Transcript Pedagogical entrepreneurship

Pedagogical entrepreneurship
Interskola-conference
07.07.26
Ove Pedersen
Bodø University Collage
Pedagogical + entrepreneurship
• Pedagogical:
learning, socialisation and upbringing
• Entrepreneurship:
– Starting new businesses
– New ways of thinking/innovation/creativity
The concept of entrepreneurship in school and education
”Entrepreneurship in education must have a wider definition than just starting
new enterprises, and have to include both social and cultural contexts:
Entrepreneurship is a dynamic and social process, where individuals, alone or
in cooperation, identify possibilities, and do something with it by transforming
ideas to practical and purposeful activity – in a social, cultural or economic
context
Entrepreneurship in education includes development both of personal qualities
and attitudes as well as formal knowledge and skills.
(“Look upon the possibilities..”, p.6)
Pedagogical entrepreneurship
Personal
attitudes
Knowledge and
skills
-the willingness
and ability to take
initiatives
-what, how, why?
- innovation and
creativity
- willingness to
take risks
-self-confidence
-teambuilding and
cooperation
• pedagogical
enterprises
• practical problem
solving
• competence in
research
Pedagogical entrepreneurship..
Why?
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A learning strategy: theory + practice?
A more meaningful school for children?
Society changes with new challenges?
A strategy for surviving in rural areas?
The times they are a-changin’..
Our kids are meeting:
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A new media world with new challenges
New technology
Rural areas in need of new jobs
Need of more expert knowledge and education to get a job
Need of competence to create new jobs
More migration to central areas and towns
Threats against environment and climate
An increasing conflict situation in the world
Globalization
But: many kids have (or want to have) a new and different competence
meet this situation – compared with the grown up generation
What responsibility has the school for preparing the pupils for this?
to
Development of professional life in
Norway
%
75
50
primary
25
secondary
tertiary
1900
1925
1950
1975
2000
2007
(Statistics Norway)
Population statistics. Internal migration. 2006
Centralisation is increasing
”Every year we see a net flow of
relocations to the most central
parts of the country. The trend in
recent years has been increasing
out-migration from the least central
municipalities and a noticeable
increase in in-migration to the
most central municipalities.”
(http://www.ssb.no/english/subjects/02/02/20/flytting_en/
”The Rise of the Creative Class”
(Richard Florida, 2002)
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The distinguishing characteristic of the creative class is that its members engage in
work whose function is to "create meaningful new forms." The super- creative core of
this new class includes scientists and engineers, university professors, poets and
novelists, artists, entertainers, actors, designers, and architects, as well as the
"thought leadership" of modern society: nonfiction writers, editors, cultural figures,
think-tank researchers, analysts, and other opinion-makers. Members of this supercreative core produce new forms or designs that are readily transferable and broadly
useful---such as designing a product that can be widely made, sold and used; coming
up with a theorem or strategy that can be applied in many cases; or composing music
that can be performed again and again.
Beyond this core group, the creative class also includes "creative professionals" who
work in a wide range of knowledge-intensive industries such as high-tech sectors,
financial services, the legal and healthcare professions, and business management.
These people engage in creative problem-solving, drawing on complex bodies of
knowledge to solve specific problems. Doing so typically requires a high degree of
formal education and thus a high level of human capital. People who do this kind of
work may sometimes come up with methods or products that turn out to be widely
useful, but it's not part of the basic job description. What they are required to do
regularly is think on their own. They apply or combine standard approaches in unique
ways to fit the situation, exercise a great deal of judgment, perhaps try something
radically new from time to time.
(http://www.washingtonmonthly.com/features/2001/0205.florida.html)
Who are the most creative?
This is what farmers in Norway are doing - supplementary to the
main work at the farm – and on the farm! (not working in the industry
or as a teacher).
