tag:blogger.com,1999:blog-87706224636567818722024-03-05T19:00:56.463+01:00ADEPTTbannerBruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.comBlogger63125tag:blogger.com,1999:blog-8770622463656781872.post-87251491839394578512013-11-22T16:32:00.000+01:002013-11-25T18:15:00.635+01:00Newsletter: Final Project Products are online<h3>
<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif;"><b><u>In this newsletter:</u></b></span></h3>
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif;"><b>1. Final ADEPTT products</b></span></div>
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif;"><b><br />2. <span style="text-align: center;">ADEPTT mentioned in new EC publication: "Entrepreneurship Education – A Guide for Educator</span></b></span></div>
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif;"><b><span style="text-align: center;">3. </span></b></span><b style="color: #e69138; font-family: Arial, Helvetica, sans-serif; text-align: center;">Impact of the ADEPTT training activities</b></div>
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif;"><b>4. ADEPTT presented at European Youth, Education and Training Forum 2013</b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://publiek.syntra.be/websites/europeseprojecten/adeptt/Final%20Products/Forms/AllItems.aspx" target="_blank"><span id="goog_244810623"></span><span id="goog_244810624"></span><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicDnVp5oHZdnyllpR0aPclpZ4p_hzygYb3WMAtvGxa-nfHg-ZAJAvyeKNs9o6NpTQqQgPytG22i0l2_UuisPHRG7N2sTuyi12TABFOb-1q0LfQqsQlLOwKOoK2jlAexFusAV_jZVMUdTGM/s640/Naamloos.jpg" width="427" /></a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Click on the image to see all the project results from the different partner countries</i></span><br />
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif; text-align: center;"><b><u>2. ADEPTT mentioned in new EC publication: "Entrepreneurship Education – A Guide for Educator</u></b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Through the Entrepreneurship 2020 Action Plan and the Rethinking Education Communication, the European Commission has emphasised the need to embed entrepreneurial learning in all sectors of education, and the central role played by teachers. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We would like therefore to inform you of a new document titled: "Entrepreneurship Education – A Guide for Educators". This publication aims to showcase examples of inspiring practice in training and supporting teachers in introducing entrepreneurial learning in the classroom. It is available at: </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/entredu-manual-fv_en.pdf"><i>http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/entredu-manual-fv_en.pdf</i></a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Guide is the result of bringing together teacher educators, teachers and experts in two practical workshops (“Laboratories”) at European level, to exchange existing practice and to discuss best ways to move forward. The ideas and examples collected during those workshops have been collated into this Guide to be shared more widely. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We would be grateful if you could spread this information to people or organizations in your countries who may be interested in this topic. At the moment the Guide exists only in English language, but translations are under way and will be available before the end of the year. Also printed copies will be produced, which can be requested for free from the Commission. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>You can find the ADEPTT contribution on page 60</i>.</span></div>
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<span style="color: #e69138; font-family: Arial, Helvetica, sans-serif; text-align: center;"><b><u>3. Impact of the ADEPTT training activities</u></b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A total of 162 teacher participants took an active role in the ADEPTT piloting training activities and 18 trainers did coordinate the learning activities. As indirect impact we should consider not only the number of persons involved but also the activities foreseen once the funding period is over. Thus, an intensive exercise has been implemented asking partners to report on future activities. We will try to summarise them as follows:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b> SPAIN:</b> Ongoing follow-up of teacher-led projects designed during the pilot. Courses will be run again in the autumn, slightly different with shorter sessions in 3-4days, they will have time to prototyping and test and try in the classroom, in 3-4 months. Also promoting the ADEPTT learning idea in the regions (CCAAs) implementing the Strategy for Entrepreneurship and Youth Employment 2013–2016 with learning actions for experts and trainers involved in encouraging “aspiring entrepreneurs”. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b>WALES:</b> In the UK the whole map of qualifications 14-18 yrs is being reviewed. In Wales they are bringing all the “entrepreneurial” skills developed in the frame of ADEPTT to this framework. (Pilot 2014-15 but the CPD will happen in between.) With the Welsh baccalaureate: Here there is an opportunity for a wider skill agenda: CPD in Wales fits into what is being done in ADEPTT. Also thinking of doing a CPD course, and a PGCE module on Entrepreneurship.(Linking it with Swansea MET and Cardiff Vale).</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b> PORTUGAL: </b>Ongoing follow up with teachers trained in the pilot action of ADEPTT. Training will be expanded to other schools in the municipality of Amadora (part of the greater Lisbon area: in cooperation the K'Cidade Program of the Aga Kahn Foundation and the city hall). A future development idea is to also use a MOOC approach in reaching a larger geographic area and have greater impact. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b>NORWAY: </b>They will develop a 6-day Technology and Research CPD Course University accredited and will build into a specific “entrepreneurship” module. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b>ICELAND:</b> They are working on a master degree: Executive education in entrepreneurial education: 90 ECTS masters structured like an MBA, 1 full year course. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b> FLANDERS:</b> In the coming six months presentation of 30 master classes to VET students and teachers together based on the CRLC-model. Starting to teach students in Entrepreneurial education, with delivery to thousands of students and teachers. VLAJO will be doing the training for lower secondary teacher trainers. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">• <b>GERMANY:</b> Already scheduled are “training the trainer” seminars all over Germany. Also the idea will be to embed what is being done in other training as enrichment.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Would you like to know more? contact us! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><span style="color: #e69138;"><u>4. ADEPTT workshop at the Youth, Education and Training Forum 2013</u></span></b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDRPlqWozSF3kRyHYekAH7CgJ1IkEJdRfw6VIzfJ90hszJVGuqbaBDijOf61wCc3dqfxmhF4IpFBXSsqk5fzn92jAD_Jd5CjwXKtNRQqFkrZwhLVDYE0PJzUA35AYKZwOlvboPK9ewtxyY/s1600/EACWorkshop_ADEPTT.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDRPlqWozSF3kRyHYekAH7CgJ1IkEJdRfw6VIzfJ90hszJVGuqbaBDijOf61wCc3dqfxmhF4IpFBXSsqk5fzn92jAD_Jd5CjwXKtNRQqFkrZwhLVDYE0PJzUA35AYKZwOlvboPK9ewtxyY/s400/EACWorkshop_ADEPTT.jpg" width="400" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">VALNALON, the project lead partner, took part in the European Education, Training and Youth Forum 2013 held in Brussels last month (17-18th October). ADEPTT was featured in the workshop on Transversal Skills and Employability moderated by Elin McCallum (DG EAC). Four inspire zones were set up in order to </span><span style="font-family: Arial, Helvetica, sans-serif;">discover how partnership working can create successful projects, in 4 areas of transversal skills (language, digital skills, entrepreneurial skills) and graduate employability. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Each of these areas were discussed in an specific inspire zone. ADEPTT was chosen to illustrate the inspire zone on entrepreneurial skills. The use of small group approach and speed-networking methodologies (3 rounds of 20 minutes each) enabled a high degree of interaction. Participants were taken on a quick tour of the pilots (10 training courses in 8 countries) so as to make them familiar with the training model. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Leaflets, hand-outs of course material and real examples of teacher-developed projects were shared. In the course of the conversation that ensued participants shared their own experiences and discussed to what extent ADEPTT teacher training approach could be applied in their respective countries. Workshop participants highlighted the modularity and flexibility as key aspects of ADEPTT teacher training. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-66441725351234407622013-10-07T12:28:00.001+02:002013-10-07T12:28:21.372+02:00Teachers are no superheroes (for world teacher day)<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; font-size: 14px; line-height: 23px;">Pedro De Bruyckere (1974) is a Belgian educational scientist at Arteveldehogeschool, Ghent (Belgium) (</span><a href="http://www.arteveldehs.be/" style="background-color: white; border: 0px; color: #333333; font-size: 14px; line-height: 23px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">www.arteveldehs.be</a><span style="background-color: white; color: #333333; font-size: 14px; line-height: 23px;">) since 2001. He co-wrote 2 books with Bert Smits in which they debunk popular myths on GenY and GenZ, education and pop culture. Pedro is an often asked public speaker, one of his strongest points is that he is funny in explaining serious stuff.</span><br /><br /><span style="color: #333333;"><span style="font-size: 14px; line-height: 23px;">Pedro</span></span> was asked to write something for World Teacher Day, find below his view on teaching<br /><a href="http://theeconomyofmeaning.com/"> more here</a></span><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;"><b>Teachers are no superheroes</b></span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They won’t save the world.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">But they will save their children in case of emergency.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are authors who write new works every single day.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">They are directors of their own plays.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">They are actors who will interact with their audience every time the class begins.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">They need to be child prodigies in administration, keeping track of their own and their pupils evolution.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are no parents.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">But they will support their pupils.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are no Google, they don’t know everything.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">But they sure look better than a search engine,</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">and their suggestions will beat any search engine anytime.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They make you think.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are no tablet, but were born in 3D.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">They inspire to aspire.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are forever young, because being young is contagious.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They make a difference, as Taylor Mali shouted.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They’re needed, more than ever as the OECD argues.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They make our children learn, smile and they console.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are the ones who help discover the miracle of a first sentence being read.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They are the one who pick up the children in their world to open up the universe.</span></i><br />
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<i><span style="font-family: Arial, Helvetica, sans-serif;">Teachers are no superheroes, they are always there for their pupils.</span></i><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></i>
<i><span style="font-family: Arial, Helvetica, sans-serif;">They won’t save the world.</span></i><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><i>They help to build the world, day by day.</i><br /><br /><b><u><br />Taylor Mali</u></b></span><br />
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<br />Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-50010350479747531002013-09-26T12:15:00.001+02:002013-09-26T12:15:07.089+02:00Forum 2013 – Working together for reforms – 17-18 October<div style="color: #323232; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 21px; margin-bottom: 10.5px;">
