Description
This particular detailed breakdown pertaining to proposal to introduce primary industries entrepreneurial schools (pies) into rural areas.
Proposal to introduce Primary
Industries Entrepreneurial
Schools (PIES) into rural areas
Prof. J ohn Halsey
Rural Education and Communities
Flinders University
Primary Industries
Entrepreneurial Schools (PIES)
Regional Summit, Whyalla May 2015
Professor John Halsey, Flinders University
[email protected] 2
Vision
Vibrant, productive rural and remote communities are integral to the long term
sustainability of Australia and globally.
Premise
The importance of rural and remote communities is going to increase over the next 4
decades- virtually without exception, rural places and spaces are where most of the
world’s food is produced, energy is sourced, minerals are extracted, water supplies
originate, and the natural environment is most abundant.
The Big Task
From knowledge and skills for building the modern world (20th century) to
knowledge and skills for sustaining the world (21st century).
3
3 [email protected]
[email protected]
Standpoint
“In a very fundamental sense, we are what we pay attention
to… Our attention is precious and what we choose to focus it on
has enormous consequences. What we choose to look at, to
listen to, [to stand for, to advocate, to privilege, to nurture, to
share, to let go…] these choices change the world.”
(Fleischner, L.T. (Ed.) (2011). The Way of Natural History. San Antonio: Trinity
University Press).
4
4 4 [email protected]
[email protected]
Why Primary Industries Entrepreneurial Schools
(PIES)?
? Growing demand for high quality food and fibre driven by world population
growth and a rapidly expanding middle class in our region
? Primary Industries- an SA strength with great potential for growth,
diversification and innovation
? Rural schools- are frequently in the heartlands of our Primary Industries
? Rural schools- are strategic assets for building new enterprise futures for
youth, communities and others, and many have underutilised resources
? Great fit with South Australia’s Strategic Plan to grow the contribution made
by the South Australian food industry to $20 billion by 2020 and increase
regional populations outside greater Adelaide to 320,000 or more by 2020
(http://pir.sa.gov.au/top_menu/about_us)
5
[email protected]
[email protected]
What PIES Can Deliver
? High quality/potentially high income enterprise and career
opportunities/jobs for rural youth (and others)
? Growth and improved sustainability of rural and regional
communities
? Skills and knowledge to develop/enhance businesses to capitalise
on the growing demand for high quality food and fibre products
and experiences
? Reverse/slow rural youth flow to the city through better
retention and the potential to attract and retain city based youth
(and others) into rural and regional areas
? Greater utilisation of rural educational infrastructure/resources
and opportunities for rural-city partnerships
6
[email protected]
[email protected]
Entrepreneurship Education
“Entrepreneurship education …. provides the knowledge and
hands-on learning experiences to help students develop the
skills associated with starting a business venture. These skills
include visioning, leading, communicating, listening,
[innovating], problem solving, managing change, networking,
negotiating, and team building”
(Sahlman and Stevenson, 1992 in Williams, L.E, 2004, p.2.
Entrepreneurial Education: Creating a Usable Economic Community Base.
Rural Research Report, Illinois Institute for Rural Affairs.
http://www.iira.org/)
7
[email protected]
[email protected]
Entrepreneurship Curriculum
“An entrepreneurship curriculum prepares students to . . .
• [create], identify or recognize a market opportunity and
generate a business plan (service or product) to address
the opportunity
• obtain and commit resources in the face of risk to pursue
the opportunity
• create and sustain a business organization to serve the
market opportunity”.
(Brown, 2000, in Williams, L.E, 2004, p.2. Entrepreneurial Education:
Creating a Usable Economic Community Base. Rural Research Report,
Illinois Institute for Rural Affairs.http://www.iira.org/)
8
[email protected]
[email protected]
Implementing PIES
? Identify locations, schools and year level(s)
? Identify and/or develop curriculum- primary and secondary
? Example-for years 11&12 the South Australian Certificate of
Education (SACE) is designed to enable students to:
• develop the capabilities to live, learn, work, and
participate successfully in a changing world
• plan and engage in a range of challenging, achievable,
and manageable learning experiences, taking into
account their goals and abilities
• build their knowledge, skills, and understanding in a
variety of contexts, for example, schools, workplaces,
and training and community organisations
• gain credit for their learning achievements against
performance standards.
