Displaying items by tag: Europe

A major outcome of the EnterMode project is a Virtual Community of Practice that allows to widen views on entrepreneurship education, share good practice and build a common stock of knowledge based on practical experience with entrepreneurship education.

According to Wenger “communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly“ (Wenger 2010). They build a common stock of knowledge, accumulate expertise in their domain, and develop their shared practice by interacting around problems, solutions, and insights. A Community of Practice (CoP) is a learning partnership among people who have learned to do something over time and have developed a shared practice, whereas practice is a historically developed way to do something (Wenger 2019).

The EnterMode Community of Practice

The EnterMode Community of Practice intends to support the development, sharing and critical reflection of entrepreneurship practice, and to facilitate the knowledge flow between higher education and enterprises for organisation of internships and skills building. To this purpose the partnership provides a virtual space as well as tools for learning and collaboration between higher education teachers and companies’ trainers that are called to develop entrepreneurial skills to students, adopt the EnterMode model and organize students’ internships. The virtual community is available from DISCUSS - The European Platform for Communities of Practice, which offers a rich variety of open-source based tools that CoP members can use to create content, share knowledge and collaborate with each other.

Knowledge Flow Cycle and Growth Model

The EnterMode Community of Practice is based on a knowledge flow cycle, defined along four dimensions: knowledge resources, knowledge sharing, knowledge management and knowledge transfer. Each stage is supported by a team of 14 facilitators, one from each partner organisation.

The Enter.Mode Community Growth Model foresees a set of lifecycle phases, each of which shows different characteristics for engagement.

  1. During the inception stage we will create a stock of initial content, with a view to stimulate first community reaction. Three types of inputs will be of particular relevance:

    Interviews with students and stakeholders, storytelling, as well as artefacts created during internships. Both HEI and company partners will conduct at least one video interview either with students or stakeholders. The interviews shall be based on personal experience of the interviewees and have a length of 4 – 5 minutes. They can be conducted in national language and will be subtitled in English language.

    HEI teachers have been invited to tell stories about their personal experience with entrepreneurship education, interests and motivations driving his/her engagement, problems he/she wants to solve. Rather than combining facts, storytelling is meant to create narratives about practice from a personal point of view. Stories can be told in a written format, typically a blog post, in a video or in a mix of both.

    The community has been equipped with a multilingual repository for open educational resouces, which by members can used to share OER materials related to the topic of entrepreneurship in HEI.

  2. During the establishing phase and heading towards the maturity phase, the activities started in phase 1 step by step will be expanded. The EnterMode team will invite members to take part in discussions, surveys and quizzes as well as getting engaged in thematic work groups. In a mid-term perspective the EnterMode partnership expects that most activities and interaction taking place in the community will be intiated by the members themselves, contributions and discussions will be moderated by experts in their own affairs, recruited from the community members, discussion topics and groups to a great extent will set up by members, and that moderators will facilitate and nurture the development of the community rather than manage or steer it.


Published in Entrepreneurial skills

The Enter.Mode project aims to take European entrepreneurship education a big step further by developing and testing a state-of-the-art model to entrepreneurship education, that invites different levels of learning. It will stimulate entrepreneurship and entrepreneurial skills of higher education teaching staff and company staff and develop an entrepreneurial mind-set and related skills to higher education students.

Published in Entrepreneurial skills

The CONNECT project aims to leverage the impact of Learning Cities through building urban ecosystems of lifelong learning that harness the assets of European cities and transform them into a network of seamless pathways of learning experience for adult learners. In a society where existing educational pathways no longer guarantee opportunity, and with a growing gap between the haves and the have-nots, connected learning for all citizens can open up new entry points and pathways to opportunity; in particular when integrating both the potential of ubiquitious learning technology and learning opportunities created by European cities.

On 25th January the first EU Education Summit with 18 Education Ministers and 450 Experts took place in Brussels. The Education Summit is another step on the road to a European education space, which the Commission intends to create by 2025. In the future, European education summits will take place regularly - the second is scheduled for autumn 2019.

EU Commissioner Tibor Navracsics said: "We must harness the full potential of education to build stable societies, to empower citizens, to experience European identity in all its diversity. To achieve this, we want to promote language learning and ensure that degrees are recognized throughout the EU, that European higher education institutions can work together optimally and that studying in other EU Member States is even easier. These are factors that make up real European education space, and the Summit is a concrete step in that direction. "

The aim of the summit was to create: »the Foundation for a European Educational Space: Realizing Innovative, Inclusive and Value-Based Education«. Accordingly, the following questions are in the center of attention: How can high-quality, inclusive and value-based education contribute to the success of Europe? What skills will be needed in the coming decades? And how can the acquisition of basic skills as well as digital and entrepreneurial skills be advanced?

Published in Miscellaneous topics

SIM Europe's most recent european-wide expert survey reveals lack of reform towards establishing lifelong learning in several EU countries. According to the experts, in ten countries, no reforms have been undertaken aimed at improving financial or human resources for lifelong learning. Moreover, the researchers see a great need for reform in many countries regarding the strong influence of social origin on educational success. Six countries were not active in this regard: Croatia, Finland, Greece, Hungary, Slovakia and Spain.

Published in Miscellaneous topics

The European Digital City Index 2016 (EDCi) describes how well different European cities support digital entrepreneurship. It aims to provide a holistic and local view of what matters to digital startups. According to the developers (Nesta), it is the most complete description of what impacts digital entrepreneurs on a local level, and how different digital startup ecosystems compare within Europe.

To help cities better address challenges such as Inclusion of Migrants and Refugees, Poverty, and to make the most out of EU funding opportunities, the European Commission has launched a new web portal during the European Week of Regions and Cities.

On 30. May 2016 an informal meeting of EU Ministers with responsibility for urban affairs took place in Amsterdam, at the initiative of the Dutch Presidency. During this meeting an "Urban Agenda for the EU", also called "Pact of Amsterdam", has been established. The goal is networking and knowledge sharing of city authorities at European level, also to achieve better regulation and the promotion at EU level.

PROMOTE is a EU-funded project that started in 2014 and will be completed in October 2016. The project aims at promoting and validating social, personal and organisational key competences such as entrepreneurship, civic competences and learning to learn with the help of an innovative, self-directed learning approach at the interface of higher education and business.

This project aims at developing an awareness raising campaign for the validation of learning outcomes of non-formal and informal learning as a tool to further improve adults’ career perspectives and stimulate their further education and training.

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