Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship: theoretical framework

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1 Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship: theoretical framework Klaipeda University together with partners from Latvia, Estonia and Sweden are implementing the project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship". The article is specifically sought to define the relevance of the project as well as it s main aims and objectives. The project is funded from the Nordplus Adult programme. The project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship" contributes most to the Nordplus Adult Programme aiming at the integration of immigrants and asylum seekers into European society and development of innovative training programme for adult educators competence. Our goal is to strengthen the competitiveness of immigrants and asylum seekers in the Nordplus countries by combining the development of adult educators' digital competence and entrepreneurship in adult education, and by creating the necessary methods and partnerships between education, business and non-profit sector. EU Strategy 2020 for smart, sustainable and inclusive growth includes such aims as to connect the Nordplus region and to increase prosperity within this region, thereby improving global competitiveness of the Nordplus region. In order to achieve these objectives, it is vital to set up new networks and new platforms of cooperation, or to strengthen the existing ones, and to increase cooperation in key economic areas (i.e. information technology). The project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship" builds cross-border networks between educational and research institutions (universities and research institutions), regional development centers, business sector (IT companies, creative enterprises) and non-profit sector (incl. social enterprises) of the Nordplus region, to gain momentum from cross-sectoral cooperation and to support the development of knowledgeintensive and/or innovative products and services now and in the future. More and better support for entrepreneurship, and strengthened cooperation between educational and business institutions is also considered important by EU Strategy By supporting the development of entrepreneurship as an integral part of adult education, and by modelling new methods of combining new digital technologies, entrepreneurship education and involvement of companies, the project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship" helps both immigrants, asylum seekers, educators, trainers, teachers, researchers and entrepreneurs acquire relevant competences and frameworks for cooperation.

2 The Nordplus states face unbalance in their labour markets. On the one hand, there is unemployment (Estonia 7.0%, Latvia 9%, Lithuania 7.5%, Eurostat 2017). On the other hand, many industries, in particular in the field of IT, experience a shortage of skilled workforce. By networking adult education institutions and businesses, the project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship" helps to match adult education with the needs of the labour markets, and prevents a lack of skilled professionals in the IT sector in coming years. The Europe 2020 strategy is about delivering smart, sustainable and inclusive growth, i.e. through more effective investments in education, research and innovation and with a strong emphasis on job creation and poverty reduction. Regarding smart and inclusive growth, the project "Adult educators' competence training for development of immigrants and asylum seekers' digital entrepreneurship" targets the future, raising awareness of current immigrants and asylum seekers (future entrepreneurs or innovative employees) of the possibilities to combine new technologies, product and service development and doing business. Cross-border and cross-sectoral networking helps the current educational institutions and companies adapt to the challenges posed by globalisation. One of the principles of inclusive growth priority is that the benefits of economic growth would spread to all parts of the EU and Nordplus countries, including its outermost regions, thus strengthening territorial cohesion. In this regard, wider use of new technologies can contribute. The project partners, namely University of Tartu from Estonia, Centre for Education and Innovation Research from Latvia, Adult education organisation Folkuniversitetet Kristianstad from Sweden jointly plan to develop efficient and effective methods that connect immigrants, asylum seekers, educators, teachers and entrepreneurs across various countries in using and applying innovative digital technologies for generating entrepreneurial ideas and projects. In order for the developed methods to have a long-term impact in the adult educational system, we will involve state and local authorities as well as local enterprise development centers. The need for the project, current situation and plans to address the gaps: 1. Smart and inclusive growth requires effective investments in education, research and innovation, and creation of new jobs. However, in some Nordplus countries (i.e. Estonia and Latvia) a barrier hindering the creation of new jobs and economic growth is a low level of entrepreneurship among the population. For example, in Estonia in 2016 women entrepreneurs constituted about 5% of the active labour force and men entrepreneurs about 12%. In contrast, in Finland the percentages for women and men entrepreneurs were about 8% and 17% (European Commission 2016), and in

