Publication created by participants of the project "The Entrepreneurship Awakens" hosted by Europejskie Centrum Młodzieży in partnership with S.P.A.C.E. - Spolok pre aktivitu, cestovanie, edukáciu.
Project was financed by:
OUR PROJECT " Entrepreneurship awakens" was a youth exchange hosted in Poronin, Poland. The projectl gathered 40 young people from Poland and Slovak Republic, who represented youth organisations which develop and implement local youth activities related to youth entrepreneurship. Objectives of the project were: -To educate about promotion of youth entrepreneurship, motivation of young people, writing business plans -To educate young entrepreneurs and youth about starting, maintaining and developing business
OUR PROJECT
-To identify, recognize and compare different issues regarding youth entrepreneurship in different European countries, particularly attitude of young people, society regarding entrepreneurship -To empower youth to create future project ideas within E+ -To promote non-formal education as tool for promotion of entrepreneurship, fighting youth unemployment and support for youth business. The project will be based on non-formal education methods, such as brainstorming, simulations,working in the groups, discussions, role plays and debates.
OUR INSPIRATION Tomas Bata, born April 3, 1876 in the southeastern Moravian town of Zlín, Tomáš Baťa would become a leading entrepreneur in a family that boasted a long and productive history in shoemaking. His family had been making shoes since 1667. In addition to setting up shoe factories around the world, Baťa served as the town’s major and gave Zlín an impressive makeover. His interests were not limited to shoemaking, either. Though Baťa died in a plane crash during 1932, Baťa Shoes remains successful to this day. Apple cofounder Steve Jobs finally succumbed to cancer at the age of 56 on October 5th, leaving behind a legacy that changed the computer, music, film and wireless industries. His once written-off tech company in August briefly topped ExxonMobil as the most valuable U.S. corporation. In that month he resigned as CEO. The Reed College dropout founded Apple in his garage. Jobs created the Macintosh in 1976 and was fired 9 years later after a power struggle with Chief Exec John Sculley. He returned to Apple in 1996.
OUR INSPIRATION Coco Chanel, in full Gabrielle Bonheur Chanel (born Aug. 19, 1883, Saumur, France—died Jan. 10, 1971, Paris), French fashion designer who ruled over Parisian haute couture for almost six decades. Her elegantly casual designs inspired women of fashion to abandon the complicated, uncomfortable clothes—such as petticoats and corsets—that were prevalent in 19th-century dress. Among her now-classic innovations were the Chanel suit, costume jewelry, and the “little black dress.” Chanel was born into poverty in the French countryside; her mother died, and her father abandoned her to an orphanage. After a brief stint as a shopgirl, Chanel worked for a few years as a café singer. She later became associated with a series of wealthy men and in 1913, with financial assistance from one of them, opened a tiny millinery shop in Deauville, where she also sold simple sportswear, such as jersey sweaters. Within five years her original use of jersey fabric to create a “poor girl” look had attracted the attention of influential wealthy women seeking relief from the prevalent corseted styles. Faithful to her maxim that “luxury must be comfortable, otherwise it is not luxury,” Chanel’s designs stressed simplicity and comfort and revolutionized the fashion industry. By the late 1920s the Chanel industries employed 3,500 people and included a couture house, a textile business, perfume laboratories, and a workshop for costume jewelry.
OUR INSPIRATION
Elon Musk is trying to redefine transportation on earth and in space. Through Tesla Motors he is aiming to bring fully-electric vehicles to the mass market; at SpaceX he launches satellites and is working to send humans to other planets. It has been a meteoric rise for Musk, as both companies he helped found and still runs have skyrocketed in value and catapulted Musk into the national spotlight. But it hasn't been all smooth sailing lately. After a string of successful missions, a SpaceX rocket caught fire during fueling in September 2016. Plus in May of the same year a Tesla vehicle that was on autopilot crashed into a tractor trailer, killing the Tesla driver and drawing Musk into a public spat over the safety of his vehicles. Meanwhile investors are skeptical about his plan to merge unprofitable Tesla with SolarCity, a publicly-traded solar panel designer and installer run by his cousin, Lyndon Rive. The South African-born Musk immigrated to Canada at age 17 and then to the U.S. as a transfer student to the University of Pennsylvania. He made his first fortune as a cofounder of PayPal.
