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The SME Policy Assessment
in Israel
March 3-8, 2013
Olena Bekh & Sabina Nari
European Training Foundation
Looking behind the horizon of 2030…
“The Wise Men Report”
“Project Europe 2030: Challenges and Opportunities”)
•
Was prepared for the European Council in May 2010 by the
Reflection Group.
The report states:
•
“Human capital is the key strategic instrument for ensuring success
in the global economy. And yet, Europe has lost considerable
ground in the race to a knowledge economy. Catching up will
require a coordinated effort. Member States must mobilise the
resources they agreed to invest in R&D, with the help of the private
sector, and reform all aspects of education, including professional
training.”
ETF and why indicators?

EU specialist agency supporting 31 countries with human
capital developments

EU policy drivers: SBA, key competence, ‘rethinking
education’, employment guidelines (EU2020)

Policy support indicators: developed by country experts
(ownership)

Tool for self-directed development, comparative
assessment, good practice exchange, EU monitoring
Small Business Act policy assessment
Principles
1.
Entrepreneurship education and
training
2.
Second chance
3.
Rules for ‘Think Small First’
4.
Responsive public administration
5.
SMEs and public procurement
6.
Access to finance
7.
SME opportunities & EU Single
Market
8.
Skills & innovation
9.
SMEs and environmental concerns
10.
SMEs in growth markets
Data & Indicators Meeting, 11 December 2012
4
Indicators (8 indicators)
• Lifelong entrepreneurial learning policy
• Secondary and tertiary education
• Good practice
• University-enterprise cooperation
• Non-formal entrepreneurial learning
Indicators (9 indicators)
• Training Needs Analysis (TNA)
• Availability of training
• Start-ups, Enterprise training
• Enterprise growth
• Access to international markets
•Quality assurance
•Women’s entrepreneurship
•Skills for sustainable eneterprise
develoment
Logic of each indicator
Each indicator
 5 level scale

