Saturday, June 23, 2018

The KAB follow up workshops targeting teachers from vocational education and general education on delivering KAB in classrooms.

The first workshop that targeted vocational education teachers was facilitated by Mr.Wael Ghosn, KAB Regional Key Facilitator (RKF). The workshop was held from 23 to 25 October 2013 at the Ministry of Education in Beirut and was attended by 17 participants from the General Directorate of Vocational Education (13 men and 4 women) who will later be delivering the KAB in classrooms during the 2013-2014 academic year.

The second workshop that targeted general education teachers was facilitated by Mr.Samih Jaber, KAB Regional Key Facilitator (RKF). The workshop was held from 23 to 25 October 2013 at the Ministry of Education and Higher Education in Beirut and was attended by 21 participants who will be delivering the KAB in classrooms during the 2013-2014 academic year.

During the training workshops, the RKF was present and took part in facilitating the sessions according to the set agenda: warm up exercises and ice breaking activities were held, the RKF worked with participants on how to complete and analyse them and submit the required programme reports. Teachers were also given an introduction of the workshop objectives and agenda and review of participants’ expectations in view of the workshop objectives and highlighting.

The participants showed a high level of participation and commitment during the workshop and enthusiasm toward the KAB programme.

The second round of delivery for the 2013-2014 academic year has started in the hope of reaching a nationalisation decision.

Published in Lebanon

The ILO Regional Office for Arab States and the ILO Office in Cairo started in 2006 the implementation of the KAB programme in vocational and technical education in order to foster entrepreneurship thinking among youth and promote self-employment as a career option.

The overall objective of the meeting is to improve the knowledge and understanding of the KAB practitioners, facilitators and promoters of the programme content, implementation methodology, management and strategic future developments needed.

The meeting was attended by 57 representatives of ministries and national partners who have implemented the programme namely from Lebanon, Jordan, Yemen, Egypt, Morocco and Tunisia. And KAB certified Regional and National Key Facilitators and coordinators/supervisors also took part in the meeting from the same countries mentioned above.

The workshop included presentations from the implementing partners and consultants, and discussions revolved around KAB’s target groups and how to best reach them, as well as suggested additions to the KAB materials from different users.

At the end of the meeting participants and facilitators agreed on programme recommendations, most notably:

1-  Organizing more competitions at national/regional levels for the best business plan, best facilitator and institution;

2-  ensuring that the KAB is institutionalized in related national institutions to ensure the sustainability of the programme and its national rollout;

3-  conducting yearly KAB follow up meetings for experience sharing and development;

4-  providing continuous training to the KAB facilitators to keep them abreast of new developments and updates;

5- conducting impact assessments of the KAB programme at national levels to build a database of examples and case studies to enhance the evidence-based marketing of the programme;

6-  and further developing the online KAB platform for trainers and implementing countries.  

Published in Events

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Under the framework of the ILO project with the Business Development Center (BDC) that aims to promote entrepreneurship education in Jordan, the second pilot phase has begun to introduce the KAB programme in secondary vocational schools in partnership with the Ministry of Education.

The 12-day training took place on August 16-28 in the Northern city Irbid, with the aim of introducing the KAB curriculum to 14 secondary vocational schools pre-selected by Jordan’s Ministry of Education. The workshop was facilitated by the KAB Regional Key Facilitators (RKFs), Mr. Wael Ghosn and Mr. Samih Jaber.

The workshop was attended by 26 participants (15 women and 11 men) who were highly engaged and enthusiastic about the new teaching methods and materials they will introduce in their classrooms. Upon completion of the training, KAB facilitators will begin teaching the curriculum to students in secondary vocational schools across Jordan, including the areas of Ajlun, Irbid, Ramtha, Kafr Youba, Beit Java, Ma’an, Tafilah, Zarqa, Russeifa, and Amman.  

After they have begun teaching, the Ministry of Education and BDC staff will implement monitoring and follow-up visits to teachers at their schools, and a refresher workshop by the ILO is foreseen. 

Published in Jordan

Under the framework of the ILO KAB project with the Development and Employment Fund and the Vocational Training Corporation, a follow-up workshop was conducted for 3 days during the period 20-22 October 2013 at Abu Nuseir Vocational Training Institute located near Amman. The workshop was facilitated by the KAB RKFs, Mr. Wael Ghosn and Mr. Samih Jaber and aimed to go over the challenges and lessons learned from the implementation of KAB during the 2012-2013 academic year.

