Best Practice Guide


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Best Practice Guide

  2. 2. Table of contentsHow can we make entrepreneurship education a success? 4,5Why entrepreneurship in school? - A teacher’s perspective 6European Commission’s viewpoint - Ana Carla Pereira,Head of Unit, European Commission, DG Education and Culture 7Educating young people for the future 8,9Youth Entrepreneurship - How regions can leverage the talents of young people? 10Review of entrepreneurship education in YES regions 11,12Overview and introduction to best practices 1324 (12)h innovation Camp / Estonia 14,15Student Company Programme / Estonia 16,17Round Table for entrepreneurship education / Estonia 18,19EJE/EME Projects / Spain 20,21Murcia Region Entrepreneurship Plan / Spain 22,23 Imagina Competition / Spain 24,25Regional Entrepreneurship Education Strategy 2010-2015 / Finland 26,27Teacher-Entrepreneur Speed Dates / Finland 28,29Regional YES Centre / Finland 30,31My Business in my municipality / Poland 32,33Boss Entrepreneurship Festival / Poland 34,35”OPOLSKIE I Stay Here” Programme / Poland 36,37Bí Gnóthach Enterprise Programme / Ireland 38,39County & City Enterprise Board National Student Enterprise Awards / Ireland 40,41Leaving Certificate Vocational Programme / Ireland 42,43Enterprise European Business Game / Slovakia 44,45”Do not be afraid of business” / Slovakia 46,47Profession of Businessman / Slovakia 48,49The Centre of Vocational Education and Training / Slovakia 50,51FramtidsFrön – Future Seeds / Sweden 52,53Environmental rally / Sweden 54,55Swedish Strategies for Entrepreneurship Education / Sweden 56,57Invent / Sweden 58,59* The contentsmade ofthe views of the author and the INTERREG IVC Managing Authority is not liable for any use that may be reflect the information contained therein.
  3. 3. How can we make programmes by business centres and policies at local, regional and nationalentrepreneurship education level. We have gathered good examplesa success? of ways to work from seven of our partner regions. Our wish is to spread theFor three years we in the YES project knowledge from the YES project to otherhave been working with this question in regions in Europe.our interregional team. We have differ-ent experiences and varying degrees of Working with young peoples’ attitudesinfluence. We all, though, agree on one towards entrepreneurship is a commonthing. Europe needs more positive atti- challenge. Each region has its owntudes towards entrepreneurship and the specific characteristics and strengths,way to do it best is through the system in a unique combination. There is nothat brings young people together i.e., common solution, but there is plenty ofthe education system. inspiration and experience in order for European regions to build their own so-Through a joint survey in our partner lutions. The first step forward in this taskregions, interviews with teachers, school is to read the best practise guide now inprincipals and policymakers we now your hands.have a pretty good picture of the successfactors and bottlenecks. Most of all wehave come across 23 examples of bestpractice that we would like to share.Our key to success is to work on manylevels at the same time, provide teacherswith tools for the classroom, supportAnna BergdahlÖstergötland CountyAdministrative Board 4
  4. 4. The YES teamWe hope that you as a reader will be inspired and if you want moreinformation, please get in touch with us! Lead Partner • Östergötland County Administrative Board (SE) Partnership • Council of Education, Training and Employment of the Region of Murcia (ES) • Prizztech Ltd (FI) • Assembly of European Regions (AER) (FR) • South-East Regional Authority (IE) • Zilina self-governing region (SK) • Junior Achievement Estonia (EE) • Marshal’s Office of Opolskie Region (PL) 5
  5. 5. Why entrepreneurship in definitions have been given by many dif- ferent actors so that one can understandschool? the definition in one’s own way through experiences and good practices.In autumn 2011 I was rewarded for That’s why I think that it is very positivemy work with entrepreneurship in my that the education system is helped byschool. Many people have congratulated clearer guidelines and best practices inme and asked me a little hesitantly what EE. EE should not just be a course youit means to work with EE. The definition can take that leads to running a busi-of entrepreneurship education (EE) has ness instead, EE must be an approachbeen discussed in Sweden for many and a way to stimulate our students, toyears and a lot of people have struggled let them be curious and creative. Whento find the best explanation. I think that stimulating the students entrepreneurialit is as Mia Lövheim wrote in “Searchers abilities we form confident people whoin Cyberspace” (Verbum editor 2007) ”... know about their strengths and weak-despite the objections there is some- nesses and can use them constructively.thing attractive in using a term which It’s about creating trust in their differentcan’t be explained easily when describ- abilities, strengthening their self esteeming a new phenomenon...” The quote and their ability to examine themselvesrefers to the word ”cyberspace” but I think and their surroundings critically.that it is applicable to EE as well. EE is nota new phenomenon, it has been includ- It can be a challenge to introduce aned in the educational system for a long entrepreneurial approach in your educa-time, but it has been given a new name, tion system but when the students anda name that widens the meaning and you get used to it, it becomes naturalforces the users to think in a new way, and easy. That’s why I think you shouldwhich is just what EE is actually all about. take the opportunity to learn from othersThe term EE has been misinterpreted in best practice!many ways and I think that it’s good that Kristian Svalin teacher in the municipality of Kinda, Sweden 6
