1. Welcome!
Fáilte!
Welkom!

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

3. 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

4. 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

5. 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?

6. 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’
E 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

7. 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

8. 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

9. 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

10. Characteristics of a good policy partnership
E 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

11. 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

12. 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

13. 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

14. 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

15. 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!

16. Thank you! @tonygribben @vdekristien #ETFInspire Follow-up:
Name: Anthony Gribben
Telephone:
Website:
@tonygribben
@vdekristien
#ETFInspire