MEMBER REPORT

GOTLAND

www.gebp.net

GEBP Network Region of Gotland Final Report

Table of Contents Table of Contents ........................................................................................1 Table of Figures ...........................................................................................3 Description of the regional work in general ....................4 Description of the Childcare and Education Department ............4

Glocal Gotland...............................................................................................6 Description...........................................................................................................6 The Vision ............................................................................................................7 The mission .........................................................................................................7 Support...................................................................................................................7 Education plan – aim and direction Creative learning...................7 Activities - Tools ..............................................................................................7 The Policy Programme – Partnership School – Working Life ..8 The visions ..........................................................................................................9 The objectives ....................................................................................................9

Purpose - Commitment ..................................................................................9 Working strategy priorities .............................................................................9

Mutual benefit ..................................................................................................10 What’s in it for education? ........................................................................10 What's in it for business? ............................................................................10 Benefits to Business ......................................................................................10 Expected outcomes ........................................................................................10 Action plan 2004 - Responsibility and Management ...................11 Action plan details ..........................................................................................11

Connections .......................................................................................................12

Career- and Counselling system Gotland .........................13 Introduction .......................................................................................................13 How to define the process of careers guidance? .....................................13 Co-operation and in-service training ..........................................................14 Rules and regulations .....................................................................................14

Study and vocational guidance ................................................................14 The professional guidance dialogue ...........................................................14

Study and vocational guidance on all levels of education .........15 The Compulsory school .................................................................................15 -1-

GEBP Network Region of Gotland Final Report Work experience programme ......................................................................15 The choice of Upper Secondary School programme. .............................16 The Regional Study and Vocational Fair of Gotland ...............................16 The Upper Secondary School ......................................................................16 Choices within the Upper Secondary School. ..........................................16 Revision of personnel curriculum. ..............................................................17 Choice of Education or Career when leaving the Upper Secondary School. ............................................................................................................17 The Day of the future of Gotland ................................................................17

The Mentoring Programme.............................................................18 Aim ........................................................................................................................18 Goal .......................................................................................................................18 Duration...............................................................................................................18 Summary ...........................................................................................................18 Outcome / Result .............................................................................................19

The GEBP Conference in May 2005 ....................................20 Description/Summary of the Conference ...........................................20 Conference Aims ............................................................................................20 Conference Outcomes ..................................................................................20 Enterprise/Entrepreneurship Education (E/E- Education) and the usages .................................................................................................................20 Presentation of database ................................................................................21 Best practise database cases .........................................................................21 Entrepreneur Safari .........................................................................................22 Business link building ....................................................................................22 Students involvement .....................................................................................22 Some outcomes from the Open Space seminar .......................................22

The Final GEBP Conference in January 2006 ............25 The strategy of the conference .................................................................25 Summary of the Final GEBP Conference ..........................................25

The founding GEBP theories and models ........................27 The theory of the tubes or silos ...............................................................27

Information details...................................................................................32 Websites:.............................................................................................................32 Authors of Member Report Gotland .....................................................32

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GEBP Network Region of Gotland Final Report

Table of Figures Figure 1, the structure of the Child and Education Department Figure 2, the Glocal Gotland idea Figure 3, the Partnership on Gotland structure Figure 4, the structure of the matter of guidance structure Figure 5, structure of career counselling structure Figure 6, theory of the “Tubes” Figure 7, Enterprise/Entrepreneurship Education theory model Figure 8, the STEP:s model by Jouko Havunen Vaasa University

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GEBP Network Region of Gotland Final Report

Description of the regional work in general The Childcare- and Education department is the responsible local department in this area of subject. In the department the development division provides the strategies for both the local development as well as the international co-operation. The GEBP network has been run by this department and Jörgen Jonsson has been the Project Manager. The former Head of Department, Lars Danielson has acted as Promoter. Beside the work with GEBP several other international relation lies within the department. The tasks could be anything from foreign students visiting Gotland to lectures given by the staff in other regions. At this date both the local partnerships and the international networks are scrutinized by the department, therefore the though through and planned continuation of the network was halted.

Description of the Childcare and Education Department The Departments activity is spread all over the Island and comprise: • 48 preschools • 45 nine year compulsory school with preschool classes and after-school centre • 5 resource schools • 6 upper secondary schools • Municipal adult education • Culture school • Special schools • 15 private preschools and 6 private compulsory schools

Approximately 2 300 persons are employed on the Department including all school personnel. There are approximately 13 200 children and students whit in the municipality of Gotland and 1 100 in private activity. The budget is 1 066 million Swedish crowns.

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GEBP Network Region of Gotland Final Report

The Department of Childcare and Education BUN BUF central division.