9
[email protected]
[email protected]
? Use the SACE Research Project and include explicit emphasis and
opportunities for enterprise education and exploring and growing
entrepreneurial skills and knowledge
? Strengthen the SACE Capabilities to give enterprise and entrepreneurship
greater prominence- currently enterprise is only listed against creative and
critical thinking
? SACE Capabilities (based upon the Australian Curriculum) are:
literacy
numeracy
information and communication technology capability
creative and critical thinking
personal and social capability
ethical understanding, and
intercultural understanding
10
[email protected]
[email protected]
[email protected] 11
? Find, grow and sustain relationships with local (and other)
enterprises and entrepreneurs
? Identify leaders and teachers with a passion for
Entrepreneurial Education- give them the PD and resources
they need-build on the Flinders University New Ventures
Institute PD initiatives
? Excite and engage students, their parents/carers
? Focus on ensuring the 3 key message systems of schooling-
curriculum, pedagogy and evaluation- work together for EE
? Plan, trial, assess, modify/refine, celebrate and promote
12
[email protected]
[email protected]
13
School
B
G
D
E
A
F
C
13
[email protected]
[email protected]
Some potential inhibitors/blocks
? Resistant culture/attitudes- community, family, friends
? Curriculum and time allocation rigidity
? External connections taken-for-granted
? Attitudes and communications that shut down rather open
up opportunities
? Fear of imagining other
? Letting go and embracing new
14
14
[email protected]
[email protected]
Challenge
“Our attention is precious and what we choose to focus it on has
enormous consequences… [for the future of young people, our
rural and regional communities, our state, our nation and the
globe]”
(Fleischner, 2011, p.9.)
15 [email protected]
doc_903109449.pdf
This particular detailed breakdown pertaining to proposal to introduce primary industries entrepreneurial schools (pies) into rural areas.
Proposal to introduce Primary
Industries Entrepreneurial
Schools (PIES) into rural areas
Prof. J ohn Halsey
Rural Education and Communities
Flinders University
Primary Industries
Entrepreneurial Schools (PIES)
Regional Summit, Whyalla May 2015
Professor John Halsey, Flinders University
[email protected] 2
Vision
Vibrant, productive rural and remote communities are integral to the long term
sustainability of Australia and globally.
Premise
The importance of rural and remote communities is going to increase over the next 4
decades- virtually without exception, rural places and spaces are where most of the
world’s food is produced, energy is sourced, minerals are extracted, water supplies
originate, and the natural environment is most abundant.
The Big Task
From knowledge and skills for building the modern world (20th century) to
knowledge and skills for sustaining the world (21st century).
3
3 [email protected]
[email protected]
Standpoint
“In a very fundamental sense, we are what we pay attention
to… Our attention is precious and what we choose to focus it on
has enormous consequences. What we choose to look at, to
listen to, [to stand for, to advocate, to privilege, to nurture, to
share, to let go…] these choices change the world.”
(Fleischner, L.T. (Ed.) (2011). The Way of Natural History. San Antonio: Trinity
University Press).
4
4 4 [email protected]
[email protected]
Why Primary Industries Entrepreneurial Schools
(PIES)?
