Johannes Lindner, Head, eesi Entrepreneurship Education Center and Initiative for Teaching Entrepreneurship, Austria, on Entrepreneurship Education Curricula
The document summarizes the results of a survey on entrepreneurship education policies and practices in EU member states. The survey found that while entrepreneurship education is a priority in most member state policies, implementation is often limited to optional courses and lacks an ecosystem approach. It recommends strengthening the inclusion of entrepreneurship as a key competence in national curricula, adopting an ecosystem approach that supports teachers, and improving coordination of policies between member states through the SME Envoy Network.
Educators learn about entrepreneurship education from Kaplan schoolGalit Zamler
Kaplan school in Israel which educates for entrepreneurship hosted a delegation of educators from abroad to show them how to teach entrepreneurship within the school
Wealth Taking or Wealth Making?:What Does The Evidence Tell Us About Effecti...Mike Blamires
This document summarizes research on effective practices in financial capability and entrepreneurship education. It finds that experiential learning methods are most effective. Regular evaluation of activities and assessment of learning outcomes, rather than just knowledge acquisition, is important. System-wide strategies and teacher professional development are needed to fully integrate these topics into curricula.
Entrepreneurship education: How would we know if we're moving the needle?Norris Krueger
Dubai Manipal talk: the real issues in growing the entrepreneurial mindset - research opportunities and what we really need to do the grow the mindset!
Game based approaches (gamification) in Entrepreneurship EducationRajiv Basaiawmoit
The document discusses using game-based approaches to address challenges in entrepreneurship education. It argues that entrepreneurship education needs to avoid student disillusionment and simulate real-world entrepreneurial processes. It suggests that games can provide a "near-entrepreneurial" experience by having students learn about entrepreneurship through an entrepreneurial process in a game. The document advocates for games to help students experiment with possible entrepreneur identities and careers by developing entrepreneurial self-narratives through gameplay.
The document summarizes the results of a survey on entrepreneurship education policies and practices in EU member states. The survey found that while entrepreneurship education is a priority in most member state policies, implementation is often limited to optional courses and lacks an ecosystem approach. It recommends strengthening the inclusion of entrepreneurship as a key competence in national curricula, adopting an ecosystem approach that supports teachers, and improving coordination of policies between member states through the SME Envoy Network.
Educators learn about entrepreneurship education from Kaplan schoolGalit Zamler
Kaplan school in Israel which educates for entrepreneurship hosted a delegation of educators from abroad to show them how to teach entrepreneurship within the school
Wealth Taking or Wealth Making?:What Does The Evidence Tell Us About Effecti...Mike Blamires
This document summarizes research on effective practices in financial capability and entrepreneurship education. It finds that experiential learning methods are most effective. Regular evaluation of activities and assessment of learning outcomes, rather than just knowledge acquisition, is important. System-wide strategies and teacher professional development are needed to fully integrate these topics into curricula.
Entrepreneurship education: How would we know if we're moving the needle?Norris Krueger
Dubai Manipal talk: the real issues in growing the entrepreneurial mindset - research opportunities and what we really need to do the grow the mindset!
Game based approaches (gamification) in Entrepreneurship EducationRajiv Basaiawmoit
The document discusses using game-based approaches to address challenges in entrepreneurship education. It argues that entrepreneurship education needs to avoid student disillusionment and simulate real-world entrepreneurial processes. It suggests that games can provide a "near-entrepreneurial" experience by having students learn about entrepreneurship through an entrepreneurial process in a game. The document advocates for games to help students experiment with possible entrepreneur identities and careers by developing entrepreneurial self-narratives through gameplay.
This document discusses entrepreneurship education initiatives in Brunei Darussalam. It outlines the country's SPN21 education system for the 21st century and how entrepreneurship is being integrated into both the curriculum and extra-curricular activities. Examples are given of entrepreneurship topics being taught in various subjects from primary through secondary levels. Both curriculum-based and non-curriculum based programs are highlighted, including international and national competitions and partnerships with local organizations. Challenges around perceptions and fostering innovation are addressed. The presentation concludes with proposed future initiatives like student and teacher exchanges between ASEAN countries and a nationwide entrepreneurship program.
This document discusses the role of education in entrepreneurship development in India. It notes that formal education is positively correlated with entrepreneurship, and education and training can enhance entrepreneurship by expanding the pool of entrepreneurs. However, current entrepreneurship education in India focuses only on related courses, which are similar to general business courses that have little influence on entrepreneurial skills. The document aims to explain the evolution of entrepreneurship education in India, discuss its importance for the economy, and examine challenges and ways to improve entrepreneurship education programs.