3 Latvia 10% and 17% respectively (The Stockholm School of Economics in collaboration with the Baltic International Center for Economic Policy Studies 2016). 2. Countries in the Nordplus region have different levels of innovation and educational outcomes, hence sharing best practices cross-country allows to benefit from each others strong sides. The World Economic Forum s Global Competitiveness Report (WEF 2016) states that Estonia and Latvia are transition states in need of moving from efficiency driven to innovation driven. In the same report Finland is identified as at the forefront of an innovation driven country. Entrepreneurial activity in Estonia is comparable to the average of countries of the same level of development, being closest to the figure of Latvia in Estonia it is 20.7% of the working-age population, in Latvia and Lithuania, 20.5% (Global Entrepreneurship Monitor 2016). A survey by the European Union showed that national education systems in different countries had different effects in shaping the entrepreneurial attitudes of students (Finland 64%, Sweden 54%, Latvia 55%, Estonia 48% and Lithuania 60%). The difference can be linked to the role of entrepreneurship in the national curricula, and the methods by which entrepreneurship competence is developed. 3. Employers have problems finding the set of skills from immigrants and asylum seekers to match the skills necessary for employability in the labour market. Estonian and Latvian employers have expressed dissatisfaction with the generic skills of immigrants and asylum seekers, as well as with their lack of practical experience. Employers see this situation as a major obstacle to economic development. PISA studies (2006, 2009, 2012, 2015) suggest that good academic outcomes are not enough (Estonian and Finland are among the top performers, whereas Latvia, Lithuania and Sweden are slightly below the OECD average, PISA 2015). A lack of creativity among immigrants and asylum seekers, collaborative skills and undeveloped potential may potentially hinder the sustainable economic growth. 4. The objective of smart growth cannot be achieved without strengthening the links in innovation chain and development, use and commercialization of new technologies. In all Nordplus countries there is a huge shortage of workers in the IT sector. From in Estonia alone there was unmet demand for 6500 IT professionals. In the long-term, IT companies see the solution coming from changes in the education system - by increasing youth interest to science and technology and by providing opportunities for youth to develop their digital competence. 5. Although the level of IT and entrepreneurship education in the Nordplus region is high, adult educators and teachers confidence in the operational use of computers, in-school support for teachers using IT and forms of entrepreneurship education differ from country to country (European

4 Schoolnet 2014, Eurydice 2016). Developing IT education and entrepreneurship is considered a national priority in Estonia, Latvia and Lithuania. However, the development initiatives have been fragmented and non-systemic. Common challenges and different set of strengths and shortcomings among participating countries is suited for fruitful collaboration and the development of practical methods. Regional approach and involvement of actors from different sectors enables us to pool expertise and effectively combine best practices in different countries. Involvement of adult education authorities enables us to integrate effective methods of applying innovative digital technologies for generating entrepreneurial ideas and projects into adult education curricula both in local and in national level. Educational methods used both in development of digital competence and entrepreneurship are characterized by practical approach (learning by doing), creativity and innovation. Their combination has the potential of being a model for wider innovation in adult education, with the aim of bringing the education closer to the needs of contemporary society and labour market. There are good working partnerships between adult education institutions and universities nationally. In addition, it is possible to find in Estonia, Latvia and Lithuania examples of successful national initiatives that engage young people in entrepreneurship and IT education, and the innovative use of new digital technologies (Junior Achievement in Estonia, Lithuania and Latvia; TV shows Rakett69 and Ajujaht in Estonia; Latvia s initiative Entrepreneurial people for Latvia s growth in cooperation with Latvian towns entrepreneurs, etc.). The former and current networks are a good platform for further co-operation and most successful national initiatives can be upscaled to international level. Main project activities: create a university-led network of adult education institutions to pilot new methods combining new digital technologies and entrepreneurship education in cooperation with IT entrepreneurs, local and national school authorities and regional entrepreneurship development centers; support adult educators in the network with applying new digital technologies (3D technologies, mobile apps, visual programming, etc.) to develop their product or service in their learner company; develop in cooperation with the partner universities the methodology of development and monitoring of entrepreneurship competence and forms of enterprise education (i.e social entrepreneurship, creative enterprises);