  6. 6. European Commission´s ropean countries are engaged in a process of educational reformsviewpoint - Ana Carla which includes the strengthening of entrepreneurship education.Pereira, Head of Unit, Does the European Commission supportEuropean Commission, any actions/initiatives to promoteDG Education and Culture Entrepreneurship Education? If so, what are the initiatives?What is entrepreneurship? Does the Yes, support is provided through the “Lifelong LearningEuropean Commission have its own Programme”, the “Youth in action Programme” and several entrepreneurship projects – mainly networks. The EC worksdefinition? more to ensure systemic impact and does not give any directThe official definition of the European Commission is presented support to learners. In the context of the new programmingin the ”reference framework of key competences for Lifelong period it is essential to mention the forthcoming “Erasmus forLearning” that the European Commission has established in 2006. All” programme that will replace the current lifelong learningThere is a description of what we feel that entrepreneurship is and programme. According to the EC proposal of ”Erasmus for all”,what entrepreneurship education should be about. The key point currently under negotiation with the Council and the Europeanof this definition revolves around skills and abilities such as the Parliament, the new programme opens the path for moreability to turn idea into action, creativity, innovation, risk taking, flexibility and accessibility since it focusses on policy objectivesability to plan and manage and actually to be critical to master one’s and not on specific actions. In the proposal, Entrepreneurshipown life. Entrepreneurship, as seen by the European Commission, Education is not explicitly mentioned in but future initiativesis much more than just about becoming an entrepreneur. It is in this domain, if intended to raise mobility, develop strategicabout skills and abilities everybody should acquire in order to partnerships or provide policy support, will be able to be fundedmaster one’s own life in a better way – personally as well as in via the new programme. In this context particular focus maya working environment. The clear definition presented by the be given to actions enhancing closer cooperation betweenEuropean Commission is a part of advice to member states. The education and business.idea is that they take actions in line with the entrepreneurshipeducation concept. What do you think is the role of Entrepreneurship Education in primaryWhat is the place of Entrepreneurship and secondary school?Education in the general education policy According to the report mentioned above, entrepreneurship edu-in EU? cation in primary schools is based on interdisciplinary projectsEntrepreneurship education is fully enshrined in the main EU and it is not a specific subject, as such. However, while entrep-reform agenda, i.e. Europe 2020 strategy for smart, inclusive and reneurship is not taught as a separate subject in primary schools,sustainable growth. The need to improve the entrepreneurial learning outcomes have been defined, which relate to entrepre-and innovative capabilities of citizens is underlined in three of the neurial attitudes and skills such as sense of initiative, risk-takingflagship initiatives within the Europe 2020 strategy. These flagship and creativity. In secondary education some countries integrateinitiatives are “Innovation Union”, “Youth on the Move” and “An entrepreneurship into subjects as a compulsory element of edu-Agenda for new skills and jobs”. cation. The competency to decide on educational issues like cur-For example one aim to the flagship initiative “Innovation Union” ricula etc. lies fully within the Member States and therefore it is upis to promote entrepreneurship by supporting young innovative to them to decide, where entrepreneurship education is put wit-companies and promote partnerships on creativity, innovation hin the curricula in primary and secondary education. However,and entrepreneurship. Moreover, the commission set up a wor- generally, primary school education may focus more attention toking group on entrepreneurship education in November 2011. personal skills development, such as initiative taking and creativi-There are 24 experts from member states. The objective of the ty, and not integrating entrepreneurship education as a specificnetwork is to support efforts of Member States to implement ent- subject for children who – at this age – might not understand therepreneurship education. concept of entrepreneurship education explicitly, but do so only implicitly.How important is EntrepreneurshipEducation for the European Commission Is there any necessity to build a specificand how does this issue look like in strategy for youth EE at EU level?regions in Europe?A new report called ”Entrepreneurship Education at school in Eu- Within all issues regarding entrepreneurship education, youth isrope” , prepared by Eurydice and funded by the European Com- a fundamental partner of all the actions and initiatives underta-mission many details on the activities of entrepreneurship educa- ken by the EC. Most of our actions are often directed to formaltion at national level. The report shows that the entrepreneurship education like in primary and secondary schools and are directlyeducation is on the raise in all the countries and that some count- addressing youth issues. In the future, more attention needs beries have already integrated it into national policies and have spe- devoted to entrepreneurship within adult education and training.cific strategies focused on entrepreneurship education. Half of Eu- 7
