Malcolm Hoare

Regional Director

Centre for Education and Industry

University of Warwick

6th October 2011

Developing quality enterprise education in our

schools - the ethical imperative.

University of Warwick

Established 1965

“The Enterprise University”

Local context, global connections

50th World

Centre for Education and Industry

International research institute specialising in

vocational education and business/education

partnerships

One Way Ticket

Transition Route

From : Bureaucracy

To: Enterprise

“ Innovation is the tool ,the means by which

we exploit change to make a difference”

Drucker

Education is an admirable

thing, but it is well to

remember from time to time

that nothing that is worth

knowing can be taught.

Oscar Wilde.

Education is not the filling of a

pail, but the lighting of a fire.

W.B. Yeats

Enterprise Education – 10 Research Outcomes

1.Enterprise is about lifestyle

2.Enterprise is about team working

3.Enterprise is about networking

5.Successful entrepreneurs have a grasp of entrepreneurial knowledge, skills, attributes and attitudes

4.Enterprise Education is about personal development

6.Effective enterprise education equals entrepreneurial teaching and learning

7.Enterprise education involves learning through ,for and about enterprise

8.Creativity and Innovation can be found across the curriculum

9.Enterprise education is about challenging the status quo

10.Chaos theory rules

‘ENTERPRISE’

PLUS

‘EDUCATION’

The sum is greater than the parts !

Quality Enterprise Learning Activities

Teacher Led Student Led

School based Community

Involvement

Artificial Problems Real Challenge

Abstract Solutions Visible

Change

Four Essentials for Quality Enterprise

Education

Enterprise Education is most likely to be effective when:

• Learners are set REAL CHALLENGES

• Learners take RESPONSIBILITY FOR THEIR OWN

LEARNING

• Learning is supported by COMMUNITY PARTNERS

• Learning generates REAL SOLUTIONS

Moving from :

Teaching >>>>>> Active Learning

Knowledge Transfer >>>> Facilitation

Group instruction >>>> Individualised delivery

School based experience >>>> Lifelong learning

Subject related >>>> Competence based

PEBBLE – Problem based learning

Advantages :

Learner commitment

Improved attainment

Practitioner development

Partner/employer engagement

Community benefit

PEBBLE – Problem based Learning

Issues :

Resourcing

Practitioner resistance

Practitioner development

Learner resistance

Community involvement

DfES Definition of Enterprise

Education

Enterprise capability - innovation, creativity, risk-management, risk taking and a ‘can-do’ attitude and the drive to make ideas happen.

It is supported by:

Financial capability -the ability to manage one’s own finances and to become questioning and informed consumers of financial services

And

Business & economic understanding -the ability to understand the business context and make informed choices between alternative uses of scarce resources.

Teaching and Learning – Creating an

enterprising learning environment

Ofsted identifies the importance of a learning environment where students have the autonomy to tackle problems involving risk and uncertainty about final outcomes and to gain a reward for their successful resolution.

The enterprise education learning process has four stages:

Identifying solutions

Planning the activity

Implementing the plan Evaluating the processes

English Network for Enterprise Education

Partnership working:

• Specialist Schools and Academies Trust

• Education and Business Partnerships

• Co-operative College

• University of Warwick

• Practitioner Associations (Primary, Secondary and

Further Education )

Project Duration

3 Year funding. March 2008 - March 2011

+ requirement to develop plans for long term

sustainability

Projects Aims

To add value to existing enterprise education initiatives,

to support all sectors of education 5-19, to improve

both the quality and quantity of enterprise education

in England and to have a positive impact on learners.

