ENTERPRISE EDUCATION IN SCHOOLS
Enterprise is all about making ideas happen
“Individuals as well as teams can make a difference”
WHY IS IT IMPORTANT ?
• Young people admire people who set up their own businesses – 85% are positive
• A recent survey showed the number of young people wanting to run their own business rose from 35% in 2000 to 43% in 2003 • Self-employment is increasingly important for the economy – 25% of adults own or are considering setting up their own business
ENTREPRENEURSHIP – Dragon‟s Den
• Research found the importance of media images coupled with realistic local role models in influencing young people • Note what the BBC dragons were looking for:
– The product – unique selling proposition (innovation,
creativity)
– The person – qualities (risk taking, can-do attitude, drive) – The business knowledge and skills, and business plan
(risk management, financial capability, business & economic understanding)
ENTERPRISE EDUCATION – Where Are We Now?
• DfES national strategy for enterprise education • Howard Davies Review 2002
• Work-related learning statutory – QCA guidance
• 235 Business & Enterprise Colleges • Development of the S‟EEN network
• Ofsted report „Learning to be enterprising‟
ENTERPRISING SCHOOLS
Ofsted found that where enterprise learning was very good there was a clear vision about its potential for raising standards and preparing young people for adult life. Enterprising schools have an ethos which encourages both staff and pupils to take responsibility for decisions. Enterprising schools have developed innovative ways of teaching and learning which engage local business & the community.
WORK-RELATED LEARNING & ENTERPRISE
• WRL a statutory requirement from September 2004
• A programme of learning for, through and about work for all key stage 4 pupils • Schools must have regard to QCA guidance • Enterprise education is a central part of work-related learning • Enterprise capability is a key output from exciting WRL
DfES DEFINITION OF ENTERPRISE EDUCATION
Enterprise capability is innovation, creativity,
risk-management, risk taking and a „can-do‟ attitude and the drive to make ideas happen. It is supported by:
Financial capability which is the ability to manage one‟s own
finances and to become questioning and informed consumers of financial services; and
Business & economic understanding which is the ability to
understand the business context and make informed choices between alternative uses of scarce resources.
TEACHING & LEARNING ENTERPRISE ENVIRONMENT & PROCESS
Ofsted identifies the importance of a learning environment where students have the autonomy to tackle problems involving risk and uncertainty about final outcomes & to gain a reward for their successful resolution. The enterprise process generally has four stages:
1. Tackling a problem or need 2. Planning the project or activity or enterprise 3. Implementing the plan 4. Evaluating the processes – developing own solutions
ENTERPRISE LEARNING OUTCOMES
Key outcomes Enterprise capability
Supportive outcomes
Financial capability
e.g. money, credit, investment, costing projects, personal finance e.g. budgeting, financial planning, personal risk management e.g. taking responsibility for outcomes of financial decisions
Supportive outcomes
Business & economic understanding
e.g. market, competition, price, efficiency, growth e.g. decision-making, investigating simple hypotheses e.g. taking an interest in business and economic issues
Knowledge & understanding Skills
e.g. innovation, risk, managing change, personal effectiveness e.g. decisionmaking, leadership, managing risks e.g. self-reliance, ‘can-do’ attitude, ambition, pragmatism
Attributes
Types of Enterprise
1. Business: Providing goods and services with the intention of making a profit. 2. Social: Community based, problems solving developing citizenship 3. Environmental: Resourcefully protecting the environment with maximum benefits.
Enterprise Learning
• Inspiring • Innovation • Inclusive • Involving • Impacting
Enterprise Environment
• Students take responsibility for their actions • There is an element of risk • A “can-do” culture • Creative thinking – enquiry approach
ASSESSING LEARNING
• WRL framework emphasises need for students to recognise their enterprise skills • Recording activity and achievements through Progress File • Self- and peer- assessment of enterprise activities • Development of online assessment tools by some pathfinders • Activities enable students to demonstrate skills and provide examples of attributes
• Need for adequate space for reflection in experiential learning
CURRICULUM GUIDANCE
• Guidance firmly based on practice developed by pathfinder schools
• Main source: www.teachernet.gov.uk
• Also www.qca.org.uk (14-19 part of site)
Moving towards an enterprising school.