ADEPTT will be presented at the European Education Training and Youth Forum 2013 (Brussels, 17-18th october) </div>
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<a href="http://euroclio.eu/new/images/EUCIS_LLL.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="http://euroclio.eu/new/images/EUCIS_LLL.jpg" width="254" /></a><span style="color: #323232; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 21px;">The Education, Training and Youth Forum aims to gather various stakeholders once per year in order to discuss key policy developments linked to the Europe 2020 strategy, the strategic framework for European cooperation in Education and Training (ET2020) and the European Youth strategy. The 2013 Forum will be an opportunity to involve a broad range of stakeholders in discussing the new opportunities offered by Erasmus+, the new funding programme for Education, Training, Youth and Sport for 2014-2020 to support partnerships for reforms in the fields of education, training and youth.</span></div>
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more info : <a href="http://www.eucis-lll.eu/">http://www.eucis-lll.eu/</a></div>
Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-46907280339578127592013-09-26T12:03:00.001+02:002013-09-26T12:03:36.614+02:00ADEPTT mentioned in new EC publication: "Entrepreneurship Education – A Guide for Educators"!<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;">Through the Entrepreneurship 2020 Action Plan and the Rethinking Education Communication, the European Commission has emphasised the need to embed entrepreneurial learning in all sectors of education, and the central role played by teachers.</span><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;">We would like therefore to inform you of a new document titled: "Entrepreneurship Education – A Guide for Educators". This publication aims to showcase examples of inspiring practice in training and supporting teachers in introducing entrepreneurial learning in the classroom. It is available at:</span><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><a href="http://www.linkedin.com/redirect?url=http%3A%2F%2Fec%2Eeuropa%2Eeu%2Fenterprise%2Fpolicies%2Fsme%2Fpromoting-entrepreneurship%2Ffiles%2Feducation%2Fentredu-manual-fv_en%2Epdf&urlhash=TpKb&_t=tracking_anet" rel="nofollow" style="background-color: white; border: 0px; color: #006699; font-size: 13px; line-height: 17px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="blank">http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/files/education/entredu-manual-fv_en.pdf</a><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;">The Guide is the result of bringing together teacher educators, teachers and experts in two practical workshops (“Laboratories”) at European level, to exchange existing practice and to discuss best ways to move forward. The ideas and examples collected during those workshops have been collated into this Guide to be shared more widely.</span><br style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-size: 13px; line-height: 17px;">We would be grateful if you could spread this information to people or organizations in your countries who may be interested in this topic. At the moment the Guide exists only in English language, but translations are under way and will be available before the end of the year. Also printed copies will be produced, which can be requested for free from the Commission.<br /><br />You can find the ADEPTT contribution on page 60.</span></span>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-81410761695950284852013-09-26T12:00:00.000+02:002013-09-26T12:09:30.984+02:00ADEPTT Project Meeting 24 September 2013: FINAL AGENDA<div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">ADEPTT Project
Meeting 24 September 2013 <o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 14.0pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">FINAL AGENDA<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="ES" style="font-family: Arial, Helvetica, sans-serif; mso-ansi-language: ES; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Sustainability
of ADEPTT & Reinvigoration of SEET Network<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Hosts: Platform for Entrepreneurship
Education in Portugal (PEEP)<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Aga Kahn Foundation (Portugal)<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Location: Centro Ismaili - Fundação Aga Khan:
Avenida dos Lusíadas 1, 1600 Lisbon<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-table-layout-alt: fixed; width: 725px;">
<tbody>
<tr>
<td colspan="3" style="background: #C1C1C1; border-bottom: #FC570F 2.25pt; border-left: #0E6D03 6.0pt; border-right: #0F7003 1.0pt; border-style: solid; border-top: #15750E 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 544.05pt;" width="725"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Tuesday 24<sup>th</sup>
September 2013<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: solid #0E6B03 6.0pt; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.0pt;" width="123"><div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: none; border-right: solid #FC4C08 2.25pt; border-top: none; mso-border-left-alt: solid #FC4D08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 352.85pt;" width="470"><div align="center" class="MsoNormal" style="text-align: center;">
<b><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Topic<o:p></o:p></span></b></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: none; border-right: solid #0F7003 1.0pt; border-top: none; mso-border-left-alt: solid #FC4C08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.2pt;" width="132"><div class="MsoNormal">
<b><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Team Leader(s)<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: solid #0E6B03 6.0pt; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.0pt;" width="123"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">9.30 –
10.00<o:p></o:p></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: none; border-right: solid #FC4C08 2.25pt; border-top: none; mso-border-left-alt: solid #FC4D08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 352.85pt;" width="470"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Welcome to
Portugal<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Introduction
to Aga Kahn Foundation<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Short update
on ADEPTT<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: none; border-right: solid #0F7003 1.0pt; border-top: none; mso-border-left-alt: solid #FC4C08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.2pt;" width="132"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">PEEP; <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Aga Kahn
Foundation; <o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Valnalon<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #F1F1F1; border-bottom: solid #FC550E 2.25pt; border-left: solid #0E6D03 6.0pt; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.0pt;" width="123"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">10.00 –
11.30<o:p></o:p></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FC540D 2.25pt; border-left: none; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-left-alt: solid #FC4D08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 352.85pt;" width="470"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Mainstreaming
and Sustainability:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">What are
our conclusions from the ADEPTT experience? <o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo3; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;">-<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">(in terms
of products AND process)<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conference
Call with Elin McCallum, European Commission<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Conclusions:
How can this be applied going forward?<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">The
Portuguese Proposal: Helping Immigrant Entrepreneurship in Schools and VET in
partnership K’Cidade/AKF/PEEP via ADEPTT<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Other future
plans for ADEPTT material <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FC550E 2.25pt; border-left: none; border-right: solid #0F7003 1.0pt; border-top: none; mso-border-left-alt: solid #FC4D08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.2pt;" width="132"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Valnalon;<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">PEEP<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td colspan="3" style="background: #FEC189; border-bottom: solid #FC570F 2.25pt; border-left: solid #0E6D03 6.0pt; border-right: solid #0F6F03 1.0pt; border-top: none; mso-border-top-alt: solid #FC540C 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 544.05pt;" width="725"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Coffee
break<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #F1F1F1; border-bottom: solid #FC550E 2.25pt; border-left: solid #0E6903 6.0pt; border-right: solid #FC4C08 2.25pt; border-top: none; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.0pt;" width="123"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">12.00 –
13.00<o:p></o:p></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FC540D 2.25pt; border-left: none; border-right: solid #FC4C08 2.25pt; border-top: none; mso-border-left-alt: solid #FC4C08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 352.85pt;" width="470"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">New
Project Ideas: brainstorm - project and partnership ideas for upcoming EU
calls including Horizon 2020 and Erasmus for All<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Ways to
further utilize work from ADEPTT Project<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Ways to
further develop SEET Network<o:p></o:p></span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l2 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-size: 7pt;">
</span></span><!--[endif]--><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Building
links with other networks (e.g. JA)<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FC550E 2.25pt; border-left: none; border-right: solid #0F7003 1.0pt; border-top: none; mso-border-left-alt: solid #FC4C08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 99.2pt;" width="132"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">SYNTRA
Flanders<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td colspan="3" style="background: #FEC189; border-bottom: solid #FC570F 2.25pt; border-left: solid #0E6D03 6.0pt; border-right: solid #0E6E03 1.0pt; border-top: none; mso-border-top-alt: solid #FC540C 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 544.05pt;" width="725"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Lunch – (Self
pay & pre-register: Cod fish to be served)<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: solid #0E6D03 6.0pt; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 92.0pt;" width="123"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">14.00 –
15.30<o:p></o:p></span></div>
</td>
<td style="background: #F1F1F1; border-bottom: solid #FB5811 2.25pt; border-left: none; border-right: solid #FC4D08 2.25pt; border-top: none; mso-border-left-alt: solid #FC4D08 2.25pt; mso-border-top-alt: solid #FB5811 2.25pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 352.85pt;" width="470"><div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Project
Development Workshops (minimum 2), based upon the outcomes of the brainstorm
sessions<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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Discussion by Master Chief Nuno Barros & Dinner @ 1300 Taberna in the Lx
Factory - Rua Rodrigues Faria, Lisboa see: </span><span lang="EN-US"><a href="http://www.1300taberna.com/">www.1300taberna.com</a></span><span lang="EN-US" style="mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Profile: ADEPTT partners (PEEP, DKJS, Valnalon, Cardiff & Vale College, Swansea Met, SYNTRA) + representatives from different universities (Turkey, Norway), Portuguese Ministry of Education and Aga Khan Foundation + Elin McCallum (DG Education) (she did a keynote speech at the beggining endorsing ADEPTT and explained what's new in the EE Agenda)<br /></span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-65612913636572782922013-09-24T16:50:00.000+02:002013-09-24T16:55:56.710+02:00ADEPTT influence in a masters course on Education, innovation and employment at the University of Iceland, School of Education<br />
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innovation and employment</span></i></a>, started with two intensive days on
the 19th and 20th of September with 20 eager and interested masters students in
education. Two more intensive days are planned in October and a final day in
November. This course is a part of a line of study in <i>Leaders, innovation
and administration</i>, but is also open for students from other study lines.
