EDUCATION AND SKILLS FOR ENTREPRENEURSHIP CONTEXT, CONCEPTS AND CHALLENGES AT TH

E BEGINNING OF A PROJECT
Cristián Cox Consortium Catholic University-Fundación Chile
TAKE
• Launch (from Lat. In, on, and will take, take) tr.
Rush and begin a work, a business, a commitment. Most commonly used talking abou
t the difficulty or danger enclosing
•
Entrepreneur (ra) Adj. That actions undertaken with resolve difficult or hazardo
us.
(RA Dictionary Spanish)
PRESENTATION OUTLINE
1. MACRO CONTEXT 2. EDUCATIONAL BACKGROUND 3. CONCEPTS 4. CRITERIA ON THE IMPLEM
ENTATION 5. GOVERNMENT-EUROPEAN COMMUNITY PROJECT
SOCIO-CULTURAL CONTEXT 1: THE NEED FOR MORE AND MORE SELF SUBJECTS
Accelerating the pace of change .......
"The pace of change is accelerating all the time. It took almost 40 years to fif
ty million Americans listen to the radio. It took only four years to one hundred
million people worldwide were using the Internet. The network traffic is doubli
ng every hundred days. .. "(Michael Barber, 2000).
DOUBLE LATE YEARS AVAILABLE KNOWLEDGE
Depth of the changes:
Or alter the way we are individuals and society or more perplexity that certaint
y and stability or structural categories of world view change:
• Time:
- Tradition vs project - stay vs. change - you live in the immediacy: it operate
s in real time
Depth changes: changes: • Area:
- Distance is not far away, interconnected world - mix of people - it changes th
e community: new relationships: red
• New language:
- Audiovisual - TICs while carrying the instrument and new ways of thinking and
working
In short ....
• ny informació explosion of knowledge .... And exponential growth of its uses i
n how we produce, we live, eat. unprecedented rate of change in all areas most u
npredictable future in the past: requirements of autonomous subjects capable of
imagining the 'big picture' and live in the change • •
• exponential growth options and management demands of our lives ... (which can
increasingly rely on precedent and tradition)
IN OUR CULTURE, WHAT IS THE POINT?
Data from an international survey on entrepreneurship in the business (global mo
nitoring Entrepreneurship-GEM) 2005
EDUCATION AND ENTREPRENEURSHIP-GEM 20052005Gráfico Evaluation of Education and T
raining for Entrepreneurship
NATIONAL CULTURE AND ENTREPRENEURSHIP
Graphic Standards Assessment Prone to Social and Cultural Entrepreneurship
SURVEY FINDINGS INTERNATIONAL GEM GLOBAL MONITOR -2005 • Entrepreneurship educat
ion system has its priorities to develop those key skills and attitudes to entre
preneurship • the socio-cultural attitudes that discourage national diverge from
the conventional way of coping • entrepreneurial activity the business is perce
ived as valuable and legitimate access to better incomes and opportunities throu
ghout life;
Survey findings (cont.)
• entrepreneurs usually have a positive perception about their own abilities to
undertake; • entrepreneurs who have known directly present prominent businessmen
and entrepreneurs usually know directly; • non-entrepreneurs value the enterpri
se but are unattractive and extremely difficult become an entrepreneur
ON A TYPE OF EXPLANATION: THE LONG HISTORY AND EXPLANATION OF INHERITANCE INHERI
TANCE ... ... From a long historical and cultural perspective, the prominence of
the state in shaping the nation in the nineteenth century, as in the economic d
evelopment model followed in the century past, to the breakdown of democracy in
1973, and the existence of a Catholic cultural substrate, define identity guidel
ines and provisions that do not point to entrepreneurship and innovation, but ra
ther to the production of order and the preemption of securities hierarchical co
mmunity or to individual autonomy.
ENTREPRENEURSHIP, EDUCATION AND NATIONAL DEVELOPMENT
• The GEM survey findings indicate the social expectation that the education sys
tem, actively promoting the development of entrepreneurial skills of people, und
erstanding that this factor can directly affect the level of entrepreneurial act
ivity, particularly in the venture by chance. The relevance of the school as a s
ocializing agent early makes available a strategy organized, systematic and cont
inuing to incorporate entrepreneurship into the educational process is an indisp
ensable strategy for the country.
