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INTELLECTUAL OUTPUTS

The project demonstrates how the entrepreneurship education in VET, EQF 3 can contribute to the development of teachers/trainers to play a very active role, learning through discussion, practice, observation, reflection, evaluation and feedback by developing compatible approaches across national systems. First activities done at the project were analysis of internet resources and literature regarding entrepreneurship education in VET. We exchanged information about current situation in the area of entrepreneurship education in VET in countries involved and developed national reports. Partners described the VET in each of their countries; a description of the VET in EQF level 3 was made. Each partner carried out a research targeting VET teachers, trainers, staff and students to find out the current situation in each country regarding entrepreneurship education. On the basis of this research a specific training programme as well as OER portal were created for teachers/trainers of secondary vocational schools, vocational schools and training centres in supporting entrepreneurship education.

In the state of play report of each country we have mapped and analysed the situation in the area of entrepreneurship education in the countries involved in the project and supported the process of entrepreneurship education. The aim was to transfer the experiences to other members of the partnership. In preparing the national reports and analyses of policy, it would be useful to maximize general background information and impact for the implementation of the entrepreneurship education. The state of play report of each country consists of the description of the educational systems countries involved focusing on VET, description of the current state of entrepreneurship education in each country, existing possibilities for training in this area, list and examples of training provisions for teachers in the country and needs of schools/teachers in the area of entrepreneurship education at EQF level 3. The relevant stakeholders in the VET schools were informed about the possibilities and obstacles of entrepreneurship education in VET in countries involved.  

O1 – The state of play report of each country

Language: English, media: internet (www.enter-info.eu), 1 consolidate report includes 4 national reports (CR, LV, AT, PT)

This intellectual output maps and analyses the situation in the area of entrepreneurship education in the countries involved in the project and supports the process of entrepreneurship education. The aim was to transfer the experiences to other members of the partnership. In preparing the national reports and analyses of policy, it is useful to maximize general background information and impact for the implementation of the entrepreneurship education.

Coordinator of this intellectual output BEFO developed working and research guidelines for the development and implementation of this output, included Questionnaire for teachers and trainers, Questionnaire for administrative staff, school principle and Questionnaire for Questionnaire for students. The methodological approach used to achieve the aims and objectives of the IO 1 were contextual framework of the survey, qualitative methods of data collection) and supporting documents and templates for data collection.

Each partner developed an analytic report according those guidelines, where provided general description of the VET in its country – VET position in educational system, acquisition of VET, length of VET studies, creation of qualifications in VET, labour market forecasting, linking VET with the labour market and detailed description of the VET in the country in EQF level 3.

The next step was qualitative research based on written surveys describing educational institution’s position (teachers / trainers, principle, administrative staff (~ 10 – 20 representatives) on the need for entrepreneurial skills and the practical existence and/or the establishment in training program.

The last step was developing of analysis of results, visual (tables, graphs if necessary) and descriptive analysis of conducted research data and conclusions, clear stated conclusions on all analysed results and research parts.

Teachers / trainers gained experiences from foreign partners of the project, which were reflected in other ways and habits characteristic of the country. They became familiar with the partner countries, the ways of doing business and entrepreneurial education. Part of the knowledge can be used in its activities in practice.

Coordinator of this activity – BEFO – evaluated partners’ reports, summarized them to one consolidated report. English text of the report was published at www.enter-info.eu in all language versions of the website.

Internal evaluation within each organization (ongoing) and at the partners meeting in Riga, LV, 4th April 2017 (final internal).

External evaluation within VET schools involved at the project (ongoing). Final external evaluation – at E6 Conference – Support of entrepreneurship education across Europe (26. 6. 2018, Prague, CR).

Transferability to other countries and EE system is high due to the fact of the divers systems in place in the partner countries; teachers also in other countries can learn from the analysis results and ways and habits in our countries. Having access to English documentation and online on the website, allows users to download/ read the material from outside our countries in Europe.

On the basis of this research a specific training programme as well as OER portal were created for teachers/trainers of secondary vocational schools, vocational schools and training centres in supporting entrepreneurship education.