The Economy Division The Upper Secondary school Division The Administration Division The Personnel Division The Planning and Maintenance Division The Resource Division The Development Division Upper secondary school/ Adult education Principal

Director of education

Resource schools Principal

Preschool/ nine year compulsory school Principal

Culture school Principal

Political level Department level

Activity level

Figure 1, the structure of the Child and Education Department

The Departments task spans from managing book loans to school classes to help individual pupils/students with psychological help or other kind of guidance for improving their situation in school and society in general. The Development Division works with two major networks, one called “Attraktiv Skola” (Attractive School) and GEBP. Other tasks include pedagogical support, teacher support and placement of students in vocational training. The Division also have a media lab for both students and others. The library function is also incorporated in the Division.

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GEBP Network Region of Gotland Final Report

Glocal Gotland

Figure 2, the Glocal Gotland idea

Description Glocal Gotland is a regional network for Education, Business and Community in local and global co-operation. "Glocal Gotland" is the heading for all contribution towards promoting and developing co-operation between Schools, Working life and Community on Gotland. Local agreements of co-operation school, business and local community will be connected to national and international projects and networks. Glocal Gotland is closed connected to "Glocal Education Business Partnership", GEBP which is a transnational network involving 19 regions/organisations in Europe and “Attraktiv Skola” which is a national network to interests and recruit people for the education system. A Partnership School-Working life - assembling regional and local organisations/authorities - will continuously follow, support and take responsible for following up, collaboration and evaluation. The partnership is also responsible for the annual regional Career and Education Fair, Future Gotland with purpose to inform and guide pupils, students and grow up people of the future education system and labour market and disseminate "Good examples" all over the island of Gotland.

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GEBP Network Region of Gotland Final Report

The Vision Glocal Gotland has many visions among them are co-operation between schools working life which is an important and necessary part in the learning process. Other visions include the co-operation will continuously develop and vary over time, taking care of human and material resources in local society, a living and useful co-operation is the purpose. Encouraging and strengthening enterprise and authentic learning, team working in Partnership and of course networking

The mission The mission of Glocal Gotland is to connect school, business and community for mutual benefit and support, the network strives to increase contacts between school and working life. Enhancing the authentic methodology and pedagogy in the learning process is another mission and stimulating international co-operation. Working with understanding- and attitude influence is another important mission.

Support The support and guide documents includes Regional programme for Development, Education plan 2004-2006, Policyprogramme School-Working life. On the practical level a regional partnership has been created between school-working life and local working groups.

Education plan – aim and direction Creative learning The aim of creative learning includes good knowledge and skills, languish, understanding and reading ability. Enlarging the fantasy and the will to create is another aim. Supporting of local and global engagements, preschool pedagogic with emphasis on play. School – Business and Community working hand in hand will stimulate Entrepreneurship, Creativity and Enterprise.

Activities - Tools The activity tool includes both a folder and a web site. Activities like in service training, network meetings and dissemination “Best Practices” partly with help from the GEBP database. Each year we arrange an Education- and Career Fair - Future Gotland, facilities Annual Rewards (School, Business, Organisations) and Video Conferences (Lövsta Learning centre). A Mentoring programmes has started from the Suffolk model. Students create Young Enterprise in Upper Secondary School.

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GEBP Network Region of Gotland Final Report

The Policy Programme – Partnership School – Working Life In 1996 we started to build a partnership school - working life on Gotland. The discussions resulted in a Policyprogramme, which was adopted by the political level, Education Committee, Gotland in March 1997. The partnership is supported by business life, the overall Trade Union organisations and other regional organisations on Gotland.

The TheConfederation Confederationofof

The TheSwedish SwedishConfederation Confederation

Swedish SwedishEnterprise Enterprise

ofof Professional ProfessionalEmployees Employees Department DepartmentofofChildcare Childcare and andEducation Education

County CountyAdministration Administration Gotland Gotland Regional RegionalTeam Team

Gotland GotlandUniversity University

PARTNERSHIP PARTNERSHIP

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Co-ordination Co-ordinationand and managing managing Lars LarsDanielson/ Danielson/ Jörgen JörgenJonsson Jonsson

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Rural RuralDevelopment DevelopmentCentre Centre

Figure 3, the Partnership on Gotland structure

The former yEAC pilot project and the ongoing transnational network Glocal Education Business Partnership, GEBP are the international applications of the Policyprogramme and put focus on the interrelation between local and global areas. Co-operation between schools and local enterprises and organisations all over Gotland are established and linked globally towards the participating regions.

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GEBP Network Region of Gotland Final Report

The visions • • •

Co-operation between schools - working life is an important and necessary part developing regular and everyday work school-working life. The co-operation will continuously develop and vary over time. A living and useful co-operation is the purpose.

