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Entrepreneurship training in education and its impact to the SMEs competitiveness

Entrepreneurship training in education and its impact to the SMEs competitiveness. SZABO ZSUZSANNA PETRU MAIOR UNIVERSITY OF T ÎRGU MUREŞ Faculty of Economics, Law and Administrative Sciences ROMANIA INTERNATIONAL CONFERENCE 1 - 3 Octo ber, 2008 Herlany, SLOVAKIA.

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Entrepreneurship training in education and its impact to the SMEs competitiveness

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  1. Entrepreneurship training in education and its impact to the SMEs competitiveness SZABO ZSUZSANNA PETRU MAIOR UNIVERSITY OF TÎRGU MUREŞ Faculty of Economics, Law and Administrative Sciences ROMANIA INTERNATIONAL CONFERENCE 1- 3October, 2008 Herlany, SLOVAKIA

  2. Entrepreneurship training in education and its impact to the SMEs competitiveness WHY?- WHAT? – HOW? Necessity - Importance - Needs – Modalities Instruments for the improvement of entrepreneurial education Facts - Documents - Data

  3. NEW REQUEST OF THE EU WHY ? To revitalize the economy, Europe needs more people willing to become entrepreneurs. By 2010, half of the jobs available in Europe will be required people with high skills. Only 15% will be available to those with such primary education.

  4. NEEDS People with an enthusiastic vision - the driving force of an enterprise (is usually supported by an interlocked collection of specific ideas not available to the marketplace) People who can promote the vision with enthusiastic passion People who can develop strategies to change the vision into reality with persistence and determination People who can take the initial responsibility to cause a vision to become a success People who take prudent risks (They assess costs, market/customer needs and persuade others to join and help) a positive thinker and a decision maker “no entrepreneurs, no development“

  5. Entrepreneurship Education DOCUMENTS Implementing the Community Lisbon Programme: Fostering Entrepreneurial Mindsets Through Education and Learning. Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions, COM (2006) 33 final, Brussels - February, 13 2006. Fostering Entrepreneurial Mindsets through Education and Learning. Final Proceedings, European Commission – Ministry of Education and Research of Finland, Oslo 26-27 October 2006. Entrepreneurship in higher education, especially in non-business studies, Final Report of the Expert Group, March 2008, European Commission, Enterprise and Industry Directorate General

  6. Entrepreneurship Education At 25 October 2007 the EESC adopted that “entrepreneurship in its broadest sense, which can stimulate and encourage innovative and creative mindsets, should be highlighted in the Lisbon Agenda as one of the key tools to generate more growth and better jobs”; “public and private actors should be mobilized to develop the entrepreneurial mindset in its broadest sense”.

  7. Entrepreneurship in higher education, especially within non-business Studies, Final Report of the Expert Group, March 2008, European Commission “If it is to make a success of the Lisbon strategy for growth and employment, Europe needs to stimulate the entrepreneurial mindsets of young people, encourage innovative business start-ups, and foster a culture that is friendlier to entrepreneurship and to growth of SMEs. The important role of education in promoting more entrepreneurial attitudes and behaviours is now widely recognized. ” Entrepreneurship Education

  8. Entrepreneurship Education WHAT ? Entrepreneurship - refers to an individual’s ability - to turn ideas into action and is therefore a key competence for all, helping young people - to be more creative and self confident in whatever they undertake.

  9. Entrepreneurship Education Education and training across all ages and abilities must stimulate - the creativity - promotes innovation - self-confidence - potential of all individuals.

  10. The world our children are going to live in is changing four times faster than our schools. Dr. Willard Dagget, Director International Centre for Leadership and Education

  11. NEEDS The clarification of the concept Entrepreneurial Behaviours - Opportunity seeking and grasping - taking initiatives to make things happen - solving problem creatively - managing autonomously - taking responsibility for, and ownership of, things - Seeing things through - Networking effectively to manage interdependence - putting things together creatively - using judgment to take calculated risks

  12. Entrepreneurial Attributes - Achievement orientation and ambition - self confidence and self belief - Perseverance - high internal locus of control (autonomy) - action orientation - preference for learning by doing - hardworking - Determination - creativity

