Strengthening the Enterprise Pipeline - Shared screen with speaker view
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Hi Hazel, I just used #entedpipeline …. tagged in @eeuk too.
Amazing support from Phil, Gareth, Kate and all EEUK directors for bringing this event together :-)
If you can put Q at the beginning of the questions, that's helpful....
Also, put in comments, reactions, if that's what you want to share...
Catherine you have been an inspirational champion of this agenda for so long -it is brilliant to have this event and the support of EEUK :-)
Ah, that means a lot Kath, and same to you and Andy, who have been supporting the schools piece for as long as I've been in it, and well before :-)
Yes, completely agree Adrian, so glad we can discuss this! Enterprise skills underpinned by knowledge.
Interestign that Govt has this view to Ent Ed School, when Govt also seems to be discourage youngpeople form going to, and getting a job instead. what is driving their thinking?
DfE knowledge rich curricula tied to reasonable ideas that achieving well in qualifications will support social mobility...
I taught at a few schools in York, and one in particular has an Enterprise module in their Citizenship class. Only brief, but a start!
It's just that focus has led to something of a rejection of 'skills' , see Daisy Christodoulu Seven Myths of Education etc...
Thanks for the comments already coming through all. If you have any direct questions for Adrian, please just start with a Q
The latest stats on work opportunities suggest a rather bleak ‘employment’ environment, whereas the work itself isn’t going away.
Quite striking/revealing that OFSTED are using an approach to entrepreneurship from the Davies report (?)from the 1990s.
Presume we will be able to get the slides @Kate?
Slides and recordings available afterwards Jon
Q: what is the impact on knowledge rich curricula on schools perception/activity around 'skills development'?
'Matchsticks' example very relevant to primary schools too!
Agreed, Arif. It seems outdated
The Davies report (2002) was a water shed, like our QAA... it defined what enterprise education is... if only it was referred to more, there would be more common conceptual ground.
Q: Any suggestions about the sorts of things teachers/trainee teachers could be doing to make enterprise education more coherent?
1990s/2002 - both still feel like only a couple of years ago...
We've had reports since, but they don't have the depth
Thanks Jen and Catherine. I have your questions
Lots here in Wales Jenifer - started 2010
suggestion: could any on the call and EE-UK help to frame and formulate a short primer for schools in consultation with OFSTED?
A group of us met with Adrian in August to discuss something like this, one suggestion was that we talk to existing orgs and networks (like EEUK) to see if we could collaborate on something.
In 2014 we suggested looking beyond UK… APPG Microbiz
Is the full report available to download?
On EEUK website
Richard, from memory I put it on the resources section of the readyunlimited website :-)
I’d echo the work in Rotherham with Catherine - Andy and I were privileged to have visited and still reference the experience
As a school governor (primary currently but 5 years as a secondary previously) so much is just left to the head and their priorities, and they have likely spent their entire career in teaching. So unless its an OFSTED expectation its hard for governors to challenge and steer a head towards prioritising something outside the core national curriculum and assessment areas....
absolutely, Catherine and Charles for example - why do they have to seek outside funds?
The work I've done with secondary school students (100,000 of them) and the indepth work (takes 4 days) mainly with PP or LAC at Yr 10/11 had led to 80% of participants gaining level 5 and above in GCSE maths, 92% English.
Matt Smith, CFE
For consideration over the day: the Commercial Education Trust has very recently commissioned independent researchers to conduct a review of commercial education across schools, colleges, universities and life-long learning. Their definition of commercial education covers 'business know-how' and 'behaviour - covering enterprise and entrepreneurship'. I'm on the advisory board alongside Jane Walton of FSB that many of us know. I've asked if they have terms of reference I can share with you all.
Useful to know Matt
Is not about students being 'taught' stuff they don;lt see the relevance, but genabling students to see where their future could be, the routes to success and where school fits inl. Real change happens after that. Challenge is that many/most teachers just don't get it: students learn when THEY want to....
hopefully the presentation later today making use of a common framework like entrecomp will help.... see EntreCompEdu and EntreComp
FYI to Jon - Headteacher development in Wales is one of my current jobs.
What is driving govt thinking in less support for enterprise but also pushing more young people into work (not uni)?
Goof question Kevan
I know Andy but I'm stuck in England.
oooops - good ;-)
Q Has EEUK got a potential role in suggesting frameworks?
@Adrian Agree on that point Adrian. I have used my governor role to grow the ent agenda in the school!
EEUK defo has a role :-)
Question: would OFSTED welcome a primer from EE-UK and its members on schools and enterprise to help reflect good practice and learnings since the 2002 Davies Report?
Q are schools and their staff too distant from the 'real world' and too caught up in the way they are measured. P8, A8 are not relevant to the outside world....
Q: would you be able to work on it Adrian?
The primer I mean.
Interesting conversation re the role of governors - exemplified in your engagement with our case study Felicity.
Agree, schools have their own real world, and it's very real...
