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Workshop 2
“BACK TO BASICS: START-UP SUPPORT IN VET”
TKNIKA [Bilbao, Spain - 20/21 October, 2015]
Authors: Teele Luks (PKHK), Ivan Diego (Valnalón).
Our second workshop turned he spotlight on the pre-incubation and start-up support role of VET Schools. It is time to get back to the basics and discuss the pros and cons of different services and tools available. Well, well, well… I see you are not bursting with excitement. Bear with us a little longer because the Basque Country turned to be a treasure trove of well-kept secrets when it comes to entrepreneurship education in VET.
A teacher-led organization trailblazing the way towards a different VET
“Towards a different VET” is the simple yet inspiring strapline of the recently approved 4th Basque VET Plan. It’s definitely a declaration of intent but also the key
raison d´être for TKNIKA, the Basque Centre for Innovation in Vocational Training. Since its inception in 2005, TKNIKA has been trailblazing the path to better align VET policy and practice with creativity, innovation and entrepreneurship at its heart.
Fig. 1 - VET Entrepreneurship Education Ecosystem in the Basque Country TKNIKA
TKNIKA is the Centre for Innovation in Basque Vocational Training. Through networking and direct involvement with the Basque VET teachers, TKNIKA develops innovative projects in the
areas of technology, entrepreneurship, education and management. TKNIKA is a center promoted by the Basque Department of Education, Universities & Research, under the direct
2 | P a g e TKNIKA is a 100% public institution. Most of staff members
are VET teachers. Currently, 36 of them are on a full-time yet temporary contract. Interested teachers apply to join one of the project workgroups. They usually stay at TKNIKA for 2-3 years before heading back to their permanent position at the VET School. With new knowledge and skills,
they are ready to lead processes of change once they start teaching again.
Jon Zárraga is one of these teachers. He has recently joined the Internationalization Team and he walked us through TKNIKA key strategic areas and some of its flagship projects.
Areas Flagship projects
Entrepreneurship and change management
• IKASENPRESA. Mini-company programme for VET Students
• URRATSBAT. Integrated business support in VET Schools.
Learning methods and processes
• ETHAZI- High Performance VET Courses. Learning ecosystem largely informed on employers demand for non-cognitive skills.
• SKILLS EVOLUTION TOOL (SET) Online platform for competence-based assessment.
VET Applied Innovation
• TKGUNE- Innovation, Technology Transfer and Competitive Development Network of VET centres which aims at introducing and improving
technology in Basque SMEs. • IKASLAB NETWORK- 3D Printing
Internationalization
• VETIBAC. Basque International Campus. Training, cooperation projects, international networks. • EUROPEAN PROJECTS, MOBILITIES
• INTERNATIONAL VET CONFERENCE
Continuous improvement
• HOBBIDE – A model for management,
self-assessment and improvement of the Basque VET System (EFQM good practice).
• EMPLOYERS involvement- employers involved in curricular design and decision-making process.
3 | P a g e Two aspects drew our attention. On the one hand, TKNIKA strategic orientation is certainly future-driven but it is also informed by the present needs of a wide spectrum of key stakeholders in the VET Ecosystem: schools, teachers, students and employers. By the same token all project outputs, that is to say the new methods and technologies developed at TKNIKA, are expected to be ready for application at VET Schools and potentially scalable. This brings as a result a generalized “upskilling” process first made visible on teachers and students. But further down the pipeline, this highly-skilled workforce is bringing added value for employers and industry as well.
All in all, TKNIKA is a key driving force in the transformation of the Basque VET system. Its vision and mission are perfectly aligned with the guiding principles contained in the 4th Basque VET Plan:
4 | P a g e Entrepreneurship and Change Management
Entrepreneurship is a clear example of the high degree of alignment of TKNIKA its actions with the new VET Education policy framework. We were introduced to the structure of the Entrepreneurship and Change Management Area by Inge Gorostiaga from TKNIKA.
4th Basque VET Plan – “Active Entrepreneurship” TKNIKA Objective 5. To reinforce entrepreneurial activity in VET, fostering
an even greater entrepreneurial spirit and promoting the creation of new companies, especially in industrial settings.
Entrepreneurship and change management 5.1. To encourage an
entrepreneurial culture within vocational education and training, in all activities and at all educational phases.
• To design and develop initiatives targeted at reinforcing entrepreneurial culture in Basque vocational education and training, among teachers and pupils.
5.2. To increase and extend the creation of companies in VET in collaboration with other agents and develop business projects with future growth potential
• To promote start-ups in the VET environment, fostering the incorporation of projects with the greatest technological base and greatest growth potential, especially in industrial environments.
