Le projet IncuVET (2014-2016) cofinancé par l'UE prévoit de soutenir et de promouvoir le rôle de l’innovation au sein des écoles de formation professionnelle (EFP) pour leur permettre de devenir des centres locaux/régionaux pour la promotion de l’esprit d’entreprise, au-delà de la simple fourniture de conseils pour le démarrage. De par leur position, les écoles de formation professionnelle ont la possibilité d’impliquer beaucoup de parties prenantes, les autorités locales, les employeurs, les startups, les professeurs et les étudiants afin de façonner la manière dont l’apprentissage de l'entrepreneuriat est intégré dans le curriculum et d’apprendre les uns des autres dans un esprit de collaboration, avec un impact notable sur les écoles, les élèves, le marché et la communauté dans son ensemble.

CHANGER LES MENTALITÉS Le projet fournit un espace ouvert où toutes les parties prenantes (les professeurs, employeurs, entrepreneurs, étudiants, autorités locales, organisations communautaires) seront engagées dans un processus de découverte et de discussion afin d'élargir le concept du rôle que l'entrepreneuriat devrait jouer dans la société et l’éducation.

PROVOQUER DES IDÉES NOUVELLES Le projet est dirigé en vertu du principe "No Idea Left Behind". La créativité et la durabilité méritent une attention particulière. La coopération interdisciplinaire et intersectorielle est essentielle pour favoriser l’émergence de nouvelles idées connectées au monde réel.

VALORISATION Le projet vise à proposer et assurer les conditions pour que certaines de ces nouvelles idées sortent du «Thoughtland » et se transforment en entreprises viables, produits novateurs, services révolutionnaires, nouvelles méthodes d'enseignement, systèmes d’inclusion sociale, événements culturels ; que ces idées apportent une valeur ajoutée et contribuent au développement économique, social, culturel et environnemental des marchés locaux et des communautés au sein desquels les écoles d'EFP sont établies.

Le projet IncuVET vise à trouver le juste équilibre et l'articulation entre ces trois couches d'intervention afin d’exploiter et d’apprendre des initiatives existantes. Le projet est fondé sur l'échange d'idées, d'expériences et de pratiques entre les partenaires du consortium au cours de quatre workshops sous la forme de visites d'études des meilleures pratiques dans quatre pays européens (Finlande, Espagne, Grèce, Belgique), mais aussi grâce à la collaboration avec de nouveaux partenaires en Europe, qui contribueront avec leurs connaissances et leurs pratiques à la base de connaissances du projet et à la plateforme d'informations consacrée à l’apprentissage de l'entrepreneuriat en Europe et au rôle des écoles de formation professionnelle pour cet apprentissage.




PARTICIPEZ!


IncuVET accueille les contributions des invités et il est ouvert aux synergies et à la coopération avec les acteurs impliqués dans l’EFP sur l'apprentissage de l’entrepreneuriat:

  

À PROPOS


Le défi: les écoles d’EFP doivent combattre les perceptions démodées

Les systèmes d'EFP en Europe peuvent se vanter d'une grande diversité. Cependant, de nombreuses écoles d'EFP ne parviennent pas à faire reconnaître et à valoriser leur rôle essentiel qui est d’assurer une transition en douceur pour les jeunes dans le monde du travail. Alors que l'intégration des services de pré-incubation de démarrage est ressentie comme une seconde nature pour les institutions de l'enseignement supérieur, curieusement, les initiatives de ce type dans les écoles d'EFP sont rares alors que cela devrait être une évidence étant donné que la plupart des écoles ont souvent réussi à développer des liens forts avec les employeurs locaux. Cette coopération avec les entreprises locales dans la forme de programmes d'apprentissage et d'autres actions constituent des pratiques consolidés qui aideraient à expliquer la popularité croissante des filières professionnelles. Il y a une série de bonnes pratiques qui lentement mais fermement luttent contre les perceptions et les préjugés démodés envers la formation professionnelle.

