Uploaded byMinistry of Education
PPT session 1 06032013
The document outlines a proposal for developing an entrepreneurial school in Portugal. It discusses 3 key areas of competence that graduates need: academic, technical, and personal. It then provides several concrete ideas for how the school can cultivate these competencies in students through the classroom, extracurricular activities, interactions with the community, and school governance. The overarching goal is to equip students with the skills needed to find meaningful employment in the current economic environment.
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PPT session 1 06032013
- 1. 1 Sessão 1 06 demarço, 2013 Amadora, Portugal Pedagogia empreendedora
- 2. Creating an Entrepreneurial School: Developing the competencies graduates will need to succeed in work and life in the 21st Century Presentation to Escola Secundária Seomara da Costa Primo 27 February 2013 by Joshua Muskin, Ph.D. Sr. Programme Officer, Education, Aga Khan Foundation
- 3. The Portuguese Economic Crisis Rapidly growing unemploy- ment... Witha greatly shrinking economy -5.3 ... especially for youth ... And the Prime Minister is telling youth to seek employment abroad.
- 4. Affectively It is nolonger sufficient to educate our students just to pass tests. We must instead equip them to enter an uncertain employment & social context, with a view beyond national borders, to be able to find productive, satisfying work and lives, and to thrive there. Employers are seeking persons who are competent... Academically Technically &
- 5. Relevance – Local& BroaderRest upon: Content Pedagogy Outcomes Competencies Integration: work & society Defined by: “21st Century” Skills “21st Century” Teaching & Learning
- 6. So what dowe mean by Affectively Academically Technically & competent ?
- 7. Intellectually strong & supple; adeptat learning Adept in scien- tific methods Fully literate in the national language(s) To Pass the Examination! ... Broadly numerate Knowledgeable of country Able in other languages Academically Competent ... and more!
- 8. Adept with practical techniques& processes ... Technically Competent Knows underlying concepts & theories Is financially & entrepreneurially literate Knows associated tools, equipment, materials Knows how & where to learn new aspects Understands the broader economic setting
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- 10. Great ideas, buthow does one do this?
- 11. What is EscolaSecundária Seomara da Costa Primo doing now to equip its students to find satisfactory employment in the current economic context of Portugal?
- 12. What is theSchool doing to be sure that both general & technical graduates are not just academically & technically equipped but also ... Are financially & entrepreneurially literate Know how & where to learn new aspects Understand the broader economic setting Are personally competent
- 13. What is theSchool doing to be sure that both general and technical graduates... Are financially & entrepreneurially literate ?
- 14. What is theSchool doing to be sure that both general and technical graduates... Understand the broader economic setting, for employment and home life ?
- 15. What is theSchool doing to be sure that both general and technical graduates... Know how & where to learn new aspects of a profession or trade ?
- 16. What is theSchool doing to be sure that both general and technical graduates... Are personally competent ?
- 17. Extracurricular Studies • Classroom • Workshop •Home Work School • Governance • Management • Academic / Technical • Social • Community Affective Academic Technical Em ploym ent Sector Com m unity & Hom e What opportunities are there at school to foster the 3 areas of competence? • Cultural
- 18. Studies • in theClassroom • in the Workshop • with Homework ? Affective Academic Technical How can the school (that is, the faculty, staff, students & “friends”) cultivate students’ competencies in the 3 key domains...
- 19. School • School Governance •School Management ? Affective Academic Technical How can the school cultivate students’ competencies in the 3 key domains by engaging them in...
- 20. Extracurricular ? Affective Academic Technical • Academic/Technical Studies •School Social Life • School Community How can the school cultivate students’ competencies in the 3 key domains by engaging them in activities related to... • Life outside the School
- 21. An Entrepreneurial School ConcreteIdeas for Consideration 1.An Entrepreneurial Spirit / Financial Literacy Course for ALL students, at every level 2.Integrate personal skills development into lesson planning and classroom instruction, in both the general and the technical studies streams 3.Consolidate and expand the school’s Extracurricular Programmes and Activities 4.Strengthen real interactions between the school and the community, local and beyond 5.Foster school-wide participation in Social Entrepreneurship activities (joining all the ideas)
- 22. An Entrepreneurial School 1.AnEntrepreneurial Spirit / Financial Literacy Course for ALL students, at every level Elements (evolve for each higher grade level) ● Introduce, cultivate & practice personal skills & behaviours: communication, problem-solving, trust, risk, independent learning, management, empathy, teamwork, confidence,... ● Plan & conduct group projects: social & financial; in and out of the school ● Explore the world of work and of society – career, exposure, orientation and guidance ● Personal path planning – professional, social, home Organization: Weekly sessions by faculty, upper grade students & volunteers, during or after school day
- 23. An Entrepreneurial School 1.Integratepersonal skills development into lesson planning and classroom instruction, in both the general and the technical studies streams ● Group problem-solving, in class ● Individual and group projects, long-term ● Oral presentations & other active involvement ● Address school and community issues through the technical “lens” of the class ● Interactions with professionals (including civil society) – in the classroom & contact outside ● Inter-disciplinary learning and projects ● Assessment looking at learning and application ● Operate an entrepreneurial activity etc.
- 24. An Entrepreneurial School 3.Consolidate and expand the school’s Extracurricular Programmes and Activities ● Proliferate School Clubs, around faculty, student and volunteers’ interests (linked to studies, social, productive, cultural,...) – student-led, with mentors, & approved by the student government ● Engage students actively in School Governance and School Management (operations) ● Promote & conduct Social & Financial Entrepreneurship activities, led by students, with faculty & volunteers; in and out of school etc.
- 25. An Entrepreneurial School 1.Strengthenreal interactions between the school and the community, local and beyond ● Lessons link to exploration of professions & civil society: activities, knowledge base, pathways,... ● Professionals advise in lesson planning & delivery ● Outside volunteers participate in development and operation of entrepreneurial course & clubs ● Student clubs and classes participate in community social and cultural programmes ● Students conduct programmes and activities to serve the community – social, cultural, entrepreneurial,... etc.
- 26. An Entrepreneurial School 1.Fosterschool-wide participation in Social Entrepreneurship activities (joining all the ideas) ● Consider an extracurricular participation requirement, school sanctioned, maybe with “bronze,” “silver” & “gold” levels tied to the number of total hours spent ● Link together classroom learning, entrepreneurship efforts & extracurricular ● Establish joint, cross-curricular learning objectives tied to personal competencies and coordinate in their attainment ● Establish criteria, methods and reporting standards to assess personal competencies etc.
- 27. NEXT STEPS Select theaspects of the programme with which to begin Assign teams (faculty, students, others) to develop, plan and initiate each aspect Monitor against concrete criteria and standards; revise to strengthen Document Grow and continue to improve Share with officials, other schools and potential partners. ... and please, let me know how it goes.
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