  13. Entrepreneurial skills - Creative problem solving - persuading - negotiating - selling - proposing - holistically managing business/projects/situations - strategic thinking - intuitive decision making under uncertainity - networking National Council for Graduate Entrepreneurship, Towards the Entrepreneurial University, May 22, 2005, Prof. Allan Gibb, University of Durham

  14. INSTRUMENTS Pedagogy to Stimulate the Entrepreneurial ” Life World” Sustainable pedagogical change needed Separating skills from education Personal development: Stage, Tasks and Learning Needs National Council for Graduate Entrepreneurship, Towards the Entrepreneurial University, May 22, 2005, Prof. Allan Gibb, University of Durham

  15. - Improve partnership between universities and SME sector - Improve partnership between regional government, high schools and SMEs -enable students to achieve practical experience in small enterprises during their study - involve successful entrepreneurs in education process for example on basis of guest speakers -create conditions for establishing practical teaching centers at small enterprises (SME companies) -bring education closer to the real life Final Proceedings, European Commission – Ministry of Education and Research of Finland, Oslo 26-27 October 2006.

  16. Entrepreneurship Education Entrepreneurship training in education can be summarised as: • Primary Schools – help students to have more faith in themselves, through making and accepting responsibility, exploring their creativity through trial and error and learning about the resources of their local community. • Lower Secondary School – students develop core skills such as decision making, ability to work in a team, problem solving and establishing networks. • Upper Secondary School – learning through doing and applying practice and theory whilst incorporating resources, finances, environment, ethics and working-life relationships can be developed by establishing youth enterprises. • Higher education – developing products, identifying business opportunities, customer and market relationships, creativity and innovation are all part of business planning and establishing and running a company OPINION of the EESC SOC/242 Brussels, 6 July 2006

  17. Entrepreneurship Education HOW ? University network must work together to promote to the state the following requirements in order to support a dynamic cultural change across society

  18. Entrepreneurship Education HOW ? • Early start, with the basis for entrepreneurial training and education. • Create supplementary entrepreneurial programmes within the national curriculum from primary school to higher education.

  19. Entrepreneurship Education • Make positive and effective cooperation between schools/universities, businesses and governmental bodies. • Improve theinvolvement of teachers - benefits the youth personal development. • The drawing up of educational programmes for entrepreneurship shouldinvolve both employers and employees. • Stronginvolvement and presence of civil society in the learning process.

  20. RECOMMANDATION Greater knowledge transfer between educational establishments, including higher and further education, to share information and streamline programmes aimed at university students.    the conference achieved its goals here- but there is more to be done in streamlining the teaching between universities in the East EU and West EU, as well as other international University programmes) Conclusions and Recommendations, Entrepreneurship Education Round Table, 6 June, 2008, Tîrgu Mureş, Romania, Madi Sharma, UK Representative of the European Economics & Social Committee (Brussels)

  21. Entrepreneurship Education RECOMMANDATION Must be taken into account the importance of female entrepreneurs in schools with the aim of fostering a positive balance between women and men. Economic imperative “Expanding the involvement of women in entrepreneurship is critical for long-term economic growth” (GEM 2002) Entrepreneurship must be fostered equally amongst disabled persons and other disadvantaged groups.

  22. Dinah Bennett, Centre for Entrepreneurial Learning, University of Durham, United Kingdom

  23. CONCLUSION Entrepreneurship education contributes to the development of innovative thinking and entrepreneurial behaviour of the youth and contributes to improved student academic performance. Dr. Antal Szabó, Scientific Director of ERENET Network

  24. The case of Romania 1st Report on Entrepreneurial Activities in Romania, CEBR Working Paper Series, 01-2007, May, 2007 Promovarea spiritului antreprenorial în sistemul de învăţământ,www.clubafaceri.ro/info_articole/282_dezvoltarea_unei_culturi_antreprenoriale Dezvoltarea culturiiantreprenoriale, www.mimmc.ro/raport_anual/dezvoltare_cultura_antreprenoriala Ministerul Educatiei, Cercetarii si Tineretului http://www.edu.ro/index.php/articles

  25. System of Education in Romania • Children start their education at the age of 7 - The primary school - 4 years. • At the age of 11 pupils start junior high school (gymnasium), which lasts 4 years, whose results are taken into account while choosing the next stage of education. • pupils can choose - general secondary school (lyceum) including 4 years of general education or specialized secondary school including 4 years of general education with some specialized subjects • Higher education – Romania adopted the Bologna process (3 years BSc + 2 years MSc + 3 years doctorate)

  26. Entrepreneurship Education in Romania In 2002, the Ministry of Education and Research from Romania, introduced at the secondary school level the subject Entrepreneurial education. We can bring a series of criticisms related to the context, content and especially the individuals who are mandated to coordinate didactically and pedagogically this subject, but as a whole we have to note the positive aspects of this action that has to be improved and upgraded.

