This document discusses entrepreneurial learning in Albania. It identifies 42 existing actions related to entrepreneurial learning from various Albanian strategies and laws. While there is commitment to entrepreneurial learning, there are also gaps such as partnerships with businesses and access to financing. Developing an effective entrepreneurial learning action plan requires realistic implementation, resources, cross-agency cooperation, and learning from existing practices.
Presentation done by Dr Thomas M. Cooney Dublin Institute of Technology regarding a comparison of entrepreneurship between Norway and Ireland.
Acknowledgement to Dr. Thoams M Cooney and Dr Beate Rotefoss.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
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.
Presentation done by Dr Thomas M. Cooney Dublin Institute of Technology regarding a comparison of entrepreneurship between Norway and Ireland.
Acknowledgement to Dr. Thoams M Cooney and Dr Beate Rotefoss.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
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.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Werner Eichhorst - Youth Employment programs, employer involvment and vocatio...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.
Zainab Sami Nassef - Freelance writer at Al-Ahram Weekly
ERF and World Bank Youth Essay Competition Award Ceremony
Cairo, Egypt, January 17, 2017
www.erf.org.eg
Emma Quinn, EMN Ireland and ESRI, presented this research at an event held on 26 June to launch two new reports on migrant integration.
The report is available to download here: https://www.esri.ie/publications/policy-and-practice-targeting-the-labour-market-integration-of-non-eu-nationals-in
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
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.
Predstavitev izobraževanja odraslih v Makedoniji, Konstantin Hristovski, Konf...AndragoskiCenterSlovenije
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih v Makedoniji
- Konstantin Hristovski, Centar za obrazovanje odraslih
- mag. Branko Aleksovski, Centar strućnog obrazovanja i obuke
- dr. Zoran Velkovski, Univerzitet SV. Kiril i Metodij, Filozofski fakultet Skopje
---
http://pro.acs.si/gm2015
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Werner Eichhorst - Youth Employment programs, employer involvment and vocatio...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.
Zainab Sami Nassef - Freelance writer at Al-Ahram Weekly
ERF and World Bank Youth Essay Competition Award Ceremony
Cairo, Egypt, January 17, 2017
www.erf.org.eg
Emma Quinn, EMN Ireland and ESRI, presented this research at an event held on 26 June to launch two new reports on migrant integration.
The report is available to download here: https://www.esri.ie/publications/policy-and-practice-targeting-the-labour-market-integration-of-non-eu-nationals-in
A presentation from Flore-Anne Messy, Principal Administrator, Financial Education and Consumer Protection Unit OECD Financial Affairs Division. Presented during “The Partnering to Turn Financial Literacy into Action” Toronto FCAC & OECD conference on May 27-28, 2011.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
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.
Predstavitev izobraževanja odraslih v Makedoniji, Konstantin Hristovski, Konf...AndragoskiCenterSlovenije
Konferenca GM 2015 Ljubljana
Gradimo mostove v izobraževanju odraslih 2015
Gradimo mostove u obrazovanju odraslih 2015
---
Predstavitev izobraževanja odraslih v Makedoniji
- Konstantin Hristovski, Centar za obrazovanje odraslih
- mag. Branko Aleksovski, Centar strućnog obrazovanja i obuke
- dr. Zoran Velkovski, Univerzitet SV. Kiril i Metodij, Filozofski fakultet Skopje
---
http://pro.acs.si/gm2015
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.
Supporting Youth in Entrepreneurship - David HalabiskyOECD CFE
Presentation by David Halabisky, OECD LEED Policy Analyst at the seminar organised by the OECD LEED Trento Centre for the Officers of the Autonomous Province of Trento on 28 September 2015.
https://www.trento.oecd.org
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).
Lite version of presentation by Iain willox of action planning approach that will be adopted in COPIE 2 presented at Cologne meeting on 5 and 6 march 09
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.
Welcome plenary - Jason Miles-Campbell and John McGuiganJisc
Led by your host Jason Miles-Campbell, head of Jisc Northern Ireland, the opening session will set the scene for the day and will include a strategic update, and the latest news from Jisc.
With contributions from John McGuigan, Department for the Economy.
Jisc Connect more in Northern Ireland, 23 June 2016
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. • Education & Training 2020
• Promoting creativity, innovation & entrepreneurship
• Entrepreneurship 2020 Action Plan
• Entrepreneurial education & training to support growth & business creation
Europe2020 Strategy Smart,
sustainable and inclusive
growth
• Principle 1 – Entrepreneurial Learning & Women’s Entrepreneurship
• Principle 8a – Enterprise SkillsSBA Assessment Process
•Dimension D Education & Competences: Entrepreneurship key
competence development at all levels of education and trainingSEE2020 Strategy
•Commitment to development and progress in entrepreneurial learning
including
•Lifelong entrepreneurial learning
•Entrepreneurship key competence
Charter for Entrepreneurial
Learning
Keystone for Growth & Jobs
External policy influencing EL in Albania
4.