Rushworth (2009) has argued that the desired outcome of an entrepreneurship education program is not just that students show know things but they should be able to do things. This is another word for ‘capability’ (Stephenson, 1998) – ‘Capability depends much more on our confidence that we can effectively use and develop our skills in complex and changing cir-cumstances than on our mere possession of those skills. Our learners become capable people who have confidence in their ability to take action; explain what they are about; and continue to learn from their experiences.
Bloom's (1956) widely used Taxonomy classifies learning objectives into three 'domains': Cognitive, Affective and Psychomotor (sometimes loosely described as knowing/head, feel-ing/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
How does this apply to teaching entrepreneurs? The problem is that Bloom does not distin-guish well between knowing how to and being able to. 'Knowledge . . . involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure or setting (Bloom, 1956, p. 201). Students may be able to compare, analyse, classify and categorise but this does not mean they have the confidence to act in the real world.
Rushworth (2011) believes that a more useful taxonomy for the teaching of capability is Fink’s taxonomy of significant learning (L. Dee Fink, 2003; L.D. Fink, 2003). Whereas Bloom’s taxonomy focuses on mastery of content, Fink’s focuses on application, relationships and on the process of learning.
We agree with Rushworth (2011), who says that entrepreneurship education should:
• be grounded in evidence-based theory (Fiet)
• aim at embedding capability rather than knowledge (Stephenson)
• teach through experiential learning (Kolb)
• teach in the form of significant learning experiences (Fink)
• apply theoretical concepts to problems students expect to encounter in practice (Fiet)
• ideally involving students in the design of these activities (Boyatzis, Cowen, & Kolb, 1995)
Bibliography
Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York,: Longmans, Green.
Boyatzis, R. E., Cowen, S. S., & Kolb, D. A. (1995). Innovation in professional education : steps on a journey from teaching to learning : the story of change and invention at the Weatherhead School of Management (1st ed.). San Francisco: Jossey-Bass Publishers.
Fink, L. D. (2003). Creating significant learning experiences : an integrated approach to de-signing college courses (1st ed.). San Francisco, Calif.: Jossey-Bass.
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning, 28, from http://www.cccu.org/filefolder/A_Self-Directed_Guide_to_Designing_Courses_for_Significant_Learning.pdf
Rushwo
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
This document discusses the role of universities in promoting entrepreneurship education and employability. It defines entrepreneurship and outlines some courses offered at Chinese universities related to entrepreneurship. The document discusses the tasks of instructors in entrepreneurship education, including teaching practical skills and shifting students from theoretical to practical learning. Positive outcomes are described, such as students gaining job skills, confidence, and control over their lives. Methods for delivering entrepreneurship education mentioned include comprehensive curriculum, risk management, teaching academic skills, and economic concepts.
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
The document discusses entrepreneurship education in India. It aims to study the significance and current status of entrepreneurship education in India, and suggest ways to improve its quality. Entrepreneurship education can help address India's challenges of unemployment, especially among youth, and the need for more job creation and economic development. While universities and institutions have started entrepreneurship programs, there are still questions around how to best structure such education - whether teaching should focus on entrepreneurship itself or managing businesses, and how to balance academic and practical experience. The document analyzes various types of entrepreneurship education programs and institutions involved in India, and provides suggestions like reducing the research gap between coursework and industry needs.
Educational Entrepreneurship {E-Ship} is a personal attribute consisting of innovativeness, accountability, and change catalyst, risk taking and bearing attitude. Education entrepreneurs instead create organizations that seek to enhance the capacity of the existing educational system.
Entrepreneurship for Kids Program By Galit Zamler Galit Zamler
Entrepreneurship for Kids Program - By Galit Zamler
The Israeli entrepreneurship program for kids in schools.
The sooner our children acquire skills and knowledge in entrepreneurship, the greater their chance of success in their lives as adults.
Entrepreneurship education of young students is possible and appropriate when the perception is that most of the qualities of the entrepreneur can be learned.
Galit Zamler is a consultant and lecturer on entrepreneurship education in the school framework.
Visit our website and learn more about the entrepreneurship program. https://www.tomorrowsuccess.com/Entrepreneurship-for-Kids.html
Wonder how innovative your HEI is? Here are 7 dimensions to consider!