The objectives • • •

Through knowledge and attitudes influence give children and youngsters preparedness for entrepreneurship as well as employment for the future working life and society. Develop unaffected and regular meeting places school - working life. Disseminate information and knowledge of "Good practices" in the region

Purpose - Commitment The Partnership School-Working life -will continuously follow, support and take responsible for following up, collaboration and evaluation. The partnership is also responsible for the annual regional Career and Education Fair, Future Gotland and disseminates "Good examples" all over the island of Gotland. The chairman of the partnership is the former Head Director of Local Department of Education, Gotland Lars Danielson and Project Manger is Jorgen Jonsson, who also is the international co-ordinator at the department.

Working strategy priorities • • • • •

Supporting and following up local initiatives. Disseminate Good Practice. Inspire and stimulate to action learning, research- and development projects. Take responsibility of an annual regional conference. Education- and Career Fair, Future Gotland.

Working in partnership with education, business and community to develop and support activities means: • • • • • •

Increase involvement between business and education for mutual benefit Provide opportunities for young people to gain knowledge, skills and understanding through a relevant work related curriculum Raise the achievement, motivation and skill levels of young people to meet the needs of their future employers Enable business and education to share expertise and resources Provide contexts for the professional development of teachers and business personnel Develop and provide guideline for teachers and school leaders concerning entrepreneurial skills -9-

GEBP Network Region of Gotland Final Report

Mutual benefit The co-operation between School Business and Community will deliver young people an enriched curriculum which brings relevance and realism to learning through its integration with Business and the Community

What’s in it for education? The purpose is to enable young people of all abilities to reach their full potential in preparation for adult life and work. Another purpose is to provide people with progression for the development of skills, personal qualities and understanding and to provide opportunities for teachers to have first hand experience of alternative workplaces. To build sound foundations for future careers is also a purpose.

What's in it for business? The business enables employers in order to benefit from flexible, enterprising, wellprepared and well-qualified people to join their workforce. The business will also gain the opportunity to influence attitudes and to become involved in the achievement of education priorities as well as benefiting from the School as a resource. The network will provide positive responses to the challenges facing the Gotland economy and to keep local businesses personnel up to date.

Benefits to Business The businesses have some positive benefits from this network as PR - Publicity is important in the local area and knowledge and understanding - satisfied customers. Even the pupils become “ambassadors” for the business as well as they will receive a greater understanding of safety and security - pupils aware of risks and costs. The business can easily spread job-roles and qualifications information and awareness of why education is important for labour market.

Expected outcomes The expected outcomes includes mobilisation of human resources in the local society, creative and active development, win – win perspective, engagements, bottom – up perspective, local/regional development, world around orientation, enterprise development and marketing.

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GEBP Network Region of Gotland Final Report

Action plan 2004 - Responsibility and Management The policy programme School-Working life has been working since 1997. The objectives and intentions are still of current interest both in the policy programme but also in the education plan of Gotland. The regional management is executed by the Education Business Partnership, which is following up and evaluates the regional process and supporting and encouraging local activities. Local networks, working groups, around Gotland will have the main responsibility organising and developing the local activities around Gotland. The Head Teachers and Career Counsellors will have the initiative to invite the local actors surrounded the school and start sustainable regular co-operation. Current interests development areas: • • • • • • •

Focus on Entrepreneurship/Enterprise education within the frame of the Education Plan of Gotland Development of Vocational Committees future role and co-operation Career Counselling through an annual Fair The strategically role and responsibility of the Head teachers Managing through following up, supporting and encouraging Building networks - regionally, nationally and internationally Special international co-operation within the GEBP-project

Action plan details • • • • • • • • •

Further development of Education Business Partnership Gotland. Following up local activities and results. Supporting and encouraging local agreements in head teachers’ areas. Carry through mutual in service training directed to school personal as well as business personal Carry through Education- and Career Fair, Future Gotland, October 6-8, 2004 Further development of Career- and Counsellors role and competence. Developing of a Mentoring Programme directed to students at Upper Secondary School Develop an active programme of "work/teachers placements" according to Suffolk model. Co-ordination, documentation and managing of the process through Jorgen Jonsson, Local department of Education

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GEBP Network Region of Gotland Final Report

Connections Regionally Partnership “Glocal Gotland” Local networks and working groups on Gotland Network built on partners’ own support and engagements Application Objective 3 (network buildings) Objective 2 Islands Leader+ Attraktiv Skola

Internationally yEAC-project B7-Islands Youthstart Prevent Transnational Network Leonardo da Vinci Programme

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GEBP Network Region of Gotland Final Report

Career- and Counselling system Gotland Introduction Guidance and counselling or Careers Guidance in a changeable society I our changeable society the necessity of qualified guidance is increasing. An aim among others is to counteract the appearance of gaps in level of education and knowledge. The rapid remoulding of the society constantly creates new opportunities, but also a risk of social exclusion. The right individual with the right education in the right vocation gives pleasure in work and high degree of employment. If the degree of employment could increase from 77% (June 2004, people at the age of 20 to 64) to 78% it should strengthen the Swedish national economy with 17 thousand millions SEK every year. (Jens Henriksson, Ministry of Finance).

