ENTREPRENEURSHIP IN THE ENTREPRENEURSHIP IN THE ANDALUSIAN LIFELONG ANDALUSIAN LIFELONG

LEARNING SYSTEMLEARNING SYSTEM

EARLALL GENERAL ASSEMBLY. HEIDELBERG. GERMANY. OCTOBER 2008EARLALL GENERAL ASSEMBLY. HEIDELBERG. GERMANY. OCTOBER 2008

GENERAL FRAME IGENERAL FRAME I

The EU is facing unparalled demographic changes that will The EU is facing unparalled demographic changes that will have an impact in society and economy. Our population is have an impact in society and economy. Our population is growing old, jobs will be in the hands of adults and member growing old, jobs will be in the hands of adults and member states won’t have time for the youngters to catch up and be states won’t have time for the youngters to catch up and be competitive.( “competitive.( “It’s never to late to learn”, 2006It’s never to late to learn”, 2006))

In this context, LONGLIFE LEARNING is getting a crucial In this context, LONGLIFE LEARNING is getting a crucial importance importance as:as: - It contributes to personal development and satisfaction - It contributes to personal development and satisfaction - Its effect improves the economy and society if:- Its effect improves the economy and society if:

. It helps to increase the qualified workforce. It helps to increase the qualified workforce . It fits the labour market needs.. It fits the labour market needs.

- Besides, it reinforces social abilities and personal self - Besides, it reinforces social abilities and personal self confidence.confidence.

GENERAL FRAME IIGENERAL FRAME II

By 2010, Europe is expected to become the most dynamic By 2010, Europe is expected to become the most dynamic and competitive knowledge-based economy in the and competitive knowledge-based economy in the world, able to steadily grow with better jobs and socialworld, able to steadily grow with better jobs and social cohesión. cohesión. (Lisbon Strategy 2000).(Lisbon Strategy 2000).

How? EDUCATION and TRAINING is the key factor to be How? EDUCATION and TRAINING is the key factor to be competitive in a globalised society full of countries with much competitive in a globalised society full of countries with much lower labour costs. lower labour costs.

What for?What for?

- To easily change job and adapt to changes.- To easily change job and adapt to changes. - Be able to innovate and be competitive in that field.- Be able to innovate and be competitive in that field. - To become ENTREPRENEURS, able to self-employ.- To become ENTREPRENEURS, able to self-employ.

GENERAL FRAME IIIGENERAL FRAME III

To reach those goals member states need : To reach those goals member states need :

- To spread lifelong learning activities under flexible - To spread lifelong learning activities under flexible curriculums, learning paths and organisation.curriculums, learning paths and organisation.

- Reinforce the flexibiliity of VET systems.- Reinforce the flexibiliity of VET systems. - Promote the recognition of adquired professional - Promote the recognition of adquired professional competencecompetence and non-formal learning. non-formal learning. - Improve ICT and foreign language skills- Improve ICT and foreign language skills

- Promote ENTREPRENEURSHIP.- Promote ENTREPRENEURSHIP.

European letter of small enterprises (2000)

The Green Book of Entrepreneurship (2003) and The

Acción Plan (2004).

Comission communication (February 2006) : apply the

Lisbon programme and promote entrepeneurship through

education and training.

Entrepreneurship is included among the 8 key

competences (december 2006).

EU DOCUMENTS AND MESSAGESEU DOCUMENTS AND MESSAGES

GEM (Global Entrepreneurship Monitoring) in OCDE countries.

WHAT IS ENTREPRENEURSHIP?

It’s considered as the ability to transform business ideas into reality.

It’s related with creativity, innovation, risk assumption, the ability to plan and manage proyects with the aim to reach the desired objectives.

In many cases, it’s an innate skill but…

IT CAN ALSO BE TAUGHT AND LEARNT

ENTREPRENEURSHIP IN THE ANDALUSIAN EDUCATIVE ENTREPRENEURSHIP IN THE ANDALUSIAN EDUCATIVE SYSTEM.SYSTEM. It’s included in the curriculum at all educative levels sinceIt’s included in the curriculum at all educative levels since

school year 2004-2005.school year 2004-2005.Primary and Secondary, as a transversal topic. ThePrimary and Secondary, as a transversal topic. The

aim is to promote entrepreneur skills through games. aim is to promote entrepreneur skills through games.