1. Leadership and Governance
2. Organisational Capacity: Funding, People and Incentives
3. Entrepreneurial Teaching and Learning
4.Preparing and Supporting Entrepreneurs
5.Knowledge Exchange and Collaboration
6. The Internationalised Institution
7. Measuring Impact
Wonder how innovative your HEI is? Here are 7 dimensions to consider!
1. Leadership and Governance
2. Organisational Capacity: Funding, People and Incentives
3. Entrepreneurial Teaching and Learning
4.Preparing and Supporting Entrepreneurs
5.Knowledge Exchange and Collaboration
6. The Internationalised Institution
7. Measuring Impact
This document discusses challenges and opportunities for entrepreneurship education in India. It begins by quoting experts on the importance of entrepreneurship education. It then outlines an agenda covering reforms to education systems, defining entrepreneurship education and its relationship to economic development. Key challenges discussed include developing entrepreneurship-focused curricula and creating a critical mass of entrepreneurship teachers in India. Recommendations call for partnerships across education ecosystems to foster an entrepreneurial mindset at all levels.
A presentation on how important entrepreneurship education is to various levels of institution. Entrepreneurship is the core of our module. This is for entrepreneurial idea in entrepreneurship establishments.
H.M. Queen Rania Al Abdullah of Jordan stated at a 2007 meeting in Davos that society needs to encourage people to "practice at believing the unbelievable, using imagination, courage and tapping into the inner entrepreneur." The document then discusses various aspects of entrepreneurship such as the definition of an entrepreneur, characteristics of entrepreneurs, types of entrepreneurship activities, and tools to support entrepreneurship such as innovation incubators and entrepreneurship education.
Educating for entrepreneurship Edhole ! EducationEdhole.com
Professor Pauric McGowan discusses promoting entrepreneurship across higher education institutions and the importance of staff engagement. He considers how the role of academics is changing and reviews Northern Ireland Centre for Entrepreneurship's experience embedding entrepreneurship in curriculum and extracurricular activities, reaching over 17,000 undergraduate and 1,900 postgraduate students. McGowan emphasizes that staff are critical to progress, acting as champions, supporters, gatekeepers or determined reactionaries against the agenda. Strategies to encourage staff buy-in include making entrepreneurship relevant, embedding rather than bolting it on, building awareness, identifying and rewarding champions, and developing an entrepreneurial culture.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
A delegation of educators is learning about entrepreneurship education from I...Galit Zamler
“Mordei HaGeta’ot” school in Israel hosted delegation brought by the Israeli Ministry of Foreign Affairs, bringing the top 22 leaders in education from abroad.
The goal of the visit was to show the delegation how practically a primary school is an entrepreneurship educator.
Entrepreneurship education challenges and opportunities in indian contextDr. Trilok Kumar Jain
This document provides guidelines for promoting entrepreneurship education in India. It states that entrepreneurship education needs to be separated from traditional MBA programs and have its own distinct approach. Rather than focusing on academic skills, entrepreneurship education should develop decision-making and team-building capabilities. The author is passionate about promoting entrepreneurship education in India and believes there is a need to establish different systems for student selection, training, and support that are tailored to entrepreneurship. The document discusses recommendations for the curriculum, teaching methods, program structure, role of faculty, and key focus areas to effectively promote entrepreneurship education.
Ii a - cooney issues and policies in entrepreneurship skills developmentOECD CFE
The upgrading of workforce skills is key to the competitiveness of SMEs. In today’s business environment there is a premium on innovation that enables firms to develop new products and services, new production processes and new business models. This requires both in-house innovation and the ability to absorb knowledge from other firms and organisations, both of which call for a skilled labour force. Skills are also a critical but understated resource for entrepreneurship seen in the sense of business creation. Similarly to workforce skills, entrepreneurship skills will boost the competitiveness of local businesses thanks to the improved strategic and management competences of the entrepreneur.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
This document discusses entrepreneurship education initiatives in Brunei Darussalam. It outlines the country's SPN21 education system for the 21st century and how entrepreneurship is being integrated into both the curriculum and extra-curricular activities. Examples are given of entrepreneurship topics being taught in various subjects from primary through secondary levels. Both curriculum-based and non-curriculum based programs are highlighted, including international and national competitions and partnerships with local organizations. Challenges around perceptions and fostering innovation are addressed. The presentation concludes with proposed future initiatives like student and teacher exchanges between ASEAN countries and a nationwide entrepreneurship program.
