What an enterprise education looks like overseas

What an enterprise education looks like overseas

FYA’s report The New Basics highlighted just how important enterprise skills already are and how increasingly important they will become as our world of work evolves.

For those of you not familiar, enterprise skills enable young people to engage with a complex world and navigate the challenges they will inherit.

They’re transferable skills that help young people be more enterprising and include problem solving, communication, digital literacy, teamwork, presentation skills and critical thinking.

And they’re not just for entrepreneurs. As The New Basics highlighted, these skills are increasingly being sought by employers. They’re also a powerful predictor of long-term job success.

The report highlights that young people are able develop enterprise skills, but to do this we need better support for their development in our education and training systems.

The most sought after skills, such as communication, teamwork and problem solving, can be built into training systems in a number of ways including setting the scene with curriculum, rethinking teaching methods and partnering with employees.

There are some great examples of enterprise skills being taught in Australia, including FYA’s very own $20 Boss program (shameless plug alert), but there’s definitely much more to do!

The New Basics highlighted some examples of enterprise skills being taught internationally. Here’s a summary:

      The Education Ministry in Japan introduced a new curriculum which reduced content load by approximately 30% and increased time for integrated learning where students engage in cross-curricular problem solving projects. Further, the new national assessments in grades 6 and 9 focused on students’ ability to apply their knowledge in real world situations.

      Matthew Moss High School in the UK introduced the My World curriculum which allows year 7 & 8 student teams to work one day per week on a research project. Teachers first introduce a challenge, such as launching an egg as high as possible and returning it to earth without breaking, or responding to a natural disaster. Students then gather information about the topic then write a research proposal. Once this is approved by the teacher they conduct research throughout the school year.

      At Breidablikk Lower Secondary School in Norway students build houses on a 1:20 scale and take on a range of roles including builder, gardener, electrician, bank employee and real estate agent. The school cooperates with different businesses throughout the project and students use the same digital tools as architects. Further, all designs must be environmentally sustainable!

To learn more about these examples, you can take a look at The New Basics. It includes more international examples as well as the sources for these examples.

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