Preparing today’s learners to be future entrepreneurs


By Rubina Rashid The core focus of enterprise education is to ensure young people and adults leave education and training with ‘world ready’ skills, and that they are prepared with suficient insight to explore or follow a route into entrepreneurship. Further education and training providers have


come a long way in the past five years. They have a clear understanding and definition of enterprise and actively look to embed opportunities and activities across the curriculum. There needs to be some distinction in delivering


entrepreneurship as an interdisciplinary field, with resultant outcomes all contributing to an individual’s employability – whatever sector, industry, field or further field of study that may be in. Member-led networks such as Enterprise


Rubina Rashid is assistant principal at Barnsley College. She is a member of the board of Enterprise Educators UK


Educators UK (EEUK) have helped shape and pave the way for a platform of practitioners, managers and academics to come together. This network shares practice and provides a


developmental approach to ensuring opportunities are available for staff in universities, colleges and training providers to set standards, aim exceptionally high, and create opportunities and new ideas around supporting enterprise education. Funding for enterprise education has been hit and miss over the years. Sadly, this means that


CASE STUDY – BARKING AND DAGENHAM COLLEGE STUDY CASE


An Ofsted report praising its “excellence in innovation and entrepreneurship”, and a slew of awards for the organisation and its sta, indicate that something special is going on in enterprise education at Barking and Dagenham College (BDC). The college was the National Association of College and


University Entrepreneurs (NACUE) Enterprising College of the ear 2015. And, as mentioned on page  of this issue, college entrepreneurial lead and advanced practitioner at the college, Adnan Mahmood, made it to the last 50 in the $1 million Global Teacher Prize. Tim Carey, curriculum manager business, said:


Enterprise and entrepreneurship is dicult to put in a box and at BDC it impacts on a lot of teaching areas. t is cross-curricular. t is about more than just encouraging students to start


their own businesses. t is also about helping our students take all the little steps towards developing the qualities that enable them to succeed.


26 ISSUE 27 • SPRING 2017 INTUITION A highlight of the BDC approach is the POD Pitch on


Demand, which oers students and local businesses space in which to develop and grow their enterprise ideas and seek support and advice. Facilities include desk space with T support, a business


incubation space, access to seminars and talks, networking opportunities, meeting rooms and a shop where students can sell their products. Much of what we do in enterprise education is about


breaking down barriers, adds Tim. There is a tendency for small businesses owners,


particularly, to employ like-minded people: people with the same ualities as themselves. “At BDC we are looking to widen enterprise education


to include more students with learning diculties and disabilities, and ESOL students. nformation on the POD at Barking and Dagenham is available here goo.gl/ToSt92


a lot of FE providers and schools are unable to put in and maintain the stafing structures to support enterprise education as a cross-organisational support function. While many establishments have senior


management buy-in, this varies from organisation to organisation. There has also been a decline in the access to funding opportunities to directly support students and apprentices. However, perhaps there lies a challenge and opportunity for an enterprising provider.


Barking & Dagenham College


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