This document discusses the role of education in entrepreneurship development in India. It notes that formal education is positively correlated with entrepreneurship, and education and training can enhance entrepreneurship by expanding the pool of entrepreneurs. However, current entrepreneurship education in India focuses only on related courses, which are similar to general business courses that have little influence on entrepreneurial skills. The document aims to explain the evolution of entrepreneurship education in India, discuss its importance for the economy, and examine challenges and ways to improve entrepreneurship education programs.
Rushworth (2009) has argued that the desired outcome of an entrepreneurship education program is not just that students show know things but they should be able to do things. This is another word for ‘capability’ (Stephenson, 1998) – ‘Capability depends much more on our confidence that we can effectively use and develop our skills in complex and changing cir-cumstances than on our mere possession of those skills. Our learners become capable people who have confidence in their ability to take action; explain what they are about; and continue to learn from their experiences.
Bloom's (1956) widely used Taxonomy classifies learning objectives into three 'domains': Cognitive, Affective and Psychomotor (sometimes loosely described as knowing/head, feel-ing/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
How does this apply to teaching entrepreneurs? The problem is that Bloom does not distin-guish well between knowing how to and being able to. 'Knowledge . . . involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure or setting (Bloom, 1956, p. 201). Students may be able to compare, analyse, classify and categorise but this does not mean they have the confidence to act in the real world.
Rushworth (2011) believes that a more useful taxonomy for the teaching of capability is Fink’s taxonomy of significant learning (L. Dee Fink, 2003; L.D. Fink, 2003). Whereas Bloom’s taxonomy focuses on mastery of content, Fink’s focuses on application, relationships and on the process of learning.
We agree with Rushworth (2011), who says that entrepreneurship education should:
• be grounded in evidence-based theory (Fiet)
• aim at embedding capability rather than knowledge (Stephenson)
• teach through experiential learning (Kolb)
• teach in the form of significant learning experiences (Fink)
• apply theoretical concepts to problems students expect to encounter in practice (Fiet)
• ideally involving students in the design of these activities (Boyatzis, Cowen, & Kolb, 1995)
Bibliography
Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York,: Longmans, Green.
Boyatzis, R. E., Cowen, S. S., & Kolb, D. A. (1995). Innovation in professional education : steps on a journey from teaching to learning : the story of change and invention at the Weatherhead School of Management (1st ed.). San Francisco: Jossey-Bass Publishers.
Fink, L. D. (2003). Creating significant learning experiences : an integrated approach to de-signing college courses (1st ed.). San Francisco, Calif.: Jossey-Bass.
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning, 28, from http://www.cccu.org/filefolder/A_Self-Directed_Guide_to_Designing_Courses_for_Significant_Learning.pdf
Rushwo
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
This document discusses the role of universities in promoting entrepreneurship education and employability. It defines entrepreneurship and outlines some courses offered at Chinese universities related to entrepreneurship. The document discusses the tasks of instructors in entrepreneurship education, including teaching practical skills and shifting students from theoretical to practical learning. Positive outcomes are described, such as students gaining job skills, confidence, and control over their lives. Methods for delivering entrepreneurship education mentioned include comprehensive curriculum, risk management, teaching academic skills, and economic concepts.
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
The document discusses entrepreneurship education in India. It aims to study the significance and current status of entrepreneurship education in India, and suggest ways to improve its quality. Entrepreneurship education can help address India's challenges of unemployment, especially among youth, and the need for more job creation and economic development. While universities and institutions have started entrepreneurship programs, there are still questions around how to best structure such education - whether teaching should focus on entrepreneurship itself or managing businesses, and how to balance academic and practical experience. The document analyzes various types of entrepreneurship education programs and institutions involved in India, and provides suggestions like reducing the research gap between coursework and industry needs.
Educational Entrepreneurship {E-Ship} is a personal attribute consisting of innovativeness, accountability, and change catalyst, risk taking and bearing attitude. Education entrepreneurs instead create organizations that seek to enhance the capacity of the existing educational system.
Entrepreneurship for Kids Program By Galit Zamler Galit Zamler
Entrepreneurship for Kids Program - By Galit Zamler
The Israeli entrepreneurship program for kids in schools.
The sooner our children acquire skills and knowledge in entrepreneurship, the greater their chance of success in their lives as adults.
Entrepreneurship education of young students is possible and appropriate when the perception is that most of the qualities of the entrepreneur can be learned.
Galit Zamler is a consultant and lecturer on entrepreneurship education in the school framework.
Visit our website and learn more about the entrepreneurship program. https://www.tomorrowsuccess.com/Entrepreneurship-for-Kids.html
Wonder how innovative your HEI is? Here are 7 dimensions to consider!
