Оснащение образовательного процесса
Growth model based on innovations is a key factor of global competitiveness in the modern world on the post-industrial stage of development. State effortsareinneedtosupportcreationofthe efficient institutes of the knowledge-basedeconomy butthe state financing of innovation companies should not demotivate private business to take an active part in the innovation development and to catalyze the business (taking a part of its risks) instead of replacing venture capital with the budget subsidies.
For the development of technological innovations it is essential to ensure competent and modern commercialization within the framework of balanced business models. Multifactor cluster analysis of business models of contemporary high-technology companies and industries shows that the most effective commercialization emanate in the framework of four basic models. Company's profitability does not depend directly on the level of its technologies, but is determined by the quality of these business models. Besides trends in high-technology industries demonstrate raising segmentation and differentiation of markets and more frequent utilization of value network models.
The 6th International Conference on Theory and Practice of Electronic Governance, ICEGOV2012, was organized in Albany, New York, United States (US) from the 22nd to the 25th of October 2012, hosted by the Center for Technology in Government, University at Albany, State University of New York under the patronage of the United States National Archives and Record Administration. The ICEGOV (International Conference on Theory and Practice of Electronic Governance) series focuses on the use of technology to transform relationships between government and citizens, businesses, civil society and other arms of government (Electronic Governance).
What is education? The issue that seems to be fundamental to our field, is very far from being resolved. Both the practical field and the theory can exist without answering this fundamental question, both can run on intuitive assumptions. However, we are entering a period of changes which are likely to shaken such assumptions. Our collective fundamental beliefs would have been disputed if they were explicit, but as assumptions, they held up enough coherence for us to operate. But now the relationships between humans, and their information, knowledge, and learning have been shifting. The very basic questions can no longer be answered with the silent omission. What is learning? What is teaching? What is education and how it related to schooling? This paper is an attempt to squarely face the issue of the nature of education. While it is does not purport to resolve it, it does show that such conversations are both possible and necessary.