• To develop training schemes oriented towards reinforcing the capacities and skills of teachers that will support entrepreneurship projects. Teacher network (Ikasenpresa) MAE – Teachers trained to play business advisor role at VET Schools. (Urratsbat)
Let’s first pay attention to the two main entrepreneurship projects: Ikasenpresa and Urratsbat. By way of scene-setting, just think of them as two interconnected initiatives. The former is largely concerned with the development of skills and attitudes while Urratsbat builds into it encouraging and supporting VET students and alumni to set up their own businesses.
5 | P a g e Ikasenpresa…not just another mini-company programme.
IKASENPRESA is a very popular mini-company programme for VET students. In 2014-15 school year, 46 VET schools, 94 teachers and 2200 students took part in it and 325 student mini-companies were set up. They operate throughout the school year. Real products are designed and sold at a regional fair. Best projects are awarded. Categories include best business idea, best market research, best promotion strategy and most socially responsible practice.
Apparently yet another mini-company thing but two aspects need to be highlighted:
• Curriculum embedment
• An active Community of Practice by and for teachers Curriculum embedment
All VET courses in Spain include a compulsory module in Entrepreneurship: “Empresa e Iniciativa Emprendedora - EIE” (Enterprise and entrepreneurial initiative). The module falls into the “learning about/learning for entrepreneurship” category which basically means a lot of theory and some virtual business planning. TKNIKA has seized the opportunity to adapt IKASENPRESA contents and methodology to enable the adoption of a more practical approach while meeting the curricular requirements of the module.
An active Community of Practice by and for teachers
Teachers are seen as the key factor of the programme. Tknika puts at their disposal a wide array of tools, materials and CDP opportunities but the most relevant aspect here is TKNIKA has successfully nurtured and supervised the creation of a strong Community of Practice of Ikasenpresa VET-teachers. Its members meet on a regular basis to discuss and share their teaching materials, methods and videos. TKNIKA coordinates this whole process that taps into teachers expertise and experiences to update and improve the syllabus and the suite of teaching resources, evaluation tools and training opportunities available.
6 | P a g e Urratsbat
According to Leire Zubero (Project coordinator) URRATSBAT is the next logical step after IKASENPRESA. VET schools involved in Urratsbat project are committed to provide integrated start-up support for VET students and alumni alike. To date, more than 50 VET Schools in the Basque Country do already accommodate business incubation units within their premises.
One of these schools is CIFP San Jorge. Its headmaster, Agustin Campos Trujillo, , gave us a tour around the premises. The incubation unit has been operating for 7 years under the
supervision of three teachers who are specialized in career planning and entrepreneurship. Right now the incubation center provides office space for 5 different business projects but the demand is much higher. Start-ups can be in incubation for 2 years. Tenants have access to school workshops, labs and equipment and the teachers/advisors know-how. Headmaster highly praised the cooperation with TKNIKA and the local government that usually redirects some start-up projects to CIFP San Jorge Urratsbat Incubation Unit.
While these physical spaces may be the icing on the cake, that’s not the whole story. Integrated start-up support in VET Schools entails a well-orchestrated methodology, and envisages a brand new role for teachers directly involved.
Javier Aretxedereta coordinates Urratsbat project at Gamarra VET Centre (Vitoria) and, at the same time, he is a collaborator of the Entrepreneurship and Change Management area in Tknika. Javier works hand by hand with would-be entrepreneurs (VET students or alumni) to transform initial ideas into viable businesses. The process is split up into 5 different phases:
1. Awareness 2.Project selection 3. Promoters training 4. Project tutoring 5. Company start-up 16-hour course (voluntary) Based in pre-feasibility 30-hour start-up course Business planning Incubation unit
Ever since 2004 it has led to the creation of 532 companies. For a good proxy of the quality and sustainability of the firms created under Urratsbat umbrella you have to look at the impressive 3-year survival rate (71%). TKNIKA supports teachers with Specific training on business advice, a strong network (again) and the opportunity to participate in study visits to different European countries. Back at school, Urratsbat teacher coordinators see their number of lessons substantially reduced so that they can devote more time to their business advising role.
7 | P a g e ETHAZI: The end of (VET) world as we know it.
Having reached this point, we’ve seen a coherent and joined up strategy to make entrepreneurship happen in VET schools. You may argue, though, that all efforts seem to be driven by a narrow definition of entrepreneurship and geared towards business start-up, right? Maria Aurtenetxe and Gaizka Bilbao are here just to
prove you wrong. They work at TKNIKA “New Learning Methods and Processes” area. Ethazi is their latest brainchild, the last step in that long and winding road that goes from piecemeal change to systemic innovation.
Employers are increasingly demanding professionals with and expanded skill set. In addition to technical knowledge and whole range of skills are now needed in the workplace: teamwork, creativity, adaptation to change, digital skills, communication, personal and social responsibility, etc. TKNIKA has created a new learning model, ETHAZI, that improves the professional competence of VET students by focusing on this new skills set.
