GRAND FINAL REPORT. Executive Summary

Transcription

1 GRAND FINAL REPORT This is a summary of the, the complete version is available on the GEBP website - The aim of this report is to present the essentials of the in an easily accessible manner. The structure of the and the content on the website are described at the end of this report.

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3 Dear Reader, You now hold the GEBP Final Report in your hand. The GEBP project has been a great journey and here you will find everything we have learned and discovered during these three years. As the GEBP network has involved 19 regions/organisations it has been a great challenge to manage. In the start we were told that this network was too big and too broad. We laid a lot of emphasis on maintaining an effective communication system between the regions so that every opportunity was taken to learn from one another and to promote cross-cutting approaches. We are pleased to present the network outcomes and conclusions together with all the other results that emerged from our Project activities. We hope that you will find this report interesting and useful and that it will help you in your work of integrating enterprise/entrepreneurship education into the school curriculum. We will continue to work within this network in the future since now is the time when the developments must be initiated at a local level. We also hope that you can get some ideas and inspiration for developing links between the Education and Business world. If you find this interesting and useful we would be happy if you would contact us or even become a member of the network The GEBP Lead Group March 30, 2006 Minna Laatu, Vaasa FI Chairman John Carnall, Suffolk UK Per Chairman Kristensen, John Hillerød Carnall, DK Suffolk UK Project Per Kristensen, manager Jörgen Hillerød Jonsson, DK Gotland SE Project manager Jörgen Jonsson, Gotland SE

4 Table of Contents Description / Introduction...6 General description...6 Aims...9 Goals...9 Outcomes & Results...9 Introduction...9 The Work Packages...9 The Partnerships...9 Work Breakdown System...10 Conferences...10 All conferences with area of focus...11 An effective virtual system...11 The Best Practice Database...12 The theories...13 Priorities for the future...15 Dissemination...15 Supporting Teaching for Enterprise Programmes (STEP)...15 Work Package outcomes...17 Work package Overall outcomes (WP1 a+b+c)...17 Work package 1a Students Involvement...17 WP 1a - Results and Discussion...17 WP 1a - Conclusions...18 Work package 1b Personnel Involvement...19 WP 1b - Aims...19 WP 1b - Tasks...19 WP 1b - Outcomes...19 WP 1b - Summary...20 WP 1b - Conclusions...20 Work package 1c Initial Teacher Training Programmes...21 WP 1c - The purpose...21 WP 1c - Aims...21 WP 1c - Conference activities...21 WP 1c - Outcomes...21 Work package 2 Social Inclusion...22 WP 2 - Outcomes/Results...22 WP 2 - Aims, Activities and actual Outcomes...22 WP 2 - Summary and Conclusions...22 Work package 3 Partnership...24 WP 3 - Outcomes/Results...24 WP 3 - Aims

5 WP 3 - Summary...24 WP 3 - Conclusions / Essential Outcomes...25 Work package 4 Research & Evaluation...26 WP 4 - Tasks...26 WP 4 - Outcomes / Results...26 Work package 5 Dissemination...27 WP 5 - Outcomes/Results...27 WP 5 - Aims and Goals...27 WP 5 - Tasks...27 Structure of the Report...28 Information Details...30 Website...30 Member and Lead group details and contact information...30 Project leaders...30 Authors of this report - GEBP Lead Group

6 Description / Introduction General description The Glocal Education Business Partnership (GEBP) is an international network consisting of 19 members situated in nine countries. The GEBP network that was supported by the Leonardo da Vinci Programme had a strong focus on Education, Businesses and the Community working together for mutual benefit. The Project fostered and consolidated close and innovative links between education and local and regional businesses. It promoted long-term co-operation and provides the opportunity for young people to acquire the entrepreneurial skills required for employment. The GEBP aimed to create a transnational network encouraging the development of work related learning programmes with strong links between participating regions throughout Europe. The Project also aimed to establish links with other networks, which have similar objectives. Young people currently being educated in schools will form the work-force of the 21st century a workforce that will have to face a range of important challenges: The need to survive in a highly competitive global economy The need to continually raise the level of skills as European economies become increasingly knowledge-based requiring learning throughout life The need to cope with the breath-taking pace of technological change The need to ensure that society is fully inclusive meeting the needs of all including those with learning difficulties and overcoming problems of disaffection. The project involved a large number of Education and Business organisations at different levels. These organisations worked together to assemble, distil and build work-related learning models for schools and entrepreneurs to use in everyday life. Good practice achieved by the GEBP-project will be put on a database. The Project developed work experience placements and in-service training activities in order to influence Teacher Training programmes at University and High School levels. Teacher/Students placements in business were also promoted to provide the opportunity for teachers/students to link what is taught in their classrooms to applications from the world of work. The GEBP attempted to promote equal opportunities for all students and laid particular emphasis on developing activities for different ethnic groups as well as for students with special educational needs. GEBP highlights Entrepreneurship on all levels in the vocational education system. Distilling successful practice is the theme on which the conferences will be built

