The scarcity of entrepreneurial schooling, a brake on the expansion of the economic system | Training | Economy | EUROtoday

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Entrepreneurial competitors has been a part of the final three academic legal guidelines authorized in Spain: first with the LOE, in 2006; then with the LOMCE, in 2013; and really just lately with LOMLOE. Already in 2000, the Lisbon Agreement included it as an academic goal “to regenerate the entire economic system and contribute to the development of European society,” remembers Margarita Núñez, analysis professor on the Department of Business Management at ESIC. And though entrepreneurship, within the opinion of lecturers and legislators, is important for the longer term financial well-being of nations, the info reveal how tough it’s in Spain to assimilate a change in tradition that’s already late: turning into a civil servant continues to be the primary possibility employment in all age teams, and the entrepreneurship fee in Spain stays at 6%, behind the European common and properly under nations like Great Britain (virtually 13%); Netherlands (12.5%); France or Germany (9%), relying on Global Entrepreneurship Monitor (GEM) 2022-23.

When analyzing the Spanish case, this report reveals two seemingly contradictory conclusions: “In university education we are well positioned, with a fairly high score; but we are far behind in entrepreneurial education at school (18th out of 22). There is a very low social perception of what the figure of the businessman is,” says Núñez. The development, nonetheless, appears to be moving into the correct route: turning into a civil servant could also be the popular possibility, however it’s way more so for these over 45 (68%) than for younger folks between 18 and 24 (44%). According to a 2023 research by the Spanish Confederation of Young Entrepreneurs Associations (CEAJE), 30% of Spaniards wish to begin a enterprise within the medium time period (between one and 5 years), in a rating headed by Andalusia (the place 4 out of 10 state curiosity in entrepreneurship), adopted by Madrid and Catalonia.

What is entrepreneurial schooling?

“I consider that in Spain, as well as in much of Europe, entrepreneurship continues to be seen as a magic formula to reduce youth unemployment. We believe that by incorporating a subject of entrepreneurship, financial education or business creation, the entrepreneurial streak will ignite in all of us. [y no es así]”, says Ainhoa ​​Zamora, co-director of the LEINN degree (Entrepreneurial Leadership and Innovation), promoted by TeamLabs and the University of Mondragón. Their students know a lot about entrepreneurship, since from the first year they create a real company by forming teams, contacting real clients, learning from their mistakes and billing money that, in addition, will allow them to pay for, from the second year, the different stays in the foreigner that includes its educational program.

All of this is based on a vision of what entrepreneurial education is that, Zamora warns, may not coincide with the most generalized idea: “For us, there is no single way to learn to be an entrepreneur, and that is why there cannot be a single way.” to develop that data beneath a selected guide or topic.” “Talking about entrepreneurial education,” he continues, “is talking about a series of competencies, skills, ways of thinking and acting that enable us to be whoever we want to be in our lives, beyond the creation of a company or the leadership of a specific department (that too).” It is, above the rest, “about entrepreneurship to learn, not about learning to undertake. The nuance seems small, but it is not.”

Skills from childhood

When would it be most convenient to start training in entrepreneurship? For Zamora, work should begin at the first educational levels, “but not with a purely business prism, but with the focus on promoting the hunger for learning from a young age”; a statement with which Núñez fully agrees: “In primary school the important thing is to work on entrepreneurial attitudes, especially those that lead to understanding what it means to work as a team, take certain risks, assume some leadership roles, emotional intelligence, proactivity and, above all, creativity and innovation.” Competencies and soft skills to which we must add others no less important such as the ability to understand errors, frustration management and perseverance. “The fear of error is an important barrier to the entrepreneurial spirit, as can the so-called self-efficiency, which is the perception that each person has of their ability to do things,” he adds.

The nature of the training will change over the course of the different educational levels, and will incorporate more technical knowledge of management, project management, budgets or efficiency. “For me, [una educación emprendedora] ought to embrace fundamental monetary data: understanding what an earnings assertion or revenue evaluation is. money stream (earnings and expense entry), as a result of most of the startups “Those who start realize after a short time that they have run out of cash, and perhaps they cannot pay the electricity or their salaries,” says Jesús Tapia, head of the ISDI enterprise college accelerator. “But it also has to manage fundamental innovation methodologies such as design thinking (design thinking) or lean startup, which basically consists of, when you launch an idea, you design experiments to test the business hypotheses that you have established.”

Entrepreneurial schooling, Tapia insists, should embrace ideas that vary from the micro to the macroeconomic, with data that enables a whole sector or firm to be analyzed, learning each the weaknesses and threats in addition to the strengths and alternatives: that is what is named SWOT; and even different points that vary from political, social and financial to technological, authorized and environmental. And, after all, an entire set of sentimental expertise like these already talked about above, with out forgetting “aspects such as empathy, active listening, the fight of egos (knowing how to work from humility) and the ability to work in a team.” of entrepreneurs, since you ought to by no means undertake it alone: ​​even in case you have an thought, it’s a must to encompass your self with individuals who will assist you to implement it,” he says. For Zamora, “the opportunity lies in generating learning communities and working with those who are complementary to you, not that you have to know everything.”

This collaborative spirit additionally permeates a few of the initiatives developed by these entrepreneurship faculties. Thus, TeamLabs has been collaborating with quite a few faculties and institutes, bringing them workshops and inspirational talks that goal to work on innovation and creativity methodologies with their college students. Something much like what, from the sphere of Vocational Training, FP Pro does: “We visit secondary education centers where we go to present workshops and real cases of entrepreneurship, giving prominence to FP, because it is a perfect itinerary to undertake ”provides José Amador Sancho, CLO and founder. “We also have small accelerators in our centers, where students with viable projects can stay for two years, with the school covering the costs of their stay and the procedures for opening the business.”

Challenges of entrepreneurial schooling

What are the primary challenges going through entrepreneurship schooling? For Zamora, the best of them is to grasp that this could by no means be conceived as a single topic or as salvation from youth unemployment, but additionally to remember the significance of group studying, one thing that “is part of our DNA. “Both our laboratories and the teams that make them up are inserted in a city, and act as catalysts for innovative projects and initiatives that reinforce the social and business fabric wherever they are.”

Núñez, meanwhile, emphasizes the need to improve the training of teachers who teach subjects related to entrepreneurship, providing them with greater knowledge and understanding about its role as a social and economic engine. “It is sad to hear that the majority of our young people want to be civil servants and have a secure job. We know that this is not possible, and that initiative is needed to develop and create new companies; That is the engine of the economy, innovation and progress of any society. Therefore, we need these teachers to bring references to the classrooms and inspire young people.”

From Primary to Secondary, to Vocational Training or college, as a result of it’s not in useless that the majority of them have already got entrepreneurship school rooms and laboratories, and past, with the work carried out by accelerators within the completely different entrepreneurship ecosystems. Environments during which, Tapia concludes, “you have to know how to advise the entrepreneur, especially in the first years: advice, training and support, helping them connect with the ecosystem, with investors, angels, technology providers… And so they can scale their ideas.”

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