Amsterdam, Netherlands - SEO Economisch Onderzoek

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ANNEX A: MAP OF THE AMSTERDAM METROPOLITAN AREAFigure A-1: The <strong>Amsterdam</strong> metropolitan area, divided by municipalities and COROP regions (1January 2008)* The numbers in the figure indicate municipalities, the colors refer to COROP regionsSource: O+S <strong>Amsterdam</strong> (2008a)149
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Please cite this paper as:SEO Econo
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2.3 Higher education and the labor
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6.3 Mechanisms to promote regional
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Table 4-4: Completion rates of diff
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LSCA Life Sciences Center Amsterdam
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such as regional authorities and th
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1. OVERVIEW OF THE REGION1.1 Introd
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the southEastern part of Amsterdam
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elatively bad accessibility of the
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metropolitan area exceeded that of
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egion suffer from one of the follow
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Figure 1-7: Dropouts secondary educ
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Figure 1-9: Employment in Amsterdam
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high-tech sectors is relatively hig
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1.4.4 Labor market indicatorsTable
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The central government is responsib
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implemented. There is also an admin
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2 CHARACTERISTICS OF THE HIGHER EDU
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Source: MinOCW (2007a: 68), EU (199
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(ibid: 83). In part, this new syste
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Table 2-1: Student enrolment at UAS
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Figure 2-5: Students at universitie
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Figure 2-6: Participation in tertia
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also show a continued high demand f
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not receive funding from the govern
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of diplomas awarded and the number
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decision is up to the HEI itself. I
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Figure 3-1: Components of an innova
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3.2.3 National funding frameworkThe
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challenge for the years to come wil
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Figure 3-3: R&D expenditures in Noo
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Amsterdam Topstad programme.Creativ
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3.5.3 Life SciencesGiven the high l
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Figure 3-4: Employment in Amsterdam
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years. Employment in the trade and
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employment has no upward or downwar
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and more efficient exploitation of
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mostly happens in the context of R&
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income related to IP rights. The fa
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Figure 3-6: Regional innovation sys
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HEIs to play this role, as it draws
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4 CONTRIBUTION OF TEACHING & LEARNI
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housing market, on the ‘buying ma
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transport, finance, financial manag
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HvA participates in several initiat
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4.4 Student recruitment and regiona
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4.4.1.2 Recruitment of foreign stud
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• HvA has made its educational pr
Page 105 and 106: The HEIs have several external and
Page 107 and 108: Table 4-4: Completion rates of diff
Page 109 and 110: 4.7 Enhancing the regional learning
Page 111 and 112: 4.8 ConclusionTable 4-6: SWOTStreng
Page 113: Amsterdam is matched by a relative
Page 116 and 117: The challenge for future social pol
Page 118 and 119: The VU likewise develops research p
Page 120 and 121: directing, documentary directing, s
Page 122 and 123: the university to improve its energ
Page 125 and 126: 6.1 Introduction6 CAPACITY BUILDING
Page 127 and 128: Figure 6-1: Organization chart Vrij
Page 129 and 130: There are also examples of more spe
Page 131 and 132: Box 6-2: Obstacles for collaboratio
Page 133 and 134: eyond labor market studies, there a
Page 135 and 136: 7 CONCLUSIONS: MOVING BEYOND THE SE
Page 137 and 138: …requires different forms of coop
Page 139 and 140: at higher levels in order to mainta
Page 141 and 142: to increase the interaction between
Page 143 and 144: mobility in the world is slackening
Page 145 and 146: ecause they are better informed abo
Page 147 and 148: REFERENCESAalders, R., A. Bakkeren,
Page 149 and 150: EZ Amsterdam (2006), “Research Bu
Page 151 and 152: MinOCW (2007a), “The Education Sy
Page 153 and 154: SER (2008), “Duurzame Globaliseri
Page 155: Versleijen, A., van der Meulen, B.,
Page 159 and 160: for InformationServicesHogeschoolDi
Page 161: Hogeschool NCOI Almere UAS - - Mult
Page 164 and 165: ANNEX D: ORGANIZATIONAL STAKEHOLDER
Page 166 and 167: CASE (est. 2006)Duisenberg School o
Page 168 and 169: Research programmesfunded by RAAKsu
Page 170 and 171: ANNEX G: CAREER DEVELOPMENT INITIAT
Page 172: VMBOVWOWOThe VMBO (Voorbereidend Mi
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