7 Three thematic packages (1a-c, 2, 3) and three overall (multi theme 4-6) packages were effected through, local and open conferences on each theme as follows: 1. Work related learning a) Student Involvement b) Personnel Involvement c) Initial Teacher Training 2. Social Inclusion 3. Partnerships 4. Research, Analyse & Evaluation 5. Dissemination Strategy 6. Management A short description on each package: 1a. Student Involvement Best practice of different types of work related learning in the participating regions was described, analysed, assembled and disseminated through the GEBP-project. This would be used for student activities and was spread to all participating regions as well as other parts of Europe. 1b. Personnel Involvement Work related experience is one main subject/area analysing different pedagogical methods of personnel involvement and in service training. These best practices were presented in the GEBP database and evaluated by the GEBP-project. In the long term we studied the effects on the educational system focusing on personnel experiences and learning in the basic vocational training system. The purpose was to encourage education- and business personnel (teachers, head teachers, career counsellors, business managers etc) involvement in work related learning. 1c. Initial Teacher Training The purpose was to influence and support the teachers training system to create modules and/or models of work related learning courses. Best practice of different types of ITT programme activities based on work related learning in the participating regions was described, analysed, assembled and disseminated through the GEBPproject. These best practices were presented in the GEBP database and evaluated by the GEBP-project. In the long term we studied the effects on the educational system focusing on experiences and learning in the ITT programme systems. 2. Social Inclusion Many European countries continue to have a very high drop out rate of young people at second or upper secondary level of education. Those young people without formal qualifications are likely to become unemployed and "at risk" of social exclusion in many areas of life. Rehabilitation Foundation (Helsinki) in relation to Training Consortium of Central Uusimaa had the main responsibility together with Dublin Institute of Technology, Pohjois-Savo Vocational Institute (Kuopio), Gotland (Individual programme, Jobcentre and Social Authority in co-operation) and Suffolk (Mentoring)

8 3. Partnerships The mission of the GEBP network was to encourage Education and Business to work in partnership to develop a high quality work force with the key skills that European economies will require in the future. The involvement of business and the community in education is a necessity to achieve mutual understanding in the future. The project would therefore aim to develop partnerships in each region based on the models operating in Suffolk and Gotland. These models are designed to ensure the involvement of all local stakeholders - employers, trade unions, local authorities and educational institutions. 4. Research, Analyse & Evaluation The University of Vaasa, Levón Institute was responsible for this package. Researchers from Vaasa will follow and evaluate the work in the different work packages. Professor Kari Ristimäki from Levón Institute, Vaasa University worked for the GEBP-project. He collected information and results of "Work Related Learning" practices from the participating regions/organisations but also from external researchers, networks and other organisations. He also had the task to define and analyse the concept of Enterprise/Entrepreneurship Education. 5. Dissemination Strategy One of the main purposes of the GEBP network was to communicate in an effective way; both internal as well as external. The GEBP internal and external communication platform will secure that the GEBP activities and outcomes were disseminated to the network members and to a large number of external users in other networks. The main tools for external communication are the GEBP web site and the database "Best Practice". The internal communication took place at an Internet based virtual office. 6. Management The management of the project was run by Gotland region. The official promoter was the Education- and Childcare Department of Gotland Municipality represented by the Head Director Lars Danielson. The GEBP Project Manager was Jorgen Jonsson, Education Department of Gotland Municipality. John Carnall, Suffolk County Council is the GEBP Chairman. A lead group had a special responsibility for the overall planning structure. The Lead Group: John Carnall, Suffolk; Jorgen Jonsson, Gotland; Minna Laatu, Vaasa and Per Kristensen, Hillerød

9 Aims The main aim was to develop an international network of Education Business Partnerships covering a wide range of perspectives including social exclusion, and work-related learning activities. Another aim was to maintain this large international network in order to continue the development of theories, Best Practices and other related subjects after the conclusion of the GEBP Project. Goals The main goal is to create a platform for interested bodies to start, maintain and/or expand a partnership between the school and business world. The goal is also aimed at promoting a new, modern, way of teaching where the business situation in the local as well as international area is borne in mind. This creates a better base to prepare young people for adult and working life. Outcomes & Results Introduction The core of the network is to adopt a cross-cutting approach. This is also one of the main theories in the network, to bring the education and business worlds together. We consider that a discussion about why students have to learn certain things is very important, and this is best achieved by using a work related learning system showing how the school curriculum is relevant to the world of work. The Work Packages The Work Package system made it possible to bring cohesion to the whole Project and to establish a platform that created a learning friendly environment for students. The Partnerships The Partnerships in the network have been built between 19 regions in nine countries, allowing us to have different views on the same subject. This has proved to be one of the strongest features of the network both for creating fruitful discussions as well as helping other members to replicate systems that can be adjusted to work in their regions

