Centres presentation tom fleming

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Creative Entrepreneurship in Schools: the ContextDr Tom Fleming – Director, TFCCwww.tfconsultancy.co.uk@tfconsultancy

tom fleming / creative consultancy /

2Our Portfolio

Nordic Region:Creative Industries Green Paper for the Nordic Countries.

Slovenia, Slovakia, Czech Republic, Bosnia & Herzegovina, Croatia & Montenegro: Creative Economy Strategy.

Baltic States:Creative Mapping & Strategy in Estonia, Latvia, Lithuania.

Portugal: Creative Economy Strategy for Northern Portugal, ECOC Guimarães 2012

UK & Ireland :A Leadinf Creative Economy Consultancy and Research Company driving policy at a high level.

Ukraine: Creative Economy Mapping Support.

Russia: Creative Cluster Development and Strategy: Tolgliatti, Perm, Novosibirsk, Altai, Tula, Arkhangelsk, Sochi & Moscow.

Mongolia: Cultural Policy Support.

South Korea: Creative Economy Strategy Support in Seoul.

China: Creative Economy Strategy Support in Guangzhou & Shenzhen.

Lebannon , Syria and Turkey: Cultural Planning & Creative Mapping and Strategy Development.

Egypt & Dubai: Creative Cluster development.

Nigeria: Creative Industries Investment Support.

Brazil: Creativity and Innovation Strategy in Sergipe & Creative Industries Investment consultancy in São Paulo.

USA: Creative Economy Strategic Planning for Boise, Idaho & Intercultural City consultancy in Chicago.

Vietnam: UNESCO expert for cultural industries developmentEthiopia, Uganda,

Tanzania and Kenya:Creative Industries research and Investment Support.

Spain: Cretaive Industries Strategy support, , 2013

Thailand, MyanmarIndonesia and Malaysia

tom fleming / creative consultancy

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What’s Trending?Creative Entrepreneurship in Schools


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Why?The Nature of Work is Changing


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Balanced, personalized, playful, enabling learning- The top ten in demand jobs in 2010 did not exist in 2004 - so what are ‘career pathways’ - The current school age American will have 10-14 jobs by the time they are 38 – so what are the coping mechanisms and literacies?- Creativity is not (just) the arts – it’s holistic, integrated and central.


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Interdisciplinary, convergent, collaborative


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The creative economyCreative industries stand out because of their propensity for innovation (…)They are not only innovators themselves but have also been an important driver for innovation [as] they account for increasing inputs in the development of other sectors (EU Competitiveness Report).


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Who Benefits? Youth Unemployment Crisis


This fundamentally undercuts the headline

story of a creative, diverse and plural economy of small producers that

continuously recreate the city (Andrew Harris &

Louis Moreno).

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Intercultural, unequal, closed.


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How to engage, inspire, introduce and accelerate?


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Democratising Production?

The abundance and affordability of digital technology has actually made it far easier – not harder – for normal people to make high quality physical products (everything from books and clothes to sculptures and high-tech devices) both for themselves and for sale. (Adrian Hon)


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An education system reoriented from its industrial-era focus on maths and reading to a broader set of personal, creative and intellectual skills necessary for working alongside the ‘smart new machines’.

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Technology alone is not the answerCurrently our education institutions respond to shifts in technology and the required skills to leverage the potential from such technology. Ideally, they would collaborate with technology providers and businesses to explore the innovation potential of new and emergent technologies and co-create the required skills offer: In the digital media industry the only way to stay competitive is to use the emergent technologies before others adopt them. It’s the pioneers, early adopters and risk-takers that succeed (Dr John Manley, HP Labs).tom fleming / creative consultancy /

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The Problem: Lack of creative education

AusterityTraditionalismCapacity / skillsCollaboration


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The Opportunity: disrupt, demonstrate, developCENTRES has opened up the possibility of creative entrepreneurship in schools

The CENTRES project is about generating fresh ideas and innovation among the future stars of Europe’s

creative industries.(CENTRES website)


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The Focus- To promote models and a methodology that can be used

by schools and other organisations providing entrepreneurship education to develop pupils’ creativity and entrepreneurship skills.

- To promote ways in which to engage creative entrepreneurs and businesses productively with schools, as well as engage school-age students in practical business opportunities in creative industries.


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Horizontal and integrated approaches to creative entrepreneurship in schools

CENTRES has championed approaches which integrate creative entrepreneurship activities within the learning landscape. E.g. CEED, Slovenia - “Training for the Brave” 3 high schools with 69 students.


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Enabling Programmes for Creative Entrepreneurship Teaching

The European Commission’s Entrepreneurship 2020 Action Plan: entrepreneurial education and creative methods should became the mandatry part of training and development for teachers.