The course is designed and taught by Svanborg R Jónsdóttir and Ásta
Sölvadóttir. The content, exercises and general approach are heavily influenced
by the CRCL model from the ADEPTT project.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 9pt;">Svanborg R. Jónsdóttir Ph.D.<br />
Lektor Menntavísindasviði Háskóla Íslands<br />
Lecturer School of Education, University of Iceland<br />
Sími/Tel (Europe 00354+) 525 5580</span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 9pt;">gsm/cell (Europe 00354+)
898 1566 heima/home: 486 6018 <a href="mailto:svanjons@hi.is">svanjons@hi.is</a></span><span style="font-size: 13.5pt;"><o:p></o:p></span></span></div>
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-88981583028843280022013-09-13T13:21:00.001+02:002013-09-13T13:21:20.329+02:00The Effect of Early Entrepreneurship Education. Evidence from a Randomized Field Experiment<a href="http://www.iza.org/images/logo_gross_grau.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://www.iza.org/images/logo_gross_grau.jpg" /></a><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;"><i>By Laura Rosendahl Huber, Randolph Sloof and Mirjam Van Praag</i></span><br style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;" /><br style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">"The aim of this study is to analyze the effectiveness of early entrepreneurship education. To </span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">this end, we conduct a randomized field experiment to evaluate a leading entrepreneurship </span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">education program that is taught worldwide in the final grade of primary school. We focus on </span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">pupils’ development of relevant skill sets for entrepreneurial activity, both cognitive and noncognitive. The results indicate that cognitive entrepreneurial skills are unaffected by the </span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">program. However, the program has a robust positive effect on non-cognitive entrepreneurial </span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">skills. </span><br />
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<span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">This is surprising since previous evaluations found zero or negative effects. Because </span><br style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">these earlier studies all pertain to education for adolescents, our result tentatively suggests </span><br style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;" /><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">that non-cognitive entrepreneurial skills are best developed at an early age."<br /></span><span style="background-color: white; color: #333333; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px;">Full article here: </span><a href="http://www.linkedin.com/redirect?url=http%3A%2F%2Fftp%2Eiza%2Eorg%2Fdp6512%2Epdf&urlhash=KeiI&_t=tracking_anet" rel="nofollow" style="background-color: white; border: 0px; color: #006699; font-family: Arial, sans-serif; font-size: 13px; line-height: 17px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; vertical-align: baseline;" target="blank">http://ftp.iza.org/dp6512.pdf</a>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-75542611368326562212013-09-10T13:32:00.002+02:002013-09-10T13:32:19.647+02:00 ADEPTT on the German National Ministry of Economics and Technology - website !<span lang="EN-US" style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: NL-BE; mso-fareast-theme-font: minor-latin;">Please find below a publication about the German pilot, which has been published on the
Web-Portal of the German National Ministry of Economics and Technology:<br /><br /><br /><a href="http://www.unternehmergeist-macht-schule.de/DE/Aktuelles/Aktuelle-Meldungen/Lehrer-lernen-unternehmerische-Kompetenzen-zu-nutzen.html">http://www.unternehmergeist-macht-schule.de/DE/Aktuelles/Aktuelle-Meldungen/Lehrer-lernen-unternehmerische-Kompetenzen-zu-nutzen.html</a></span><br />
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<a href="http://www.unternehmergeist-macht-schule.de/DE/Aktuelles/Aktuelle-Meldungen/Lehrer-lernen-unternehmerische-Kompetenzen-zu-nutzen.html"><img alt="" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNMYo2SJTwBFbfSJ1Js6mBO676vj89P5Fb1XG7323nZyFWAseNAf7DCEFpiOAVXceqyojxJdVhq7kAgt4d1hJpfvTj3usAYYIaVzjtZ6T_eX6odrs_GDmVNDxlZ704rux9jpjFHsY8qubc/s320/german+pilot.jpg" title="geman national ministry website" width="303" /></a></div>
<br />Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-65364637912413112102013-09-09T10:41:00.002+02:002013-09-09T11:55:28.781+02:00Cardiff and Vale College ADEPTT Pilot<div class="MsoPlainText">
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<a href="http://api.ning.com/files/DTVIDzT6FglrgY-kJgXHpaC5*d1T76*U-HTXYsN7yBcUQJQ-MVOsXB3WNDo27FL-LsJ1qTjtIN3rZyY5aSS10LMzb6GEKhzT/CACVlogo.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="125" src="http://api.ning.com/files/DTVIDzT6FglrgY-kJgXHpaC5*d1T76*U-HTXYsN7yBcUQJQ-MVOsXB3WNDo27FL-LsJ1qTjtIN3rZyY5aSS10LMzb6GEKhzT/CACVlogo.jpg" width="320" /></a><span style="font-family: Arial, Helvetica, sans-serif;">The ADEPPT pilot at Cardiff and Vale College was a
brilliant start to a challenging mind set change throughout the college. It is
a recently merged college that is still struggling to find its own identity and
develop a culture. As youth entrepreneurship is high on the agenda of Welsh
government this pilot seemed ideal to start spreading the seed of
entrepreneurial learning. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Natalie Elward: "<i>We opened the pilot up to all staff members with the
thought that as long as they had an interest they would help champion
entrepreneurship throughout the college. We had a mix of interested parties
from business lecturers to community engagement managers. All we asked is that
they bring a pen and an open mind! We structured the sessions over 3 weeks with
the last week being the focus group. It was important to keep the sessions
active and not be too strict with the timings, so we could allow time for
creativity. The participants commented that they appreciated this as this
provoked relevant discussion points. <o:p></o:p></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>On the second day we were lucky to have an entrepreneur
join us to deliver some of the session. Ben Room held activities with the
participants that he used with students. They were a lot of fun and really had
them thinking. We frequently assessed their understanding and invited both
positive and negative feedback to ensure the participants were getting the most
from the sessions. <o:p></o:p></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>During the last part of the session we invited the
participants to plan a lesson or information session using what they had learnt
during the training. The outcome was exactly as hoped and if they use this
knowledge within the college we have a great chance to help develop a culture
that both staff and learners will enjoy and thrive in.<o:p></o:p></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>We are in the process of planning CPD sessions with staff
members, with the aim to train as many CAVC staff as possible. ADEPTT has
brought excitement to learning from both staff and learners as we develop a new
way of planning the futures of our learners</i>."<o:p></o:p></span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-40161248236869959092013-09-03T13:39:00.002+02:002013-09-03T13:39:32.046+02:00The O3-magnifying glass<h2 style="background-color: white; color: #90131e; font-family: Arial, Helvetica, sans-serif; font-size: 21px; line-height: 21px; margin: 0px 0px 10px; padding: 0px;">
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<img alt="O3loep striptekening Sherlock Holmes" src="http://www.competento.be/sites/default/files/imce/o3loep_man_0.jpg" style="border: 0px; float: left; height: 270px; vertical-align: top; width: 300px;" /></div>
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Do you wonder about how entrepreneurial (or not) the current projects and activities at your school or in the training centre are? Do you have the time and would you be interested in organising other initiatives? Would you like to promote ‘entrepreneurial spirit within your school or training centre?</div>
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With the O3-magnifying glass you can ’get two for the price of one’: through organising interesting diverse projects, whilst at the same time stimulating entrepreneurial spirit in young people and adults. This way the pressures of organising projects and activities may be kept to a minimum.</div>
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One way of looking at whether projects and activities are entrepreneurial - and to look at how you could make changes and improvements - is to use the O3-magnifying glass. This is a tool that looks at entrepreneurship within education and training.</div>
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Take the <strong>O3-Magnifting Glass</strong> Test, and discover whether your projects and activities stimulate and support entrepreneurial spirit. This might be a school play, an environmental project, the annual sports day, a fundraising day for charity, or any other project or activity, which on the face of it does not obviously have a link with entrepreneurship.</div>
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Completing the O3-Magnifting Glass takes about <strong>ten minutes</strong>. The Test results will give you suggestions about how to stimulate the people you are targeting with your project, without losing the focus or the content of the initiative.</div>
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Beware! This test measures separate initiatives and individual projects; it is not intended to give a total picture of how entrepreneurial your school or training organisation is overall.</div>
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The O3 Test builds on the outcomes from the STEP-Project, in which the ‘profile of entrepreneurial spirit’ was developed.</div>
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<br /><a href="http://www.competento.be/o3-loep/en/identification">DO THE TEST HERE </a></div>
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<br /><i><span style="font-size: xx-small;">The O3-Magnifying Glass has been created with support from the European Social Fund.</span></i></div>
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<br />Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-52798647838228914712013-08-26T19:51:00.003+02:002013-08-26T19:51:37.880+02:00German ADEPTT Pilot : “I really feel encouraged for changing my teaching style. This is so necessary.” <h2>
<span style="font-family: Arial, Helvetica, sans-serif;">“I really feel encouraged for changing my teaching style. This is so necessary.”<br />A teacher after the ADEPTT pilot in Germany</span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8Ju8qxP5E0lsWX2we62Hc36YbKc7OpTzGeGa17Mcc-l0MdbyQ_8RlQYEUFku97gAn7h1-WYSVOkZy0YVAFW6f2IaSMVNqDYlWkOTDU3tJ0GA4fjIquwou_vU1nfKgCIp6noHpIcp0VM2J/s1600/Berlin+2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8Ju8qxP5E0lsWX2we62Hc36YbKc7OpTzGeGa17Mcc-l0MdbyQ_8RlQYEUFku97gAn7h1-WYSVOkZy0YVAFW6f2IaSMVNqDYlWkOTDU3tJ0GA4fjIquwou_vU1nfKgCIp6noHpIcp0VM2J/s320/Berlin+2.jpg" width="240" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">“How to enhance self-initiative and learning motivation of your students” was the title of the ADEPTT pilot seminar in Germany. For several reasons: As a counseling partner of schools, the German Children and Youth Foundation (DKJS) knows: This is a question which bothers many teachers in this country – in all school types, but especially in lower secondary public schools. Students often do not see why they should engage for learning about subjects they often are not interested in. How can teachers motivate their students? We believe that entrepreneurial teaching is the way students can become owners of their own learning process.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Teachers of all school types and all specialisations were addressed in the announcement of the course. So the scope of participant teachers was very diverse. They were teaching at primary, lower and upper secondary, but also VET schools. Their specialisations varied from natural sciences (maths, physics, etc.), to languages, social sciences (history, ethics, geography) and economics. Only 3 out of 9 teachers had any experiences in Entrepreneurship Education (e.g. supporting a mini company at school). </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-1x9pAZhupsAXcKyUF8_VYGlQnG7FjkgmmZwVg8xjjL8UiAnd0zV2EOG1uM3srqVhYimYRRZaj0FAOZ1QUcCfWjR3P2yGe_kZj1esQ0-Jb_E8Eb_2i3LS_IAMAI_fv4drtuepaL-ntkc7/s1600/berlin+1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-1x9pAZhupsAXcKyUF8_VYGlQnG7FjkgmmZwVg8xjjL8UiAnd0zV2EOG1uM3srqVhYimYRRZaj0FAOZ1QUcCfWjR3P2yGe_kZj1esQ0-Jb_E8Eb_2i3LS_IAMAI_fv4drtuepaL-ntkc7/s320/berlin+1.jpg" width="320" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">Learning outcomes and remarks of the participants show that the course concept has been as more successful, as the participants have not been experienced in any kind of Entrepreneurship tutoring. The participant teachers reflected that the ADEPTT course showed them how to change their teaching attitude: How to allow and enable students to develop self-initiative and creativity. And, as one of the teachers said, by developing an own project, ADEPTT pushed the teachers to be initiative and creative themselves.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Some of the comments after the course :</span><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;">“CPD courses should always be with diverse participants: I learnt so much in our exchange between teachers of different school types.” </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">“Thank you for the opportunity to learn new methods I really can use in my teaching.”</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">“I’ve never experienced a CPD-course like this: I had the opportunity to realise at once what I had heard in theory. Thank you!”</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">“What was really amazing: the exchange of feedback and ideas between us and the motivation of all participants.”</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">“First of all our own self-initiative and motivation was fostered!”</span></li>
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-85143123544629061702013-08-08T19:10:00.002+02:002013-08-08T19:12:11.136+02:00The Norwegian Pilot<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><span lang="EN-US" style="color: windowtext; font-size: 11pt;">The Norwegian
pilot </span></b><span lang="EN-US">targeted
teachers (upper-secondary) in Technology & Research from all over the
country. We decided to invite teachers to a course in creativity, rather than
in entrepreneurship. The reason is that entrepreneurship has a poor reputation
among some Norwegian teachers, in particular among science teachers. <o:p></o:p></span></span><br />
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">In some
upper-secondary schools groups of teachers work with entrepreneurship-related
initiatives, like gründer camps and student enterprises/business. The problem
is, in most cases, that those groups of teachers work more or less on their own
and quite isolated. At many schools, there seems to be little collaboration and
exchange between those who are involved in entrepreneurship education and those
who are not. There seems to be a boundary between groups of teachers at the
same school. We wanted to challenge that. <o:p></o:p></span></span><br />
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">There is a
potential when it comes to science teachers: science teachers are easily
engaged in inquiry-based approaches, and such approaches are closely related to
entrepreneurial approaches. In particular, when taking the entrepreneurial
pedagogical perspective, there seem to be many connections. We have started a
project, together with the National Resource Centre for Science in Education,
where we wish to explore how to connect modern science teaching practices and
entrepreneurial approaches to teaching. We decided, first of all, to
pilot this idea with teachers in Technology and Research, because this school
science subject in its self is the closest you can come entrepreneurship.
If this shows to be successful, we will broaden our work to other science
teachers. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Our
intention with the course we designed for this purpose was to introduce the
teachers to creativity as being the core concept when trying to explore the
connections between science teaching and entrepreneurial approaches in general.