'schools' are not homogenous, very mixed picture..
Q - can anyone see a future where "performance" isn't driven by simple league tables and all the associated negative behaviours they drive...
the importance of someone championing this agenda on the school board is real key - in my experience
Thanks Adrian! :-)
If we can now think of questions/comments for Nicola. Please start with a Q
Amazing project Nicola.
Q @Nicola is there potential to bring DfE and BEIS together to talk about this? I have tried as it has worked well in other countries.
Thanks Andy - I have it
Blackpool Hero , google it.
Link to the Gatsby Benchmarks, which underpin the CEC programme: https://www.careersandenterprise.co.uk/schools-colleges/gatsby-benchmarks
Jen and I have got a session about that later :-)
Do Universities have access to these programmes?
Q How much do you look outside of England - to see what other countries are doing?
Yes, completely agree Nicola that enterprise should be part of ITE - like the analogy with literacy to English
After 10 years experience of teacher training I can say it has made a huge difference
Q - brilliant if we can embed #ented into teaching and leader training, what about governor training? Who would be responsible for that?
I look around the word through my TEDx work internationally and coach speakers globally. Makes one realise how much 'small world' thinking is often in UK education....
I suggest that ‘feeding up’ is something to consider @Marcus
my experience of local gvt led governor training is quite poor - there should be a review of skills to offer
for 5 years I was Associate Director and in the founding team at Mosaic, part of the Prince of Wales Charities which does some outstanding work on enterprise in schools in disadvantaged areas and communities especially Muslim - they would have been a valuable stakeholder to have included today and certainly worth engaging in any follow up activity - https://www.princes-trust.org.uk/help-for-young-people/programmes/mosaic
Q:I think that 'persuading' many teachers of the I'mportance of careers and enterprise is often met with a lack of understanding of 'what enterprise is' - what could we do to help teachers understand what it is?
Q: In your opinion, are school making the most of the backgrounds of Governors, and seeking out those with the widest experiences, or wanting governors to be passive rubber stampers!
Agree Felicity, lots of govn training on how to read the data which links to my previous point on leagues tables, again below:
Q - are there any types or segments of school who are doing this better?
Agree with that Jen, they mostly talk about activities they do, but don't have that conceptual foundation about what it is, its purpose.
Q - can anyone see a future where "performance" isn't driven by simple league tables and all the associated negative behaviours they drive...
@Marcus I think SOME schools don't want interfering ones but SOME also under estimate the power of skilled governors - its changing the culture
Marcus some heads definitely want passive rubber stampers....they have an agenda and don't want to be challenged on it.
EEUK project a couple of years ago to look at this: https://www.researchgate.net/publication/319872913_Careers_and_Enterprise_through_the_Curriculum_-_guide_to_accompany_pedagogy_bench_marking_tool
Looking at careers and enterprise in the curriculum.
@jon . on same page for sure - there is some changing mindset work to do here ... especially in schools in poorer areas
Part of the Head teachers’ training in Wales relates to creating value for external stakeholders.
Agree it should be a core thread of ITT but disappointed that the new ITT core content framework does not promote this explicitly
thank you @Nicola -
Thanks Nicola! :-)
Thank you Nicola
Thank you ;-)
Thank you Nicola and a belated thanks to Adrian too .. very informative.
sorry - I have been skimming down the chat and this is a response to Marcus re conflict between skills and qualifications. There is a lot of evidence to suggest that work related education supports better academic outcomes in Y11 and this needs better dissemination as it may be counter-intuitive to some school leaders.
Questions for Catherine now please. Thanks so much for all of your contributions, comments and questions so far.
Thanks Adrian - good to know ;-)
Through this https://resources.careersandenterprise.co.uk site we provide schools and colleges with tools, training and resources to shape their offers in this area. We
We are always seeking more high quality resources to further this support and enable more teachers to develop their subject offers
Q @Catherine. When undertook a review for you it became clear that creativity (thus innovative capacity) declined significantly in later you schooling. Does the current agenda still dissuade development in this area?
Andy - creativity squeezed out as pupils are drilled for GCSE is a real problem and part of the Sept 2019 Ofsted framework is trying to get schools to teach the curriculum rather than drill for exams.
The research on work related learning leading to better academic outcomes at Y11 is summaries at https://www.educationandemployers.org/research-main/key-findings-from-our-research/
Absolutely agree with Catherine about competitions being a quick fix - all comes from not thinking about the learning and the pedagogy.
Some of the most interesting students I've worked with are LAC, excluded, travellers, etc - all with amazing 'savvy' but too often totally disengaged with teachers and schools, who tend to demand compliance.
‘Star’ alumni in our Uni research also put our students off. But it was assumed they would be the motivators. This distance travelled should be more ‘connectable’ in our view.