10 Work Breakdown System Already from the start we planned a complex system of how the work packages interrelated with the overall Project. This system illustrated the different areas and how they related to each other. One of the main targets was to show the involvement of discussions and work between each package including the aims and expected outcomes. In order to work this through, we planned a conference system focusing on each package and the interaction between these packages. This system was called the Work Breakdown System (WBS) see below. GEBP Glocal Education Business Partnership Management and Dissemination Strategy Research-Evaluation Start conference WP 1 Educational sector Work related learning Create a learning environment that motivates students WP 2 Social inclusion Work related learning Prevent young people dropping out of society WP 3 Partnership Work related learning To develop education business partnerships 1a Student involvement 1b Personnel involvement 1c Initial Teachers Training 2a Support to disaffected 2b Programme to promote inclusions 3a Partnership 3b Business involvement Outcomes: 1a Increase student participation in education 1b Increase personnel use of work related pedagogical approaches 1c ITT system influenced to introduce work related learning 2a Reducing the number of disaffected students 2b Programmes designed to promote inclusion 3a Set up education and business partnerships in each region 3b Device a European model for effective education/business partnership Final conference Conclusions and Visions for the future Conferences The conference system proved to be more important than we had assumed in the beginning. Therefore we added two more conferences to the Project programme. These focused on certain areas that required further attention, and were organised in Murcia and Gotland. The Murcia conference focused on the virtual communication

11 system and the dissemination strategy while the Gotland conference stressed the importance of involving the business world and applying the theoretical Enterprise/Entrepreneurship Education Model. All conferences with area of focus 1. Start conference in Hillerød, Denmark - January Partnership conference 1 in Ipswich, England, UK - June Work related learning (package 1b) in Vaasa, Finland - September Partnership conference 2 in Telemark, Norway - February Social Inclusion 1 and Work related learning (package 1a) in Dublin & Galway, Ireland - September Dissemination Strategy conference in Murcia, Spain - November/December Partnership conference 3, Research & Evaluation, Business involvements in Gotland, Sweden - May Work Related Learning (package 1c) Strategy for Entrepreneurial based Teacher Training in Gotland, Sweden - May Social Inclusion conference 2 in Helsinki, Finland - September Concluding Conference in Stockholm, Sweden - January 2006 An effective virtual system GEBP Best Practice Database External Communication Public access Output Input Other external Databases Internal Communication Restricted access Only GEBP members A complex virtual system has been developed for the network. It includes a public website ( an internal online office, a newsletter and the Best Practice

12 Database. This system proved to be essential and was very successful in facilitating communication between members. The Best Practice Database GEBP Data Base 80 Best Practices 25 Best Practices. From different countries and packages. Selected by GEBP Project Leaders. 7 Best Practices Cases to be presented and discussed at the Gotland Conference Selected by the Lead group in cooperation with Kari Ristimäki 2 Best Practices. Cases to be analysed at Gotland Conference by Kari Ristimäki Present situation at the GEBP Data Base GEBP Database Around 140 Best Practices 2 Best Practices. Cases analysed and evaluated at Gotland Conference by Kari Ristimäki Presented in Final Report Finished Best Practices. Cases presented at Gotland Conference To be analysed and evaluated by Kari Ristimäki. Presented in Final Report Finished Best Practices From different countries and packages selected To be analysed and evaluated by Kari Ristimäki. 10 of these Best Practices will be presented in the Final Report Finished To be referred in the final GEBP-report Finished February - March 2006 As a part of the dissemination we have created a Best Practice Database which contains around 140 examples. The idea is that this database should continue to supply everybody with examples and inputs on how to start and/or continue a sustainable relationship between school and businesses

13 The theories The main theory is the theory of the tubes or silos which explains the benefits of connecting the education and business worlds. It is essential to connect these two worlds for the benefit of greater understanding among students. Education World Partnership Experiences Knowledge Skills Contacts Inspiration Benefits Business World No Secret Gardens Theory Practice