How to define the process of careers guidance? Careers guidance is a process with the aim of helping the individual to increase both the self-knowledge and the understanding of the surrounding. It's the task of the guidance counsellor to help the individual to handle the topic of education and the choice of vocation or profession. The most important tool in the guidance process is the oral guidance dialogue. The purpose of the guidance process is to give the individual the opportunity to set up goals for the future, and the purpose of the guidance dialogue is that the individual should gain the necessary insights to make choice with good grounding. The individual needs an understanding of her/his range of possibilities and thereby increase the capacity to make decisions. The matters of guidance:

Figure 4, the structure of the matter of guidance structure

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GEBP Network Region of Gotland Final Report

Co-operation and in-service training To secure a high quality in the applied careers counselling it’s essential to co-operate with business life, the parties of the labour market and with different education and training institutions. It’s also important for the guidance practitioners to develop procedures so that they more easily may collaborate locally, regionally, nationally as wells as internationally. The career guidance practitioners also need an active and continuous in service training, that to secure a high quality of the daily work.

Rules and regulations For every sphere of education the public study and vocational guidance is grounded on different but specific rules and regulations, like the law of education, statutes, curriculum and local regulations.

Study and vocational guidance A definition of the Study- and Vocational Guidance and a description of the Professional Guidance dialogue The definition described below is worked out for general purpose and may be used in all context of counselling (The definition emanates from Ingegärd Sahlström, 2001). An independent and unbiased study and vocational guidance acts on the needs of the individual, irrespective of age and occupation. The public study and vocational guidance should offer the individual tools and methods to: • • • • •

Identify and word one’s requirements, interests and conditions Seek information and knowledge, and inform oneself about education possibilities, trainee posts and labour market Make a choice of relevant measures Be able to take on the responsibility for one’s own choice- and decisionmaking processes Apprehend the possibilities to realise one’s ideas and look after one’s requirements

The professional guidance dialogue The fundamentals of study and vocational guidance are the professional guidance dialogue. (The description emanates from Line of Action, Kungsbacka Community, 2003). The dialogue should embrace the fields of education and/or working life in relation to the each individual’s situation/conditions and qualifications. The talk is a structured dialogue which should lead to self-decided actions of the individual. Every single person is the owner of the line of conduct. - 14 -

GEBP Network Region of Gotland Final Report

Figure 5, structure of career counselling structure

Study and vocational guidance on all levels of education The Compulsory school Work experience programme The aim of the work experience programme or in Swedish “PRAO” (Short for “praktisk arbetslivsorientering”) is to give the pupils tangible experiences from working life and to give them an opportunity to grow and be socialised to the working life. The weeks of “PRAO” also gives the pupil an important opportunity to form an opinion of different vocations and training/educational programmes. Under the spring term in 8th form, the pupils have two detached weeks of work experience programme. Two continues weeks of “PRAO” is then given under the autumn term in 9th form, and this period may very well have a connection to possible future choice of upper secondary school programme. The study- and vocational guidance counsellors give lessons to inform every class about the purpose with “PRAO”, practical details and the principle of selection of the trainee posts. The trainee posts are mediated by The Central Agency for Trainee Job Acquisition at the Local Department of Education.

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GEBP Network Region of Gotland Final Report

The choice of Upper Secondary School programme. The leaving-pupils of the compulsory school make their choices of study paths through the upper secondary school. The choice is to be made by the 1st of February. The study and vocational counsellors informs both pupils and parents by classes about content of the different upper secondary programmes and about the meaning of upper secondary school education. The pupils are also prepared before their visits to the yearly Study and Vocational Fair of Gotland (surveying information) respectively the Upper Secondary School Days (deepening information).

The Regional Study and Vocational Fair of Gotland The Regional Study and Vocational Fair of Gotland “FRAMTID GOTLAND” (“framtid” stands for “future”) is carried out yearly under the first week of October. It gives a general view and a foundation before the choice of education and vocation, thanks to that not only the different upper secondary school programmes but also business life, university and other educational and training establishments are represented. The Upper Secondary School Days, alternatively Open House is carried through by every single Upper Secondary School. The arrangement varies depending on different prerequisites of the schools. Upper Secondary School Evenings are also commonly carried though and information is given to both parents and pupils on these occasions. Before the choice of Upper Secondary School and School programme every single pupil is given at least one guidance dialogue in private, when the counsellor together with pupil penetrates possible training or educational programmes. Different pupils have different needs of guidance. Some pupils have evident aims and directions with their lives, and then it’s often enough with just one guidance dialogue occasion. Many pupils need several meetings to work up thoughts, dreams, possibilities and obstacles in real life, and to be able to organise plans for studies and assignments of work.

