouame Donald Magloire. "Challenges and opportunities for private investment funds in Western Africa's startup ecosystem." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123570.
Анотація:
Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (page 53).
A number of regional research on the operations of private funds in Africa exist with varying levels of depth and detail. These research focus on the continent's regional hubs-North Africa, West Africa, East Africa, Central Africa, and South Africa. Given the varying economic realities among countries within these hubs, there is a need for more in-depth analysis within those regional entities at the sub-regional or national level. Additionally, the vast majority of those studies concentrate only on later stage investment funds. There is a gap in observations, analysis, and development of frameworks for early stage investment funds to successfully invest in this part of the world. The present work aims to study the challenges and opportunities for private funds, with a focus on early-stage investment funds that currently invest or wish to invest in Western-African countries at both sub-regional and national level.
by Bouame Donald Magloire Aka.
S.M. in Management Studies
S.M.inManagementStudies Massachusetts Institute of Technology, Sloan School of Management
7
Hsueh, Joe C. (Joe Chiao-Jen). "Dynamics of shared capitalism policies in a startup company by Joe C. Hsueh." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67220.
Анотація:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, February 2011.Cataloged from PDF version of thesis. "January 2011."
Includes bibliographical references (p. 308-314).
Shared capitalism is a diverse set of compensation practices through which worker pay, or wealth, depends on the performance of the firm or work group; compensation practices include employee ownership, stock options, and profit sharing. Empirical studies on whether employee ownership improves firm performance offer mixed results. Kaarsemaker (2006), in a 30-year review of the literature, documented that "two-thirds of 129 studies on employee ownership and its consequences found favorable effects relating to employee ownership, while one-tenth found negative effects. However, favorable effects do not appear to come about automatically, and the specific conditions under which they do are largely unknown." This dissertation attempts to address the question: under what conditions do shared capitalism policies improve firm performance? A system dynamics model of high performance work systems estimated using the NBER Shared Capitalism dataset and calibrated to a clean technology startup company is presented. The model provides an explicit causal mechanism to explain how various shared capitalism policies and HR practices influence employee behaviors that drive business processes, and how those business processes interact with market conditions to generate firm performance in a dynamic feedback system. Simulation analysis explaining how various combinations of salary, stock grants, stock options, profit sharing and employee participation influence employee behaviors and firm performance offers insights into the dynamics of shared capitalism policies. One critical insight is that employee ownership and profit sharing create and mediate the strength of the reinforcing feedback loops from firm performance to employee behavior. Salary and participation are direct effects that influence job satisfaction and productivity but do not close the firm performance-employee behavior loop. Employee ownership along with participation effort improves firm performance significantly because closing the firm performance-employee behavior loop amplifies the direct effects of salary and participation. Thus, the more wealth is shared through broad-based employee ownership, the more wealth is created, given the appropriate conditions. Eleven propositions on the conditions under which shared capitalism policies improve firm performance are presented.
Ph.D.
8
Zhao, Lucy L. (Lucy Lynn). "Corporate intrapreneurship : steps to building a sustainable startup mentality within an established organization." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/80668.
Анотація:
Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 39-45).
Past research has solidified that breakthrough innovations are often prevalent in the context of entrants rather than incumbents. However, market leaders have been able to survive the disruption caused by market newcomers despite the irregularities of breakthrough innovations within incumbents. This paper will connect current research in corporate intrapreneurship from all perspectives including organizational behavior, corporate governance, incentive programs, and cultural relevance. Drawing from published literature and case studies this research will substantiate the following claim that the success of leading intrapreneurial organizations is due to their capability to support an ecosystem of innovative organizational choices in accordance with their goals and objectives. This paper will propose that there are three main steps to fostering a sustainable startup mentality within an organization. These phases include idea generation, supporting new corporate ventures, and creating a positive learning cycle. Within each phase, the firm has to pay special attention to important aspects of the organization including organizational culture, corporate structure, venture selection, team formation, venture programs, supportive infrastructure, sustainable venture development and positive learning cycles..
by Lucy L. Zhao.
