Live Entrepreneurship Projects in Early Years Education & Practice (QAA1,5,6,7)

Objectives:

To enable learners to:

• demonstrate learning and reflective practice through experiential group work
• explore a range of paradigms, methodologies and research methods used in early years research
• extend knowledge and understanding of collaborative skills and practices used in the wider Early Years education and practice settings
• identify and evaluate a range of techniques and tools for developing reflective practice
• support the use of Welsh language and interpret how Welsh culture is promoted through curricula strategies in the early years

Introduction:

Undergraduate BA (Hons) Education and Linked Named Award (LNA) programmes (Welsh/English medium) year 2 students for their Professional Learning and Practice 2 module are given the opportunity to engage with local community groups for live project work. Research findings suggested that the student experience on the BA (Hons) Education programme were closely linked to the quality of the experience within the placement setting.  The live projects encourage new methods of delivery and assessment criteria within the education programme which allow students to engage in an innovative learning opportunity, simulating the workplace experience.  These new settings provide placement opportunities on a voluntary basis where there is a variation in the student experience. 

The purpose of the activity using a blend of academic learning and practical experience is to develop learners networking, confidence, team working and problem solving skills whilst engaging with real companies and not for profit organisations within the local community.

Groups of students work with an organisation to create resources, education packs, or organise events for schoolchildren, young people or teachers (to introduce as part of the curriculum) to help encourage more interest in the aims and objectives of the company or not for profit organisation. All groups have to actively engage with their organisation and the community to; fulfil the brief; research, plan and carry out the task; pitch ideas and present to peers and representatives on their experiences; and feedback on the project.

Activity:

The Education Resource Manager and Arts Development Officer at a local theatre and arts centre were approached with regards to setting a live project brief for learners.   Different project ideas were offered to a group of thirty five learners from a BA Early Years Education and Practice programme, for example; encouraging access to the building, promoting art works, engaging the local community including target groups, promotion of arts courses/classes. 

Learners were split into groups, had to brainstorm ideas and then pitch the idea back to the theatre and arts centre staff determining whether their project would be arts or education focussed.

Once accepted groups spent 16 weeks; developing the proposal, delivering the project and presenting their feedback in a formal dissemination session with the theatre and arts centre staff. Personal and continual reflection were encouraged throughout the project.

Students also presented experiences reflecting on the benefits and skills gained throughout the project. Huge learning areas highlighted included project management, financial management, marketing, exponential growth in skills and learning from the experience. 

Specific Example:

Six BA (Hons) Inclusive Education students hosted a national premiere of the film ‘The Pig Picture: Rethinking Dyslexia’ and a networking event at the theatre and arts centre.   The film provided personal and uplifting accounts of living with dyslexia from a variety of individuals including school children and iconic leaders, addressing common misconceptions and painting a picture of hope for all those who struggle coping with the condition.

The students worked with the theatre and arts centre staff and a local charity offering support and tuition for children with dyslexia. The students decided to increase revenue through alternate income streams by; selling popcorn and holding a raffle. They also utilised strategies for attracting different market (Students, OAP’s) to raise income from ticket sales though price differentiation.

Impact:

The impact was significant, as:

1. The majority of students wanted to repeat the opportunity showing a beneficial impact on the learner experience
2. Proceeds raised were donated to charity
3. Awareness of the Theatre and Arts Centre increased
4. Learners used and adapted knowledge and skills to ensure success
5. Positive feedback given by Dyslexia campaigner and former Welsh rugby international Scott Quinnell

Learner outcomes:

Learners were able to:

• Apply and evidence a range of appropriate practical skills and knowledge gained in placement, demonstrating clear links between theory and practice (supported by a professional practice monitoring report)
• Reflect and evaluate upon practice in an early years context and justify areas for professional development
• Evaluate the use of the Welsh language and the promotion of Welsh culture in an early years context
• Examine a range of paradigms, methodologies and research methods used in early years research

Specifically learners developed:

• Project management skills to complete and respond to a live brief
• Confidence within themselves and the ability of the team
• Team working skills through group work and team development
• Networking skills through liaising with external organisations and customers
• Commercial awareness
• Event organisation expertise.

Student Reaction:

Laura Davey, Laura Harvey, Charlotte Hodge, Charlotte Portman, Jessica Porter and Martha Dickinson who took part in the live project work and hosted ‘The Pig Picture: Rethinking Dyslexia’ event stated the best thing about the activity was:

•  “Working with new people, new organisations and creating new ideas.”
• “Running our own events.”
• “The project was the best thing.”
• “Working with others.”
• “Using new and developing employability skills. Networking.”
• “It worked really well.”
• “The best thing was the final presentations of our projects.”
• “Working with new people and the community.”

In addition: Scott Quinell, former rugby international and campaigner on Dyslexia praised the students saying “The ability to actually put this together, get the film and the wonderful venue, sell the tickets and get people through the door is brilliant. Seeing the film highlighting awareness of dyslexia and helping people is superb”.

Dr Rhiannon Packer, course leader said “Working with the theatre has provided the students with an opportunity to work on a real life venture, not only has it refined their professional skills and confidence but has also given them an opportunity to play a part in the local community. The benefits of the live project were invaluable as the students commence working careers following completion of their degree. I am very proud of their success.”

Jane Newby, Academic Subject leader for Education and LNA said “The students have thoroughly enjoyed taking part in these projects and have found them an extremely worthwhile element of their studies. This venture has been so successful I plan to include this type of partnership work in the syllabus for next academic year”.

Resources:

• Engagement of supportive organisations
• Input from lecturers
• Enterprise support
• Entrepreneurial students

References:

• University of South Wales website