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This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Green Entrepreneurship Training (GET-UP) Project O2 - CPD Training Programme for VET Staff Training Development - Scoping Paper

Author: Marc Beutner, UPB Date: May 2017 Version: 2

Contributors

Name Organisation

1 Marc Beutner UPB

2 Georgeta Chirleşan UPIT

3 Jennifer Land MEATH PARTNERSHIP

4 Philip Land FUTURE IN PERSPECTIVE

5 Alexandros Apostolides EUC

6 Leigh Sear SFEDI

7 Consuelo Garcia FUERM

Change log

Name Date Description

Marc 03/03/2017 Deliver of the 1st draft of the document.

Marc 23/05/2017 Integration of the feedback of the project partners

XXX XXX XXX


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GET-UP Partners:

Universität Paderborn (UPB)

Prof. Dr. Marc Beutner

E-mail: [email protected]

URL: www.upb.de/beutner

Universitatea din Piteşti (UPIT)

Georgeta Chirleşan


URL: www.upit.ro

Small Firms Enterprise Development Initiative Limited

(SFEDI)

Leigh Sear

E-mail: [email protected] URL: www.sfedisolutions.co.uk

Meath Community Rural And Social Development Partnership

Limited (MEATH PARTNERSHIP)

Jennifer Land


URL: www.meathpartnership.ie

European University Cyprus (EUC)

Alexandros Apostolides


URL: www.euc.ac.cyq

Future In Perspective Limited (FIPL)

Philip Land


URL: http://www.fipl.eu

Fundacion Universidad Empresa De La Region De Murcia

(FUERM)

Consuelo Garcia


URL: http://www.fuem.es

Innoventum Oy (INNOV)

Janne Leinonen


URL: http://www.innoventum.fi/


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Content Background ...................................................................................................................................... 4

CPD-Training Modules – Structure: .................................................................................. 13

Learning Outcomes ................................................................................................................... 16


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Background GET-UP focuses on the design and development of a bespoke Curriculum capable of

supporting nascent green entrepreneurs and micro-business owners to realise their

business ambitions in the Green Economy. GET-UP partners will work on developing

a modular curriculum to support ab initio Green entrepreneurship learning.

Partners are also proposing the development of an in-service Continuing

Professional Development (CPD) training resource to facilitate the engagement of

VET professionals with the new curriculum resources and on-line learning

environments developed.

Continuing Professional Development Training (CPD-Training) is an important aspect to go towards an enhancement of personal skills and to become a professional. “Continuing Professional Development (CPD) is the term used to describe the learning activities professionals engage in to develop and enhance their abilities.” (see CPD Certification Service (2017): CPD explained. https://cpduk.co.uk/explained, date: 20-02-2017). It is a way to gather knowledge, to keep skills up to date and the stay able to work in changing environments. Usually, CPD is provided in course formats. Learners have to choose a course and this means that such a course has to fit to their specific needs. In GET-UP a CPD Training is created in Intellectual Output 2. On the basis of Intellectual Output 1 a Summary Pedagogic Research whose purpose was to achieve a need analysis that will support the project team in designing the green entrepreneurship curriculum and training programme for VET professionals and green entrepreneurs and the results of the desk-based and the field research in the partner countries of GET-UP it is possible to create a GET-UP curriculum for green entrepreneurs. Moreover, we know now about the importance of Green Entrepreneurship in the different economies and about the need for a common European approach in this field. But, it is not only important to create a curriculum structure which fits to our target group and which addresses the learning and skills development needs of green entrepreneurs. It is also important to provide the future trainer and tutor who will be active in the Entrepreneurship courses which are based on the GET-UP curriculum with insights in the topic and the relevant aspects. In addition to that it is helpful to provide them with skills in the field of eLearning and the use of blended-learning approaches which are a backbone of the GET-UP approach. In the CPD-Training the principles of green entrepreneurship have to be addressed as well as the methods of delivering training in blended learning environments.

https://cpduk.co.uk/explained


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Developing effective blended learning programmes is both, complex and difficult, but very rewarding to the trainer and the trainee. Blended learning is a term increasingly used to describe learning in a combination of traditional classroom methods and eLearning phases. It can be defined like this: “Blended learning is a combination of different training “media” (technologies, activities, and types of events) to create an optimum training program for a specific audience. The term ´blended´ means that traditional instructor-led training is being supplemented with other electronic formats.” (Bersin, J. (2004): The Blended Learning Book. San Francisco 2004) The blended learning approach of the CPD programme of GET-UP will combine face-to-face training with online training in a specific way:

Figure 1: Basic structure of the blended learning approach of GET-UP

According to the results of the fist intellectual output business related aspects have to be provided as well as green economy aspects. This combination is in addition to the information about the use of blended learning and providing courses in this environment that are positive for both the educator and learner. Moreover, the trainers have to be introduced to the GET-UP curriculum and its structure as well as its topics. The mapping of learning outcomes of Intellectual Output 3 the Green Entrepreneurship Curriculum made this more explicit with the fields:

1. Business, enterprise and entrepreneurship 2. Green business and green economy

Here the tutors have to address the development of knowledge, skill and competencies. This includes social competences and communication skills as well. Online learning and face-to-face learning should alternate in the ideal case. But, there has also to be a group sequence at the beginning to have the possibility to get to know each other and the trainers and tutors. Moreover, a final feedback sequence is important to have a common platform for final questions and hints. Currently, in a first approach to the development of the CPD-programme we focus on nine modules. It is a further development of the first ideas at the meeting in Newcastle. At the moment, it does not fix the number of hours for online and face-to-face learning.


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Due to 10 short feedback interviews with future trainers in the field of VET, it was important to start with an introduction module about the learning platform to make sure that everybody is able to use it in both (a) during the CPD course and (b) in the Green Entrepreneurship course. After that orientation modules can be established before other modules provide a more detailed insight into GET-UP and Green Entrepreneurship. Taking these aspects as a serious basis the online observatory can be introduced as a case study part of the course. Together with information about economic and business related aspect this can be used for a more detailed case study about the creation of a new business.

Figure 2: Structure of the CPD training programme and its modules

In a complete structure description this looks like this: A Warm up with learners

B Topic related modules Module 1: Using the learning platform

with the GET-UP online modules

Module 1:The Learning

platform

Module 2: Green Economy

Module 3:Entrepreneurship

Module 4:Blended learning

Module 5:Green

Entrepreneurship

Module 6:The GET-UP Curriculum

Module 7:Online

Observatory

Module 8:Economy

Module 9:Case Study

Business creation

Feedback and final discussion

Welcome and Introduction

GET-UP CPD Training Modules


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Module 2: Orientation in the field of Green Economy Module 3: General orientation concerning Entrepreneurship Module 4: Teaching and Learning in Blended-Learning environments Module 5: Green Entrepreneurship and its specifics Module 6: Introduction of the GET-UP Curriculum Module 7: Case-Study Part I:

Insight into the Online Observatory – Best practices Module 8: General introduction to

Economy and business Administration Module 9: Case Study Part II: How to create a business? - Providing Information

C Final wrap up This first approach has to be discussed between the partners who develop the CPD training programme. A basis for the organisation of Intellectual output 2 are the information in the application of GET-UP. This proposal provides the following general overview on the second Intellectual Output:

O2 - CPD Training Programme for VET Staff There is significant demand placed on VET to be more responsive to the needs of industry and for the alignment of VET with local, regional and national development priorities and strategies. The green economy is a significant priority for authorities at all levels throughout Europe and unlocking its potential for employment and job creation without damaging environmental impacts is essential to Europe's future environmental, social and economic wellbeing. Green entrepreneurship is a new field in VET and given the lack of comprehensive entrepreneurship education within existing VET provision it is highly unlikely that many tutors or trainers will have the required insight and understanding to successfully deliver the green entrepreneurship curriculum without proper in-service CPD training that addresses two distinct elements: (1) the principles of green entrepreneurship; (2) delivering training in blended learning environments. To this end a comprehensive in-service CPD training programme will be developed to support VET staff. The CPD training will place a significant emphasis on underpinning the reputation, professionalism and standing of VET staff especially where working in on-line, interactive environments is concerned. It is estimated that the induction training programme will comprise up to 15 hours of classroom or workshop based instruction and up to 15 hours of self-directed learning.