S.M.
9
Sepúlveda, Estay Daniel A. (Daniel Alberto). "Startup operations and supply chain road guide proposal, based on Robotics Cluster case studies." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91072.
Анотація:
Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2014.Title as it appears in MIT commencement exercises program, June 6, 2014: Hardware startup operations and supply chain road guide proposal, based on Robotics Cluster case studies. Cataloged from PDF version of thesis.
Includes bibliographical references (pages 100-103).
Concerted efforts are being pursued by governments and economic institutions to promote the generation of startups, and copious documentation has been produced as guides for these emerging companies. However, little has been written on, e.g., the Operations and Supply Chain needs for Hardware Startups, and the development strategy of the required skills to build flexibility during the initial phases of startup development. This work proposes an initial road guide framework for hardware startups, resulting from the experiences of successful companies within the Robotics Cluster present in Massachusetts (either new ventures or spinoffs from existing companies). System Dynamics methodology is then used to capture causal loops, and to characterize the policies which would enable New Venture growth, so as to analyze the Supply Chain/Operations conditions for Hardware Startup Success. The work is presented in four main sections. The first section contains a bibliographic research to characterize the present conditions of Hardware Startups with special emphasis on the Massachusetts Robotics Cluster, providing an overview of the available resources for startups in terms of their skills development and especially with regard to their Operations/Supply Chain Skills development. A second section considered the directed interview of executives at existing robotics startups (Artaic LLC, Kiva Systems, Rethink Robotics and Boston Engineering) to obtain information regarding their strategic decisions in specific aspects of their Supply Chain and Operations. These interviews are reflected as case studies of these companies. The third phase is reflected as a proposal for a System Dynamics model, based on previous work in the area and complemented by aspects identified as relevant from the interviews. Lastly, the conclusions of this work will attempt to gather the main learnings from the analyzed cases, in terms of Operations/Supply Chain Skills development, laying down some directing guidelines for future Hardware Startup ventures.
by Daniel A. Sepulveda Estay.
S.M. in Management Studies
10
Makhlouf, Mohammad (Mohammad Ismail) 1963. "A proposal for establishing a startup business in the US complying to Islamic finance guidelines." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9201.
Анотація:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online at the DSpace at MIT website.
Includes bibliographical references (leaves 86-87).
This thesis discusses the idea of setting up a start-up business in North America (US or Canada) that complies to Islamic financial guidelines, with a view to attract funding from Muslim people around the world. These funds would be the nucleus of a conglomerate of companies investing in a diversity of projects around the globe, not the least of which would relate to infrastructure, educational and economic development of the mother countries from where these funds originate. The main premise of this proposal is that large sums of untapped financial resources exist in the Islamic world, that are not utilized, or under-utilized, on the basis of Islamic prohibition of several financial transactions prevalent in the global market, such as interest-earning debt. The result is that large sums of money are either kept in non-interest-earning bank accounts or not deposited in banks at all, by Muslim people. This thesis explores the challenges to be overcome in attempting to establish a start-up in North America that complies with Islamic jurisprudence, along with some recommendations for directing the investments of these funds.
by Mohammad Makhlouf.
M.B.A.
Книги з теми "Startup school":
1
Nehring, James. Upstart startup: Creating and sustaining a public charter school. New York: Teachers College Press, 2002.
2
Ester, Peter. Accelerators in Silicon Valley. NL Amsterdam: Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462987166.
Анотація:
Silicon Valley is the world's most successful innovation region. Apple, Google, Facebook, Instagram, Twitter, WhatsApp, Uber, and Airbnb changed our way of living. Silicon Valley has built a brilliant ecosystem that supports startups. Its entrepreneurial mindset fosters risk-taking, thinking big, and sharing. A fast growing number of accelerators in Silicon Valley help startups by bringing their product to the market, refining their business idea, developing their product, strengthening their team, designing a marketing strategy, getting first customers and traction, raising funds, and coping with the hardships of startup life. In Accelerators in Silicon Valley Peter Ester describes how these 'schools of startup entrepreneurship' operate and empower startups. What can we learn from how Silicon Valley accelerators help startups to become successful companies? This book gives the answer. Accelerators in Silicon Valley is a book for those who share a fascination for building the new startup economy.