Creativity, thus, was our focus during the course. In a plenary session on the
last day, in a dialogue with the participants, we summarized the ideas about
creativity and teaching put forward by the participants. The summary resulted
in a model, drawn on the black board, in which all elements of the
CRCL-model were present. In fact, the participants had, themselves, constructed
their own CRCL model. That gave us a opportunity to explicitly link creativity
to innovation and entrepreneurship. Looking back, we think that we made a
good decision. The teachers were easily engaged in discussions about
creativity, and to us that seemed to form a solid base for thinking and
reflecting on their own teaching practice. For many this may lead to further
thinking, more explicit towards entrepreneurial teaching. </span><o:p></o:p></span></div>
Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-49758693834635380182013-08-07T23:01:00.002+02:002013-08-07T23:02:46.876+02:00Iceland: Master Tradesmen story<div class="MsoNormal">
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-GB">Date: January</span><span lang="EN-GB"> 2013<o:p></o:p></span></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-GB">Number of participants: </span><span lang="EN-GB">24<o:p></o:p></span></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-US">Venue: </span></i><span lang="EN-US"><i>University Of Iceland<o:p></o:p></i></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US"><br />In Iceland there were two pilots for the course. One
was with 24 master tradesmen studying for a teaching certificate at the
University of Iceland. This was a p</span><span lang="EN-GB">art of a larger course (5ECT) called <i>The connection between school and world of
work. </i></span><span lang="EN-US">This group got two lessons (2x40 min)</span><b><span lang="EN-US"> </span></b><span lang="EN-GB">on 17<sup>th</sup>
January, </span><span lang="EN-US">and Moodle collaboration on reading and discussion
work for four weeks and on </span><span lang="EN-GB">23.rd February </span><span lang="EN-US">four
lessons and finally students presented their ideas on</span><span lang="EN-GB"> 26.March. </span><span lang="EN-GB">Svanborg R Jónsdóttir
and Rósa Gunnarsdóttir taught the course.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><span lang="EN-US">Master
tradesmen learning to be teachers listen to Rosa´s input about Solar-Demi and
his Hand Made Solar Plastic Bottle Light Bulb</span></b><b><span lang="EN-GB"><o:p></o:p></span></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB">The <i>emancipatory pedagogy</i>
identified in Icelandic research as the core of entrepreneurship education was
applied in this course, focusing on enhancing participant creativity and action
competence through the innovation process (design approach). Participants were
encouraged to find and analyse </span><span lang="EN-US">problems and
seek opportunities based on their own interests and experience, supported idea
generation and development and encouraged actions with presenting their
ideas. The </span><span lang="EN-GB">CRCL model influenced
the content and approach of the course and the Business Model Canvas was used.</span><span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Only a minority
of the group had already students to teach so they were not able to try out the
ideas introduced. The evaluation of the course showed that it had given them
considerable understanding of EE and some confidence in supporting
entrepreneurial attributes in their students. Most of the students in the group
mentioned that they needed more contact hours with teachers and only a couple
of them had the opportunity to try out their entrepreneurial learning in practice.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The main output of the course was a development of an innovation or a
new educational approach or course and introducing it within the frame of the
Buisness Model Canvas. Some examples of the ideas the students developed were:<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">1.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Transferable puppet show</span></b><span lang="ES"> – information and entertainment, handling
issues related with divorce of parents, sensitive issues and explanations. A
talk between a child and a wise Owl answering the most common questions
children have about their parents divorce. Need: 20% of children in Iceland age
9-12 have divorced parents, step- or foster parents.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">2.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">The Guesthose Loner</span></b><span lang="ES"> – a gesthouse in the community Skagaströnd.-
a restoration of a big old house near the seaside. In the municipality
Skagströnd there is no guesthouse or a hotel just some services for travellers
such as a coffee house and a Arts and crafts workshop-store.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">3.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Houshold goods and food in subscription</span></b><span lang="ES">. A website – ordered online, delivered to
the door.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">4.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Orthodontist educational model:</span></b><span lang="ES"> A course and teaching materials to get students
in fourth year of Orthodontist studies to learn the hidden and virtual
curriculum of the rules of conduct and handling of tools and cleanliness – and
on communication with patients using the <i>emancipatory
pedagogy</i> of IEE.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">5.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Supervision and organization of the operation
and maintenance of cars and machinery of
the Icelandic Coast Guard</span></b><span lang="ES">: A web-based interactive registration of all vehicles and
machines of the ICG where staff registers incidents, use and location of those
and the condition and location of each can be quickly checked and responded to
as needed.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">6.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Key-less three point lock for the front door</span></b><span lang="ES">.<b> </b>A
lock that allows you to enter your front door without using a key – is secure
and locks the door properly.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">7.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">The rights and obligations of master tradesmen
towards apprentices.</span></b><span lang="ES"> A short
course for MT taking apprentices.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="ES">8.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="ES">Látrabjarg and the auk – sales cart</span></b><span lang="ES">. A sustainable added value. sLátrabjarg is
the largest cliff bird colony in Europe attracting thousands of guests every
year – no services on location. A cart with salesproducts related to the cliff
and eggs of auks, maps, stories of the farming and information of the birds
– cart removed in the autumn. <o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="IS">9.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="IS">Special course on
location for apprentices</span></b><span lang="IS"> in cooking, restaurant waiters to become restaurant managers. <o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="IS">10.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="IS">A special vaccuum
blackhead cleaner</span></b><span lang="IS"> – a development of an older invention.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="IS">11.<span style="font-size: 7pt;">
</span></span><!--[endif]--><b><span lang="IS">Make the Wolf hours
pleasant</span></b><span lang="IS">: a course for parents to understand the challenges that make the Wolf
hours (evaryone irritated and hungry in the afternoon after school – before
dinner) – and how to deal with it constructively<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">The steeringwheel
heater.</span></b><span lang="IS"> An improved heater for the stearing wheel – ice cold in the winter, remote
controlled.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Reflect-sense</span></b><span lang="IS">. An internetbased service
providing special ordered reflectors to put on your outer clothing when
walking, jogging or cycling in the dark. The use of reflectors stop more or
less with adolecence. The service is meant to appeal to young people and
grownups with supplying popular looks of reflectors. These might be sports
igns, fashionsigns, carsigns, tribal signs and other.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Streamlining buisiness
capacity – application</span></b><span lang="IS">. This is an application for ipads and smartphones to order stocks for
industry service firms (builders, elctritians, plumbers ect) – directly linked
to the bookkeeping of the firm and supplier. It would be designed in
collaboration with suppliers and industrial companies and adjusted to their
needs. This would save valuable time of emploees that can see which companies
have which items available and could put in an order instantly.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Elf-World in Northern
Iceland.</span></b><span lang="IS"> A centre for elf- knowledge and recreation. The creation of a kind of an
adventure world built on Icelandic heritage on elfs, and other exotic creatures
that exist in Iceland, with sculptures, visuals and versatile forms of
information in Icelandic and English.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Less mess with baking:
Mixer with built in scales.</span></b><span lang="IS"> You can weigh the ingredients as you put them in the mixer bowl.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Substitute: Child care –
babysitting</span></b><span lang="IS">. A qualified service for different child care/babysitting needs, longer
time or shorter. Older children and youngsters. Available 24 hours.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Designing E-books: a
course in AdobeIndesign</span></b><span lang="IS">. Teaching materials for graphic designers to design e-books with
AdobeIndesign.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Any time day or night
order app for hotels and restaurants</span></b><span lang="IS">. Application for ipads or smartphones.
Wholesales with products for hotels and restaurants make list of their
available products and the users can buy the app or access to it and with it
can see exactly what is available. The order is registered immediately and the
order is processed the following morning.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Beauty parlor to your
home.</span></b><span lang="IS"> The services of beauty parlors brought home to clients.<o:p></o:p></span></span></div>
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</span></span><!--[endif]--><b><span lang="IS">Caring: The Cuddly
Beauty Parlor Sheet</span></b><span lang="IS">. A specially designed sheet to wrap beauty parlor customers in, formed to
make a kind of a bag and with easy closings (french zipper). <o:p></o:p></span></span></div>
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-47864186277917425662013-07-31T17:47:00.001+02:002013-07-31T17:47:35.896+02:00The Dutch Adeptt Pilot<br />
<i><b><span style="font-family: Arial, Helvetica, sans-serif;">Date: 30th of May</span></b></i><br />
<i><b><span style="font-family: Arial, Helvetica, sans-serif;">Number of participants: 7</span></b></i><br />
<i><b><span style="font-family: Arial, Helvetica, sans-serif;">Venue: Albeda College Rotterdam</span></b></i><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The Dutch Pilot course was organized with participants from different </span><span style="font-family: Arial, Helvetica, sans-serif;">schools; secondary and vocational schools. The teachers wanted to learn </span><span style="font-family: Arial, Helvetica, sans-serif;">and to practice entrepreneurial behavior. During the course they went </span><span style="font-family: Arial, Helvetica, sans-serif;">from finding their talents, passion and dreams to the more practical side </span><span style="font-family: Arial, Helvetica, sans-serif;">using the 5 steps of Effectuation. They all had to show the whole course </span><span style="font-family: Arial, Helvetica, sans-serif;">that they had a story to tell. Pitching is very important to create self-confidence,</span><span style="font-family: Arial, Helvetica, sans-serif;">creativity, innovation and motivation.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The theme for the whole course was “ You can’t predict the future but you</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">can create your future”. Below</span><span style="font-family: Arial, Helvetica, sans-serif;"> you can find some pictures from the worksheets we used this</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">course.</span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-55692646949841803562013-07-28T15:15:00.000+02:002013-07-28T15:15:00.708+02:00ADEPTT teachers training in Portugal: a photographic summary <iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/nWLGOojsT68" width="640"></iframe>