The duration of Intellectual Output 2 is 12 months. Start date of Intellectual Output 2: 01-03-2017 End date of Intellectual Output 2: 28-02-2018 Languages:


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The GET-UP CPD will be developed in English. It has to be translated into German, Greek, Romanian, Spanish and Finnish Users: 28 VET professionals from all partner countries at first iteration of the CPD training programme at the transnational training event in Germany 10 VET professionals will complete the CPD training in each partner country. Suggested hours for the face-to-face training and the online training: 15 hours of classroom or workshop based instruction and up to 15 hours of self-directed learning. After the meeting in Newcastle we interpret self-directed learning as online learning. Assessments: Possible assessments during this course could be: Face-to-face: Sign-up sheet, presentations, photos etc. Online: Log-ins on platform, online quizzes, questionnaires, multiple-choice-questions etc. Working days:

Organisation Teacher/Trainer/Researcher working days

Technicians working days

UPB (lead) 30 for development CPD 2 for translation UPIT 15 for development CPD 2 for translation SFEDI 5 for testing CPD in LWG MEATH 5 for testing CPD in LWG EUC 15 for development CPD 2 for translation FIPL 10 for media elements production

2 for design and layout FUERM 5 for testing CPD in LWG 2 for translation INNOV 15 for development CPD 2 for translation

Development steps of the CPD-Programme: Key Issues Please provide additional information about the key issues in the development of the CPD Training: 1. Agree the modules Are the module fitting to the target group of VET trainers and VET tutors of

the CPD training? What is an important aspect of your national CPD target group?

Agreed on. Changes are possible during the development process.

Comment on the modules above. Is something missing? Should we delete modules (Why?)? Should we add modules (Why?)?


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2. Agree the learning outcomes Which learning outcomes should be addressed in which module (UPB will

provide an overview after step 1 is finished)?

Agreed.

3. Determine the hours for face to face training and for online training How many hours at how many days would you suggest for the face-to-face

part (according to your organisational specific)? How many hours at how many days would you suggest for the online part

(according to your organisational specific)?

Hours for the face-to-face-training? Separate days for the face-to-face-training? We can go with whatever is adequate! Yes No

4. Creation of the modules How can we decide which content belongs to face-to-face-training and which

to online training? How to select the adequate content? Which learning outcomes can be addressed in which module? What are critical outcomes and which are ‘nice to have’ learning outcomes? How do we describe the modules? This will outline: learning outcomes;

unit/module titles; unit aims; indicative core unit content; assessment methods (if appropriate); pedagogical supports; and qualification mapping.

5. Preparation of teaching materials for face-to-face-learning Which teaching material do we need for each face-to-face module? How can we provide a unique look for the CPD teaching materials? What sort of teaching material do we prepare? How do we integrate assessment methods?


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6. Preparation of the Online content Which teaching material do we need for each online module? How can we provide a unique online look for the CPD teaching materials? What sort of online teaching material do we prepare? How do we integrate assessment methods?

7. Course adjustment How do we make sure that the face-to-face parts of the course and the online

parts of the course refer to each other? (Should the face-to-face part use the information of the online part? Should there be common tasks which can only be solved with the information of both parts?)

How do we identify challenges and opportunities related to the creation and adjustment of the CPD training?

8. Initial Testing of the CPD-Training at event in Germany How many days do we have for the testing? (Suggested is the time of the

event. Should we have an additional online phase before or after the event?) What should be the main focus of the testing of the CPD Training?

9. Redesign 1 Redesign on the results of the first 8 steps –

Make sure that everything was included Redesign on the basis of the information gathered at the initial testing –

Adjustment to the needs of the learners 10. Testing in testing countries At which time should the testing take place in the different partner countries? How will be responsible for the testing in the partner countries? 11. Redesign 2 Redesign on the basis of the information gathered at the initial testing –

Adjustment to the needs of the learners


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12. Final description Description of the modules Description of the testing results Description of the final CPD programme


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Key Milestones The table below identifies the key milestones and responsibilities in the development of the curriculum.