3
Cork, Barbara. Sam starts school. Columbus, Ohio: McGraw-Hill Children's Pub., 2002.
4
Burke, Morgan. Get it started. New York: Simon Pulse, 2005.
5
Bronstein, Christine. Starts school. 2nd ed. Larkspur (Calif.): Nothing but the Truth Pub, 2015.
6
OERI Roundtable on Public School Choice (1990 Washington, D.C.). Getting started: How choice can renew your public schools. Washington, DC: Programs for the Improvement of Practice, 1992.
7
Edwards, Pamela Duncan. Dinosaur starts school. Morton Grove, Ill: Albert Whitman & Co., 2009.
8
Edwards, Pamela Duncan. Dinosaur starts school. London: Macmillan Children's, 2008.
9
Wright, Michael. Jake starts school. [New York: Feiwel and Friends, 2008.
10
Middleton, Charlotte. Enrico starts school. New York: Dial Books for Young Readers, 2004.
Частини книг з теми "Startup school":
1
Sukhotskiy, Dmitry, and Anton Yudin. "Startup Robotics Course for Elementary School." In Research and Education in Robotics - EUROBOT 2010, 141–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27272-1_13.
2
Högsdal, Nils, Lukas Radwan, and Christoph Zrenner. "In 100 Tagen zum Healthcare-Start-up. Analyse und Eignung des Lean-Start-up Ansatzes für das Gesundheitswesen am Beispiel der MedTech Startup School." In Entrepreneurship im Gesundheitswesen II, 33–52. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-14781-5_3.
3
Zhang, Jane. "The Creative Learning Spiral: Designing Environments for Flaring and Focusing." In Teacher Transition into Innovative Learning Environments, 227–42. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_19.
Анотація:
AbstractWith growing interest in creative learning in recent years, this paper sought to define creative learning through the design of learning spaces. Two learner groups were studied for their interactions with peers, educators, and their spaces—design students at Harvard’s Graduate School of Design, a traditional architectural studio environment, and student entrepreneurs at the Harvard Innovation Lab, a startup venture incubator. The result was a new design framework called the creative learning spiral, which groups creative learning into four types of activities: sparking, making, grazing, socializing. The open layouts of both settings facilitated social learning activities of sparking, grazing, and socializing, whereas making time required students to create their own focused environments. The creative learning spiral can be used as a tool to assess the spatial needs of specific creative learning activities, in order to design environments that accommodate the needs of learners.
4
Megahey, Alan. "Getting Started." In A School in Africa, 30–42. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230288119_3.
5
Caldwell, Brian J., and Jim M. Spinks. "Getting Started." In The Self-managing School, 163–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315859217-13.
6
Rye, Donald R., and Rozanne Sparks. "Getting Started." In Strengthening K–12 School Counseling Programs, 27–35. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315781549-4.
7
Farnsworth, Kent A. "Second Language from the Start." In Grassroots School Reform, 85–92. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_9.
8
de la Bedoyere, Catherine, and Catharine Lowry. "How to use this resource." In School Start Year 1, 3–8. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-1.
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de la Bedoyere, Catherine, and Catharine Lowry. "Record Sheets." In School Start Year 1, 205–22. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-10.
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de la Bedoyere, Catherine, and Catharine Lowry. "Starting the Programme." In School Start Year 1, 223–30. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-11.
Тези доповідей конференцій з теми "Startup school":
1
Biswas, Sanjit. "From grad school, to startup to acquisition." In MobiCom'14: The 20th Annual International Conference on Mobile Computing and Networking. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2639108.2639416.
2
Aprilia, Johanna, Ika Yuni, and Fivanda. "The Application of Dynamic and Fun Concept in Purwadhika Startup and Coding School Interior Design." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.037.