IO3 OER portal (www.enter-info.eu) – dissemination and exploitation of project outcomes across the EU, the aim is to transfer experience of EU countries involved in project in the area of theory and practice of entrepreneurship education. The OER platform is one place where teachers/trainers can receive information about the entrepreneurship education, EU legislation in this area, news, projects, research results and teaching materials. They can find there information about the methods, practice of developing of the course, etc. They can try our training course through this portal for free or download the analytic report. The online platform is unique because it brings teachers, stakeholders and decision makers dealing with entrepreneurship education from different countries of Europe. The national versions are not identical with the EN one. The core information is the same, but national versions include additional information of national interest, such as articles, links, documents, news, etc. Postings in the blog are in national languages. The project coordinator led developing of this IO. The OER portal was updated during the whole project life. Partners sent information/documents/data to coordinator and he/she put those information to national pages. Also the other training materials to use for final beneficiaries were sent to coordinator who put them to the portal (http://enter-info.eu/index.php/en/digital-teaching-materials-en/).

O3 – OER PLATFORM ENTER

Language: EN, CZ, DE, LV, PT. Media: internet (www.enter-info.eu)
The portal is multilingual, national versions are not identical with the English one. The core information is the same, but national versions include additional information of national interest, such as articles, links, documents, news, etc. Postings in the blog are in national languages.

The OER platform brings together teachers, stakeholders and decision makers dealing with entrepreneurial education from different countries of Europe. It is an environment of knowledge and exchange of information. OER platform works for promotion of the EE through networking and good practice (didactic materials, examples from other projects, etc.).

There are findings and knowledge about systems of entrepreneurial education, examples from projects identified as a new perspective for entrepreneurial education; different approaches to EE in different EU countries; methods used in this system; possibilities and obstacles of implementation this systems in EU countries with the aim to adapt entrepreneurial education in VET; stakeholders and their role; procedure of entrepreneurial education and process description; possibilities and concept of implementation of entrepreneurial education to VET.
Our OER portal can be seen as a network for teachers, could be an important part of the training system for teachers/trainers, as well as part of the ordinary teacher training in our countries but also beyond.

BLOG/OER
This part includes information about the EE identified in each country of the partner
organizations. These information is possible to find in section Blog/OER platform
(http://enter-info.eu/index.php/en/blog/). It is possible to filter the posts by categories
(Entrepreneurship education, EU legislation, News, Projects , Research results), which facilitate searching for the information.
You can find there information about the methods, practice of developing of the course, ways of leading of classes, also there are news from EU and state policies from this area. There are also national statistics, news, links, resources and articles. The advantage of the blog is, that there are all the information at one place and can easily help teachers or trainers to prepare the lesson.
This part is unique for each language version.
The BLOG/OER will be updated after the project duration as well.

(O1) STATE OF PLATE REPORT
The ENTER partners developed the State of play report (in EN language), which is available on the website  http://enter-info.eu/index.php/en/knowledge-bank/. It is available in each language version of the web platform. As mentioned earlier, it can be used also outside our countries due to English and online availability for learning about our EE systems, comparing it to other countries’.

(O2) TRAINING COURSE FOR ENTREPRENEURSHIP EDUCATION OF TEACHERS / TRAINERS
is available directly from the platform and in on the moodle
https://moodle.isq.pt/course/view.php?id=40.  You can find more information and access to this course here http://enter-info.eu/index.php/en/e-learning/. There are basic information about all modules of the course and also the information, how to access the course.

LIBRARY
There is also  library part called: “teaching materials”, where you can find didactic materials for the teachers/trainers, which help to prepare an effective lesson leading to entrepreneurship competences of pupils. Those materials are originally made during project by partners and are available in all 5 languages of the partnership. Each material contains a methodological part, followed by a part of the study text and finally part with a task or a short test. http://enter-info.eu/index.php/en/digital-teaching-materials-en/
ONLINE LOGIN MODULE
Its’ in the right side bar, so the users can subscribe for the news from our portal. After registration they receive a confirmation by email and they can unsubscribe anytime if they want to. Till now we have 138 active subscribers across all the countries. We send them the news from the OER portal/blog and the project life. There is information about agreement to the processing of personal data (GDPR) and link to site with detail information (http://enter-info.eu/index.php/en/gdpr-en/ ).
There is also link to the social network – Facebook down in the right side bar, where we publish the information about the project and news from OER portal.
You can find basic information about the project http://enter-info.eu/index.php/en/partners/front_page/ there and about project partners
http://enter-info.eu/index.php/en/partners/.

The project coordinator led developing of this intellectual output, he developed the whole OER portal from technical point of view, in 2018 year the portal was updated and refined by an external firm. Partners contributed contents to it. In each project partners’ meeting was design and content of the portal discussed with other partners and evaluated by them. The developing of the OER platform covered the whole project life and OER portal was updated all the time. Particular partners send information/documents/data to coordinator and he/she put those information to national pages.

