Entrepreneurship education : targets, issues, : the guadeloupean experience “entreprendre en lycée”

Author(s):

patricia remoussenard

Conference:

ECER 2009

Network:

23. Policy Studies and Politics of Education

Format:

Paper

Session Information

23 SES 06 E, Effects of Policies on Teachers and School

Paper Session

Time:

2009-09-29

10:30-12:00

Room:

HG, HS 16

Chair:

Annette Rasmussen

Contribution

The Lisbon Summit in 2000 decided to promote entrepreneurship education at all levels of youth education in order to foster entrepreneurial mindsets of young people as early as possible. Entrepreneurship skills become new skills that must be built by all students. The introduction of entrepreneurship education in French secondary education takes the form of mini companies created by young people with the help of adults (teachers and people of professional fields). The introduction of entrepreneurship education in French secondary education questions the developpement of the links between school and the world of work and particularly the part played by teachers in these projects. Innovative pedagogy is used, based on team of projects, problem solving pedagogy, interdisciplinary training. It gives the opportunity to build horizontal skills (creativity, sense of initiative, self confidence, assumption of risks etc.). These kind of skills are available to develop entrepreneurial initiatives but also more widely abilities useful in everyday life and in a large range of human activities. With his paper we intend to understand what are the targets of introduction of this entrepreneurship education in French secondary education, from the politic point of view, from a pedagogic point of view and, above all, according to the teachers’s point of view. More precisely, our survey in Guadeloupe gave the opportunity to analyze the part played by volunteer teachers in these new pedagogic processes. The features of this population are partly specific. Their role is important because they proposereference of the real activities in settings outside the schools to the children comitted in mini companies. What is their knowledge of world of work and their relation to entrepreunerial culture? What do they attend of this experience? What part they play in order to help teenagers to discover the world of work? The paper analyses the possible new part played by teachers in the relation betweem school and fims.

Method

A comprehensive survey including two questionnaires with two groups of teachers committed in "Entreprendre en Lycée" (mini-companies operation in Guadeloupe (France) secondary schools) (a group of novice teachers in the operation and a group of experienced teachers inquired). Observation of a training course for novice teachers, observation of a local seminar “Is it possible to teach entrepreneurship?”and of the prize giving ceremony rewarding students who have created the best mini-companies during the year. Study of French, Canadian and European texts recommending the development of entrepreneurship education and entrepreneurial culture.

Expected Outcomes

A new field or research in education is opened by introduction of entrepreneurship education in secondary school and, maybe soon, in primary education levels. This educational policies target, which seem to be shared by numerous governments through the world, involves new practices that questions the link between school and work, the targets of education given to the youth, the relation between teachers and theses new parts of their missions.

References

Champy-Remoussenard P., (2008) Study of « Entreprendre en Lycée-Guadeloupe », rapport to the GIP-DAIFI of Académie de Guadeloupe (French ministry of education), June 2008, 64p. Champy-Remoussenard P., (2008) Apprendre à entreprendre dès l’enseignement secondaire : premières analyses de l’émergence d’un processus de socialisation à l’esprit d’entreprendre, Colloque « Connaître et agir en situation d’incertitude » Paris, CNAM, 8,9 décembre 2008. Champy-Remoussenard P (2007) Genèse et déploiement d’une réforme pédagogique. L’Ecole des Mines de Nancy, 1957-1966, in « Aux origines d’un pôle scientifique : facultés des sciences et écoles d’ingénieurs à Nancy, du second empire aux années 60 », Maillefert M.J. Rollet L., dir. , Nancy : PUN, p. 361-383. 2007. Gibb A.A. (1992)., The enterprise culture and education. Understanding Entreprise Education and its links with small business. Entrepreneurship and wider education goals. International small business journal, p. 20-32. Entrepreneurship Education in Europe : fostering Entrepreneurial Mindsets through Education and Learning. Final proceedings. European Commission, Oslo, 26-27 october 2006. Les mini-entreprises dans l’enseignement secondaire. Rapport final du groupe d’experts. Projet « procédure Best ». (2005) Commission européenne. Direction générale Entreprise et industrie Pelletier D. (2007) Invitation à la culture entrepreneuriale. Guide d’élaboration de projet à l’intention du personnel enseignant. Québec : Septembre éditeur, 2007. Veltz P., (2008) La contribution des (grandes) écoles d’ingénieurs à la performance du système français de recherche et d’innovation, Les rencontres FutuRis, mardi 29 janvier 2008. Vers la création d’une culture entrepreunariale. Promouvoir des attitudes et des compétences entrepreunariales au travers de l’éducation. Guide des bonnes pratiques. (2004) Communauté Européenne, Publication DG Entreprises. Quelles mesures les grandes entreprises peuvent-elles mettre en place pour encourager l’innovation et l’esprit d’entreprendre en France, (2007), Rapport à M. Christian Poncelet président du Sénat,

Author Information

patricia remoussenard

university lille 3

Sciences de l'éducation

nancy

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