14 The GEBP network has also developed a theoretical model named the Enterprise/Entrepreneurship Education Model. The model is an essential tool for identifying partnership involvement like social inclusion, personnel/student/teachers involvement, business involvement etc. Enterprise/Entrepreneurship Education GEBP Work Packages Interrelation (Kari Ristimäki) Packages 1a Student Involvement 1b Personnel Involvement 1c Initial Teacher Training Package 4 Research & Evaluation GEBP hypothesis: GEBP hypothesis: Is Is this this the the optimal optimal opportunity opportunity of of Enterprise/ Enterprise/ Entrepreneurship Entrepreneurship Education Education Development? Development? Package 2 Social Inclusion Package 3 Partnership Entrepreneurial Behavior Innovativeness Risk controlling Catalysis behavior Entrepreneurship education and career choice Along with these theories some systems have been more efficiently tested. These systems involve Work Placements, a Mentoring System and Careers Counselling. Work Placements allow teachers to work for a short period in the business environment and for a business person to work in the education environment. Placement. The other two systems are self explanatory

15 Priorities for the future Dissemination The next logical step in this network is to enhance dissemination mainly on a local level. This new step is written in a plan (The STEP Programme, see next section) that describes implementation on a local basis. This network is unique in that way that it covers many aspects of education and work related learning. The cohesion of the GEBP philosophy and the structure (the work packages) are strong tools able to be used in many different situations. All tools are available via the public website and therefore it is possible to continue to work with them after the conclusion of the Project. Aims and Goals for future work: Sustainable Partnerships Narrowing the gap between academic performance and vocational/practical learning Development of action plans to promote education business links Global industry champion Written guide to developing education business links Promotion of Entrepreneurial/Enterprise behaviour (STEP) Careers & Lifestyle Counselling Supporting Teaching for Enterprise Programmes (STEP) Besides the two already mentioned theories a third theory has been developed, focusing on future work within the network. The theory is the STEP-theory Supporting Teaching for Enterprise Programmes. This theory has been developed to continue the dissemination in member regions. The STEP theory is a guideline which encourages thinking in an entrepreneurial way, by knowing, understanding, doing and being. Four important priorities are thus: Enabling the education service to prepare students for life in an entrepreneurial culture Producing a toolkit to support Head teachers in training teachers in the new learning approaches required for Enterprise/Entrepreneurial Education Developing teaching methods to meet new learning needs. Lifelong learning

16 Description of STEP Guidelines identifying the new skills and competences for entrepreneurial/enterprise education required by VET teachers Appropriate training modules for teachers covering both initial and in-service training Models outlining Mentoring Programmes for Head teachers and Business leaders Guidelines on establishing work placements for Head teachers Guidelines describing strategies to develop work related learning schemes Advice on dealing with problem situations arising from poor student behaviour, disaffection and special needs Examples of Good Practice The 4 steps of entrepreneurial education Step 4: Regarding the school as an entrepreneurial community Entrepreneurship by being Step 3: Using activating teaching methods (projects, problem based learning, case studies etc) Entrepreneurship by doing Step 2: Offering the Teachers, Head Teachers and Students a deep and broad picture of the phenomenon entrepreneurship Entrepreneurship by understanding Step 1: Regarding all the themes concerning commercial and business matters as entrepreneurial education (marketing, accounting, management etc.) Entrepreneurship by knowing

17 Work Package outcomes This is a short version of the presentation of the Work Packages. A full report from each Work Package will be found on the website. For a short presentation of the packages please see the earlier section entitled Description. Below you will find the specific outcomes of each work package. Work package 1 Overall outcomes (WP1 a+b+c) 1. Examples of good practice in work related learning disseminated throughout the vocational training system. 2. Promotion of lifelong learning. 3. Increased teachers use of work related pedagogical approaches. 4. Initial teacher training system encouraged to introduce trainee teachers to use work related learning approaches linked to businesses near their schools. Work package 1a Students Involvement Among the follow-up meetings of GEBP partnership, special meetings of work package 1a took place at Start Conference in Hillerød January 2003 Follow-up conference in Vaasa September 2003 Partnership Conference & European Conference on Vocational Training and Entrepreneurship Promotion in Murcia December 2004 Evaluation conference in Helsinki September 2005 Final conference on Stockholm January 2006 WP 1a - Results and Discussion The main outcomes drawn within this working package are explained below. 1. List of good examples on the GEBP web site On the GEBP web site a total of 114 schemes were sent by several institutions all over Europe to be included as good practice in the field of entrepreneurial education. 70 contributions from the 114 sent to the database (61.4%) are related to the package Student s Involvement. These figures seem to show the importance given to encouraging students to take responsibility for their own learning