3
"Implementation CorelDraw as the Idea of Entrepreneurial Student Boarding School Al-Iqbal Surabaya with Lean Startup Approach." In International Seminar of Research Month Science and Technology in Publication, Implementation and Commercialization. Galaxy Science, 2018. http://dx.doi.org/10.11594/nstp.2018.0157.
4
Pratama, Akmal Silva, Eidelina Maghfirah, Faiz Ramadhan, Raudhatul Zannah As, and Joharotul Jamilah. "The Role of Indonesian Education-based Startup in Enhancing the Learning Quality of High School Students in COVID-19 Pandemic Era." In 2021 Sixth International Conference on Informatics and Computing (ICIC). IEEE, 2021. http://dx.doi.org/10.1109/icic54025.2021.9632949.
5
Cristina Santos, Elza. "Human Concepts Applied on School Design." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100593.
Анотація:
The project to an early childhood school started from this problematic: why do not schools offer efficient quality spaces to early childhood education? As an answer, it was suggested that the school building, besides presenting a fitting spatial solution to a pedagogical proposition, should consider playing as a very important activity in the learning process. Have been considered the hypothesis that most schools do not present appropriate environments for child education and that playful activity in a complex scholar space is essential to this process. The confirmation of these hypothesis led to an idea which embraces the human concepts of welcoming, complexity, versatility, transparence and playfulness, determinative to the project guidelines: integration with the community; open sketch/nature interaction; school as a small learning community; natural lighting and ventilation; cozy environments; walking as a learning tour; adaptability/flexibility/variety; transparence and passive supervision; architecture that teaches/sustainability; exterior spaces and playful stimulus; material, textures and colors as identity elements.
6
Ezquerro Eguizábal, Sara, José Luis Moura Berodia, Ángel Ibeas Portilla, and Juan Benavente Ponce. "OPTIMIZATION MODEL FOR SCHOOL TRANSPORTATION DESIGN BASED ON ECONOMIC AND SOCIAL EFFICIENCY." In CIT2016. Congreso de Ingeniería del Transporte. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/cit2016.2016.4074.
Анотація:
The purpose of this paper is to design a model that allows to suggest new planning proposals on school transport, so that greater efficiency operational will be achieved. It is a multi-objective optimization problem including the minimization of the cost of busing and minimizes the total travel time of all students. The foundation of the model is the planning routes made by bus due to changes in the starting time in schools, so the buses are able to perform more than one route. The methodology is based on the School Bus Routing Problem, so that routes from different schools within a given time window are connected, and within the restrictions of the problem, the system costs are minimized. The proposed model is programmed to be applied in any generic case. This is a multi-objective problem, in which there will be several possible solutions, depending on the weight to be assigned to each of the variables involved, economic point of view versus social point of view. Therefore, the proposed model is helpful for policy planning school transportation, supporting the decision making under conditions of economic and social efficiency. The model has been applied in some schools located in an area of Cantabria (Spain), resulting in 71 possible optimal options that minimize the cost of school transport between 2,7% and 35,1% regarding to the current routes of school transport, with different school start time and minimum travel time for students.DOI: http://dx.doi.org/10.4995/CIT2016.2016.4074
7
Arafeh, Labib. "Introducing Information Technology to Palestinian Schools." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2437.
Анотація:
The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a collaborative Palestinian School Teachers
8
Kováč, Milan. "Co-invention Project in the Physics Curriculum on the Lower Secondary School." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8766.