ETHAZI stands for ETekin HAndiko ZIkloak (High-performance VET courses). Performance is understood here as maximizing content mastery while developing their professional and soft skills. ETHAZI is a ground-breaking methodological change expected to become a reference model for VET training in Euskadi.
The key element underlying the entire learning model is collaborative challenge-based learning: the proposal of a problematic situation and its transformation into a challenge. This is a powerful learning scenario, where the student, on an individual and team basis, takes action and produces a result applying technical and transversal skills.
In all cases, the class splits up into small teams and the problem is exposed. The process must be carefully designed so that the student experiences the situation as a challenge. Its open-ended character grants students the opportunity to identify, learn and apply the knowledge and skills needed to come up with the best solutions.
8 | P a g e This work proposal does not fit nicely into the VET School as we know it. In their curent format, timetables, evaluations and physical learning environments impose constraints and require re-thinking and consequent redefinition that entails:
Inter-modularity – Silo-based education is no longer an option. Interdisciplinarity is a must for the design of challenges that resemble as much as possible real situations students will face in the workplace. Yes, teachers from different departments have to work together and align their goals. How? Keep on reading.
Self-managed teaching teams - Teams consist of 2-3 teachers working together to design a good challenge. This requires the previous selection and graceful combination of a precise set of learning outcomes from different discipline. Teaching teams are disbanded as soon as the challenge is over so that throughout the course each teacher contributes to different teams.
Reorganization of learning spaces and collapsed timetables - The implementation of these new methodologies requires rearranging classrooms, equipment, furniture and specific spaces. The main characteristics of their design are flexible, open, interconnected spaces that favor active collaborative work.
Skills assessment geared to development - Evaluation is a key element and the student is also expected to play an active role in assessment. Self-assessment is coupled with frequent feedback from teachers and peers. I’m sure we’ve heard it all before, right? Yet we were delighted to hear a specific tool was developed. The first pilot in 2013-2014 involved 5 VET Schools, 320 students and 90 teachers from different vocational tracks. At present 39 VET Schools (84 groups) are already taking their first steps in implementation. Now, what does it take to make it happen? Sensible policymaking, school management team support (every school involved has to appoint an ETHAZI learning coordinator) and of course, good teacher training. TKNIKA offers 3 different ETHAZI courses totaling 90 hours of training. First course is focused on cooperation skills, the second one deals with methodology and didactic skills and the third one touches upon assessment and feedback. And that’s precisely the topic of the next section of this report.
9 | P a g e Skills Evolution Tool: Assessment of transversal skills.
SET is a powerful online platform for competence-based assessment. Tools like this do not come out of the blue. SET taps into previous work undertaken and shared by teachers at different schools. The tool was originally conceived for ETHAZI projects but right now it comes as second nature for IKASENPRESA teachers too. One of them, Rafael Balparda (VET teacher at Colegio San José de Calasanz), did briefly sketch its main features for us.
The tool enables the assessment of a previously agreed set of skills and attitudes that define the profile of an entrepreneurial professional. It includes a set of rubrics with a pre-defined set of criteria and descriptors for each of the skills. Once you’re logged in as a teacher, the tool lets you fully customize different aspects such as adding/deleting classes/students, choosing the skills you’ll be assessing and modifying rubric criteria and descriptors according to your own needs.
Assessment is carried out in three iterations. At the end of each term the tool compiles the results of self-evaluation, peer evaluation and teacher evaluation and facilitates the generation of visual graphics and reports. Both students and teachers are expected to support the grades with specific evidence that will be contrasted in short formative feedback sessions with each student.
10 | P a g e Basque VET Schools as entrepreneurial hubs: Colegio San José de Calasanz
Colegio San José de Calasanz is a private school founded in 1969 and located in Bilbao Metropolitan Area. Currently, 700 VET students are enrolled in the 12 different VET courses they offer. Primary, secondary and general upper education levels are also present at school. In its short presentation Javier Moratinos, Headmaster, states entrepreneurial thinking is a common underlying theme in all levels.
Why? The school is located in an area with the highest unemployment rate in the Basque region and according to Rafael Balparda, VET teacher, this is a good reason (if not the only one) to develop entrepreneurial competences. He spends lots of time talking to employers and companies to identify their needs. With this information the school devises new ways to nurture and assess these skills and attitudes.
Luckily they are not alone. The school has mapped the wide range of external stakeholders at local and regional level that are helping them in putting forward an ambitious and coherent entrepreneurship education agenda. TKNIKA is obviously a strong partner. School’s ongoing involvement in IKASENPRESA and, more recently, ETHAZI project attest to this but students have the chance to get involved in initiatives promoted by local authorities, regional development agencies (DEMA), employers’ associations and other institutions.
