1. Entrepreneurial Education Needs Entrepreneurial Educators: Assessing our Performance Penaluna, Brown, Gibson, Jones and Penaluna International Plenary Session – Enterprise Education

2. Who are we - backgrounds? Physics / Art and Design / Accountancy / Legal / Financial Management / Franchising and Services Where are we from? England / Wales / Ireland / Tasmania What on earth brought us together? How did the synergies evolve? Can we identify why we tend to reach consensus?

3. Our usual environment?

4. Clearer perspective?

5. Conference environment?

6. Professional Bodies, Conferences, Examiners, Employers, External networks, Students, Alumni? What element is most important? Premise 1 We need to listen, but who to?

7. Are ‘pracademics’ the key to the puzzle? Our own voice!

8. “It is amazing to see how much consensus there must have been - are we all totally deranged?” End notes?

9. Making International Enterprise Happen Have we got our boots full? Prof David Gibson OBE

10. David Gibson International Adventures QUB and Liverpool 1a MIT b University of Berkeley India, China, Thailand/Egypt, ETF, Usasbe/Rice/The make learn conference….

11. Key Markets 1.Middle East 2.China 3.EEC and ascension countries 4.Asia 5.Africa

12. Key Challenges What do our Universities want? What does our government want? Culture Policy into practice Language?

13. THE BIGGER PICTURE PROF. ANDY PENALUNA International Institute for Creative Entrepreneurship

14. Historically? We thought teaching business and finance was enough We neglected to make distinctions between creativity-based thinking and analytical thinking We limited our evaluation to business start ups and easy measurements “In policy and institutional support terms, the UK’s Quality Assurance Agency for Higher Education (QAA) stands out…” European Commission (2014) Final Report of the Thematic Working Group on Entrepreneurship Education, p 37 “Most experienced…the world’s first national-level guidelines on quality assurance in this field.” Guangming Daily (STATE NEWSPAPER) – China, 16/2/16

15. How do we fare in Europe? “There are no relevant national strategies in nine countries/regions…” Eurydice (2015) Entrepreneurship Education at School in Europe

16. Technical skills and subject expertise Business acumen and strategy Enterprising mind With personal motivation there is energy, with energy there is resilience, with resilience, success is likely... Creativity, innovation and opportunity recognition are key intrinsic motivational drivers, they are central to the enterprising mindset SMEs and Micros told us…

17. Enterprising Angels © A Penaluna, 2010 Intrapreneur The ‘cornerstone employee’ Portfolio career ‘multiple jobs = multiple opportunities’ Enterprising mindset Entrepreneur The ‘business developer and enhancer’ Social entrepreneur ‘The society developer and enhancer’ Overall aim - learning to learn; they use harvested knowledge to societal and economic advantage SMEs and Micros told us…

18. This is why… The OECD developed the ‘Two I’ lenses on assessment, it asks, “Does the assessment look at Implementation or Innovation?” http://www.oecd.org/cfe/leed/skills-for-entrepreneurship.htm Supported by the World Bank, all Macedonian Schools have compulsory Innovation and Entrepreneurship – 2,500 teachers have undertaken training in these approaches. The EU’s “Sense of Initiative and Entrepreneurship: A Framework for all Citizens” was launched on 10 June – as part of 21Century Skills agenda

19. Starting to think out loud Working with SEECEL and the Balkans regions

21. The Macedonian themes Help to check school curriculum is balanced, but can also help teachers to decide who to talk to Innovation, Context, Business, Finance, Communication

22. IX Grade Primary School Being Entrepreneurial Innovation – Who am I and who is an entrepreneur? Context – What’s out there? Business – How do we create value? Finance – How does money, buying and selling work? Communication – What have I learned and where could it take me? Using the themes

23. Innovation – who will speak to us who is Creative and Innovative? Context – who will speak to us who understands community, social and business needs? Business – who will speak to us who has an interesting approach / can explain why people buy things? Finance – who will speak to us that can help us to understand money matters? Communication – who will speak to us who promotes, advertises and promotes ideas to others? Using the themes

24. Innovation Business Context Finance Communication

25. EntreComp: The Entrepreneurship Competence Framework ‘De Facto’ guidance for Member States Part of EU Skills agenda Aligns with DigiComp (Digital Competencies)

26. EntreComp: The Entrepreneurship Competence Framework Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social (FFE-YE, 2012).

27. EntreComp: The Entrepreneurship Competence Framework 3 competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Develops the 15 competences along an 8- level progression model

29. EntreComp: The Entrepreneurship Competence Framework The progression in entrepreneurial learning is made up of two aspects: 1. Developing increasing autonomy and responsibility in acting upon ideas and opportunities to create value; 2. Developing the capacity to generate value from simple and predictable contexts up to complex, constantly changing environments.

30. EntreComp: The Entrepreneurship Competence Framework

31. Offers comprehensive list of 442 learning outcomes

32. Educating the educators Incentivizing – recognition and reward for educators Curricular engagement, not just extra curricular engagement Networking the educator communities http://unctad.org/en/Pages/DIAE/Entrepreneurship/EPF-3.aspx This is why… UN Policy includes: http://www.enterprise.ac.uk/index.php/resources http://ncee.org.uk/leadership-and-management/eulp/ …and there is so much still to learn…

33. Us ‘old boots’ believe, the world beyond graduation needs: F lexible and adaptable thinkers Who are experienced through their education Who can respond to shifting and changing scenarios whilst communicating well …within complex situations …in an innovative and self-determined way

34. Get your International BOOTS ON The policy work has been done How can we move forward Master the language of enterprise education We have the potential to make huge impact.

35. End notes? Is there grass on your educational boots? Please take a moment to reflect over our ‘boot metaphors’ and consider your personal position in the hilly terrain of education