OUR INSPIRATION In October 2015, Larry Page went from being CEO of Google to CEO of Alphabet, the newly created parent of Google and its sister companies. Alphabet shared financial details in February 2016 for the first time about those other companies, which include smart-thermostat firm Nest, broadband Internet provider Google Fiber and lifesciences firm Verily. These "other bets" had $448 million in combined 2015 revenue-- pennies compared with Google's $74.5 billion-- and were far from profitable. In late 2015 Page passed the reins at Google to Sundar Pichai, who is focused on artificial intelligence. Outside of Alphabet, Page is reportedly funding two flying-car startups: Kitty Hawk and Zee.Aero. He cofounded ESET is an IT security company that offers anti-virus and firewall products such as ESET NOD32. It was founded in 1992. ESET is headquartered in Bratislava, Slovakia, and was awarded the recognition of the most successful Slovak company in 2008, 2009 and in 2010. The company was founded in 1992 when Miroslav Trnka and Peter PaĹĄko, authors of antivirus software NOD, partnered up with Rudolf HrubĂ˝. They adopted ESET, the name of the Egyptian goddess of health, marriage and love, as the company name. In 1998 NOD received the VB100 award of Virus Bulleti which helped the company in the development of facilities in Poland and Czech Republic
POWERFUL TOOL - SWOT ANALYSIS SWOT Analysis is a useful technique for understanding your Strengths and Weaknesses, and for identifying both the Opportunities open to you and the Threats you face. Used in a business context, it helps you carve a sustainable niche in your market. Used in a personal context, it helps you develop your career in a way that takes best advantage of your talents, abilities and opportunities.
How to Use the Tool? Originated by Albert S Humphrey in the 1960s, the tool is as useful now as it was then. You can use it in two ways – as a simple icebreaker helping people get together to "kick off" strategy formulation, or in a more sophisticated way as a serious strategy tool. Tip: Strengths and weaknesses are often internal to your organization, while opportunities and threats generally relate to external factors. For this reason, SWOT is sometimes called Internal-External Analysis and the SWOT Matrix is sometimes called an IE Matrix. To help you to carry out your analysis, is easier to use a table and write down answers to the following questions.
POWERFUL TOOL - SWOT ANALYSIS
POWERFUL TOOL - SWOT ANALYSIS Strengths -What advantages does your organization have? -What do you do better than anyone else? -What unique or lowest-cost resources can you draw upon that others can't? -What do people in your market see as your strengths? -What factors mean that you "get the sale"? -What is your organization's Unique Selling Proposition (USP)? Consider your strengths from both an internal perspective, and from the point of view of your customers and people in your market. lso, if you're having any difficulty identifying strengths, try writing down a list of your organization's characteristics. Some of these will hopefully be strengths!
Weaknesses -What could you improve? -What should you avoid? -What are people in your market likely to see as weaknesses? -What factors lose you sales? Again, consider this from an internal and external basis: Do other people seem to perceive weaknesses that you don't see? Are your competitors doing any better than you? It's best to be realistic now, and face any unpleasant truths as soon as possible.
POWERFUL TOOL - SWOT ANALYSIS Opportunities -What good opportunities can you spot? -What interesting trends are you aware of? -Useful opportunities can come from such things as: -Changes in technology and markets on both a broad and narrow scale. -Changes in government policy related to your field. -Changes in social patterns, population profiles, lifestyle changes, and so on. -Local events. A useful approach when looking at opportunities is to look at your strengths and ask yourself whether these open up any opportunities. Alternatively, look at your weaknesses and ask yourself whether you could open up opportunities by eliminating
Threats -What obstacles do you face? -What are your competitors doing? -Are quality standards or specifications for your job, products or services changing? -Is changing technology threatening your position? -Do you have bad debt or cash-flow problems? -Could any of your weaknesses seriously threaten your business? When looking at opportunities and threats, PEST Analysis can help to ensure that you don't overlook external factors, such as
POWERFUL TOOL - SWOT ANALYSIS Key Points SWOT Analysis is a simple but useful framework for analyzing your organization's strengths and weaknesses, and the opportunities and threats that you face. It helps you focus on your strengths, minimize threats, and take the greatest possible advantage of opportunities available to you. It can be used to "kick off" strategy formulation, or in a more sophisticated way as a serious strategy tool. You can also use it to get an understanding of your competitors, which can give you the insights you need to craft a coherent and successful competitive position. When carrying out your analysis, be realistic and rigorous. Apply it at the right level, and supplement it with other optiongeneration tools where appropriate.
