«Imagination unleashed /Democratising the knowledge economy»

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«Public Value / How can it be measured, managed and grown?»

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«Modern democracy was created in an analogue era, well before the fourth industrial revolution and today’s ubiquitous use of digital devices. So how is democracy today being affected by new digital technologies? And is it for better, or for worse?»

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«THE COMMUNITY PARADIGM / WHY PUBLIC SERVICES NEED RADICAL CHANGE AND HOW IT CAN BE ACHIEVED»

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«A compendium of innovation methods»

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«PATHS TO SCALE / Finance lessons from European entrepreneurs»

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NESTA | «Ten predictions for 2019 / Our ten trends, tech breakthroughs and social movements for the year ahead»

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«Nesta’s 2019 predictions: the shock of the ‘new normal’

This year we’re looking at ideas, technologies or trends which are making the leap from the realm of the ridiculous to the ‘new normal’. Can we still redirect their path?»

«Innovation is the driving force behind rising prosperity, yet we don’t often talk about how people become inventors. Now, a study using US data shows that who your parents are - and how much money they have - makes a big difference in your chances of becoming an innovator»

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Para quem ainda não conhece, talvez a primeira coisa a fazer seja familiarizar-se com o IGL a que se refere a imagem acima. Depois: 

«Nesta's Innovation Growth Lab (IGL), in partnership with the Laboratory for Innovation Science at Harvard, J-PAL, the Ewing Marion Kauffman Foundation, the World Bank Group and the Alfred P. Sloan Foundation, and with the support of the Global Entrepreneurship Research Network, will hold its annual conference in Boston, MA on June 12-14 at the Harvard Business School (12 & 14 June) and MIT (13 June)». Na conferência, na abertura, vai discutir-se como a que se chega a «inovador». De facto: «This is why we are opening IGL2018 with a session on how innovation can be made more accessible to children of all backgrounds. The session will be opened by a presentation by one of the study’s authors, MIT’s John Van Reenen». Donde se parte: 

Saiba mais

«THE FUTURE OF SKILLS / Employment In 2030»

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«Government Innovation»

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GEOFF MULGAN | «Digital: growing the best , not the worst»

 

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NESTA | Previsões para 2018

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«THE FUTURE OF SKILLS /Employment in 2030»



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«(...)

Recent debates about the future of jobs have mainly focused on whether or not they are at risk of automation. Studies have generally minimized the potential effects of automation on job creation, and have tended to ignore other relevant trends, including globalisation, population aging, urbanisation, and the rise of the green economy.

In this study we used a novel and comprehensive mixed method approach to map out how employment is likely to change and the implications for skills. We show both what we can expect and where we should be uncertain; highlighting likely dynamics in different parts of the labour market — from sectors like food and health to manufacturing.

The study challenges the false alarmism that contributes to a culture of risk aversion and holds back technology adoption, innovation, and growth; this matters particularly to countries like the US and the UK, which already face structural productivity problems.

By identifying the bundles of skills, abilities, and knowledge that are most likely to be important in the future,
as well as the skills investments that will have the greatest impact on occupational demand, we provide information that educators, businesses, and governments can use for strategic and policy-making purposes to better prepare us for the future. (...)». Leia na integra.

 

«decode»

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«Solved! Better pupil discussion in the classroom»

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«Summary
It is now increasingly common practice for teachers to record themselves teaching as a way of reflecting upon their practice, but what about recording the pupils themselves? Our recent report showed how important it is that students do more collaborative problemsolving at school to get them ready for work. Yet despite strong evidence for its impact, it is rarely taught in schools. At Nesta we want to support collaborative problem-solving (CPS) practice in the classroom. Over the next year we’ll be supporting four pioneering innovators in the field to create new tools and test them with students. In 2016 we embarked on the first of these four experiments, a small-scale exploratory pilot with Harris Academy, Battersea.  Our approach was simple and inexpensive, using dictaphones to produce transcripts in order to examine their effectiveness as a tool for developing pupils’ problem-solving discussions. We worked both UK Transcription and AI Media who were able to turn around recordings in just a few days and The University of Melbourne for help with coding them. (...)».

DA SESSÃO COMEMORATIVA DO 5.º ANIVERSÁRIO DA ESPAP | «Challenges and Opportunities for Government and Public Sector Efficiency and Innovation» | EDDIE COPELAND | NESTA

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«SOLVED !/ Making the case for collaborative problem-solving»

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