Depends on a chosen idea, some suggested ideas are for the lesson (45 minutes), others can take longer periods.
Description
The methodological material created by a group of experts and based on a lot of valuable references provides examples of long-term and short-term planning under the renewed Economic and Entrepreneurship Framework Program (Lithuanian). It provides the illustrations of lesson plans, a brief description of the assessment, and sources of information that economics teachers and students can use in preparation for and during the lessons.
To understand how entrepreneurship education can be implemented in a primary level by analysing and applying Aflatoun program direcly with primary children (f.e. during internship)
To understand how entrepreneurship and related themes can be taught for youth and adolescents (16-24+), the ideas can be applied in initial teacher training.
To analyse the report on evidence-based strategies for the social and economic empowerment of children and youth in order to get a better understanding of particular entrepreneurship related themes.
Materials
There’s a lot you can find on organization’s website:
The EIPTE project considers, that most applicable for Initial Primary Teacher Education would be the following resources, provided by the organization:
The AflaYouth, which curriculum aims to improve income-generation abilities for vulnerable young women and men (aged 16-24+) across geographies. It is suited to easily be adaptable in all contexts. It enables young people to gain access to training, support, mentoring and on- and offline learning during their transitions into the formal labour market or entrepreneurship.
Aflatoun’s core programme focuses on children of primary school age, because new attitudes and behaviours are most easily absorbed during this time. It is a fundamental period in personal development, where literacy, numeracy and basic skills become ingrained and part of everyday life. Our curricula can be used within formal primary education, but for those without access to schools we have developed the Non-Formal Education manual.
The AflaYouth curriculum aims to improve income-generation abilities for vulnerable young women and men (aged 16-24+) in all of Aflatoun’s regions. A programme model for Social and Financial Skills (SFS), Employability and Entrepreneurship skills, suited to easily be adaptable to all contexts. It enables young people to gain access to training, support, mentoring and learning on- and off-line during their transitions into the formal labour market or entrepreneurship.
Social and Financial Skills (SFS) program covers the following transferable skills:
Self-awareness • Judge & identify one’s strengths and weaknesses • Show tolerance • Cope with stress and frustration • Overcoming Obstacles • Feel empathy • Building confidence and motivation • Regulate saving and spending • Plan and budget • Manage financial options • Differentiate between needs and wants.
Employability program covers the following transferable skills:
Communicate constructively • Teamwork and cooperation • Setting goals • Critical thinking • Decision making • Anticipating challenges • Negotiation and persuasion • Flexibility • Seeking and making use of guidance • Gaining, processing and assimilating new knowledge
Entrepreneurship program covers the following transferable skills:
Identifying opportunities • Sense of initiative • Creativity and innovation • Problem-solving • Leadership • Risk-assessment • Planning and managing projects • Ability to prioritise • Building on prior experience and knowledge.Studies have shown the positive impact that a combination of social, financial and livelihoods education, along with access to appropriate financial services can have on young people. Girls and young women take leadership opportunities, young people become active citizens, children stay in education or training, and young people’s sexual and reproductive health and rights are strengthened. The key factors are the individual’s confidence, their capabilities to manage their economic circumstances, and their access to the right kind of financial and educational services. This report is about helping young people take control, to self-determine, and to achieve their goals. To enhance children’s social agency and financial health resulting in greater empowerment six evidence-based strategies are examined. These translate into specific recommendations for national policy makers, private sector entities, educators, international agencies and civil society/NGOs. The success of these solutions requires that children and youth are involved in all stages of their design, implementation and evaluation.
Languages
English and other languages (varies depending from the country). Through a strong network of 345 partners and 38 governments, the organisation reaches 10.5 million children and young people each year in 108 countries.
to develop Entrepreneurship Competence of future teachers;
to become familiar with tools, prepared by other in-service teachers or other interested parties for different education levels (including primary school and Higher Education);
to create and to share tools in the provided platform.
TES is one of the largest entrepreneurship education initiatives in Europe, co-funded by the European Commission through the Competitiveness and Innovation Programme (CIP). It aims at supporting teachers’ professional development in applying the entrepreneurial learning in several subjects and learning environments (primary, secondary, upper secondary and vocational schools). As teachers are playing a leading role in the implementation and evolution of entrepreneurial learning: thousands of good tools and methods for entrepreneurial learning are used in European schools every day. The Virtual Guide constitutes the first attempt to systematize them with over 100 tools and methods included in the first edition, but it aims to further grow and to become an increasingly important go-to place for entrepreneurial teachers in search of good ideas and examples. In order to achieve such a goal, we need your help to broaden the variety of tools and methods presented in the guide. If you have developed experiences, best practices or new ideas share them by filling the form provided on the website. The Virtual Guide provides 33 tools for lower primary and 55 for higher primary levels, and 48 tools for Initial Teacher Education.
The platform provides lots of opportunities for games, so duration can vary depending on needs.
