ENTREPRENEURSHIP IN THE ANDALUSIAN LIFELONG LEARNING SYSTEM EARLALL GENERAL ASSEMBLY. HEIDELBERG. GERMANY. OCTOBER 2008

GENERAL FRAME I  The EU is facing unparalled demographic changes that will have an impact in society and economy. Our population is have an impact in society and economy. Our population is growing old, jobs will be in the hands of adults and member growing old, jobs will be in the hands of adults and member states won’t have time for the youngters to catch up and be states won’t have time for the youngters to catch up and be competitive.( “ It’s never to late to learn”, 2006 ) competitive.( “ It’s never to late to learn”, 2006 )  In this context, LIFELONG LEARNING is getting a crucial importance as: as: - It contributes to personal development and satisfaction - It contributes to personal development and satisfaction - Its effect improves the economy and society if: - Its effect improves the economy and society if:. It helps to increase the qualified workforce. It helps to increase the qualified workforce. It fits the labour market needs.. It fits the labour market needs. - Besides, it reinforces social abilities and personal self - Besides, it reinforces social abilities and personal self confidence. confidence.

GENERAL FRAME II  By 2010, Europe is expected to become the most dynamic and competitive knowledge -based economy in the world, able to steadily grow with better jobs and social cohesión. (Lisbon Strategy 2000).  How? EDUCATION and TRAINING is the key factor to be competitive in a globalised society full of countries with much lower labour costs.  What for? - To easily change job and adapt to changes. - To easily change job and adapt to changes. - to be able to innovate and be competitive in that field. - to be able to innovate and be competitive in that field. - To become ENTREPRENEURS, able to self-employ. - To become ENTREPRENEURS, able to self-employ.

GENERAL FRAME III  To reach those goals member states need : - To spread lifelong learning activities under flexible curricula, learning paths and organisation. curricula, learning paths and organisation. - Reinforce the flexibiliity of VET systems. - Reinforce the flexibiliity of VET systems. - Promote the recognition of adquired professional - Promote the recognition of adquired professional competencenon-formal learning. competence and non-formal learning. - Improve ICT and foreign language skills - Improve ICT and foreign language skills - Promote ENTREPRENEURSHIP. - Promote ENTREPRENEURSHIP.

 European letter of small enterprises (2000)  The Green Book of Entrepreneurship (2003) and The Acción Plan (2004).  Comission communication (february 2006) : apply the Lisbon programme and promote entrepeneurship through education and training.  Entrepreneurship is included among the 8 key competences (december 2006). EU DOCUMENTS AND MESSAGES

 GEM (Global Entrepreneurship Monitoring) in OCDE countries.

WHAT IS ENTREPRENEURSHIP?  It’s considered as the ability to transform business ideas into reality.  It’s related with creativity, innovation, risk assumption, the ability to plan and manage projects with the aim to reach the desired objectives.  In many cases, it’s an innate skill but…  IT CAN ALSO BE TAUGHT AND LEARNT

ENTREPRENEURSHIP IN THE ANDALUSIAN EDUCATIVE SYSTEM.  It’s included in the curriculum at all educative levels since school year school year  Primary and Secondary, as a transversal topic. The aim is to promote entrepreneur skills. aim is to promote entrepreneur skills.  VET, as a core subject. The aim is learn to create and manage associations and companies.  Adult education, as non formal learning courses for those already in business or interested in putting for those already in business or interested in putting a business idea into practice. a business idea into practice.  Several teaching materials have been developed,some of them to be used with the help of ICT. them to be used with the help of ICT.  There’s a teacher training program and teachers guides for each course. for each course.

MAIN PEDAGOGIC OBJECTIVES - Teaching maths and ICT: through book-keeping, making budgets and preparing invoices. - Teaching language: through customer service and relations with suppliers. Promoting business simulation projects in the classroom. - Teaching social abilities : like organizing, planning, task sharing, risk assumption, managing situations… - Decision-making process, reaching agreements. - Creating a sense of responsability and professionalism.

MAIN PROGRAMS AND ACTIONS. ENTERPRISING EUROPE  Product of a Leonardo da Vinci Pilot Project  On-line course in seven languages for future entrepreneurs.  Per module: general information about European context and country specific information about certain genuine info.  8 modules at two levels: elementary and advanced  Flexible paths  Teacher Training course Profile of an entrepreneur Marketing Place and environment THE MODULESFinancial issues Legal Issues Internal organization Proffesionalism Business Plan (only in advanced level) Secondary VET, levels II, III Adult education

JOINTLY LIABLE ENTREPRENEURS  Students learn how to create and manage an association, Then create and sell a product (handcraft or others ), and finally give away their benefit to cooperate with an NGO.  They decide which social theme to cooperate with and choose the most appropriate NGO to carry out their project.  A mixture of social awareness and entrepreneurial skills  Adapted to two target groups: secondary students and adult learners. Jóvenes Emprendedores Solidarios Gente Emprendedora y Solidaria Secondary VET levels I,II,III Post -secondary

CREATING YOUR OWN BUSINESS  The main objective is self-empoyment.  Encourages autonomous work, creativity development and social abilities.  Includes all the process in the creation and management of a small business.  Learners, individually or in groups become managers of their own business in a real context along the course. Secondary VET, level I Adult learners

VIRTUAL COMPANY PROJECT GRANTS  Yearly contest among public schools with entrepreneurial programs.  Consists in creating an idea of a business with the help of ICT.  The 20 best projects receive a grant of 3000 euros to put the idea into practice. EMPRENDEJOVEN / VET, levels II, III  Contest to detect promising entrepreneurs through a series of tests among schools with entrepreneurial programs.  Selected students stay in a specialised centre for future entrepreneurs for a week.  The program includes a contest of business ideas and business plan.  Participatión 2007/08: students.  Selected: in CADE YOUNG ENTREPRENEURS

DATA OF PARTICIPANTS. COURSE

CONCLUSIONS :  We need to include entrepreneurship in schools, training processes and curricula.  Active and participative teaching methods. Learning by doing and practising.  Work by projects and adapting the methodology depending on the target groups.  Competence based training and learning.  Provide teachers with appropriate didactic resources and materials as well as training.

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