  27. Entrepreneurship Education in Romania The Romanian higher education, is paying only a reduced attention to the entrepreneurial education and there is no scientific approach of the formative actions at the university level so that the profession and the specific process of the Romanian entrepreneurship in the society based on knowledge can be carried out appropriately, efficiently and effectively.

  28. DATAUniversities involvement in entrepreneurship education

  29. NEEDS Review the best practice in entrepreneurship education in selected old, new and candidate EU countries, as well as in North America (Canada and USA) in all hierarchical level including undergraduate and postgraduate studies, like bachelor, master and doctored degree

  30. MODALITIES RESEARCHES REGARDING THE HARMONIZATION OF THE ENTREPRENEURIAL EDUCATION OFROMANIAN UNIVERSITIES TO THE EUROPEAN UNION AND EASTERN EUROPEAN UNIVERSITIES CNCSIS Project no. 42GR/14.05.2007 CNCSIS code 476

  31. FACTS Terms of Reference for Consultancy PETRU MAIOR UNIVERSITY / ERENET Title of Project BENCHMARKING OF ENTREPRENEURSHIP EDUCATION IN SELECTED EU AND NORTH-AMERICAN COUNTRIES The Consultant is hired to assist in implementing the activities of the Project on Benchmarking of Entrepreneurship Education in selected EU and North-American countries,

  32. FACTS EU members Poland – Jerzy Cieslik – Leon Kozminski Academy of Entrepreneurship and Management,Warsaw – Krzysztof Wach - University of Economics,Krakow Slovakia – Vincent Soltes, Michal Soltes, Technical University,Kosice

  33. Germany – Hans-Jürgen Weissbach, Fachhochschule,Frankfurt am Main Slovenia – Miroslav Glas , University of Ljubljana,Ljubljana Hungary – Pethoe Attila, Corvinus University,Budapest - Szirmai Péter, Corvinus University,Budapest - Krisztián Csapó, Corvinus University,Budapest -Szerb László, University of Pécs, Pécs - Pelczné Gál Ildikó, University of Miskolc, Miskolc

  34. France – Jean-Claude Million, I.U.T. Pasteur,Strasbourg non EU member countries Croatia – Sanja Pfeifer, University of Josip Strossmayer,Osijek USA - Emeric Solymossy, Western Illinois University,Macomb – Marius Poliac, University of Nevada, Reno

  35. Professional affiliations Canada -Laurence Hewick, Hewick Research,Burlington Belgium - Madi Sharma, European Economic & Social Committee, Brussels

  36. DATA

  37. NEEDS Access in quantitative and qualitative terms the presence of entrepreneurship courses and programmes in European higher education institution. To create complementary disciplines for students and graduates (less economists).

  38. MODALITIESERASMUS-MODUCEEE-European Entrepreneurship Education PETRU MAIOR UNIVERSITY OF TÎRGU-MUREŞ FACULTY OF ECONOMICS, LAW AND ADMINISTRATIVE SCIENCES ROMANIA

  39. FACTS • 1.SUSTAINABLE DEVELOPMENT AND ENTREPRENEURIAL • ECONOMY • - responsible country - ROMANIA • 2. ENTREPRENEURSHIP • - responsible country -HUNGARY • ENTREPRENEURIAL CREATIVITY AND THE MANAGEMENT • OF INNOVATION • - responsible country – GERMANY • 4.BUSINESS PLANNING • - responsible country – SLOVAKIA • 5.SMALL BUSINESS ADMINISTRATION • - responsible country – FRANCE • 6.BUSINESS ENGLISH • - responsible country - FRANCE

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