1. Leadership and Governance
2. Organisational Capacity: Funding, People and Incentives
3. Entrepreneurial Teaching and Learning
4.Preparing and Supporting Entrepreneurs
5.Knowledge Exchange and Collaboration
6. The Internationalised Institution
7. Measuring Impact
Wonder how innovative your HEI is? Here are 7 dimensions to consider!
1. Leadership and Governance
2. Organisational Capacity: Funding, People and Incentives
3. Entrepreneurial Teaching and Learning
4.Preparing and Supporting Entrepreneurs
5.Knowledge Exchange and Collaboration
6. The Internationalised Institution
7. Measuring Impact
This document discusses challenges and opportunities for entrepreneurship education in India. It begins by quoting experts on the importance of entrepreneurship education. It then outlines an agenda covering reforms to education systems, defining entrepreneurship education and its relationship to economic development. Key challenges discussed include developing entrepreneurship-focused curricula and creating a critical mass of entrepreneurship teachers in India. Recommendations call for partnerships across education ecosystems to foster an entrepreneurial mindset at all levels.
A presentation on how important entrepreneurship education is to various levels of institution. Entrepreneurship is the core of our module. This is for entrepreneurial idea in entrepreneurship establishments.
H.M. Queen Rania Al Abdullah of Jordan stated at a 2007 meeting in Davos that society needs to encourage people to "practice at believing the unbelievable, using imagination, courage and tapping into the inner entrepreneur." The document then discusses various aspects of entrepreneurship such as the definition of an entrepreneur, characteristics of entrepreneurs, types of entrepreneurship activities, and tools to support entrepreneurship such as innovation incubators and entrepreneurship education.
Educating for entrepreneurship Edhole ! EducationEdhole.com
Professor Pauric McGowan discusses promoting entrepreneurship across higher education institutions and the importance of staff engagement. He considers how the role of academics is changing and reviews Northern Ireland Centre for Entrepreneurship's experience embedding entrepreneurship in curriculum and extracurricular activities, reaching over 17,000 undergraduate and 1,900 postgraduate students. McGowan emphasizes that staff are critical to progress, acting as champions, supporters, gatekeepers or determined reactionaries against the agenda. Strategies to encourage staff buy-in include making entrepreneurship relevant, embedding rather than bolting it on, building awareness, identifying and rewarding champions, and developing an entrepreneurial culture.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
A delegation of educators is learning about entrepreneurship education from I...Galit Zamler
“Mordei HaGeta’ot” school in Israel hosted delegation brought by the Israeli Ministry of Foreign Affairs, bringing the top 22 leaders in education from abroad.
The goal of the visit was to show the delegation how practically a primary school is an entrepreneurship educator.
Entrepreneurship education challenges and opportunities in indian contextDr. Trilok Kumar Jain
This document provides guidelines for promoting entrepreneurship education in India. It states that entrepreneurship education needs to be separated from traditional MBA programs and have its own distinct approach. Rather than focusing on academic skills, entrepreneurship education should develop decision-making and team-building capabilities. The author is passionate about promoting entrepreneurship education in India and believes there is a need to establish different systems for student selection, training, and support that are tailored to entrepreneurship. The document discusses recommendations for the curriculum, teaching methods, program structure, role of faculty, and key focus areas to effectively promote entrepreneurship education.
Ii a - cooney issues and policies in entrepreneurship skills developmentOECD CFE
The upgrading of workforce skills is key to the competitiveness of SMEs. In today’s business environment there is a premium on innovation that enables firms to develop new products and services, new production processes and new business models. This requires both in-house innovation and the ability to absorb knowledge from other firms and organisations, both of which call for a skilled labour force. Skills are also a critical but understated resource for entrepreneurship seen in the sense of business creation. Similarly to workforce skills, entrepreneurship skills will boost the competitiveness of local businesses thanks to the improved strategic and management competences of the entrepreneur.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
This short document promotes creating presentations using Haiku Deck, an online presentation tool. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create presentations.
This document discusses measuring digital entrepreneurial ecosystems. It introduces GEDI's framework for understanding the intersection of digital and entrepreneurial ecosystems. The framework consists of four concepts: digital infrastructure governance, digital user citizenship, digital entrepreneurship, and digital marketplace. The document also provides an overview of recent GEDI research on defining and conceptualizing digital entrepreneurial ecosystems. Additionally, it presents preliminary approaches to measuring these ecosystems through a sub-index approach and examines the relationship between unicorns per population and measures of digital entrepreneurship.
