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ENTERPRISE EDUCATION IN SCHOOLS CASE VAASA

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Title: ENTERPRISE EDUCATION IN SCHOOLS CASE VAASA


1
ENTERPRISE EDUCATION IN SCHOOLS CASE VAASA
  • ICELAND , JUNE 2009
  • JOUKO HAVUNEN
  • UNIVERSITY OF VAASA
  • FINLAND

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ENTERPRISE EDUCATION IN SCHOOLS- CASE VAASA,
FINLAND
  • BACKGROUND
  • PROCESS OF DEVELOPMENT
  • RESULTS IN ENTREPRENEURSHIP EDUCATION
  • CRITICAL SUCCESS FACTORS
  • THE STEPS IN ENTREPRENEURSHIP EDUCATION

4
BACKGROU ND
  • What is enterprise education
  • Integrating entrepreneurship in the education
    system
  • -internal entrepreneurship related to a set
    of personal attributes like creativity,
    flexibility, courage, initiative, risk
    management, self-directiveness, co- operation
    skills, and achievement motivation a way of
    thinking and acting as in an enterprising
    employee
  • -external entrepreneurship related to the
    production of goods and services setting up
    and running ones business

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  • Why and how we started it in Vaasa
  • -recession and unemployment situation in
    Finland at early 1990-
  • -the old centralised curricula planning and
    class-room pedagogy were under change
  • -entrepreneurship education was included as
    one of the goals in the national education
    development plan for the years 1991-1996
  • -the regional entrepreneurs association gave a
    memorandum for promoting enterprise education in
    1992

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  • initiatives taken by some schools/teachers and
    directors in the City of Vaasa and some experts
    in University of Vaasa for launching the
    entrepreneurship education to schools
  • Experts from University of Vaasa wrote series of
    articles about promoting entrepreneurship via
    local newspaper 1993
  • The Finnish Broadcasting Company (YLE) sended the
    articles in the interview form via radio
  • Agreement about the special Entrepreneurship
    Education Project was agreed between City of
    Vaasa, local Universities and the National Board
    of Education in 1994

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  • University of Vaasa offers the entrepreneurship
    education training programme (6 days) for
    teachers representing all the levels of education
    (100 participants)
  • The idea was to get a lead teacher in
    entrepreneurship education to all the communities
    in the Province of Vaasa
  • International benchmarking, information
    seminars for all teachers in the City of Vaasa

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  • The first integrated curriculum for
    entrepreneurship education in the City of Vaasas
    schools (starting 1995) including objectives,
    content and quidelines for implementation in
  • -pre-primary and beginner grades of primary
    education (grades 0-3)
  • -grades 4-6 in primary education
  • -grades 7-9 in lower secondary education
  • -grades 10-12 in upper secondary schools and
    vocational institutes

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  • Principles for implementation
  • -both internal and external aspects should be
    included
  • -the whole education chain from grade 0-12 should
    be included
  • -at earlier education levels the focus is on
    internal entrepreneurship and include activities
    which strenghten enterprising attributes

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  • -external entrepreneurship aspects would cover
    start-up processes, entrepreneurship and
    management skills and entrepreneurship and
    business activities and be introduced at the
    upper secondary level
  • -no special entrepreneurship subject
    entrepreneurship education as an integrated
    model
  • -more method than content

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  • Attitudes-----------------------------------------
    ------gt
  • Knowledge----------------------gt
  • Skills------gt
  • Grades 0-3 Grades 4-9 Grades 10-

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Methods that support internal entrepreneurship
  • -Personality strengthening -Learning
    motivation -Teaching environment -Learning
    situation

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PERSONALITY STRENGHTENING
  • encouraging
  • giving responsibility and challenges
  • trusting and listening and giving feedback
  • accepting different views
  • using teaching methods that support creativity

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LEARNING MOTIVATION
  • -involvement in planning-freedom of
    choice-challenges and feedback-cooperation with
    parents-timing of taks according to childrens
    readiness

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TEACHING ENVIRONMENT AND LEARNING SITUATION
  • -seucure both physically and mentally-stimulatin
    g and versatile-all everyday events are
    learning situations-excurisons,
    visits/visitors-acting, drama, parties