The aim of training programme was to help partners providing a pilot testing to develop quality procedure, methods and tools for entrepreneurship education. Based on the outcomes of the previous state of play report, a useful and innovative training programme was devised. The outcomes have had an important impact on national practices as well as proving useful reflective material for other European countries. ISQ prepared the structure of the course, templates for developing of particular parts of the course (word, ppt, etc.). Each partner elaborated an individual module, created presentations for training, tests to verify the knowledge, etc and one based on all partners’ contributions was designed. ISQ as coordinating partner of this intellectual output, prepared the moodle environment and converted the components into a format for e-learning. All partners realized pilot testing of newly developed 5 modules and teaching materials. Partners tested all modules at schools/training centres from partners’ network. 45 teachers were trained within pilot testing of the training course. Teachers/trainers were educated and trained in the framework of this course so that they could fulfil their roles and responsibilities as supporters of pupils in gaining basic competences needed for entrepreneurs. The pilot training lasted 2 days face to face, the rest was piloted as e-learning. Reactions and comments of the target group during the pilot testing were continuously recorded. Reports of the pilot testing were produced in each country and further one summary report was prepared by ISQ. Partners described their experiences from the pilot testing and ISQ developed the summary report from those countries with the aim to transfer those experiences to other stakeholders in this system of entrepreneurship education.

O2 – Training course for entrepreneurship education of teachers”

Language: EN, CZ, DE, LV, PT. media: internet (www.enter-info.eu) + reduced printed version. 60 teaching hours, 5 modules.

The Modular training course focuses on educators (e.g. teachers/trainers) development – enhancing teachers’ abilities to instil entrepreneurial skills and competence in pupils and provides them tools and methodology for creating more entrepreneurial mind-sets in their pupils. Our idea was that entrepreneurship can be embedded in all school topics in VET schools. We focused on personal development rather than on entrepreneurship as a profession having seen the need in our research. Teachers/trainers must be familiar with new and emerging practice in entrepreneurship education in order to provide pupils key competences including entrepreneurship competences and transversal skills such as creativity and critical thinking which are elementary for business creation. By the end of the training teachers/trainers should have a substantial understanding of tools for facilitating entrepreneurial skills and competences among their students. The course would enable them to help how to introduce entrepreneurship into the teaching, get teaching methodology for teaching core entrepreneurial competencies, including business modelling, design thinking and business planning, get active learning methods and gain communicating knowledge. Methods used are experiential learning including case studies, field work, thinking tools, interactive games and moderated discussions which are better addressing the students today than pure instructions.

The course consists of 5 modules.

Module 1 – Innovation includes knowledge of Design Thinking, Initiative, Creativity, Openness and Flexibility and Business models. Teachers will be able to give all of this knowledge to their students. The materials include additional reading, additional interactive tools, case studies and informative videos.

Module 2 – Teamwork & Communication aims to strengthen learners` skills for successful communication and cooperation with others by supporting their regarding interpersonal processes that develop in communication situations, conflicts and in collaboration with others. Module 3 – Decision making is to support the development of students’ entrepreneurial skills in the context of regular education. The students will be able to set realistic objectives that they can reach through innovative business and marketing strategies. These objectives will be achieved through training teaching staff to lead the lessons designed in that way.

Module 4 – Project Management aims to prepare learners to be pro-active actors of Industry 4.0., providing practical insight to project management, recommending useful methods, tools and approaches for daily use.

Module 5 – Assessment is focused on the assessment of particular modules, participants will get information about the success of your studies. Last but not least, they’ll find information about how to deal with stress in business.

A Report of the pilot testing was produced in each country and further one summary report was prepared by ISQ. In this report descriptions of the procedures of pilot testing including descriptions of the outcomes of pilot testing in CR, AT, LV and PT and a summary of the experiences and outcomes from pilot testing are included.

The course material is available online (http://enter-info.eu/index.php/en/e-learning/) and in English and can be used by any teacher interested in entrepreneurship training in VET, including those people also from outside our countries. Development of quality products has been achieved by involvement of the targeted users and pilot testing. High transferability is possible.

Impact of project activities

Project activities have had a DIRECT IMPACT on the teachers /trainers, they received a substantial understanding of tools for facilitating entrepreneurial skills among their students. Teachers /trainers had the possibility extend the quality of entrepreneurship teaching through application of new teaching methodology for teaching core entrepreneurial competencies, including business modelling; gaining the communicating knowledge, design thinking, decision making, development of creativity, etc.

4

PROJECT PARTNERS

60

LESSONS OF THE COURSE

6

MULTIPLIER EVENTS

16

TEACHING MATERIALS