Mark Jefferson Madrideo is seeking a position that allows for growth and development utilizing his skills. He has over 10 years of experience in photography, videography, editing, and marketing roles for production companies in Dubai and the Philippines. His experience includes filming real estate properties, handling technical support, meeting with clients, and developing marketing strategies. He is proficient with software such as Adobe Premiere and has a Bachelor's degree in Mass Communication.
In 2014 Get Changed Theatre Company - an arts and drama charity for adults with learning disabilities - carried out an impressive project called Get Changed Makes History in collaboration with the National Trust Castle Drogo. The project included visual and sound installations, glimpse theatre, Edwardian photo shoot and the grand finale performance Raise the Roof.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
An expert discusses best practices for building startup ecosystems. Key elements include having various roles like accelerators, incubators, coworking spaces, and investors interact as a system. Government can foster healthy environments by deregulating. Communication channels encourage collaboration within and between ecosystems. Ecosystem maps show stages and services. Challenges include co-creating with all providers and defining ecosystems, but treating ecosystem building as a startup by solving problems and creating value can help address challenges.
Este documento describe los diferentes tipos de proyecciones cartográficas, incluyendo cilíndricas, cónicas, azimutales y modificadas. Explica las características de cada tipo de proyección como las distorsiones que presentan en diferentes regiones de la Tierra. También define los principales tipos de proyecciones como Mercator, Peters, Robinson, Lambert y otras, detallando sus usos y características distintivas.
The document discusses entrepreneurial learning and education in a "new era". It covers several topics including:
- Defining entrepreneurial and opportunity-centered learning as applied, creative, and recognizing opportunities.
- A conceptual model of entrepreneurial learning involving personal/social emergence, contextual learning, and negotiated enterprise.
- How the economic recession has changed the rules and led to a new paradigm for entrepreneurship focused on social/environmental goals.
- The changing purpose and nature of entrepreneurship education to develop enterprising mindsets through experiential and social learning.
The document discusses the European Year of Creativity and Innovation (EYCI) which aims to:
1) Increase public awareness and interest in creativity and innovation.
2) Facilitate policy debate and identify good practices at all levels.
3) Build an evidence base for policymaking.
It highlights the importance of stakeholders in ensuring the EYCI addresses the right issues and opportunities, and that its objectives are endorsed in education policies. It also discusses definitions of creativity and innovation and some of the key drivers of the Year such as lifelong learning.
This is an eTwinning project presentation. The project, called "Entrepreneurship at School" is being carried out during 2013-2014 course with the participation of three european schools. Its main aim is to develop entrepreneurial skills among pupils at secundary school level.
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TESBrussels, Belgium
Presentation of the project "TES" by Maïté Debry , held during the 9th Science Projects Workshop in the Future Classroom Lab, Brussels, 6-8 November 2015
Bringing innovation, creativity and entrepreneurship education to humanities ...Social Care Ireland
The document discusses entrepreneurship education for humanities students and outlines a framework called ACE (Accelerating Campus Entrepreneurship) for embedding entrepreneurship skills. The framework involves customizing existing entrepreneurship models for humanities, providing experiential learning through real-life projects, and developing an entrepreneurial skillset including creativity, problem-solving, and sustainability. The goal is to allow humanities students at IT Sligo to develop entrepreneurial skills through a semester-long project-based program addressing community needs.
This document provides an overview of Jayne Pletser's presentation on IB and inclusion. Some key points:
- Jayne is the curriculum manager for inclusive education at the IB and leads their work promoting access to education.
- The IB is making changes to terminology related to inclusion and special educational needs. New publications and resources on inclusion are in development.
- Inclusion aims to increase access and engagement for all students by removing barriers. The IB is working to develop a more diverse and inclusive community through their standards and practices.
- Questions are provided to prompt reflection on experiences with dependence, barriers to learning, and expressing oneself.
- Developments include updating approaches to teaching and learning to meet all students' needs
This document discusses entrepreneurial learning frameworks in Portugal, Greece, Estonia, and Slovenia. For Portugal, it notes a lack of strategy but some collaborative networks and European pilot programs. Greece includes entrepreneurship in education strategies and pilot programs. Estonia has national guidelines and programs integrated across subjects. Slovenia has annual student business fairs and virtual business projects. It concludes with tables outlining competencies and computer game requirements to develop entrepreneurial skills in 6-10 and 11-12 year olds.
Lloyd Gutteridge BIO information for Creativity SymposiumLloyd Gutteridge
- Lloyd Gutteridge has 25 years of teaching experience in business education and economics across three continents. He aims to engage students through creative teaching methods that center students in their learning.
