Proposal to introduce Primary Industries Entrepreneurial Schools (PIES) into rural areas

Transcription

1 Proposal to introduce Primary Industries Entrepreneurial Schools (PIES) into rural areas Prof. John Halsey Rural Education and Communities Flinders University

2 Primary Industries Entrepreneurial Schools (PIES) Regional Summit, Whyalla May 2015 Professor John Halsey, Flinders University 2

3 Vision Vibrant, productive rural and remote communities are integral to the long term sustainability of Australia and globally. Premise The importance of rural and remote communities is going to increase over the next 4 decades- virtually without exception, rural places and spaces are where most of the world s food is produced, energy is sourced, minerals are extracted, water supplies originate, and the natural environment is most abundant. The Big Task From knowledge and skills for building the modern world (20th century) to knowledge and skills for sustaining the world (21st century). 3 3

4 Standpoint In a very fundamental sense, we are what we pay attention to Our attention is precious and what we choose to focus it on has enormous consequences. What we choose to look at, to listen to, [to stand for, to advocate, to privilege, to nurture, to share, to let go ] these choices change the world. (Fleischner, L.T. (Ed.) (2011). The Way of Natural History. San Antonio: Trinity University Press). 4 4

5 Why Primary Industries Entrepreneurial Schools (PIES)? Growing demand for high quality food and fibre driven by world population growth and a rapidly expanding middle class in our region Primary Industries- an SA strength with great potential for growth, diversification and innovation Rural schools- are frequently in the heartlands of our Primary Industries Rural schools- are strategic assets for building new enterprise futures for youth, communities and others, and many have underutilised resources Great fit with South Australia s Strategic Plan to grow the contribution made by the South Australian food industry to $20 billion by 2020 and increase regional populations outside greater Adelaide to 320,000 or more by 2020 ( 5

6 What PIES Can Deliver High quality/potentially high income enterprise and career opportunities/jobs for rural youth (and others) Growth and improved sustainability of rural and regional communities Skills and knowledge to develop/enhance businesses to capitalise on the growing demand for high quality food and fibre products and experiences Reverse/slow rural youth flow to the city through better retention and the potential to attract and retain city based youth (and others) into rural and regional areas Greater utilisation of rural educational infrastructure/resources and opportunities for rural-city partnerships 6

7 Entrepreneurship Education Entrepreneurship education. provides the knowledge and hands-on learning experiences to help students develop the skills associated with starting a business venture. These skills include visioning, leading, communicating, listening, [innovating], problem solving, managing change, networking, negotiating, and team building (Sahlman and Stevenson, 1992 in Williams, L.E, 2004, p.2. Entrepreneurial Education: Creating a Usable Economic Community Base. Rural Research Report, Illinois Institute for Rural Affairs. 7

8 Entrepreneurship Curriculum An entrepreneurship curriculum prepares students to... [create], identify or recognize a market opportunity and generate a business plan (service or product) to address the opportunity obtain and commit resources in the face of risk to pursue the opportunity create and sustain a business organization to serve the market opportunity. (Brown, 2000, in Williams, L.E, 2004, p.2. Entrepreneurial Education: Creating a Usable Economic Community Base. Rural Research Report, Illinois Institute for Rural Affairs. 8

9 Implementing PIES Identify locations, schools and year level(s) Identify and/or develop curriculum- primary and secondary Example-for years 11&12 the South Australian Certificate of Education (SACE) is designed to enable students to: develop the capabilities to live, learn, work, and participate successfully in a changing world plan and engage in a range of challenging, achievable, and manageable learning experiences, taking into account their goals and abilities build their knowledge, skills, and understanding in a variety of contexts, for example, schools, workplaces, and training and community organisations gain credit for their learning achievements against performance standards. 9

10 Use the SACE Research Project and include explicit emphasis and opportunities for enterprise education and exploring and growing entrepreneurial skills and knowledge Strengthen the SACE Capabilities to give enterprise and entrepreneurship greater prominence- currently enterprise is only listed against creative and critical thinking SACE Capabilities (based upon the Australian Curriculum) are: literacy numeracy information and communication technology capability creative and critical thinking personal and social capability ethical understanding, and intercultural understanding 10

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12 Find, grow and sustain relationships with local (and other) enterprises and entrepreneurs Identify leaders and teachers with a passion for Entrepreneurial Education- give them the PD and resources they need-build on the Flinders University New Ventures Institute PD initiatives Excite and engage students, their parents/carers Focus on ensuring the 3 key message systems of schoolingcurriculum, pedagogy and evaluation- work together for EE Plan, trial, assess, modify/refine, celebrate and promote 12

13 C B A D School G F E 13 13

14 Some potential inhibitors/blocks Resistant culture/attitudes- community, family, friends Curriculum and time allocation rigidity External connections taken-for-granted Attitudes and communications that shut down rather open up opportunities Fear of imagining other Letting go and embracing new 14 14

15 Challenge Our attention is precious and what we choose to focus it on has enormous consequences [for the future of young people, our rural and regional communities, our state, our nation and the globe] (Fleischner, 2011, p.9.) 15