<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/nsShqapzeGg" width="640"></iframe>
<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/-b5lERVi8Zs" width="640"></iframe>
<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/nuyezUoB6Sg" width="640"></iframe>
<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/vuAcv0hi0gw" width="640"></iframe>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-5338165594588529812013-07-25T10:39:00.001+02:002013-07-25T10:39:27.484+02:00Disrupt Inc.: How young people are challenging the conventions of entrepreneurship<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Despite the flurry of media commentary surrounding young enterprise, very little is actually known about how young people become entrepreneurs. As part of their Inspiring Enterprise partnership, the RSA and RBS sought to plug this gap by listening to and analysing the stories told by young people about their entrepreneurial journeys: from the emergence of their business idea, to the inception of their business, to where they are today.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.scribd.com/document_downloads/129959272?extension=pdf&from=embed&source=embed">Disrupt Inc. (PDF 1.2MB)</a>, reveals that the way in which some young people now start and run businesses is radically different to widely held assumptions. While some young people will live up to the conscious, meticulous and lone stereotypes that are so synonymous with entrepreneurship, many others will not. Rather, they will stumble into a business ‘accidentally’, start up on a shoestring budget and with an imperfect product, and rely on a whole host of other people to get them to where they want to be.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">The report concludes that young enterprise support may be geared too heavily towards supporting one ‘journey’ of entrepreneurship at the expense of less conventional, but increasingly popular, routes to start-up. The level of debate around the availability of finance, for example, overlooks the large numbers of young people who are keen to bootstrap their way through the initial stages of their business. Similarly, the effort spent in establishing formal mentorship schemes belie the preference that many young people have for more informal support from personal contacts.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">The report recommends a number of steps that government, support organisations and the corporate industry could take to rebalance support and help more young people become successful entrepreneurs. These include: </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Launching a myth-busting marketing campaign to challenge assumptions and change the culture surrounding enterprise.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Encouraging greater numbers of young people to access enterprise support by promoting a more inclusive definition of ‘entrepreneurialism’ that encompasses a broader range of activities and behaviours.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Establishing micro-loans that enable young people to build prototypes and test the viability of their business idea with real customers in the market.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Reengineering enterprise support services to cater for the lean, bootstrapping style of entrepreneurship increasingly witnessed among young people.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Stoking the demand for the products and services of young entrepreneurs by altering procurement exercises and connecting them with new clients.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Supporting co-founding initiatives that enable young people to link up with supportive business partners.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Encouraging well-established businesses to incubate young entrepreneurs and open up access to their expertise and connections.</span>
<br />
<div style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto;">
<a href="http://www.scribd.com/doc/129959272" style="text-decoration: underline;" title="View Disrupt Inc Report RSA on Scribd">Disrupt Inc Report RSA</a></div>
<iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_47233" scrolling="no" src="http://www.scribd.com/embeds/129959272/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-20130566863100828892013-07-24T14:38:00.001+02:002013-07-24T14:38:18.796+02:00Small Business Management journal - Special Issue: Measuring the Impact of Entrepreneurship Education<a href="http://onlinelibrary.wiley.com/store/10.1111/jsbm.2013.51.issue-3/asset/cover.gif?v=1&s=d7109123125ccef07414cebdd7736df35a65f80b" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" height="200" src="http://onlinelibrary.wiley.com/store/10.1111/jsbm.2013.51.issue-3/asset/cover.gif?v=1&s=d7109123125ccef07414cebdd7736df35a65f80b" width="153" /></span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;">The purpose of this <a href="http://onlinelibrary.wiley.com/doi/10.1111/jsbm.2013.51.issue-3/issuetoc"><span id="goog_1822197182"></span>special issue<span id="goog_1822197183"></span></a> of the </span><span style="font-family: Arial, Helvetica, sans-serif;">Small Business Management Journal</span><span style="font-family: Arial, Helvetica, sans-serif;"> the is to describe, analyze, and improve the understanding of </span><span style="font-family: Arial, Helvetica, sans-serif;">effective practices in engaging students in the entrepreneurship classroom. In this issue you can find conceptual </span><span style="font-family: Arial, Helvetica, sans-serif;">and empirical (both qualitative and quantitative) contributions that consider the learning and </span><span style="font-family: Arial, Helvetica, sans-serif;">educational implications of entrepreneurship for business and non-business educators, for-profit </span><span style="font-family: Arial, Helvetica, sans-serif;">and non-profit businesses, and community organizations. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">More specifically, <a href="http://onlinelibrary.wiley.com/doi/10.1111/jsbm.2013.51.issue-3/issuetoc">this issue of SMB Journal</a> </span><span style="font-family: Arial, Helvetica, sans-serif;">aims to address challenges and emerging solutions in the entrepreneurial classroom and beyond. </span><span style="font-family: Arial, Helvetica, sans-serif;">In this vein, submissions that address entrepreneurship education in academic or </span><span style="font-family: Arial, Helvetica, sans-serif;">non-academic settings were encouraged. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></span>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span>
<span style="font-family: Arial, Helvetica, sans-serif;">1. diverse theoretical and empirical perspectives to explore the diverse means of </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">delivering engaging learning experiences to entrepreneurship students </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">2. measures of success in entrepreneurship education </span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">3. proven strategies and best practices for engaging students in the entrepreneurship </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">classroom and for bridging the gap between educational experience and implementation </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">of entrepreneurial behavior </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">4. institutional factors that foster a productive entrepreneurship learning </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">environment </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">5. new ideas for designing, implementing, and evaluating entrepreneurship </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">education </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Full Table of Content: </span><a href="http://onlinelibrary.wiley.com/doi/10.1111/jsbm.2013.51.issue-3/issuetoc" style="font-family: Arial, Helvetica, sans-serif; font-size: 12pt;">http://onlinelibrary.wiley.com/doi/10.1111/jsbm.2013.51.issue-3/issuetoc</a><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"> - </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />More info: </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.entrepeduc.org/">http://www.entrepeduc.org/</a></span></div>
Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com10tag:blogger.com,1999:blog-8770622463656781872.post-21053028206290733682013-07-23T10:36:00.004+02:002013-07-23T10:40:14.595+02:00ADEPTT project in Portugal<div class="MsoNormal">
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">About 40 trainees of the secondary school
Seomara da Costa Primo (Amadora, Portugal - near Lisbon), where training was
carried out, registered in ADEPTT training program. The School Director
selected 16 of them, of whom 15 completed the training program.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">It was easy to engage our audience,
since the teachers of this school are accustomed to new challenges and are part
of our partner’s network in the Aga Kahn Foundation’s K’Cidade development
program. The 15 teacher trainees were from different academic disciplines:
Arts (4), English (4), Economics (3), Physics and Chemistry (3) and Geography (1).
<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The training program involved the
transmission of knowledge, readings, research and a substantial amount of
interactivity between trainees and trainers, as well as numerous practical
tasks.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The title of the training was “Entrepreneurial
Pedagogy”.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Moodle platform (<a href="http://moodle.esseomaracostaprimo.ccems.pt/course/view.php?id=318" target="_blank">http://moodle.esseomaracostaprimo.ccems.pt/course/view.php?id=318</a>)
was used for training (see next image), where all the information and
considerations of the training was located, as well as the proposed
bibliography and resources were used. The trainees’ tasks were also delivered
through Moodle platforms.<o:p></o:p></span></span></div>
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<a href="http://www.youtube.com/watch?v=qHXUXwtQamM" target="_blank"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhL1ggl4wAmvsTUNNb-JSbgdoC6gIEgpkKOCdUbs8wkcHdtPLjJZXa7po4KAh-weKQg2oUgWfW-s_ioNsVCatbmMpXvAJefjqMFtrFF5nrDevU078hnSOhIraC3jpvB4n3T982z-DbAnJME/s400/1.png" width="400" /></a><span id="goog_1095483686"></span><span id="goog_1095483687"></span><a href="http://www.blogger.com/"></a></div>
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<a href="http://www.youtube.com/watch?v=qHXUXwtQamM" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">http://www.youtube.com/watch?v=qHXUXwtQamM</a></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The use of Moodle platform was a very
enriching experience due to the sharing created between trainer and trainees.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The training proved to be very useful. The
trainees made frequent positive comments during the training expressing their
satisfaction with the themes approached and we could see their interest
translated into the results that were obtained. They also referred to the
training as a contribution to the improvement of the teaching-learning process
and that the Portuguese curricula should be revised accordingly. They felt that
Entrepreneurship should be mandatory at the most elementary levels.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The main positive aspects emphasized by the
trainees:<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">• Content and information provided by the
trainers;<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">• Resources available in Moodle;<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">• Trainers preparation and availability.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><span lang="EN-US">Conclusion</span></b><span lang="EN-US"><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">One of the main positive
aspects highlighted by trainers was that the trainees’
attitude was always very positive (even though the time during
which the training was given was a busy time period for the trainees).
Their collaborative work and discussions in various sessions
contributed positively to the exchange of experiences and established contacts
for future collaborations. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Portugal urgently needs an entrepreneur boost