The workshop was attended by 28 participants who discussed ways for improving the teaching of the programme and agreed upon several actions to be implemented by teachers and supervisors during the upcoming 2013-2014 academic year:

  • Provide a suitable venue for KAB sessions, the required stationery and administrative support by VTC and the selected Institutes’ management.
  • Prepare and submit a KAB teaching plan by each Institute including the number of teaching hours per week to complete the programme not exceeding (10) hours per week and (4) hours per day.
  • Conduct monitoring and follow-up visits by supervisors who would attend 2-3 sessions per teacher as part of the certification process.
  • Provide certificates to the trainees who completed the KAB programme
  • Conduct awareness activities on the KAB programme by facilitators and supervisors and promote it to the staff and trainees of the institutes to increase enrollment.
  • Improve the knowledge and skills of KAB teachers in specific package topics especially the accounting topics.
  • Include in each KAB class students from the same specialization. The class would preferably be taught by the KAB facilitator that teaches this specialization.

The workshop evaluation by the participants showed a high satisfaction with the implementation of the workshop and the RKFs performance. This high grade is a result of good and thorough selection of participants, adequate preparations for the workshop, good piloting of the KAB programme and good training and facilitation skills of the workshop facilitators.

 

Published in Jordan

JOIN THE WEBINAR
(link live after 14:30 UTC, 2 October)
FOR MORE INFORMATION

The YEN Marketplace Presents:
Webinar, Lessons on Implementing Impact Evaluations by MEDA Maroc

Do you know how your supporters are assessing the success of your project?
Why impact evaluations matter.

Conducting an impact evaluation, a method commonly used by policy makers to assess the net impact of a project is essential to securing a project's external support. The simplicity of the "What Works?" question belies the complexity of project measurement. It is necessary to know not only what works, but why it works and by how much.

The webinar will take the participants through the step-by-step process of designing and carrying out an impact evaluation on the ground.  It will focus on the experience of MEDA Maroc with the impact evaluation of its "100 Hours to Success program". The training, composed of modules on life skills, entrepreneurship and financial education, targets Moroccan youth aged between 15 and 25 in hopes of helping them secure a job or start a business. Since 2009, MEDA Maroc has trained 11,000 youth through this program.

About MEDA Maroc
Launched in January 2009 by NGO MEDA, MEDA Maroc's objective is to increase access for Moroccan and Egyptian youths to financial services, vocational training and education to better prepare them for the labour market and business environment.

About YEN Marketplace (www.yenmarketplace.org)

The Marketplace targets practitioners working on youth employment and young entrepreneurs. It will establish an online space where stakeholders can come to share knowledge, form new partnerships, and exchange ideas, resources and advice. Not only does the Marketplace provide a platform for exchange and coordination within the youth employment community, it also provides valuable resources such as funding competitions and an online webinar series. The Marketplace is driven by the needs of its users and will evolve based on their changing demands and priorities

Published in Global

A new ILO knowledge sharing platform on Skills for Employment  / Nouvelle plateforme sur les Compétences au service de l'emploi / Plataforma de Competencias para el empleo

The new platform in English:

http://www.skillsforemployment.org/KSP/en/index.htm

Nouvelle plateforme en français:

http://www.skillsforemployment.org/KSP/fr/index.htm

Plataforma en Espanol:

http://www.skillsforemployment.org/KSP/es/index.htm

 

Published in Global

This is a question that I and my colleagues here at Babson College are frequently asked by the media, entrepreneurs, friends and fellow academics.  The number of colleges and universities offering courses has grown dramatically from 253 schools to more than 2600 worldwide (Katz, J., E-web- SLU.edu, 2012; Kauffman Foundation, 2012). With this rise in courses, also comes the question of metrics- how do we know that these courses are effective? The most popular way to measure, based on questions posed by the many rankings organizations, has to do with the number of students “starting a new venture right after graduation”.

In the first place, this the narrowest possible measure of entrepreneurship, and may not in any way reflect the value of entrepreneurial learning.  The vast majority of graduates who study entrepreneurship are not likely to start a business until 5 years after graduation. Why? Because they need experience in the industry and practice using their entrepreneurial capabilities.  Here at Babson College we teach entrepreneurial thought and action.  Students learn how to identify or create opportunities, acquire resources, and build a team to create something of economic and social value. Students learn both learn predictive and creative approaches and practice these behaviors.  Even though 100% of our students are required to take entrepreneurship courses, only about 11-15% actually start businesses at graduation.  But, our recent alumni survey shows that 5 years out more than 50% are founders, co-founders, or part of a start-up team while 68% think of themselves as entrepreneurs!

In the second place, ‘start –up’ doesn’t capture the other pathways into entrepreneurship.  Here at Babson, we believe entrepreneurs can come to entrepreneurship.  Entrepreneurs come to entrepreneurship by buying businesses, acquiring a franchise, commercializing technology, starting a venture within a family, corporation or social enterprise.   When these other pathways are considered, we find that 25% of our students are in fact “entrepreneurs” at graduation.

