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Copie enye 13 jul10

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  • A fully functioning knowledge triangle of education-research-innovation. Partnership between the world of enterprise and different levels and sectors of education, training and research can help to ensure a better focus on the skills and competences required in the labour market and on fostering innovation and entrepreneurship in all forms of learning.
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    • 1. COPIE 2 Learning Network on Inclusive Entrepreneurship COPIE and enterprise education Toby Johnson, Stockholm, 13 July 2010
    • 2. Framework
      • COP proposal accepted April 2009
      • Funding €630,000
      • Duration Feb 2009 – Jan 2012
      • 10 partners
        • core partners: Germany, Spain, Asturias, Flanders and Czech Republic
        • active participants: Andalucia, Extremadura, Galicia, Lithuania and Wallonia
    • 3. Overall Objective
      • To produce an environment in which entrepreneurship is a natural choice for people from all walks of life
    • 4. Specific objectives
      • implement European benchmarking tool
      • integrated action planning
      • promote entreprise education
      • high quality and inclusive business support
      • integrated business support
      • access to finance for all
    • 5. In order to achieve these …
      • 4 thematic CoPs on sub-themes identified by COPIE 1:
        • led by Managing Authorities
        • direct engagement of policy departments, strategic stakeholders & practitioners
      • overarching structure overseeing:
        • application of the existing diagnostic tool
        • development of further tools for integrated action planning
    • 6. Transnationality for what?
      • to promote rapid innovation within national and regional programmes
      • to engage with the real policy-makers
      • to connect policy with practice
      • to develop a culture of continuous innovation in service delivery
      • to be the Open Method of Coordination in practice
    • 7. 4 working groups
      • Entrepreneurship Education: ES + Flanders. dissem: CZ, DE, Andalucia
      • Quality Management: DE + Andalucia, Extremadura, Galicia. Dissem: CZ, ES, Flanders, Wallonia
      • Integrated Business Support: Asturias + Galicia. Dissem: CZ, DE, ES, Extremadura, Flanders, Wallonia
      • Access to Finance: Flanders/CZ + DE, LT. Dissem: ES
    • 8. 2 transversal activities
      • Strategy and action planning: DE + CZ, Flanders, Wallonia, Asturias. Dissem: ES
      • Benchmarking tool: DE . Implementing in CZ, Galicia, Flanders
    • 9. Preparatory phase
      • Feb 09 – Dec 09
      • Finalising composition of core partners, their roles and contributions
      • Creation of stakeholder groups in the regions and agreement of detailed work programme
      • Recruitment of experts and baseline studies on each sub-theme
    • 10. Implementation phase
      • Jan 10 – Jan 12 (delayed start)
      • Jan 10 – Oct 11 Sequence of exchange events for members of the 4 CoPs
      • Jan 10 – Dec 10 Design of action plans in participating regions
      • Dec 10 – Dec 11 Testing of action plans in participating regions and implanting the lessons of the transnational exchange process
      • Feb 11 – Oct 11 Communication and dissemination of learning
    • 11. The diagnostic & benchmarking tool
      • A way of looking at a national or regional enterprise support system
      • Identifies strengths and weaknesses
      • Cross-country comparisons become possible
      • Diagnostic element on what needs to be prioritised
      • 360-degree analysis: entrepreneurs, business advisers, policy-makers, experts
      • User groups: formerly unemployed, women, migrants & ethnic minorities, over-50s, young people, people with disabilities, social enterprises
    • 12. Entrepreneurial ladder out of exclusion
    • 13. Results of the European tool
      • Rapid appraisal – 4-6 weeks start to finish, 15 minutes to 30 minutes
      • Engages your key stakeholders: policy-makers, business advisers, entrepreneurs
      • Enjoyable and interesting
      • Generates evidence and data on which to base policy dialogue and practical actions
      • Comprehensive results that cover all target groups
    • 14. Traffic light scoring   ENTREPRENEURS                 Start Up support no specific target group Unemp-loyed Women migrants and ethnic minorities 50 plus Young people under 30 People with disabilities Social Enter-prises Aver-age score The advice system is easy to access and to get around 2.00 4.00 2.88 2.00 2.25 3.78 4.00 2.00 2.86 The business support available is friendly and answers my needs 1.00 4.00 3.38 2.50 3.25 4.00 2.00 2.00 2.77 I have had access to a mentor 1.00 3.60 3.00 2.50 2.50 3.44 1.00 1.00 2.26 Specialised training and materials are available which meets my needs 1.00 3.00 2.88 3.00 3.00 3.00 3.00 3.00 2.73 It is possible for me to obtain recognition and accreditation for training and experience which reflects my real skills 2.00 3.00 2.25 1.00 2.00 3.00 2.00 2.00 2.16 There are affordable business premises with easy to enter conditions (short leases, etc) 1.00 3.40 2.13 2.50 1.50 3.11 1.00 2.00 2.08   AVERAGE SCORE 1.43 3.40 2.82 2.21 2.43 3.32 2.14 2.29 2.50