La position unique des écoles d’EFP : faire le pont entre la formation et le marché du travail

Avec un programme très pertinent et des liens étroits avec le marché du travail, les écoles d'EFP sont dans une position imbattable pour mettre en avant un programme de formation à l'entrepreneuriat ambitieux. Des sujets ad hoc ont été conçus et intégrés dans les programmes de formation professionnelle nationaux en collaboration avec les régimes de mini-entreprise largement adoptés et des idées de concours d’entreprise. Cette image déjà positive a été enrichie au cours des dernières années avec l'irruption d'une préoccupation croissante sur les aspects pédagogiques de l'esprit d'entreprise.

En dépit de sa faible prévalence, l'intégration des unités d'incubation de start-ups dans les écoles d'EFP pourrait commencer à se vanter de résultats prometteurs en termes de création d'entreprises et de taux de survie des sociétés ouvertes par les étudiants de l'EFP. Cet aspect prouve que cela vaut la peine d’avoir un œil sur les services de pré-incubation de start-up mis en place afin d'identifier les éléments essentiels pour les intensifier.

Education entrepreneuriale : les écoles d'EFP en tant que centres locaux/régionaux à l'entrepreneuriat

Les écoles d'EFP pourraient soutenir d’avantage les aspirations entrepreneuriales de certains de leurs élèves en se transformant en centres régionaux/locaux pour l'entrepreneuriat. Loin d'être une utopie, un tel exercice pourrait simplement nécessiter un léger recadrage de la mission et des actions déjà en place au sein de l’école. La vision globale qui sous-tend le projet d’IncuVET appréhende, "une meilleure compréhension et une meilleure offre globale de l'éducation entrepreneuriale et du soutien à la création de Start-up dans les écoles de formation professionnelle". Dans cette optique, le consortium de IncuVET veut identifier les éléments de base d'un système idéal de soutien à l'entrepreneuriat en milieu scolaire de la FEP, en exploitant les initiatives existantes et les meilleures pratiques entre le consortium et au-delà, et en mettant en place un centre d'information ayant pour objectif de rassembler du matériel, mêler le débat et la discussion, en intégrant une partie des apprentissages qui ont eu lieu au cours de la vie du projet dans les structures d’écoles EFP.

Les workshops: Promouvoir les meilleures pratiques en Europe

L'outil principal du projet de IncuVET sera l'organisation de quatre (4) workshops thématiques / visites d'étude dans les locaux des différentes organisations impliquées dans le projet, qui constituent les meilleures pratiques de l'éducation à l'entrepreneuriat en Europe. En savoir plus sur les workshops ici

PARTNERS



WORKSHOPS


Au cours de la période de mise en œuvre du projet de IncuVET, quatre (4) workshops / visites d'étude thématiques auront lieu dans les locaux des différentes organisations impliquées dans le projet.
Chaque workshop contribuera à la coproduction d'une vision de la réussite partagée par tous les partenaires. Cela implique de faire le point sur l’expérience apportée au partenariat par les différentes organisations impliquées dans l’éducation à l’entrepreneuriat et sur le rôle des écoles d’EFP sur cet aspect avec l’objectif de fonder une base de référence exploitable. Après chaque workshop, les connaissances seront partagées avec les collègues et tous les membres de notre communauté et les groupes cibles comprenant les écoles de formation professionnelle et d'autres acteurs locaux clés au niveau local.


Workshop1. Création d'une vision: les écoles d'EFP en tant que centres entrepreneuriaux
Lieu et date: Espoo, Finlande - 7/8 mai 2015

InnoOmnia, une unité de développement de l'innovation au sein d’Omnia fondée sur l’entrepreneuriat représente une initiative de référence pour donner le ton du projet. Les partenaires pourront se familiariser avec cette expérience intéressante d’une approche globale de l'école à l'entrepreneuriat au sein de l'EFP.

Voir l'ordre du jour (EN) Lire le rapport (EN)


Workshop 2. Retour à l'essentiel: aide au démarrage des start-ups dans l'EFP
Lieu et date: Bilbao, Espagne - 20/21 Octobre 2015

Le second workshop mettra l'accent sur la pré-incubation et l’aide à la création de start-ups dans les écoles de formation professionnelle. Les partenaires partageront et discuteront des avantages et des inconvénients des différents services et outils. Le chef de projet espagnol Valnalon et le partenaire Tknika, en tant qu’hôtes du workshop, guideront les partenaires à travers différentes initiatives pour intégrer l'incubateur de start-ups dans une école locale d’EFP.