18 2. Entrepreneurial gradation of the examples Degree 1 Specific subjects in the curriculum on economics and business competences. Degree 2 Development of own company/project in a student environment. Degree 3 Development of own company/project in real terms. WP 1a - Conclusions 1. Students involvement as a work package was a good choice. Many of the best practices are related to students involvement. 2. In education we find different kinds of examples in different fields and in different approaches. We found in this work package the need to classify the different approaches based on the depth of the entrepreneurial way of working of the students. 3. Wellantcollege methodology, where the student is in the centre of education, should be highlighted. 4. Competitions like Young Enterprise and mini enterprise example can be a good start for entrepreneurial education,and demonstrate work related learning in a real environment. 5. Sharing experiences have opened the minds and way of thinking of members of the GEBP Partnership about entrepreneurial education. 6. Emerging and innovative models of education have been shown as good examples in the students involvement package. Wellantcollege, the Kumpenie Gotland Safari Exhibition of Young enterprises at Telemark Cut Point in Swedish Vocational Institute at Vaasa Running the school restaurant SVI Vaasa Arvidsjaur Sandbackaskolan. Murcia emprende: programme by Murcian Association of Young Entrepreneurs. 7. Education must be more focussed on learning by doing and promoting the direct participation of the students in their own learning process. 8. Education and Business have to work together to develop student learning. 9. Innovation as entrepreneurial behaviour starts with the student; teachers have to encourage this methodology. 10. Business people should be aware of the important role they play in the learning process of students. GEBP has been disseminated in the partnership regions throughout the education and business communities. 11. In order to evaluate the success of the studied examples there is a need to collect statistics showing results in terms of employment (especially selfemployment) after the learning period

19 12. Entrepreneurship ought to be taught as a cross-cutting subject in the curriculum from the primary school onwards. 13. Life Long Learning will be essential in the future and students must be motivated to improve their competences (knowledge, attitudes and skills) throughout their adult life. 14. The network has provided an effective mechanism for sharing good examples. The continuation of the network would guarantee that future developments are also disseminated and available to regions to form the basis of good practice. Work package 1b Personnel Involvement WP 1b - Aims To review regional action plans and report on progress To give GEBP delegates an overview of education/business link activities in the local region To provide ideas/models of partnership practice To disseminate good practice and encourage networking activities between all regions. To suggest further action plans as a result of the network project WP 1b - Tasks 1. To define, identify and analyse how different types of Entrepreneurial education systems appear in different contexts within the participating regions. 2. To study, analyse and develop work placements for both teachers and business personnel together and organise in service training involving both. 3. To develop the workforce s creativity and entrepreneurial skills and also encourage the system to take advantage of these findings and results. 4. To influence, encourage and promote an increasing number of young enterprise examples and good practices in the vocational education systems of the participating regions. WP 1b - Outcomes 1. Examples of good practice in work related learning disseminated throughout the vocational training system. 2. Increased teachers use of work related pedagogical approaches. 3. The promotion of lifelong learning encouraged

20 WP 1b - Summary We found out that it is essential to formalize the partnership agreements for mutual benefit. Business life can contribute to careers counselling and we can build sustainable partnerships with enterprises. We should establish more effective learning processes where theory is illustrated by practical applications. We have shared good practice, gained more information on entrepreneurship, learned how education is implemented in other regions, visited enterprises and schools in our network and created new networks with the regions. WP 1b - Conclusions The spirit of entrepreneurship helps teachers to introduce new ideas from the information and resources available to them.. Further entrepreneurship enables them to optimise the use of an individual's resources to efficiently organize and manage innovations. Entrepreneurship is primarily a human resource development concept starting with sensing opportunity, generating ideas, products and processes, and assessing and mobilizing resources. It is a practice that has a knowledge and skills base. In order manage their work, teachers need to have solid professional and personal identities, courage to show themselves as incomplete persons and be able to deal with their own feelings and experiences. In order to be able to constantly learn in their work and develop their own actions, teachers ought to have self-confidence, courage, skills, and the will. This will make it possibly to function as a subject in the school community. Teacher s work also demands a lot of improvisation and role playing as well as creativity and versatile problem solving skills. In order to be able to manage their work, every teacher needs rational decision-making skills, intuition, and sensitivity. We must equip our children with the skills, knowledge, creativity and entrepreneurial spirit they will need to meet the challenges of the 21st century. Educational staff should deepen and develop the knowledge of students to prepare them for further learning and working life. Changes in working life, new technology, internationalisation and the complexity of environmental issues imposeing new demands on people s knowledge, ways of working, and adaptability mean new challenges for the future labour market. Students should develop a desire to learn, self-confidence, the skills to manage change, and the ability (as independent learners) to feel secure in situations of uncertainty, as a foundation for lifelong learning, in formal or informal environments. The teachers task is to help students to develop their personalities, an interest in culture and the humanities and provide the general education necessary to play a full and responsible role as active citizens in a democratic society

