Czech Republic

• Existing Sub-Sectors

• • Eco-construction (wood)
  • Hemp industry
  • Phytopharma & Cosmetics
  • Food & Feed
  • Textile.

• Key Trends Influencing Innovation

• • Cooperation among companies and universities is growing. (Mostly because is it needed by the last projects and funding programs)
  • Digital and green transformation, (however the explicit focus on Bioeconomy is missing)

• Expected Sub-Sectors / Value Chains

Key subsectors in the future by 2030: 

• • Green chemistry
  • Bioplastics
  • Bioenergy (biogas, biomethane, bioethanol)
  • Health care
  • Construction

• Opportunities for advancement (Growth, Career, Social etc.)

There are many options for personal advancement in the region: 

• • Education possibilities
  • Paid Jobs are another. (The income in the region is historically below average and paid jobs are a good opportunity)
  • Own enterprise (start-up, spin-off)
  • Employment in an existing company focused on production/processing of renewable biological resources. 

No systematic and comprehensive approach towards personal advancement in Bioeconomy

• Governance structure in adult education on Bioeconomy, or on the wider topic of sustainability (Higher Education, Vocational Training etc.)

• • Existing Policies – Strategies 
    • Regional Transformation plan

• Governance Model
  • The concept of agriculture and rural development
• Regulation – Legislation 
  • Support of science and research in the Moravian-Silesian Region
  • Bioeconomy is not part of adult education in the Czech Republic and is not part of the government structure

• Organization of Adult and Lifelong Learning

• • No organized structures for BioEconomy

• Available Research on Bioeconomy Education

• • No organized structures for Bioeconomy 

• Main Training, Retraining or Lifelong Learning on Sustainability

• • No organized structures for Bioeconomy

• Available Research on Bioeconomy skills needed

• • There is no organized research for skills needed, however, It is necessary to build a comprehensive structure of education in Bioeconomy for different levels of education and target groups. Language skills, Drivers, Skilled workers, Construction workers

• Bioeconomy education in which Art concepts are applied

• • Art to simulate the Bioeconomy needed skills:
    • In the European project AllThings.Bio the art process started with co-design workshops with citizens and secondary school children to gather ideas and start visualising the future game. The children were particularly creative and invented the basic avatar characters and backgrounds that Nurogames, the game developer of AllThings.Bio, took as a basis for future assets design and game development.

• • Art to address different learning styles and facilitate inclusion of marginalised people
    • Not available examples

• • Inspirational case studies and formats from art and design to educate in the Bioeconomy:
    • https://www.sciencedirect.com/science/article/pii/S2667041022000234 

• • Injection the Bioeconomy in design, art, architecture, etc.
    • Injecting the Bioeconomy in design, art, architecture, etc. professions. Bioeconomy has an influence on such topics as architecture and design. We can see the marks on self-sufficient housing etc.

• Working with which marginalised, disadvantaged, minority groups is prioritised?

• • Not any reported

• Relevant Jobs and/or Opportunities for Inclusion of Marginalised Groups

• • Not any reported

• Main needs of individuals of marginalised groups integrating them into Bioeconomy

• • Concerns arising from unequal relations between primary producers and other actors, e.g. power relations such as bargaining and lobbying power or decision-making processes leading to the generation of institutions, are largely ignored in the analyzed policy strategies.

• Existing educational/development activities for marginalised groups for Integration to Bioeconomy activities

• • Not any reported