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PRO_ ENT Leonardo Da Vinci |
Kaman Technical and Industrial
Vocatinal High School (
Kaman Teknik ve Endüstri Meslek Lisesi ) TR-Turkey
ASSOCIATION OF WOMENS
DURNESTI RO-ROMANIA
Studiodomino srl
IT-Italy
Youth in Science and
Business Foundation EE-Estonia
Association M3
(M-Cube) France
D.1 SUMMARY
Entrepreneurship
has never been more important than it is today. It is widely acknowledged that
new companies and entrepreneurs are important for innovation, job creation and economic
development in Europe. However, traditional education and training systems in
Europe have not been supportive of entrepreneurship and self-employment. As
attitudes take shape at an early age, education systems should contribute more
to the development of entrepreneurial skills and mindsets. We want to run this
project because: student participation is limited; teaching methods are
ineffective; the practical element of entrepreneurship is missing; teachers are
not fully competent; entrepreneurship is not linked to specific training
subjects or professions; business people are not sufficiently involved.
The PRO-ENT
project is intended as a support tool for fostering entrepreneurship within the
younger generation. This is to be achieved following specific project planning
lasting 2 years and involving both schools and company representatives. The
project aims to motivate pupils to develop creative, positive and innovative
attitudes towards entrepreneurship. Project activities will demonstrate to them
the relevance of education in the workplace and help them to develop both an
enterprising spirit and a sense of personal responsibility.
The
partnership fostering the project is composed of 10 partners, extending over
many European countries. All of them, with the addition of other significant
local stakeholders, will be actively involved in project development: the
activities’ impact could well prove definitively relevant.
D.3. PROJECT OBJECTIVES AND STRATEGY
In teaching
entrepreneurship it is particularly important to focus on the personality of
young people. This type of education should foster creativity, a sense of
initiative, risk taking and other generally applicable attributes and skills
that are the foundation of entrepreneurship.İn
the project Our main aims are:
1)realisation of a EU network of professionals dealing with
didactic activities aimed at fostering in the young generation a EU
entrepreneurial spirit
2)putting
into action a 2-year programme involving students,
enterprise representatives & teachers
3)realising a programme geared
towards assisting students in setting up their own businesses. The programme will include: appointment of a student tutor, the
setting down of project rules with the students, selection of an enterprise
sector after a presentation made with firm representatives of the different
economic sectors, advertising the relevant vacancies linked to firm set up, and
request that students complete an application form and apply for jobs, organise interview times with each candidate with the help
of colleagues from among the enterprise representatives, make a list of
successful candidates and complete the firm organisation
chart, set the first firm meeting and a specific day when all firm meetings
will be scheduled during the year, have each firm sector start its activity
(the board taking decisions, the vending office retailing products, the
secretary structuring daily activity), organise
interview in groups with people working within the same profile, taken over by
the students, have the students compile a job profile description, render the
firm operational, convene periodic meetings so as to identify any problems the
students are encountering, plan periodic meetings with business and enterprise
representatives in order to solve problems encountered and acquire deeper
knowledge of specific aspects of the business sector and after an appropriate
time to have participants change job profiles, rise to more elevates positions,
etc. the project meeting will signal an occasion to discuss & experience
international business & the opening of the firm’s foreign markets
PROBLEMS
1)students’
awareness of self-employment and entrepreneurship as possible career option
2)Underline
relevance of education in workplace
3)Underline
importance of personal responsibility, creativity and personal ability in
participating
4)need to
increase entrepreneurial spirit among the young generation
Travel in the Scandinavian social innovation (1/3): Building a sustainable city with its inhabitants
Travel in social innovation Scandinavian (2/3): Reinventing Entrepreneurship
Travel in social innovation Scandinavian (3/3): From micro-to macro-experiment processing
Journey into the Spanish social innovation (1/3) economic models to the economic question
Journey into the Spanish social innovation (2/3) to stimulate and support the initiative
D.4. RESULTS AND
OUTCOMES
In Romania :
Workshop in Paris
PROJECT IMPLEMENTATION
F.1. DISTRIBUTION OF TASKS
All the
participating institutions will perform the same activities with the help of
firm representatives in the case of schools or with the help of educational organisations in the case of enterprise representatives.
Thus each
project partner will:
1) nominate a Project Manager to care for local and
transnational project implementation
2) participate in transnational project meetings
3) keep abreast with project communications
4)
collaborate in project monitoring/evaluation activities
5) contribute to project diffusion project contents and
findings
6) launch a local enterprise involving all the students
enrolled
7) encourage full student involvement in project activities
(planning of actions, meeting participation, evaluation, etc.)
8) contribute to inserting contents onto the project website
9) sustain a positive entrepreneurial spirit throughout the
project.