In Estonia, the Entrum Foundation introduced a 4 step methodology, working with young people, teaching professionals and leading creative businesses to engender enterprising approaches to the creative industries and encourage start-ups; and to generate readiness for professional skills in the creative industries. Over 300 young people participated; plus 3 creative incubators, 23 youth centres and 48 schools. tom fleming / creative consultancy /

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Coordinated Links between business and education

In Denmark, the Creative Wave project involved an innovation comptition for young people, helping them to shape their creative thinking toward commercially viable ideas and building relationships with creative businesses in ways that are relevant to the curriculum but also relevant to the creative sector.tom fleming / creative consultancy /

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An arts revival in our schools

CENTRES has provided a platform for arts teaching, enabling educational and arts professionals to develop tools which embed the arts as a vital and integrated part of the learning experience. E.g. ArtRun in Denmark - a partnership between a school and museum of contemporary art to co-create an arts education project.tom fleming / creative consultancy /

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Toward a Creative Entrepreneurship Curriculum for SchoolsA.N.D led pilots in 5 London schools to set up a Social Enterprise Qualification (a recognised international accreditation developed by the Real Ideas Organisation): - to enable schools to position creative entrepreneurship as a cross-

cutting activity which complements and adds value across the curriculum.

- to accredit learning and give the project increased value in the eyes of the schools and of the participating students.

- to give students real life experience of being a creative entrepreneur in a ‘safe’ context’ and the opportunity to meet ‘real life’ creative entrepreneurs and learn from them.


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The Policy Landscape is Changing

European levelNational policyLocalised good practice


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(We Need) Policies to ensure a proper supply and mix of skills; existence and coverage of training on entrepreneurship and creative problem-solving; autonomy and transparency of education and research organisations; existence of policies to support the regular and long-term collaboration of education and research organisations with businesses; explicit consideration of the role of Key Enabling Technologies.

European Commission ’Guide to Research and Innovation Strategies for Smart Specialisation’

.tom fleming / creative consultancy /

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Entrepreneurship Education at School in Europe (2012):

- 8 countries have launched specific strategies to promote entrepreneurship education.

- 13 include it as part of their national lifelong learning, youth or growth strategies.

- Half of European countries are engaged in a process of educational reforms which include the strengthening of entrepreneurship education.


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But Creative Entrepreneurship?


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The Creative Entrepreneur’s Hierarchy of Needs

Workspace, heating, sustenance, travel

Technology/Communications, legal/financial knowledge, business planning

Networks, contacts, peer-to-peer learning

Confidence, membership, access to markets/supply chains

Physiological

Safety

Love/belonging

Esteem

Self Actualisation


Creativity, innovation, dynamism

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We all know small children are naturally entrepreneurial…then we squeeze it out of them and then try to patch it back in again.

(Honor Wilson-Fletcher MBE – Chief Executive of the Aldridge Foundation – speaking at CENTRES conference, January 2013)

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Member States are invited to major on:

- Promoting the acquisition of transversal key competences, such as cultural awareness and expression. - Enhancing the role of cultural organisations as creative and innovative settings for non-formal and informal learning.tom fleming / creative consultancy /

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9 things we need1. Programmes, not projects

2. Integrated, not bolted-on

3. Access to great content and technology

4. Experimentation and play – familiarisation with risk

5. Open collaboration with businesses and institutions – to mutual benefit

6. Opportunities for school-based start-ups

7. Capacity and skills – for teachers

8. Investment – to ensure equality and excellence

9. Evaluation

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Opening up our cultural

organisations

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Engaging employers

BrokerageAccreditation

WRL

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Mobilising creative

entrepreneurship in formal and non-formal

learning settings

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The school’s task to promote knowledge lays the foundations for pupils’ future opportunities in life. Compulsory school is also required to stimulate pupils’ curiosity, self-confidence and ability to take decisions and in other ways to focus on skills that are vital for entrepreneurship .

(Swedish Strategy for Entrepreneurshipin the Area of Education)


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Singapore's schools have become global role models, with consistently high results in international tests. But now they want to move beyond this - towards something that cultivates creativity and what they term as ''holistic education” .

(Minister for Education, Heng Swee Keat)


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Creativity is a fundamental attribute that underpins all thought and all learning. Creativity needs to become 'ordinary’ – a part of the everyday life of everybody.

(Anthony Sargent and Katherine Zeserson - Beginning at the beginning, the creativity gap)


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We are the UK’s leading international consultancy for the creative economy.

We offer strategy and policy leadership across the creative, cultural and arts sectors. Through research, evaluation, collaboration and advocacy, we are a think and do tank for the creative economy. We offer technical expertise, strategic thinking and the tools to position creativity to the heart of society.

[email protected]

www.tfconsultancy.co.uk

@tfconsultancy


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Centres presentation tom fleming