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PROCESS OF DEVELOPMENT
  • In Vaasa and regionally
  • -many kinds of experiments in schools (projects,
  • friendship-companies, student-companies,
    happenings )
  • -seminars and continuing education for teachers
  • (2008 a program for City of Vaasa teachers
    enterprising
  • pedagogy, networks for schools, school as an
    enterprising
  • organisation)
  • -from class-rooms to co-operation with the
  • business and society
  • -visitors from Finland and abroad
  • -research, material , data bases and training
    methods
  • -new regional coordination project 2009-

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  • In Finland
  • coordinated national effort to advance
    entrepreneurship in Finland Decade of
    Entrepreneurship 1995-2005
  • -further strengthening of positive
    attitudes towards entrepreneurship
  • -promoting the intensification and
    diversification of entrepreneurship and
    enterprise education and training
  • -advancing a more encouraging line of
    action in the society towards
    entrepreneurship and enterprise
  • -bringing up a more active and
    enterprising generation

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  • many kinds of experiments in different regions
    and schools (projects, student-companies,
    happenings, fairs, etc)
  • support from the key persons
  • -President Martti Ahtisaari Finland needs a
    new entrepreneurial generation
  • -CEO of Nokia, Jorma Ollila In the future
    everyone is her/his own employer independently
    of if she/he is an entrepreneur or working as an
    employee
  • -seminars, books, training material, research

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  • Internationally
  • different kinds of experiments
  • transnational entrepreneurship education projects
    in Europe
  • EU-Canada entrepreneurship education project
  • GEBP-project (Sweden, UK, Ireland etc)
  • contacts to Japan
  • research, seminars and congresses

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RESULTS IN ENTREPRENEURSHIP EDUCATION
  • Report by the National Board of Education
  • -An integrated entrepreneurship education
    curriculum is especially important in helping the
    learner to construct a comprehensive picture of
    entrepreneurship

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  • -The most important thing is that the learner
    changes and develops a positive attitude towards
    entrepreneurship. The effects of this change will
    later be seen in all sectors of society.
  • Results in schools
  • -cultural outcomes
  • -image outcomes
  • -resource outcomes

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  • Cultural outcomes
  • raising of staff and student motivation
  • removal of resistance to change
  • idea generation as the norm
  • Image outcomes
  • -external image of school
  • -increase in links outside
  • -increased involvement of parents
  • Resource outcomes
  • -extra finance for improvements and for new ideas

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School-industry cooperation
  • Benefits for the school
  • -positive publicity
  • -extra resource
  • -development forum for teachers
  • -development partner for school organisation

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  • Benefits for teachers
  • -understanding the business reality
  • -new knowledge and skills
  • -ideas for own work
  • -personal development
  • -cases to the class room
  • -development of teaching methods
  • -increase in motivation

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  • Benefits for the students
  • -understanding the work and working life
  • -understanding the business proceses
  • -testing her/his own skills
  • -financial support
  • Benefits for the company
  • -positive image (even for future recruiting
    purposes)
  • -partnership possibilities (customer, labour,
  • professional development)

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  • Results in the society (macro level)
  • -entrepreneurship education now involved in the
    National Curriculum Quidelines
  • -optional subject in basic teacher education
  • -entrepreneurship education is mentioned and
    used as one of the measures for regional
    development
  • -promotion of entrepreneurship and the
    development of entrepreneurship education go now
    hand-in-hand

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CRITICAL SUCCESS FACTORS
  • business/community/school /home partnerships
  • entrepreneurship education champions or lead
    teachers in every school
  • involvement of teachers enterprising school
  • entrepreneurship education for teachers
  • teacher support and exchange/communication
    opportunities
  • external evaluation feedback (in the future)

28
Critical success factors
  • resource materials
  • budget allocations for development of
    entrepreneurship education initiatives
  • promotion of entrepreneurship/enteprise within
    the society/community in general
  • entrepreneurship included in National Curriculum
    quidelines
  • research and databases

29
ENTERPRISE EDUCATION AT UNIVERSITY LEVEL
  • AN ENTREPRENEURIAL LEARNING ENVIRONMENT
  • AN ENTREPRENEURIAL ORGANISATION
  • CREATING ENTREPRENEURIAL WEALTH

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The steps of enterprise education
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