Finally, our alumni survey confirms what we teach about entrepreneurial thought and action. Our graduates are ‘ambidextrous thinkers’- using both creative and predictive approaches in all their work endeavors, whether or not they own their own business. More than 80% report they are highly confident in their ability to think creatively, while 66% report that they are highly confident in their ability to identify and create new business opportunities.  This also supports work by my colleagues, Kate McKone-Sweet and Danna Greenberg, who describe entrepreneurial leadership in their book, The New Entrepreneurial Leader.

And so  here at Babson College where we have been teaching entrepreneurship since 1978 and have been ranked #1 in Entrepreneurship by most polls for the past 20 years,  we find that Entrepreneurship EducationMATTERS, but not in the way it is typically measured.

Read the FORBES article online

Published in Global

Based on a 2013 survey of more than 1,500 entrepreneurs from across the G20 countries, a sample that included 1,000 entrepreneurs aged 40 and under, this report presents the views of young entrepreneurs on a wide range of possible policy and other initiatives that might boost their activities. The findings show that young entrepreneurs are optimistic about their future and recognize that their businesses- and many more like them- have a crucial role to play in tackling the youth unemployment crisis.


50% say that promoting the role of entrepreneurs in job creation will have a high impact on entrepreneurship in their countries over the next three years. But young entrepreneurs also warn they must get further support to fulfil their potential. While access to funding remains critical, they stress the need for more innovative funding models, and they consistently urge government agencies to play a more supportive role. They believe in boosting entrepreneurship through education, and they argue that a cultural shift is necessary for entrepreneurship to accelerate.

Published in Global

ILO training packages and supports for various target groups and we hold a vast toolkit for entrepreneurship education, women's entrepreneurship development and management training tools is recognized by the UN:

The United Nations recently took a step in promoting entrepreneurship as a centerpiece of economic growth and stability around the world. Following through on a mandate from its Entrepreneurship for Development resolution, the UN General Assembly convened a diverse group of experts to examine how to create environments that help entrepreneurs launch and grow startups that eradicate poverty, generate wealth and improve lives.

The objectives outlined in the UN resolution align closely with those of Global Entrepreneurship Week, the world’s largest celebration of entrepreneurship that will be held this Nov. 18-24 for the sixth consecutive year. GEW is an initiative founded by the Ewing Marion Kauffman Foundation in 2008 that connects people to help them take the next step in their entrepreneurial journey.

Thom Ruhe, vice president for entrepreneurship at the Kauffman Foundation, was one of the experts who addressed the Assembly.

“Like the UN, GEW’s goal is to foster entrepreneurship worldwide as a tool for development,” Ruhe said. “It is an honor to bring Kauffman’s research and expertise in entrepreneurship education to the Assembly’s discussion. Education is, indeed, the first step toward empowering the citizens of the world through entrepreneurship.”

The resolution encourages all UN-related bodies to “recognize and integrate entrepreneurship in its various forms into their policies, programmes and reports, and to support national efforts in this regard.” The United Nations Conference for Trade and Development (UNCTAD) and theInternational Labour Organization (ILO) have embraced the charge by getting actively involved in GEW and organizing events to examine public policies important to growth.

The UN and ILO are just two of 9,000 partner organizations worldwide that hold events, activities and competitions during GEW each November to expand and strengthen their entrepreneurial ecosystems.

Entrepreneur-driven communities like Startup Weekend, Endeavor and Entrepreneurs’ Organization plan and host activities to help startups launch and grow. Universities like the Massachusetts Institute of Technology and the University of Cambridge hold events to educate students while strengthening connections with the private sector that help them commercialize research from their labs. Youth-focused groups like Youth Business International and Junior Achievement take a lead role in organizing national campaigns in more than 20 countries. Major corporate brands, like Dell, sponsor the global initiative or get involved at the national or local level like Virgin, IBM, Ernst & Young and others.

National campaigns in 135 countries will attract roughly 10 million participants this November.

Learn more HERE


Published in Global
Speak French? Then here is an article fromo the Moroccan magazine "L'Economiste" on the ILO project "Youth@Work" in Morocco. Besides promoting KAB as a means of promoting an entrepreneurial culture among youth, the project works on supporting youth-led organizations which aim to help promote and support youth employment and youth entrepreneurship. If interested to know more, make sure to follow "Jeunes au Travail Maroc" on facebook!
L'Économiste parle de "Jeunes au Travail": ENTREPRENEURIAT 20.000 JEUNES À FORMER D'ICI 2016 - Article paru le 3 Juillet 2013

Published in Morocco
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