What happens to EEPA winners after the ceremony? What do they get up to next? Today Promoting Enterprise is proud to introduce Leny van der Ham, the founder of International Business College 20-80 Learning, a 2015 EEPA finalist. Today she shares with us what her project is about and her exciting updates since being a part of EEPA back in 2015.
20-80 Learning promotes the entrepreneurial spirit of young people, helps them complete their regular education in 80% of the time leaving the other 20% of their time for creative collaboration and personal development. 20-80 Learning focuses on self-development, entre- and intrapreneurship, follow-up study, real life, metacognition and languages. In more than 30 Dutch secondary schools the students complete the standard secondary school course in 4 days a week using 80% of the class time. The remaining 20% is the 20-80 Learning day when students develop metacognition, entrepreneurship and skills for their further education and careers. The 20-80 learning philosophy is now being applied in the fields of business, science, sport and arts, and is receiving widespread positive recognition by the Dutch Ministries of Education, Culture and Science and Economic Affairs.
But what is the goal of 20-80 Learning? Why is it important to reserve 20% of young people’s time for other skills and activities? For founder Lenny van der Ham, the answer is simple and manifold:
“To me, every day is so valuable that boredom is unacceptable. An entrepreneur has to be alert to market processes: a teacher is an intrapreneur and must always be aware of his customer and his product, thus there should always be room for innovation in education!”
Through this program she aims to make education not only well-rounded and useful, but to put the fun back into education and provide a space for both students and teachers to experiment and develop. Via this approach the goal is to minimise potential negative effects such as poor performance, negative attitudes to work, negative interaction with teachers, and dropouts from further education.
After such success in the Netherlands, Leny is looking at how to expand her transferable concept on a global scale, and explore the possibilities of setting up accredited campuses across the world.
Interested in the concept? Want to help implement Leny’s global vision and bring this system to teenagers worldwide? Find out more from the website www.20-80learning.nl, and contact firstname.lastname@example.org for more information.
Tue David Bak, director of Innovation and Growth for Region Zealand in Denmark, is back for a final interview with Promoting Enterprise. Today the subject is the future, what does it hold for innovation and enterprise? What can we expect? What are the trends telling us? Read on to find out…
In Denmark specifically, the public sector is embracing innovation, which I see as a positive thing. Overall, user driven innovation is increasing, as consumers and users begin to play larger roles in development, and there is a shift from only research based innovation. The current trend is disruption of society as there is a need for innovation for us to advance.
What measures/steps are you taking to encourage digital innovation in Region Zealand?
In Region Zealand we currently don’t do enough and as such we are not a front runner in the digital space. In Denmark however there have been some steps towards pushing companies to work digitally and make that digital transformation. The Danish Business Authority (which takes care of company registrations and working in the Danish public sector) took the controversial decision to make it mandatory for all companies to digitally invoice if they wanted to work in the public sector. Initially there was a lot of resistance but overall it helped – and is still helping companies – to transition to the digital sphere. As such, Denmark has no physical paper trails for monetary transactions and the public sector is going fully digital. That is truly innovative.
As director for innovation and growth, what do you see as the future of enterprise?
The same situation can be seen across all the EU countries, the public sector is under enormous strain which has and will continue to be a catalyst and driver for innovation. This in turn will result in increased cooperation and further blurring of public and private divisions. This blurring of divisions also relates to how the idea of employment is changing and evolving, which is not to say it is negative, but simply means that new working models are beginning to emerge. I see the future of enterprise as no longer including the ‘employee’ concept, I think this will be phased out. It is not uncommon now and nor will it be in future to have multiple jobs or hybrid employment models, alongside an overall merging of individuals and companies.
What does the future of enterprise look like in Denmark? Do you think it is different to global trends or where the future of enterprise will go globally?
Denmark has always had a strong focus on creating a business environment conducive to startups and entrepreneurs. So far we have been successful, but we also need to change in order to stay competitive and innovative. The new focus now needs to be on helping startups to scale up. So the big question for us now is how do we scale up in Denmark? Perhaps a larger and certainly important question is, how do we scale up in the EU?
If you enjoyed this insightful interview with Tue David Bak, be sure to read his other interviews right here on the Promoting Enterprise Portal.
First interview: Innovation – What is it and how can it be fostered?
Second interview: Startup Culture – Tue David Bak shares his insights and predictions
Promoting Enterprise is proud to welcome back Tue David Bak, director of Innovation and Growth for Region Zealand in Denmark. In his second interview with us, Tue sheds some light on startups, accelerators and incubators in Region Zealand and Denmark, current trends and the regional influences on startup culture.