that spreads through schools, adjusting curricula to an education that supports
the creation of opportunities, taking calculated risks and the acceptance of
failure. As such, there is a need to foster the entrepreneurial spirit,
creativity and innovation in all forms of learning, regardless of
education level. Teachers assume a crucial role in this mandatory mindset
change. Therefore they should have access to basic and continuing training so
that they can revisit and make strategic changes in their practices.</span><o:p></o:p></span></div>
Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-84756102493622219632013-07-22T13:29:00.001+02:002013-07-23T13:53:35.253+02:00Spain: Use of virtual walls in ADEPTT teacher training<span style="font-family: Arial, Helvetica, sans-serif;">Padlet is a “virtual surface that has all the benefits of being digital and the simplicity of a notepad” according to its creators so we decided to give it a go in ADEPTT pilot course with a 2-fold purpose: Share relevant and media-rich resources and contents and stimulate the exchange of opinions and interactivity between participants and trainer. All boards were password protected allowing participant teachers to read, comment and upload new content. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>Resource boards.</b> Including links to research papers, policy reports, snapshots of info, tools and videos on relevant topics. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZcmKtE382t_aHCnz7XpcDB62xWPpx7mjSwOHfDEXE0furlok9o3RiV0nIfsX_B30m0ACDbKz2s8Ba8pbtW_XAqNGCeA3HrxCkRoAOzmsJGyyo4VNfYZjbQ1HAoZjmyp-v8fe06B6g1yVM/s1600/rs.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZcmKtE382t_aHCnz7XpcDB62xWPpx7mjSwOHfDEXE0furlok9o3RiV0nIfsX_B30m0ACDbKz2s8Ba8pbtW_XAqNGCeA3HrxCkRoAOzmsJGyyo4VNfYZjbQ1HAoZjmyp-v8fe06B6g1yVM/s320/rs.jpg" height="180" width="320" /></a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> Screenshot of Day 1 Resource board. Link: <a href="http://padlet.com/wall/adeptt_dia1">http://padlet.com/wall/adeptt_dia1</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">2.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>Teachers’ opinion boards</b>. Opinion was elicited from participants at the end of each training session. Teachers were asked to highlight 5 different aspects of the session: “Most interesting”, “Most shocking”, “Funniest” , “Most boring” and “Things they would change”. Comments were immediately uploaded and shared in the online boards. These real-time “in-flight” comments did not only provide high-quality feedback to the trainer but were also highly appreciated by participant teachers. Some of the suggestions were incorporated in the next sessions. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCyQMoDEkNxDpipU81Jh9ivKd6eZgcjsvatg8BsQJTT-wuOipfHfIUcadIKS7cxaXd4PXX9qlydMDdipqIj_zT3fLu0tvQXZsEeK6Jcj40VclhMBZENiPFKbxQ8ztHCdp4soDDSY5L5YFz/s1600/rs2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCyQMoDEkNxDpipU81Jh9ivKd6eZgcjsvatg8BsQJTT-wuOipfHfIUcadIKS7cxaXd4PXX9qlydMDdipqIj_zT3fLu0tvQXZsEeK6Jcj40VclhMBZENiPFKbxQ8ztHCdp4soDDSY5L5YFz/s320/rs2.jpg" height="136" width="320" /></a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>Day 2 Teachers’ opinion board. <a href="http://padlet.com/wall/valoracion_dia2_ast">http://padlet.com/wall/valoracion_dia2_ast</a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>Some teachers’ opinions retrieved from the boards are found below: </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Most interesting moments: Share experiences with colleagues working in different education levels, teamwork, research on creativity, 6-3-5 technique, the very use of Padlet, sequence Problem-Need-Insight-Ideas-Action</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Most shocking: Training was completely different from what I expected. Provides a different vision of creativity in the classroom. Relaxed atmosphere. Originality of some of the ideas we generated. Overload of useful information. Integration of partner comments to modify first ideas. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Funniest: Practical exercises. Rapid prototyping a product from scratch. Provide feedback to other partners ideas. John Cleese views on neuroscience</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Most boring: Rubric and self-evaluation. Waiting times between some activities. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Things I’d change: Pace, sometime it felt like we were on a rush. More but shorter sessions. More real examples of practical application in the classroom. Some tasks require further clarification. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">3.<span class="Apple-tab-span" style="white-space: pre;"> </span><b>Inspiration board</b>. A board was made available so that teachers could share inspirational stuff that could somehow influence project ideas. To make things easier, all links were distributed in four different categories: </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Things I’m interested in (work-related or not) </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Things I’d like to change (at classroom, school or community level)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Things I’ve seen somewhere else (that I’d love make them happen here) </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">•<span class="Apple-tab-span" style="white-space: pre;"> </span>Things I have in mind (but still haven´t found the time to put them into practice) </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyMzxUEoKj-5vk3yKpBzCtfXNZ7nA2-r-jVPnLvdFdtGGwRFiUo060FWzI6gaXn56OoKkJz2RTotTDE-XvBxwsL9T6_4Hj5KT2a8cHOmT_j64H522IJkSd6ripHJw-y4DUEy_IoF39W3J5/s1600/rs3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyMzxUEoKj-5vk3yKpBzCtfXNZ7nA2-r-jVPnLvdFdtGGwRFiUo060FWzI6gaXn56OoKkJz2RTotTDE-XvBxwsL9T6_4Hj5KT2a8cHOmT_j64H522IJkSd6ripHJw-y4DUEy_IoF39W3J5/s320/rs3.jpg" height="172" width="320" /></span></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span class="Apple-tab-span" style="white-space: pre;"> </span>Inspiration board. <a href="http://padlet.com/wall/murolamentaciones">http://padlet.com/wall/murolamentaciones</a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Participant teachers do still have access to all boards. A<b> summary board</b> was created shortly after the training ended with links to boards for each session. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinhxHPr0Oh1XKFFqL3oQ7yRjNa7dU888fqusKQGRRHKLr9M5RSC12Iq4NyqrRXsJ-2uEVuWd664RVpOY33WDD-PPv-aXZtn0x9aagiwaMvvRkhjb8MNDkVt0vFSUH5NPa9QM69uptWXOBo/s1600/rs4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinhxHPr0Oh1XKFFqL3oQ7yRjNa7dU888fqusKQGRRHKLr9M5RSC12Iq4NyqrRXsJ-2uEVuWd664RVpOY33WDD-PPv-aXZtn0x9aagiwaMvvRkhjb8MNDkVt0vFSUH5NPa9QM69uptWXOBo/s320/rs4.jpg" height="116" width="320" /></span></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Sessions summary board. <a href="http://padlet.com/wall/adeptt_ast">http://padlet.com/wall/adeptt_ast</a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The use of online boards has been of great help to the trainer and much appreciated by teachers in the final evaluation. It’s a flexible and unexpensive tool that makes ridiculously easy sharing and updating information in a very interactive way with course participants. Configuration is pretty straightforward and it is extremely user-friendly. A quick 5-min tutorial is more than enough to show participant teachers how it works. In future editions we plan to make participant teachers create their own personal online board as a sort of project portfolio to showcase progress from problem to insight to idea to action in a very visual way. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Wanna give it a go? Check it out at: </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://padlet.com/">http://padlet.com/</a></span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-32916365083668085402013-07-22T10:05:00.002+02:002013-07-23T13:50:42.493+02:00Such great heights: ADEPTT goes alpine in Spain.<div class="Publishwithline">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzCFVJhsDPKeMUmhD5pTdcoxZ6R13YA3l-OEhdHsngSLYwuwMorUefkh3fs15FxYJuJiHrJ55zsWW-chXYGZLqNHCTffauXUPLC2OTIXfO7mc2h8SVc5c66jMwLqezpubMRjirVrtAElJy/s1600/EDUCASTUR_ofertacurso_adeptt.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzCFVJhsDPKeMUmhD5pTdcoxZ6R13YA3l-OEhdHsngSLYwuwMorUefkh3fs15FxYJuJiHrJ55zsWW-chXYGZLqNHCTffauXUPLC2OTIXfO7mc2h8SVc5c66jMwLqezpubMRjirVrtAElJy/s320/EDUCASTUR_ofertacurso_adeptt.jpg" height="281" width="320" /></a><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">This post summarises
ADEPTT pilot experience in Asturias, a spanish region with a well-known
reputation for Enterprise Education in all levels of the education system.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>A
regional action plan, “Off the shelf” solutions (mainly in the shape of
mini-company programmes), <span style="mso-spacerun: yes;"> </span>fantastic-looking teaching resources, a vision
of the entrepreneurial “übermensch” with its<span style="mso-spacerun: yes;">
</span>long wishlist of skills attached and specific teacher training to make
this happen in schools are the main features of what’s become the well-trodden
path of Enterprise Education in Asturias. Stepping out of it was our main
motivation to participate in ADEPTT project and this is how we’ve done it. <o:p></o:p></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Training
proposal was built bearing in mind the four learning outcomes agreed by ADEPTT
partnership in a previous meeting in Berlin in February 2013. </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Thus, upon the successful completion of this module we
expected participants would be able to:<o:p></o:p></span></span><br />
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-style: normal; font-variant: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Explore and
understand creativity, innovation and entrepreneurship development in an
educational context.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font-size: 7pt; font-style: normal; font-variant: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Identify
research and appraise an entrepreneurial opportunity for teaching a particular
subject, and pitch the idea to peers and/or other stakeholders.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">3.<span style="font-size: 7pt; font-style: normal; font-variant: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Prototype
(produce a novel and fully functional model) and test the idea engaging
potential users and real stakeholders.<o:p></o:p></span></span></div>
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<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-list: Ignore;">4.<span style="font-size: 7pt; font-style: normal; font-variant: normal; line-height: normal;">
</span></span></span><!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-hansi-font-family: Calibri;">Reflect upon and
evaluate the application of the entrepreneurial opportunity.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwpl68vCH2cFaBSlpVwO5SxpkNLk_nX0pImqZ41siep_q4_Y2QCibK75PtPZRX67YhA6VfMHPN-rCzYWHuNya0L93OUnMoxgnIHgoonnph8LRhBAI8RFOPi4bKoQWjScFqhJxmuBwzer88/s1600/C360_2013-04-18-11-16-28.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwpl68vCH2cFaBSlpVwO5SxpkNLk_nX0pImqZ41siep_q4_Y2QCibK75PtPZRX67YhA6VfMHPN-rCzYWHuNya0L93OUnMoxgnIHgoonnph8LRhBAI8RFOPi4bKoQWjScFqhJxmuBwzer88/s320/C360_2013-04-18-11-16-28.jpg" height="240" width="320" /></a><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">A common assessment protocol was derived from this list of learning
outcomes. A rubric was created to enable course participants rate their
confidence on achieving these learning outcomes before and after the training
took place. Previous work had led to the identification of the four basic
building blocks of enterprising teaching: Creativity, Reflective Practice,
Community Engagement and Learning Environment (CRCL) and course contents were
designed accordingly in order to fit this model. All piloting partners agreed
to stick to the Learning outcomes, CRCL model and assessment protocol as
essential ingredients in all pilots. As long as these ingredients were present
partners were given freedom to design and craft their own training proposals. <span style="mso-spacerun: yes;"> </span>Back in Asturias, some decision-making was
needed. <o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Preaching
to the converted was the first thing we wanted to avoid. Thus a hazy title was
deliberately chosen. <span style="mso-spacerun: yes;"> </span>The pilot course
was announced in the website of our partner in crime, CPR Nalón-Caudal, one of
the branches of the Professional Development Service for teachers in
Asturias<span style="mso-spacerun: yes;"> </span>under the hazy title: “ADEPTT.
