e2p_balancing_of_competencies_complete version

Transcription

Balancing of Competencies
Document Details:
Reference
e2-p
WP/Activity
WP 3 Balancing of Competencies
Author(s)
Helliwood media
Character
Summary of Country Reports
Date
22.06.2011
Table of content
1) AIM OF THE REPORT............................................................................... 3
2) STRUCTURAL INFORMATION ABOUT FORMAL LEARNING PROCESSES ........... 4
3) IMPORTANCE AND ACCEPTANCE OF COMPETENCIES OBTAINED OUTSIDE
FORMAL LEARNING PROCESSES................................................................... 5
4) VALIDATION OF COMPETENCIES .............................................................. 6
5) IMPLEMENTATION OF VALIDATING GUIDELINES ........................................ 7
6) ENCOURAGEMENT OF SELF-ASSESSMENT ................................................. 8
7) COMPETENCIES FOR ENTREPRENEURS ..................................................... 9
8) GOOD PRACTISE OF SUPPORTING ENTREPRENEUR COMPETENCIES ........... 10
9) CERTIFICATION OF COMPETENCIES ....................................................... 11
10) SUMMARY.......................................................................................... 12
11) BALANCING OF COMPETENCIES COMPLETE REPORT AUSTRIA.................. 14
12) BALANCING OF COMPETENCIES COMPLETE REPORT GERMANY ................ 30
13) BALANCING OF COMPETENCIES COMPLETE REPORT SPAIN ..................... 39
14) BALANCING OF COMPETENCIES COMPLETE REPORT IRELAND.................. 48
15) BALANCING OF COMPETENCIES COMPLETE REPORT ITALY ...................... 60
16) BALANCING OF COMPETENCIES COMPLETE REPORT POLAND................... 74
2
1) AIM OF THE REPORT
Reason for compiling national reports concerning the balancing of competencies
in the context of the e2p – Project
Starting a successful entrepreneurship does need the upfront analysis of competencies of
the person aiming to start such activities. Competencies can be obtained in different
ways of learning. In the last decade beside formal learning processes the importance of
non-formal
and
2
Declaration”
informal
learning
has
risen.1
Starting
with “The
Copenhagen
in 2002 the importance of such learning forms has been politically
recognized on a European Level by the Member States as well as the European
Commission and the European Parliament and resulted in the publication of the
“European Guidelines for validating non-formal and informal learning”3 in 2009.
The aim of the e2p - project is to analyze the utility and necessity of the self-assessment
of capabilities of individuals being in the process of starting entrepreneurship and provide
a computer based tool for executing such assessment within the partner countries.
Obviously such tool should include methods to validate competencies obtained by nonformal and informal learning.
The report in this context aims to describe the present situation of the importance and
validation of competencies obtained by different ways of learning in the partner
countries. The reports for the individual partner countries give an overview of the current
situation concerning the acceptance and impact of competencies obtained by different
learning forms. The following tries to summarise the results of the individual country
report in a comparing form – for details in the country partners please consult the
individual report.
1
find the European definition of the phrases „formal learning“, „non-formal learning“ and
„informal learning“ in the internet under http://ec.europa.eu/education/lifelong-learningpolicy/doc52_en.htm
2
find „The Copenhagen Declaration“ in the internet under
http://ec.europa.eu/education/pdf/doc125_en.pdf
3
published in the internet under
http://www.cedefop.europa.eu/EN/publications/5059.aspx
3
2) STRUCTURAL INFORMATION ABOUT FORMAL LEARNING
PROCESSES
The partners where asked to describe the structure of formal learning processes
implemented in their countries covering the school system as well as job-related
education.
Austria
Nine years of school education are compulsory with children joining school at an age of
four. In the last year of the compulsory school education a split into vocational and
general education is executed. The time of school education is followed by vocational
education and training or university studies
Germany
Ten years of school education are compulsory with children joining school at an age of
six. After nine years the education is split into two strings: vocational education within a
dual system (school + in-firm training) and an advanced school education. This period is
followed by advanced vocational education “Master Craftsman” or university studies.
Ways of swapping over from one string to the other are possible.
Ireland
Ten years of school education are compulsory with children joining school at an age of
six. A system of 10 qualification levels is operated: school based qualifications - levels
three to five -, FETAC (further education and training) qualifications - levels one to six and university qualifications - levels seven to ten. The levels must be achieved step by
step – there is no “level jumping” possible.
Italy
Eight years of school education are compulsory with children joining school at an age of
six. Basic school education is followed by a second phase with five year duration. Within
that period either university preparation or vocational education is provided. On a third
level higher technical training or university studies can be executed.
Poland
Ten years of school education are compulsory including one year of pre school education
with children joining school at an age of six.
The compulsory school time is either
followed by 3 or 4 years of general or vocational schools or an examination (Matura)
4
after another 2.5 years followed by further vocational education with diploma or
university studies (bachelor, master-system)
Spain
The Spanish educational system is organized in the following levels: pre-primary
education, primary education, compulsory secondary education (ESO), Bachillerato,
vocational training, adult education and university education.
3)
IMPORTANCE
AND
ACCEPTANCE
OF
COMPETENCIES
OBTAINED OUTSIDE FORMAL LEARNING PROCESSES
The partners were asked to describe the view of the society in the countries on nonformal and informal learning processes covering the aspects of the importance of
competencies obtained within such learning processes a) in applying for a job, b) in the
context of getting subsidies or funds as an entrepreneur. Furthermore a description of
any major changes in the social acceptance of those learning processes in the last decade
was asked to be given.
Austria
In the country a clear predomination of formal qualifications can be noticed. The idea of
livelong learning is present but has got a focus on “new basic qualifications” (IT skills,
foreign languages, technological culture, entrepreneurship, social skills). A wide range of
institutions offer non-formal learning.
Germany
In Germany non-formal and informal learning processes still play only an ancillary role. A
change of attitude towards such learning processes con be noticed; nevertheless the
change happens on a small scale and with low speed.
Ireland
In Ireland a lack of awareness of non-formal and informal learning processes by
employees can be identified. SMEs (more than 99%) are much more concerned about
work experience of their employees than big employers which focus on formal
qualifications. In trying to get funds there is no focus on entrepreneurial competencies.
Italy
5
There is no recognition of non-formal and informal learning processes as a strategic
device for human resources development. Up to now hardly any steps are taken to
change the situation by political institutions – only some private initiatives are trying to
change the situation.
Poland
Even though in Poland formal education is still prevailing the importance of other learning
processes is rising. The process is slowed down by the fact that the view on certification
of non-formal and informal competencies is inconsistent throughout the country.
Spain
Non-formal learning and work experience are the main means of acquisition of
professional qualifications for a large proportion of the workforce.
4) VALIDATION OF COMPETENCIES
The partners were asked to describe in which way a value is given to competencies
obtained in different learning forms in their countries. Focussing on non-formal and
informal learning processes partner countries were asked to give a description of any
exsisting standards within the validation processes.
Austria
There is no uniform legal framework to regulate validation and recognition of non-formal
and informal learning existing. A wide spread system to obtain formal learning
certificates
based
on
non-formal
and informal
learning
by
successfully
passing
examination is in place. Validation and recognition of non-formal and informal learning is
a central element in the Austrian lifelong-learning strategy, which includes the principle
of “competence orientation”.
Germany
The system of certification within formal learning process is sophisticated but there are
no regulations on non-formal or informal processes. The ability to replace formal learning
aspects by other means in order to get allowance to participate in examination to obtain
formal learning certificates is given.
6
Ireland
The validation of competencies is legally ruled in the Qualification (education and
training) Act. Informal and non-formal competencies qualify to participate in level
examination without prior formal learning processes. Award Councils are in the process of
developing an award system for results of informal and non-formal learning.
Italy
The country is generally characterised by regional responsibility for validation of
competencies. There are very little activities on the validation of competencies obtained
within informal and non-formal learning on a regional basis
Poland
There is no system for recognising and confirming competencies obtained outside the
formal education system in place. Nevertheless a number of procedures related to
obtaining certification in specialized professional fields – for example apprentice’s and
master’s qualifications in crafts – are executed.
Spain
In Spain a national catalogue of professional qualifications with 454 published
qualifications based on all learning processes is in existence.
5) IMPLEMENTATION OF VALIDATING GUIDELINES
With reference to the “European Guidelines for validating non-formal and informal
learning”4 the partners were asked to explain which steps to implement a standardized
form of validation of non-formal and informal learning processes in their countries have
already been taken – privately or governmentally.
Austria
A national qualification framework (NQF) integrating non-formal and informal learning is
under development. The main discussion point in this process is the creation of
equivalents for certificates obtained in formal learning processes covering non-formal and
informal learning. The need to include results of livelong learning into the NQF is seen
but practically not executed
4
available in the internet under
http://www.cedefop.europa.eu/EN/publications/5059.aspx
7
Germany
The relevance and importance of competencies obtained in non-formal and in-formal
learning processes due to economical globalisation has clearly been identified – feasible
results of this insight are not yet visible on an official or jurisdictional level.
Ireland
The National Qualifications Authority Ireland (NQAI) adopted the European Guidelines. As
the validation of informal and non-formal learning is seen as an integral part of the
national qualifications system the implementation has reached far.
Italy
The ISFOL (Institute for Workers’ Training Development) has been appointed in order to
execute the implementation. The process itself is still ongoing with no legal action taken
yet. A private initiative has created a “Training Booklet of Citizen” as a tool of collection
and recording for all personal information about experiences and skills acquired.
Poland
In September 2010 the Polish government approved the introduction of National
Qualifications Framework (NQF) as a new tool for organising education – the
implementation itself will last till 2012. ECVET – a system of transfer of credits for
vocational education and training – has not been implemented yet. Some pilot projects
are ongoing aiming at gaining experience and best practices which could facilitate
implementation of the system in the future.
Spain
A preliminary draft of the NQF covering lifelong learning has been prepared and is being
discussed with all relevant stakeholders. Introduction is been excepted for 2011.
6) ENCOURAGEMENT OF SELF-ASSESSMENT
The partners were asked to describe in which way people in their countries are
encouraged to exercise a self-assessment of competencies obtained in different learning
forms prior to start entrepreneurship. Furthermore a description of any help in executing
such self-assessment in the various partner countries was asked to be given.
8
Austria
Some online self assessment tools focussing on entrepreneurship are offered. As such
test have much more a deterring effect to entrepreneurship than encouraging elements
to obtain missing competencies they underlie criticism.
Germany
Self-assessment of competencies is looked at to be important. Therefore in-formal and
nonformal learning results are included in self-assessment questionnaires, checklists etc.
for
entrepreneurs.
No
assessment
tool
especially
for
people
wanting
to
start
entrepreneurship is provided.
Ireland
There
is
no
encouragement
to
be
seen
towards
self-assessment
prior
to
entrepreneurship.
Italy
A self-assessment test on typical entrepreneurial skills is provided by local chambers of
commerce.
Poland
Self-assessment in general is not popular. Some tools are in existence but can only be
used against payment of usage fee.
Spain
Self-assessment is recommended but not supported in any way.
7) COMPETENCIES FOR ENTREPRENEURS
The partners were asked to describe those competencies which are looked at being
important for persons intending to start an entrepreneurship in the countries with a
special focus on competencies obtained in ways of non-formal and informal learning.
Austria
A wide range of competencies are looked at to be necessary covering personality aspects
as well as business and strategically skills.
9
Germany
Management competencies, self management, personality development and business
development are looked at being the most important skills for an entrepreneur.
Ireland
Social competence and communication, organisational competence, flexibility, leadership
ability, risk-taking and problem-solving, decisiveness, creativity and innovation are
quoted to be important for entrepreneurs.
Italy
The ability to take action, the ability to understand others' needs, the ability to translate
dreams into reality, market knowledge, administrative management and human
resources management are addressed when describing necessary entrepreneur skills.
Poland
Communicative, strategic, problem solving and technical skills (know-how on running a
business, as well as knowledge of the given trade) are looked at being as important as
decision making skills.
Spain
The list of competencies necessary to successfully act as an entrepreneur is long,
mentioning: positive mental attitude, ability to overcome failure, ethical code, meetings
management, stress control, sociability, time management, conversation and language
skills, initiative-proactiveness, team leadership- directiveness, employee’s motivation,
business acumen, organizational commitment, leading through vision and capabilities in
human resources.
8)
GOOD
PRACTISE
OF
SUPPORTING
ENTREPRENEUR
COMPETENCIES
The partners were asked to give an example of good practise of development and/or
support in respect of those competencies which are looked at being of foremost
importance for being successful as an entrepreneur in their countries.
Austria
The Entrepreneur’s Skills Certificate® - a path to business and financial knowledge and
entrepreneurial skills – is offered.
10
Germany
Seminars and courses are offered by the wide spread network of the chambers of
industry and commerce on a regional basis.
Ireland
No example of good practise in that context can be given because the focus in
conjunction with entrepreneurship is on fund raising. Necessary competencies are looked
at to be an indispensible condition before even starting entrepreneurship.
Italy
New business services are offered by Venetian Chambers of Commerce by existing
enterprises and business associations providing informational guidance throughout the
start-up phase.
Poland
A "VP" regional project is executed to equip 120 students, graduates, PhD students and
academic staff with the necessary qualifications for establishing and running a spin
off/out company.
Spain
ECEU (Competent Enterprising - Europe Union) - a project of the Leonardo da Vinci
program which aims to achieve the detection of entrepreneurial skills - is used.
9) CERTIFICATION OF COMPETENCIES
The partners where asked to enumerate any methods of obtaining publicly accepted
certificates for competencies obtained in non-formal or informal learning processes in
their countries.
Austria
The country does not have real accepted certificates in existence yet – interesting
pioneer work is on the way.
Germany
Whereas a sophisticated system of certificates concerning formal learning is in place,
there are no direct certificates especially as far as informal learning is concerned in
11
existence. Non-formal learning certificates issued by adult education centres only find
very low acceptance.
Ireland
The results of in-formal and nonformal learning processes can directly be used to obtain
the next level of qualifications within the existing system.
Italy
A private initiative has created “Training Booklet of Citizen” as a tool of collection and
recording for all the personal information about experiences and skills acquired.
Poland
Certification systems are in existence run by individual companies as well as independent
institutions focussing on specialist or narrow competencies.
Spain
INCUAL (National Institute of Qualifications of Spain) offers a certificate to be obtained
within a certain process.
10) SUMMARY
The partners were asked to summarize the current situation concerning the importance
and validation of competencies obtained within non-formal or informal learning processes
in their countries.
Austria
The implementation of measures for validation of non-formal and informal learning at
international level is still lagging.
Germany
Due to the well organized system of formal learning the level of acceptance of
competencies obtained in non-formal and informal learning processes is still relatively
low.
Ireland
The recognition of prior learning (informal and non-formal learning) process in Ireland is
open and multi-functional.
Italy
12
The situation is ambivalent concerning the validation of non-formal and informal learning
is ambivalent: even though the need for further action is seen, very little is done.
Looking at all partner countries the results of the individual reports can be summarized
as follows:
In spite of differences within the educationally systems in the partner countries in
structural terms similarities can be identified. The obvious lack in the area of vocational
education in Spain needs to be highlighted as well as the existence of a unique vocational
dual system (school + in-firm training) in Germany.
The rising importance of competencies obtained in non-formal and informal learning
processes seems to have been recognized in all partner countries. Nevertheless the level
of action to support validation and certification is very different. It seems that there is a
direct linkage between the activities in that area and the existing formal learning system:
the sophisticated the formal learning system the bigger the lack on the acceptance and
importance of informal and non-formal learning processes.
Self-assessment of competencies in the context with entrepreneurship is popular in all
partner countries except Ireland and Poland. Based on that observation the amount of
help provided for the exercise - with the exception of Italy - is on a very low level.
