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
5Slavica Raičević
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.
Berane pilot – Entrepreneurship as a key competenceTeacher trainig for all Berane ISCED 1-3 education institutions
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
Berane pilot – Entrepreneurship as a key competenceTeacher trainig for all Berane ISCED 1-3 education institutions
Training programme
10Slavica Raičević
Berane pilot – Entrepreneurship as a key competenceTeacher trainig for all Berane ISCED 1-3 education institutions
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%
11Slavica Raičević
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
12Slavica Raičević
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.
13Slavica Raičević
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
14Slavica Raičević
Teacher training as an indicator?
Could indicators followin ETF indicator model be
applied to teacher training?
15Slavica Raičević
Thank you
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