Enterprise & Entrepreneurship Education Key findings so far – Louis Coiffait Team Ronley Kirwan – PCPLAnthony Mann – EET Louis Coiffait – PCPLJames Dawkins - EET Education and Employers Taskforce Pearson Centre for Policy and Learning

2 Agenda: enterprise & entrepreneurship education 1. Overview of project 2. Summary of multi-methodology approach 3. Interim results from phase one (and a bit of phase two...) 4. What is it? 5. What impact does it have? 6. How should it be delivered? 7. Initial conclusions 8. Opportunities to engage

3 Overview of project Context - Global recession, 2-speed growth 1 for developed vs developing countries - Youth unemployment high, <1 million in the UK, 80 million globally - Many fast-growing developing nations 2 using E&EE to drive growth - Priority for last UK Government, but provision and impact patchy - Recent English focus on ‘knowledge’ over ‘skills’, while growth at 0.1% - Growth of wider, holistic and social conceptions of education and work Strategy - Updated understanding of E&EE in new global and national context - Global and all-age scope but clear policy implications for English schools - Share and leverage scarce research resources / capacity Notes 1. OECD Economic Outlook No. 89, May e.g. China, Indonesia, Kenya, Kyrgyzstan, Lao PDR, Peru and Senegal, Sri Lanka, and Syria use of ‘Know About Business (KAB)’ entrepreneurship education programme

4 Initial online survey with large businesses Which ONE of the following statements BEST reflects your view about the current suitability of Britain’s education system in providing students with the skills required for the world of work? 43% Britain's education system places too little emphasis on equipping students with practical skills needed for the world of work and too much on academic subjects 18% Britain's education system places too little emphasis on traditional academic subjects and too much on practical skills 16% Britain's education system currently provides students with the right mix of academic knowledge and practical skills needed for the world of work 19% None of these 5% Don’t know Notes 1. Online YouGov survey, fieldwork Feb Sample: 648 GB Sr. managers+, 18+ years old 3. From large businesses (250+ employees)

5 Summary of multi-methodology approach Educators Literature reviewStakeholder consultation quantitative online surveys Phase one: Mapping current understanding (international) Phase two: Gathering new evidence (England) Phase three: Developing recommendations (England and international) 12 Oct E&ET Conference 14 Nov interim report event Refine findings in an online teacher community Final report launch event Feb Oct Nov Dec Jan qualitative focus groups EmployersLearners

6 What is enterprise and entrepreneurship education? initial findings - Definition / understanding assumed, deceptive consensus on skills / practical - Wide variety of opinion, international variation 1 - Developing ‘spectrum’ of definitions Enterprise Entrepreneurship - A complex interplay of socio-cultural issues (wherein one either gets opportunities and / or rewards for certain behaviours or not), and individual psycho-social motivations / drive (heavily influenced by the former) Notes 1. ‘Enterprise education’ not used in USA as enterprise means business 2. Both to wider ‘enterprise’ education and to unprepared individuals

7 What impact does enterprise and entrepreneurship education have? initial findings - In nearly all cases enterprise and entrepreneurship education has positive outcomes for individuals, communities and the economy -Some evidence of significant improvements in learner attainment, but tends to be small scale and patchy with a lack of conclusive quantitative data -Some evidence of increased start-up activity - Some evidence that it helps broaden student understanding of the world of work and the skills required - Some evidence that it can particularly help engage struggling learners - No conclusive longitudinal research - Little evidence of wider social / economic impact, further research required Notes 1. ‘Enterprise education’ not used in USA as enterprise means business 2. Both to wider ‘enterprise’ education and to unprepared individuals

8 How should enterprise and entrepreneurship be delivered? initial findings -Embedded across the whole curriculum, thematically, across subjects and through primary, secondary, further, higher and lifelong education -More emphasis needed on training educators in enterprise and entrepreneurship education, including initial training and CPD techniques -Need for sustainable, long-term funding rather than relying on government -Employers usually have an important role to play through placements, speakers and mentors etc but this is generally under-utilised -Strong need for greater collaboration and engagement between employers and educators (making the case and making it easy 1 ) -Not clear what qualifications/accreditation, if any, should be awarded – little consensus here with a fragmented marketplace, potential opportunities? - More conclusive measurement and evaluation of impact required - Support needed for promoting, piloting, testing and scaling ideas Notes 1. e.g. Taskforce’s ‘Inspiring the Future’ programme

9 Opportunities to engage This is a live research project, if you have views on enterprise and entrepreneurship education it’s not too late to get involved. - Share your thoughts with Andrew to video - Online consultation surveymonkey.com/threeenterprisequestions - Complete the consultation on paper with Ronley (exhibition area) - Put Mon 14 th Nov AM in your diary for our interim launch event - Help us reach groups of employers, learners and educators