21 Work package 1c Initial Teacher Training Programmes WP 1c - The purpose The purpose was to influence and support the teachers training system in developing modules covering teaching methodologies for work related learning courses. These modules should provide trainee teachers with the skills and competences necessary to apply work related learning strategies in the classroom so that students recognise that the school curriculum has applications in the real world. The best practice of different types of ITT programme activities based on work related learning in the participating regions are illustrated in the GEBP database. In the long term it will be necessary to study the effect of any new ITT programmes on student attainment. The organisations with the major responsibility for this package 1c were Stockholm Institute of Education together with Österbottens Högskola in Vaasa and Gotland University.The Package leader was Professor Robert Höghielm, Stockholm Institute of Education In the long term it will be important to consider the following question in the light of the developments advocated in this report on the basis of the outcomes of the GEBP Project. Is it possible to enhance the number of entrepreneurs and develop them in the educational system in order to nurture new enterprise? WP 1c - Aims 1. To influence, encourage and promote a teacher training system using training modules to enable trainee teachers to develop the skills necessary to apply work related education approaches in the classroom. 2. To define, identify and analyse how different types of Entrepreneurial education systems appear in different contexts within the participating regions. 3. To influence, encourage and promote an increasing number of young enterprise examples and good practices in the vocational education systems of the participating regions. WP 1c - Conference activities Start Conference in Hillerød January 2003 Follow-up conference in Stockholm May 2005 Evaluation conference in Helsinki September 2004 Final conference on Gotland December 2005 WP 1c - Outcomes 1. Initial teacher training system motivated to introduce trainee teachers to work related learning approaches developed in cooperation with surrounding local businesses. 2. Increased teachers use of work related pedagogical approaches. 3. The promotion of lifelong learning

22 Work package 2 Social Inclusion WP 2 - Outcomes/Results 1. Students given a positive experience of work and better prepared for employment and work opportunities. 2. Models developed to support students' welfare and "good practice" for supporting learning devised in different countries. 3. Methods developed for preventing students from dropping out. 4. "Good practice" programmes of on job learning for disaffected students developed and disseminated. 5. Documentation to ensure co-operation and liaison between teachers and work place instructors. 6. Presentation of effective information and counselling arrangements to guide student choices. WP 2 - Aims, Activities and actual Outcomes 1. Preventing students at risk of dropping out of their studies and supporting them to remain in education or gain employment 2. Developing collaborative links between a Third Level Institute, Business, Governmental and The Primary, Secondary and Community Educational sectors to alleviate Educational Disadvantage 3. Helping students reach their full potential 4. Organising links between vocational studies and working life to improve employability for students at risk 5. Supporting learning of students by giving them effective guidance and counselling 6. Mentoring 7. Hassela - an open community, educating socially excluded young people 8. Cost for society of young people at risk of dropping out of employment and education WP 2 - Summary and Conclusions Challenges for inclusion in education 1. Individual attention should be paid to the students. (Inclusion does not mean that every student should be treated similarly.) Inclusion is an approach that investigates how to remove the barriers to learning and participation e.g. in the classroom. Inclusion emphasises each student s skills and potential not

23 disabilities or lack of competencies. It uses co-operation between students, teachers and parents. 2. Each student s differences need to be used as the starting point for learning and teaching. Differences are not denied or left unnoticed. Different skills and abilities are accepted - No one is good at everything. The Multi Intelligence model is important in this regard. Underlying reasons for differences: - Learning difficulties - Disabilities - Ethnic or lingual background - Socio-economic background Requirements: - At first, early identification of students needs - Uniqueness tuition should be organised in such a way that it pays attention to the students style of learning, interests and individual circumstances - Autonomy everyone should have the right to participate in the classroom activities - Openness creating possibilities for open student-teacher interaction - Sense of belonging students should feel that they are part of the group. This requires a general feeling of acceptance. No one is rejected nor left outside. - Make learning fun. 3. Students should receive the support they require. The amount of support depends on the context: e.g. disabled student should receive assistance in travelling to school or students ethnic identity needs to be noticed and taken into account. 4. The curriculum must observe the implementation of inclusion. There is no standard model for it, since tuition needs to be flexible, meaningful and implemental in its context. The institution must investigate students needs for supportive actions in order to be able to draw up an individual educational plan. In addition, care must be taken to ensure that students receive the services defined in the plans during training. 5. Vocational and secondary training should be developed to incorporate special education needs and training as a natural part of overall provision of training and practical work / policy of the institution / school. 6. It should ensure that everybody has a place of further study after compulsory school, primarily at upper secondary schools, in vocational education or in some other form of school. If there are no study places available, local authorities need to take the appropriate action. 7. In order for students to achieve their full potential and prevent drop out mutual respect between teacher and student is important. In addition psychological

