One of the critical success factors of a well functioning scientific and innovation system is, after all, the availability of human potential. The presence of sufficient human potential, as well as the quality of this potential, are key concepts in this regard.
The use of available (scientific) talent is of crucial importance within the modern knowledge-based organisation. The innovative capability of a region depends on the presence of researchers in the first place. They create breakthroughs in science, initiate innovation and thus form the backbone of our knowledge economy. But there is also the need for scientifically/technologically trained managers who can introduce this innovation into their companies, and a need for a large number of highly trained and technically educated employees who can put this knowledge into practice. In this regard, not only doctors, but also masters and bachelors are required.
The availability of highly qualified talent and the growth of the number of researchers is an important item on the Lisbon agenda. By 2010, an estimated 700,000 additional researchers would be necessary to achieve the 3% objective for R&D. Flanders will also need considerably more researchers in the course of subsequent years - about 15,000 according to the policy document on Science and Innovation 2006.
We need not only more highly trained people in the future, but they should also have the appropriate skills in order to be able to adequately take advantage of certain developments. This also obviously implies that certain requirements be imposed on institutes of higher education, at the bachelor/master level as well as in doctoral training.
Recruiting and supervising young people who aspire to a career path in research and education is thus determinant for the further development of our science as well as the quality of training.
For this reason, the Flemish Science Policy Council and the Flemish Council on Education (VLOR) took the initiative to argue for the importance of education for innovation in an opinion that was supported by a fundamental analysis. Both advisory councils are responsible for follow-up and supervision. An VRWB editorial committee, under the presidency of Prof. Harry Martens, prepared the texts. In the VLOR, the text was discussed by the workgroup 'Education in innovation', also presided by Prof. Harry Martens.