Lire le rapport (EN) Voir l'ordre du jour (EN)


Workshop 3. Des compétences aux dispositions: le nouveau rôle des enseignants et des étudiants dans les écoles d'EFP entrepreneuriales
Lieu et date: Athènes, Grèce - 3/4 Février 2016

Le troisième workshop élargira la portée afin de recueillir une perspective plus large du rôle que les enseignants et que les étudiants devraient jouer dans le développement des compétences clés de l'esprit d'entreprise, en accordant une attention à des initiatives spécifiques visant le développement des dispositions entrepreneuriales telles que des ateliers de développement personnel et professionnel. Le workshop sera animé par le partenaire de projet Social Enterprise qui a développé le workshop dynamique et interactif de développement personnel et professionnel "STARS © Success Yourself", accrédité par l'International Coach Federation, et qui possède une vaste expérience et expertise pour la formation de l'EFP et pour le développement de l'esprit d'entreprise.

Lire le rapport (EN) Voir l'ordre du jour (EN)


Workshop 4. Une vue d’ensemble. Le changement culturel et l’engagement des parties prenantes
Lieu et date: Ghent, Belgique - 19/20 Avril 2016

Le quatrième workshop va puiser dans le rôle que jouent les réseaux dans l'élaboration d'un écosystème entrepreneurial solide au sein de l'EFP. La qualité du soutien à l'entrepreneuriat dans l'EFP est grandement influencée par l'interaction de trois groupes de parties prenantes essentiels: les décideurs, les écoles de formation professionnelle et les employeurs. Le système d'apprentissage se distingue comme un espace clé où une telle collaboration a lieu. Le réseau de Syntra Flandre et les centres de formation Syntra ont développé des méthodologies et des expériences sur le développement de l'esprit d'entreprise et sur les compétences entrepreneuriales des jeunes dans le système d'apprentissage.

Lire le rapport (EN) Voir l'ordre du jour (EN)

Practices


The role of regional authorities in supporting whole-school approaches to entrepreneurship and innovation in VET | Catalonia SPAIN

April 2016

Today IncuVET wants to put you on track of the “Programme to promote and support entrepreneurship in VET Schools”, a smart move by the Department for Education in Catalonia (Spain). The decree ENS/2096/2015 published in 2015 contains all the details we’re just about to dissect right now. Gloves and scalpel, please. The goal is to guide and support Catalonian VET schools in the design and implementation of methodological strategies for the development of entrepreneurial competences and the creation of business/self-employment among students. More here

“The Role of Entrepreneurship Education” e-Learning Program of the Vocational Training Center of the University of Athens | Athens GREECE

April 2016

The E-Learning of the University of Athens acknowledging that investment in education (entrepreneurship education) is one of the investments with the highest return for the support of growth and the creation of new businesses, provided in March 2014, the free program “The Role of Entrepreneurship Education” to all interested trainees. There were 240 participants in total. According to the records, the 43% of students who involved in the free E-learning Program “The Role of Entrepreneurship in Education” were teachers from all educational levels, school directors, directors of undergraduate and graduate university programs, as well as from several collaborating institutions. More here

The educational researcher perspective: An interview with Daniele Morselli | ITALY - AUSTRALIA

March 2016

Daniele Morselli has a PhD in Education and has developed a comparative model between Italy and Australia for entrepreneurship education with vocational students undertaking work experience. He is now Marie Curie post-doctoral researcher at the University of Helsinki. He is developing a the Change Laboratory model for teacher training in entrepreneurship education. More here

Ikasenpresa mini-company programme | Basque Country SPAIN

February 2016

Ikasenpresa is a mini-company programme (Ikasenpresa means Student Company in Basque language) which aims at promoting the entrepreneurial culture among VET students. This programme first run in 2005-06, and ever since 200 VET teachers have been networking to find better ways to nurture the skills students need to become better professionals and more employable. This network of VET teachers makes the programme something unique. For instance, in the school year 2015-16 53 VET centres, 132 teachers and approximately 3000 students are working together under the coordination of Tknika (the public agency, responsible of the programme), and as a result of this networking, 421 Ikasenpresa educational companies have been created. More here