5. ENTREPRENEURIAL LEARNING IN A LIFELONG LEARNING CONTEXT
Entrepreneurship Competence
Increasing business focus
Supporting new
entrepreneurs
Developing business
skills for aspiring
entrepreneurs
Building awareness
of entrepreneurship
as a career
destination
Entrepreneurship as
a key competence
for lifelong learning:
for all learners
in all subjects
at all levels
Active citizens
Entrepreneurial employees
New social entrepreneurs
New entrepreneurs
6. ALBANIA:
ENTREPRENEURIAL
LEARNING
POLICY
ENVIRONMENT
NSDI II National
Strategy for
Development and
Integration 2014-
2020
(Council of
Ministers)
BIDS Business
Investment
Development
Strategy 2014-2020
(MEDTTE)
Womens
Entrepreneurship
Action Plan 2014-
2020 (MEDTTE)
NESS National
Employment &
Skills Strategy
2014-2020 (MSWY)
Strategy on Pre-
University
Education
Development -
draft (MES)
Law on Higher
Education - being
revised 2015
(MES)
NSSTI National
Strategy for
Science,
Technology &
Innovation 2009-
2015
(MES)
10. Number of actions per theme
Number of actions
Education - all levels 4
Higher Education 6
VET 3
Schools 12
Youth: non-formal learning 1
Partnership - government 1
Partnership - Strategy 2
Partnership - business 1
Media Promotion 1
Start-up promotion 2
Start-up - skills 6
Research / monitoring 1
Women (10)
11. EL in Albania
• 42 identified actions
– From all relevant strategies and laws
– Also drawn from SBA assessment process
• Good baseline
– SBA evidences wide range of existing EL initiatives
– Commitment to EL in strategies
– Ongoing donor involvement
• Significant gaps
– Partnership
– Engaging with business and community organisations
– University level innovation
– Access to finance
• Challenges
– Realistic implementation planning
– Financial resources
– Partnership and cross agency working – sharing news, ideas, practice
– Learning from existing practice – mainstreaming / transferring to national level
12. Danish Strategy for Education & Training
in Entrepreneurship:
The vision of the Danish government is to:
• Give pupils and students an introduction to
entrepreneurial thinking.
• To develop pupils’ and students’ knowledge of
entrepreneurship.
• To develop the ability of pupils and students to act
entrepreneurially.
Structure of Strategy Actions:
Upper secondary:
– General upper secondary
– Vocational upper secondary
Higher education:
– Professional batchelor and academy
profession programmes
– Maritime programmes
– Higher artistic programmes
– University programmes
13. Objectives for each stage of education &
training:
Upper secondary education includes both general and vocational education. The Danish
government has the following general objectives in upper secondary.
Objectives:
• All young people will acquire knowledge of innovative methods and entrepreneurial
competencies as part of their upper secondary education.
In concrete terms this means that:
• Evaluation of the entrepreneurial competencies of pupils’ must be included in
examinations in relevant subjects and subject-related contexts.
• Young people in upper secondary education must be able to choose
entrepreneurship subjects as far as possible.
• Relevant teachers in upper secondary education must be given the opportunity to
obtain qualifications and do in-service training in innovative educational theory and
methodology, and to qualify to teach entrepreneurship subjects.
• Particularly talented young people should have the opportunity to take part in talent
development programmes with a view to developing their own projects or
enterprises.
14. Youth Enterprise and Entrepreneurship
Strategy for Wales 2004-2010
Three Action areas:
• Awareness – developing
the culture
• Learning – equipping
young people with
relevant skills, knowledge
and experience
• Support – providing an
effective and demand-led
support infrastructure
15.
16. WORKSHOP 1
The Action Shuffle…
What to do:
1. Group actions under common themes
2. Add new or missing actions
3. Remove irrelevant or duplicate actions
4. Identify priority actions (individually)
40 minutes
2 groups
1 wall
17. Workshop Session 2
• Cooperation
• Responsibility
• Implementation
1. How does this affect development of an action
plan?
2. How does this translate into next steps for the
development of the action plan? i.e. what needs to
be done...
18. For more information:
Elin McCallum
Director - Bantani Research & Consulting
Building Entrepreneurial Learning Opportunities
email elin@bantani.com
twitter @elinmccallum