- cumulative
 max 3-4 years
M&E
Review
Improvement
Implementation
Break even point
No system
Level
1
Ad hoc
activities
Dialogue,
planning
Level 2
Level 3
5
Level 4
Level 5
Indicators for human capital
 Primarily qualitative or ‘process’ indicators – not
quantitative
 Objective: support governments, private sector and civic
interest groups in establishing an entrepreneurial
learning and enterprise skills eco-system: policy,
structures & delivery frameworks
Data & Indicators Meeting, 11 December 2012
6
Let’s get the terms clear!
Entrepreneurial learning
‘All forms of education and training, both formal and
non-formal, which contribute to an entrepreneurial spirit
and entrepreneurial behaviour with or without a
commercial objective.’ (ETF, 2009)
Entrepreneur
‘An entrepreneur is someone who seeks out
opportunities, takes initiatives often based on risk and
through new ventures decides how resources can be
most effectively applied. Driven by the need for
achievement, the entrepreneur may not necessarily be
motivated by profit but use it as a measure of success.’
(ETF, 2009)
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 1: Policy
Indicator
Policy
Rationale
A strategic effort to promote an entrepreneurial society requires inputs from all levels and forms of education and training (formal and non-formal)
Objective
Countries establish their learning system as a priority for entrepreneurship development
Level 1
 Government, key stakeholders and business community do not have a nationally agreed strategy to promote life-long entrepreneurial learning.
Level 2
 Key stakeholders are engaged in a dialogue to reach consensus on national life-long entrepreneurial learning strategy.
 Life-long entrepreneurial learning strategy covers all levels and types of education.*
 A national life-long entrepreneurial learning strategy is agreed between key stakeholders and is included within national enterprise, education,
employment, R&D and regional and/or local development policies.
 Work programme to implement life-long entrepreneurial learning strategy promotes inter alia training needs analysis, career guidance, and nonformal entrepreneurial learning.
Level 3
 Both the strategy and work programme include provisions for sustainable enterprise development and women’s entrepreneurship.
 Annual work programme is approved and under implementation to meet the set objectives.
Level 4
 Implementation of the work programme is followed by key stakeholders working in partnership.
 Results from independent evaluations or peer reviews are shared with key stakeholders.
Level 5
 Recommendations from evaluations and peer reviews feed back into further developments in entrepreneurial learning
Justification
Key sources
Next steps
*
Life-long entrepreneurial learning strategy compliments the national action plan for ‘Education for All’ (UNESCO) which particularly underlines the improvement of literacy rates
and girls/women’s access to education.
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 2: Good Practice
Indicator
Good Practice
Rationale
Sharing of good practice contributes to better efficiency in design and delivery of entrepreneurial learning.
Objective
Each country identifies and builds on its better entrepreneurial practice with dissemination nationally or internationally.
Level 1
 There is no systematic exchange of good practice between life-long entrepreneurial learning providers
Level 2
 A national network of life-long entrepreneurial learning providers meets on a regular basis to exchange good practice.
Level 3
 Examples of adapted good practice in entrepreneurial learning (domestic and/or international) are being piloted in the country.
Level 4
 Results of domestic good practice are being disseminated nationally (at least one annual event annually).
Level 5
 Within the reporting period, at least one domestic good practice has been transferred to another country.
Justification
Key sources
Next steps
Non-formal education and training
• Refers to education and training which may be delivered
through the national education system as well as outside
the system (e.g. by NGOs, private service providers) but
which is not subject to formal assessment e.g. examinations
• Voluntary and accessible for all
• Obtained at different times and in different places
• Learning process is linked to learning objectives
• Complementary to other parts of LLL, first of all – formal
education
• Based on active actions an experience and contributes to
formation of respective competences
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 3: Non-Formal Learning
Indicator
Rationale
Objective
Level 1
Level 2
Level 3
Level 4
Non-Formal Entrepreneurial Learning
Flexible learning opportunities outside formal education reinforce efforts to develop an entrepreneurial society.
Awareness and engagement of all parts of society in the promotion of entrepreneurial learning.
 There is no system to inform about actions which promote non-formal entrepreneurial learning (privately and/or publicly supported).
 Non-formal entrepreneurial learning is monitored as part of a national entrepreneurial learning strategy and identifies areas for improvement.
 Evidence of at least one quarterly high-level press coverage (national specialized newspaper or TV) of entrepreneurial learning policy or delivery.
 Examples of agreements established between public authorities, enterprise, and NGOs to develop entrepreneurial spirit and skills across society
with particular reference to children and young people.
 At least one annual, high-profile event at national level to promote awareness and information on broader entrepreneurial learning (formal and
non-formal) to highlight successful projects.
 High-profile event includes national recognition or awards for entrepreneurial learning practice.
Level 5
 Transfer of know-how: principles or practice from at least 2 of the non-formal show-case projects from the previous year’s high profile event are
integrated into other entrepreneurial learning environments nationally or internationally.
Justification
Key sources
Next steps
* Note that this indicator applies to lifelong entrepreneurial learning and is cumulative i.e. each ranking requires fulfilment of the earlier levels of the indicator.
Entrepreneurship across all levels
of education – the «Domino Effect»
in life-long entrepreneurial learning
ISCED 2 –
• Key competence development in
preparation for future life
• Schools as part of local communities,
parents
• Entrepreneurial culture and attitudes
ISCED 3 –
• Key competence – building foundation for
future employment
• Entrepreneurial mind-set: not only about
start-ups
• Team work, projects, career guidance,
personal development and initiative
ISCED 5&6 –
• Innovation and technology
• Entrepreneurship in non-business faculties
• Boosting self-employment
• National competitiveness
• Universities as part of regional development
http://www.fotosearch.com/photos-images/domino-effect.html
EU Key Competences 2005
feature entrepreneurship
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 4: Lower Secondary Education (ISCED 2)
Indicator
Lower Secondary Education (ISCED 2)
Rationale
Lower secondary education (ISCED 2) plays an important role in promoting an entrepreneurial spirit
Objective
Countries acknowledge entrepreneurship as a key competence at lower secondary education
Level 1
 There is no systematic promotion of entrepreneurial learning at ISCED level 2 (lower secondary education).
 Entrepreneurship in lower secondary education is confined to ad hoc projects which are not part of mainstream education curricula.
 National policy under discussion for developing entrepreneurial learning in lower secondary education.
Level 2
 Entrepreneurial learning in lower secondary education is confined to school-based individual initiatives which are known to the education
authorities.
 Policy includes school-enterprise cooperation.
 Entrepreneurship as a key competence is an integral feature of the national curriculum.
Level 3
 Teaching materials are in preparation and being piloted in 5% of schools
 At least 5% of lower secondary schools have established structured partnership with local enterprises
 Teacher training curriculum includes entrepreneurship as a key competence
Level 4
 Teachers and school principals have access to in-service training and other professional development opportunities for entrepreneurship as a key
competence.
 At least 50% of lower secondary schools have knowledge and skills for teaching entrepreneurship as a key competence.
 At least 50% of lower secondary schools have adopted entrepreneurship as a key competence in their curricula.
 At least 10% of lower secondary schools have established structured partnerships with local enterprises.
 Entrepreneurship as a key competence is included in curriculum of all lower secondary schools.
Level 5
Justification
Key sources
Next steps
 All lower secondary schools provide data on range of entrepreneurship promotion activities for national monitoring, evaluation and further policy