The Upper Secondary School Choices within the Upper Secondary School. Within the upper secondary school the pupils are making a lot of choices. It’s about branch inside the respective national programme, the choices of eligible courses and the choices of the so called “Individually Eligible Courses” At these occasions the study and vocational counsellor informs in class about the alternatives. Moreover, every pupil who wishes also has the opportunity to get individual guidance. Such a dialogue may for instance throw light upon the consequences of different choices on the eligibility to higher education.

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GEBP Network Region of Gotland Final Report Revision of personnel curriculum. In the upper secondary school there are many pupils who in different respects want to change aim and direction of their studies, or to make other changes in their study programme. It may be about a changeover to another national programme or to individual programme etc. In face of such thorough changes regarding aim and direction of the studies, the pupil often needs to meet his study and careers counsellor at quite a number of occasions to get the ability to make a well-founded and well thought-out decision.

Choice of Education or Career when leaving the Upper Secondary School. Information about 3rd level education and labour market is given by the study and careers counsellors in class to the pupils on the eve of leaving school. These pupils are also informed under “The Day of the Future of Gotland” (in Swedish “Gotlands framtidsdag”). At the study and careers counsellor it’s always possible to get an individual dialogue to endorse careers planning.

The Day of the future of Gotland “The day of the future of Gotland” or “Gotlands Framtidsdag” is a seminar day carried trough every year and attended by all leaving pupils but also by many of the pupils in the age group next to leaving the upper secondary school. Even adult students, people in search of work and the general public are invited to attend the day. The audience is offered information about university and other 3rd level study opportunities, the labour market and about to work or study abroad, and how to finance studies, i.e. about study allowances and grants.

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GEBP Network Region of Gotland Final Report

The Mentoring Programme After visiting and studying the Suffolk Mentoring Programme it was decided that Gotland should set up a similar programme in form of a pilot project. The Pilot project is presented further down under the heading “Mentoring programme, pilot project”. The result of the pilot project was very successful and it was decided to prolong and expand the project for the autumn semester 2005 and further on.

Aim By creating a close relationship between students at upper secondary school in order to create a better condition for the students to make a successful career choice. The project also provides the region with knowledge dissemination, regional growth and good will.

Goal The goal is to offer the students that are interested to choose an option from several different layouts that will be provided from the spring 2005.

Duration The project started as a pilot project in the spring of 2005, and will run as an extended project from autumn 2005. The extension is that more upper secondary schools are involved (the pilot project involved 2 upper secondary schools).

Summary The project was initiated after visiting a GEBP conference in Suffolk, United Kingdom, June 2003. A project group, including business partners and head masters from two Upper Secondary Schools, were established late 2004 to enable a pilot project start in December 2004. After a period of recruiting potential mentees and mentors a group of ten mentees and ten mentors started a training programme, in December 2004. The training programme also includes a matching part, whereby we try to find the optimal mentoring relations on an individual level. The training programme was finalized in the end of January 2005. The project involves students from Upper Secondary School (mentees), local businessmen (mentors) and a group of salaried employees (mentors). The challenges are devised to encourage partnerships between individuals to a given brief in order to understand the value of using partners, catalysts and mentors in each participants (mentees and mentors) daily work. - 18 -

GEBP Network Region of Gotland Final Report

During February-June 2005 the Mentors and Mentees will meet each other at least once a month (more often in the beginning and concluding parts). Besides these meetings there will be two common follow-up meeting with different themes and a final evaluating meeting at the very end of the pilot project. The project is designed to achieve the following overall purpose: Through a closer cooperation between representatives (students, teachers and head masters) from the Upper Secondary School and representatives from local businesses and public organizations increase the students’ knowledge about the working life. The project is designed to achieve the following outcomes: • • •

improve interpersonal skills. ensure that students are aware of the importance of using mentors or other kinds of business networks in the future encourage students to consider careers in the areas of own enterprises and/or in a leading position as an employee

The pilot project was evaluated during the spring 2005. The objective is to have the Programme included as a supplementary choice for the students in the final class of the Upper Secondary School. The outcome and evaluation of this pilot project in spring 2005 gave the opportunity to start up for a further more expanded Mentoring programme during 2005/2006 on Gotland.

