The project starts from the current economic worldwide situation to provide the necessity to develop school programmes based on entrepreneurial skills. Today, Globalisation and Glocalisation represent a relational model oriented towards cooperation among cultures with the scope to preserve local identities in the global economic process. Many students leave the school with low or inexistent knowledge in the entrepreneurial field, and the teachers are often without competencies. Moreover, we can register a low interest in entrepreneurial education (Eurydice Report 2016) even though the directives established by the Entrepreneurship Action Plan 2020 and the three Europe 2020 key initiatives (innovation union, youth on the move, new skills for new jobs), which support the creativity and innovation, including the entrepreneurship at all levels of education. The results of a survey given to the Etwinning group “Globalisation and local identity” to know the level of students’ and teachers’ familiarity with Global-Glocalisation, highlighted that our students and teachers coming from 6 EU partner countries (Italy, Poland, Lithuania, Romania, Spain and Portugal) don’t know what Glocalisation is (73%), how to build a firm (56%), least of all received training (65%) on the topic within the school. Moreover, students have a problem leaving their city/country to find a job after their high school leaving qualifications (41%).
OBJECTIVES: In order to sustain these needs, and through the upgrading of teachers’ professional competencies, the project wants to implement the students’ entrepreneurial competencies developing multicriterial skills and active citizenship. The direct target group is formed by 384 students (aged 15-18 years) and 48 teachers with low skills in the entrepreneurial field, working as teams with local companies, stakeholders and experts in the field. Our project will teach 348 students how to create a firm and will prepare 48 teachers for the subject matter. Moreover, several thousands of teachers and students will be indirect participants and users of our project results. Other aims are:
1) the implementation of a partnership among training and real companies;
2) the implementation of collaborative learning and critical thinking among all actors;
3) the development of communication skills in a foreign language;
4) the development of active European citizenship.
METHODOLOGIES AND MANAGEMENT: the experience will be developed by “Cooperative Learning” and “Learning by doing” methodology; moreover, the project will be carried out using teamwork, workshops, roleplay, visits, and case studies. The management of the project consists of monitoring, evaluating, reporting and archiving financial and accounting activities, as well as informative, promotional and advertising activities for its dissemination. The partnership will be employed in joint staff training events for teachers and student project work.
ACTIVITIES WE PLAN: A) Entrepreneurial Lab (ELab) in each school partner, where students and teachers meet experts to receive knowledge and tools to develop their firms; B) Implementation of a Cross-Regional Thematic Network (CReTNet) within the partnership to improve key-competences; C) Movie, Project Logo, until 12 Training Firms, and eCommerce portal; D) EXPO made during the Inca’s fair where students and teachers will participate in promoting their products; E) Tours/Trails, Posters, Twin Space site, online-school magazine, Website, Facebook-Instagram-Youtube account, eBook of the project, Booklet/guide about how to set a business in Europe, and participation to UN World Day.
RESULTS AND IMPACT FOR STUDENTS: we have the development of their entrepreneurial capacities-increased sense of initiative and entrepreneurship; to improvement their language and digital skills; the development of students’ personalities through engaging the soft skills in project activities; for a more favourable attitude in taking the initiative and risks; a better understanding and recognition of European competences and qualifications.
RESULTS AND IMPACT FOR TEACHERS/SCHOOL STAFF: the increase of professional development opportunities, motivation and satisfaction in daily jobs; the development of pedagogical, planning and project management competencies; the improvement of the image through the promotion of the school at the European level; the diminishing of the students’ school failure and the increment of their motivation and relationships.
RESULT AND IMPACT FOR THE LOCAL COMMUNITY: the contribution to the decreasing of the unemployment rate at the teenage level, to increase the quality of education at the local level, and more interaction between firms and school programmes. As concerns the benefit in the long term, we have effects between school offers and the demands of a job. Another aspect regards the importance that school has in the education of students and its role in society as an agent of change.
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