Activity

When? Who Check

First draft 04.03.2017 UPB

Comment on first draft until 24.03.2017 All

Step 1: Agree on modules

March 2017 All

Second draft Beginning of April 2017

UPB

Comments on the second draft

Until middle of April 2017

All

Step 2a: Agree learning outcomes - Suggestion

Until beginning of May 2017

UPB

Step 2b: Agree learning outcomes - Comment

Until middle of May 2017

UPB, UPIT, EUC, INNOV

Waiting for additional comments

Step 3: Determining hours

Until middle of June 2017


First ideas received

Step 4: Modules descriptions

End of May 2017 UPB

Step 5: Preparation face-to face

June-July 2017 UPB

Step 6: Preparation online

June-July 2017 UPB, FIPL

Step 7: Course Adjustment

July-August 2017 UPB, UPIT, EUC, INNOV

Translation into partner languages

September-November 2017

UPB, UPIT, EUC, FIPL, FUERM, INNOV

Step 8: Initial testing event

December 2017 All

Step 9: Redesign 1 Until Middle of January 2018

UPB, FIPL

Step 10: Testing in testing countries

January / February 2018


Step 11: Redesign 2 February 2018 UPB, FIPL Step 12: Final description

February 2018 UPB


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CPD-Training Modules – Structure: A Warm up with learners

B Topic related modules Module 1: Using the learning platform

with the GET-UP online modules Module 2: Orientation in the field of Green Economy Module 3: General orientation concerning Entrepreneurship Module 4: Teaching and Learning in Blended-Learning environments Module 5: Green Entrepreneurship and its specifics Module 6: Introduction of the GET-UP Curriculum Module 7: Case-Study Part I:

Insight into the Online Observatory – Best practices Module 8: General introduction to

Economy and business Administration Module 9: Case Study Part II: How to create a business? - Providing Information

C Final wrap up


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Module Descriptions Module 1: Using the learning platform with the GET-UP online modules Module 1 provides insights in the structure of the online learning modules of

GET-UP. It offers the learners an overview of the different online modules and helps the learners to work with the online module. They are introduced in the different elements of the online units, where to find them and how to handle them. It shows how to deal with the registration, adding a learner profile, text, graphic, videos, tasks and how to use the online learning environment in general.

Module 2: Orientation in the field of Green Economy Module 2 provides insights in the learners / future multipliers and GET-UP

curriculum teachers with information about Green Economy, Green products etc. because they are usually not used to this but have to provide information about this in the GET-UP courses. Elements like protection of the environment, connection to ecology or redesign of existing business processes will be addressed.

Module 3: General orientation concerning Entrepreneurship Module 3 provides elements of entrepreneurship and addresses aspects of

creating and running a new and innovative business. It refers to elements provided in the GET-Curriculum to deliver the basic information to the multipliers as well. It gives the opportunity to discuss with other teachers and trainers about entrepreneurship helps to get into the topic. Here strategy decisions are discussed as well as identifying opportunities and elements of entrepreneurship.

Module 4: Teaching and Learning in Blended-Learning environments Module 4 introduces the trainer in blended learning and how to deal with the

challenges of the combination of face-to-face-learning in combination with online learning. It provides hints how to decide which content serves best in which part and offers suggestions how to create an effective didactical relation between contents in both parts. Moreover, it offers ideas how to integrate support for the learning and ways to provide feedback on the learning processes.

Module 5: Green Entrepreneurship and its specifics Module 5 offers information on green entrepreneurship. Here the trainers will

get information on the characteristics and traits of green entrepreneurs and short insights in selected best practices in this field. Elements like new technologies, sustainable business ideas, connection to economy and ecology or the "triple-bottom-line" of Elkington 1998 will be addressed for the multipliers.

Module 6: Introduction of the GET-UP Curriculum Module 6 introduces the structure of the GET-UP-Curriculum with its modules. It

addresses the general idea of the curriculum and leads to more awareness about the topic and how it is addresses in GET-UP information. The learning outcomes and the indicative content will be


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presented in an overview to provide the trainers with a general perspective on the GET-UP approach.

Module 7: Case-Study Part I: Insight into the Online Observatory – Best practices

Module 7 offers tasks for the trainers which brings them in direct contact with the online-observatory and its information. The tasks will be discussed and the trainers will describe a Green Entrepreneurship business on their own to get used to it as well as to think about ways to integrate these elements in their own teaching in the GET-UP courses based on the GET-UP-Curriculum.

Module 8: General introduction to Economy and business Administration

Module 8 offers basic financial information and ways to deal with managing challenges in the field of motivation and leading others for the trainers. Here financial issues are discussed as well as strategy decisions, identifying opportunities and elements of a business plan and how to integrate these aspects into teaching Green Entrepreneurs.

Module 9: Case Study Part II: How to create a business? - Providing Information

Module 9 offers a big task for the trainers which will be in the situation to develop an own business idea and provide main information in an elevator pitch as well as creating a marketing and sales plan. Here activity is heavily needed and included in the course. Core aspect is innovation in creating a new business in a case study which is based on the tasks solved in module 7.