In Denmark we have actually worked to avoid having too many regional accelerators and incubators, we prefer to have these bodies on a national level so as to keep them open to all Danish and even global companies. Global companies are not excluded from accessing our incubators and accelerators. As long as they have a Danish license and a physical presence in Denmark they can access all the resources. Through this openness we hope to facilitate a link between the Danish and global markets, thus making Denmark just as attractive as the Silicon Valley and other innovation hubs.
What trends are you seeing on the startup scene?
There is an increasing acknowledgement from startups that they do need help. The old idea of two guys in a garage doing everything on their own and not needing any support is starting to be replaced by the realisation that getting a startup to take off is difficult and that there a multitude of resources to draw from and that they are there for a reason. This links to another trend which is an overall change in mindset regarding partnerships. Similar to the collective realisation that they need help, startup founders are specifically beginning to value the need for partnerships with mentors, larger companies etc.
What trends are you seeing in startup culture? For example, does geography play a role?
Absolutely, just looking at the differences between Northern and Southern Europe is an illustration of the role of geography. I have more experience and expertise in Northern Europe, and overall I have seen that there is a strong entrepreneurial culture in Northern Europe, including acceptance of changes of career as a ‘normal’ part of professional life.
Even within countries geography is a big influence, a startup or company located in a rural area will not behave in the same way as an urban counterpart. Rural startups are more traditional working on the idea of being your own boss and are often less aggressive in their approach to scaling up. They are also more in line with the traditional Danish culture which means not standing out or drawing attention to yourself. In contrast urban areas are experiencing an aggressive growth of entrepreneurs.
Tue David Bak will be back next week on Promoting Enterprise for his final interview on the future of innovation and enterprise and what Denmark and the EU need to focus on to stay competitive.
Read his first interview: Innovation – What is it and how can it be fostered?
Educators are tasked with the necessary burden of preparing today’s students to shape tomorrow’s world as our next generation of thinkers, leaders and entrepreneurs — the tireless creators who are at the forefront of innovation and driving the world’s economy. Recently, we’ve seen the traditional learning models begin to evolve with the meaningful incorporation of technology, as we try to equip students with the digital literacy required of today’s employees. But, with technology constantly changing, can we actually predict what skills and knowledge today’s students will need to lead the future workforce?
This uncertainty about the future is precisely what defines the type of workers we’ll need: flexible and collaborative problem solvers. Where the traditional learning model leans heavily on memorisation and discipline to create uniform, self-reliant students, the educational system must shift the focus from what students learn to how well students can apply knowledge to break barriers, chart their own paths and ignite their own career passions and interests. As we redefine the education environment through technology and innovative learning styles, we can prepare students to meet changing workplace expectations by teaching them how to learn, think and lead.
In these new education models key styles of education have been identified:
- Mobility enhanced personalised education: Learning how to learn
- The Maker Movement: Learning how to think: a hands-on approach
- Student-led learning: Learning how to lead
Incorporating technology in the classroom is already having an enormous impact on students, but if the lesson doesn’t go beyond the classroom, what value does it truly have for students’ real lives? Educators need to focus not only on how far we can advance learning with tech, but also how to build a culture of challenging outdated models and embracing new solutions; this is critical for our future workforce.
For today’s students to succeed in the workforce, they must learn to be contributors and innovators, rather than masters of a specific skillset. As technology evens out the playing field for global companies, innovation and differentiation will become even more instrumental in the success of a business. Today’s students will carry the burden of taking risks and thinking outside their roles to keep companies competitive and afloat. Future workplaces will not need “expert accountants” or “expert coders,” but rather expert problem solvers, thinkers, collaborators and “intrapreneurs.”
The burden doesn’t only fall on educators; technology companies also need to continue to provide communities with special STEM programs, focused on areas like data science and engineering. They can also help by supporting organisations like Girls Who Code, a nonprofit organisation dedicated to closing the gender gap in computer science and technology, and Major League Hacking, a student hacking league that supports weekend-long invention competitions. Organisations like these inspire students and foster a drive to learn the skills needed to build a better world.
So whether you’re an educator or member of the tech community, it is up to us to help students think differently by teaching and supporting them with the world of tomorrow in mind, rather than defaulting to the ways we were taught as children. It’s vital we work together to set a precedent for innovation now so the next generation of entrepreneurs and employees can create a positive global impact when we pass the torch.
Read the full article: www.entrepreneur.com