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

2. GENERAL FRAME I The EU is facing unparalled demographic changes that will 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 wont have time for the youngters to catch up and be states wont have time for the youngters to catch up and be competitive.( Its never to late to learn, 2006 ) competitive.( Its never to late to learn, 2006 ) In this context, LONGLIFE LEARNING is getting a crucial importance In this context, LONGLIFE 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.

3. 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). 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. 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? What for? - To easily change job and adapt to changes. - To easily change job and adapt to changes. - Be able to innovate and be competitive in that field. - Be able to innovate and be competitive in that field. - To become ENTREPRENEURS, able to self-employ. - To become ENTREPRENEURS, able to self-employ.

4. GENERAL FRAME III To reach those goals member states need : To reach those goals member states need : - To spread lifelong learning activities under flexible curriculums, learning paths and organisation. curriculums, 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.

5. 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

6. GEM (Global Entrepreneurship Monitoring) in OCDE countries.

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

8. ENTREPRENEURSHIP IN THE ANDALUSIAN EDUCATIVE SYSTEM. Its included in the curriculum at all educative levels since Its included in the curriculum at all educative levels since school year 2004-2005. school year 2004-2005. Primary and Secondary, as a transversal topic. The Primary and Secondary, as a transversal topic. The aim is to promote entrepreneur skills through games. aim is to promote entrepreneur skills through games. PROYECTO CARABELAS 50 schools, 1.500 kids. PROYECTO CARABELAS 50 schools, 1.500 kids. VET, as a core subject. The aim is learning to create VET, as a core subject. The aim is learning to create and manage associations and companies. Adult education, as non formal learning courses 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 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. Theres a teacher training programme and teachers guides Theres a teacher training programme and teachers guides for each course. for each course.

9. MAIN PEDAGOGIC OBJECTIVES - Teaching maths and ICT: through book keeping, making budgets and prepare invoices. - Teaching language: through customer service and relations with suppliers. Promote business simulation projects in the classroom. - Teaching social abilities : like organizing, planning, task share, risk assumption, managing situations… - Making decisions, reaching agreements. - Create a sense of responsability and professionalism.

10. 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 Train-the trainers 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

11. 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 projects. A mixture of social awarenes 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

12. 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, 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

13. 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. Participation 2007/08: 13.568students. Selected: 1.783 in CADE YOUNG ENTREPRENEURS

14. DATA OF PARTICIPANTS. COURSE 2007-2008

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

16. WEBSITE: www.juntadeandalucia.es/averroes/cultura_emprendedora MORE INFO: emprender.ced@juntadeandalucia.es