A methodology for the design of innovative educational experiences.” The
strategy bore fruit and a mixed group of 15 teachers and education
professionals signed up (</span><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Primary
(3), Secondary (6), VET (4), Career Counsellors (2).All of them taught
non-economic subjects and<span style="mso-spacerun: yes;"> </span>just one of
them acknowledged previous experience in EE. <o:p></o:p></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">Learning outcomes 2 and 3, asking teachers to
identify opportunities, pitch, prototype and test ideas with potential users
and stakeholders was an absolute “must” in our list of priorities and fits
neatly with the “turn ideas into action” imperative so dear to Enterprise
Education experts and policymakers at European level. As it happens VALNALON
has recently devoted some time to experiment with the use of Design Thinking to
bring forward innovation in the classroom so the use of some of the strategies
just came as natural coupled with elements of Project Based Learning that were
also added to the mix. <o:p></o:p></span></span><br />
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">While designing the activities we had a sort of
Bovine Excrement Bingo in mind and we committed to do our best to avoid terms
such as:<span style="mso-spacerun: yes;"> </span>Entrepreneurial spirits and
haunted houses, narrative fallacies in the shape of entrepreneurial success
stories, wishlists and pseudoscientific tests of entrepreneurial skills, Zen
quotes and creepy tales about the upcoming overtake of the world by the
Chinese.<span style="mso-spacerun: yes;"> </span>We were not brave enough to
avoid the Post-It Imperative though (we did not want to offend the whole
pantheon of entrepreneurial gods) but one thing we took great care in was providing
some theoretical underpinning or evidence-based research AFTER any practical
exercise (involving Post-Its or not) <span style="mso-spacerun: yes;"> </span>included in the training. <o:p></o:p></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">The
training took place in April and May 2013 and consisted of 12 contact hours
distributed in 3 different sessions plus 8 hours of homework. <span style="mso-spacerun: yes;"> </span>A lapse of time was deliberately introduced in
between sessions (a week between session 1 and 2, 4 weeks between session 2 and
3) We did this in order to avoid “premature articulation” and jumping to
conclusions too quickly.<span style="mso-spacerun: yes;"> </span>To guide project
participants through the process we tapped into the “School as Basecamp”
concept first coined by Learning Futures and kind of extended it into a sort of
climbing expedition metaphor divided in 4 stages: <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">April, 23rd (4 hours)<o:p></o:p></span></span></b><br />
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT8A0WrlnHWNVeT_Ge76w7G8kCQNMX6cPU9EXgemzrOac1erPXCM1EUSibnD2IcNdo4tKW9fSx9n_yU7dJ0cdFLpUEap-FO8pQqHsyxulziadpeBdmHvy0yCyGXQTr5aUypg7DMJlEfPCn/s1600/C360_2013-05-07-17-47-47.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT8A0WrlnHWNVeT_Ge76w7G8kCQNMX6cPU9EXgemzrOac1erPXCM1EUSibnD2IcNdo4tKW9fSx9n_yU7dJ0cdFLpUEap-FO8pQqHsyxulziadpeBdmHvy0yCyGXQTr5aUypg7DMJlEfPCn/s320/C360_2013-05-07-17-47-47.jpg" height="240" width="320" /></a><span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Basecamp</span></b><span lang="EN-GB" style="mso-ansi-language: EN-GB;">:<span style="mso-spacerun: yes;"> </span>Firstly<span style="mso-spacerun: yes;"> </span>participants were asked to share stories
about their perceptions and experience in teaching, work context, most
memorable moments, things they are interested in. This is all about Reflective
Practice, one of the elements of the CRCL model. At this stage participants
realise their backpack is not empty at all. It’s got some interesting gear that
will be of great use during the climb. <span style="mso-spacerun: yes;"> </span>With this information basecamp was set up and it
was time to start identifying opportunities or summits worth to be climbed. This
was an individual task although some participants with shared interests worked
in teams. At this particular stage he role of creativity in education (another
element of the CRCL model), divergent and convergent thinking strategies and basic
principles and stages of design thinking were presented to teachers.<span style="mso-spacerun: yes;"> </span>Day 1 comes to an end and participants are
asked to observe and engage with people in order to build empathy and spot an
adequate opportunity that could be transformed into a project idea.<span style="mso-spacerun: yes;"> </span>They were given a week to interview at least
5 different users and/or stakeholders. <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">May, 7th (4 hours)<o:p></o:p></span></span></b><br />
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Possible climbing routes</span></b><span lang="EN-GB" style="mso-ansi-language: EN-GB;">.<span style="mso-spacerun: yes;">
</span>Interviews and observation during the previous week led to the framing
of the challenge they wanted to tackle, or metaphorically speaking, the peak they
wanted to climb. Participants were asked to switch to divergent mode and
produce at least a basic draft of 3 different ideas, 3 possible climbing routes
to reach the summit. These 3 ideas were further enriched with comments from the
rest of course participants using the 6-3-5 technique. This exercise worked as
a fantastic introduction to a research paper on the benefits of parallel
prototyping in the generation of creative and disruptive ideas and the need to
avoid premature articulation. <span style="mso-spacerun: yes;"> </span>Convergent
thinking led to idea selection using a dot-sticking technique where teachers
were asked to consider the impact of different criteria such as desirability,
feasibility and viability in the “innovativeness” of the ideas selected. <o:p></o:p></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Attempt to summit .</span></b><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="mso-spacerun: yes;"> </span>At this
stage participants were expected to prototype selected ideas and pitch them to
their peers.<span style="mso-spacerun: yes;"> </span>Four key questions are
introduced in order to help teachers scaffold their ideas: “What needs to be
done next?”,<span style="mso-spacerun: yes;"> </span>“What do we already have?”,
“ How are your going to engage your users?” and “Who can help us?” Community
engagement was introduced through a stakeholder mapping exercise and the
question “How Might We Connect students Personal Interests with<span style="mso-spacerun: yes;"> </span>Academic<span style="mso-spacerun: yes;">
</span>Contents?” sparked a discussion about the changing landscape and
blurring boundaries of Learning Environments.<span style="mso-spacerun: yes;">
</span>In the session wrap-up teachers were reminded they had four weeks to
venture into the wild and make an attempt to the summit no matter how high they
reach. <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">June, 4th (2 hours)<o:p></o:p></span></span></b><br />
<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Back to the basecamp</span></b><span lang="EN-GB" style="mso-ansi-language: EN-GB;">. Four weeks later we sat around the
fireplace and the bruises and the ragged clothes were shown, enthralling tales
of avalanches and storms, sleepless nights out in the cold were told and in
some cases proofs of summit were provided.<span style="mso-spacerun: yes;">
</span>Projects devised by teachers covered a wide range of topics.<span style="mso-spacerun: yes;"> </span>To give you a flavour Nieves, a primary
school teacher came up with the project idea “Fuera de…/Out of…) which aims at
developing primary school kids mathematical competence using real contexts.
Carlos, a secondary school PE teacher combined coaching and technology to craft
a emotional education project for year11-year12 called “Emotional Zombies” and
Andoni, a VET teacher in the Basque Country managed to design and carry out
KUDEA-TU, a P2P teaching project where a group of VET students organised a
creativity workshop for Secondary Schools. But above all, this was an
opportunity to discuss and evaluate the whole ADEPTT learning experience. <o:p></o:p></span></span><br />
<br /></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">ADEPTT is
not a shining path for enterprising teaching, not even a success in the making.
It’s just a prototype from which we have derived some useful lessons on how to
expand the battlefield of enterprise education in close collaboration with
teacher participants in the training to whom we will be always grateful.<span style="mso-spacerun: yes;"> </span>Training will be done again in Autumn 2013.
In the meantime some changes in structure and content will be introduced so as
to make sure teachers have enough time to put into practice their project ideas
throughout the course. </span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><w:sdt contentlocked="t" id="89512093" sdtgroup="t"><span lang="ES" style="font-size: 1pt;"><w:sdtpr></w:sdtpr><w:sdt docpart="DD4C24ADAC3942B89DA43F7E4D322008" id="89512082" storeitemid="X_B797F95F-A532-42B7-9F5D-9685014DC72D" text="t" title="Berichttitel" xpath="/ns0:BlogPostInfo/ns0:PostTitle"></w:sdt></span>
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-64121870939230991462013-07-19T16:57:00.001+02:002013-07-19T17:00:27.515+02:00The Flemish ADEPTT Pilot<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-GB">Date: </span><span lang="EN-GB">4<sup>th</sup> of June,
2013<o:p></o:p></span></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-GB">Number of participants: </span><span lang="EN-GB">20<o:p></o:p></span></i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span lang="EN-US">Venue: </span></i><span lang="EN-US"><i>Hogeschool-Universiteit
Brussel, Brussels<o:p></o:p></i></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The Flemish
Pilot course was developed in collaboration with Vlajo, an organization trying
to get youngsters acquainted with entrepreneurship by building bridges between
education and the trade industry. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">During the one-day course, all participants were actively involved. </span></span><span style="font-family: Arial, Helvetica, sans-serif;">They actually had to leave their own comfort zone.</span><span style="font-family: Arial, Helvetica, sans-serif;">The Flemish course alternated
theoretical and practical input. Participants worked both individually and in
groups during the day. Through cooperative
methods like smart-games and the presentation of a good practice, the
participants learned about the different aspects of entrepreneurship (self
regulation, creativity, innovation, motivation). They were invited to link these
elements with the content, organization, evaluation and their teaching style of
their classes.</span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">
<br />We received the following feedback from one of the participants: <i>“It was an inspiring training to think about
active teaching methods and activating the students in your classes”</i>. This
quote represents the focus of Flanders’ pilot. <br /><br /></span></span></div>
<span lang="EN-US" style="font-size: 15px; line-height: 17px;"><span style="font-family: Arial, Helvetica, sans-serif;"><u><b>Programme</b></u></span></span><br />
<span lang="EN-US" style="font-size: 15px; line-height: 17px;"><span style="font-family: Arial, Helvetica, sans-serif;"><u><b><br /></b></u></span></span>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">After a short introduction of ADEPTT, the participants got acquainted with each other and they found out (in little groups) what entrepreneurship actually means. Besides a theoretical approach of entrepreneurship, the participants learned how they could integrate this in their lessons and/or classroom. A good practice was also presented.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">After the lunch, the participants zoomed in on active and co-operative learning and how this could be linked to entrepreneurship. They experienced this through different assignments, which are relevant for their teaching. During the afternoon, the topics concerning evaluation and teaching styles in an entrepreneurial learning environment were extensively explored.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><u><b>Some images of the Flanders’ training in
Brussels</b></u><b><o:p></o:p></b></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_9ZEA8SlKaJCIhcmE2z6HBrO1U7MG53qawTEpn8WRBjS1Vp8S5BUCwWLMd6KTSJ2Zu75dGGADm3aI2Pjw5ZxkPMyGY0hG0Ccbxfbirm1WJu6tXqjStThSBL_7qabAT5DC91Shq1le8tgN/s1600/pilot+brussels.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_9ZEA8SlKaJCIhcmE2z6HBrO1U7MG53qawTEpn8WRBjS1Vp8S5BUCwWLMd6KTSJ2Zu75dGGADm3aI2Pjw5ZxkPMyGY0hG0Ccbxfbirm1WJu6tXqjStThSBL_7qabAT5DC91Shq1le8tgN/s320/pilot+brussels.jpg" width="320" /></a></div>
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<i style="font-family: Arial, Helvetica, sans-serif; font-size: 15px; line-height: 17px; text-align: start;">Participants brainstorming in order to solve some challenging problems</i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggvU4wKuqXfkHlrK3SS7lnW7D7D4oDZeUJ3GUEGlhgj2KhhH_S-m40t-785fN_vzUt6OSTnAdEWSmGhiHf0-yphf8wuTx_i-00k2ZyTPdnqgZMY1dczx5xET69wTOQ6vRf30P1cGuCqrpX/s1600/pilot+brussels+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggvU4wKuqXfkHlrK3SS7lnW7D7D4oDZeUJ3GUEGlhgj2KhhH_S-m40t-785fN_vzUt6OSTnAdEWSmGhiHf0-yphf8wuTx_i-00k2ZyTPdnqgZMY1dczx5xET69wTOQ6vRf30P1cGuCqrpX/s320/pilot+brussels+2.jpg" width="240" /></a></div>
<span lang="EN-US" style="font-size: 15px; line-height: 17px;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>Participants also had to work together to solve some assignments (here: building a high and solid construction only with marchmellows and unboiled spaghetti)<br /><br /></i></span></span><br />
<span lang="EN-US" style="font-size: 11pt; line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-22376984145950558032013-07-18T11:55:00.002+02:002013-07-18T11:55:20.865+02:00ADEPTT Antwerp meeting July 9-10, 2013<iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/NrIMZQS2clk" width="640"></iframe>Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-50656596252478544652013-07-17T11:35:00.001+02:002013-07-17T11:35:23.792+02:00Pasi Sahlberg: 'Global Educational Reform Movement is here!'<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Global Educational Reform Movement is here!</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">In FINNISH LESSONS: What can the world learn from educational change in Finland? I conclude that rather than introducing sequential educational revolutions, Finnish education policy has been built upon periodic change and systemic leadership led by commonly accepted values and shared social vision that resonate closely with contemporary ideas of sustainable educational change. Importantly, the main features for developing a equitable, high-performing education system are similar to those underlying the social and economic transformation of Finland into a welfare state and a competitive knowledge society. It is, therefore, difficult to identify particular reforms or innovations per se that served as driving forces in raising the level and quality of Finnish education.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">It is necessary to identify broader policies – and especially how different public sector policies are interconnected with the education system. It is also essential to emphasize that although Finland has been called ‘a model pupil’ in listening to the policy advice from the international organizations, especially the OECD and the European Union, the Finnish education system has remained quite uninfected to viruses of what is often called the global education reform movement or GERM. And the reason for that is clear: professional strength and moral health of Finnish schools.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">GERM has emerged since the 1980s and has increasingly become adopted as a educational reform orthodoxy within many education systems throughout the world, including in the U.S., England, Australia and some transition countries. Tellingly, GERM is often promoted through the interests of international development agencies and private enterprises through their interventions in national education reforms and policy formulation.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Since the 1980s, at least five globally common features of education policies and reform principles have been employed to try to improve the quality of education and fix the apparent problems in public education systems.