5 develop in cooperation with the partner universities the methodology of pedagogical use of new digital technologies as an integral part of adult education curriculum; exchange best practices for the development of entrepreneurship as transversal competence at different educational levels; organize cross-border learner activities that raise youth awareness to the integration of new digital technologies and entrepreneurship (e.g. international students competition, telecast, social media events, etc). The expected outcomes of the main project are divided into three sets: 1) cross-border network of adult education institutions and partners facilitating and supporting the work of learner companies: - arranged and conducted strategy seminars (representatives of educational institutions, local and state authorities, entrepreneurs, and NGO s involved); - developed strategies for inter-sectoral cooperation, in order to support the activities of learner companies; - conducted training needs assessment (survey and analysis) for combined entrepreneurship and technology based product or service development training for adult educators, trainers, teachers and external experts supporting adult education institutions; - designed training program and methodology; - exchanged best practices; - Summer-School Week (learners spend two weeks each year in the International Summer School, developing product/service ideas, practicing cooperation and building connections); - new digital technology products and services designed by learners companies (mobile apps, 3D products and services etc). 2) methodology of development and monitoring of entrepreneurship competence and forms of entrepreneurship education, and adult education curriculum; - methodical materials for adult educators, trainers, teachers and other partners to develop - entrepreneurship and digital competence; - monitoring tools for adult education institutions and educational authorities to evaluate development of entrepreneurship and digital competences, and the effectiveness of the used methods and strategies. 3) raised general awareness of the value of and the links between adult education, entrepreneurship and innovation (due to outreach activities, dissemination and communication):

6 - interactive and participatory project website with links to appropriate social media channels, e-newsletters to the attention of the general public; - media coverage and campaigns (i.e. international students competition, public talks, TV-talks, podcasts and articles in newspapers, multimedia releases, social media events, etc) to promote innovative learning and product/service development in international student companies, and to communicate the results of the project and their relevance to the general public. - workshops and open activity days for adult educators, trainers, teachers and learners to provide first-hand experience related to project activities; - the proposed project s fellows acting as "ambassadors" visit adult education institutions, universities, - community organizations, etc. to promote their research field to learners and public audiences. They also assist adult educators, trainers and teachers in preparing and delivering teaching materials; - information seminars, teacher in-service training at adult education institutions and at the teacher training institutions for the dissemination of new methods and good practices among adult educators, - trainers and teachers; - created and/or strengthened networks for regional and international collaboration. The methods and strategies can become a model to be applied also in other European countries, and the products and services developed by learners can reach global market in best cases.

7 For further reading: 1. Ala-Mutka, K. (2011). Mapping Digital Competence: Towards a Conceptual Understanding. Luxembourg: Publications Office of the European Union. 2. Gruenwald, N., Pfaffenberger, K., Zascerinska, J., Ahrens, A. (2017). A Study on Digital Teaching Competence of Trainers from South Africa within the PEESA Project. Proceedings of Riga Teacher Training and Educational Management Academy s 12th International Young Scientist Conference, December 8, 2016, pp Riga: Riga Teacher Training and Educational Management Academy. 172 pp. ISBN Grünwald, N., Pfaffenberger, K., Melnikova, J., Zaščerinska, J., Ahrens, A. (2016). A Study on Digital Teaching Competence of University Teachers from Lithuania and Latvia within the PEESA Project. Andragogika, 2016, 1 (7), pp ISSN DOI: /andragogy.v7i Joint Research Centre. (2017). Assessing Educators' Digital Competence. Retrieved 11 October 2017 from 5. Koehler, M. J., Mishra, P. (2008). Introducing tpck. In: AACTE Committee on Innovation and Technology (Ed.). The Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 3 29). Mahwah, NJ: Lawrence Erlbaum Associates.