CReBUS – Creating a business in the digital age – developing entrepreneurship competencies for young

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Part One

TNAM Initiative / project description

Title

.
CReBUS – Creating a business in the digital age – developing entrepreneurship competencies for young

Description

Description

According to European document– Key competencies for LLL, one of the most important is entrepreneurship and ICT competencies. CReBUS is blending both of them, for example with eMentorship methodology, which develops the active and passive components: the propensity to bring about innovation oneself, but also the ability to welcome and support innovation brought about by external factors. In a knowledge based society, the students need to develop attitudes like: disposition to show initiative, willingness to identify areas where one can demonstrate the full range ofenterprise skills. CReBUS aims to develop ICT skills: the use of multimedia, technology to retrieve, assess, produce, present and exchange information and to communicate and participate in networks via the Internet. Students and graduates should develop an awareness of the opportunities given by the use of Internet and communication via electronic media: email, video conferences, network tools and differences between the real and virtual world. Participating in networks has an important role to broaden horizons, by taking part in communities for cultural, educational, social and professional purposes. Europe 2020 Strategy sets out a new vision for educational, cultural, technological, social and economical development.With our project, we addressed many of the strategic priorities: digital society, competitiveness, employment and skills, fighting poverty. CReBUS will bring business closer to the young generation that succeeds harder to find a job.The added value of the partnership is two-fold. It is both related with the expertise within the project’s core team and with the project’s outputs. The partners have a vast expertise in their domain of interest and were adequately distributed across Europe from a geographical standpoint, which will bring a European added value to the project and will help in accomplish the students and graduates interest in entrepreneurship education. CReBUS has both long term and short term target groups, clearly identified. Short term target group is comprised by:young entrepreneurs between 18-35 years old, students in the last year from faculties of administration and business, educational sciences, psychology, sociology, graduates of the same specialisations between 22-32 years old, representatives of employers, unions and SMEs, and long term target group: Local and regional policy makers from the partners’ countries, National policy makers from the partners’ countries, NGOs, that are focused on developing entrepreneurial competences for young people, universities, Adult education providers and Departments of students career counseling. In a lot of countries was designed the active measure to provide financial subsidies to young graduates for stimulating them to start a business. The project complements such measure, by enabling youths to set up business by using the Web 2.0 tools. Different approaches and methodologies have been used for each target group. Using the eMentorship methodology the impact dimension has been double: first, it developed the competences of the students using the experience and best practices of the mentors which are succesful entrepreneurs in their respective business fields and second, it supported the educational process by provind an enriching learning experience via Web 2.0 applications and will have an active role in developing the competences to build a business online using networks consisting of both mentors and fellow students. The new learning methodology in entrepreneurial education that can be used by all the parties interested in the development of the competences aforementioned.

Keywords / TAGS
ICT skills

Coordinator contact details

.
Giovanni Crisonà
giovanni@cscs.it

Coordinator Country

.
Austria, UK, Spain, Germany, Finland, Italy

Coordinator Region (NUTS code)

.

Partners

.
teachers, learners

Theme

.
  • ICT
  • Initial training
  • Vocational guidance

Target Groups

.
  • Individuals
  • Groups
  • Teachers
  • Trainers

Type

.
  • Best practice
  • Methods for Training of Teachers/Staff

Sector

.
  • Education

Educational sector

.
  • General secondary
  • Vocational/Technical secondary
  • Adult Education Provider

Year

.
2014
additional info if needed

Language

Your Project language (ISO 639-2)
eng
Languages you will look for
english, italian

Part Two

TNAM results

1. LLP project or related resource

Title
    M.E.E.T. – Management E-learning Experience for Training secondary school’s students
Hyperlink
    http://www.meet-project.thebusinessgame.it
Comments/Description
    The project focused on the Business Game and its transfer to high schools. Thanks to BG the user can learn how managing a small business; know what works or not; test different strategies; play the game well in order to succeed and win the prize. BG is a simulation and role-playing game which has been specifically designed for young people. The project aimed at fostering its use within high schools in order to adjust the learning pathways to companies’ requirements; it is an appealing educational game and it enables the users to play a role and to launch a new company.The game is based on 5 stages. BG approach is innovative. Usually a teacher transfers the knowledge to the students. On the other hand BG learning model is based on the experience: the student has not a passive behaviour but he/she plays an active role and cooperates with the teacher and the other virtual colleagues