Description
“Pinigėnai” is a fun, educational game for children aged 5-9 and young people. "Pinigėnai" helps to introduce children to the most important principles of earning and spending money and to explain their value in a fun and interesting way. This website and the tasks on it are designed to help teach children how to handle money properly. In addition, most tasks can be a great basis for conversations and discussions with children about money and decisions related to real-life situations. “Pinigėnai” is a Lithuanian version of the educational game Moneyville, created by the Danske Bank Group in cooperation with experienced experts. “Pinigėnai” is part of Danske Bank's financial literacy program to develop basic financial skills for children and young people. The “Pinigėnai” website can be used by anyone. Since the game was launched in 2008, within three years users have registered more than 575 thousand times on the website of the game "Pinigėnai" and the total number of logins was approaching 2.5 million. In eight countries, the game attracted more than 5.3 million users, who logged in 20 million times and spent 90 million minutes in the game. Lithuanian game “Pinigėnai” and it’s version in other languages – Moneyville, has iPad and Android apps available too.
To share a definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.
Duration
Just reading the paper could take aroun 4 hours.
This paper could be worked autonomously or work in teams.
The learner could read it guided by the lecturer or work it using different methosologies.
There is not a fixed time as it depends on the number of questions proposed.
The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.
Build your challenge without words! The purpose of this activity is to learn to collaborate without too many words.
Duration
30-60 minutes
Material
Spaghetti and marshmallows
Description
Are you planning a teaching material with an innovative approach or are you making a lesson plan with entrepreneurial thinking? Here you will have a chance to develop creativity and innovation and generate new ideas in a different way. You will learn to design and develop new educational products (resources) using a different kind of materials, in a very creative way and to reflect on the use of everyday material in you teaching.
General: To motivate teachers to
act and develop new ideas to contribute to the entrepreneurial education.
Specific: Related to the 5 phases
of the Design Thinking methodology.
To empathize with the suggested problem.
To interpret in a proper way the problem to be solved.
To select ideas to answer the problem.
To transform ideas into prototypes.
Duration
The awareness programme is programmed to be carried out in a total of 5 sessions. In each session a block of the programme will be worked. Each block corresponds to each phase of Design Thinking.
The program is structured in 5 sessions of 2 hours of duration that will be carried out throughout 5 weeks every Wednesday afternoon after the end of the classes.
Material
Description
In order to carry out the activities in a dynamic way following the process of Design thinking, the programme will be carried out with a maximum of 30 people, who will work in small groups (6 people per group) with the exception of the activities of the last session which will be carried out all together.
Each teacher will be given a file where they will find the different readings for each block and the steps they must follow to carry out the different activities.
At the end of the programme, on the one hand, each participant will have to fill in a rubric in order to reflect on the learning they have acquired in each of the phases and, on the other hand, they will find a scale of assessment to evaluate whether they have personally developed the competences that characterise an entrepreneur or not.
Finally, teachers will be able to reflect and write suggestions about the entire process followed by them in order to make future improvements to the programme.
This programme has been produced by Ainhoa Ituño Martín (participant of EIPTE project) and Jon Hernández Fernández, both last year students of the Primary Education degree of the University of Deusto.
Creaction! is an online training platform developed by the University of Deusto to foster entrepreneurial skills. It is a journey that starts when someone invites you to join it. There are different roles:
Travelers are those who join the journey once they receive an invitation from their Guide. Although there are individual exercises, the journey is designed to be made simultaneously in a group.
Guide is the person who invites travelers to join Creaction! This person has previously completed the journey. He or she will shake and motivate the travelers during their adventure and will keep track the traveler's work.
Hosts are experts from the University of Deusto who have created the Creaction! Methodology. They will help guides in their tasks as journey shakers.
The journey concludes with a final project that will make the change either in or out your organization. The topic of the projects can be either defined by the Guide or by the same traveler. Creaction! has a clear practical approach, and the best sample of this is that to conclude the journey, each traveler has to share his or her project following the Design For Change methodology.
To generate new ideas (mainly educational resources).
To design and develop new educational products (resources) using a different kind of materials, in a very creative way, and taking into account the resources provided in the profile.
To share (and identify) new, unknown or innovative educational resources.
To reflect on the use of everyday material for the design of educational resources.
Duration
It will always depends on the use you make of the different resources that the profile provides.
In case you have problems to access the account, please go to Instagram to "recursoaula"
Description
This is an instagram profile that shares with anyone who ask for it different resources: sentences, books, videos, other educational profiles, posters, infographics, activities, TIC tools and techniques among others. You can find original and innovative educational resources made by teachers, educators, pre-service teachers and/or students using all kind of materials and fabrics.
Lnguage (s)
Spanish. In any case, many of the resources are presented through images in which the language is not an impediment.
To develop new ideas or thoughts - regardless of the task/problem.