Outcome / Result The project is designed to achieve the following overall purpose: Through a closer cooperation between representatives (students, teachers and head masters) from the Upper Secondary School and representatives from local businesses and public organizations increase students’ knowledge about the working life. The project is designed to achieve the following outcomes: • • •

improve interpersonal skills. ensure that students are aware of the importance of using mentors or other kinds of business networks in the future encourage students to consider careers in the areas of own enterprises and/or in a leading position as an employee

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GEBP Network Region of Gotland Final Report

The GEBP Conference in May 2005 Description/Summary of the Conference The Conference was an action-centred with participants being highly involved in analysing the Gotland Entrepreneurial Safari and Best Practice cases in the context of the Theoretical Model of "Enterprise/Entrepreneurship Education". These analyses will form the basis for finalising the outcomes of the GEBP Network. The Conference Participating Policy was stated as follow:

Every education representative should bring a businessperson to the Conference!

Besides the official part of the conference the participants could enjoy a Middle age dinner and a visit to Stora Karlsö, a small island outside of Gotland with great fauna and bird life.

Conference Aims • • • • • • •

Develop the understanding of the theoretical model for "Enterprise/Entrepreneurship Education" Extend partnerships between education and business life. Link the "Enterprise/Entrepreneurship Education" theoretical model to the Gotland Safari and selected Best Practice cases. Focus on the importance of the Best Practice database. Create an action plan for promoting “Enterprise/Entrepreneurship Education” on a regional basis. Agree the format of the final report of the GEBP network. Consider Gotland in perspective.

Conference Outcomes Enterprise/Entrepreneurship Education (E/E- Education) and the usages The simplified model of E/E- Education presented by Professor Kari Ristimäki was the theoretical platform for this action centred conference. The discussions were organised in small workshops guided by GEBP Lead group members and supplied with reflections and discussions in plenary session.

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GEBP Network Region of Gotland Final Report The model were used as a basic tool for all discussions and used for analyse during three main subjects: • • •

Best Practice Database Best Practice Cases (7) presentations Gotland Entrepreneurial Safari

The outcomes/discussions from these three areas were then the starting point and basis for an Open Space Technology session. The purpose was to promote an Action Plan how to raise effective and active partnership co-operation for the future. The open space sessions encourage all participants to take an active part and role in the different workshops, which they were voluntary divided in. They also contributed actively to the conference outcomes. Two essential questions were raised: • •

What’s in it for us? How do we ensure that education and business work together for mutual benefit?

Presentation of database The GEBP database development is an essential part of the whole GEBP network. During the conference the database structure and contents were presented. Around 120 Best Practices are now assembled from different countries/regions and work package areas. Seven Best Practice cases selected from the database were presented at the conference. These seven cases is a part of the selected 20 Best Practices from the database, which will be deeply analysed and evaluated by Professor Kari Ristimäki, Vaasa University. The thought of the database is that it will be an all-embracing platform for collecting and disseminate information but also building links and provide knowledge between regions and organisations in a long term perspective.

Best practise database cases At the conference seven Best Practices were chosen from the database and presented by the provider of the project at workshops sessions. The discussions were related to the theoretical Model of E/E-Education. The Best Practices presented were: • Business Mentoring Programme in Suffolk • Techno-Tet Vaasa • Lingewaaal Project, Rotterdam • The Trailer Service, Telemark • Learning City, Hillerød • Digital Community Project, Dublin • Training in Team, Vaasa A summary of all these cases is presented at the GEBP network web site database Best Practice (www.gebp.net)

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GEBP Network Region of Gotland Final Report In comparison to the best practices above we had the opportunity to be visited by Professor Kazuhiko Kawasaki and a teacher Yuki Kudo that presented the Tokai Educational System – Intellectual Property Education (IP).

Entrepreneur Safari The Entrepreneurial Safari was based on visiting eighteen businesses and public organisations, all are active and good entrepreneurs working in different areas and branches. The participants were divided into groups by eight, and then transported in mini busses to the businesses. With the theoretical model in mind the participants were asked to form their questions in order to get an entrepreneurial perspective of the business presentation. Each group were visiting three places and then returned back to the conference venue where presentation in plenum was made in order to share their experiences with the other safari groups. The aim of the Entrepreneurial Safari: • To visualise Gotland practices to our international guests • To visualise Gotland practices to our selves • To prepare the evaluation of the GEBP network by using the theoretical E/EEducation Model during the visits at the businesses • To visualise the GEBP network by engaging a great number of local operators

Business link building To strengthen the connection between Education and Businesses a lot of business and education personnel were invited to an evening session in order to build more links and learn from each other. The atmosphere created a growing ground for both social as well as practical links, which further on created a deeper understanding for each other’s way of thinking and acting.

Students involvement During the conference a group of students helped the organisers with both practical and theoretical problems. This turned out to be very successful for the students that proved to be very happy to be involved in this international environment. An evolution was made after the conference showed that the students learnt a lot of different things during these days – theory and practice in combination!