2. LLP project or related resource

Title
    E-learning SOLutions for VET
Hyperlink
Comments/Description
    Internet has by now become an everyday part of the 21st century life. Everyone and everything is getting online. Nor the field of vocational education can be left behind! In the last 5 years, hundreds of Leonardo da Vinci projects dealt with e-learning solutions in vocational education and training. “E-learning” became one of the trendiest buzzwords in education. The rapidly changing technical background, the new social media are all providing new platforms for online education.
    Our project aims at distilling knowledge on LdV projects dealing with e-learning, categorizing them according to several aspects, selecting sectoral good-practices and disseminating them among VET stakeholders throughout Europe. Our focus will be on solutions that could be utilised in white-collar education and training.

3. LLP project or related resource

Title
    Disability Awareness of Academic Teachers: Improvements through E-Learning
Hyperlink
    http://www.darelearning.eu
Comments/Description
    DARe-Learning was about getting to know one another. We were becoming familiar with each other’s needs, including those stemming from a specific disability type and degree. We were all learning in order to create and develop better, knowledge-based, societies, where no-one is excluded on grounds of their disability or for any other reason.
    The sole condition for using the training course is logging in at the e-learning platform

4. LLP project or related resource

Title
    Innovative e-learning module applied into practice and European credit transfer for VET (INNOVET)
Hyperlink
    http://www.businesscollege.fi/innovet/
Comments/Description
    Global INNOVET Study Program is based on the Leonardo Da Vinci Program of Transfer of Innovation 2007-2009. The project promotes entrepreneurship education and it has been developed by the partners from six different countries: Austria, Finland, Hungary, Italy, Lithuania and Turkey.

    In the future the young people and the employers move a lot in the world. The future is going to be more and more international. In order to learn, benefit and cope with international challenges and experiences the professional vocational studies should be based on practical and well prepared study programs abroad. The point of departure in Global INNOVET Study Program is a well prepared and meaningful preparation for on the job learning period abroad and an active cooperation with entrepreneurs.

Part Three

CB4LLP Action Plan

Useful ideas

the use of multimedia, technology to retrieve, assess, produce, present and exchange information and to communicate and participate in networks via the Internet. Students and graduates should develop an awareness of the opportunities given by the use of Internet and communication via electronic media:

Stakeholders

VET schools

Partnerships

VET schools

Other

. Using the eMentorship methodology the impact dimension has been double: first, it developed the competences of the students using the experience and best practices of the mentors which are succesful entrepreneurs in their respective business fields and second, it supported the educational process by provind an enriching learning experience via Web 2.0 applications and will have an active role in developing the competences to build a business online using networks consisting of both mentors and fellow students. The new learning methodology in entrepreneurial education that can be used by all the parties interested in the development of the competences aforementioned.

Solutions

General

eMentorship methodology

Particular

The new learning methodology in entrepreneurial education that can be used by all the parties interested in the development of the competences aforementioned.

Internal

common communication platform, moodle

External

website with downloadable products and outputs

Educational Sector

website with downloadable products and outputs

Non educational

website with downloadable products and outputs

Equipment

multimedia toolkit

Systems for quality monitoring

external evaluator

Systems to document taken actions

website with downloadable products and outputs

Part Four

CB4LLP Impact analysis

Useful ideas


04_useful_ideas_:


04_stakeholders_:


04_partnerships_:


04_other_:


04_solutions_:


04_general_:


04_particular_:


04_internal_:


04_external_:


04_educational_:


04_noneducational_:


04_equipment_:


04_systems_monitor_:


04_systems_actions_:


04_useful_ideas (value): 7
04_useful_ideas (text): 7


04_stakeholders (value): 8
04_stakeholders (text): 8


04_partnerships (value): 6
04_partnerships (text): 6


04_other (value): 6
04_other (text): 6


04_solutions (value): 8
04_solutions (text): 8


04_general (value): 7
04_general (text): 7


04_particular (value): 8
04_particular (text): 8


04_internal (value): 6
04_internal (text): 6


04_external (value): 7
04_external (text): 7


04_educational (value): 7
04_educational (text): 7


04_noneducational (value): 7
04_noneducational (text): 7


04_equipment (value): 8
04_equipment (text): 8


04_systems_monitor (value): 8
04_systems_monitor (text): 8


04_systems_actions (value): 8
04_systems_actions (text): 8

About the Author: Reelika Parve

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