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Different forms of leasing-work related to driving and farming: 28%
Renting out hunting- and fishing rights: 27%
Firewood, biofuel: 21%
Overnight stay: 5,6%
Food; wholesale, catering, markets: 3,8%
Health & care: 3,4%
Tourism, adventure, guiding: 2,7%
Courses and pedagogical activities: 2,4%
Serving food at the farm: 1,6%
(Many of the questioned are falling into more than one category, so the sum
of the percents will not be 100)
From a study of Oddveig Storstad: “Nettavisen”, 07.07.23
The school in a new society
reproduction
identity
The cultural
The pupils/students
heritage
life – here and now
The global community
The nation/region
The local community
production
The future
Starting a new business
kindergarten
school
professional life
reality (and learning)
pedagogical
enterprises
learning in
starting a new business
a real context
professional
enterprises
playing (and learning)
The pupil enterprise: "KRØKEBÆRSAFT - LIVETS KILDE” (Syrup
of cowberries - the spring of life)
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School: Kongsvik Skole
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Business idea: The pupils will learn how local raw materials can be used for food
production. They will learn all sides in the process of starting an enterprise: market
inquiry, financial plan, production, prizing, marketing and sale. In case of profit, it will
be used to finance a study excursion to Poland with ”The white buses”.
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Address: Kongsvik
9436 Kongsvik
Net side: http://home.no.net/kongskol/
E-mail:[email protected]
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The pupil enterprise: FJØSJENTENE
”The Cowshed Girls”
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School: Bindalseidet friskole
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Business idea: We want to work at farms needing help. We work with all kinds of
animals and we work for everyone who owns a farm.
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Address: Skoleveien 3
7982 Bindalseidet
Net side: http://www.bindalseidet.net
E-mail: [email protected]
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The pupil enterprise: "BOKNAFESKEN" (The little dried stockfish)
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School: Skrova skole
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Business idea: The secondary school is buying cod (skrei) from our region - Lofoten - every
winter. All the bones will be taken out of the fish so all that remains, will be the clean fillet. When
this has been done, both fillets stacked together in the “spord” will be hanged at the “hjells” for
about three weeks. Than we take it down, cut it clean and vacuum it. After this process, it will be
frozen in packets of about one kilo. The product has a very high quality and we have good
mentors during the process. We have done this for about four years.
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Address: postboks 70
8320 Skrova
Net side: http://www.
E-mail: [email protected]
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Why?
Personal
attidudes
Personal
skills and
knowledge
ped. entreprises
research/projectwork
practical problemsolving
Building a whole entrepreneuriell identity
From children to adults
skills and knowledge
attitudes
small children
youths
the local culture
the local regions traditions and business life
the local recourses
adults
to build on, develop
and look upon
new possibilities
In the classroom..
Education must focus on and have regard to:
• Personal abilities:
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Self-confidence
Social ability
The energy of the pupil
The motivation for achievement
Intuition
The ability to take risk
(Røe Ødegård, 2003)
In the classroom..
Education must be organized and designed
remaining to:
• Use of methods:
– Practical training of skills combined with
academic knowledge
– Focus on increasing of values based on
understanding of resources and solidarity
(awareness of the importance not only for ”the
producer”)
– Relevance for all subjects
Outside the classroom..
• Education must have a relation to the local
community
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The local culture and history
Traditional working life
Significant values
Local enterprises in partnership with the school
Academic subjects can be learned in different settings
and under a local horizon
The school must take more responsibility for an
overall education – not only for the academic subjects
theory
• Dewey: The theory of inquiry
• Vygotsky: The sosio-cultural school / Social
constructivism
• Piaget: Cognitive constructivism
• Illeris: The project method
(Kolb’s learning circle, Kolb 1984)
entrepreneurs
Concrete
experiences
Active
experiments
Observation and
reflection
Abstrakt idea
making
scientists
Entrepreneurial theory in practice (learning through experiences):
– Experience and practise entrepreneurship
– Reflect and build models
– Do experiences over again
– Repeat
From formal knowledge to operativ
competence for the future
Competence:
knowledge, abilities and attitudes
in a pedagogical context of
significance,accomplishment and identity
building.
and with pedagogical entrepreneurship
as a goal, working methods and contents for
operative competence - meeting the challenges
of the future.