Some outcomes from the Open Space seminar In order to create an open and free discussion an Open Space seminar was held with the purpose to promote an Action Plan how to raise effective and active partnership co-operation in the future. The Open Space was chosen in order to create an open session for active participation and discussion. The questions and outcomes of the discussion were these:

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GEBP Network Region of Gotland Final Report

In order to organize for teachers so they can start teaching entrepreneurial some crucial points were made: The EEE (Entrepreneur/Entrepreneurial Education theory) are goals for the schools. The Headmaster has to agree and give support to the teachers. Teachers should have both time and the opportunity to develop their skills. There should also be a possibility to exchange workplaces between education and business world. On the question of how to increase project involvement following suggestions were made: Each Work Package should have an ending meeting to sum up everything and state conclusions and outcomes. Newsletters should be spread to target groups. External expert should be brought in to talk about key subjects. The conferences/meetings should be more practical, more interactive and less theoretical. Concerning the future the following points were made. A possibility to try different business is crucial for the pupils career choice. Young people must be more skilful. Specialist vocational educated personnel are needed. Initial teacher training system must be involved and personnel in service training must be at hand in the area of work related skills. EE learning was a subject that also was brought up during the open seminar. Here the group found out that it is important to keep a dialogue with the pupils. It’s also important not to press a pupil to be an entrepreneur. Some people have ideas but they don’t want to take risks, attitudes may be more important than skills. Intrapreneurship is also important stated the group. Another group discussed the ways of improving the theoretical model. Wording and formulations needs to be revised. Words must give the right signals, be inviting and dynamic (External persons should audit words and phrases). ”Entrepreneurship” should be complemented with a word less associated with private companies – leading thought to more of a behaviour – and creativity. Further on the group conclude that the word “teacher” should be complemented with the word “coach” and some other adjustments that were clearly pointed out. Student involvement in projects was discussed in another group. They concluded that students involvement in new projects needs to have them to reflect on our way of working. There should also be a project for students where they can show their skills, attitudes and knowledge. It should be a challenge to attend a conference, both for students and teachers. On the subject, evaluation as a tool for development, some conclusions were made. Use students from the university or somewhere else to make or put focus on the outcomes. Evaluating is for both the Leonardo office and for our self And the self evaluation should be made with help by experts from outside.

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GEBP Network Region of Gotland Final Report

Leadership in education. Students should take responsibility for their learning and lives. We should develop their self-esteem. These statements is a challenge of leadership in education is that stress the teacher to enhance their responsibility and encourage the students to be involved in both their lives and learning process. Teachers should act both as leaders and coaches since initial teacher training is still teaching the teachers to teach. It should be placement in industries during initial teacher training and they would get credits out of it. Parents should be involved in teaching leadership to their children The dissemination was also discussed. Some points were made by the following statements, business need to learn about school, simplify the model even more and use different approaches towards different target groups. A good example is the business ambassadors’ project in Tingsryd, Sweden. The last subject of discussion was the contracts between schools, companies and company instructor. Is it true that for the smaller companies it’s a question about time and money when it comes to cooperating with schools? Educate ambassadors/instructors from companies to take care of student at workplace training. Invite them to evening meetings/activities. We need places to meet school, organisations and companies to discuss possibilities, problems etc. School must go out and inform companies and trade organisations about school system. School responsibility!!!1

1

Presentation (in text and pictures) of the conference will be found at GEBP home page (www.gebp.net). Click on links in upper right corner.

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GEBP Network Region of Gotland Final Report

The Final GEBP Conference in January 2006 The Final GEBP conference was arranged by Gotland but held in Stockholm at the Institute of education. The conference was divided into two parts the first public sessions that run over two days and a member day on the third and last day of conference. More than 60 participated in the conference including speakers from national agencies, Leonardo office and the Institute, above this there were of course speakers from the different GEBP regions.

The strategy of the conference The GEBP Final Conference aims to be an action-centred conference with participants highly involved. The GEBP network outcomes for the period December 31, 2002 – January 31, 2006 was presented by the GEBP members/project leaders. The outcomes presented will form the foundation to promote enterprising/entrepreneurial behaviour and regional development for the future. The presented outcomes will be useful tools for decision makers, authorities, and organisations and of course personnel in Education and Business area. The GEBP Enterprise/Entrepreneurship Education Theoretical Model will be used to analyse and evaluate Good Practises of Work Related Learning examples in order to promote future development and growth.