Characteristics of an enterprising school
• Use appropriate teaching and learning styles • Effective management of resources • Appropriately qualified staff • The school operates as an enterprising organisation
• An acceptance of accountability for student progress • A willingness to take risks • Centre of a vibrant community • A focus on improvement • A shared vision
A – Whole-school approach
• Part of school ethos backed by the Principal • The enterprising school & its community • Enterprise permeating curriculum & other aspects of school life • Cross-curricular approach • WRL programme develops enterprise as key part of employability
• Joe‟s enterprise experience:
– KS3 enterprise day – co-manager of school shop – mini-enterprise project in GCSE Business – financial lit. in maths – WRL programme focuses on enterprise skills – employer-set challenge in GCSE Engineering – mock interview discuss enterprise skills / attributes
B – TRADITIONAL GCSEs
• Audit of GCSE subject specifications • Enterprise elements integrated into GCSE Sc, Ma, En, IT, D&T • Opportunity for student decisionmaking and enterprise process Jenny‟s enterprise experience:
– Science challenge events with local companies
– Simple accounting in Maths leading to business plan exercise
– Creativity, advertising & marketing in English – Web design for small businesses in ICT – Investigating small-batch production in D&T through minicompanies
C – CITIZENSHIP & COMMUNITY LINKS
• Social entrepreneurs from community & voluntary sector work closely with the school
Nilesh’s enterprise experience: – hears speakers from local community groups – works in team to raise funds to tackle local environmental issue – project runs as a „business‟ and he draws up accounts – leads a team of students‟ running a school fair for Red Nose day
• Community projects part of active citizenship curriculum • Students encouraged to develop programme of activities and events to benefit other students
D – BUSINESS ENTERPRISE DAYS
• School focus on entrepreneurship
• CEG includes local entrepreneurs as speakers
Pat’s enterprise experience:
• hearing how local business people started
• competitive simulation to • Business & Technology faculty create a viable business plan • various activities run by organise enterprise days business people linked to • Business planning day technology sector • Enterprise day – discrete • mini-enterprise to develop and activities linked to sector run successful business in the skills school • Mini-enterprise days
E – VOCATIONAL & LINK COURSES
• Enterprise learning integrated into new GCSEs & other vocational courses • Enterprising work experience includes project set by employer • College briefed to help develop enterprise capability Sophia’s enterprise experience includes:
• Coursework & assignments develop enterprise knowledge & skills • Health & Social Care placement includes work on costing for a new care home
F – PHSE & TUTORIALS
• Enterprise is integrated into the PSHE & tutorial programme Half-term enterprise module Programme begins with local entrepreneurs in assembly
Dina’s enterprise experience includes:
• • • • Working through a series of exercises Identifying her enterprise skills and knowledge Planning an enterprise with a group of friends Developing their enterprise idea and presenting it to the class and a business visitor Recording skills developed and practised in her Progress File
• •
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Programme ends with a detimetabled enterprise day with mix of mini-enterprises, enterprises simulations and social enterprises
•
G – SELF - GENERATED PROJECTS
• Enterprise activities are encouraged as an extra-curricular activity • Student volunteering encouraged to benefit the school and the wider community Richard’s enterprise experience:
• running a year long mini-company with the support of a business mentor
• Working with a team of students to fund raise for social outings for a local senior citizens club
H – WRL & ENTERPRISE PROGRAMME
• Learning for, through and about enterprise (part of WRL) • Work experience a key part • WRL delivered through different parts of the curriculum – CEG, PSHE, work experience, GCSE subjects Mohammed’s enterprise experience: • Reflecting on enterprise skills as part of work experience preparation • Taking part in a mini-enterprises in PSHE • Investigating aspects of enterprise during work experience • Developing financial literacy business & economic understanding in GCSE Business