Leertijd apprenticeship system | Flanders BELGIUM

February 2016

Leertijd apprenticeship system is a VET programme implemented by Flemish Agency for Entrepreneurial Training SYNTRA Flanders - a public agency, working in the policy areas of education, work and social economy, targeting young people. Young people following the SYNTRA Apprenticeship Programme learn and work during four days in a SME, and attend vocational and general educational courses one day a week in a SYNTRA Training Centre. The SYNTRA Apprenticeships last for one to three years, depending on former training or qualifications attained by the individual and the profession they are following the training for. More about the Programme and testimonies from former and current apprentices here

Entrepreneurship Coordinators at Specialist VET Schools (CIFP) | Galicia SPAIN

February 2016

Galicia, a region where entrepreneurship education has been gaining traction in recent years. A quick glance at Galicia’s specific regional strategy for entrepreneurship education, EduEmprende, is enough to appreciate the whole raft of actions envisaged in all education levels including VET. As regards VET, we’ve stumbled upon a particular piece of sensible policymaking. Much to our surprise, all Specialist VET Schools (Centros Integrados de Formación Profesional) in Galicia have a mandate to appoint an Entrepreneurship Coordinator. More here

LOL Empowering entrepreneurship through gamification | Uusimaa FINLAND

February 2016

LOL (Slightly Wacky Business SWAB) is a Finnish game which bases itself on social media. The LOL project pilots the use of a game-based approach in pedagogy as well as entrepreneurial education. Companies and entrepreneurs share their challenges or problems via Facebook, to which student teams attempt to find creative solutions. Companies participate in the evaluation of the solutions. Students that win in the game gain virtual trophies (non-tangible presents promoting entrepreneurship in developing countries). More here

ETHAZI High Performance VET Courses | Basque Country SPAIN

February 2016

ETHAZI means High Performance VET courses. It is a training programme which provides VET teachers some key elements to carry out their work efficiently in new active-collaborative environments. ETHAZI considers that the best way of teaching comes from students learning by doing, so the ETHAZI training programme requires from participants an active collaboration in the learning process: previous elaborations, different types of elaborations along the training sessions and some contributions at the end of the training period. More here

InnoEspoo project | Espoo FINLAND

February 2016

InnoEspoo was a joint project between three educational institutions and the city of Espoo during 2013 and 2014 in Finland. In short, the InnoEspoo project provided support for creative student entrepreneurs and enhanced the development of innovative services for citizens of Espoo. Besides the city, three educational organizations from different levels (vocational, university of applied sciences, university) participated in the project. InnoEspoo was mainly funded by the European Social Fund. The project helped the target groups to find new service solutions, business ideas and advice for their business plans. More here

Skills Evolution Tool (SET) | Basque Country SPAIN

February 2016

Skills Evolution Tool (SET) is a very powerful and versatile software platform for the assessment of cross-curricular competencies of VET students. Transversal skills are assessed at the end of each school term (3 per year). A typical assessment cycle includes: 1. Online assessment 2. Skills evolution report 3. Individualized coaching sessions 4. Progress. New features in SET have brought significant qualitative and quantitative improvements for the assessment of transversal skills in our school. In this way, thousands of students' and teachers' assessments are processed in an effective way. More here

VEGGIE-FOOD, tasty entrepreneurship at Gamarra Catering School | Gamarra SPAIN

November 2015

VEGGIE-FOOD is a project made by students of Gamarra Culinary School. This project is developed with the intention of promoting a good diet based on the consumption of natural products. This project is made up of students from higher-level training Culinary Management, where most have resumed studies as a career option because of the current labor crisis. Each of them comes from different industrial branches as well as other places but all have the same passion and love for the culinary world.