development purposes.
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 5: Upper Secondary Education (ISCED 3)
Indicator
Upper Secondary Education (ISCED 3)
Rationale
Upper secondary education plays a critical role in promoting the entrepreneurial spirit and allows for development of basic entrepreneurship skills.
Objective
Countries acknowledge entrepreneurship as a key competence, and importance of promoting basic entrepreneurship skills at upper secondary
level.
Level 1
 There is no systematic promotion of entrepreneurial learning at ISCED level 3 (upper secondary education).
 Entrepreneurship in upper secondary education is confined to ad hoc projects which are not part of mainstream education curricul
 National policy under discussion for developing entrepreneurial learning in educational institutions in this level
Level 2
 Entrepreneurial learning in educational institutions in this level is confined to school-based individual initiatives which are known to the education
authorities.
 Policy includes school-enterprise cooperation.
Level 3
 Entrepreneurship as a key competence is an integral feature of the national curriculum.
Curriculum includes elements of entrepreneurship education (subject, module, course, extra-curricula activity, work placements etc.)
 Teacher training curriculum includes entrepreneurship as a key competence
 Upper secondary school teachers and principals have access to in-service training and other professional development opportunities for
entrepreneurship as a key competence.
Level 4
 At least 50% of upper secondary schools have knowledge and skills for teaching entrepreneurship key competence.
 At least 50% of upper secondary schools have adopted entrepreneurship as a key competence in their curricula.
 At least 10% of upper secondary schools have established structured partnerships with local enterprises.
 Entrepreneurship as a key competence is included in curriculum of all upper secondary schools.
Level 5
 All upper secondary schools provide data on range of entrepreneurship promotion activities for national monitoring, evaluation and further policy
development purposes.
 All upper secondary schools have entrepreneurial characteristics in their organization.
Justification
Key sources
Next steps
Entrepreneurial School
Entrepreneurial
Students
Entrepreneurial
Teachers and
Management
Parents
Local
Community
ENTREPRENEURIAL
SOCIETY
SEECEL’s work:
Entrepreneurial School?
 In order to promote entrepreneurship, entrepreneurial learning and
entrepreneurial literacy as stepping stones towards an entrepreneurial society
schools must become a nucleus of action.
 The ethos of entrepreneurship is to turn ideas into action and this is not possible
without the transformation of a school into an open learning environment.
 In order to be equipped to support the creation of an entrepreneurial society,
schools themselves need to become entrepreneurial — thus becoming
entrepreneurial schools.
 This is not to say that schools will turn into businesses and commercialize their
activities and culture, but instead to act as a centre for promoting an
entrepreneurial mindset in the learning processes in a classroom, in every day
school life and in the local community.
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ETF’s Pilot Project: “Across-Campus
Entrepreneurship” in Third-level Education
 2008 - a request in by the governments from the sixteen partner countries of
the EU pre-accession and Southern Mediterranean region to bring forward
entrepreneurship promotion in third-level education.
 ETF mobilised experts from all countries to elaborate a first set of applied
indicators for entrepreneurship promotion in tertiary education.
 This initiative built on an EU recommendation for ‘across-campus’
entrepreneurship promotion.
Five indicators elaborated to support “across campus” implementation:
• Higher Education Policy
• Good Practice
• University Strategy
• Staff Development
• University-Enterprise Cooperation
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ETF’s Pilot Project: “Across-Campus
Entrepreneurship” in Third-level Education
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Université de Sfax (Tunisia),
University of Bitola (FYR of Macedonia),
Polytechnic of Tirana (Albania),
Université de Bordj Bou Arreridj (Algeria),
University of Sarajevo (Bosnia & Herzegovina),
American University of Cairo (Egypt),
University of Prishtina (Kosovo under UNSC 1244),
Université de Casablanca (Hassan II) (Morocco),
University of Montenegro (Montenegro),
University of Kragujevac (Serbia),
American University of Beirut (Lebanon),
Yarmouk University (Jordan),
Israel Institute of Technology (Israel),
University of Zadar (Croatia),
Palestine Technical University (Occupied Palestinian Territories),
Bilkent University (Turkey),
Politecnico di Torino (Italy),
Donetsk State University of Management (Ukraine)
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SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 6: National Higher Education Policy on Entrepreneurial Learning NEW
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 7: Good Practice in Higher Education NEW
Indicator
Good practice in Higher Education
Rationale
Exchange of good practice in entrepreneurial learning and university-enterprise cooperation between institutions of higher education enhances their
contribution to the competitiveness effort.
Objective
Each institution of higher education identifies, develops and exchanges its good practice on a) entrepreneurial learning and b) university-enterprise
cooperation.
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Level 1
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Level 2
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Level 3
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Level 4
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Level 5
There is no systematic effort to identify, build on or exchange good practice on a) entrepreneurial learning and b) university-enterprise
cooperation between institutions of higher education in the country.
At least one national event involving higher education institutions has been held in the 12 months prior to the assessment with the objective of
exchanging information about good practice in a) entrepreneurial learning and b) university-enterprise cooperation between institutions of
higher education in the country.
A national network of higher education institutions exchanges information about good practice on a) entrepreneurial learning and b) universityenterprise cooperation between institutions of higher education
The network has agreed a set of criteria* for determining good practice in a) entrepreneurial learning in higher education and b) universityenterprise cooperation.
Good practice in a) entrepreneurial learning (defined by level 3 criteria) and b) university-enterprise cooperation is disseminated by the network
nationally. Dissemination methods include a website facility to promote good practice to the wider public.
Examples of ‘level 3’ good practice within higher education institutions are adopted or adapted by fellow higher education institutions in the
country.
The network has agreed guidelines to measure and evaluate the impact of ‘level 3’ good practice.
Examples of ‘level 3’ good practice are disseminated internationally.
Examples of ‘level 3’ good practice are adopted or adapted by higher education institutions at the international level.*
The national network of higher education institutions has joined an international network of entrepreneurial universities which ensures
evaluation, accreditation and dissemination of good practice in a) entrepreneurial learning and b) university-enterprise cooperation.
Justification
Key sources
Next steps
*
*
This criterion excludes third level institutions which deliver courses outside of the home country. The criterion specifically encourages know-how transfer between different third level
education institutions. Know-how transfer between affiliate institutions would satisfy this criterion.
This criterion excludes third level institutions which deliver courses outside of the home country. The criterion specifically encourages know-how transfer between different third level education institutions. Knowhow transfer between affiliate institutions would satisfy this criterion.
SBA Principle I: Create an environment in which entrepreneurs and family
business can thrive entrepreneurship is rewarded
Indicator 8: NEW Higher Education cooperation with the world of business
Indicator
Higher Education cooperation with the world of business
Rationale
Cooperation between higher education and business contributes to competitiveness and promotes employment prospects of students.
Objective
Enhanced entrepreneurship, employability and commercial value of knowledge and expertise of higher education institutions for local, regional
and national economy.
Level 1

