ECEC Be Presentation EN
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The Conscious Entrepreneurial Community School (ECEC) is an innovative educational method that aims to develop students' entrepreneurial and citizenship skills. It tackles issues like dropout rates, youth leaving communities, and health problems. The ECEC method has students and teachers create school-based businesses and community projects that address real local needs. It transforms how the entire school functions and can be adapted without changing curricula. The ECEC approach has spread to over 100 schools internationally and has had positive impacts on student and teacher motivation and engagement.
ECEC Be Presentation EN
- 1. Conscious Entrepreneurial Community School, (Ecole Communautaire Entrepreneuriale Consciente) An innovative and transformative method for Schools The Conscious Entrepreneurial Community School method develops innovative answers to address the vital social issues of the 21st century, highlighting the importance of the educational community and supporting both childrens development and that of society. Our vision is to enable each student to become a committed and responsible citizen conscious of his/her role within his/her community. To reach this goal, various methods are put into place and three key competencies are developed: having the desire to undertake new endeavours (to take charge of oneself), be entrepreneurial and create innovation in a responsible, independent and conscious way. The ECEC method also tackles six socio-economical and socio-educational challenges: 1. Dropping out: of school and studies Loss of Interest. Pedagogical: towards teaching methods. Educational: towards learning and the content. School: dropping out, without a high school diploma. 2. Youth leaving our communities: loss of human resources at the profit of other communities. 3. Health problems (physical and psychological): poor nutrition, lack of physical exercise, obesity, tobacco use, psychological imbalance or challenges. 4. Passivity and social dependence: waiting for the solution to come from the government or businesses. 5. Cultural drop-out: loss of interest towards ones culture, their history, assimilation to dominant culture. 6. Better developing our children and youth for real life. A Conscious Entrepreneurial Community system: Students and educators of ECEC schools imagine events and products & services that respond to real-life needs in the community. They create activities, projects or micro-businesses through which students of all ages are brought to play three roles: that of initiator, doer (go-getter) and manager. From nursery school to secondary school, they launch publishing houses, vegetable gardens, toy libraries, radio stations Community The school becomes a meeting point for the development of concrete actions for all. Children develop their understanding of global health and contribute to the welfare of their community. The school is in synergy with the community. Entrepreneurial The child is entrepreneur of his life. He learns to know himself, to develop his abilities and his self-confidence. He develops a positive mindset and learns to see difficulties as learning opportunities... He develops his creativity to undertake and innovate. Conscious Children develop the consciousness that each action they take has an impact on themselves, the people around them and their environment. They learn to contribute to sustainable development and to a more equitable society.
- 2. There are several innovative initiatives in education. What is ECECs value added? It has a global (from nursery to the end of secondary school) and systemic approach (transformation of the entire way the school functions). It has the ability to transform existing schools without changing the current school curricula. It offers an adaptable, structured and coherent accompaniment method. It is a federating method that encourages collaborations between various educational actors as well as the integration and optimization of existing good practices. It mobilises the community in a bidirectional way: students anchor their projects in local needs, and community partners (families, organisations, companies ...) contribute to the development and success of students activities. It has a huge positive impact on students and teachers motivation, on staff engagement, on the quality of the atmosphere of the institution and brings about a generalised pride: 束 No school want to go back損. Since 1991, the concept has developed progressively in Canada and is today a goal shared by many actors of educational change in the world. ECEC was recognized by the OECD, OIF and UNESCO as an innovative, inclusive and good practice model, and crowned "Microsoft Innovative School " by Microsoft Corp. The founder, Rino Levesque: a visionary Canadian educator, was also nominated member of the World Entrepreneurship Forum. Between 2004 and 2013, 100% of the French speaking schools in New Brunswick (Canada) became ECECs voluntarily. The international development of the ECEC method is taking place in a hundred schools throughout the world: Canada, Morocco, Ivory Coast, Benin and Belgium. Other countries have also shown their interest. Belgium is the birthplace of the first ECEC in Europe, in development since September 2014 at St Vincent La Fraternit辿 in Brussels. Three schools of the Asty-Moulin Centre of Namur began the experience in September 2015 ... Other schools have already contacted us ... Will you be the next one or the next supporter? 束There is nothing more powerful than an idea whose time has come 損 Victor Hugo To be a partner: sarah.heymans@ececbelgium.org Contact for schools: contact.ecoles@ececbelgium.org General information : info@ececbelgium.org International: info@oiecec.org Let the schools be a happy place to learn: https://youtu.be/DtheJRhMSKI www.oiecec.org