TOOLS Derdians This game is a simulation of a meeting of two cultures. Find the key to foreign cultural behaviour, analyse the effects of meeting with a foreign culture. A team of engineers goes to another country in order to teach the people there how to build a bridge. Resources needed Strong paper (cardboard), glue, scissors, ruler, pencil, game descriptions for Derdians and engineers. Two rooms. Group Size Minimum: 12 people, who are divided into two groups. Time 1,5- 2 hours, including debriefing. Step-by-step 1 Depending on the size of your group, have 4-8 people play a team of engineers, who will teach the Derdians how to build the bridge. They receive the instructions for the engineers and are brought to a separate room. 2 The rest of the group will be Derdians. They receive the Derdian instructions. If you have too many people, you can also make a team of observers, who just watch and take notes. These observers should not be introduced to the Derdian culture beforehand, so keep them with the engineers in the beginning.
TOOLS Reflection and evaluation Debriefing: After the game the two groups of participants take a piece of flipchart and note their comments to the following three points: l.) Facts 2.) Feelings 3.) Interpretations The following points should be discussed in plenary: • We have a tendency to think that others think the way we do. • We often interpret things right away, without being aware of the differences in cultural behaviour. • How were the roles distributed/What role did I take? What does that reveal of my identity? Did I feel comfortable with my role? • Is that image I have the same that was perceived by the others? • What influence did my cultural background have on the role I took on? We used game derdians to introduce topic of intercultural learning. We adopt it for our project and mix with Star Wars film directed by George Lucas mythology. Source: T-Kit 4: Intercultural Learning Council of Europe and European Commission, November 2000
TOOLS YOUTHPASS JOURNEY: YOUTHPASS ISLANDS & CAPTAIN'S LOG •To introduce Youthpass and its competences as a tool for selfassessment of the learning process. • To introduce the key competences by means of a “learning-bydoing” activity. • To provide a tool to reflect and keep track of the ongoing learning process. Description of the tool THE JOURNEY You are the captain of your own ship during this learning journey and this log is for you to write down what you are learning everyday. Your Youthpass Compass will help you navigate during the trip and decide your final destination. Youth in Action is based on non-formal learning and for that to be evaluated in your Youthpass you have to assess your competences before, during and after your journey.You will visit different ports of call during your learning itinerary and it is very important that you, as the captain, take down notes and pointers. When it comes to the end of journey, you can look at your compass and log book to see where and how your learning cargo has arrived. YOUTHPASS ISLANDS The objective of this activity is to introduce Youthpass and its competences as a tool for self-assessment of the learning process The objective of the game is for each team to get their “YOUTHPASS-PORT” stamped, after visiting each island and fulfilling certain tasks related to each one of the 8 key competences. This is a “learning-by-doing” activity where the main aspects of Youthpass are addressed and discussed during the game and the debriefing.
DEPARTURE DAY
TOOLS
1. Divide the participants in groups of 4 pax@ max 2. Draw 8 islands (with masking tape) on the floor that correspond with the 8 key competences and place one task card and the necessary materials and equipment on each island. 3. Every group gets one empty passport divided in 8 sections and 1 die. 4. Explain the objective of the game. The objective of the game is to get the passport stamped on the 8 different island icons within 45 minutes. (Each icon represents 1 key competence) 5. Once they roll the die, they go to the island with the task card that matches the icon they got on the die. If there is another team on the island, they have to roll the die again until they find a vacant island they have not visited before. 6. The game ends when everybody has the 8 stamps or when the time is over 7. Debriefing and Discussion: a) Debriefing about the game and its relevance to the competences and the project; b) Presentation and discussion about 8 key competencies; c) Explanation about Youthpass process during project. This is connected to the Captain’s Log as a tool to self-assess their learning outcomes throughout the project.