There is no discussion amongst key stakeholders* on promotion of higher education cooperation with business world.

A discussion paper on cooperation between the higher education establishment and business, as a basis for policy formulation, has been
elaborated and discussed at national level. The paper forms part of a wider national effort to promote life-long entrepreneurial learning
defined within a national lifelong learning strategy. **
A national policy on cooperation between higher education and business world has been approved by key stakeholders and include a
national monitoring and evaluation framework. ***
Set against national policy, at least 50% of higher education institutions have developed strategies for cooperation with business.
At least 50% of higher education institutions have developed action plans for implementation of national policy for higher education –
business cooperation.
In the reporting period, an annual meeting involving the higher education establishment and world of business has been held a) to review
progress on national policy with b) recommendations for improvements to be addressed in the 12 months following the national annual
meeting. .
At least 75% of higher education institutions have developed action plans for implementation of national policy for higher education –
business cooperation.
In the reporting period, an annual meeting involving the higher education establishment and world of business has been held a) to review
progress on national policy with b) recommendations for improvements to be addressed in the 12 months following the national annual
meeting.
Level 2
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Level 3
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Level 4
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Level 5
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Justification
Key sources
Next steps
* Key stakeholders include ministries responsible for higher education, industry, economy, trade, rectors’ conference, civic interest groups.
** The policy discussion paper builds on the broader life-long entrepreneurial learning policy developments foreseen within the indicator specifically addressing entrepreneurship across all levels of education.
*** Cooperation between the higher education and business includes the following elements: a) Business to university cooperation: 1. Business men and women are encouraged to teach at the
Universities. 2. Business finances applied research; 3. Business is involved in research, piloting and development of curriculum; 6. Business is involved in the governance of the University; 6. Business
cooperates in student projects, hosts interns and university staff placements; b) University to business cooperation: 1. Academic staff directly involved in business activities; 2. Options for universities to
invest in businesses; 3. Options for universities to sell patents & licensing; 4. Universities provide customized education and training services to businesses; 5. Universities undertake applied research; 6.
Universities provide support structures (e.g. incubators, technology transfer centres, centres for entrepreneurship), etc.
Thank you!
ETF Enterprising People
Questions to:
Name:
Olena Bekh
Email:
[email protected]
Name:
Sabina Nari
Email
[email protected]
Telephone: +39 011 6302222
Website: www.etf.europa.eu