“ “PROYECTO CARABELAS”PROYECTO CARABELAS” 50 schools, 1.500 kids. 50 schools, 1.500 kids. VET, as a core subject. The aim is learning to create VET, as a core subject. The aim is learning to create

and manage associations and companies.and manage associations and companies. Adult education, as non formal learning coursesAdult education, as non formal learning courses

for those already in business or interested in putting for those already in business or interested in putting

a business idea into practice.a business idea into practice. Several teaching materials have been developed, some ofSeveral teaching materials have been developed, some of them to be used with the help of ICT.them to be used with the help of ICT.

There’s a teacher training programme and teachers guidesThere’s a teacher training programme and teachers guides for each course.for each course.

MAIN PEDAGOGIC OBJECTIVESMAIN PEDAGOGIC OBJECTIVES

-    Teaching maths and ICT: through book keeping, making budgets and prepare invoices.

- Teaching language: through customer service and relations with suppliers. Promote business simulation projects in the classroom.

-   Teaching social abilities : like organizing, planning, task share, risk assumption, managing situations…

- Making decisions, reaching agreements.

-   Create a sense of responsability and professionalism. 

MAIN PROGRAMS AND ACTIONS

.

ENTERPRISING EUROPE

Product of a Leonardo da Vinci Pilot Project On-line course in seven languages for future entrepreneurs. Per module: general information about European

context and country specific information about certain genuine

info. 8 modules at two levels: elementary and advanced Flexible paths Train-the trainers course

Profile of an entrepreneurMarketingPlace and environment

THE MODULES Financial issuesLegal IssuesInternal organizationProffesionalismBusiness Plan (only in advanced level)

SecondaryVET, levels II, IIIAdult education

JOINTLY LIABLE ENTREPRENEURSJOINTLY LIABLE ENTREPRENEURS

Students learn how to create and manage an association, Then create and sell a product (handcraft or others ), and finally give away their benefit to cooperate with an NGO.

They decide which social theme to cooperate with and choose the most appropriate NGO to carry out their projects.

A mixture of social awarenes and entrepreneurial skills

Adapted to two target groups: secondary students and adult learners.Jóvenes Emprendedores Solidarios Gente Emprendedora y Solidaria

SecondaryVET levels I,II,IIIPost -secondary

CREATING YOUR OWN BUSINESSCREATING YOUR OWN BUSINESS

The main objective is self-empoyment. Encourages autonomous work, creativity development and social abilities.

Includes all the process in the creation, management of a small business.

Learners, individually or in groups become managers of their own business in a real context along the course.

SecondaryVET, level IAdult learners

VIRTUAL COMPANY PROJECT GRANTSVIRTUAL COMPANY PROJECT GRANTSYearly contest among public schools with entrepreneurial programs. Consists in creating an idea of a business with the help of ICT.

The 20 best projects receive a grant of 3000 euros to put the idea into practice.

EMPRENDEJOVEN /

VET, levels II, III

Contest to detect promising entrepreneurs through a series of tests among schools with entrepreneurial programs. Selected students stay in a specialised centre for future entrepreneurs for a week.The program includes a contest of business ideas and business plan.

Participation 2007/08: 13.568students. Selected: 1.783 in CADE

YOUNG ENTREPRENEURS

DATA OF PARTICIPANTS. COURSE 2007-2008DATA OF PARTICIPANTS. COURSE 2007-2008

SCHOOLS TEACHERS LEARNERS

ENTERPRISING EUROPE 32 41 462

JOINTLY LIABLE ENTREPRENEURS (TEENS) 263 287 7.780

JOINTLY LIABLE ENTREPRENEURS (ADULTS)

25 34 346

CREATING YOUR OWN BUSINESS 237 253 5.594

YOUNG ENTREPRENEURS (CONTEST PARTICIPANTS) 285 285 13.568

YOUNG ENTREPRENEURS (WEEK STAYS )

285 285 1.783

YOUNG ENTREPRENEURS BUSINESS IDEAS AND PLANS

285 285 Ideas – 507 Projects - 875

TOTALS 842 730 30.915

CONCLUSIONS :

We need to include entrepreneurship in schools, training processes and curriculums.

Active and participative teaching methods. Learning by doing, practising.

Work by projects and adapt the methodology depending on the target groups.

Competence based training and learning.

Provide teachers with appropriate didactic resourses and materials as well as training.

WEBSITE:

www.juntadeandalucia.es/averroes/cultura_emprendedora

MORE INFO:

emprender.ced@juntadeandalucia.es