VEGGIE-FOOD was born as an idea but it can turn into a real business project. Each of the members who make VEGGIE-FOOD offers and brings diverse knowledge, and this makes it rewarding. More here in English and Spanish

Jieha! Ethical Trading Initiative for Young People Programme | Flanders BELGIUM

November 2015

Jieha! is Vlajo’s Ethical Trading Initiative for Young People Programme, providing the opportunity to plan, develop and deliver a business enterprise. All profits from the enterprise are donated to a charity, chosen by the young people involved. Until recently the Programme has been delivered for ten years to pupils aged 14 to 16 years old in schools over a ten to eighteen week timeframe. Delivery of the Jieha! in fulltime education is supported by Coaches who work for Vlajo (Flemish Young Enterprises). The Coaches help pupils and their teachers to develop and deliver the start-up businesses through providing a start-up loan, and ongoing support. The profits from the young people’s enterprises are donated to a charity of their choice. Through this programme young people have the opportunity to move from theory to practice. They gain knowledge about how to start and run a small business, have fun doing so, and experience the feelings of success and achievement. More here

Charity Cake Auction | Pärnu ESTONIA

October 2015

Pärnumaa Vocational Education Centre (PVEC) business administration second year students organized a Charity Cake Auction to celebrate Business week in Estonia. The general aim of the project was to inform people about Pärnumaa Animals Shelter’s situation, their aims and their activities. Students wanted to help them financially, so that they could improve their operations. The direct objective was to get management and project implementation experience. The event took place on 08.10.2015. Students decided to give all the earnings to the Pärnumaa Animals Shelter as they had cooperated with them before. Objectives of the project can be considered to have been met in 100%. Students got really good practice and experience in event planning, organizing. More here

Watch video here:

Reto TMP/ TMP Challenge | Asturias SPAIN

May 2015

One way of ensuring that learning is reality-based is to have the local business community directly engaged in the learning process with their expertise and hands-on know-how. In “Reto TMP/ TMP Challenge” local employers (SMEs, NGOs, sole traders) provide real tasks for VET students to work on and learn from. They visit the school and also communicate with the students online. They are a source of practical advice and experience as well as encouragement and motivation throughout the challenge. They are important role models, too. Reto TMP is the brainchild of Valnalon, a brokering organisation bringing together schools and employers.
Real challenges require real solutions for real users. The classroom is our basecamp but what’s really important is action taking place outside the classroom to identify problems, generate ideas, build prototypes and putting them to test with real users while documenting every single step of the process in the blog specifically set up for the challenge: Reto TMP Eva Rogado. More here in English and Spanish.

Readings


EU Project | Interactive comic e-book teaching entrepreneurship in VET

April 2016

Have fun while teaching entrepreneurship in VET! Have a look at the interactive comic e-book developed by an EU project and selected as good practice under the Lifelong Learning Programme 2007-2013.. More here

Report | New Eurydice Report on Entrepreneurship Education at School in Europe - 2016 Edition

February 2016

Developing and promoting entrepreneurship education has been one of the key EU policy objectives. Indeed, in the context of high youth unemployment, economic crises and rapid changes related to our complex knowledge-based economy and society, transversal skills such as entrepreneurship are essential not only to shape the ‪‎mindsets of young people, but also to provide the ‪skills, ‪‎knowledge and ‪attitudes that are central to developing an entrepreneurial culture in Europe. However, although some countries have already been committed to fostering entrepreneurship education for more than a decade, others are just starting. Following the 2012 Eurydice report on entrepreneurship education, this new analysis captures the latest developments in Europe, focusing on ‪primary education, ‪lower and general ‪‎upper secondary education as well as school-based initial ‪vocational education and training. More here

Article | Tensions in Creating an Innovative Community of Vocational Education and Entrepreneurship

November 2015

New innovations are necessary to ensure and enforce entrepreneurship skill development and working-life-centricity in vocational education. We present an example from Finland. InnoOmnia is a multi-actor knowledge community within a VET organisation. It brings together students, entrepreneurs, and teachers in a non-formal setting where traditional roles are revamped. A number of traditional silos have been broken in order to build a co-learning innovation environment. The transition is not painless, however. Using a large dataset of text and visual content, we identify tensions relating to the transition. The tensions fall under the themes of community borders, operational culture, structures and leadership. InnoOmnia is not perceived as one community. Rather, every participant seems to have his or her own representation of it. Based on these differences, conflicts arise. Our research indicates that an innovative, entrepreneurial community inevitably contains destructive and conflicting forces as well. A key force counterbalancing the tensions is enthusiasm. More here