Definitely agree with the need for young people to be heard and belong!
excellent work @Catherine
check out this great initiative in which Bloomsbury Institute has been involved with schools across the Commonwealth with other stakeholders: Commonwealth Creativity & Innovation Challenge: https://hazu.swiss/flowinaction/cbwngallery
Q @ Catherine - to pick up / follow on from earlier question. You only mentioned criticality, what about synthesis?
Thanks for that - I definitely feel the competition style default is not a good way to engage students in enterprise - after all, it’s more about collaboration and sharing than competing in secret
Very interesting piece of work and I can draw real parallels with young people's behaviour, interaction and impact of certain types of activities
Thanks - lots to support you there
The 2016 Ofsted report which I mentioned in my presentation has a title which illustrates the mix between enterprise and prep for work https://www.gov.uk/government/publications/enterprise-education-how-secondary-schools-prepare-young-people-for-work
I agree with you on the nuanced approach, Catherine. Teachers knowing their children well and adapting what they offer/teach to support the less competitive children is so refreshing!
Not a competition basher Catherine, but in most areas of the curriculum we do not rely solely on one approach
Q The research on emotions support you - as is well understood and used in the arts. Was Sir Ken right that we need to look at the art?
Q: a friend of mine, who was head of design at Singularity University, now CTO Microsoft, feel (both tech heavy) that the Arts is critical in developing creativity...thoughts?
interesting what our needs are for our schools when our budgets are being slashed ... and the latter has happened across both types of gvt in case you suggest that it is a political party comment - our schools needs better budgets...
Think differently about the science and the art of being enterprising ;-)
Q: If the world is to 'build back better', should we as educators be preparing young people to collaborate to solve problems, rather than to compete, in any case? (great pres as always Catherine)
but our assessments are still focused on individual outputs...
Thanks Catherine - as always making us think!
Thank yoooo ;-)
Thanks Catherine - very interesting.
The development of interdisciplinary learning e.g London interdisciplinary school at UCL backs up the collaboration piece well
Thank you for having me! :-)
social enterprise - it is being embedded much more widely and increasingly throughout HEI's, would be good to start to see this happen too in schools
Amazing time keeping this morning :-)
Rachel - I love it when I come across social enterprise in school and I think it is increasingly common. It allows for better contextualisation of enterprise activity so that it is less a one off activity and has some meaning. I think schools are more open to it than the traditional money making competition format
@Rachel we launched a Youth Social Action Toolkit earlier this year to support stimulation of this activity in schools
Thanks to Andy in our breakout room - some useful insights!
I have to leave now, but just want to say thank you for an inspirational morning
Thanks for coming Jo!
Thank you everyone for a great workshop - really good insights that I will definitely be reflecting on. I need to leave, but thanks again.
Q Should England push the business and education ministries towards a conversation? Lord Young and others have failed, can EEUK lobby on behalf of our colleagues… and all our learners?
Thanks for coming Claire!
there is an elephant in the room today - how are we learning from and linking into international good practice tapping the Commonwealth where there is much to draw upon with many willing to share and support (networks, toolkits, policy interventions, etc) especially given that 60% of the 1 in 3 people on the planet from the Commonwealth are under 30? FYI, the UK is the current Commonwealth Chair so will raise this with UK Govt. contacts in this area and EE-UK.
That would be amazing Andy, all conversation is good... Is there someone in the Tim Dafforn role? (think he left?)
We failed too - one reason why Tim left his role I suspect
I need to head off, but this has been a fantastic morning and given me lots of food for thought. Thank you
Thanks for coming Liz!
This can be driven by our EEUK members and EEUK will support this.
Yes, brilliant Jon!
Links into widening participation and future recruitment with learners from secondary education is the route to link the two spheres together. WP and future recruitment for Unis and Schools/Colleges are strategically supported by both parties.
And then as you say Andy we can support from a lobbying perspective.
Been working on this...so much crossover: https://www.researchgate.net/publication/341654238_Confidence_Cooperation_Putting_Possible_Selves_and_Cooperative_Learning_to_work_to_build_Confidence_and_Resilience
WP policy talks about connecting WP with careers and enterprise...
Nicola is so right - not the bolt on we often see
100% yes to everything :-)
Yes, completely agree Kathryn and Nicola
We are going to do whatever we can to support this work and to influence positive change! For sure!!!
Thank you for the opportunity to share and listen in to you all
I completely agree with Nicola. At a policy level skills pre 16 are not regarded positively - although post 16 they are. The history of the last decade has been too many dead ends Andy e.g. Lord Young
Good work everyone!!!!
Such important work! Thank you!
As always a brilliant event - thank you to all!
Thanks for all the input from everyone... really good!!
Thank you everyone. This was my third ever EE UK event
Thank you to everyone - great discussions this morning on a really important topic!
@adrian - yes, plenty pre 2012 to draw upon ;-)
it gets better and better! :)
Thanks all for coming, really brilliant session.
Thanks to all the speakers. Really interesting.
Many thanks to you and Catherine too Phil!
great event and very relevant and stimulating
Big thanks - ;-)