Jairo Millán and Berenice García “Marketing and advertising” VET students, are currently taking part in IKASENPRESA project. Their mini-company, Happy Wood, is an opportunity to apply their knowledge which includes the designand dissemination of the school newsletter. They decided to study at San José de Calasanz School because they think the best way to learn is to make something that's useful. That’s quite a nice way of putting what a whole-school approach to entrepreneurship, don´t you think?
11 | P a g e Challenges lying ahead are manifold and fine-tuning a clear progression model for entrepreneurship is one of the most urgent ones. However, at least at VET level, the SET tool is a promising first step for the assessment of a set of common soft skills previously agreed upon.
Partner insights
Teele Luks, PKHK (Estonia)
“It was my first time in Spain and I must say that I have heard stories about Spain's
high unemployment rate. However, Spain surprised me in a really positive way. I was amazed how well-organized and supported the development of vocational education and entrepreneurs is in Spain. I love the idea of an organization as TKNIKA that supports and unites vocational school teachers, students, entrepreneurs and different organizations. Their approach seems to be working very well and I would like to see this kind of organization in Estonia also. The Ethazi-model made me think about the need to transform training and I would like to experience this kind of innovating teaching method in real life. We have lots to learn from project such as
Ikasenpresa and Urratsbat, because combining entrepreneurship and VET
education is the key to success in the future.
It was clear that entrepreneurial thinking exist every level at Colegio San Jose de
Calasanz and IEFPS San Jorge and I loved their wider picture: The aim is not only to
create companies, but to allow the development of a new professional and talented entrepreneur, because then they will be able to provide value to business network and society.”
Sabien Lasure & Ben Bruyndonckx, SYNTRA Flanders (Belgium)
“Both the Ikasenpresa projects and the Urratsbat projects we were lucky to study
during the visits and meetings, have similar counterparts in Flanders. The aim is to integrate entrepreneurship within the schools.
In apprenticeship schemes and systems – such as in Flanders – the young people get the real thing because they are working in a real business. However, in most of the cases these young people don’t get the opportunity to practice running a real company on the work floor. For example, they are not responsible for financial aspects and such.
The Basque young people get the opportunity to simulate running a business in the safe school setting, while being coached by their trainers. In the SYNTRA Apprenticeship system, we have recently integrated a similar initiative in the course/school component of the training pathway to give our students the opportunity to simulate running a business in the safe school setting.
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The didactical approaches we encountered and experienced (challenge based learning, learning by doing, teamwork) have impressed us: it was sometimes difficult to spot the trainer between the students, as the courses were fully interactive. We were impressed with the assertiveness and the skills of the students, willing and able to answer to the questions of their foreign visitors in English. We certainly will take these experiences home and use them as a benchmark for further development of the classical component of our apprenticeship trajectories.”
Giulia Meschino, EUROPEAN VOCATIONAL TRAINING ASSOCIATION (Belgium)
“Visiting the Centro San José de Calasanz and the IEFPS San Jorge centre, talking with teachers and students, learning about their experiences and projects was extremely interesting and inspiring. In particular, I was impressed by Ikasenpresa and how the learning process takes place in the framework of this project. Students are in the foreground, being "masters of themselves". Teachers are there to show them the path. By developing their own projects from the initial idea to their real completion, students improve useful skills like team-building, team-working, sense of initiative, creativity, problem solving, in a friendly and stimulating environment and, most important, they develop their sense of ownership for what they do. In such an environment, students grown and become ready to enter the labour market... and that's fun for them!”
Connecting the dots
Having reached this point, let us double-check if we are on the right track. The noble art of writing project proposals led us to make a bombastic promise: “IncuVET will focus on initiatives geared towards a broader and better-rounded support to entrepreneurship in VET schools, structured around three different layers of intervention”. Now, it’s up to you, our much beloved reader, to assess if TKNIKA has met our selection criteria
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Layers of intervention Your thoughts on TKNIKA
CHANGING MINDS. Provide an open space where all interested stakeholders (teachers, employers, students, community organizations, local authorities) will engage in a process of discovery and discussion in order to stretch the concept of the role entrepreneurship should play in society and education.
UNLEASHING NEW IDEAS. Run under the principle “No Idea Left Behind” Creativity and sustainability will deserve special attention. In order to provide the right conditions for new ideas to come to the surface connections with the real world, interdisciplinary and cross-sectorial cooperation stand out as crucial elements in the equation.
ADDING VALUE. Secure the conditions for some of these new ideas to abandon Thoughtland and morph into viable businesses, innovative products, disruptive services, new teaching methods, inclusive social schemes, cultural events, making a contribution to the economic, social, cultural and environmental development of the local community schools are part of.
14 | P a g e Wanna share? Please drop us a line at [email protected], copy/paste your comments and let us know who you are and what you do.
Acknowledgments
Special thanks to all the friendly staff, teachers, students and users at TKNIKA, Colegio San José de Calasanz and IEFPS San Jorge.