- As a business and creativity teacher, he takes risks, reflects on his practice annually, seeks feedback, and adapts his approach to develop an entrepreneurial mindset in himself and his students.
- His talk at the symposium will focus on attempts to foster curiosity, experimentation, and creativity in his business students, though there is no single accepted way to do so. The goal is to develop a growth mindset to prepare students for an uncertain world.
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Scientix 9th SPWatFCL Brussels 6-8 November 2015: TES WorkshopBrussels, Belgium
This document summarizes a workshop on entrepreneurial education. It discusses defining entrepreneurship education and its key competencies according to the European framework. It promotes entrepreneurial learning at all ages and subjects, and emphasizes teacher training. Examples are given of best practices and strategies in different countries. The workshop encourages participants to evaluate their schools' entrepreneurship education using online tools and guides, and to develop plans to grow related programs. Participants are also urged to contribute to and review the online guide to help it become a key resource for teachers.
Private Economics High School INOVA provides a 4-year secondary education in economics and trade. It was founded in 2001 and is located in Zagreb, Croatia. The school aims to educate independent, creative students with economic knowledge and skills through cooperative learning, interdisciplinary teaching, and extracurricular activities like sports, foreign language programs, volunteer work, and student firms that simulate business practices. Teachers use active teaching styles and work across subject areas to provide a disencumbered learning experience for students.
Entrepreneurial Learning in Macedonia - Policy and Practiceelinbantani
A presentation provided to the Inter-Agency Working Group on Entrepreneurial Learning, demonstrating the policy background for EL at EU level, and how the proposed new curriculum framework would fit into this.
The document discusses EntreComp, a European framework for entrepreneurial competencies. It was created to establish a common understanding of entrepreneurship and identify competencies that can be developed through education. EntreComp defines entrepreneurship as acting on opportunities and ideas to create value for others in the form of financial, cultural, or social value. It provides a conceptual framework organized around three competence areas with five competencies in each area to help mainstream entrepreneurial learning.
Margherita Bacigalupo - Entrepreneurship Competence: a reference Framework fo...OECD CFE
This year the Forum will focus on creativity, jobs and local development. We will examine how localities can support culture and creative industries as a source of knowledge and job creation and how the creative industry can act as a powerful driving force areas such as tourism, urban regeneration, and social inclusion.
This document provides information about AFD (Academics for Development), which organizes year-long, multidisciplinary projects submitted by NGOs, companies, or other organizations to be implemented in the global South. Students gain practical experience working on these projects in teams while also receiving coaching. The projects aim to transform theoretical knowledge into practical experience while having social impact. Students can receive credits for incorporating an AFD project into their curriculum. AFD is looking for students from all backgrounds and faculties who are interested in entrepreneurship and international development.
Quatere's mission is to expand economic opportunity through entrepreneurship programs and research. A Quatere Cohort provides training to entrepreneurs irrespective of their background. The word "Quatere" means "to break" - they break down barriers to entrepreneurship. Some challenges of the peer cohort model are maintaining consistency as new directors and curriculum are introduced. Quatere addresses inconsistencies through oversight systems and social networking between cohorts.
This document outlines key factors for building a thriving tech ecosystem in Bangladesh. It discusses developing the coworking space, embracing inclusiveness, gaining support from government and sponsors, providing education through various means like internships and meetups, bringing in experts from abroad, hosting conferences, and celebrating both winners and failures. The takeaway emphasizes the importance of inspiration, education, connections, active investors and mentors, role models, publicity, and constant improvement to attract new people and add value to the ecosystem.
This document summarizes the African Development Bank's experience with an entrepreneurship ecosystem approach in Tunisia called Souk Attanmia. The program provided seed grants, mentoring, and co-financing to support entrepreneurs, especially those from disadvantaged regions, youth, and women. Over 2000 applications were received for the first round of funding and 61 projects were selected. The program leveraged 1 million euros to raise over twice that amount in financing from local banks. It is estimated the funded businesses will create 1000 new jobs. The African Development Bank plans to expand this approach to other countries and partner with more private sector and foundation partners.
This document discusses Japan Innovation Network's (JIN) mission to build entrepreneurship ecosystems in Japan. JIN focuses on startups and connecting large companies to innovation. Its three approaches are: 1) Innovation Management, such as creating a committee of CEOs to transform management styles and build new businesses. 2) Innovation Projects, including designing acceleration programs and education. 3) Connecting innovation ecosystems globally. JIN is led by a board of professors and business executives and advised by experts in fields like marketing, management, and innovation. Its goal is to help Japan become an "Innovation Nation" through these approaches and partnerships.