24 factors such as self-esteem, confidence and motivation have to be encouraged and worked upon. 8. Group work with classes should be undertaken on a continuous basis in attempting to create a positive class dynamic. A class that gets on well together inevitably achieves better. 9. To achieve inclusion of those who are educationally disadvantaged it may be beneficial to use various means of engaging these people into the educational process. Engagement tools such as music, computers, art, etc can be used in this context. 10. In terms of Third Level Access for socially excluded persons, positive discrimination policies can be implemented. Work package 3 Partnership WP 3 - Outcomes/Results Establishment of an effective education business partnership in each region. Devise and publicise a European model for effective education business partnership. This work package 3 Partnership has functioned as the oil in the engine, without a functioning partnership it would be difficult to make the other Work Packages operate. WP 3 - Aims To study models of education business partnerships. Analyse the basic structure of a functional and effective partnership. To disseminate the outcomes first to partners through meetings within this project and then over a wider area such as the southern parts of Europe. To use a new or existing database for dissemination purposes connected with other European VET databases and networks. WP 3 - Summary Work Package 3 (WP3) focused on the partnership issue. WP3 is one part of five work packages within the GEBP Network. There is however one difference between the other packages and the WP3. The WP3 has a key role because it functions like the oil in the engine. All other packages need to have good partnerships working in order to get each Work Package to function

25 There were four aims for the WP3, to study models of education business partnerships, to analyse the basic structure of a functional and effective partnership, to disseminate the outcomes through meetings at first to partners within this project and then over a wider area such as the southern parts of Europe and to use a new or existing database for dissemination purposes. Three conferences were held within the WP3. The first one, in Suffolk (UK), the aims were to review regional action plans and report on progress, to give GEBP delegates an overview of education/business link activities in Suffolk, to equip delegates with ideas/models of partnership practice to implement in their own regions, to disseminate good practices and encourage networking activities between all regions. Presentations on the subject of frameworks for partnership were held but also visits were paid to working projects. A visit to the Newmarket Mathematics Day was also included; this was an example of a SetPoint programme. The second conference was held in Telemark where Young Enterprises (UF) was part of the conference. The delegates also visited some good examples of education business partnerships at Hydro Porsgrunn. The third conference took place on Gotland and was designed to be action based. The whole conference applied the Enterprise/Entrepreneurship Education model to its discussions and seminars. An entrepreneurial safari and an open space seminar were held. The report also highlights some good examples, for instance Mentoring Programmes, Suffolk Construction Curriculum Initiative, a regional Study and Vocational Fair among others. Three major partnerships are also presented more deeply, these are EBP Suffolk, Confederation of Norwegian Enterprise NHO and Glocal Gotland. WP 3 - Conclusions / Essential Outcomes Partnership models Sharing and promotion of good practice Importance of building business links Education underpinning economy and regional growth Emerging models of education business link activity The Virtual system and the database Young Enterprise - an important element in the Partnership work

26 Work package 4 Research & Evaluation WP 4 - Tasks Package 4 had two tasks. First we chose Enterprise/Entrepreneurial Education ( e/e education) as a basis for evaluation. Work presented earlier in this report represents our work to make a theoretical e/e education model. The aim of this work was to devise a cultural and language free framework to promote e/e education in Europe. The second task of package 4 was to integrate the other GEBP packages. Package 4 provide the means of integrating the Work Related Learning Packages: Student involvement (Package 1a), Personnel involvement (Package 1b), Initial Teachers Training (Package 1c), Social inclusion (Package 2) and Partnership (Package 3) in the GEBP network. Package 4 integrates the different practices presented in packages 1-3. Package 4 also has the task and target to evaluate the GEBP Project. WP 4 - Outcomes / Results From the GEBP Best Practice database 10 examples - out of approximately were analysed and evaluated by Professor Kari Ristimäki, Vaasa University. These were the ten Best Practices chosen for analyse and evaluation: Title Country Year GEBP Responsible started Package Training in team Vaasa Finland b Minna Laatu Grouping Helsinki Teija Huttunen Finland Techno-TET Vaasa Finland a Risto Saikonen Croftholmen Car Telemark a Thor Ellefsen Trailer Service Norway e-cifea Murcia Spain a + 1b + 2 Fulgencio Contreras Lopéz Local Business Gotland b + 3 Rolf Andersson Improvement Sweden Mentoring Gotland a + 1b Bo Kristiansson Programme Sweden Business Tingsryd a +1b + 3 Ulla Klefbom Ambassadors Sweden Suffolk Mentoring Programme Suffolk UK Helen Scott- Davies Working in Kumpenie The Netherlands a + 1b + 3 Rob de Kruijf