Enterprise education encourages young people to

handle uncertainty and respond positively to change,

to create and implement new ideas and ways of

doing things, and to take and manage risks. It helps

young people to develop a ‘can do’ attitude and the

drive to make ideas happen, raising their aspirations,

improving their achievement in school and

developing valuable skills for education and

employment

Partnership Structure

National Co-ordinator

+ 9 Regional Co-ordinators

+ 54 Local Co-ordinators (Part time)

+ 54 Local Enterprise Learning Partnerships

Web Support

Enterprise Village

www.enterprisevillage.org.uk

• Teaching and Learning Resources

• Training Events

• Quality Management Tools

EAST MIDLANDS

ELP’S

Northants ELP Lead Schools:

Corby Business Academy

Magdalen College School

Leicestershire ELP

Lead School:

City of Leicester

Derbyshire ELP

Lead School:

Bennerley Business and

Enterprise College

Nottinghamshire ELP

Lead School:

Serlby Park

Lincolnshire and Rutland ELP Lead School:

Yarborough, Lincoln`s Business and Enterprise Specialist School

• The Lincoln St Francis

Community Special School

• Ermine Primary, Lincoln

• Ingham Primary, Lincoln

• Westgate Primary, Lincoln

• St Hugh`s CE Maths and

Computing College, Grantham

• Kings School, Grantham

• The Grantham Church (VA) School

The Deepings School,

Peterborough Enterprise

Specialist School

Branston Community

College, Lincoln

Casterton Business and

Enterprise College, Rutland

Lead Schools

Board Member

Schools

Yarborough

School Lincolnshire &

Rutland EBP

Branston

Community College

The Lincoln St Francis Community Special School

Ermine Primary

Casterton Business and

Enterprise Specialist College

LEA - Cfbt

St Hughs

College

Ingham School

Westgate Primary Kings School

The Grantham

Church (VA) School

Lincolnshire

Cooperative

Lincoln College

Chamber of

Commerce

Lincoln

University

The Lincolnshire & Rutland Board Members

Branston Community College

bring Industrial Enterprise training

to 9 Primary schools for staff and

students.

Lincoln Cooperative train 20

Primary school teachers on Social

Enterprise (Fairtrade) activities.

University of Lincoln provide

workshops to support Lincolnshire

& Rutland Secondary schools

explore enterprise.

EBP support Primary training of

100 staff based on engaging with

local business in curriculum design.

Young Enterprise support

12 Grantham Primaries with a

hands–on Enterprise experience.

St Francis Special School attend

first National Enterprise

Conference in Special Education

by Lincolnshire & Rutland EBP.

Ingham Primary School Supports

90 Key Stage 1 & 2 pupils in

developing Sustainability

Enterprise skills.

Logo design contest starts the

partnership.

LINCOLNSHIRE & RUTLAND NEWS LINCOLNSHIRE & RUTLAND NEWS

St Francis Special School and

Yarborough Comprehensive

School open Enterprise House

and applied learning and

community centre.

Quality Management Tools

CEI 10 - 10 Key Concepts for Effective Enterprise

Education Delivery

CEI National Standard for Enterprise Education in

Schools

CEI Quality Framework for Providers

National Standard for

Enterprise Education

Trial period – June 2010 – March 2011

(50 + schools and colleges)

International Launch – April 2011

The Standard:

• is based on a quality framework

• uses a self evaluation model

• encourages continuous improvement

• stimulates a developmental process

- diagnosis, establishing base lines

- identifying goals and action planning

5 Key elements (+ a case study)

• Audit of Enterprise Activities

• Concept and Strategy

• The Planning Process

• Curriculum organisation and delivery

• Evaluation processes

The Case Study:

• Brief (about 500 words)

• Using a template - Context

- Aims and objectives

- Enterprise activities

- External involvement and support

- Resources

- Learning outcomes

- Assessment and evaluation

Assessment

• „Light touch‟ model

• Mentor support available

• School submits completed framework + portfolio

• Visit from CEI assessor

• Interview staff and students (including case study)

Policy implications

• National imperative but local and regional

solutions

• For all students, subjects, teachers, schools

and communities

• Focus on School Development

• Pastoral as well as Academic

• Knowledge plus Skills plus Values

• Moral and Ethical dimension

• Hidden Curriculum - Culture and Ethos

• Social/ Community Enterprise plus ‘for profit’

• Health and Safety,Public Liability and Child

Protection issues

• Staff CPD

• Staff re-engagement

• Quality management and accreditation

Process and product - the virtuous cycle

GDP or GDH