1. IP and EDUCATION IN EUROPE
WHY ?
IP and EDUCATION IN EUROPE
from 2014 The global innovation Index of WIPO: 81 indicators, innovation, human capital, infrastructure
Switzerland UK
Sweden
Finland
Netherlands US
Singapore
Denmark
Luxembourg
Hang Kong
Justyna Petsch (OHIM) & Dana Redford (PAU)

2. Aim: Focus on children´s education 2 stages:
WHY ?
Aim: Focus on children´s education
2 stages:
Understanding how IP and IP components (such as: innovation / entrepreneurship / creativity) are taught in the EU schools (primary and secondary)
Compare the situation in the EU with the most innovative third countries: Switzerland, US, Singapore, Hong Kong
from 2014 The global innovation Index of WIPO: 81 indicators, innovation, human capital, infrastructure
Switzerland UK
Sweden
Finland
Netherlands US
Singapore
Denmark
Luxembourg
Hang Kong

3. Contractor PAU education
METHODOLOGY & FIRST RESULTS
Contractor PAU education
Presentation by Dana Redford, PhD, experts in working group of this study

4. Intellectual Property and Education in Europe
Study on the status of IP education in school curricula in the EU Member States
28 October 2014

5. Methodology
The method for the study was to derive answers related to each learning area, from more general responses to a survey and a questionnaire.
All documents, data and findings were analysed by a group of experts in education matters and gave way to specific contributions and recommendations.
A complementary benchmark study with a selection of non-EU countries is still in progress

6. Scope of the research EU 28 Member States
Public and private education sectors were taken into account.
Compulsory primary education and general secondary education, as well as secondary level vocational, technical and commercial schools covering age groups from 4 to 18 years old (depending on Member State).
The school reference year is 2012/13.
Over 1,500 documents were analysed
Questionnaires received from officials from the national ministries of all Member States, except Bulgaria and Ireland.
33 field studies were conducted (28 Member States + regions)

7. Three initial scenarios of IP education in school
IP could be taught having cross-curricular status across all themes.
IP could be integrated into existing curriculum subjects, such as citizenship education, ICT, entrepreneurship, science and technology, art education.
IP could be a specific “stand-alone” subject.
EXPLANATION of DIFERENCE BETWEEN CROSS-CURRICULAR AND INTEGRATED
CROSS-CURRICULAR: IP education is taught as a theme throughout the whole curricula. It is mentioned as a transversal theme to be promoted but not necessarily attributed to any particular subject . In this case all teachers  share responsibility for delivery; this is the cross curricular approach. In this case, IP is considered as “transversal competence” and not as a subject.
INTEGRATED: IP is a subject that has no direct presence on the curriculum; it may be integrated into one or some subjects at different moments in time. It is not cross curricular as there is no “consensuated” plan to deliver IP education in all subjects but it is integrated as “sub-subject”. For example, IP is integrated within music with a especial mention of artistic creation ownership .
STAND ALONE SUBJECT: there is an Intellectual Property subject

8. Current status of IP in education
IP is either treated as a cross-curricular topic or as a theme integrated into one or various subjects but NOT as a stand-alone subject.

9. Inclusion of IP education
in the national curricula of the EU Member States
Elements of IP education are included in the national curricula for primary and/or secondary education in almost all the EU Member States.

10. Coverage is current not comprehensive
IP is not being comprehensively covered in the curriculum.
IP issues are especially dealt within upper secondary and only being applied to non-compulsory subjects.
Copyright is what is most commonly included (all Member States except Spain, Malta and UK)
Copyright principles include originality and ownership. Pupils are expected to have an awareness of copyright principles from primary education in most countries. Not all countries referred to copyright by name, but did refer to ‘respect for author’s rights’ or ‘ownership rights’ or ‘originality’.
Trade secrets mentioned in Croatia.

11. Entry points for IP education
The study explores specifically the links between IP and:
entrepreneurship education
citizenship education
art education
IT education
STEM (Science, Technology, Engineering and Maths)
The 8 competences: communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression.
These five subjects – and associated competences– are addressed in different ways in the school curricula throughout Europe.

12. Recommended entry points (I)
Recommended by Educational Ministries

13. Recommended entry points (II)
Recommended by Educational Ministries
Entrepreneurship does not appear in this table as in most countries the subject doesn’t exist as such.

14. Lack of teacher training
In a large amount of subjects teachers will be expected to contribute to the delivery of IP education.
Such requirements pose challenges in terms of school organisation and require new teacher training and new teaching practices.
From the study, it is very hard to separate espoused curriculum from classroom practice. In other words, it is impossible to tell how IP is being implemented.
For example, how much time do teachers spend telling students about IP; what method and/or resources do they use; how is the quality of provision determined; what evaluation and assessment methods are used?
If IP is to be defined as a stand-alone subject or is to be integrated into other subjects, learning outcomes or objectives must be sufficiently developed and made explicit.

15. Results in a nutshell
Copyright is introduced in most countries at most levels to enable students from primary age upwards to develop an awareness of originality and ownership of creative work.
In many occasions curricula describe innovation, creativity, entrepreneurship, design and technology learning, without making reference to the relevance of IP education.
IP education could integrated into student learning of entrepreneurship education, citizenship education, art education, ICT education and STEM. But this is not yet happened.

16. Opportunities for the future
Curricula and learning objectives should provide a definition of IP education which takes into account its broadest dimensions of innovation and creativity and will be shared in all curricular areas and across different subjects.
Teachers should be given training and materials to develop and implement IP education in their teaching practices.
At the European level, there is a need to strengthen the exchange of good practices to find effective and sustainable solutions for IP education.
Educational and industry stakeholders should be jointly involved in the revision of curricula in order to develop a shared understanding of IP education, its opportunities and challenges.
Current benchmarking with third country models (USA, Switzerland, Hong Kong and Singapore) will provide other good practices in IP education globally.
It should be clear that IP is not – only – a subject but that IP education must be mainstreamed in all subjects for all students.
National, regional or local entities in charge of curriculum development should ensure that IP is integrated into learning objectives in a consistent and continuous way.

17. First conclusions presented to the public awareness WG and the AB
Timeline
First conclusions presented to the public awareness WG and the AB
Draft version of the report will be sent to the MS and public awareness WG beginning of November 2014
Discussion with MS at the public stakeholders meeting in Rome 25/26 November 2014
Validation of the results December 2014
Publication of the report February 2015

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