Intellectual Property and Education Workshop, 8 – 9 March, OHIM, Alicante, Spain
A workshop report by Kari Kivinen
According to WIPO, “Intellectual Property (IP)“refers to creations of the mind: inventions, literary and artistic works and symbols, names and images used in commerce”
IP is traditionally divided in:
- Industrial property (inventions, patents, trade marks, designs)
- Artistic work protected by copyright (original literary or artistic works, music, TV broadcasting, software..)
- Commercial strategies (trade secrets, know-how)
According to the OHIM Observatory, the counterfeit goods cost legitimate industry in EU approximately €59 billion per year in lost market share. This has an important impact to the jobs in EU. Intellectual Property Rights-intensive industries as a whole support directly or indirectly 35% of jobs, almost 39% of the EU’s GDP and 90% of external trade. Mr. Campinos, the president of OHIM declared that this means in practice that 650.000 jobs in Europe are lost, at present.
IP rights are meant to help ordinary businesses, entrepreneurs, inventors, designers, authors and innovators to get on with their job of being innovative and IP rights encourage creative activity.
Unfortunately, this message is not well understood, or even believed – especially by the younger generations. Mr. Campinos reported that according to a recent on-line study , the attitudes and behavior of 15-24 years olds show, that
- there is a lack of information to understand the facts
- youngsters do not really care about copyright limitations
- there is a lack of legal alternatives, and
- for 66 % of youngsters the price is the most important factor when purchasing goods.
One of the key objectives of the Digital Single Market in EU is to boost digital skills and learning.
Education seems to be one of the key instruments to raise understanding and respect for Intellectual Property. The question of the day was: what path should the EU follow?
The recently published “Intellectual Property and Education in Europe ” study notes that the most innovative non-EU countries or regions already teach IP related issues at primary level and place IP more commonly as a part of citizenship education, focusing on morals and ethics.
Education is, of course, a national competence inside of the EU. The role of the OHIM and EPO should be that of a facilitator, supporter and resources provider in issues related to the IP education in several levels.
The challenge of the IP Education Workshop was to find ways to promote IP education in the 28 Member States, and reflect what would be the most efficient strategy and methods to do so.
The study on IP education in school curricula in the EU Member States is an excellent starting point and benchmark! The main findings were:
- IP is not a stand-alone subject in any MS
- Aspects of IP are mentioned in 33 curricula of EU countries/regions
- IP connected learning areas mentioned in the curricula of 33 EU countries/regions
- Good practices are identified
The study concluded that
- IP has the potential to be integrated into mainstream subjects of all educational levels,
- IP can easily be adapted to cross-curricula teaching
- Provision of relevant and up-to-date professional resources to empower teachers is recommended
- Innovation, creativity and entrepreneurship could be fostered
According to the study the objective of the IP Education could be formulated in a following way:
“IP education should include references to skills and competences that young people can be expected to acquire in the classroom that enable them to become familiar with IP, understand its potential to generate income and economic growth and lead them to respect IP rights, whether their own or those of others”
In the meeting additional and completing objectives were identified. IP education should
- raise IP awareness
- promote innovation
- fight against piracy and counterfeits
- support pupils to become responsible consumers
In my presentation “Intellectual Property Education in Europe” (download here the “intellectual property education” PDF file ) I tried to explore who are the key stakeholders, which are the main objectives, obstacles and challenges, and I made some proposals to tackle the issues.
I proposed to take concrete “top down” and “down up” actions which should be carefully planned and prepared by the Task Force. The mandate of the Task Force could be as follows:
- Produce facts and figures of the IP impact for educational leaders
- Produce relevant IP contents for various subjects (simple, positive, benefit-orientated, objective and factual (public domain, open source)
- Develop a set of curricula learning outcomes/standards/competences for syllabuses of various subjects
- Formulate ethical standards and guidelines for schools
- Map and collect good IP education practice recourses from member states and non EU-countries
- Prepare training concept for educational leaders, Principals & teachers
- Initiate positive campaigns, competitions and events to promote innovation
- Propose partnerships and synergies ( artist, designers, creators, ambassadors..)
- Launch a pilot projects to test & validate the educational program materials in some schools
I shared a good practice example from Finland in the meeting.
Finnish Kopiosto is an umbrella organisation for associations representing performing artists, authors and publishers. In February 2016, they negotiated a license deal with the Finnish Ministry of Education. The licence covers all free-of-charge education and photocopies delivered to the pupils and students of comprehensive schools, gymnasiums, vocational institutions and universities.
Kopiosto also provides educational institutions with licences for the digital use of material. Kopiosto’s Digital licence enables the scanning of publications, copying them from open Internet sites, remote education and sharing copies through school intranets.
In addition they have publish an excellent and clear worded ABC-guide for students, teachers and parents concerning all the key questions and areas related to the IP rights ( see kopiraitti.fi). This type of approach will create a safe and sound legal framework for positive collaboration between IP officers and educators!
In Brussels, 13.3.2016, Kari Kivinen