Summary of the Final GEBP Conference Between January, 16 and 18, the final conference was held in Stockholm. A little bit more than 60 people attended the conference, which was held in the Institute of Education. During the conference many interesting facts were presented by engaging lectures. The aims and goals put up in the beginning of the network have been reached with no doubt. Day one of the conference was filled with very interesting speeches, for example from the Head of Stockholm Institute of Education Eskil Franck, The Swedish National Agency for School Improvement – The Committee of Vocational Education and Training – Director of education Fredrik Wikström and Ulf Melin, Director-General, International Programme Office for Education and Training in Stockholm. There were also presentations of Work Related Learning examples; one describing the Vocational based Training Educational Centre in Tjörn, West Sweden given by Head Director Kerstin Littke and Teacher Karin Eneling. Another example was given by - 25 -

GEBP Network Region of Gotland Final Report Wellantcollege Vocational Training Centre in Rotterdam presented by the International co-ordinator Ton Stok and the Head of Wellantcollege Frans van Rongen. On the second day of the conference the GEBP Work Packages presented the results and outcomes that has been concluded during the network period. All work package groups presented numerous facts that clearly show the fantastic amount of knowledge that is built in to this network. These results will be disseminated and implemented out to the different regions through new and existing Education and Business Partnerships. On the third and last day some instructions and questions was raised concerning the different reports that has to be written. Visions of the future were also discussed. Every participant agreed that it is important to keep the network alive in order to preserve and disseminate this knowledge further on.

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GEBP Network Region of Gotland Final Report

The founding GEBP theories and models The theory of the tubes or silos

y

Education World

Knowledge Experiences Partnership Skills Contacts Inspiration Benefits

Business World

“No Secret Gardens” Theory

Practice

Figure 6, theory of the “Tubes”

One of the main theories developed by the GEBP network is the Theory of the tubes. The idea is to make the education world and business world work together, or Work Related Learning. When we say Work Related Learning we mean that the theory and the practice are joined together in the education for the pupil/student. As we see it, it is an essential way to develop the way of learning in order to stay in touch with reality. This is one of the main ideas driven by the GEBP network.

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GEBP Network Region of Gotland Final Report

Enterprise/Entrepreneurship Education

GEBP Work Packages Interrelation (Kari Ristimäki) GEBP hypothesis:

Packages 1a Student Involvement 1b Personnel Involvement 1c Initial Teacher Training

Package 4 Research & Evaluation

Is this the optimal opportunity of Enterprise/ Entrepreneurship Education Development?

Package 2 Social Inclusion

Package 3 Partnership

Entrepreneurship education and career choice

Entrepreneurial behavior Figure 7, Enterprise/Entrepreneurship Education theory model

This picture shows the interrelation between the GEBP work packages in relation to the Research and Evaluation Package. This theoretical model that can be used for analysing a partnership in order to find out how great involvement of for example entrepreneurial skills are influenced in the partnership. This model handles a lot of different perspectives for instance Social Inclusion and Partnership that is a great tool because it gives the whole overview that is the key for a good regional development and growth.

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GEBP Network Region of Gotland Final Report

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” Figure 8, the STEP:s model by Jouko Havunen Vaasa University

Supporting Teaching for Enterprise Programmes, STEP is a tool that is constructed in order to help people to start - or deepen - their entrepreneurial thinking in their education. The schedule should be read from the bottom and up, as we see it most people are stuck in the first level and have great difficulties moving “up” the stairs to the next level. 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

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GEBP Network Region of Gotland Final Report

Outcomes & Conclusions • • • • • • • • • • • • •

Building sustainable Partnerships (connect the tubes!) Adults other than teachers involved in school life Benefits for the Community – Social Inclusion Motivated teachers & students More effective learning process (theory & practice) Increase contacts between school and business world Creating entrepreneurial behaviour “Glocal” Networking Information, Communication and Dissemination Strategies Identification of skills needed by students for future employment and adult life - Business in dialogue with Education Best Practice Database Increased Co-operation between business and education world Regional/Economic Development & Growth

Priorities for the future • 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) • Career & Lifestyle Counselling • Information, Communication and Dissemination - 30 -

GEBP Network Region of Gotland Final Report

What is GEBP about? Have the

9 Will and Force 9 Knowledge and Understanding 9 Strength and Courage 9 Daring and Leadership to promote Work Related Learning which is tomorrows way of learning for supporting Creativity and Entrepreneurial Behaviour

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GEBP Network Region of Gotland Final Report

Information details Websites: GEBP - www.gebp.net Glocal Gotland - www.gotland.se/glocalgotland The website contains further information about the network in whole but also conference presentations (text and pictures) and useful links. You will find contact information to the members of the network under the heading “Members”.

Authors of Member Report Gotland Jörgen Jonsson, GEBP Project Manager Phone: +46 498 269552 , +46 704 476940 (mob) E-mail: [email protected]

Magnus Götherström, Assistant Phone : +46 733 262597 E-mail: [email protected]

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