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EU Developments in Entrepreneurial Learning: from policy to practice to policy Anthony A. Gribben & Kristien Van den Eynde Turin, 15 March 2017 #ETFInspire

Central Asia Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan 28 EU Member States Eastern Neighbourhood Armenia, Azerbaijan, Belarus, Georgia, Moldova, Ukraine EU future members Albania, Bosnia & Herzegovina, Kosovo, Macedonia, Montenegro, Serbia, Turkey Mediterranean Neighbourhood Algeria, Egypt, Israel, Jordan, Lebanon, Libya, Morocco, Palestine, Syria, Tunisia

What are we looking at today? Entrepreneurship education and training policy Role of different partners in shaping policy How are we going to work? Short presentations, Q&A Exercises What will you take away? Latest developments in EU policy Opportunities, challenges & techniques for policy shaping

Warm-up exercises? Exercise 1 Pair & share (3 mins) What is entrepreneurship education? USE LARGE POST-ITS (Key words only) Exercise 2 What is a skill? What is a competence?

Overview of EU policies Concerns over low growth and high unemployment Entrepreneurship education & training – part of the policy solution More than business start-up – the key competence (EC 2006) Skills vs competences? Riga Conclusions for VET (EU, 2015) Unpacking the key competence – EntreComp (2016) Small Business Act for Europe (EC, 2008) No one policy home A policy collective: SBA policy partnership indicator Role of practitioners in policy-making? ‘no one policy home’ E4+ - education, employment, enterprise economy Policy partnership: public, private, civic partnerships Policy ownership and accountability Policy leadership – education authorities Policy advocacy – practitioners as policy agents Policy performance – benchmarks & indicators Policy impact: M&E

Policy Framework for Lifelong Entrepreneurial Learning   Policy Framework for Lifelong Entrepreneurial Learning Indicator Policy Partnership Rationale Efficiency and effectiveness in lifelong entrepreneurial learning requires policy coherence between the stakeholders involved. Objective Government, private sector and civic-interest groups work in partnership to develop lifelong entrepreneurial learning. Level 1 No structured cooperation between public, private and non-governmental sectors on lifelong entrepreneurial learning. Level 2 An evolving national dialogue with view to structured cooperation between public, private and non-governmental sectors on lifelong entrepreneurial learning. Level 3 A national partnership has been formalised between public, private and non-governmental sectors to promote lifelong entrepreneurial learning and gives particular attention to entrepreneurship as a key competence. Leadership for the partnership is clearly assigned to one state institution. The partnership has an agreed action plan. Level 4 State funds ensure sustainable contribution of the lifelong entrepreneurial learning partnership to national developments. Evidence that activities within the partnership's action plan are being implemented. Level 5 An entrepreneurial learning partnership provides recommendations on national strategies (e.g. national development plan, education, employment, SME, R&D strategies). Evidence that the partnership's recommendations have been incorporated into wider national strategies. Justification Key sources Next steps

Montenegro: a case study in entrepreneurship education policy partnership Why? External policy prompt: Small Business Act for Europe Policy partnership indicator: 2007 (Level 2), 2012 (Level 3), 2016 (Level 4) Who? What? Monitoring, Advisory, Advocacy, Next developments Reinforced policy function From cross-stakeholder partnership to national Council? Ministry of Economy (SME Directorate): Leader VET Centre Bureau for Education Services Montenegrin Employers Federation Ministry of Labour & Social Welfare Ministry of Education Employment Agency of Montenegro Chamber of Economy of Montenegro University of Montenegro: Faculty of Economics CRNVO: Centre for NGO Development

Exercise 3 In your work what is the value of partnership examples of innovation in your partnership work Group-work (10 mins, rapporteur, 5 groups of 5) USE LARGE POST-ITS

Characteristics of a good policy partnership E4+ - education, employment, enterprise, economy No one policy home: joining up the dots Ownership and accountability Public, private, civic partnerships Joining up the dots: ownership and accountability Partnership equilibrium Leadership clearly identified & recognised Performance – objectives: benchmarks & indicators Impact: role in monitoring & evaluation Challenger-in-chief: who asks the unpopular questions? Advocacy – practitioners as policy agents

Classic pitfalls in building a policy partnership Mandate too wide Partners as passengers: ‘my take-away’ Hidden motivations Lack of institutional commitment Lack of flexibility – admitting new partners? Responsibilities & accountabilities not clearly defined Weak, unrecognised or overbearing leadership No plan of action, no review of achievements/failures Resources: an operational support budget, secretariat

From practice to policy ETF Good Practice Call 2017 in training for internationalisation of SMEs Focus: SMEs trading or with potential to trade with/within the EU Single Market Why? to promote quality of training for SMEs to enhance the capacity of the training community in meeting the training needs of SMEs to encourage policymakers to improve policy and training support that respond to the specific needs of SMEs Partner country SMEs trade more and better with EU28 Closing the gap between training providers and policy makers

From practice to policy How ETF identifies ‘good practice’? Assessment grid based on 5 dimensions Training Needs Analysis Training Delivery and Design Training Environment Monitoring, Evaluation and Improvements Marketing On-line peer reviews Impact of good practices on policy discussions

Dimension 2: Training Design and Delivery Rationale A well-designed training programme that is customised to the specific training needs of the target groups contributes to meeting the objectives of the training programme and enhances the learning experience. Objective The objective of this component of the ETF good practice peer review is to assess how the contents of the training programme, as well as the methods and assessment arrangements, have contributed to the learning outcomes. Level Value Indicator Score Comments Level 1 1 Curriculum materials directly borrowed from outside training provider environment   Learning outcomes borrowed from outside training provider environment Pedagogic approach mainly relies on one-way communication between trainer and trainees No evidence of assessment arrangements for trainees during the training programme Level 2 2 Curriculum borrowed and adapted to training needs Learning outcomes borrowed and customised to training programme under review Assessment arrangements confined to end-of- cycle assessment Level 3 3 Curriculum design includes clearly defined learning outcomes set against training needs identified Participatory pedagogic approaches involve active learning (e.g. group work, focus groups, apprenticeship placements) Evidence of ad hoc assessment arrangements of trainees during training Level 4 7 Evidence of innovative approaches to curriculum design (e.g. students engaged in the design process, curriculum peer reviewed by representatives from business world) and how the curriculum is delivered in an innovative way (e.g. role play, quizzes, simulation, case studies, enterprise labs, engagement of external speakers) Assessment arrangements for trainees involve a) entry assessment and c) exit assessment Evidence of review of learning outcomes and inclusion of trainees in review process Level 5 10 Evidence of curriculum revision as a function of analysis of similar training provided by other training organisations providing similar training Evidence that curriculum has been customised to meet training requirements of new customers or new demands of existing customers Evidence of learning technologies feature in the training design (e.g. e-learning) Assessment arrangements for trainees involve a) entry assessment, b) continuous review and c) exit assessment

Closing-off exercise TRUE OR FALSE ? Today, the European Union comprises 27 member countries? Albania is a future EU member country The EU’s growth & employment strategy is called the ‘2020 strategy’ A competence is what you need to do a specific job The EU’s key enterprise policy tool is the Small Business Strategy Lack of engagement of practitioners is a weakness in the policy making environment Everyone loves chocolates!

Thank you! @tonygribben @vdekristien #ETFInspire Follow-up: Name: Anthony Gribben Email: aag@etf.europa.eu Telephone: +39 011 6302310 Website: www.etf.europa.eu @tonygribben @vdekristien #ETFInspire