Key Competences - Entrepreneurship Learning

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Slavica Raičević

ETF International Conference on education – business cooperation

Brussels, 3-4 December 2009

Innovation and Creativity in

Teaching and Learning

2Slavica Raičević

CARDS PROJECT

‘LABOUR MARKET REFORM AND WORKFORCE DEVELOPMENT’

IN MONTENEGRO

Overall Objective:

To assist in reforming and modernising the public labour market andemployment services, including broader HRD issues, as part of thewider package of support of the European Union for Montenegro’seconomic and social reform.

• Component 1: Labour market institution building and statistics

– Labour and employment administration

– National Employment Plan (NEP)

– Labour and employment statistics

• Component 2: Innovation and learning

– Building a vision for national investment in HRD

– National Entrepreneurship Learning Partnership

3Slavica Raičević

Entrepreneurship learning

Policy/National level

Strategy for Life-long Entrepreneurship Learning

Action Plan for Life-long Entrepreneurship Learning

National partnership for life-long entrepreneurship learning

School – based activities/Local level

Entrepreneurship as a key competence learning material development

Berane municipality local partnership on implementation of entrepreneurship as a

key competence in pre-university education institutions

Teacher training for all pre-university education institutions in Berane

municipality

4Slavica Raičević

School - based entrepreneurship learning activities

Key principle:

Entrepreneurship as a key competence

The approach: - Using local human capacities for development of learning materials, training and dissemination;- Wide community agreement and support.

The main challenges: - Entrepreneurship learning limited to business education;- Lack of teacher training for key competences;- Predominant teaching approach is ex cathedra.

Questions:

Does it work ‘on field’?

How teachers will accept it?

Berane pilot implementation

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Berane pilot – Entrepreneurship as a key competencePreparation phase

• Municipality institutions

• Education and training institutions

• Employment office

• SME supporting organizations and associations

• Enterprises

• Parents

Local community partnership

• Primary education ISCED 1 and ISCED 2

• Secondary general education – Gymnasium ISCED 3

• Vocational education institution ISCED 3

Education institution selection

• Form a group of local teachers

• Training for local teachers on Entrepreneurship as a key competence

• Development of learning materials

• Pilot implementation, evaluation and wide community presentation

Development of learning materials

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Pilot implementation, evaluation and wide community presentation

•Primary School ‘Vuk Karadžić’

•Gymnasium ‘Panto Mališić’

•Secondary Vocational School

‘Vukadin Vukadinović’

•The children: they had learned how to

work in a team, how to be creative and find

solutions for practical problems and how to

work together towards a goal;

•The teachers: they saw the children

getting more self-confidence and being

able to work without their continuous

guidance;

•They have the opinion that the examples

are easy to implement and show well what

entrepreneurial learning is meant to be.

•Local enterprises

•Employment bureau

•SME support local office

•Berane tourism organization

•Museum Polimski

•Local hospital

•Parents

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• Key competence approach

• Pedagogy-didactics basis

• Entrepreneurship as a competence in different teaching subjects

• School – business cooperation

• 24 ‘ready-to-use’ teaching examples for age 6-18

Teaching manual development for

entrepreneurship as a key competence

• Teachers from primary, gymnasium and VET schools

• Pedagogy institutions representatives

• Support from international and local expert

Using local human resources to train

teachers

• 17 primary schools ISCED 1 and 2

• 3 secondary vocational schools ISCED 3

• Gymnasium ISCED 3

• All teaching subjects: social sciencies, mother tongue, foreign languages, exact sciencies, natural sciency, vocational teaching subjects, practical work.

Training participants

Berane pilot – Entrepreneurship as a key competenceTeacher trainig for all Berane ISCED 1-3 education institutions

Capacity building for all Berane education institution managers

Involving of students to train teachers!

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The overall characteristic of the training is that participants

showed high level of responsibility and positive attitudes:

97, 62% teachers attended and actively

participated in all training sessions.


Objectives:•To increase understanding of key competences and their importance

•To increase understanding of Entrepreneurship as a competence for

different ages of students

•To attract teachers on implementing new approaches that support

development of Entrepreneurship competence among primary and

secondary school students

•To equip teachers with knowledge on possible methods for iimplementing of

Entrepreneurship learning as a cross-curriculum teaching aactivity

•To introduce ways and importance of cooperation of education institutions

with enterprises, institutions and organizations in local community

•To set learning objectives for a teaching activity using modern

pedagogy/didactic methods

•To design, administer and manage a teaching activity that develops

Entrepreneurship key competence

•To assess the quality of their teaching by different types of evaluation

9Slavica Raičević

First day – Methodology Bases for Entrepreneurship Learning Implementation During

Teaching Processes

An Introduction Session – Teaching Process, a need for changes

Life/long Learning and Key Competences

Traditional v.s. Modern Teaching Methods

Student Centered Learning

Goals and Learning Outcomes – Entrepreneurship Learning

Evaluation of Entrepreneurship Learning

Second day - Case Study Training

An Introduction Session

Implementing of Entrepreneurship Learning as a Cross-curriculum Teaching Activity - First part

Teaching Activities That Support Development of Entrepreneurship Competence

Implementing of Entrepreneurship Learning as a Cross-curriculum Teaching Activity - First part

Case Study Training


Training programme

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Evaluation questionsStrongly

agreeAgree

Partially

agreeDisagree

The whole approach to planning and allocation of

workshops during the seminar enabled us to

consider all aspects of entrepreneurial learning and

the ways in which it could be applied while teaching

69.23%28.21% 2.56% 0,00%

Individual work sessions were good planned and

they enabled our recognition of individual aspects of

entrepreneurial learning74.36% 23.08% 2.56% 0,00%

I feel better informed on entrepreneurial learning as

a result of my participation on this training 64.10% 35.90% 0,00% 0,00%

The whole approach to the realization of the

seminar helped us to develop a positive attitude

towards entrepreneurial learning71.79% 28.21% 0,00% 0,00%

I felt encouraged to active participation 66.67% 33.33% 0,00% 0,00%

I'm satisfied with work of trainers 84.62% 12.82% 2.56% 0,00%

I'm satisfied with organization of the seminar 79.49% 17.95% 2.56% 0,00%

Overall materials were used and they should enable

quality exchange of acquired knowledge in

realization of entrepreneurial learning64.10% 33.33% 2.57% 0,00%


Berane pilot – Country wide dissemination

Distribution of learning materials

to all Montenegro ISCED 1-3

schools

National Conference on Life- Long

Entrepreneurship Learning

“From Idea to Action”

Berane, Gymnasium ‘Panto Mališić’June 18, 2008


Berane municipality local partnership activities

• Roundtables for representatives from different local community institutions,

organizations and asociations – Human resources as one of the biggest issue

for local socio-economic development;

• Training needs analyze for SME in Berane municipality;

• Study visit to UK;

• Analyze and perspective paper development for introduction of

entrepreneurship in gymnasiums.


EU Charter for SME indicators – Chapter 1 and 4

Indicators for ISCED 2 and 3

• Teaching

• Curriculum

• Learning materials and school-business cooperation

Indicators for training needs analyze

• Methodology

• Management system

• Berane pilot helped Montenegro better ranking – Chapter 1 and 4. The

second position in Western Balkan;

• The effort recognized in EU Charter report published 2009

• The issue is to implement the concept nationaly


Teacher training as an indicator?

Could indicators followin ETF indicator model be

applied to teacher training?


Thank you

Documents

Key Competences - Entrepreneurship Learning