    • 15. Enterprise Education
      • High Level Reflection Panels on Enterprise Education
      • Commission initiative under CIP
      • Brings policy-makers together
      • More coherent and systematic strategies
      • 4 geographic clusters (N, W, Central/E, S)
      • Report (Mar 2010):
      • Towards Greater Cooperation and Coherence in Entrepreneurship Education
    • 16. High Level Reflection Panels
      • Proposes:
      • ENTR & EAC to lead
      • Commission as:
        • catalyst
        • platform
        • enabler
      • Set up a European centre for Entrepreneurship Education : observatory, R&D, promote discussion, co-ordinate funding opportunities
    • 17. HLRP recommendation on ESF (1)
      • “ Concerning the problem of funding, the specific availability of European Structural Funds (especially the ESF ) for promoting entrepreneurship education projects in all countries has been highlighted, and documented with the case presented by Baden-Württemberg”
      • 3rd Entrepreneurship Education High Level Reflection Panel
      • Prague 25-26 June 2009
      • Summary Report
    • 18.
      • “ It was reccommended that more know- ledge and support is available, both at European and at national level, on how to access ESF funds. It is important for all countries to use these funds for entre- preneurship education”
      • 4th Entrepreneurship Education High Level Reflection Panel
      • Rome 15-16 October 2009
      • Summary Report
      HLRP recommendation on ESF (2)
    • 19. HLRP recommendation on ESF (3)
      • “ A main proposal coming from this Panel is to create […] a platform for exchanges […] between different stakeholders and also practitioners”
      • 4th Entrepreneurship Education High Level Reflection Panel
      • Rome 15-16 October 2009
      • Summary Report
    • 20. ET 2020 – European cooperation in education and training (May 09)
      • 4 strategic objectives:
      • Making lifelong learning and mobility a reality
      • Improving the quality and efficiency of education & training
      • Promoting equity, social cohesion and active citizenship
      • Enhancing creativity and innovation, including entrepreneurship , at all levels of the education system
    • 21. EE baseline study (1)
      • Enterprise education is complex – different stakeholders at all levels should work together.
      • Research shows that enterprise education deters early school leaving .
      • A cardboard cut-out model of the entrepreneur may discourage broad engagement in entrepreneurship.
      • Adopt principles of early intervention and prevention.
      • Positive impact of enterprise education on youth at risk of social exclusion should not be dismissed.
    • 22. EE baseline study (2)
      • Cultural context is very important – supportive school, family, friends & community.
      • Curricular inclusion and statutory enterprise education projects reinforce academic acceptance and strengthen students’ entrepreneurial cognitions .
      • Achieving massive buy-in from policy-makers, practitioners, researchers and society at large is an urgent task.
    • 23. EE baseline study (3)
      • Teachers play a pivotal role
      • Pressing need for concrete examples of how to implement enterprise in the classroom.
      • Do not evaluate impact on too narrow measures
      • A progression model for a sound enterprise education policy covers 8 areas : law and policy, teacher training, leadership and school ethos, student learning opportunities, pedagogy, assessment, society and research.
    • 24. EE baseline study (4)
      • Flanders ’ impact evaluation shows that enterprise education reinforces entrepreneurial intention in terms of feasibility and desirability.
      • Finland allocates €1.8 million of ESF resources to entrepreneurship education:
        • Approved: €860,000 for 5 national projects
        • Priority 1 “Development of work organisations, the workforce and enterprises and promoting entrepreneurship ”
    • 25. EE events
      • Summer School on Social Innovation Lisbon, Jul 2009
      • Excellence through Enterprise Edinburgh, Nov 2009
      • Unconference, Gijón, May 2010
      • Flanders, Oct 2010
        • event for teachers?
        • ground-level reflection panels?
    • 26. EE web platform – www.copie2.es
      • Research
      • Policy
      • Practice
      • Events
      • Case studies
      • Organisations
      • Notice board
      • Thematic workgroups
      • Consultancy services
    • 27. COPIE on the web
      • social network:
      • http://www.copie.esflive.eu
      • knowledge base:
      • http://www.wikipreneurship.eu
      • enterprise education:
      • http://www.copie2.es

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