CAPTAIN’S LOG
TOOLS
The Captain's Log is intended to provide participants with a hands-on tool in an eye-catching and stimulating way to keep track of the learning outcomes according to the 8 key competences. At each “Port of call”, the participants have time to work on their Youthpasses using the Captain's log. During the evaluation, they are told to collect and summarise the most important parts of their logs and forward them along with their personal details to the coordinator to issue their Youthpasses. 1. Departure Day • Distribute 1 copy of the Captain´s Log to each participant. • Explain the way they can use their Captain´s Log and allow time for questions and comments. 2. Dateline: Port 1 • Individual reflection about learning results of a certain period. The trainer or mentor is available for clarifications and support. 3. Dateline: Port 2 • Individual reflection about learning results of a certain period. The trainer or mentor is available for clarifications and support. 4. Arrival Day • Summary of individual learning results through a discussion with trainers or mentor (more than one should be available). Inserting information into on-line system and printing Youthpasses (this could be done afterwards in case of a short activity such as a TC). We were inspired by a tool avilable on youthpass.eu to introduce Youthpass + 8 key competences. We used it on uour daily basis to help participants to recognise their learning outcomes.
EUROPASS What is Europass? Five documents to make your skills and qualifications clearly and easily understood in Europe: - Two documents freely accessible, completed by European citizens: • the Curriculum Vitae helps you present your skills and qualifications effectively and clearly. You can create your CV online using tutorials or download the template, examples and instructions. • the Language Passport is a self-assessment tool for language skills and qualifications. You can create your Language Passport online using tutorials or download the template, examples and instructions. - Three documents issued by education and training authorities: • the Europass Mobility records the knowledge and skills acquired in another European country; • the Certificate Supplement describes the knowledge and skills acquired by holders of vocational education and training certificates; • the Diploma Supplement describes the knowledge and skills acquired by holders of higher education degrees. - A network of National Europass Centres - the first point of contact if you want to learn more about Europass
EUROPASS Its objective •to help citizens communicate their skills and qualifications effectively when looking for a job or training; •to help employers understand the skills and qualifications of the workforce; •to help education and training authorities define and communicate the content of curricula.
http://ec.europa.eu/ ploteus/
http://europass.cedef op.europa.eu
Ploteus - find a course Ploteus aims to help students, job seekers, workers, parents, guidance counsellors and trainers to find out information about studying in Europe: •learning opportunities and training possibilities available throughout the European Union; •education and training systems; •exchange programmes and grants; •everything you need to know when moving abroad in another European country.
EUROPASS EUROGUIDANCE - European portal to guidance Euroguidance is the network of National Resource Centres for Vocational Guidance. Main functions: •to provide information on education and training opportunities in Europe, mainly for guidance practitioners, who should relay it to citizens at large; •to support the exchange of quality information on education and training systems and on qualifications in the European Union, the European Economic Area and Central and Eastern European countries; •to support the Ploteus portal.
EUROPASS ENIC-NARIC networks The ENIC network (European Network of Information Centres) is made up of national information centres. The role of these centres is to provide information and advice on:
•the recognition of foreign diplomas, degrees and other academic or professional qualifications;
•education systems in other European countries and one's own country;
•opportunities for studying abroad, including information on loans and scholarships, as well as on practical questions related to mobility and equivalence.
The NARIC network (National Academic Recognition Information Centres) was created in 1984. The network aims at improving academic recognition of diplomas and periods of study in the Member States of the European Union, the European Economic Area and Central and Eastern European countries. http://www.enic-naric.net/
EU programmes for education and training This link gives access to the web pages of the European Commission dedicated to Community programmes and actions in education and training. http://ec.europa.eu/education/index_en.html
POLAND-SLOVAK REPUBLIC
2016 Publikacja została zrealizowana przy wsparciu finansowym Komisji Europejskiej. Publikacja odzwierciedla jedynie stanowisko jej autorów i Komisja Europejska oraz Narodowa Agencja Programu Erasmus+ nie ponoszą odpowiedzialności za jej zawartość merytoryczną.
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