  7. 7. Educating young people José Manuel Pérez (Pericles) realized that few young people were thinking andfor the future acting like entrepreneurs, so he devel- oped a strategy to infuse a more innova-José Manuel Pérez Diaz- tive, entrepreneurial mindset into societyPericles, for the YES Project through the formal education system.Ex CEO Valnalón Educa (EME and EJE Projects)Social Entrepreneur ASHOKA, Innovator for the Public. Pericles is well positioned to leverage the current historical moment of public support and focus on entrepreneurship in Spain and Europe. He is laying the foundation with youth so that the recent EU Lisbon Strategy goal of becoming the most competitive and dynamic knowl- edge-based economy in the world—to include better employment, social cohe- sion, and environmental protection— will become a reality.Pericles focuses on building a new en- enter the workforce. Moreover, Periclestrepreneurial culture among youth, es- believes that childhood is a time of lifesential to creating new employment in which entrepreneurial values are bestopportunities in today’s global economy transmitted; children have the confi-and solving our social challenges. To fully dence to take risks when they are giventransform society, Pericles knew he must opportunities and, of course, the chanceinfluence large numbers of people at an to make mistakes.early age. There should be a shared so-cietal understanding that not only a few Pericles has introduced an educationalcan make a difference, but all. Pericles program into the official able to reach the largest number of Valnalón Educa is an Educational Chainyouth in schools. System for entrepreneurship that links diverse programmes (subjects) andThe training in schools must be consist- educational initiatives to encourage anent and long-term. To do this, he integrat- entrepreneurial mindset for youth anded the “Educational Chain System for En- society. The initial programmes targettrepreneurship” into the Spanish schools’ children as young as four years andofficial curriculum. Pericles’ system of continue throughout their education toentrepreneurial learning begins with stu- university level. Pericles’ strategy consistsdents in the early grades and builds on of building knowledge through practi-the knowledge and experience gained cal hands-on experience, which giveseach year, through various educational responsibility and autonomy to youthpaths, until the students are prepared to within the school framework. 8
  8. 8. Pericles has come to understand that the Since childhood Pericles remembersinvolvement and knowledge of profes- being given a number of responsibilitiessors and parents is critical to the success that most children today do not have.and spread of the programme. Professors He sees a direct link between thosereceive thorough training with follow-up duties and his entrepreneurial spirit inand support. It has also proven benefi- adulthood. Pericles believes both pa-cial for young people to work with their rental overprotection and the educationparents. system are making society more passive and apathetic.Different “links in the chain” have now ex-panded both across Spain and into other Pericles has made many attempts tocountries. Replicas of the programme launch different business ventures andhave been started in Ecuador, Colombia, some succeeded, while others failed.Mexico, Canada, U.S., Sweden, Germany, He sees great value in the experience ofPoland, and Portugal, with some similar trying and failing, because each endeav-initiatives beginning in Uruguay, Para- our is a learning experience and providesguay, and Mozambique. a “teachable moment.”E N T R E P R E N E U R S H I P E D U C A T I O N: N E E D E D A N D E A S Y T O I M P L E M E N TIn the Age of Knowledge, it is inconceiva- convinced of the importance of Entre-ble that some European countries would preneurial Education.occupy a place they do not deserve 4- Collaboration between Educationalon merit nor history, without having Institutions and other public organiza-entrepreneurial-minded citizens who tions is needed (such as Economic, In-cover the three most important fields dustrial and Business Councils), as this isinto which entrepreneurship is divided: not an issue that affects only the MinistryBusiness, Intra-entrepreneurship (prac- of Education.tised by the thousands and thousands of 5- The collaboration of teachers is a sureentrepreneurs working by themselves) bet. I’m sure this collaboration will neverand Social Entrepreneurship. This objec- fail. Teachers are aware of the enormoustive can only be achieved by providing transformation that Education needs inEntrepreneurial Education, which should several implemented every year during aca- 6- Finally, it would be necessary to havedemic