•
REQUIREMENT: STRENGTHEN THE CULTURAL FOUNDATIONS OF ENTREPRENEURSHIP
• economic growth attributed to venture a central role in the dynamism of the ec
onomy, creating jobs and productive innovation certainly
•
research attaches particular importance to the environment and socio-cultural va
lues and the entrepreneur's human capital, ie, the set of "knowledge, skills, co
mpetencies and attributes that an individual possesses and which facilitate the
creation of personal, social and economic development" (OECD, 2002).
2. EDUCATIONAL BACKGROUND
TEACHERS: BETWEEN TWO WORLDS
- Nostalgia for the past pre-decentralization of education
- Pro-active response to the requirements of the present.
... ... .. BETWEEN TWO WORLDS (cont.)
Negative view about working in school settings and competencies necessary guidel
ines for the creation of competitive businesses in the economic field. Those tha
t are associated with an economic model that is criticized, and associated with
the profit motive, is not considered a value to promote.
In the opposite direction between the hegemonic vision that teachers should prep
are individuals capable of criticism, initiative and innovation, offering educat
ion not relevant if not taught a proactive relationship with himself (project an
d plan of life), with external environment (identification and problem solving),
and the information and knowledge (learning to learn), all positive traits asso
ciated with generic skills of entrepreneurship
ENTREPRENEURSHIP IN THE CURRICULUM: EDUC.BÁSICA
• The general aim of providing basic education: .- develop individual initiative
, teamwork and entrepreneurship, and recognizing the importance of work as a con
tribution to the common good, social development and personal growth in the cont
ext processes of production, circulation and consumption of goods and services.
(MINEDUC, EB Curriculum Framework, 2002)
ENTREPRENEURSHIP IN THE CURRICULUM-EDUC.MEDIA
• Cross-cutting objectives in ME: .- Understand and appreciate the perseverance,
diligence and compliance on the one hand, and flexibility, originality, the abi
lity to receive advice and criticism and take risks, on the other, as fundamenta
l aspects in the development and successful consummation of tasks and jobs;
.- To develop personal initiative, creativity, work
team, entrepreneurship and relations based on mutual trust and responsibility. (
Ministry of Education, MA Curriculum Framework, 2005, p. 23)
ENTREPRENEURSHIP IN THE CURRICULUM Currie (cont.)
• In the basic curriculum framework there are 19 references to projects, and the
average, 101 references. In both levels, the project methodology is located in
the various disciplines. At the same time, has a privileged place in the course
of Educational Technology (ET), which is one of three main articulators of the o
fficial curriculum.
•
•
The curriculum of the subject or subsector Technology Education curriculum, with
more consistency in the EM that the EB, its objectives and content organized in
to three areas: Project development, technology systems analysis, technology and
society. (Ministry of Education, Educational study programs in technology, NB1-
3 and 4 MS)
ENTREPRENEURSHIP AND INNOVATION PROJECTS IN MARCOS INNOVACIÓ EDUCATION: LESSONS
• Cultural barriers to quality of teachers on notions such as employability, ent
repreneurship, etc.; Lack of teachers on the dynamics of the labor market and in
particular the high interest of teachers undertaking to incorporate the compete
ncy-based approach and provide development opportunities for students through ne
w models. Lack of capacity of teachers to facilitate learning of skills in stude
nts; tendency to transform the development of practical skills of explanations a
nd admonitions about appropriate behavior
•
•
•
ENTREPRENEURSHIP PROJECTS (cont.)
• Poor knowledge of the world on business school • Successful interventions that
teachers themselves are involved in the design and validation of training mater
ials • Limitations of the approaches assume that the competencies for entreprene
urship can be acquired through the academic task subjects.
3. CONCEPTS
Broad concept of entrepreneurship in the European Union
"Promoting entrepreneurial attitudes and society benefits even beyond the implem
entation of these new business initiatives. In a broad sense entrepreneurship sh
ould be considered a general attitude that may be helpful in all work activities
and everyday life. Therefore the aims of education will encourage young people
the personal qualities that form the basis of entrepreneurship, namely creativit
y,€initiative, responsibility, ability to take risks and independence. Such init
iatives can now drive from primary school "(EU, 2006)
ENTREPRENEURSHIP: COMPREHENSIVE CONCEPTS and contextualize
Broad concept: Entrepreneurship as the ability of the subject property autonomou
s and able to act on his life in terms of project.
Contextualized concept: Entrepreneurship applied at three levels or contexts: th
e personal development, business and civic space
Entrepreneurship is innovative response to an anomaly • common: innovative answe
r to a problem or anomaly. • Provisions and attitudes are not restrictive to tak
e a field (the company, for example), or require exactly the same skills.