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Learning Outcomes

Knowledge… Skills Module 1: Using the learning platform with the GET-UP online modules

… and understanding the purpose of the learning management system Moodle

… of the advantages of Moodle

Ability to use Moodle Ability to explain Moodle to the GET-UP participants Manage the online learning process of the GET-UP participants

Module 2: Orientation in the field of Green Economy

… of the characteristics of the green economy

… of the benefits of a green economy

… of the market for green products and services

… of the approaches to greening the processes and practices of a business

Ability to advise the GET-UP participants on opportunities for the creation of a new green business as well as sources of finance for green businesses

Manage to present the current market situation for green products and services as well as approaches to greening the processes and practices of businesses

Module 3: General orientation concerning Entrepreneurship (See also Module 9)

… of the term entrepreneurship

… of the current trends in Europe

… of and able to identify the four stages of the entrepreneurial process and the components (innovation, financing, marketing, managing) of each stage

… of how to develop and own business idea and where the challenges are

Ability to explain entrepreneurship to the GET-UP participants which includes providing information about current trends in Europe

Ability to assess entrepreneurial businesses Ability to advise GET-UP participants on questions of starting a

business Ability to explain the development of a green business plan to the

GET-UP participants Ability to advise the GET-UP participants on questions regarding the

individual green business plans Ability to lead the GET-UP participants on how to create a sales and

marketing plan


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… of how to create a business plan

… of how to create a sales and marketing plan

Module 4: Teaching and Learning in Blended-Learning environments

… of the Blended-Learning approach

… of how to deal with the challenges of the combination of face-to-face-learning with online-learning

… of how to integrate support for the learning

… of how to gather feedback on the learning processes

Ability to decide which content serves best in which part Ability to create a didactical relation between contents in both parts Ability to support learning through both parts Ability to use the Blended-Learning environment to gather feedback

on the learning processes

Module 5: Green Entrepreneurship and its specifics

… of the characteristics and traits of a green entrepreneur

… of a selected view on best practices in this field

… of elements like new technologies, sustainable business ideas, connection to economy and ecology or principles of triple bottom line accounting

Ability to include the knowledge of green entrepreneurship in the courses of the GET-UP curriculum

Ability to answer questions of the GET-UP participants on current best practices in the field or on elements like new technologies, sustainable business ideas, connection to economy and ecology or principles of triple bottom line accounting

Module 6: Introduction of the GET-UP Curriculum

… of the GET-UP curriculum and its modules

… of the learning outcomes of the GET-UP participants

… of the indicative content of the GET-UP curriculum

Management of the GET-UP curriculum and its modules to teach in a Blended-Learning environment as the creators intended to

Ability to ensure that all planned learning outcomes of the GET-UP participants are reached


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Module 7: Case-Study Part I: Insight into the Online Observatory – Best practices

… of the GET-UP observatory and what it is for

… of best practices on the GET-UP observatory

Ability to integrate the observatory in their own teaching in the GET-UP coursed based on the GET-UP curriculum

Ability to describe a green business on their own

Module 8: General introduction to Economy and Business Administration

… of basis financial information

… of how to handle challenges in the field of motivation and leading others

… of the strategies for managing resources and time in a green business

Ability to explain strategies for managing resources and time in a green business to the GET-UP participants

Ability to impart knowledge regarding the development of strategies which use less resources and manage the waste generated by the business to the GET-UP participants

Ability to give an insight in the analysis of available ecological/sustainability practices for greening a business to the GET-UP participants

Module 9: Case Study Part II: How to create a business? Providing Information (see also Module 3)

… know how to create an own business example

… about different requirements in the field of entrepreneurship

… reflect the current trends in Europe in their own case

… of and identify the four stages of the entrepreneurial process and the components (innovation, financing, marketing, managing) of each stage for the own case

… of how to develop and own business idea and where the challenges are

… of how to create a business plan for the own case

Ability to create an own business and to explain entrepreneurship to the GET-UP participants with information about current trends in Europe

Ability to assess entrepreneurial businesses Ability to advise GET-UP participants on questions of starting a

business Ability to explain the development of a green business plan Ability create an own individual green business plan Ability to create a sales and marketing plan for the own case


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… of how to create a sales and marketing plan for the own case

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