life, from primary school to the Entrepreneurial Education Programmesuniversity, in a similar way to sport. that are of proven quality and methodo- logically comparable.What would it take to achieve this trans-formation? Several factors are required: Therefore, and due to European standarts1- Let the Legislature carry out this task. of living I am convinced it will be possi-On this point, there have been recent ble to spread the Entrepreneurial Educa-laws incorporate Entrepreneurship Edu- tion programme across Europe. At thecation at all levels. moment, it is estimated that only 5% of2- Regional authorities within a country the student population is involved in ac-should be able to agree on such a crucial tivities regarding entrepreneurship. Thisissue. percentage should increase at least up3- Responsible members of society to 50, 60, 80% in the coming years.(social, technical and political) should be 9
  9. 9. Youth entrepreneurship – and intolerable youth unemployment rates are adding to this.How regions can leveragethe talents of young AER’s motivation as a member of the YESpeople? project is to offer a platform for research and to be a catalyst and multiplier withThe Assembly of European Regions (AER), regard to the findings of the the biggest interregional network in Also, AER has always believed in ownthe ”Wider Europe”, draws on more than initiative and holistic approaches. Thus,25 years of experience in the field of edu- entrepreneurship education seemed acation, training, employment and youth perfect workfield for This makes it particularly aware ofthe challenges that regional and local Entrepreneurship education brings crea-authorities and their citizens are faced tivity into focus and not only capitalizeswith. on and develops personal skills, but also sets off virtuous circles at many levels.Fighting unemployment, fostering em- AER wants to be part of the process thatployability and harnessing young people demystifies entrepreneurship and seesin order to allow them to lead a happy, more in an entrepreneur than a ”simple”fruitful and independent life are ends manager. To this end, we want to createin themselves, but also produce posi- opportunities for young people and totive side effects and contribute to active contribute to innovation in education.and responsible citizenship. These topicshave become one of AER’s major con-cerns in recent years. The economic crisisHande Özsan BozatliPresident of the AER Committeeon Culture, Education, Youth andInternational cooperationPresident of EU and InternationalRelations Committee of IstanbulProvincial Council 10
  10. 10. Review of entrepreneurship education in YES regionsMapping of Attitudes Attitudes to earlyAs a part of the aims of YES a map- age entrepreneurialping exercise has been performed in education, a field forthe seven partner regions. A survey improvementof ten questions was sent out to fourtarget groups; decision makers, opi- A key point in entrepreneurial edu-nion makers, students as well as te- cation is to start at an early age withachers and principals. A selection is abilities such as problem solving,presented in this article, to view the team working and creativity, notfull report please visit : www.youn- necessarily business In our survey we have spotted that more can be done regarding teach-The regions in YES can be viewed on ers and principals attitudes towardspage 5 and are hereafter referred to entrepreneurial training in primaryas the country name. school. The amount of teachers and principals who believe that entrep-Entrepreneurship is reneurial education should startresponsibility in primary school varies from 30% (Slovakia) to 84% (Sweden). We seeWe asked the decision makers to rank that more can be done to convincesix entrepreneurial abilities; creativity, teachers and principals to start in pri-entrepreneurial know-how, respon- mary school. A total of 529 teacherssibility, risk-taking, problem solving and principals responded to the sur-and team-working. In our seven re- vey in our seven regions.gions 308 decision makers answeredour survey.In four of our regions, Slovakia, Spain,Poland, Finland, decision makers rankresponsibility as the most impor-tant entrepreneurial ability. In Swe-den team working was ranked thehighest; Ireland had problem solvingand Estonia entrepreneurial know-how. So, according to our decisionmakers, responsibility is the most im-portant entrepreneurial ability. 11
  11. 11. Teachers andPrincipalsWhat are thebottlenecks?We asked our respondents what makers in Estonia, Finland, Slovakia.bottlenecks they see in their region In Poland it is lack of qualified staff,regarding implementation of an Ent- Ireland; lack of teaching instruments,repreneurial perspective in school. Spain; lack of guidelines and regula-Teachers and principals in our survey tions and in Sweden; lack of time issee a lack of time in most of the part- seen as the main obstacle.ner regions (Finland, Ireland, Poland,Spain, Sweden). In Slovakia and Ire- A consensus between decision ma-land teachers and principals see lack kers and teachers and principalsof finance as the main bottleneck on the main bottleneck was only inand in Estonia the most common Sweden (lack of time) and in Slovakiaanswer was lack of qualified staff. (lack of finance).The decision makers display a grea-ter variety of answers between theregions. Lack of finance is the mainbottleneck according to decision 12