Report | Skill shortages and gaps in European enterprises

October 2015

The global crisis has increased unemployment in the EU to unprecedented levels, yet many employers claim they have difficulties finding skilled workers to fill their vacancies. This report shows that most vacancy bottlenecks arise because of factors other than general skill deficits, including job offers of poor quality. Genuine skill shortages affect a small group of dynamic, internationally oriented European enterprises in specific economic sectors (health and social care, ICT, advanced manufacturing). To mitigate skill bottlenecks, European companies must commit to offering high-quality apprenticeship places and good-quality jobs, which can be supported as part of a process of social dialogue between VET providers and labour market actors. Ultimately, the business and product market strategies of a greater share of European firms will have to become reliant on higher skill needs. The role of VET in developing creativity and entrepreneurial capacity in the European workforce will be crucial. More here

Research Paper | Entrepreneurship Skills: Literature and policy review

September 2015

Recent research has highlighted the importance of entrepreneurship skills to small business performance. Although there are quite extensive literatures dealing with management and leadership skills more generally, relatively little is known about these particular skill-sets. This project sought to source the key components of ‘entrepreneurship skills’, to identify how they can and cannot be developed, and to draw out possible lessons for UK policy. The review finds that entrepreneurship skills are associated with competence in the process of opportunity identification (and/or creation), the ability to capitalise on identified opportunities and a range of skills associated with developing and implementing business plans to enable such opportunities to be realised. This definition is distinct from, but closely related to, accepted definitions of management and leadership skills. There is evidence that some entrepreneurship skills can be taught and/or learned. However entrepreneurs tend to learn less effectively from the conventional didactic approaches typical of much of the educational sector. The most effective approaches to developing entrepreneurship skills involve experiential learning based around task-oriented development focused on real business problems. More here

Research Paper | How should our schools respond to the demands of the twenty first century labour market? Eight perspectives

February 2015

Young people have never left education more highly qualified and with more years of schooling to their names and yet face record levels of unemployment, too often losing out to older workers in the competition for employment. This new report features interviews with eight leading commentators on the relationship between education and employment. The interviews highlight ways in which the labour market has become more hostile to young people over the last generation. Three key themes emerge: the labour market is more complex and opaque than in the last increasing the significance of careers education especially where it is rich in direct workplace contacts; school to work transitions have become more fractured than in the past demanding new recruitment skills and resiliency from young people; and, employers offering jobs with greatest prospects have changed requirements, expecting young people to be personally effective in applying knowledge in unfamiliar situations demanding that schools place greater emphasis on applied learning and enterprise education.[...]. More here

Final Report | Business & VET Partners for Growth and Competitiveness

September 2014

On September 2014, 345 participants from the worlds of business, policy, education and training met in Brussels to take part in the second Business Forum on Vocational Training. The overarching theme for the Forum was “Business & VET - Partners for Growth and Competitiveness”. The Forum included three targeted workshop sessions and two panel debates. The titles of the workshops, which followed the topics of the Forum, were: Workshop 1 - Meeting skills needs in key sectors // Workshop 2 - Working together on entrepreneurial skills // Workshop 3 - Developing apprenticeships in companies. More here

Final Survey Report | Survey of VET-business cooperation on skills, entrepreneurship and apprenticeships

September 2014

The survey analysis summarises the findings of 91 interviews conducted among large European enterprises, vocational education and training (VET) providers, social partners and sector organisations on challenges and practices related to business-VET collaboration focusing on three main topics: meeting skill needs in sectors of key strategic importance to the EU; business-VET cooperation on entrepreneurial skills; and developing high-quality apprenticeships. The survey was part of the preparation for the second European Business Forum on Vocational Training to hold in Brussels on 23-24 September 2014 under the heading “Business & VET - Partners for Growth and Competitiveness”. The Forum is a high-level event that takes place every two years with participation of all relevant stakeholders from different levels (EU, national, regional, etc.), such as policy makers, companies, SMEs, social partners, VET providers, teachers and trainers, entrepreneurs, guidance practitioners, human resources experts as well as youth and student organisations. More here

Report | Profound Employer Engagement in Education

This report aims to provide a critical review of research and public policy literature concerned with the characteristics of engagement between employers and schools, focusing on school provision for the age group11-18: it does not examine provision in Further Education Colleges or Apprenticeships. More here

News


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