The document discusses strategies for catalyzing local startup ecosystems. It describes how New York City transformed from losing over 100,000 jobs in 2008 to becoming the second largest startup ecosystem in the US by 2014. This was done by identifying challenges like a lack of specialized talent and capital, and building the ecosystem through policies, competitions, training programs, and attracting investment. It also provides the example of Gran Concepcion, which grew from having no startup ecosystem in 2013 to developing local entrepreneurs and institutionalizing support through programs like accelerators and labs linked to solving urban problems. Overall, the document advocates that cities can generate innovation and jobs by supporting their startup communities.
Explore the key differences between silicone sponge rubber and foam rubber in this comprehensive presentation. Learn about their unique properties, manufacturing processes, and applications across various industries. Discover how each material performs in terms of temperature resistance, chemical resistance, and cost-effectiveness. Gain insights from real-world case studies and make informed decisions for your projects.
7. 1. Communication in the mother tongue
2. Communication in a foreign language
3. Mathematical competence and basic competence in science and
technology
4. Digital competence
5. Learning to learn
6. Social and civic competence
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression.
All that individuals need for personal fulfillment and development, active citizenship, social
inclusion and employment.
EU Framework of Key Competences
for Lifelong Learning K
11. Core Entrepreneurial Education
Promoting core entrepreneurial skills, be adaptive, innovative and able to start your own project.
Entrepreneurial Culture
Fostering entrepreneurial thinking, open-mindedness, creativity, risk-taking, goal setting, self-
initiative, and the culture of sustainability.
Entrepreneurial Civic Education
Developing new ways of responsibility, citizenship and developing partnerships that are beneficial to
oneself, others and the environment.
Vienna TRIO-Model Entrepreneurship Educatio
Source: Aff, J./Lindner, J. (2005): Entrepreneurship Education zwischen „small and big ideas“
12. Education through
Entrepreneurship
(= Learning to become
entrepreneurial)
Education about
Entrepreneurship
(= Learning to understand
Entrepreneurship)
Core Entrepreneurship
Education
Intention
Vienna TRIO-Model of
Entrepreneurship Education
A Primary
Competence levels
Education for
Entrepreneurship
(= Learning to become
an entrepreneur)
B Secondary
C Further
Education
Entrepreneurial Culture
Entrepreneurial Civic Education
Mixed
approach
Non-business
focus
Business
focus
Curricular approaches
to Entrepreneurship Education
Source: Johannes Lindner
13. Target groups of Entrepreneurship Education
Idea Intention Competences Resources
1. No idea…
2. Develop idea further, intention
3. No idea, but intention
1. Idea, intention, less competences
2. Idea, but no intention
3. Investor
4. Entrepreneurship Education / Consulter
Source: Johannes Lindner
T
17. Entrepreneurship School
Certification
• principle of a two level model
• depending on the level certain criteria have to
be fulfilled to be certified
• both levels comprise criteria from three sectors:
– activities at schools/colleges
– basics for teachers
– organisational framework
• evidence must be provided for all activities
regardless of the level
Source: eesi-impulszentrum.at
20. Learning Cycle of the
Entrepreneurial Challenge based Learning
Competence Level on basis from the
Referenceframe of entrepreneurship competences
Reflection Feedback
Challenge
ComplexityoftheChallenges
Source: Johannes Lindner
23. Challenge Level A1 9 years and older
Idea Challenge Get your ideas moving!
4 periods
My Personal Challenge Price and Value
4 periods
Empathy Challenge My feelings – your
feelings: Giraffe Language
min. 6 periods (to one year)
Trash Value Challenge Items from the garbage
2-8 periods
Perspectives Challenge 20 Euro in one try
5 periods
A1 = Primary School Challenges
32. Entrepreneurial Core Education
Idea Challenge Hero Challenge My Personal Challenge
Lemonade Stand Challenge Real Market Challenge Start Your Project Challenge
Case Study Challenge Enterprise Challenge Entrepreneurship Team Challenge
Entrepreneurial Culture
Empathy Challenge Storytelling Challenge Buddy Challenge
Perspective Challenge Trash Value Challenge Open Door Challenge
Extreme Challenge Be A Yes Challenge Expert Challenge
Entrepreneurial Civic Education
My Community Challenge Volunteer Challenge Debate Challenge
Source: Johannes Lindner