The same process that leads to radical innovation will also enhance self-esteem and thus the joy of participation by the individual human. Therefore, the Creative Platform can both be used for innovation, development of job satisfaction through higher self-esteem and in any situation where new thoughts or ideas are needed.
The Creative Platform can be used for teaching creativity, creative teaching in all subjects from primary school to PhD level, developing self-esteem, generation and development of ideas for new products, services, organizational setups, marketing plans, what to do in the weekend, where to go for holiday or any other context where a new idea or thought is needed in a group.
Duration
It depends on the modules and/or activities you decide to implement. There are activities for minutes or modules to be developed during weeks.
The Creative Platform is a paradigm for unlimited application of knowledge in processes. It is practiced by a creative process in groups. Through the creative process humans develops an ability to be themselves - thus freeing them from limitations of disciplinary (academic/professional), social or cultural character. The basic element of a creative process is the idea. An idea is a unique situation-specific representation of knowledge - and the process consists of ideas - on ideas - on ideas until the solution in the form of a product, project, procedure, an appointment, idea concept, a professional understanding or course of action is a reality. The Creative Platform is an approach for teaching creativity and/or running creative processes. It is the idea of an ideal mental workplace for interdisciplinary, inter-social and intercultural groups. On the platform it is possible for professionals from all kinds of disciplines and cultural backgrounds to unlimited apply their knowledge for solving a common task/problem. Therefore The Creative Platform is a learning environment, where people apply their knowledge unlimitedly to create new knowledge constructions in terms of ideas for products, services or new perspectives on their thinking. As a didactic approach the creative platform forms a shift in paradigm compared to most didactic approaches. While the core in traditional didactic approaches is about reflecting experiences or literature, the core in The Creative Platform is about engaging in the experience of creatively creating something together with other people. This notion builds on the premise that only through total engagement it is possible to let go of the dominating patterns of thinking that are bound by disciplines, social structures and cultural traditions. Examples of application ranges from organizational development, product/service development, teaching creativity at all levels of education, creative teaching at all levels of education, cross disciplinary work, self-esteem development and much more. In the video below you can see an introduction to The Creative Platform. 6-PHASE MODEL The process on The Creative Platform and the work done on it always follow the same phases - no matter what the purpose might be: 1. Preparation for facilitating the process, composition of participants, physical frames and writing down a minute-by-minute program of the process 2. The Red Carpet is a ritual in which participants get onto The Creative Platform and have the motivation, concentration and confidence to engage in the process 3. The problem/task is presented briefly and without professional/academic input of any kind 4. Idea development is where knowledge is applied unlimited in a creative generation and development of solutions for the problem/task
5. Professional/academic input is brought into the process when we have found a direction/an idea that we want to develop further 6. The Blue Carpet is a ritual in which participants are taken down from The Creative Platform and will be prepared for the ordinary world again 3D CASES The process includes a number of 3D cases from the 3D Didactic. These exercises provide a change in behavior and thinking of the participants needed on The Creative Platform. The 3D cases are context independent. A process consists of alternating 3D case - working on task/problem - 3D case - working on task/problem, and so on. Therefore, the 3D cases are only used to create a specific behavior and thinking that is needed for the following work on task/problem – a bit like a training before doing. You can read more about 3D didactic in by following the link "3D Didactic" in the menu on the right. PRINCIPLES The entire process of The Creative Platform including 3D cases, the work on task/problem, the 6-phase model and everything else - are uncompromisingly following four fundamental principles: All have the same kind of thinking and behavior at all times (parallel thinking) One should only focus on the task (task focus) There should be no experience of judgement (no experienced judgement) Stimulating the use of all kinds of knowledge (horizontal thinking) BEFORE USING THE PLATFORM It would be a good idea to familiarize yourself thoroughly with it before you start. A good idea is to experiment with using it in situations where you have only little at stake. The more confident you become about using it, the more your participants will understand, feel it and eventually get onto The Creative Platform. In the menu "The Creative Platform" under "What is it" (https://www.uka.aau.dk/The+Creative+Platform/What+is+The+Creative+Platform/) you will find videos and literature to read before you start using it. The Creative Platform uses the 3D Didactic as an important part of the processes. It would be interesting to study this concept further. You can find more information on the 3D Didactic in the menu "3D Didactic" (https://www.uka.aau.dk/3D+Didactic/) . There are process modules and tools for processes that are available in the menus "The Creative Platform" under: * "Process modules": All processes (courses) on The Creative Platform are made by mixing standard modules in different ways. This means that one can make a course on creativity by mixing the modules in one way, an innovation process by mixing in a different way and a completely third mix can create a process for self-esteem development, and * "Tools for processes": In the following you can find the tools needed for using The Creative Platform yourself. All materials are open source and you are allowed to print/copy as many as you would like for private/organizational use, however, you are not allowed to print/copy for sales. See https://www.uka.aau.dk/The+Creative+Platform/