ENTREPRENEURSHIP IN 3 AREAS
• Personal development • Business development • Social development and citizen
OECD DEFINITION OF THE POWERS OF THE XXI CENTURY
POWERS TO CONVERGE WITH A COMPREHENSIVE CONCEPT OF ENTREPRENEURSHIP
OECD key competencies (DeSeCo, 2003)
Reflective thinking
• Acting autonomously • Using tools interactively • Act in heterogeneous groups
Key Competencies Key Competencies Project DeSeCo
Interact with others in socially heterogeneous groups
Ability to:
Relate well with other Co-operate, negotiate, build agreements and resolve confl
icts Manage act taking into consideration the context define and carry out plans
and personal projects (including management's own career) Hold one's rights, in
terests, limits and needs
Acting autonomously
Using tools interactively
Using language, symbols and texts interactively use the knowledge and the inform
ation in or interactively using interactive technology
Source: Adapted from Rychen, D.S. (2003) Key Competencies: Meeting Challenges im
portant in life. In: Rychen, and Hersh L. D.S (2003) Key Competencies for a Succ
essful Life and a Well-Functioning Society. Gottingen, Germany: Hogrefe & Huber.
Reflective thinking
Underlying the central nised n 'reflexivity' of the subject, the idea of a proce
ss objetivació n - (object, such as those elements of our knowing or organizing
activity on which to reflect, manipulate, observe, be responsible for, relate to
each with others, control, operate).
The level of mental complexity characteristic of the 'actor-author' needs. • Gai
n some distance from the pressure of socialization process, so you can observe a
nd make judgments on the expectations and demands that bombard us from all sides
to take responsibility for who we are creators of feelings and thoughts (we are
not hearing the drama but playwrights We can re-write the script) Create a more
complex system of abstractions and values-a framework, theory or ideology that
generates new ideas, values, and internally-focused and resolves conflicts betwe
en them.
•
•
4.
IMPLEMENTATION CHALLENGES FOR CULTURE SCHOOL
DIMENSIONS OF COMPETENCE FOR ENTREPRENEURSHIP EDUCATION Educació SCHOOL THAT SHO
ULD WORK ... .. WORK ... • Discover Opportunities. • Work effectively in time. •
Collaboration as a key. • habits of creative thinking and innovative.
What sequences set for the formation of these skills or habits? What means to ar
ticulate, 1st to 4th EB medium for teaching this type of competition?
DIMENSIONS A BRING
• Culture, institutional climate • Specific training in entrepreneurship • gener
ic skills training for entrepreneurship • entrepreneurship opportunities to exer
cise
5.
GOVERNMENT-EUROPEAN COMMUNITY PROJECT
INCORPORACIÓNFORTALECIMIENTO FOR A CULTURE OF ENTREPRENEURSHIP THROUGH SCHOOL ED
UCATION
Project Objectives
• Overall objective: To contribute to national development, quality of life of p
eople and promoting social equality through education, culture and values likely
to venture. Specific objective: To establish a strategy to promote the culture
of entrepreneurship in the Chilean educational system designed and tested a prop
osal for introducing the concept of entrepreneurship to the curriculum of school
education (primary and secondary) and the initial (pre-university degree) and c
ontinuing (professional development, training) of teachers and promoting synergi
stic articulation between the educational world and the business.
•
Components incorporation Incorporation Strategy Entrepreneurship School System
Training Trainers
School Curriculum
Teacher Training
Global Strategy
Communication and Diffusion ion
Pedagogical Materials
Phases of the Strategy Design, Implementation Coordination
Designed Ño Phase 1 Phase 2 Phase 3
Analytical Base
Design Strategy
1
Monitoring Evaluation
Redesign
Monitoring Evaluation
2
Redesign
Final Design
3
Execution
Pilot
Enlargement
PARTICIPATING INSTITUTIONS
• Consortium P. Universidad Católica de Chile - Fundación Chile - (overall desig
n of the mainstreaming strategy of the enterprise to the school culture) -.
in the teaching component will also participate Educació n Schools of the Univer
sities: Catholic Catolica de Valparaiso Chile Temuco Catholic University of Conc
epción University of La Serena.
•
• • • • •
•
Deadline for implementation of the project: two years
"HOMO ZAPPIENS": THE NEW APPRENTICE ZAPPIENS "
Internet, Email
Doing tasks
Cell-to-speech and hearing messages or músicaOyend
TV Viewing
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