Анотація:
As an integral part of the innovation of Physics Curriculum, we consider involvement of a co-invention project - a small teamwork of the pupils on the tasks developed by themselves - project, lasting 10-15 teaching hours, with focused goal oriented on innovation of a product. Pupils are scaffolded in well-designed learning environment, by well-designed printed material and specially trained physics teacher in an equipped physics laboratory. As our endeavour to meet such a goal, we have started by initial pilot projects, in which 13-years old pupils constructed products from a very limited material, using a limited equipment. The project itself is directed to take into consideration each of the sights - scientific (physics as a school subject, part of the sciences, how does the nature work); engineering (physics as a school subject, part of the technology education); collaborative design (work of small teams, which consider also whole school community and experts from out of schools environment) and discussing entrepreneurial practices (considering usable products, create marketing plan). The pupils are systematically lead to develop each of these four sights via six stages - idea generation, activity (planning, designing), knowledge seeking, evaluation of invention, justifying solution, knowledge building. Such a complex activity performed by 13 years old pupils can be considered as too ambitious. Of course, we are modifying whole physics education and we are preparing pupils to be able to work in teams, discuss, measure physical quantities, articulate their ideas and work with various sources of information. In the article, we proudly inform about happy pupils, which like physics (and also school subject - physics) and prove their knowledge on a higher level than their peers, after one year of testing our new methodologies. Moreover, we start to measure the level of their engineering competences and hypothesize, that it should be developed better, than of their peers educated by traditional means.
9
Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.
Анотація:
The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).
10
BERTOLUCCI, S. "Start up and First LHC Results." In Proceedings of the International School of Subnuclear Physics. WORLD SCIENTIFIC, 2013. http://dx.doi.org/10.1142/9789814522519_0012.
Звіти організацій з теми "Startup school":
1
Currie, Janet, and Duncan Thomas. School Quality and the Longer-Term Effects of Head Start. Cambridge, MA: National Bureau of Economic Research, January 1998. http://dx.doi.org/10.3386/w6362.
2
Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Анотація:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
3
Johnson, Rucker, and C. Kirabo Jackson. Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23489.
4
Bailey, Martha, Brenden Timpe, and Shuqiao Sun. Prep School for Poor Kids: The Long-Run Impacts of Head Start on Human Capital and Economic Self-Sufficiency. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28268.
5
Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.
Анотація:
The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
6
McNaught, Tim. A Problem-Driven Approach to Education Reform: The Story of Sobral in Brazil. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/039.
Анотація:
For more than two decades, the Brazilian municipality of Sobral has focused intensively on improving the quality of its public education system; the resulting success has been remarkable. In 2005, the Brazilian federal government started calculating a Basic Education Development Index (IDEB in Portuguese), which measures the quality of education in schools across the country. In the inaugural results in 2005, 1,365 municipalities had a better score for primary education than Sobral. By 2017, Sobral made national news by ranking number one in the entire country for both primary and lower secondary education (Cruz and Loureiro, 2020). These results are even more impressive when considering that Sobral is located in the northeastern state of Ceará, which is the fifth poorest state in Brazil in terms of GDP per capita (Cruz and Loureiro, 2020). The case of Sobral exhibits many elements that are similar to Problem Driven Iterative Adaptation (PDIA), an approach wherein problems are key to driving change (Andrews et al., 2015). The PDIA approach relies on reformers to identify problems that matter, break them down into their root causes, identify entry points, act, stop to reflect, and then iterate and adapt their way to a solution.1 This process of constant feedback and experimentation by local actors allows for the development of a solution that fits the local context. This paper explores the transformation of Sobral’s education system through the lens of PDIA2 , with an emphasis on the early reform period of 2000-2004. Many excellent papers have been written, in Portuguese and English, about the case of Sobral; this paper draws heavily on this existing literature.3 The paper is also supported by interviews from key individuals who either were closely involved with the reform efforts or have studied them. The paper follows the narrative of the Sobral story, starting in 1997, and uses boxes and other diagrams to view the reform efforts through the lens of PDIA. Finally, the paper explains how the reform efforts grew and scaled over the years, not only within Sobral, but also to other municipalities in Ceará and across Brazil.
7
Mahdavian, Farnaz. Germany Country Report. University of Stavanger, February 2022. http://dx.doi.org/10.31265/usps.180.
Анотація:
Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
8
September 2020 – The Bridge. ACAMH, September 2020. http://dx.doi.org/10.13056/acamh.13190.
Анотація:
The month of September is a challenging time for young people, as they start a new school year. September 2020 will be particularly difficult for many, as they must also deal with the stresses of the coronavirus pandemic and social distancing, as well as the effects of increasing financial pressures on families.
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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.
Анотація:
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.