V Jornadas eMadrid sobre “Educación Digital”. Margherita Bacigalupo, Institute for Prospective Technological Studies: Sense of initiative and entrepreneurship - towards a competence framework for Europe
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V Jornadas eMadrid sobre “Educación Digital”. Margherita Bacigalupo, Institute for Prospective Technological Studies: Sense of initiative and entrepreneurship - towards a competence framework for Europe. 2015-06-30
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V Jornadas eMadrid sobre “Educación Digital”. Margherita Bacigalupo, Institute for Prospective Technological Studies: Sense of initiative and entrepreneurship - towards a competence framework for Europe
- 1. Sense of initiative and entrepreneurship: towards a competence framework for Europe Margherita Bacigalupo Institute for Prospective Technological Studies - IPTS Joint Research Centre - European Commission www.jrc.es / is.jrc.es Disclaimer: The views expressed are those of the presenter and may not in any circumstances be regarded as stating an official position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use which might be made of this presentation.
- 2. Joint Research Centre Institute for Prospective Technological Studies: Understanding the links between technology, economy and society Information Society Unit: Researching the impact of ICT-enabled innovation on the EU economy and society
- 3. Objectives of the CompetEnt study To better define and describe the Key Competence of "Sense of Initiative and Entrepreneurship" and develop a framework to bridge the worlds of education and work, the study will: 1. Develop a conceptual framework for Sense of Initiative and Entrepreneurship Competence that breaks the competence into its constituents parts, i.e. competence areas and relative constituents and provides descriptors for each of them; 2. Translate the constituents into sets of learning outcomes and relative levels of progress; 3. Design and pilot a self-assessment questionnaire for entrepreneurship competence to be used by citizens. October 2015 March 2016 June 2016
- 4. The Challenge To build a comprehensive conceptual reference framework for the key competence sense of initiative & entrepreneurship that is cross-cutting and transversal to: • Level of education (form primary to LLL) • Learning context (formal, informal, non-formal) and pathway/journey • Sector of application (private, public, third sector) • Domain of application (art & culture, high-tech, automotive, telecommunications, public administration, entrepreneurial education….) • Purpose (personal development, career orientation, active citizenship, employability, self-employment, start-up news businesses, innovation, growth, competitiveness…)
- 5. Individual sorting by experts EXPERT WORKSHOP Methodology Emerging clusters analysis Expert groupings Preliminary list of KSA statements (96) Draft proposal 5 areas 17 competences VALIDATION (so far) 15 Entrepreneurs 7 Experts TSWG Validation iterations…. Revised proposal Literature review (academic & non-academic) Inventory of practices 42 practices Case study analysis 10 case studies November 2014 CONCEPTUAL FRAMEWORK October 2015 OvEnt Study
- 6. 5 competence areas Ideation Sense of initiative and entrepreneurship comprises an individual dimension as well a social one inasmuch the enterprising subject can be an individual or a collective entity such as a team or an organisation. It is a cross-cutting competence that can be applied to any purpose and domain of application, that is highly shaped by the actual context as the learner faces new situations, opportunities and spheres of action and that develops in situated progression. The learning by creating value area is the specific facet of key competence of sense of initiative and entrepreneurship to the learning to learn competence, which puts emphasis onto learning by doing, or learning through first-hand experience and reflection.
- 7. Ideation 5 competence areas – 17 constituents Creativity Marshalling material resources Ethics Assessing impact Marshalling non material resources Influencing others Envisioning Learning through experience Motivation Collaborating Coping with uncertainty & ambiguity Self–confidence Risk taking Analysis Planning and Managing Initiating & Persevering Self-awareness
- 8. Areas Constituents Constituents Areas Business Skills (5) Legal aspects and framework Marshalling non-material resources Marshalling non-material resources Marshalling non-material resources Action Sales & Marketing Technology Business Planning Planning and Managing Financing and financial planning Marshalling material resources Initiating and persevering Management Skills (9) Leadreship and initiative Influencing Others Vision Conflict Management Collaborating Cooperation and team-working Collaborating Envisioning Project management Planning and Managing Action Action planning and goal setting Planning and Managing Time management Planning and Managing Technology Marshalling material resources Risk management Taking risk Decision making Ethics Analysis Impact assessment Outcome orientation Self-awareness Learning by creating value Communication Skills (6) Listening Influencing Others Vision Non-verbal communication Influencing Others Public speaking & presentation skills Influencing Others Interpersonal skills Social Competence Technology Digital Competence Empathy Social Competence Self-development skills (7) Emotional Intelligence Social Competence Motivation Motivation Vision Assertiveness Influencing Others Recognizing achievement/objectives Self-awareness Learning by creating value Understanding own values Self-awareness Learning through experience Coping with ambiguity and uncertainty Ideation Conviction/self-belief Self-confidence Creativity skills Creativity Creativity Creativity ComptEnt StartUp
Editor's Notes
- The study we present is to be understood as a contribution to the implementation of the 2006 Recommendation on key competences, it will feed into the one single entry point for citizens to assess their key competences.