A wide range of competencies is looked at being necessary to start entrepreneurship
successfully in the partner countries. The competence requirements are described in
various ways covering the range of a description of indispensible condition (Ireland) to
being used as a threat (Austria). A clear focus on (self)management and financial skills
throughout the partner countries can be identified. The level of support provided to
obtain such competencies is very much varying in partner countries.
Apart from Spain no formalized and publicly accepted
certification system for
competencies obtained in informal and non-formal learning processes has been created
in the partner countries.
13
11)
BALANCING
OF
COMPETENCIES
COMPLETE
REPORT
AUSTRIA
Document Details:
Reference
e2-p
WP/Activity
Author(s)
Hafelekar Consultancy Ltd.
Character
Country Report
11.1) Structural Information about Formal Learning Processes
In Austria, children aged 3 and over can attend a kindergarten. Kindergarten is not part
of the schoolsystem, however, attendance is therefore voluntary.
Compulsory schooling starts at the age of six and lasts nine years. There are private and
state schools; the number of private schools is fairly low in Austria. The Austrian school
system provides for a variety of education and training options which are designed to
meet the needs and interests of children and their parents.
Primary level:
Every child’s education in Austria starts with four years at primary school (Volksschule).
Pre-primary education is foreseen for children who have reached compulsory school age
but are not mature enough for school (e.g. because they have difficulty following
instructions). Primary schools impart comprehensive general education to all pupils with
the objective of forstering social, emotional, intellectual and physical skills and abilities.
Children with special needs can attend a special needs school (Sonderschule).
Secondary level:
After primary level education, pupils have a choice between two types of school that last
for four years: These are the lower secondary school (Hauptschule) and the lower cycle
of secondary academic school (allgemein bildende höhere Schule or AHS). Lower
secondary schools provide pupils with basic general education, preparing them for
transfer to the upper secondary level and for working life. The lower cycle of AHS aims to
impart a broad and advanced secondary general education.
14
Secondary level II:
The final year of compulsory schooling corresponds to the first year of the upper
secondary level. At this point, the school system’s differentiation increases. Students
have the choice between vocational education and training (VET) programmes and
general education programms. VET programmes are provided within the framework of
apprenticeship training (dual system), at VET schools (BMSs) and VET colleges (BHSs).
General education is imparted in the upper cycle of AHS. Some 80% of schoolchildren opt
for a VET programme after completing lower secondary level.
Postsecondary and tertiary level:
Successful completion of AHS or BHS as well as passing the Berufsreifeprüfung or
Studienberechtigungsprüfung exams provides students with higher education entrance
qualifications and hence access to the following education routes: Postsecondary VET
colleges (Akademien), which qualify graduates to exercise specific and healthcare sector,
postsecondary VET courses (Kollegs), which are mainly oriented towards AHS graduates
who want to obtain BHS qualifications and university colleges of education (pädagogische
Hochschulen), where compulsory schools tearchers are trained.
In addition the tertiary sector also comprises the two institutions: Fachhochschulen and
universities. For both, the new higher education studies legislation provides for threeyear Bachelor degree courses, on which basis Master courses of at least two years may
be attended. At both institutions, students may also enrol in diploma studies. Graduates
of a Masters course or a diploma study are entitled to enrol in doctoral studies at
universities.
Both universities and Fachhochschule institutions offer university CVET programmes
(Lehrgänge
universitären
Charakters)
and
short
term
university
programmes
(Universitätslehrgänge) as forms of university-based continuing education schemes. The
required access qualification is either the general higher education entrance qualification
or many years of professional experience. Graduates are awarded the degree
“Academically qualified...”, “MSc” or “MBA”.
People over the age of 18 who have successfully passed the apprenticeship-leave exam
as well as BMS graduates can deepen their theoretical specialist education at building
craftsperson
schools
(Bauhandwerkschulen)
and
foreperson
courses
15
(Werkmeisterschulen). They last for one or two years and are completed with a final
exam.
Continuing education and training – lifelong learning:
People who have completed an initial vocational training (IVET) pathway at the upper
secondary, postsecondary or tertiary level and start another stage in their education are
usually in continuing vocational education and training (CVET) programmes. Participants
of such CVET programmes are usually over the age of twenty. The Austrian CVET
landscape is characterised by a high degree of institutional diversity (schools and HE
establishments,
educational
institutions
of
the
social
partners,
non-profit
CVET
institutions, private providers, etc.) and an accompanying wide provision spectrum.
11.2) Importance and Acceptance of Competencies obtained
outside Formal Learning Processes
Following the ideas of educational researchers, the new skills and competencies to live in
the knowledge economy have been worded in an influential manner and published by
various institutions such as the OECD or the European Commission. In Austria,
particularly the concept of “new basic qualifications” (IT skills, foreign languages,
technological culture, entrepreneurship, social skills) of the EU Memorandum on lifelong
learning have received much attention and have been the subject of many discussions.
In Austria a “certificate-oriented” tradition predominates: For this reason mainly formal
qualifications are demanded in the labour market. These qualifications are generally
accepted by employers and employees as the high quality of VET tracks can be
guaranteed via legal regulations and well developed and differentiated education system.
A stigmatisation of existing second-chance education routes cannot be observed, but the
pronounced orientation towards exam attempts is significant.
Most frequent providers of non-formal learning are non-profit adult learning institutions
(30%), companies (26%) and –following far behind- upper secondary schools and
colleges, as well as universities (9%). The objectives of the formal recognition of nonformal learning (in courses) range from the acquisition of Hauptschule qualifications to
“alternative” paths to the upper secondary school leaving exam and HE entrance
qualifications. In addition, there are many courses aiming at the acquisition of ICT
company certificates or certificates of other organisations; also language courses are
16
connected with specifications by certification providers. The exams are usually taken at
the respective schools or certification bodies.
The list below maps out types of non-formal learning and informal learning, the
providers, the recognition and the main users of such recognitions in Austria:
Non-formal learning:
Provider of non-
Recogniser of
Types of
Regulator (e.g.
formal learning
such non-formal
recognition
government,
learning
received (e.g.
professional
diploma,
body,..)
Main users
degrees,
credits)
Non-profit adult
Lower secondary
Hauptschule
Regional education
People without
learning course
school of the school
certificate
boards
compulsory school
providers
district, Ministry of
qualifications,
Education
frequently
immigrants
Non-profit adult
Non-profit adult
learning centres:
learning centres
Certificates
course providers
Associations in
Quality assurance
Employed persons
by ISO 9000ff and
and others
other approaches
Companies
Company
Company specific
Students of upper
combination with
certificates e.g.
approaches of
secondary technical
schools, CCIT
CISCO
quality assurance
and vocational
(Competence-Centres
colleges and others
IT)
Non-profit adult
International
Internationally
Organisation-
School children and
learning course
educational
known language
specific approaches
students, employed
providers, schools
organisation
certificates
of quality
people and others
assurance
Non-profit adult
Ministry of
Reifeprüfung/HE
Regional education
Young people with
learning centres or
Education
entrance
boards
VET qualifications
schools
qualification (BRP)
HE entrance
qualification (SBP)
17
Universites
University
Admission to
AQUA-Austrian
university studies
Quality Agency
Immigrants
via qualifications of
university
preparation
programme
Informal learning:
Types of skills
Recogniser of
Types of
gained by
informal
recognition
informal learning
learning
received
Regulator body
Main users
Apprenticeship leave
Exam committee at
Apprenticeship
Economicy
People without a VET
examination
the apprenticeship
diploma (publicly
Ministry, Vocational
qualification, incl.
offices of the
recognised)
Training Act
immigrants
Title Ingenieur
Economics Ministry,
Graduates of
Naitonal Council
colleges of
Federal Act
engineering, etc.
economic chambers
Professional title
Economics Ministry
Ingenieur
Ingenieurgesetz
2006
Family competences,
Adult learning
Certificate following
Ministry for
Career break
key skills acquired by
providers
coaching procedure
Education
returners
Competence portfolio
Adult learning
Competence
Education Ministry,
People active in
for volunteers,
providers: Ring of
portfolio
Family Ministry
voluntary or
competences
Austrian Adult
acquired via
Education
voluntary honorary
Associations
family work
honorary work
work
ICT skills
Companies
Company
Education Ministry,
certificates, e.g.
Economics Ministry
Employed
CISCO
Language skills
International
Internationally
Ministry for
School children and
educational
known language
Education
students, employed
organisation
certificates
people and others
18
11.3) Validation of Competencies
Almost all qualifications (from the school system and dual system, but not university
degrees) might be obtained by taking external exams. Usually, these exams are taken at
the responsible institution from the formal sector of education and training. Examples
are:
1
Acquisition of Hauptschule qualifications in second-chance education.
2
Exceptional admission to the apprenticeship examination (LAP)
3
Studienberechtigungsprüfung (Admission for study)
4
Etc.
The most recent report on implementation of the Bologna process in Austira mentions
two major goals in this context: global recognition of prior learning and recognition of
outcomes of non-formal and informal learning.
However, there is no uniform legal framework to regulate validation and recognition of
non-formal and informal learning in Austria. Nor is there an explicit national strategy
including all sectors on validation of non-formal and informal learning. Furthermore,
Austria’s educational policy and practice has limited differentiation in formal, non-formal
and informal learning. Nonetheless, in the education and training system, different acts
and regulations include mechanisms and arrangements that enable formal education and
training institutions to recognise learning outcomes acquired in non-formal and informal
settings. Various ministries and institutions have developed measures and initiatives for
identifying and formally recognising competences acquired through non-formal and
informal learning.
Validation and recognition of non-formal and informal learning is a central element in the
Austrian
lifelong-learning
strategy,
which
includes
the
principle
of
“competence
orientation”. The strategy recommends that recognition of non-formal and informal
learning should be supported, either through individual competence portfolios or by a
national system of recognition.
Public debate increasingly addresses the issue of recording, validating and recognising
competences. In addition, supra-regional political initiatives can be identified. For
example, Austria took part in the RNFL initiative (Recognition of Nonformal and Informal
Learning) by the OECD in 2007. Also the Federal Ministry for Education, the Arts and
Culture (bm:ukk) has published a relevant systematic analysis. In recent years, policy
19
discussions have covered measures to validate non-formal and informal learning,
particularly in connection with the development of a national qualifications framework
(NQF). Finally, relevant stakeholders particapte in working groups that elaborate
proposals on how to make learning that takes place outside formal settings more visible.
Awareness-raising:
The ministries and social partners are the main actors providing information, promotion
and awareness-raising on validation of non-formal and informal learning. Information is
provided primarily by those institutions offering the preparation courses for the different
measures or by those institutions offering the portfolio processes. The economic chamber
has set up an extensive career information system, which includes information available
second-chance education for young people and adults. The Public Employment Service
Austria operates “Career Information Centres” (BIZ). These centres offer occupational
information, career guidance and vocational counselling.
Because Austria does not yet have a national institutional framework for validation, no
overall data on costs to individuals is available. The direct and indirect costs differ
between different measures and initiatives.
11.4) Implementation of Validating Guidelines
The NQF is still under development and places high importance on the general demand
for integrating non-formally and informally acquired qualifications, i.e. the learning
outcomes form non-formal and informal learning. Although the same definition of
qualifications is used in the context of the NQF as for the EQF, there is still an open
question relating to learning outcomes from informal learning or certificates from nonformal learning without an equivalent in the formal system. It is not clear how these will
be converted into a qualification that can be allocated to an NQF level. There is still an
ongoing discussion regarding which concrete criteria will need to be met – based on the
EQF definition – so that a bundle of learning outcomes can be considered a qualification.
Some certificates that can be acquired in non-formal learning will be quite in line with
these criteria (for example, some certificates that can be acquired in in-company based
trainings or at CVET providers), while others will have to be changed if they should also
be allocated to the NQF.
An important step towards a political strategy on lifelong learning which is explicitly
linked to recognition of non-formal and informal learning that has already been taken
20
was the “Austrian Interim Report on the Progress achieved in the Implementation of the
EU Work Programme” from April 2005. The report identifies Priority Reforms for the
Implementation of Lifelong Learing across the Systems in Austria, especially the
Recognition and Validation of Non-formal and Informal Learning. In the field of vocational
education and training, the recognition and validation of non-formal and informal learning
has a long-standing tradition and quantitive significance. Further approaches include the
admission to the universities of applied sciences without a school-leaving examination. In
the Universities of Applied Sciences Development and Financing Plan III for the Period
2005/06-2009/10, the increased recognition of non-formal subject qualifications of
employees is quoted as an objective.
The Government Programme of the grand coalition of January 2007 also includes several
important programmatic statements with RNFIL references.
Austria does not yet have an explicit credit transfer system but numerous procedures
that are similar to these models. Most significant in quantitive terms include the following
examples:
19
Reduction of training period when dropping out of Vet school and taking up
apprenticeship.
20
Succesfully completed upper secondary level may learn apprenticeship trades
withing a training period reduced by one year.
21
Fachhochschule programmes may, on certain conditions, grant credits to students
who have completed a VET college in line with the respective course.
Also, as it has been mentioned above, at present an NQF is in the development stage.
The National Qualifications Framework provides an opportunity for Member States to
further develop their national education and training system. This would allow to better
meet requirements of the rapidly changing labour market and lifelong learning by
increasing vertical permeability of education systems and the possibility of recognition of
non-formally and informally acquired knowledge.
11.5) Encouragement of Self-Assessment
The study on “Student Attitudes to Entrepreneurship” (in Management & Marketing,
2009, Vol. 4, No.1, pp. 17-38) investigates the image which university students have of
entrepreneurs and entrepreneurship in different European countries, also Austria. Young
entrepreneurs have a key role in the economy in realtion to prosperity and growth but
21
the public image of the entrepreneur is by no means always a positive one. The public
negative or positive image of entrepreneurs and entrepreneurship also affects students,
who are often future entrepreneurs, and could contribute to the amout of start-ups in the
country.
In the study “Student Attitudes to Entrepreneurship” the participating students were
asked to carry out a self-appraisal in which they had to indicate whether in general they
considered themselves the right sort of person to be an entrepreneur. Generally, such
self-assessments typically relate to judgements of entrepreneurial self efficacy as one’s
judgement of behavioural competences with regard to a specific task. Positive
judgements of self-efficacy appear to plan an important role in the formation of
entrepreneurial intentions. The self-appraisals also refer to different specific tasks related
to becoming an entrepreneur. The vast majority, approx. 80% of the students
questioned were of the view that they would make a good entrepreneur. The students
were also asked about their personal attitude to/perception of entrepreneurs. Austrian
students tend to see entrepreneurs in a neutral to good/very good light. They were also
asked as to who had influenced their views because such influencing sources on people’s
opinions and behavioural choices may reflect social norms as social pressures that people
perceive from important others. The answer “Entrepreneurs I know” topped the list,
following “University/Professors”, “Parents” and “Media”.
The aim of the adduction of this study was to show the very good situation and
perspective of Austrian students on entrepreneurship and entrepreneurs. One reason for
that are undoubtedly the countless initiatives that support young entrepreneurs in
establishing their first entrepreneurial steps. From competence analysis, to selfassessement tools, to financial funding and bonuses- the start-up is supported in various
ways. Such self-assessment tools are examined again in question 7 "Compentencies for
Entrepreneurs" in detail and I hereby refer to point Nr. 7.
11.6) Competencies for Entrepreneurs
Expertise, Methodical skills, Social skills, Self-, Human- or Personal skills, Intercultural
competence, Media literacy, Language skills, Leadership skills, ... Regarding the sum of
these terms it’s clear that the concept of competence conquered the occupational and
private life. In many European countries, including Austria, skills gained in trainings, in
work or community environment become to a greater extent a criteria for occupational
promotion.
22
The starting point in the efforts to increase recognition of informally acquired skills, are
linked to fundamental
reforms of the vocational
education system. For young
entrepreneurs a balance of skills or competence analysis could be a valuable tool in
identifying their skills, knowledge and knowledge gaps and, subsequently, provide
information on required training.
Test for start-ups:
On the website “Gründerservice” of the WKO, a test for self-employment is provided. This
test was created by psychologists and should inform about some of the most important
aspects of successful entrepreneurship, which will then be included in personal plans.
The analysis is divided into 3 parts:
Personality: activity, motivation for self-employment, etc.
Resources (knowledge and experience, social and financial support): business skills,
leadership skills, communication skills, family support, network,...
Strategies: goal planning, time management
Checklist for entrepreneural features:
The website of the BMWA provides a checklist that refers to entrepreneural features and
personal requirements for a successful entrepreneur, which is divided into the following
sections:
- Readiness to assume a risk
- Flexibility
- Leadership
- Stressresistance
- Autonomy and Self-motivation
- Health and Financial capacity
Analysis of personal suitability:
Under the title "The founders personality" the introduction to the basic design of the
portal “Gründerguide” of the Institute for Business Creation and Development of the
Johannes Kepler University Linz is demonstrated: It is now clear that in addition to a host
of other factors, the personality is essential for a successful business creation. Therefore,
the potential entrepreneurs submit their personal aptitudes, abilities and requirements
for a critical analysis.
23
Checklists are available in the following areas:
- What personality traits distinguish successful founders?
- Learnability of personality
- What does it mean to be an entrepreneur?
Criticism:
Overall, the situation of evaluation and assessment of skills for self and company
founders are considered as little satisfactory. Most of the tests had no data concerning
the most scientific quality criteria and the existing instruments are often not very helpful
because they use only a particular selection of characteristics of entrepreneurs for a
feedback. The checklists and test always balance the selection of certain characteristics
that are considered essential for an entrepreneur and the limitation that certain
personality traits and skills are customizable and learnable behavior. A development for
entrepreneurs is possible in many cases; potential entrepreneurs should not be deterred
in the first place. The examples of presented tests can thus give only a first orientation
about the basic readiness for further development, education and training. In all of the
tests a fundamentally evaluative feedback about the possibilities and the desire for
personal training and flexibility (here understood as the ability to draw on entrepreneurial
thinking and action) is missing. Rather, the subjects are constantely reproached with the
temporal demands, the personal commitment and the financial risk.
Balance of competences is not yet used in the consultation for starters. Various initiatives
in Austria (e.g. the AMS) use methods to help identify suitable entrepreneur personalities
and thus ensure a more efficient allocation of limited resources. This also includes
elements of self-reflection and awareness of their situation. However, these are not a
balancing of competences in the narrow conceptualization. These initiatives could use a
scientifically basis and could benefit in accordance with proven skills audit, because
systematically and informally acquired skills influence a holistic consultation for young
entrepreneurs.
11.7) Good Practise of Supporting Entrepreneur Competencies
The Entrepreneur’s Skills Certificate® - A path to business and financial knowledge and
entrepreneurial skills.
24
Basic career competencies:
At the turn of the millennium, the European Commission formulated “entrepreneurial
skills” as one of eight key skills for lifelong learning. At the same time the member states
were called upon to communicate these skills to young people by the end of their time in
school.
Sound business and financial knowledge and entrepreneurial skills have therefore
become a self-evident part of general education to an even greater extent in recent
years. The Entrepreneur’s Skills Certificate® goes back to an initiative of the Austrian
Federal Economic Chamber and is offered as a voluntary supplementary qualification
from grade eight in school. This successful model was recognised by the European
Commission in 2006 and the umbrella association of European chambers of commerce
Eurochambres in 2011 as a best-practice example of entrepreneurship education.
A reliable standard, online examinations and a certificate recognised at European level
meant that it spread internationally. The Entrepreneur’s Skills Certificate® has already
been translated and adapted to national legislation in Germany, France, Albania, Kosovo,
Mali and Ethiopia. Pilot projects are starting in the Netherlands, Belgium, Poland, the
Czech Republic, Turkey, Greece and Serbia.
Information on the modules:
The Entrepreneur’s Skills Certificate® comprises four modules. Each module is concluded
with a standardised examination and a certificate.
The content of module A is focused on basic concepts and fundamental economic
relationships. Module A can be taken from school grade 7 upwards. Modules B, C and UP
are offered from the upper secondary level onwards: module B deals with national
economic content, module C outlines the foundations of business management. Each of
these
modules
is
concluded
with
its
own
online
examination.
The concluding module UP is undertaken from grade 11 onwards or, after leaving school,
at an adult learning institution (WIFI). Module UP is concluded in Austria with a board
examination at an office for master examinations of the chambers of commerce. If all of
the four Entrepreneur’s Skills Certificate examinations have been successfully passed,
they replace the entrepreneur’s examination prescribed by law in Austria for regulated
crafts and trades.
25
This is how to get the Entrepreneur’s Skills Certificate®
Modul A
Modul C
o
Work environment
o
From idea to market opportunity
o
Economic cycle
o
Focusing on the customer
o
Economic sectors
o
Enterprise organisation/governance
o
From idea to product
o
Business Plan
o
Economie for the market
o
Who’s the Boss? The Path to being an
entrepreneur
Modul B
Modul UP
o
National accounting
o
Introduction to accounting
o
Money and the value of money
o
Administrative accounting - double entry
o
Budget and national finances
accounting
o
Economic wordl - World economic
o
Value added tax
o
In Europe
o
Taxatation of income and taxatation
procedures
o
Cost accounting in the enterprise
o
Staff Costs
o
Financing
o
The enterprise in day-to-day business
Added value of the ESC®
For schools:
Schools offering individual modules for the Entrepreneur’s Skills Certificate® alongside
the regular curriculum benefit from its business, financial and practical relevance. They
can use it to enhance their profile and boost their attractiveness.
For school students and parents:
Motivated young people can make use of the provision offered by their school as early as
lower secondary level to obtain a basic knowledge of business with the Entrepreneur’s
Skills Certificate®. That produces a positive and entrepreneurial attitude to economic
subjects. The Entrepreneur’s Skills Certificate® gives school students a sought-after key
qualification: those who have qualified in the modules have an advantage in business and
on the jobs market in comparison to others, be it when applying for a holiday job or a
practice placement, entering the world of work or further studies. The certificates
26
represent confirmation of a high level of commitment and independent initiative, a better
understanding of business as well as the study of basic national economic and business
management relationships.
For business:
The uniform and certified standard meets the requirement of employers for qualified,
committed staff with basic business skills. Holders of the Entrepreneur’s Skills
Certificate® are fellow entrepreneurs who can act on their own initiative and actively
seek improvements, cost savings, new products and new forms of services. Holders of
the Entrepreneur’s Skills Certificate® display entrepreneurial spirit and are the founders
and successors of tomorrow. That strengthens the business location. Hence companies
have fully recognised the Entrepreneur’s Skills Certificate® ever since its introduction.
11.8) Certification of Competencies
Informal learning and informal acquisition of skills gained more and more importance in
the Austrian education policy and education research in recent years. The main interest is
concentrated
on
the
expected
contribution
of
informally
acquired
skills
to
the
employability. Concerning the increasing importance of lifelong learning, networking and
mobility between education and training should further be strengthened and the
recognition of informally acquired skills should be further extended. In recent years four
projects have made pioneering work in Austria:
1
The skills recognition process of the Volkshochschule Linz:
The project, which is referred to as a competency profile method, is a modular program
for detection, recognition and certification of skills. Goal is to create a comprehensive
personal competency profile involving formally and informally acquired skills from all
areas of life. The profiling process begins with an overview of the present development.
As a result, individual activities and achievments in the areas of education, occupation,
family and inactivity in relation to the acquisition of competency are analyzed.
Based on this very comprehensive analysis, the participants create their own personal
skills profile that documents the essential core competencies. This profile is then used as
the basis for the planning of further steps and actions to achieve the professional and
personal goals defined by the participants. The supplemented assessment tool offers the
opportunity to improve the social and communication skills in a one-day assessment
27
group and get a feeback by experts. Results of the self-assessment process are a
portfolio folder, a folder of certificates and the assessment results.
2
The balance of competencies of the Zukunftszentrum Tyrol
The Zukunftszentrum deals with the research, development and education work in the
area "changes in working and living environments of tomorrow". The balance of
competencies is a proven and successful coaching process for personal location. The
balance of competencies process includes a period of four to five weeks:
- The introductory workshop (2 hours)
- Three two-hour coaching sessions
- The self-operation between the four dates (each 3-5 hours)
The introductiory workshop provides information on content, objectives and benefits of
the balance of competencies. At the heart of the process, the coaching conversations I
and II, is about the awareness of key skills and the relation to their own skills. In the
final interview with the coach, clear goals and concrete steps for the future are
formulated. Shortly after the final interview the clients receive the expertise of the coach
to create balance of competencies, which includes 4 pages. Total time taken to clients is
about 20 hours - including the eight hours for the introductory workshop and coaching
sessions.
3
The competence portfolio for volunteers of the Ring of Austrian Adult Education
With the competence portfolio the acquired competencies in the volunteer commitment
are systematically explored, evaluated and finally documented, in order to use them
specifically for personal training and continuing education planning, for applications in the
labor market, new guidelines for personal involvement in volunteer work and so on. The
core of the portfolio process is the competence discussion with the portfolio companions.
The portfolio companions make a preliminary evaluation, which will be delivered by mail
to the volunteers and serve as a basis for further independent work and completion of
the 6 to 8 pages extensive portfolio. After the portfolio creation,
a competency
certificate can be created for applications together with the attendants. It focuses on a
summary of the competence portfolio for a particular application objective.
4
Evidence of volunteer work of the Federal Ministry of Social Security, Generations
and Consumer Protection
28
The evidence of volunteer work is a part of the BMSG Volunteer Pass. This is one of the
products that emerged from initiatives of the BMSG in connection with the International
Year of Volunteers 2001. The Austrian Volunteer Pass is a folder in which volunteers can
gather evidence about their various volunteer works.
It consists of the Austrian Volunteer Pass to confirm the participation in an association,
organization, initiative, self-help group, etc., and the proof of volunteering for a job
application. Exhibition is open to all organizations, associations, initiatives, support
groups and institutions that operate for charitable purposes. The evidence accumulates
on one side functions, activities, competencies and skills and on the other side education
and training.
11.9) Summary
The striking thing in this country report is that in the implementation of measures for
validation of non-formal and informal learning at international level Austria is still
lagging. In recent years Austria developed doubtlessly interesting initiatives on
competence assessment; especially contents in the certification of informal and nonformal learning were taken into account. Both e-tools and special portfolio for less
qualified people and immigrants were brought forth, which was not specifically or further
addressed in this report.
With the Bologna process, a new era in terms of comparability of competences was
estabilshed. The European Credit Tranfer System ensures that the performance of
students in higher education institutions of the European Higher Education Area are
comparable when changing from one university to another, even across borders and that
the courses therefore can be credited. In addition to the aim of international
comparability, the system will also allow student drop-offs to indicate their academic
performance in the application process: the potential employer should be able to get
more information about the performance of a student. This brings me to the point of
non-formal and informal learning: what was achieved in formal learning systems and on
secondary or tertiary level has not yet been accomplished concerning informal and nonformal learning forms. An NQF, let alone an EQF, have not been implemented yet but
Austria is currently working on it. In the next few years, when a NQF has been
established, new opportunities will emerge to create a balancing of competencies
according to specific criteria.
29
12)
BALANCING
OF
COMPETENCIES
COMPLETE
REPORT
GERMANY
Document Details:
Reference
e2-p
WP/Activity
Author(s)
Ronald Schäfer
Character
Country Report
As Germany as a country is organized in a federalistic way the first place of formal
learning of an individual – the school – follows different rules and regulations in detail in
the different Federal States. Nevertheless the different structures show significant
similarities so that the structure in general can be described as follows:
Formal learning in Germany starts in the primary school which children join at the age of
six; preschool learning in Germany does not fulfil the criteria of formal learning as such.
With the age of ten children enter the secondary school system which is split up into two
phases. The first stage ends after another six years in which individuals are already
visiting different school types standing for different educational strings (basic secondary
school (Hauptschule); junior high school (Realschule); grammar school (Gymnasium)).
At the end of this phase depending on the qualification obtained changing from one
school type/educational string to the other is as well possible as in a limited way during
and at the end of the second phase.
In the second phase the basic secondary school is followed by an apprenticeship lasting
in most of the cases three years. Such professional education is organized in dual way,
meaning that in-firm training is combined with off-the-job school training. Visiting the
junior high school is either followed by an apprenticeship or further school visiting with
an orientation towards professional activities for a period between one and three years.
Such school visiting can at the end of the period give the qualification of (limited)
university entrance. Grammar school lasts for another two or three years (regional
differences) ending with the general qualification of university entrance (Abitur).
30
The tertiary education includes schools providing further vocational education or courses
to obtain the degree “Master Craftsman” for those which have successfully finished an
apprenticeship and obtained some professional experience and general university,
university of applied science or university of cooperative education for individuals with an
(limited) qualification of university entrance. University studies in Germany end with the
degree “Bachelor” or “Master”.
Further formal learning processes following the tertiary education are offered within
advanced vocational courses and/or adult education centres.
Non-formal and informal learning processes historically play only an ancillary role in
Germany. The so called Dual-System of vocational education, which seems to be unique
in Europe, in which in-firm training and off-the-job school training is combined, has for a
very long time not left any room for the acceptance of any competencies obtained
outside formal learning processes. The formal learning process itself is designed as
learning by experience in giving theoretical school education a practical back-up and
support in a working environment straight away. As the formal learning process is looked
at being well developed and open for every age group the need for informal or nonformal learning has been ignored politically as well as socially for quite a long time.5 As a
result employment and payment pattern are based on competencies obtained within
formal learning processes and certificates available.
Nevertheless within the last decade this attitude seems to have started changing – on a
small scale and with low pace. On the background of political activities supporting
“lifelong learning” and more and more international employers coming to the market the
importance of competencies as a result of non-formal and informal learning processes
has risen. But still such competencies are much more of importance on higher
management levels or if applicants for a job have certificates showing the same kind of
competencies obtained in formal learning processes. In so far in the context of job
5
for further reasoning see: Anna Stegemann, Informelles Lernen – Identifizierung, Bewertung und
Anerkennung, Hamburg 2008, Page 52-55 and European Inventory on Validation of Informal and Non-formal
Learning, in the internet under:
http://www2.cedefop.europa.eu/etv/Information_resources/EuropeanInventory/publications/inventory/Europea
nInventory.pdf Page 293ff
31
qualification competencies achieved outside formal learning processes are still second
class criteria in a selection process. The same applies to candidates to entrepreneurship
where results of formal ways of learning are looked at to be much more important than
other competencies. One of the rare exceptions seems to be the ability to handle
computer programs where learning by doing is expected and therefore as a qualification
accepted.
The system of certificates to prove knowledge and competencies obtained by an
individual within formal learning processes in Germany is well developed and almost
completely regulated for all levels of scientific or vocational education. The result is – in
spite of the federal organisation of the country – a nationwide acceptance and
standardisation of such certificates.
The validation and acceptance of competencies obtained within non-formal or informal
learning processes currently takes place below a regulative level. The range of influence
of those activities is therefore very much limited.
The attempts existing in Germany are focussing on recognition or partial recognition of
the competence acquired in such learning processes much more than on a formal
validation or acceptance in form of a certificate. However, analyses within the scope of a
study carried out by the Federal Minister of Education and Research in 2008 within the
OCED project „Recognition of non-formal and informal Learning“6 proved that the
situation of information about those attempts is limited and in addition academically not
worked off. The attempts themselves are often known insufficiently and therefore are
only used on a small scale. The complicated education system with varying competence
and juridical regulations is found to contribute to vagueness for the individuals as well as
complicating the further development of existing or of other procedures to arrive at some
form of common validation process. For a wide recognition culture of competencies as a
result of non-formal and informal learning in Germany a common declaration of intention
and understanding of the different responsible partners is found to be necessary but at
the same time very unlikely to happen.
6
the complete study is available in the internet under http://www.bmbf.de/pub/nonformales_u_informelles_lernen_ind_deutschland.pdf
32
In certain areas in-formal or nonformal learning processes are accepted to replace formal
learning processes as far as the allowance to participate in examinations within the
existing educational system is concerned – for example: the dual vocational education
might be replaced by actual work in a job in order to be qualified for the regular
examination at the end of the vocational education. In case of successful passing of the
examination a certificate will be given – therefore indirectly a certificate normally issued
for formal learning processes within the existing educational structure is given for the
same competencies obtained in non-formal and informal learning processes. Other
examples of the same nature could be found within the existing regulation of learning
processes.
Apart from that there are areas in which - for political reasons – acceptance of nonformal and informal learning processes is claimed. In fact many of those areas do
actually not fulfil the definition of in-formal and nonformal learning given by the
European commission – applying those definitions such learning processes are formal.7
As an example in this context dual university studies can be mentioned. This form of
university study is a combination of theoretical study and work. As the working element
is a necessary part of the educational process it is – by definition8 - formal learning.
For reasons of logic the answer to the previous question already implicates that the
implementation of European standards for validating non-formal and informal learning
cannot have reached very far, having in mind that such standards have not even been
set on a national level.
Even though on a political level the need for a “Paradigm Change – From Qualification to
Competence”9 has been realised at least in 2004 in a feasibility study of the Federal
7
find further examples of acceptance of learning processes claimed to be in-formal or non-formal in the study
carried out by the Federal Minister of Education and Research in 2008 wihtin the OCED project „Recognition of
non-formal and informal Learning” available in the internet: http://www.bmbf.de/pub/nonformales_u_informelles_lernen_ind_deutschland.pdf, Page 32-36
8
find the European definition of the phrases „formal learning“, „non-formal learning“ and „informal learning“ in
the internet under http://ec.europa.eu/education/lifelong-learning-policy/doc52_en.htm
9
see the study of the Federal Minister of Education and Research available under
http://www.bmbf.de/pub/weiterbildungspass_mit_zertifizierung_informellen_lernens.pdf
33
Minister of Education and Research concerning the certification of informal learning
processes relatively little has happened since than
- at last in comparison to the
acceptance and importance of such competencies in other European countries. Paradigm
change after almost 60 years of focussing on certified qualifications within a society does
not seem to happen quickly. The relevance and importance of competencies obtained in
non-formal and in-formal learning processes due to economical globalisation has clearly
been identified – feasible results of this insight are not yet visible on an official or
jurisdictional level.
The feasibility study mentioned before came to the result that some sort of certificate
should be developed in order to be able to give competencies obtained within in-formal
and nonformal learning processes a comparable form in which an individual can present
those competencies to any third party. At the time (2004) only tools (online and offline)
were available aiming to support self reflection of an individual on competencies. Based
on that study an instrument as a passport has been developed aiming to
1. allow the collection and documentation of all learning processes and competencies
regardless of the learning form,
2. take up learning processes and competencies from the areas school, education,
employment, family, honourary posts and leisure,
3. contribute to a social revaluation of up to now neglected areas of competence
acquisition (e.g., family activity, honourary work),
4. be applicable in different application fields ((vocational) schools, advanced
(vocational) education facilities, companies, associations, networks etc.),
5. remain in the sole availability of the passport owner,
6. be financed by passport owners
7. be attractive optically and slightly manageable,
8. cope with further European developments.
The instrument called PROFILPASS has been developed, tested and evaluated – the
results have been documented in a report.10 The results as well as the objectives of the
instrument itself clearly highlight, that it has been created for private use of the passport
10
the report is publicly available in the internet:
http://www.profilpass-online.de//files/endfassung_korrektur_januar_2006.pdf
34
holder (=self reflection) not to document competencies towards third parties (schools,
employers etc.). Therefore it can not been looked at as the implementation of validation
guidelines as such.
“An overarching national qualifications framework for lifelong learning based on learning
outcomes (Deutscher Qualifikationsrahmen – DQR) is currently being developed in
Germany. It will include qualifications obtained in general education, higher education
and vocational education and training. In the first phase only full formal qualifications will
be referenced to the DQR. In a later phase also informally and non-formally acquired
competences will be included.“11
More or less every agency, web-site or information sheet dealing with starting a new
career as an entrepreneur give the strong advice to go through the procedure of a selfassessment of competencies before starting such venue. Checklists to be used as
guidelines prior to the foundation of a self-employing business include aspects of (soft)
skills necessary to be a successful entrepreneur.
In spite of the undisputed need hardly any publicly available and free of charge tool to
support of a self-assessment of the competencies are offered. Obviously consultancy
agencies offer to analyse the competencies of the employees of a business venue in
order to optimize their use within a company. Help is as well offered for individuals who
find it hard or impossible to get back into the working process because of educational
deficits or for potential students in order to make a distinct decision about their
vocational future.12 A general approach with no particular focus on entrepreneurship also
offers the so called ProfilPass-programme.13
11
see the report for Germany in “The development of national qualifications frameworks in Europe” available in
the internet: http://cedefop.europa.eu/en/files/6104_en.pdf Page 40
12
13
see for example http://www.uni-goettingen.de/de/48506.html
http://www.profilpass-online.de
35
The competencies necessary to be successful as an entrepreneur obviously vary as far as
the technical knowledge about the product or service offered by the business venue.
Such knowledge is to a high degree put across to the potential entrepreneur within
formal (vocational) learning processes.
Of higher importance in the context of this report are more general competencies a
founder of a new business venue should have in order to raise the chances of being
successful. The list of single competencies being able to contribute to such success is
more or less endless but could be categorised as follows:
−
management competencies – this includes aspects like project and
process management, delegation to and motivation of employees, financial
planning and monitoring, operative organisation, design a monitoring of
rules.
−
self management - acting as an entrepreneur needs self management of
time and (business) targets and goals and the ability to set priorities.
−
network development – any business needs customers, potentially
vendors of components, products or services, other business partners (e.g.
banks, consultants etc.) or public relation. In order to find those an
entrepreneur needs to be able to create and further development a
network of contacts in order to get access to or maintain resources,
information and skills.
−
personality development – starting and running a business venue does
not only need the use of existing competencies but also for the
entrepreneur to be prepared to further develop existing or obtain new
competencies in any learning form. Using and being prepared to get new
competencies is a competency of its own nature.
−
business development – a business venue which aims to be successful
for a longer period of time needs to be further developed in reflection of
the market it acts in, in respect of the products or services offered or the
business model. The continuous development and improvement of the
business needs competencies to create and to monitor such development.
36
Competencies necessary to run a business venue successfully are supported by a wide
range of private and official bodies in courses in addition or before starting the carrier as
an entrepreneur – therefore by definition within formal learning processes.
The first and probably most important body offering those courses in Germany are the
chambers of industry and commerce. The chamber network in Germany is widely spread
and organized in a sophisticated way – the country has got more than 80 chambers with
regional responsibility. They offer seminars and training courses in the context with
entrepreneurship and organize events in which information and/or networking with other
entrepreneurs is provided.
There hardly any methods of directly obtaining publicly accepted certificates for
competencies obtained in non-formal or informal learning processes in Germany. As
pointed out earlier in this report14 there are ways of indirect certification of competencies
obtained in such learning processes as long as examinations which stand at the end of
formal learning processes are successfully passed by candidates who obtained the
knowledge necessary in an informal or non-formal way.
One of the rare exceptions of a direct certificate seems to be the European Computer
Driving Licence – ECDL15 obviously focussing on the skills and abilities in handling a
computer.
12.9) Summary
Due to the well organized system of formal learning in Germany which includes
vocational education the level of acceptance of competencies obtained in non-formal and
informal learning processes is still relatively low. Nevertheless employers have
recognized that the results of in-fomal and non formal learning can be of importance for
an effective use of individuals within a business entity – therefore competencies in
general are a matter management consultants are dealing with in advising those entities.
14
see „validation of competencies“
15
http://www.ecdl.org
37
In a small way and clearly regulated cases times of informal and non-formal learning can
replace times of formal learning as far as the allowance to participate in examinations
with the aim for certification is concerned.
As there is no formal learning process with the certificate “successful business person” at
the end available for successful entrepreneurship the importance of other ways of
learning is rated highly. Even though candidates of entrepreneurship are strongly advised
to self-asses whether or not the necessary competencies to act as an entrepreneur are
available to them they are left alone as far as tools for such self-assessment is
concerned.
38
13) BALANCING OF COMPETENCIES COMPLETE REPORT SPAIN
Document Details:
Reference
e2-p
WP/Activity
WP 3 National reports
Author(s)
Mr. Javier Rosell
Character
Country Report
13.1) History and Presence of Self-Employment
The evolution of self-employed in Spain has been very uneven in the case of men and
women.
The economic crisis is hitting hard at self-employed group in Spain, an assertion that is
proved by the fact that from May 2008, the number of self-employed, mainly among
men, has suffered a sharp decline.
The number of self-employed workers in Spain has changed from 3.280,756 included in
RETA (Special Scheme for Self-Employed Workers)in May 2006 to 3.140,951 in June
2010, which is translated into a decrease about -4.3%, it means, 139.805 self-employed
less in the last five years.
An analysis data of self-employment in the last five years, by provinces and gender
emphasized the fact that in the seventeen Spanish regions the number of self-employed
males has suffered an important decrease, with only one exception, Melilla (increased the
number in +6.1%, 129 entrepreneurs more). The highest decrease of male selemployment took place in the region of Valencia decreasing a -10.3%, followed by La
Rioja with -8.6% and Murcia with a -8.3%. Ceuta and Extremadura were the regions
wich less suffered the loss of male self-employment.
In the case of women, rates change depending on each region. Six of the seventeen
regions suffered female self-employment losses in the last five years: Galicia (-6.9%),
Asturias (-3.48%), Navarra (-3%), Cataluña (-1.6 %), Comunidad Valenciana (-1.4%)
and La Rioja (-0.4%). These percentages contrast with the growth in other regions like
Melilla (+12.5%), Ceuta (+8.1%), Extremadura (+9.3%), Castilla-La Mancha (+6.8 %)
and Andalusia (+5%).
39
In terms of sectors, the services sector is the main one in both genders, although in the case
of women reaches the 87.4% of the total. In other sectors, the percentage of men exceeds
women, being the most remarkable the construction, which has the 14.8% of the men on
active, compared only with a 1.8% of women.
13.2) Ways of starting self-employment in Spain
In order to start a business, either individually or as a society, it needed to follow-up
certain steps and formalize them. These steps can change depending on the legal form
chosen.
Steps for start a self-employed activity founding a company:
1. Going to the City Council of the area where we will carry out the activity, to apply for
the business license.
2. Go to the tax office. Here we must:
-
Apply for Tax Identification Number.
-
Apply for registration in Census
-
Make the statement of the start of the activity in the Business Tax, tags in the
census and tax options. As applicable, must choose which benefit scheme in
respect of VAT or income tax.
3. For the legalization of the official books, you have to go to the Register, Tax Office or
Provincial Department of Labor, depending on the type of society that has been chosen.
If required the registration books and visits, these will be purchased and sealed at the
local Labour Office, which notified the opening of the workplace.
4. In the Territorial Treasury of Social Security, and before the start of the activity, you
must register the company and its employees or members in the General System of
Social Security or in the Special Scheme for Self-Employed, if the holder is an individual.
5. Finally, it is important to place on the Industrial Property Registry patents, utility
models, industrial designs, trademarks and labels and the Register of Real Estate
property contributed.
40
To register as an individual self employed needs to carry out a number of steps:
1. Business Tax (IAE, Impuesto de Actividad Económica): The first step is to register with
the Economic Activity Tax (IAE) in the tax office for the city which will hold the trade,
business or service.
2. Registration in Social Security: The obligation to contribute to Social Security rests on
the self-employed, you must join or register with Social Security in the Special Scheme
for Self-Employed. This process takes place before the General Treasury of Social
Security, through their respective provincial offices, agencies or Social Security
Administration.
3. Opening-local license: to apply for a license at the area or dependency Provincial
Labour and Social Affairs.
4. Registration of an Industrial Property: Another step is the registration of patents,
utility models, industrial designs and trademarks, labels or trademarks in the Industrial
Property Registry. Also, depending on the activity, we must legalize trade books in the
courts.
5. Paying Taxes: Paid three types:
-
Annually, Business Tax (IAE)
-
Quarterly VAT-declaration, except those activities which are exempt
-
Income Tax of Individuals (income tax), which will be taxed on the benefits
obtained from the exercise of their business or professional.
13.3) Statistical Information
SMEs (Small and Medium Enterprises), represent the 99 percent of the business
population in the euro area, 60 percent of the aggregate turnover and 70 per cent of
employment, according to the European Central Bank (ECB). SMEs represent over 90
percent of the production in Spain and nearly 80 percent of employment.
Between 2007 and 2009, the number of business of our country decreased in more than
one million, according to the National Statistics Institute (INE). Most of them were SMEs,
and many, businesses without employees or a maximum of five employees.
On the other hand, many people become entrepreneurs as a solution to unemployment,
especially in services and trade, with the 75 percent of the new businesses. A 50 percent
41
is creating without employees. Self-employment has become the best solution to the lack
of work, in many cases unique.
In this line, self-employment is driving the franchise. The sector experienced in 2010 an
increase of 4.7 percent in trading volume. At the end of the year the franchise employed
233,000 people, 12 percent of retail employment. Companies are being created but not
yet outnumber those that continue to disappear from the market.
The great significance and importance of self-employed in the labor market and in the
Spanish business development is reflected in the following figures: (source: www.segsocial.es)
17,81% of the employed population in late April 2010 with 3.135,137 people registered
as self-employed Social Security, the 93,15% of which are listed on the normal
autonomous system and 6.85% remaining in the SETA, specific for the agriculture
activity.
After many years of growth reached a maximum of 3,409,008 self-employed in May
2008, which has been reduced by 8.04% in just 23 months.
Four regions (Cataluña, Andalucía, Madrid and Valencia) in April 2010 gathering
54.36% of self-employed of the country.
Four sector groups (retail, construction, hotel industry and agriculture) had in April
2010, the 58.43% of self - employed of the Spain.
In April 2010, women represented one third parts (33.7%) of the Spanish selfemployed and men the other two-third parts (66.3%).
The crisis has beaten more harshly to men by their link to the sectors that have
suffered from the crisis such as the construction but also agriculture and industry.
Between April 2008 and April 2010 the number self-employed men was reduced 9.7%
while for women it was only a 4.4%.
According to Social Security data for March 2010, there are 195,791 self-employed
foreigners, representing 6.25% of the total. This figure represents a significant
decrease of 16.14% compared to March 2008 data.
42
13.4) Kinds of Encouragement
Currently, public agencies offer grants and subsidies to encourage self-employment,
particularly in benefit of the most disadvantaged sectors such as women, youth and
disabled.
To promote self-employment through public subsidies not only benefits the individuals
who start their business activity but also is a growth path for the economy and a
resource to create future jobs. Revisar el significado de esta frase
Grants for self-employment
Within public grants, many are specially designed for self-employed who want to start a
business activity or who have already started and want to consolidate their activity in the
market.
It’s possible to obtain information about grants at the Employment Office, delegations
of the Ministry of Labor of the Autonomous Community or through the website of the
appropriate agency.
On the other hand, usually call for proposals is published in the Official Gazette in
question, in which also tend to indicate requirements and the date and place of
application.
Official Credit Institute
The ICO organization provides economic aids. It depends on The Ministry of Economy
and Finance, and its aim is to support the development of Spanish companies.
One of its aids is a more advantageous granting than those offered by financial
institutions. The companies mainly financed are those characterized by technological
innovation and SMEs (small and medium enterprises).
Incubators
These bodies are designed to facilitate the initiation of an economic activity. In addition,
they offer the possibility of renting an office to start the activity with a lower market price
with facilities such as: telephone services, meeting room or cleaning.
Make available technological resources that are impossible to have in many cases at the
beginning of starting a company. In addition, they have the advantage of having the
placement in a work environment with more companies.
43
One-stop Company Shop
The generalization of one-stop company shops makes easier the completion of all
formalities necessary to create a business. In one space, you may complete all the
formalities wich are matters of the Treasury, the Social Security Treasury, the
Autonomous Community and the City.
Only in one place the entrepreneur receives a comprehensive advice on the various
aspects that involves the creation of a company arrange for the establishment of
companies, legal forms, means of financing or public assistance or subsidies.
In universities and in incubators can be found employment orientation departments
intended to provide advise on all initial steps for those who wish to start their own work
activity. In addition, there are specific department to help entrepreneurs in the process
of starting their businesses at the City Council and Businessman associations.
13.5) Barriers of Access to Self-Employment
The difficulty in combining work and personal life, to access certain areas or obtaining
financing when they want start a business are some of the obstacles found by the selfemployed, but is a more marked problem in the group of self-employed women.
Self-employment is something new for many women, but that does not mean that they
don’t get involved and fight to defend their interests. Women have "serious difficulties" at
the time of start and realize their business projects.
Stand out the obstacles faced by many of them to access into certain sectors like
agriculture and construction.
The main problem is funding. Studies indicate that 85 percent of SMEs, more than a
million, which has tried to access to external financing have had problems. Therefore,
entrepreneurs have ideas, but financial institutions are committed to leaving no money to
start-ups.
Another obstacle is the bureaucracy. Up to a dozen different steps are needed to open a
business in Spain (registration, notary licenses to open, register in Social Security) over
the five simple steps on average in OECD countries.
The technology gap is also important in Spain. Despite all the advances, less than half of
SMEs in this country have a web page.
44
Finally, the issue of aids and grants. The government is not particularly generous in these
matters.
13.6) Example of Good Practice
Good practice in the region of Castilla La Mancha, from 2000 to 2005.
Within the framework of:
Axis10 “Improving the competitiveness and the productive development”.
Measuring 10.8 “To encourage the generation of new activities to make possible job
creation”
Description:
Financial grants for projects which have the aim of introduce the group with difficulties to
access to the job market into the self-employement sector or to generate new economic
and business activities.
http://www.sepecam.jccm.es/fileadmin/user_upload/Fondo_Social_Europeo/POI/POI/Bue
nas_practicas_2__14-12-05_.ppt
Type of Assistance ESF:
Self-employment aid
ESF Co-financing:
70% of total eligible
Scheme:
Minimis aid
Management body:
Ministry of Labor and Employment, DG Employment and Immigration, Labor Service.
Final beneficiaries:
-
Those that establish their place of work in Castilla-La Mancha becoming selfemployed as their main occupation.
-
Unemployed workers integrated as partner workers or serving in such entities as
an employee, always causing both a registration in the Special Scheme for SelfEmployed.
45
Implementation:
Since its launch until the first quarter of 2005 had 5,438 beneficiaries, of whom 1,937
were men and 3,501 women.
Results:
Total
Men
Women
Still working
94,5%
98%
90,3%
Self-employed
95%
94,2%
96,1%
Have employees
24,6%
32,3%
14,3%
13.7) Summary
Self-employed profile in Spain:
The profile of the self-employed in Spain is predominantly male. With a 67% of men
between 40 and 54 years old. Usually, is in the service sector where are more selfemployed professionals, although in the case of men, most of them work in the
construction sector.
A self-employed woman is usually over 35 years and under 50, married, with two
children and dedicated to the service sector, particularly in the retail and hotel industry.
Usually is a woman whith a high educational level.
They used to settled their business especially in Cataluña, where in early 2008, there
were 187,431 self-employed women. Thus becomes, in the region where more women
are working on their own business, followed by Andalucía (149,342), Madrid (117,735)
and Valencia (115,218).
There is also an important group of young people between 25 and 39 years old who are
among the number of self-employed where the 57% is running a business for over five
years, and a 25% of them have been working in a business for one to three years.
The evolution of self-employed in Spain has been very uneven in the case of men and
women.
46
The number of self-employed workers in Spain has changed from 3.280,756 included in
RETA (Special Scheme for Self-Employed Workers)in May 2006 to 3.140,951 in June
2010, which is translated into a decrease about -4.3%, it means, 139.805 self-employed
less in the last five years.
The steps for start a self-employed activity founding a company are going to the City
Council, Go to the tax office, to legalize the official books, register the company in the
Territorial Treasury of Social and go to the Industrial Property Registry patents.
To register as an individual self employed needs to carry out a number of steps, which
are pay business tax, registration in Social Security, to obtain the opening-local license,
registration of an Industrial Property and paying taxes.
In Sapin there are different types of encouragement and organistations wich promote the
entreprenurship, as grants for self-employment, Official Credit Institute, incubators and
one-stop company shops.
The obstacles to start an own business are usually combining work and personal life,
funding, bureaucracy, technology, and no aids or grants.
47
14)
BALANCING
OF
COMPETENCIES
COMPLETE
REPORT
IRELAND
Document Details:
Reference
e2-p
WP/Activity
Author(s)
The Ballymun Job Centre
Character
Country Report
The National Framework of Qualifications (NFQ), introduced in 2003 to promote lifelong
learning, aims to bring greater coherence to the national qualifications system (see
below). The framework is divided into 10 levels. School based qualifications are from
levels three to five. FETAC (further education and training) qualifications range from
levels one to six and HETAC (higher education). Universities’ qualifications are from
levels seven to ten (OECD, 2008).
48
Primary Education in Ireland
Attendance at full-time education is compulsory for all children between six and sixteen
years of age, most children start school at 4/5 years of age.
Second Level Education in Ireland
The second-level education sector comprises secondary, vocational, community and
comprehensive schools. Second-level education consists of a three-year junior cycle
(ending with a Junior Certificate examination) followed by a two or three-year senior
cycle; one of the following:
Ø
The Leaving Certificate: The Leaving Certificate examination is held at the end of the
Senior Cycle in post-primary schools. Students can apply to go on to third level by
applying through the Central Applications Office (CAO)- admittance to third level is
based on a points system.
Ø
The Leaving Certificate Applied programme
puts an emphasis on forms of
achievement and excellence, which the established Leaving Certificate had not
recognised in the past. The framework of the Leaving Certificate Applied consists of a
number of modules grouped under three general headings: General Education,
Vocational Education and Vocational Preparation. Unlike those who complete the
Leaving Certificate graduates of the Leaving Certificate Applied do not have direct
access to Higher Education, but can directly access it through the completion of
Further Education.
Further Education
•
Post Leaving Certificate courses
•
The Vocational Training Opportunities Scheme for the unemployed
•
Youthreach for early school leavers
•
Senior Traveller Training Centre programmes for young and adult Travellers who
have left school early
•
Adult literacy and community education
•
Self-funded part -time adult programmes in second-level schools
Further education programmes are delivered by the Vocational Education Committees
(VECs), second level schools, FAS, Failte Ireland, Skillsnet funds and facilitates training
49
through over sixty networks of private sector companies that include SMEs), TEAGASC
(the agriculture and food development authority in Ireland) and by community
organisations. National certification is provided by the Further Education and Training
Awards Council (FETAC). FETAC approved courses can allow students to progress onto
third level education.
Apprenticeships
FAS, Ireland’s National Training Authority, is the statutory authority with responsibility
for this area. Apprenticeship operates primarily in a number of designated trades, for
example, engineering, construction, motor, electrical, printing and furniture. Applicants
must have a minimum of 5 passes in the Junior Certificate or equivalent (exemptions for
mature students).
Higher Education
The higher education or third-level sector in Ireland includes a range of Higher Education
Institutions – Universities and Institutes of Technology as well as Colleges of Education,
the National College of Art and Design, non-State aided private higher education colleges
and other National institutions. Entry is through the CAO and is based on points received
in the Leaving Certificate (except in the case of mature students). These institutions offer
certificate, diplomas, bachelor degrees, post-graduate degrees as well as doctorates. The
Higher Education and Training Awards Council (HETAC) is the awarding body for the nonuniversity sector, including the Institutes of Technology and private college, whereas
Universities grant their own awards
(Department of Education and Skills, 2011).
There is a general lack of awareness in Ireland of non-formal and informal learning
processes (OECD, 2008). Following discussions with the guidance practitioners of the
Ballymun Job Centre it was concluded that generally clients are not aware of their
informal and non-formal learning. Therefore, the practitioners must work with their
clients to highlight the competences that they have as a result of this type of learning
50
and help to gain entry into education or training, to gain credit towards or exemptions
from courses/programmes or to gain full awards on the basis of it.
Many SMEs (99.5% of companies in Ireland are SMEs) are equally (and even sometimes
more so) concerned with work experience, and the informal and non-formal learning that
they have gained from this, as formal qualifications. Larger employers seem to focus
more on formal qualifications and may undervalue the informal and non-formal learning
that candidates possess. With unemployment levels increasing, peaking at 14.8% in May
2011 (Central Statistics Office, 2011), employers now have a larger choice of candidates
than ever before and as a result their expectations have increased. FÁS (2011) found
that where job vacancies arise, jobseekers with third level qualifications coupled with
work experience and foreign language skills were more likely to be in demand by
employers.
Entrepreneurs usually obtain funding for their business through bank loans or grants.
There is little focus on entrepreneurial competences in this process. In order to obtain
this finance the entrepreneur more ‘prove themselves’ as a good investment through a
detailed and comprehensive business plan and cash flow forecasts and provide evidence
of thorough market research.
The National Qualifications Authority of Ireland’s (NQAI) Policies, Actions and Procedures
for Access, Transfer and Progression (October 2003) states that recognition of informal
and non-formal learning can be used by learners to gain entry into education or training,
to gain credit towards or exemptions from courses/programmes (towards a qualification)
and to gain full awards. It is a statutory requirement that providers who have validated
programmes implement these policies. The Qualifications (Education and Training) Act,
1999 states that learners may seek awards directly from HETAC or FETAC without having
participated in specific programmes. Ireland is one of a few countries where full awards
can be gained in this way, however this is not a common occurrence (OECD, 2008). In
2005 the NQAI set out principles and operational guidelines for the recognition of prior
learning
in
further
and
higher
education
and
training.
51
The National Framework of Qualifications (NFQ) facilitates and encourages informal and
non-formal learning. It explicitly aims to recognise all learning achievements, from the
most basic to the advanced, including prior learning. It does so by:
Ø
establishing a national point of reference or basis for RPL - learning outcomes
Ø
promoting alternative pathways to qualifications
Ø
promoting a more flexible and integrated system of qualifications
(OECD, 2008)
The role of the Awards Councils is to develop their awards systems in support of informal
and non-formal learning, ensure that providers implement procedures for informal and
non-formal learning, develop and publicise arrangements for informal and non-formal
learning, monitor practice and manage direct applications for awards. The role of
providers is to develop policy, procedures and processes in relation to recognising
informal and non-formal learning (which they must review and update) and communicate
it to learners. The NQAI supports and facilitates the process (OECD, 2008).
Example: Providers who wish to recognise informal and non-formal learning for FETAC
awards apply directly to FETAC. Recognition of this type of learning for the purposes of
achieving an award requires providers to put in place a rigorous quality process to ensure
the achievement of standards and maintain the credibility of FETAC awards. FETAC have
devised a set of guidelines to support providers in the facilitation of recognition informal
and non-formal learning. Providers must have policies and procedures in place for the
recognition of informal and non-formal learning (for entry, exemptions, credits and full
awards), which is approved by FETAC at the programme validation stage. FETAC also
request assistance from providers when learners wish to achieve a FETAC award
independent of programmes to ensure that that they can demonstrate the standards for
the award (FETAC, 2009).
In Ireland the practice of recognising informal and non-formal learning mainly involves
interviewing, portfolio methods and self-evaluation. The volume of observational
assessment, which involves testing the abilities of the participant, by letting him/her
perform professional tasks, is relatively small. Some providers, particularly those in the
higher education sector, would prefer more rigorous assessment procedures, to give
legitimacy to the results (OECD, 2008).
52
In June 2005, the National Qualifications Authority Ireland (NQAI) adopted and published
‘National Principles and Operational Guidelines for the Recognition of Prior Learning’. In
Ireland many awarding bodies are, or have been, developing their own policies and
practices in relation to the informal and non-formal learning. Therefore, the development
of national principles and operational guidelines is a first step in ensuring coherence and
widespread acceptance of the outcomes of recognition of this type of learning. In line
with the European Guidelines for validating non-formal and informal learning the NQAI
consulted with stakeholders and drew upon national and international practice, including
the common European principles on the recognition of non-formal and informal learning
(2004), in the development of the document (NQAI, 2006).
Consistent with the European Guidelines the validation of informal and non-formal
learning is seen as an integral part of the national qualifications system. The National
Framework of Qualifications (NFQ) plays a major role in this by promoting alternative
pathways to qualifications and promoting a more flexible and integrated system of
qualifications (NQAI, 2006).
According to the European guidelines validation must be considered in the light of the
impact on the individual. In Ireland the individual is at the centre of the validation
process and it is open to all. It is understood that the recognition of informal and nonformal learning provides opportunities for access, transfer and progression to education
and training and for the achievement of an award to individuals. The NQAI’s principles
and guidelines state that the assessment criteria for the recognition of prior learning
should be made explicit to applicants, and applied consistently and fairly and guidance
and support should be available for all involved in the processes. The principles and
guidelines also follow the three processes of orientation, assessment and external audit
for evaluating validation procedures.
Also in line with the European guidelines, the NQAI encourages the development and use
of a range of assessment mechanisms and state that these mechanisms should be
proportionate to the task and comparable to other assessment processes used to
determine whether learning outcomes have been achieved. In Ireland interviewing,
53
portfolio methods and self-evaluation are mainly used to validate non-formally and
informally acquired learning, as opposed to written tests, as they are deemed more
appropriate. The NQAI’s principles and guidelines, again in line with the European
guidelines, stress the importance of assessors being competent and for the continuous
training for all those involved in the recognition process (NQAI, 2006).
Overall a lot of work has been done in Ireland in implementing a standard form of
validation
of
non-formal
and
informal
learning
processes
in
order
to
achieve
comparability on a European level.
There is little encouragement for the self-assessment of competencies in Ireland. While
there are a number of start your own business courses/enterprise courses, such as the
Dublin City Council ‘Start Your Own Business Course’ or the National College of Ireland’s
‘Certificate in Entrepreneurship’, there is no direct mention of the self-assessment of
competencies in their course outlines. Unlike other European countries that have clear
strategies in terms of entrepreneurship education, Ireland has a wide variety of separate
initiatives taking place across its education system, which are highly fragmented and lack
a clear sense of overall purpose and direction. Therefore, there is an urgent need for a
coherent entrepreneurship education strategy that is integrated across all three levels
and across government departments (The Institute of Certified Public Accountants in
Ireland, 2010).
Non-formal and informal learning play an especially important role in the competence
development of entrepreneurs.
The Ballymun Job Centre contacted a number of
Enterprise Boards around the country as part of the research for this report. It seems
that there is little focus on competences when it comes to entrepreneurship and their
support is more around practical issues such as advice on legal issues, finance, business
plans. However the competencies obtained through informal and non-formal learning that
the Ballymun Job Centre deems important are as follows:
54
Ø
Social Competence and Communication
Entrepreneurs must build good relationships with support services, suppliers, employees,
customers and banks/funders. To be successful entrepreneurs must be able to
communicate effectively and work well with others. Entrepreneurs also need to be
persuasive when it comes to acquiring funding and customers.
Ø
Organisational Competence
The coordination and administration of people, projects and budgets is also crucial for
entrepreneurs in Ireland. They need to be on top of everything or they will be unable to
meet deadlines and mange their business efficiently. Multi-tasking is part of being an
entrepreneur and organisation and planning are the key to successful multi-tasking.
Ø
Flexibility
Entrepreneurs need to be flexible and adapt to changing situations in order to be
successful.
Ø
Leadership
Successful entrepreneurs are born leaders. Appropriate leadership is important for
employees and enables companies to meet their goals.targets.
Ø
Risk-taking
Entrepreneurs need to be willing to take risks; trying something new and often stretch
beyond what has been done in the past. They must be able to assess choices
responsibly, weighing the possible outcomes against their values and responsibilities.
Ø
Problem-solving
Problem solving is also an important competency for entrepreneurs. They need to be able
to solve difficult problems through careful and systematic evaluation of information,
possible alternatives and consequences.
Ø
Decisiveness
Entrepreneurs need to be capable of resolving issues as they arise and not get bogged
down in analysis during decision-making.
Ø
Creativity and Innovation
Creative and innovative thinking are crucial for entrepreneurs in Ireland. Entrepreneurs
often need to come up with new ideas and new ways of doing things in order to survive
55
in competitive markets. Aside from product development, this competency is important in
every part of a business, including marketing and advertising.
In addition the Ballymun Job Centre uses psychometric assessments with our clients, the
results of which can often be an indicator of Entrepreneurial potential. Details of these
competencies are found below.
Behaviour
- Openness to Change
- Extraversion / Social contact
- Emotional stability
- Goal Oriented / Achievement oriented
- Self Assertion
- High use of Energy
- Ability to think both practically and conceptually
Cognitively
- High aptitude for Fluid Reasoning
Interests
- Interest in convincing others / selling ideas and concepts
14.7) Good Practice of Supporting Entrepreneur Competencies
The research the Ballymun Job Centre conducted as part of this report found that the
supports available for entrepreneurs in Ireland, including City & County Enterprise
Boards, Partnerships etc, focus on the practical elements of entrepreneurship, such as
obtaining finance and grants, drawing up a business plan and legal issues. Furthermore,
there seems to be an expectation/assumption that individuals would have already have
these competencies by the time they access their services. Courses in entrepreneurship
also had a focus on more practical issues relating to starting up your own business,
rather than supporting competency identification and development.
56
In quality career guidance processes, such as that undertaken by the Ballymun Job
Centre, practitioners look at clients’ potential based on interests, behavioural preferences
and cognitive aptitude with the help of psychometric tools. These tools could also be used
as a basis for identifying competencies and used by guidance practitioners working with
young people, particularly in schools, school alternatives, job centres/ employment
services etc, in conjunction with the e2-p ePortfolio. Therefore, there is great need for
the ePortfolio developed by the e2-p project in Ireland.
The recognition of informal and non-formal learning can be used by learners to gain entry
into
education
or
training,
to
gain
credit
towards
or
exemptions
from
courses/programmes (towards a qualification) and to gain full awards (OECD, 2008).
Under the Qualifications (Education and Training) Act, 1999 learners may seek awards
directly from HETAC or FETAC without having participated in specific programmes.
However this type of learning is most often used to gain entry into education or training
or to gain credit towards or exemptions from courses/programmes, rather than to gain a
full award. An example of where the recognition of informal and no-formal learning is
used to gain a full award is the Failte Ireland Accreditation of Prior Learning Programmes.
These programmes are aimed at those who have worked in the tourism and hospitality
industry. There are two programmes available; Craft Level - Fetac Level 5
and
Advanced Level - Fetac Level 6. Applicants are required to complete workbook or
portfolio and attend an interview in order to receive their qualification (Failte Ireland,
2009).
14.9) Summary
The recognition of prior learning (informal and non-formal learning) process in Ireland is
open and multi-functional. Standards have been set to validate informal and non-formal
learning in Ireland and guidelines have been developed in line with the ‘European
guidelines for validating non-formal and informal learning’. However, awareness of this
type of learning among employers, workers and the general public is quite low. It has
been found that once employers and workers are informed about the recognition of
informal and non-formal learning, interest is generally high. It is presumed that with an
increase in awareness demand will increase (Cedefop, 2009). Therefore, we must work at
57
informing employers, students, employees and the general public on the topic.
The awarding bodies (HETAC, FETAC, universities, institutes with delegated authority)
develop policy and procedures, which they review regularly. They also promote
recognised prior learning and ensure policies are being implemented by providers. The
role of providers is to develop policy, procedures and processes in relation to recognising
informal and non-formal learning (which they must review and update) and communicate
it to learners. The NQAI supports and facilitates the whole process of recognising
informal and non-formal learning.
In Ireland recognition of this informal and non-formal learning can support the socially
inclusive purposes of further and higher education and training, in that it facilitates entry
to programmes, gives credit to or exemptions from a programme of study or access to a
full award. Recognising this type of learning can address the needs of disadvantaged
groups, part-time students and mature students, and can have a positive impact on
retention of students. In addition, it gives opportunities to providers of education and
awarding bodies to use their assessment capability to up-skill individuals and meet
workforce needs at local and national levels. Recognising prior learning also has the
potential to enhance employees’ employability and increase staff motivation to undertake
appropriate education or training (NQAI, 2006).
Ireland is an extremely entrepreneurial country; individuals starting businesses as
percentage of the population is 4.3% compared to just 2.7% across the EU (The Institute
of Certified Public Accountants in Ireland, 2010). However, there is little focus on the
identification and development on entrepreneurial competencies in Ireland. Support and
education for entrepreneurs is more focused on practical issues such as finance, business
plans and there is an assumption/expectation that individual already have these
competencies by the time they access support services. Furthermore, Ireland does not
have clear strategies in terms of entrepreneurship education. There is an urgent need for
a coherent entrepreneurship education strategy that is integrated across all three levels
and across government departments (The Institute of Certified Public Accountants in
Ireland, 2010). In summary, there is a great need for the ePortfolio, developed by the
e2-p project, to aid the identification and development of entrepreneurial competencies
in Ireland.
58
References
Cedefop (2009) ‘European guidelines for validating non-formal and informal
Central Statistics Office (CSO) (2011) ’Seasonally Adjusted Standardised Unemployment
Rates (SUR)’ Dublin: CSO.
Department of Education and Skills (2011) Department of Education and Skills
[Internet],
Dublin,
Department
of
Education
and
Skills.
Available
from:<
http://www.education.ie/home/home.jsp?pcategory=11076&ecategory=11120&language
=EN> [Accessed 31 May 2011]
Failte Ireland ‘Accreditation of Prior Learning: Helping You to Get a Professional
Qualification’ Dublin: Failte Ireland
FÁS (2011) 'Vacancy Overview: Report from the Expert Group on Future Skills Needs’
Dublin: FÁS.
National Qualifications Authority Ireland (2006) ‘Principles and Operational Guidelines for
the Recognition of Prior Learning (RPL) in Further and Higher Education and Training’
Dublin: National Qualifications Authority Ireland.
OECD (2008) ‘Thematic Review and Collaborative Policy Analysis Recognition of NonFormal
and
Informal
Learning:
Ireland
Country
Note’,
Paris:
OECD.
The Institute of Certified Public Accountants in Ireland (CPA) (2010) ‘Entrepreneurship
Report’, Dublin: CPA
The
National
Qualifications
Authority
of
Ireland
(2009)
‘National
Framework
of
Qualifications’, Dublin: NQAI.
59
15) BALANCING OF COMPETENCIES COMPLETE REPORT ITALY
Document Details:
Reference
e2-p
WP/Activity
Author(s)
Francesca Levy, Lara Scantamburlo
Character
Country Report
The school system in Italy foresees an 8 years compulsory education cycle, which
should involve every person until 14 years old. At the end of this process, which closes
the first cycle of studies, students take an examination, which let them get the middle
school leaving certificate.
After that, they can enter the second cycle of studies, having the chance to choose:
- a 5-years high school basically preparing students to university (to be chosen
among different addresses – scientific, classic, linguistic, artistic, pedagogical) ending
with an high school leaving examination (14-19 years old);
- a more job-oriented 5-years high school,
with more technical addresses as
accounting, electronic, surveyor, mechanical, etc. It ends with an high school leaving
examination as well; anyway, this certification is also recognised at professional level,
letting therefore their students to already enter the labour market, even if their general
preparation would be also enough to successfully apply for the university (14-19 years
old);
- a professional school, including addresses as Agriculture and Environment,
Industry and Crafts, Hospitality and Food, Commercial Services, Tourism and Graphics.
In these cases, after a first 3-years cycle (14-17 years old) students can access the
labour market, having a first level Professional Qualification Certificate; otherwise, they
can continue attending 2 more years (specialization, 17-19 years old) and achieve a 5year high school leaving qualifications, considered equivalent to the former presented.
In Italy, entering the university is possible only if achieved a 5-years high school
60
examination, or any equivalent qualification. In 2002 a reform has involved the Italian
university system; it has implied a new structure of study paths, and the introduction of
ECTS - European Credit Transfer System Credits – system.
The reform sets out two training cycles: a 3-years first level degree, which lets get 180
credits; a 2-years more second level degree (to be done after the 3-years cycle) to get
further 120 credits. This structure is known as "3+2 model”.
During the school period the access to employment is foreseen through stages or
professionalizing internships, which are actually foreseen only by vocational
training institutes or by some university addresses. The school reform in Italy, still
ongoing, has left considerable autonomy to single schools and universities in terms of
Master Degree
Degree
University
Higher
Technical
training
SECOND CYCLE
HIGH SCHOOL LEAVING EXAMINATION
Transfer
5-YEARS HIGH SCHOOL
VOCATIONAL TRAINING
FIRST CYCLE
MIDDLE SCHOOL LEAVING EXAMINATION
Secondary School
(first level)
Primary School
SCHOOL
FOR
CHILDREN
AGE
HIGHER EDUCATION
AND TRAINING
internal organization of the different curricula and of connections with the labour market.
61
Other formal education opportunities in Italy, linked to the labour market, are offered by
European Social Fund courses, managed by accredited institutions at Regional level.
Some courses foresee a theoretical part joined to an internship within local companies;
such internships, in many cases become an actual employment relationship.
For several years, European education and training institutions have highlighted the
importance of life wide and lifelong learning, stressing the need to connect each other
all the learning achieved in formal education and training with those achieved in
non-formal and informal environments.
Until now, Italy has not faced the issue of validation as strategic device for human
resources development, in order to build a lifelong learning system; nevertheless, many
initiatives have been developed by single institutions and companies, able to
move steps forward in the validation of non-formal and informal learning. Anyway, a
unitary answer is still missing at national level.
A clear appreciation and recognition of learning outcomes, is linked to the need of
education and training systems to make visible learning outcomes in an institutional
common framework; such a framework should be permeable to the different systems and
also understandable by the individuals for its functionality in using the skills acquired
to enter the labour market, as well as personal training and development paths.
This need gets a relatively actual answer in terms of value that institutions recognise to
formal learning, especially in the first cycles of education, in which the acquisition of
certain licenses and certificates represents a kind of prove for the achievement of
knowledge and skills. At the contrary, in the case of adults learning (except when it ends
with a formal title or certificate) validation of acquired experience and skills, as well
as usability of these learning, still remains in our country far from being able to
represent a strategic tool for adults and workers, able to prove their skills. It is
a shame because the general sensitiveness toward these experiences is increasing, but
still find no formalization that can make them assert in the labour market.
62
Today, recognising value to such informal competences is still left to the single persons:
it may therefore happen that a volunteering experience abroad is considered - during an
interview – as an opportunity for intercultural and language learning, by an employer
who knows the underlying meaning; but it may not even be considered by someone else,
because the skills involved in such an experience are "submerged" and are not
explained in any official document. Other experiences more directly job-related, such
as internships and apprenticeships, are now more and more spread; consequently, the
have a greater social acceptance and recognition, so that they are often included as
practical
experiences
within
formal
learning
environments
(secondary
schools,
universities, etc.). But the informal skills even associated with them constitute a
very private heritage, whose value will be up to the individual because it has not a
public acknowledgement.
In Italy, discussion and reflection on the issues concerning the validation of non-formal
and informal learning has been started at the beginning of 90s, but has not been
integrated into a comprehensive national plan yet.
Certification of skills is a function held by Regions, in their self-regulation
procedures; therefore, they govern the implementation measures, taking into account
the minimum standards set at national level and the next Constitutional Law 3/200146.
The so called ISFOL (Institute for Workers’ Training Development), on behalf of the
Ministry of Labour and of the European Union, designed the structure of a system of
training standards that could be uniquely recognized both in National and European level.
This proposed standard is the European Credit Transfer System Credits (ECTS).
The important role of Regional administrations has enriched the landscape of different
experiences, but has also made them heterogeneous; actually, some Regions have
started and in some cases created complex systems for qualification and certification.
If we look at the inventory of experiences realized so far, we can find some national
system actions, even supported by legislative measures, which have formalized parts
and sections of a more complex system of validation that is still waiting to be activated:
63
• Training Booklet of Citizen (in Italian “Libretto Formativo del Cittadino”).
The Law 30/2003 established the design and the activation of the Training Booklet of
Citizen, aimed at recording skills acquired both through training and education paths and
through non-formal and informal experiences, opportunely proved and certificated.
Currently the device is being tested in some Regional administrations who have been
appointed to follow the operational management of the tool.
• Pathways of Technical Education and Training (in Italian known as IFTS).
These training courses provide certification acknowledged at National level; they arise
from project ideas coming from both representatives of the Education system (training
institutions, colleges and universities) and of the Labour market (companies and social
parties). This type of path, which can be entered by young graduated, unemployed and
employed, allows validating skills acquired in non-formal learning through the recognition
of credits.
• Regional systems of qualifications and certifications.
Some Italian Regions such as Emilia Romagna, Valle d'Aosta, Tuscany and Piedmont,
have designed qualification systems that allow the recognition of credits coming from the
acquisition of skills from non-formal and informal learning.
64
Certification path
Competence
Acknowledgement /
Certification
QuickTime™ e un
decompressore
sono necessari per visualizzare quest'immagine.
STANDARD (ECTS,
qualifications)
DEVICE
TOOLS
(Competence Balance)
(Europass, Training
Booklet, Portfolio)
Credits
In Italy, the process of implementation of European guidelines on the recognition of
learning in non-formal and informal settings is still ongoing. At this stage, some
progresses have been achieved in order to define a common framework both on
certification objects (standard and point of references about competences) but also on
the rules and procedures (devices) through which the certifications can be assigned in
a homogeneous and reliable way.
After the EQF (European Qualification Framework) Recommendation (December 2008),
Italian Ministry of Labour and the Ministry of Education appointed ISFOL with the role of
National Coordination Point concerning the EQF.
The institutional players involved in the process aimed at making visible lifelong learning
outcomes, recognizing and integrating them with the existent certification system, are
different:
65
- at National level we can find the Ministry of Education, University and Research, the
Ministry of Labour and Social Affairs, Social Parties and Trade Unions…; they basically
work at political and conceptual level;
- at Regional level, operating both from the strategic point of view through the
development of government systems and policies, and from the technical and operative
point of view, through the promotion of pilot tools aiming at the concrete validation of
learning, wherever and however acquired.
Moreover, in recent years further institutional and non-institutional players have started
pilot actions addressed to test the Training Booklet of Citizen, which remains,
according to the 2010 Guidelines for Training of the Labour Ministry, the main tool of
collection and recording for all the personal information about experiences and
skills acquired.
Since today, much has been done for the recognition of skills in the field of Education
(Training Booklet, credits system within IFTS), but more needs to be done in the field of
validation/certification/recognition applied at the labour world and vocational training in
general.
A common national legislation is still missing on this issue. That’s why some
Regional administrations took the initiative by themselves in order to start moving steps
forward in that direction.
The agency responsible for providing assistance to start-ups in Italy is the Chamber of
Commerce, through which every potential entrepreneur must go also to comply with
formal issues. For this reason, every local Chamber of Commerce has a specific
department where entrepreneurs can turn to for getting support in all phases of start-up.
These offices have different names depending on the cases (e.g. "New Business Service”
in Vicenza, or "Front Office for Enterprise" in Belluno, and so on...); what matters is that
their services are structured in a common national standard, within a shared framework.
In this context it is also included the opportunity to take a self-assessment test on
own entrepreneurial skills, addressed to everybody wishing to become self-employed.
66
The Italian Chambers system (specifically, the so called “Retecamere” - League of
Chambers of Commerce for projects and integrated services - has acquired the “Delfi
Test”16, available in every local headquarter, by reservation.
AIMS OF THE TEST
Entrepreneurship, meaning the development of positive attitudes and behaviours typical
of
an
entrepreneur
(creativity,
tenacity,
interpersonal
communication,
taking
responsibility, problem solving, team building, etc.) is emerging as one of the most
important skills to assert in job positions, whether autonomous or dependent.
The test has a double purpose: on one hand, it lets make a self-assessment on capacity
to carry out a business, on the other hand a self-diagnosis on the concrete way of being
an entrepreneur.
HOW THE TEST WORKS
The evaluation of both aspects is done by measuring 11 entrepreneurial skills previously
selected, which are analyzed individually and then crossed each other by the Test
software. The test, which is simply an indicator, does not aim at discouraging the users
in any way to start a future business activities, but simply highlights their strengths and
weaknesses, so to take them into account and eventually correct them.
ENTREPRENEURIAL SKILLS AND ATTITUDES
The diagnosis of attitudes quantifies abstract and general entrepreneurial skills. For each
attitude, the test provides three possible diagnoses (fail, uncertainty, adequacy): the
higher the rating, the greater the predisposition to entrepreneurship. Entrepreneurial
skills analysed by the test are:
• Introspection
• Concentration
• Sensitivity
16
Self-assessment test on entrepreneurial skills (about 30 minutes needed to be filled in) realized by Prof Enzo
Spaltro in cooperation with Dr Giancarlo Barnabei and Dr Luca Amovilli – University of Bologna Professor
67
• Negotiation skills
• Patience
• Risk
• Creativity
• Feeling of Power
• Attitude to be influenced
• Lateral thinking
• Ability to control
In other words, entrepreneurial skills are quantified: the total final score will
measure the user’s entreprenurialism rate.
The other aspect evaluated by the test is the entrepreneurial style. In fact, a single
attitude can have a meaning, but combined with the others will give a snapshot of the
way of being entrepreneur.
In order to take the entrepreneurial road, skills needed are different, both from a
personal and for a management/organizational point of view.
In Italy there is no specific institutionalized path that trains people to become
entrepreneur and to encode this type of expertise.
The skills highlighted below - based on the experience and analysis of several
entrepreneurial initiatives - are basically the result of non-formal or informal learning
paths.
The competences of an “Italian entrepreneur” often involve a series of personal skills and
attitudes, such as:
-
Ability to take action: who wants to be an entrepreneur must be able to move
independently, without expecting to receive directives from the outside; the
68
entrepreneur knows how to procure the work by her/him self and also know how
to manage it;
-
Ability to understand others' needs, which become the starting point to provide
commercial answer to the market: the success is determine by the capacity to
listen to market’s needs and translate them into business;
-
The ability to translate their dreams into reality: an entrepreneur can have an
idea seemingly impossible, but what distinguishes her/him from merely being a
visionary is the ability to set her/his own concrete and realistic goals and know
how to achieve them step by step.
This type of personal attitudes can be further developed through mentoring or
coaching paths, or working for successful entrepreneurs who can serve as a model.
In the ideal training of a future entrepreneur should also be included knowledges about
the
relevant
market,
the
rules
and
bureaucracy
governing
the
sector,
the
administrative management of an enterprise. If the company will seek support from
several people, the entrepreneur should also develop human resources management
skills and ability to delegate some responsibilities.
Unlike the character skills/aptitudes highlighted above, which are part of a personality
stock, the organizational, administrative and HR management skills can more easily
learn through specific courses. In Italy this kind of training courses are often offered
by private bodies; some Chambers of Commerce offer sometimes free classes, even if
they are often addressed to unemployed people.
During this time of employment crisis, in Italy self-employment represents a potentially
very interesting outlet. However, there are few institutional bodies appointed to give
guidance and accurate information to those who would like to take this path. Anyway,
each local Chamber of Commerce represent a good reference point, even if the services
provided might be different depending on territory they operate.
An example of good practice supporting entrepreneurship is the service offered by CPV –
Centro Produttività Veneto (Veneto Region Development Agency, bringing together
Venetian Chambers of Commerce, as well as enterprises, business associations, and
69
different stakeholders concerned with economic development) and by its office “SNI –
Servizio Nuova Impresa” (in English “New Business Service”).
The New Business Service is a free front office addressed to everybody needing
information about starting up a new business.
Services provided include:
–
information on bureaucracy and administrative aspects concerning a business
start-up: municipal permits, health system permits, professional requirements,
fiscal registration (enrolment INPS), etc.
–
information on funding, facilities for new businesses, youth and female
entrepreneurship
–
information on the market, benchmarking data and methodologies to design each
own market research
–
information on business and management training events, organized locally
by different bodies and stakeholder
–
orientation to the best legal form choice, advantages and disadvantages of various
legal forms in respect to the type of company to be started
–
possibility to take a IT-based test both to assess the risk rate of the business
idea and to evaluate entrepreneurial attitudes and skills
–
information and training activities aiming at acquiring knowledge on drafting a
business plan, management and marketing issues, all according to the
feasibility of the business idea in terms of technical, commercial, economics and
financial implications.
The assistance of the “New Business Service” specifically concerns the start-up phase of
the business life. The acquisition of entrepreneurial skills, however, as everybody can
well imagine, it is actually much longer and continues throughout all stages of
business development.
It can be said that in Italy the support to businesses at various stages of their
development is primarily delegated to the private world, through training tools such as
70
coaching or mentoring and through the government of the generational changeover from
an entrepreneur to another, often within the same family.
As already mentioned, Italy can not claim yet to have a unified and integrated approach
for the certification of competences obtained in non-formal and informal learning
contexts. Nevertheless, some steps have begun to move starting from the so-called
"Training Booklet of Citizen".
The Training Booklet of Citizen, described in the “Guidelines for training in 2010” by
Italian Ministry of Labour (17 February 2010) as the ideal place for recording skills
validated by experience, is made up of a national common format that is used to
collect, summarise and document the learning experiences of working citizens and their
skills acquired in school, training, work and everyday life.
Officially launched at National institutional level (with Inter-Ministerial Decree of 10
October 2005), the Training Booklet of Citizen has been object of a pilot test conducted
by Isfol, involving a total of 13 Regional governments and PA (Tuscany, Piedmont,
Liguria, Molise, Bolzano, Trento, Valle D'Aosta, Sardinia, Lazio, Veneto, Emilia Romagna,
Friuli Venezia Giulia); such experimentation has produced, as an output, both a
delivery methodology and some standards of service. The pilot test shows that the
Booklet is a flexible tool that can be used in many contexts: in vocational training
organizations (initial, lifelong and continuous learning), in employment services and
counselling centres. The beneficiaries may be youth, adults, unemployed, immigrants,
people having attended lifelong learning initiatives, trainees, etc. The methodological and
operational aspects are explained below.
The Training Booklet was created as an institutional instrument aimed at facilitating
transparency of individual skills acquired in non-formal and informal settings and usable
throughout their life under the different learning and career development pathways.
As widely shared even in international and European mainstreaming, the opportunity to
make readable, and therefore to enhance, individual skills, over and beyond what is
registered in traditional certifications, is a crucial element in the current sociooccupational context, at least in three virtuous perspectives:
71
1. Development of self-awareness of the single about her/his own resources and
potentialities. In this perspective, the Booklet become the interpreter of a more active
and critical approach towards each own life and professional paths;
2. Increase of the social value of information. The Booklet makes information usable
and recognizable by most people in many different contexts (school, training, work,
volunteering, services to citizens);
3. Promoting the real prospect of institutional recognition of skills and credits
among the education and training systems and the labour market. This is a highly
desirable perspective both at national and European levels, for which the Booklet should
be associated with specific procedures for validation and certification.
Unlike more traditional tools, such as Curriculum Vitae, the Training Booklet is not a kind
of self-declaration, but it’s a device characterized by process standards (“how you
record") and content standards ("what you record”). Such standards are guaranteed by
the institutions issuing the Booklet, thanks to specific departments or agencies duly
authorized.
Regions are responsible for issuing the Booklet; they can also delegate the issue to other
accredited bodies, while the holder her/him self will be the direct responsible for updating
the data contained.
The Training Booklet – Summary
Body releasing the document: Region or accredited Body
Holder: Citizen
Format: Paper or Electronic copy
Structure: two sections including:
a) Personal Information
b) Education and training certifications
c) Training experiences
d) Competences acquired in working/training contexts (apprenticeship and
placement), in specialized training, in lifelong learning training or acquired in
non-formal and informal settings
Competences typology:
- basic skills
- technical-professional skills
- transversal skills
Main reference law: Accordo Stato-regioni 18 Febbraio 2000; Dm
n.174/2001; art. 2, comma 1, lett.i), Dlgs n. 276/2003; Documento tecnico
della Conferenza Stato-Regioni 14 luglio 2005; Dm 10
72
15.9) Summary
From the brief excursus provided, it seems clear that Italian situation is ambivalent
concerning validation of non-formal and informal learning.
From one side, it is evident a particular richness in both the institutional and social
debate, as well as in many experiences developed in Regional or local contexts or indeed
in specific business fields; from the other side, Italy still remain far from sharing a
common national system able to institutionally and formally validate skills.
At national level it seems to prevail initiatives that, even if the afford to be “organic”, are
fragmentary implemented only in “segments” of the system, probably because of some
difficulties due to the lack of a comprehensive framework that legitimizes and
consolidates the individual practices.
73
16)
BALANCING
OF
COMPETENCIES
COMPLETE
REPORT
POLAND
Document Details:
Reference
e2-p
WP/Activity
WP 3 National reports
Author(s)
Academy of Management
Character
Country Report
16.1) History and Presence of Self-Employment
During World War II, Poland suffered dramatic losses. War damage decreased country’s
resources by 38% in comparison with 1939. Incorporation of Western and Northern lands
into Poland in 1945 increased industrial potential but its use demanded not only
reconstruction but also relocation of about 5 million people to these regions.
The economy of the People’s Republic of Poland was closely related to political system
functioning in the country and its development was based on the implemented
fundamental social reforms, for example the nationalization of key industries and the
introduction of state monopoly on foreign trade in 1944. State Agricultural farms (PGR)
were established. At that time Polish industry was based on common ownership of means
of production which enabled central state management. Many-year plans were introduced
(among others the Three-Year Plan of the Economy Reconstruction 1947-1949), the SixYear Plan of Economy Development and Construction of the Rudiments of Socialism
1950-1955
and
five-years
plans
from
1956-1960
on
the
continuation
of
the
industrialisation politics, 1961–1965 – further development of national economy, 1966–
1970
on
the
continuation
of
the
state’s
industrial
politics.
Source:
http://pl.wikipedia.org/wiki/Gospodarka_Polski
The People’s Republic of Poland eliminated every sign of private enterprise. Due to the
government’s manipulation, private traders faced social dislike; they were called
exploiters interested only in profit, the class enemy. They were oppressed by the Tax
Service
Office,
some
were
imprisoned
for
“speculation”.
Source:
http://kubapg2.w.interia.pl/materialy/prl.htm
74
The economy of Poland changed after the political system transformation that started in
1989. Polish economy is a mixed iconology. The public sector currently produces
approximately 25% GDP. Since the beginning of system transformation in Poland the
sector of small and medium enterprises remains an important driving force of our
economy, determining the level and structure of employment as well as the level of
wealth of Polish society. In 2008 the contribution of the sector in creating GDP equalled
47% and more than half of the workplaces created in enterprises in 2003-2008 was the
result
of
SME
development.Source:http://www.egospodarka.pl/58234,Sektor-MSP-w-
Polsce-w-latach-2008-2009,3,39,1.html
16.2) Ways of Starting Self-Employment in Poland
When starting a self-employed activity, you have two ways to choose from: you can
either start your own company or a franchise. No matter which way you choose, you
must register the company and thus it is worth to decide what legal type of business
entity it should be. Other requirements must be met when starting a sole proprietorship
or a civil law partnership, other when creating a commercial law company (for example a
company limited by shares). A sole proprietorship is definitely the easiest way to start
your own business. It will serve its purpose if you are going to offer services or run a
small shop. One can start a commercial law company, for example a company limited
shares.
When starting your own business, you can ask for advice and look for information on
many web portals devoted to the issue. One can also follow the advice of district and
voivodeship employment offices as well as business incubators www.inkubatory.pl (also
Academic Business Incubators).
kroku”, published on 31.07.2009 at Franchising.pl
- procedury krok po
There is a whole system of supporting and subsidizing enterprises:
Grants from the Employment Office
Subsidies to start your one business can be received from the Labour Fund as a part of
subsidies given by a District Employment Office.
75
On 10th November the Central Statistical Office made an announcement on the average
wage in the third quarter of 2010. It amounted to: 3,203.08 PLN.
It means that at the moment the maximum grant from the Employment Office that can
be received for setting up your own company is 19,218.48 PLN (6 times the average
wage).
EU subsidies
EU subsidy is one of the possibilities to gain financial resources to start your own
business activity. It is a source of the cheapest money for the company – it is not
returned and does not pose danger of losing control over the company as in the case of
venture capital.
Enterprises have at their disposal money from such Operational Programmes as:
Innovative
Economy,
Infrastructure
and
Environment,
Human
Capital,
Rural
Development Programme and Regional Operational Programmes for 16 voivodeships.
In 2007-2013 following EU programmes can be used directly or indirectly:
•
Operational Programme: Innovative Economy – measure 3.1
Initiating innovative activities
•
Operational Programme: Innovative Economy – measure 8.1
Support for business activity in the field of electronic commerce
•
Operational Programme: Human Capital – measure 6.2
Support and promotion of entrepreneurship and self-employment up to 40
thousand zloty
•
Regional Operational Programmes
Measures for existing entrepreneurs and companies. Subsidies are granted as
refunds of the incurred qualified costs.
•
Rural Development Programme
Measure 311 Diversification into non-agricultural activities (for people insured in
KRUS) and measure 312 Support for the creation and development of microenterprises (for those NOT insured in KRUS)
Financial support may be different: it includes consultancy on establishing a new
company as well as direct financial support for a newly established entrepreneur.
76
EU funds cannot be used for the so-called operational costs, such as purchasing
resources. A specific undertaking can be financed, e.g. equipment purchase, computer
equipment, machines, IT systems etc.
Funds from an international Erasmus programme
The programme is one of the so called B2B (business-to-business) undertakings. The
principle is simple: beginner entrepreneurs go to another EU country and stay there a
few months, working together with an experienced entrepreneur in a chosen small or
medium enterprise.
The initiative of the European Commission is part of a strategy aiming at supporting
entrepreneurship and aiding enterprise owners in better use of a common market. The
objective of the programme is to stimulate development of entrepreneurship and
propagate international cooperation. What’s more, it should facilitate transfer of knowhow and developing SME managing skills. Participation in the programme is beneficial not
only for the future entrepreneur but also for the company that decides to host such a
person. The beginner learns from the experienced entrepreneur how to best start and
run business, but also learns the more practical aspects of enterprise functioning. He or
she can also understand the legal conditions of running a business in another EU country.
He or she also establishes invaluable international contacts, which can in the future lead
to business cooperation. Also important are such advantages as improving foreign
language skills or learning how to work in an international environment. The experienced
entrepreneur, on the other hand, can cooperate with a well-motivated, engaged
employee bringing in fresh ideas, attitudes and visions. He or she also gains knowledge
concerning a foreign market, as well as new contacts and prospective business partners,
which improves his or her chances to expand onto new markets. The experienced
entrepreneur also has an opportunity to introduce innovations in his or her company.
Two
groups
of
beneficiaries
can
thus
participate
in
the
programme:
beginner
entrepreneurs (planning to open their own enterprise or having started such activities
within the last few years) and experienced entrepreneurs (owners or managers of micro-,
small or medium enterprise with its registered office in one of EU member states).
Internships may involve any sector of economy. There is also no age limit for the
applying beginner entrepreneurs but they need to have education and professional
experience as well as a realistic business concept. Future entrepreneurs not only have to
present their competences, language skills or professional career in their CV, but they
77
also prepare a business plan of the future or already functioning enterprise as well as a
programme of their stay abroad.
Credit
Some banks offer enterprises a credit in the form of a credit limit, given at the time the
enterprise bank account is opened.
Some banks also offer a mortgage credit to enterprises. Funds received as a credit can
be used to buy or construct a real property, to renovate, modernise or refurbish a flat or
a house, to buy land for construction, to repay another mortgage credit or commercial
loans. A credit can also be used to finance anything, without the necessity to document
the way the money was spent.
Loans
People planning to open their own business may be interested in loans offered by
Regional Loan Funds.
It is worth noticing that conditions for granting loans and the interest rates in such Funds
are quite favourable. The loans are supported with state budget funds or EU programmes
so the interest rates are quite low (3% to 8% depending on the region).
The maximum loan amount in case of existing companies is PLN 120 thousand. For
people wishing to open their own business it is usually around PLN 60 thousand. Loan
period also depends on the region, it can be anything from 24 to 60 months.
In every case a person or a company that would like to obtain a loan must make their
own contribution, in most cases amounting to 20% of the sum for which they apply.
Fundusz Mikro
Fundusz Mikro is a non-profit organisation the main aim of which is to support microentrepreneurship development in Poland.
Micro-entrepreneurs cannot access credit offer of commercial banks for formal reasons:
they cannot prove their credit rating, have no assets that could serve for securing the
credit. This is not an obstacle for micro-entrepreneurs contacting Fundusz Mikro. The
cooperation is based on partnership and mutual trust.
Fundusz Mikro offers loans not only to entrepreneurs that already run a business but also
to people planning to open their own business. Such people can get a “start-up” loan, all
they need to do is to present an idea as well as a plan for its implementation, but a
formal business-plan is not needed. Of course one can only get a loan after registering
the company and opening a company bank account.
78
A maximum amount the future entrepreneur can apply for is PLN 7 thousand. A Civil
Code warranty is needed; in case of an entrepreneur one warranty is enough, otherwise
more warranties are needed. Loan period is not longer than 12 months. Repayment of a
loan as well as a fee for using the funds is made in monthly installments.
-005
Bydgoszcz
tel.:
345-72-81
e-mail: fm@funduszmikro.plwww.funduszmikro.com.pl
Business Angels
A business angel is usually an entrepreneur successfully running his or her business and
looking for interesting investment opportunities. BA is interested in small enterprises,
having a good business idea and, most of all, an engaged managerial team, but lacking
adequate funds for development. Such companies are of little interest to venture capital
funds because of the small scale of their activities. Also banks find them unattractive due
to large risk of giving them a credit.
BA allocates up to a few million zloty to a new business, adding his or her business knowhow, in exchange getting a large company share package and expecting to earn profit.
Contacting the BA directly may be difficult. For most entrepreneurs the only way to
contact a private investor is by intermediaries, such as existing business angels’
networks in Poland:
Lewiatan Business Angels – www.lba.pl
– www.silban.pl
– www.amberinvest.org
– www.lsab.lublin.pl
The European Trade Association for Business Angels – www.eban.org
prowadzenie firmy
16.3) Statistical Information
Since the beginning of system transformation in Poland the SME sector has been an
important driving force for our economy, granting adequate employment level and
structure as well as wealth level of Polish society. In 2008, the sector contribution in
79
gross domestic product was 47%, with more than half of all jobs created in enterprises in
2003-2008
Polish economy is a mixed economy. At the moment public sector produces around 25%
GDP (the following are state-owned: PKP, KGHM, some PKN Orlen shares, PGNiG and
many smaller enterprises) which is comparable to such countries as France or Norway.
Source: http://pl.wikipedia.org/wiki/Gospodarka_Polski
It can be observed that SMEs in Poland belong mostly to such business areas as
wholesale and retail trade, services as well as industrial manufacturing. The number of
active companies belonging to the SME sector reached 1.8 million, out of which 96% are
micro businesses, employing up to 9 employees. SMEs clearly dominate in the overall
structure of enterprise sector in Poland. Large companies, employing more than 250
people today are just 0.17% of all active enterprises. In 2003-2008 SMEs generated
nearly six out of every ten jobs created in the enterprise sector. At the end of 2008 only
3 out of ten enterprise employees worked in large companies. In 2009 a large increase in
number of closed-down enterprises took place (by 45.2%), which is partly a result of
deteriorating general conditions for running a business (economic crisis). However, 2009
data show that the number of newly-established enterprises was higher than that of
closed-down ones.
Source:
www.parp.gov.pl;
http://www.egospodarka.pl/58234,Sektor-MSP-w-Polsce-w-
latach-2008-2009,3,39,1.html
At the end of 2009 in REGON system there were 3,742.7 thousand national economy
entities (the number does not include people running their own farms), 14 thousand less
than at the end of 2008. Among the registered entities 120.5 thousand belonged to the
public sector (3.2% less than in 2008), and 3,622.2 thousand to the private sector
(decrease in the number of entities by 0.3%). An increase in a number of commercial
companies and foundations was observed, while a number of civil law partnerships, selfemployed individuals and state enterprises fell. Micro-enterprises employing up to 9
people form a great majority of active enterprises, that is such that actually perform
business activities. In 2008 their number was 1,787 thousand, constituting 96% of all
active enterprises. Small enterprises (10 to 49 employees) make up 3% of all companies
(54.9 thousand entities), while less than one percent (16.3 thousand) are medium
enterprises (50 to 249 employees). A tiny minority of all companies (0.2%) are big
enterprises (employing at least 250 people). In 2008 there were 3.2 thousand of them.
80
In 2009 a number of newly registered entities was 349.6 thousand, that is the biggest
since 2000. In comparison to 2008 the number of newly registered entities increased by
10%, and the most dynamic growth was observed among limited companies (increase by
15%), while the number of civil law companies fell by 17%.
Source: Ministry of Economy - report: „PRZEDSI BIORCZO
W POLSCE”, Warsaw, July
2010
Source: http://www.mg.gov.pl/
16.4) Kinds of Encouragement
From among the instruments specific for SMEs, especially important are thought to be
policies aiming at improving their chances of competing on the free market. This relates
especially to the following activities:
-providing consultation services,
-improving access to economic information,
-further developing the system of loan guarantees,
-developing the system of funding by venture capital institutions.
Ways of supporting SME development
Tax and tax-related incentives and credits for investors in a given area can generally
be divided into two groups.
In the first one there are such incentives and credits as result from regulations
common for all business entities in the territory of Poland. Entrepreneurs and
investors can take advantage of them regardless for their place of business. These
are incentives and credits encountered for in tax regulations, social security,
occupational and social rehabilitation of disabled regulations, employment promotion,
unemployment counteracting and labour market activation regulations, environmental
protection regulations etc.
81
The other group includes incentives and credits offered by local government units to
entrepreneurs active in their region. They result from local legislation adopted by
local government units which aim at encouraging investors, both from the region and
from outside.
Exemptions for newly-created business entities
•
Exemption from a fixed registration fee for the unemployed.
Source:: www.garr.pl/cms.php?getfile=226
Other financial incentives:
•
Preferential credits – government administration may consider supporting small
enterprises, offering financial institutions means for granting them credits at
conditions better than those on the general credit market – lower interest rates or
lower security than that required otherwise.
•
Tax credit – means granting a credit for repayment of liable taxes, i.e. its
postponement to a later date. This type of aid aims at increasing company’s
financial liquidity at the beginning of its activities, when many one-time
expenditures are required (adopting and renting premises, administrative fees
etc.), when an entrepreneur cannot obtain any other credit and has to refund the
expenditures using his own limited resources. Similar is the role of a national
insurance contributions credit. National insurance contributions in Poland are a
major burden for newly created enterprises.
•
Credit guarantees – beginner entrepreneurs often have problems obtaining a
credit, because their assets are insufficient as security for the credit, nor can they
provide solid credit history. State administration or regional development agency
cooperating with it or other institutions may then issue credit guarantees
(suretyships), especially if it is taken in order to finance investments (increasing
company assets) with the aim of increasing the number of new jobs.
•
Faster depreciation – possibility to use bigger depreciation charge is one of
frequently used means of securing entrepreneurs against the risk of machines and
equipment becoming obsolete, prompting them to replace (modernise) noncurrent assets more frequently. Thanks to that the fiscal burden in the beginning
of business activity is smaller.
82
2. Non-financial:
•
Training – public and local administration may commission different institutions
to train prospective entrepreneurs or experts in specific fields; often obtaining
credit guaranties requires that such training is completed.
•
Consultancy – often consultancy in the field of running a business is object of
economic activity of small companies. At the same time in many countries small
entrepreneurs wishing to improve their qualifications or prospective entrepreneurs
are
offered
consultancy
services
by
commercial
chambers,
entrepreneurs
associations or even trade unions.
Source:: http://pl.wikipedia.org/wiki/Sektor_MSP
16.5) Barriers of Access to Self-Employment
Companies have been facing the same barriers hampering their day-to-day business and
slowing down their development for years. These are mostly legal and administrative
barriers, as well as more difficult access to capital and well qualified staff. Such obstacles
are the more important, the smaller the enterprise.
Another SME problem, in the context of company ability to develop, can also be lack of
innovation and limited use of latest technologies and non-technological innovations. Thus
the smaller an enterprise, the less willing it is to implement innovations and conduct
research and development activity, which in turn limits its competitiveness in the long
term. However, the awareness of small and medium enterprises concerning innovations
is growing. One of the reasons is focus on this aspect of business activity in support
programmes addressed at enterpreneurs.
In the context of SME development, it is necessary to introduce systemic changes that
will improve the functioning of the sector in Poland in the long term. It is especially so
since the conditions for conducting business activity in Poland are still restrictive for
company development, in particular for SMEs. In the Doing Business 2010 report of the
World Bank Poland was classified only 72nd in an assessment of world economy ranking
in respect of favourable and unfavourable business conditions. Similar picture is
presented by other sources.
83
It should be noticed that in Polish economy micro- and small enterprises act as a buffer.
These companies, due to their low employment rates and ability to cut costs, are most
flexible in face of changing economic conditions. Moreover, their relatively high resilience
to crisis rests partly in their weakness that is small dependence on export and foreign
markets’ condition.
Source: www.parp.gov.pl
The greatest problems for Polish economy are difficulties in running a business due to
excessive bureaucracy and unclear law, as well as high administrative costs incurred by
citizens,
underdeveloped
infrastructure
(including
road
network
and
Internet
accessibility) and difficult conditions on the job market, resulting e.g. in low wages
(average gross wage in March 2009 was PLN 3,185.61).
There is a large disproportion in terms of economic development between different
regions of Poland. The wealthiest voivodship in the country is mazowieckie (with the
capital city of Warsaw), with GDP per one inhabitant around 87.1% of EU average. This
level is comparable with the most wealthy land of East Germany (e.g. Saxony, 86.1%) or
with Wales in Britain (86.9%). Close to the Polish GDP average are
and
wielkopolskie voivodships (59.2 and 56.9% of EU average, respectively), whose per
capita income can be compared with that of the poorest regions of Greece and Portugal.
Such voivodships as: pomorskie,
, zachodniopomorskie,
and lubuskie
have GDP of around 50% of EU average. The poorest regions of Poland are podkarpackie
and lubelskie voivodships (37% of average GDP), where the GDP is comparable to that of
Bulgaria and Romania (37.7 and 41.6% of EU average).
Source: http://pl.wikipedia.org/wiki/Gospodarka_Polski
1. Foreign nationals from EU member states and EFTA member states - parties of the
European Economic Area agreement, may start and perform business activities at the
same terms as Polish entrepreneurs.
2. Foreigners, citizens of countries other than those listed, that:
1) have in the Republic of Poland:
a) residence permit,
b) permit for stay of a long-term resident of European Community,
c) permit to stay for a definite time, given on an occasion as stipulated in Art. 53 par. 1
sect. 7, 13 i 14 of the Act of 13 June 2003 on Foreign Nationals,
84
d) tolerated residence permit,
e) refugee status,
2) are under temporary protection in the Republic in Poland - may start and perform
business activities in the territory of the Republic of Poland at the same terms as Polish
nationals.
3. Foreign nationals other than those listed in sections 1 and 2 may start and perform
business activities only as Ltd partnership, private unlimited company with share capital,
limited company and joint stock company, as well as join such companies and take up or
purchase their stocks and shares, unless otherwise specified in international agreements.
As follows from the above, foreign nationals that do not meet certain conditions may
perform business activities only in the form of certain commercial law companies.
Source: http://www.legeo.pl/porady/pytanie/7013/zakladanie-firmy-przez-cudzoziemca
16.6) Example of God Practice
§
Maciej Popowicz – Nasza Klasa website founder
One of the good examples of self-employed activity is company named www.naszaklasa.pl – a social network.
The company was established by a young Pole, still a
student then, who has recently sold it for a considerable sum of money.
Source: http://www.terazwroclaw.pl/artykul.php?id=3661
§
Jakub Bochenek – TUBAN company
Jakub studied oil drilling but what he really wanted to do was "joy operation". It took him
three years to develop recipe for … soap bubbles liquid. He was the only one in Poland to
produce and sell his magic bubbles liquid. Recently he has opened a shop in Krakow but
he
also
offers
his
services
via
the
Internet
http://www.tuban.pl/start.html;
http://www.banki-mydlane.pl/linki.html
Source:
http://www.gazetakrakowska.pl/magazyn/320413,mydlany-biznesmen-
zaczarowal-krakow,id,t.html
85
§
Ania
and
Radek
–
http://www.dwiedlonie.pl
For a long time we thought of opening and running our own business. At first I opted for
a sewing facility, since I am a seamstress and I always worked for other people. At last
an idea of an integrating pub emerged. It is not a pub for people with impaired hearing,
but an INTEGRATING one. We are very communicative and we have always wished for
the deaf and the hearing to come closer. This was what we have been looking for for so
long.
Source: http://www.dwiedlonie.pl/index.php/main/odd/13
16.7) Summary
Establishing an own business in Poland is getting easier. Of course the most important
thing is a good idea for a business, for something one wants to do professionally. One
has to decide if s/he wants to cooperate/manage staff, or is self-employment enough.
People in Poland frequently choose self-employment without becoming legal entity, which
enables them to find employment in another company (providing services of many
kinds). But many people, using the available ways of funding (e.g. from EU funds),
establish their own business making their dreams of professional career come true. Thus
they can work in their profession or do what they find interesting, they also avoid
unemployment. A major obstacle remains bureaucracy: the process of establishing a
business can take up to 2 weeks, despite promises being made of facilitating the
procedures. Entrepreneurs also have to remember that a company has to bear heavy
burden: social fund and health contributions and fiscal obligations.
Despite all that Poles are thought to be a very enterprising nation, open to challenges
and able to find market niches, both in Poland and in Europe, which t
86

e2p_balancing_of_competencies_complete version

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