Based upon
the competences possessed by each institution, a specific role has been
allocated accordingly:
Partners 1,
3 will be responsible for general project coordination
Partners 2,
3, 9 will take care of project monitoring and evaluation activities
Partners 3,
1 will coordinate project diffusion
Partners 4,
1 will highlight student learning
Partners 3,
5 will supervise transnational project meeting realisation
Partners 5,
6, 10 will favour exchange of experiences/materials
among participant institutions
Partners 2,
7 will facilitate personal contact among students (also via Skype and social
networks)
Partners 3,
8, 9 will organise the final project documentation
Partners 4,
8 will realise interim project reports
Partners 1,
2, 10 will facilitate the exchange of knowledge about the foreign markets of
the enterprise created
Partners 1,
3 will realise the project website
Partners 1,
2 will realise a document for informing students’ families on
learning acquisition throughout the project
Partners 1,
3, 9 will realise a document aimed at informing
enterprises and the business world of project aims and results
Partners 1,
4 will realise a document aimed at informing teachers
and the educational world of project aims and results
Partners 5,
6, 10 will coordinate activities among student tutors
Partners
all will suggest and stimulate activities to be carry out locally among
students and enterprises
Partners
all will organise activities involving students and
enterprises with a European dimension
Partners
all will draft possible activities or other projects to be carried out after
project conclusion
F.2. COOPERATION AND COMMUNICATION
Every
partner will have a Skype address, so that conferencing will be easy, making
communication to exchange information or to talk about problems quick and
direct. In the first month of the project a project website will be launched
with the main information about the project, the status, and a collection of
open material and results. It will be connected to a weblog were the partners
can also communicate easily.
The website
and the platform will also be used for external communication and information.
Several
devices have been marshalled to ensure effective
communication among the project partners. The most important are: general
project coordination by a proven and experienced organisation,
appointment of a specific Project Manager for each organisation
so as to oversee project implementation, appointment of a specific student
tutor to carry out activities with students, clear roles assigned to each organisation involved, frequent transnational project
meetings convened, widespread use of internet tools, such as e-mails, Skype
sessions and social networks planned among organisations
involved and project participants.
F.3.
PARTICIPANTS' INVOLVEMENT
Every
project partner is involved in the evaluation process, especially in the
evaluation process for the whole project. The partners have to bring in their
arguments and share opions and views on career
orientation as well as on the project and its benefit.
In addition
to that all partners will be integrated in the management of the project. This
is useful because they all are involved in financing aspects as well as in the
workshops and their structures. Moreover they all are participating in their
national reporting and the common final project report.
The
learners will be involved in all project experiences planned: from enterprise
drafting, to its realisation, organisation
and daily running. Learners will also be involved in the mobilities
planning and realisation. Furthermore, monitoring and
evaluation of all aspects of the project (mobilities,
outcomes, activities, learning experiences, etc.) will be based upon the active
involvement of students and student tutors.
F.4. INTEGRATION INTO ONGOING ACTIVITIES
The project
will be integrated into the activities performed by all the organisations
involved
In regard
to schools, the project will be incorporated into the time frame destined to
project activities and/or orienteering activities, careers planning or links
with the labour markets.
For
enterprise representatives, the activities will instead be linked to enterprise
promotion and links to local and European development.
F.5 EVALUATION
The
project, via quarterly questionnaires, will monitor:
1. teachers’ attitudes and opinions towards the projects
2. pupils' enterprise learning : skills, knowledge and
achievements
3. feedback from learners, teachers and partners on what is
working and not working
All
together the project partners at the project’s commencement will set the
indicators to evaluate success criteria for enterprise education. These
indicators will be monitored during project development and analysed
in the final report and during quarterly evaluation moments scheduled during
project implementation.
F . 6 DISSEMINATION
AND THE USE OF RESULTS
In the
participating organisation, via:
• Staff and
student feedback and personal evaluation after each mobility and during
scheduled appointments
• student learning
• Skype
meetings
•
Transnational project Meetings
• Dedicated
enterprise and firm time
• Meetings
with enterprises and school representatives at local level
• Project
outcome diffusion
• Project
web page
• final project documentation
• interim project reports
• document for informing students’ families of the learning
acquisition throughout the project
• document aimed at informing teachers and the educational
world of the project aims and results
In local
communities, via:
• Project
Meetings/virtual social firm events/hosted visits
• Press
conferences
• local press to report on project and hosted mobility
activities
• Use of
local media: radio and television
• Project
outcome diffusion
• Meetings
with enterprise and school representatives at local level
• document aimed at informing enterprises and the business
world of project aims and results
In the
wider LLL community, via:
• Press
conferences
• Project
outcomes
•
Newsletters and articles for National Agencies in the partner countries
• document for informing students’ families of the learning
acquisition done through the project
• document aimed at informing teachers and the educational
world of project aims and results
• document aimed at informing enterprises and the business
world of project aims and results
G.2 WORK PROGRAMME