? Growing demand for high quality food and fibre driven by world population
growth and a rapidly expanding middle class in our region
? Primary Industries- an SA strength with great potential for growth,
diversification and innovation
? Rural schools- are frequently in the heartlands of our Primary Industries
? Rural schools- are strategic assets for building new enterprise futures for
youth, communities and others, and many have underutilised resources
? Great fit with South Australia’s Strategic Plan to grow the contribution made
by the South Australian food industry to $20 billion by 2020 and increase
regional populations outside greater Adelaide to 320,000 or more by 2020
(http://pir.sa.gov.au/top_menu/about_us)
5
[email protected]
[email protected]
What PIES Can Deliver
? High quality/potentially high income enterprise and career
opportunities/jobs for rural youth (and others)
? Growth and improved sustainability of rural and regional
communities
? Skills and knowledge to develop/enhance businesses to capitalise
on the growing demand for high quality food and fibre products
and experiences
? Reverse/slow rural youth flow to the city through better
retention and the potential to attract and retain city based youth
(and others) into rural and regional areas
? Greater utilisation of rural educational infrastructure/resources
and opportunities for rural-city partnerships
6
[email protected]
[email protected]
Entrepreneurship Education
“Entrepreneurship education …. provides the knowledge and
hands-on learning experiences to help students develop the
skills associated with starting a business venture. These skills
include visioning, leading, communicating, listening,
[innovating], problem solving, managing change, networking,
negotiating, and team building”
(Sahlman and Stevenson, 1992 in Williams, L.E, 2004, p.2.
Entrepreneurial Education: Creating a Usable Economic Community Base.
Rural Research Report, Illinois Institute for Rural Affairs.
http://www.iira.org/)
7
[email protected]
[email protected]
Entrepreneurship Curriculum
“An entrepreneurship curriculum prepares students to . . .
• [create], identify or recognize a market opportunity and
generate a business plan (service or product) to address
the opportunity
• obtain and commit resources in the face of risk to pursue
the opportunity
• create and sustain a business organization to serve the
market opportunity”.
(Brown, 2000, in Williams, L.E, 2004, p.2. Entrepreneurial Education:
Creating a Usable Economic Community Base. Rural Research Report,
Illinois Institute for Rural Affairs.http://www.iira.org/)
8
[email protected]
[email protected]
Implementing PIES
? Identify locations, schools and year level(s)
? Identify and/or develop curriculum- primary and secondary
? Example-for years 11&12 the South Australian Certificate of
Education (SACE) is designed to enable students to:
• develop the capabilities to live, learn, work, and
participate successfully in a changing world
• plan and engage in a range of challenging, achievable,
and manageable learning experiences, taking into
account their goals and abilities
• build their knowledge, skills, and understanding in a
variety of contexts, for example, schools, workplaces,
and training and community organisations
• gain credit for their learning achievements against
performance standards.
9
[email protected]
[email protected]
? Use the SACE Research Project and include explicit emphasis and
opportunities for enterprise education and exploring and growing
entrepreneurial skills and knowledge
? Strengthen the SACE Capabilities to give enterprise and entrepreneurship
greater prominence- currently enterprise is only listed against creative and
critical thinking
? SACE Capabilities (based upon the Australian Curriculum) are:
literacy
numeracy
information and communication technology capability
creative and critical thinking
personal and social capability
ethical understanding, and
intercultural understanding
10
[email protected]
[email protected]
[email protected] 11
? Find, grow and sustain relationships with local (and other)
enterprises and entrepreneurs
? Identify leaders and teachers with a passion for
Entrepreneurial Education- give them the PD and resources
they need-build on the Flinders University New Ventures
Institute PD initiatives
? Excite and engage students, their parents/carers
? Focus on ensuring the 3 key message systems of schooling-
curriculum, pedagogy and evaluation- work together for EE
? Plan, trial, assess, modify/refine, celebrate and promote
12
[email protected]
[email protected]
13
School
B
G
D
E
A
F
C
13
[email protected]
[email protected]
Some potential inhibitors/blocks
? Resistant culture/attitudes- community, family, friends
? Curriculum and time allocation rigidity
? External connections taken-for-granted
? Attitudes and communications that shut down rather open
up opportunities
? Fear of imagining other
? Letting go and embracing new
14
14
[email protected]
[email protected]
Challenge
“Our attention is precious and what we choose to focus it on has
enormous consequences… [for the future of young people, our
rural and regional communities, our state, our nation and the
globe]”
(Fleischner, 2011, p.9.)
15 [email protected]
doc_903109449.pdf