- The OvEnt study provides and overview of existing concepts, policies and initiatives, based on literature review (academic and grey literature) and on the analysis of existing practices. It has revised the work of the Transversal working group on Entrepreneurship Education as well as on the TSWG
- Identifying or creating opportunities: transforming value creating ideas into action Having the motivation to pursue such opportunities, based on the self confidence that one can do it and a through consideration of the ethics Being resilient to risk failure ambiguity and uncertainty, in a constant learning based on the experience Pulling the human capital resources needed with both a vision, leadership and management capacity Planning, organizing and making the most out of the available resources, without being limited by those currently in hand
- Learning by creating value: whereas "Learning to learn" is a self-standing key competence area, entrepreneurial learning is understood as the capacity to learn by creating value, which implies learning through experience (e.g. from failure as well as from success), by doing (e.g. by initiating activities handling uncertainty and ambiguity) and the progressive development of self-awareness intended as the capacity to reflect on one's own needs , aspiration and desires, to appraise one's own (individual, team or organization) capacity to face current and prospective situations and to devise effective strategies to build and acquire the missing competences.
- ..
- Sense of initiative and entrepreneurship refers to an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance. Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organisation. Individuals should also be aware of the ethical position of enterprises, and how they can be a force for good, for example through fair trade or through social enterprise. Skills relate to proactive project management (involving, for example the ability to plan, organise, manage, lead and delegate, analyse, communicate, de-brief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one's strengths and weaknesses, and to assess and take risks as and when warranted, is essential. An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.
- Learning by creating value: whereas "Learning to learn" is a self-standing key competence area, entrepreneurial learning is understood as the capacity to learn by creating value, which implies learning through experience (e.g. from failure as well as from success), by doing (e.g. by initiating activities handling uncertainty and ambiguity) and the progressive development of self-awareness intended as the capacity to reflect on one's own needs , aspiration and desires, to appraise one's own (individual, team or organization) capacity to face current and prospective situations and to devise effective strategies to build and acquire the missing competences.
- 1. Sven is 43. He is from Malmö and for the past 25 years he has worked in the local dairy plant. Since 2010 he has been the production supervisor of the plant, being in charge of planning production and maintenance routines so as to keep the plant to the highest efficiency levels. Last January his plant has acquired a new production control system, which manages production and maintenance based on a very sophisticated automation solution. His role has become redundant and Sven has lost his job. 2. Sven will benefit from a maximum of two years unemployment subsides and he is entitled to a number of personalised services under the job placement scheme run by the local employment centre, where he has just started an orientation process with a job councellor, Jen. Their work has started with a broad interview where Jen has learnt that – formal education wise - Sven has VET certificate in food and beverage handling. During his career at the dairy plant he has upgraded his skills focussing very much on the technological innovations that have been progressively introduced in the dairy obtaining a number of certificates by the equipment vendor. 3. Beyond his profession, Sven is married and is a father of three. Lena, his wife, is the student application manager at Lund University. Ulla, his 23 y.o. daughter, is finishing her engineering degree, specialising in – guess what? - food manufacturing technology. Mats, his 21 boy, is taking a Master's degree in Education and Maggan a toddler of two years and a half, is in her second year of förskola, the local kindergarten. Sven has taken care of his children during their first year, using the full parental leave for each of them. He loves babies. Since Ulla turned 4, Sven has also become very active in the children circus club of his neighbourhood art centre. 4. Jen is envisioning a possible journey for Sven into the childcare sector. He asks him to carry out a self-assessment on sense of initiative and entrepreneurship competence to explore how feasible a self-employment strategy would be for him.
- 1. Sven is 43. He is from Malmö and for the past 25 years he has worked in the local dairy plant. Since 2010 he has been the production supervisor of the plant, being in charge of planning production and maintenance routines so as to keep the plant to the highest efficiency levels. Last January his plant has acquired a new production control system, which manages production and maintenance based on a very sophisticated automation solution. His role has become redundant and Sven has lost his job. 2. Sven will benefit from a maximum of two years unemployment subsides and he is entitled to a number of personalised services under the job placement scheme run by the local employment centre, where he has just started an orientation process with a job councellor, Jen. Their work has started with a broad interview where Jen has learnt that – formal education wise - Sven has VET certificate in food and beverage handling. During his career at the dairy plant he has upgraded his skills focussing very much on the technological innovations that have been progressively introduced in the dairy obtaining a number of certificates by the equipment vendor. 3. Beyond his profession, Sven is married and is a father of three. Lena, his wife, is the student application manager at Lund University. Ulla, his 23 y.o. daughter, is finishing her engineering degree, specialising in – guess what? - food manufacturing technology. Mats, his 21 boy, is taking a Master's degree in Education and Maggan a toddler of two years and a half, is in her second year of förskola, the local kindergarten. Sven has taken care of his children during their first year, using the full parental leave for each of them. He loves babies. Since Ulla turned 4, Sven has also become very active in the children circus club of his neighbourhood art centre. 4. Jen is envisioning a possible journey for Sven into the childcare sector. He asks him to carry out a self-assessment on sense of initiative and entrepreneurship competence to explore how feasible a self-employment strategy would be for him.
- 9. Going back to school at 43 and starting his own activity in the childcare sector? Not easy but he can take a step-by-step approach. First, they are looking together how Sven’s skills, acquired in informal settings, can be accredited. 10. They also looking for funding opportunities and they realise that, as there is a lack of child-care services in Malmo, Sven can also apply for government fund. 11. If everything goes as planned, Sven will be able to open his child-care center in one-years time. 12. Meanwhile, he has also joined an online network of social entrepreneurs who are in similar situation and they help each other with ideas and information.