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">First is standardization of education. Outcomes-based education reform became popular in the 1980s, followed by standards-based education policies in the 1990s, initially within Anglo-Saxon countries. These reforms, quite correctly, shifted the focus of attention to educational outcomes, i.e. student learning and school performance. Consequently, a widely accepted – and generally unquestioned – belief among policy-makers and education reformers is that setting clear and sufficiently high performance standards for schools, teachers, and students will necessarily improve the quality of expected outcomes. Enforcement of external testing and evaluation systems to assess how well these standards have been attained emerged originally from standards-oriented education policies. Since the late 1980s centrally prescribed curricula, with detailed and often ambitious performance targets, frequent testing of students and teachers, and test-based accountability have characterized a homogenization of education policies worldwide, promising standardized solutions at increasingly lower cost for those desiring to improve school quality and effectiveness.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A second common feature of GERM is focus on core subjects in school, in other words, on literacy and numeracy, and in same case science. Basic student knowledge and skills in reading, writing and mathematics are elevated as prime targets and indices of education reforms. As a consequence of accepting international student assessment surveys, such as PISA, TIMSS and PIRLS, as criteria of good educational performance, reading, mathematical and scientific literacy have now become the main determinants of perceived success or failure of pupils, teachers, schools, and entire education systems. This is happening on the expense of social studies, arts, music and physical education that re diminishing in many school curricula.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The third characteristic that is easily identifiable in global education reforms is the search for low-risk ways to reach learning goals. This minimizes experimentation, reduces use of alternative pedagogical approaches, and limits risk-taking in schools and classrooms. Research on education systems that have adopted policies emphasizing achievement of predetermined standards and prioritized core subjects, suggests that teaching and learning are narrower and teachers focus on ‘guaranteed content’ to best prepare their students for tests. The higher the test-result stakes, the lower the degree of freedom in experimentation and risk-taking in classroom learning.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The fourth globally observable trend in educational reform is use of corporate management models as a main driver of improvement. This process where educational policies and ideas are lent and borrowed from business world is often motivated by national hegemony and economic profit, rather than by moral goals of human development. Faith in educational change through innovations brought and sold from outside the system undermines two important elements of successful educational change: First, it often limits the role of national policy development and enhancement of an education system’s own capabilities to maintain renewal, and perhaps more important. Second, it paralyzes teachers’ and schools’ attempts to learn from the past and also to learn from each other.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The fifth global trend is adoption of test-based accountability policies for schools. In doing so school performance – especially raising student achievement – is closely tied to processes of accrediting, promoting, inspecting, and, ultimately, rewarding or punishing schools and teachers. Success or failure of schools and teachers is often determined by standardized tests and external teacher evaluations that devote attention to limited aspects of schooling, such as student achievement in mathematical and reading literacy, exit examination results, or intended teacher classroom behavior.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">None of these elements of GERM have been adopted in Finland in the ways that they have within education policies of many other nations, for instance, in the United States and England. This, of course, does not imply that education standards, focus on basic knowledge and skills, or accountability should be avoided in seeking better educational performance. Nor does it suggest that these ideas were completely absent in education development in Finland. But, perhaps, it does imply that a good education system can be created using alternative approaches and policies orthogonal to those commonly found and promoted in global education policy markets. This is why I wrote Finnish Lessons.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">By contrast, typical features of teaching and learning in Finland are:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> high confidence in teachers and principals as high professionals;</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> encouraging teachers and students to try new ideas and approaches, in other words, to put curiosity, imagination and creativity at the heart of learning; and</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> purpose of teaching and learning is to pursue happiness of learning and cultivating development of whole child.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The best way avoid infections of GERM is to prepare teachers and leaders well. In Finland all teachers must have masters degree in education or in the field of their subject. This ensures that they are good in what they do in classrooms and also understand how teaching and learning in their schools can be improved. School principals are also experts of educational change and can therefore protect their schools and school system from harmful germs.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Lessons from Finland help you to kill 99.9% of GERMs.</span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com1tag:blogger.com,1999:blog-8770622463656781872.post-73369757549457234282013-07-16T09:50:00.001+02:002013-07-16T09:50:41.247+02:00Study Finds Spatial Skill Is Early Sign of Creativity<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">A gift for spatial reasoning — the kind that may inspire an imaginative child to dismantle a clock or the family refrigerator — may be a greater predictor of future creativity or innovation than math or verbal skills, particularly in math, science and related fields, according to a study published Monday in the journal Psychological Science. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The study looked at the professional success of people who, as 13-year-olds, had taken both the SAT, because they had been flagged as particularly gifted, as well as the Differential Aptitude Test. That exam measures spatial relations skills, the ability to visualize and manipulate two-and three-dimensional objects. While math and verbal scores proved to be an accurate predictor of the students’ later accomplishments, adding spatial ability scores significantly increased the accuracy. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The researchers, from Vanderbilt University in Nashville, said their findings make a strong case for rewriting standardized tests like the SAT and ACT to focus more on spatial ability, to help identify children who excel in this area and foster their talents. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">“Evidence has been mounting over several decades that spatial ability gives us something that we don’t capture with traditional measures used in educational selection,” said David Lubinski, the lead author of the study and a psychologist at Vanderbilt. “We could be losing some modern-day Edisons and Fords.” </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Following up on a study from the 1970s, Dr. Lubinski and his colleagues tracked the professional progress of 563 students who had scored in the top 0.5 percent on the SAT 30 years ago, when they were 13. At the time, the students had also taken the Differential Aptitude Test. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Years later, the children who had scored exceptionally high on the SAT also tended to be high achievers — not surprisingly — measured in terms of the scholarly papers they had published and patents that they held. But there was an even higher correlation with success among those who had also scored highest on the spatial relations test, which the researchers judged to be a critical diagnostic for achievement in technology, engineering, math and science. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Cognitive psychologists have long suspected that spatial ability — sometimes referred to as the “orphan ability” for its tendency to go undetected — is key to success in technical fields. Earlier studies have shown that students with a high spatial aptitude are not only overrepresented in those fields, but may receive little guidance in high school and underachieve as a result. (Note to parents: Legos and chemistry sets are considered good gifts for the spatial relations set.) </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The correlation has “been suspected, but not as well researched” as the predictive power of math skills, said David Geary, a psychologist at the University of Missouri, who was not involved in the study, which was funded by the John Templeton Foundation. The new research is significant, he said, for showing that “high levels of performance in STEM fields” — science, technology, engineering and math — “are not simply related to math abilities.” </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Testing spatial aptitude is not particularly difficult, Dr. Geary added, but is simply not part of standardized testing because it is considered a cognitive function — the realm of I.Q. and intelligence tests — and is not typically a skill taught in school. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">“It’s not like math or English, it’s not part of an academic curriculum,” he said. “It’s more of a basic competence. For that reason it just wasn’t on people’s minds when developing these tests.” </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It is also a competence more associated with men than women. In the current study, boys greatly outnumbered girls, 393 to 170, reflecting the original scores of the students in the ’70s. But the study found no difference in the levels of adult achievement, said Dr. Lubinski, though the women were more likely than the men to work in medicine and the social sciences. </span><br />
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0tag:blogger.com,1999:blog-8770622463656781872.post-23619662867845772972013-07-15T13:10:00.000+02:002013-07-15T13:10:51.973+02:00Staff wellbeing is the key to raising student satisfaction<div id="article-header">
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<span style="font-family: Arial, Helvetica, sans-serif;">Investing in staff pays dividends in satisfying students and engaging them in learning, argue </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>Staff satisfaction is the key to raising student satisfaction and helping to engage students in their learning. </i></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">With more and more information available to prospective applicants, the growing importance of league tables, and competition between universities for a decreasing pool of applicants becoming ever more cut-throat, it seems like there is an ever increasing pressure on universities and their <a href="http://www.guardian.co.uk/higher-education-network/academics" title="More from guardian.co.uk on Academics">academics</a> to keep students happy.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">There is nothing wrong with this. Providers should be offering a quality experience responsive to student expectations, respectful of their feedback, their understanding, and of their own needs as learners. Universities should also work more closely with students, and the commitment across the sector to the <a href="http://www.guardian.co.uk/higher-education-network/student-engagement" title="More from guardian.co.uk on Student engagement">student engagement</a> agenda is heartening.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">But with this focus on students, staff in our universities can feel demoralised and disempowered. <a href="http://www.ucu.org.uk/index.cfm?articleid=6344" title="">A 2012 survey on occupational stress</a> carried out by the University and College Union found that staff in British universities are more stressed now than in 2008, and experience considerably higher average levels of stress relating to the demands made on them at work than the British working population as a whole.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Has the balance of power shifted from staff to students? Do academics increasingly feel under scrutiny from managers and under pressure to perform in the National Student Survey? Students rate in detail their satisfaction with their <a href="http://www.guardian.co.uk/education/lecturers" title="More from guardian.co.uk on Lecturers">lecturers</a> – the quality of teaching, their ability to explain the subject and make it interesting, their assessment and feedback on students' work, and their availability to students.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Today's students often have as much to balance as the academics who teach them: paid work, career prospects, social and family lives as well as their academic study. But students' understanding of what constitutes good teaching may sometimes not be in their own best interests, and their expectations for support from staff may often not be realistic.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Contact hours in particular can be a minefield of mismatched expectations. They may not always have a picture of what they need from <a href="http://www.guardian.co.uk/education/higher-education" title="More from guardian.co.uk on Higher education">higher education</a> which can or should be met, and the lecturer face to face with student discontent can be in a difficult position. The difference between a complaint and feedback to lecturers can easily get confused, and staff on the receiving end can find this stressful.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What we need to recognise in all of this is that there is a fundamental link between staff wellbeing and student satisfaction: engaged, committed staff will be those whose enthusiasm for their subject and their job shines through and rubs off on students. A balance needs to be struck. Student satisfaction and staff satisfaction are likely to improve together if providers recognise that balance and don't seek to widen what can be a toxic dichotomy between staff and student needs.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">A reduction in absenteeism and staff turnover are in themselves in the student interest. Besides, a lecturer able to concentrate happily on teaching without fearing complaint and reprisal is more likely to engage students and convey that love of learning which is the long-term legacy of successful higher education.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Investment in staff wellbeing will pay dividends not just in satisfying students but in genuinely engaging them in their learning, in creating a partnership and dialogue between staff and students.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What we should be aspiring to is not only reacting to student feedback, but proactively engaging them with shared decision making, shared attention to quality, and shared learning. A contentious assertion, perhaps, but one which the sector would be wise to heed: staff satisfaction is the key to raising student satisfaction.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><em>Joy Carter is vice-chancellor of the </em><a href="http://winchester.ac.uk/" title=""><em>University of Winchester</em></a><em> and Gill Evans is professor Emeritus of medieval theology and intellectual history at the </em><em><a href="http://www.cam.ac.uk/" title="">University of Cambridge</a><br /><br />The Guardian</em></span></div>
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Bruno Tindemanshttp://www.blogger.com/profile/11729806243051376870noreply@blogger.com0