27 Work package 5 Dissemination WP 5 - Outcomes/Results An effective dissemination of the GEBP network outcomes that should remain after the project has been finalised. The first step at the Start conference was to discuss, plan and decide about an effective information, communication and dissemination platform (a virtual system) in connection with several theme conferences related to the GEBP packages. At the final conference information will remain available even after the project has been completed through the database that is to be linked to other databases i.e. VET-net (The Vocational Education and Training NETwork). The Project will ensure that each region has the necessary ICT equipment to enable work to continue on developing the outcomes of the Project after its completion. WP 5 - Aims and Goals The aim was to construct a reliable system of information for both internal and external use. This system should be easy and powerful to handle for all partners. The goal was to form an Information, Communication and Dissemination ICD strategy. Three main pillars were created, a web site ( for external information, a virtual office for internal information and discussion and a conference system for face-to-face contact between the members. WP 5 - Tasks In the application these criteria were agreed A newsletter should be published every second month A website should be set up A Database should be connected to the website Web-conferences should be held Video conferences should be held Seminars should be held The above tools were used for feedback and awareness raising as well as for collecting, co-ordinating, summarising and enhancing European know-how and the development of new approaches. Disseminating the results and outcomes to all organisations/regions of Europe through other networks and databases. Summaries were documented and disseminated through this information system and action was taken for continuation after the project has finished

28 Structure of the Report Member Report (Region/ Organisation) Work Package Report Grand Final Report on on the the website Summarized Summarized printed printed version version Leonardo Report Financial Report Presentations, documents and other material from Team-engine Each Member has prepared a report with emphasis on local activities. There is also a report on each Work Package with emphasis on co-operation between the members. The Member reports and the Work Package reports are included in the Grand Final Report. The Leonardo report was written by the Lead Group and includes the Financial Report

29 On the website ( you will find: The Formal Report for Leonardo Office The (this document) The Work Package reports (WP 1a, 1b, 1c, 2, 3, 4, 5) The Member reports: Arvidsjaur Municipality Galway Education Centre Gotland Education Department Gotland University Helsinki Rehabilitation Foundation Hiiumaa County Hillerød Municipality Kuopio Varkaus Vocational Institute Murcia IMIDA Research Centre Saremaa County Suffolk Education Business Partnership Swedish Vocational Institute Telemark County Vaasa Town Wellantcollege Rotterdam Åbo Academy/Österbotten University Conference Presentations Minutes and reports from Conferences and Lead Group meetings

30 Information Details Website Member and Lead group details and contact information Project Manager Department of Childcare and Education Gotland, Sweden Jörgen Jonsson Phone: Mobile: Project Promoter Municipality of Gotland, Sweden Lars Danielson Phone: Chairman Suffolk region, UK John Carnall Phone: Mobile: Project leaders Vaasa Town (Municipality) Education Department, Finland Minna Laatu Phone: Mobile: Hillerød Municipality, Denmark Per Kristensen Phone: Mobile:

31 Saare County Kurressaare, Estonia Jaan Lember Phone: Mobile: Rehabilitation Foundation Helsinki, Finland Pirjo Lehtoranta Phone: Mobile: Kuopio Vocational Institute, Finland Tuire Ahlfors Home: Mobile: University of Vaasa, Finland Jouko Havunen Phone: Mobile: University of Vaasa, Finland Kari Ristimäki Phone: Mobile: Swedish Vocational Institute Vasa, Finland Carina Kekäle Phone: Mobile: Dublin Institute of Technology, Ireland Thomas Cooke thomas.cooke@dit.ie Phone: Mobile: Galway Education Centre, Ireland Bernard Kirk berkirk@eircom.net Phone: Mobile:

32 Telemark Region, Norway Arne Johan Moen Phone: Mobile: Arvidsjaur kommun, Sweden Ewa Forslund Phone: Mobile: University of Gotland, Sweden Kerstin Gustafson Phone: Mobile: Suffolk Setnet, UK Leslie Whyte-Venables Phone: Mobile: Suffolk EBP, UK Helen Scott-Davies Phone: Mobile: Stockholm Institute of Education, Sweden Robert Höghielm Phone: Mobile: Murcia Research Centre IMIDA, Spain Fulgencio Contreras López Phone: Mobile: Wellantcollege, Rotterdam, Netherlands Ton Stok Phone: Mobile:

33 Åbo Akademi University Vasa, Finland Anna Smirnoff Phone: Mobile: Hiiu Maavalitsus County Government, Estonia Rita Siimpoeg Phone: Mobile: Authors of this report - GEBP Lead Group Jörgen Jonsson, Project Manager Department of Childcare and Education Gotland, Sweden jorgen.jonsson@buf.gotland.se Phone: Mobile: Magnus Götherström, Assistant to Project Manager Department of Childcare and Education Gotland, Sweden magnus.gotherstrom@tjelvar.org Phone: Mobile: John Carnall, Chairman Suffolk region, UK john_carnall@hotmail.com Phone: Mobile: Minna Laatu Vaasa Town (Municipality) Education Department, Finland minna.laatu@vaasa.fi Phone: Mobile: Per Kristensen Hillerød Municipality, Denmark pekr@hillerod.dk Phone: Mobile: