the howard davies review
The Howard Davies Review defined enterprise learning as having three strands which are inter-related:
enterprise capability; the ability to handle uncertainty and respond positively to change, to create and implement new ideas and new ways of doing things, to make reasonable risk/reward assessments and act upon them in one’s personal and working life. This will depend on the development of:
- Knowledge and understanding of concepts – organisation, innovation, risk change
- Skills – decision making (particularly under conditions of uncertainty), personal and social, leadership, risk, management, presentational
- Attitudes – self-reliance, open mindedness, respect for evidence, pragmatism, commitment to making a difference, assertiveness, competitiveness, independence.
The degree to which young people are equipped with understanding of financial capability necessary to become a questioning and informed consumer of financial services and the ability to manage one’s finances effectively;
Business and economic understanding, focused on the context of business, central to which is the idea that resources are scarce so that choices have to be made between alternative uses.”
The enterprise in action module is project based. It supports teachers in delivering the enterprise process with learners. The Howard Davies review defines the enterprise process as having four sequential stages:
- Tackling a problem, or identifying a need, by individuals, teams or groups of pupils, which requires the generation and development of ideas and discussion among pupils to reach a common understanding of what is required to resolve the problem or meet the need. Such activity could involve the manufacture of a product or provision of a service.
- Planning the project or activity; breaking down tasks, organising resources, deploying team members and allocating responsibilities.
- Implementing the plan; solving problems, monitoring, evaluating and reviewing progress.
- Evaluating final outputs and outcomes, and the activity and process holistically; including reflecting on lessons learned, and assessing the skills, attitudes, qualities and understanding acquired as a result of the process.