  12. 12. Overview and be included in this guide. Each partnerintroduction to best then agreed to choose two practices from their original five for inclusion in thepractices guide, thus ensuring a good spatial dis- tribution of examples within the guide.The twenty-three best practices that are The YES partners entrusted a small inter-described in the following section of regional Best Practice team, comprisedthe guide provide a brief illustration of of the partners from the South-East Re-the type of entrepreneurship education gional Authority, the Assembly of Euro-initiatives, both at the levels of policy pean Regions and Junior Achievementand operational activity, taking place Estonia, with the selection of the otherthroughout the YES partner regions. ten practices from the remaining ex- amples that had been provided by theAn incremental and iterative approach partners.involving high levels of collaborativeworking by the YES partners was un- The final selection of twenty-three pro-dertaken to develop this best practice vides an excellent mix of initiatives,section. from regional policies and strategies to business games, enterprise creationAs a first step, each partner was asked schemes, educational programmes,to identify five best practice examples shadowing initiatives, school competi-from their region/state – ideally, one at tions and much more.the policy level and four from the activ-ity level. Following discussions between We hope you find our best prac-the partners, it was agreed that a total tices enriching and of considerableof twenty-three best practices were to interest. 13
  13. 13. 24 (12)h Innovation Camp T he Innovation Camp is a 24-hour intensive idea generating work- shop for upper secondary school students. They gather for a specific business challenge to come up with ideas which would solve problem. 14
  14. 14. The IC program is based on the Jun- port functions (short lectures) whichior Achievement - Young Enterprise provide knowledge to create bet-(JA-YE) principle of ”learning by do- ter business plans. Group membersing.” During the IC, groups of 5-9 per- may not know each other and willsons have to propose a solution with- have to adapt to each other quicklyin 24 hours, are given access to tools, in order to find out how to work to-information and resources. Groups gether most efficiently. The studentsgo through the company’s creation, develop interpersonal and problem-beginning with the development of solving skills and learn to work undera business idea. By the end of the very tight deadlines. They get knowl-camp each group has completed the edge about teamwork, creativity,task with a business plan and tries to marketing and financial analysis. Thesell the idea to ”investors”. To maintain 12h IC is similar, but is done twice asalertness during the 24-hour period, quickly.there are different games and sup- FURTHER INFORMATION: Siret Villmann MTÜ SENT 15
  15. 15. Student Company Programme I n this Student Company Pro- gramme students learn how to take a business idea from concept to reality. This program is for upper secondary school students (10th - 12th class, typically 16 - 19 years of age) and lasts for a full school year. 16
  16. 16. In the SC programme, students the success of their company. The fa-form their own real enterprise and cilitators/consultants of the studentdiscover how a company functions. companies are usually teachers and/They elect a board of directors from or volunteer advisers from the busi-amongst their peers, raise share ness world. Members of the SC pro-capital and market and finance gramme can take part in the ”Estoniaa product or service of their own Student Company of the Year” com-choice. At the end of the programme petition and the winner goes on tothey present a report and accounts to represent Estonia in the JA-YE Europetheir shareholders. The participants Company of The Year Competition.of the SC programme get hands-on The Mini Company programme isexperience that develop skills such similar, however, its rules are simpleras teamwork, leadership, presenting, and is for lower secondary schoolsselling, planning and financial control students (7th - 9th class).as they learn to take responsibility forFURTHER INFORMATION:Raul Potisepp,Junior Achievement 17
  17. 17. Round Table for Entrepreneurship Education D eveloping entrepreneurship education in Estonia. Govern- mental bodies (representatives of the Ministries of Economy, Educa- tion, also governmental agencies dealing with entrepreneurship and education), school representatives, NGOs (educational and from entre- preneurship) gathered and agreed on the main points of entrepreneur- ship education. 18
  18. 18. The Chamber of Commerce and In- time different stakeholders gathereddustry started a round table for the and agreed on what is importantmain actors in the field of entrepre- for Estonia and for all the actors. Itneurship education in Estonia. The enabled optimization of the use ofmain objective was to gather people resources and start communicationwho are dealing with this field and and cooperation between the dif-to focus together on developing ferent actors. Also it was possible tothe field. Stakeholders were govern- arouse media interest towards entre-mental bodies, schools, teachers, preneurship education. The roundstudents, NGOs developing entre- table was financed by Enterprisepreneurship education, universities Estonia (governmental agency) fromand industries. The result of this the funds of the European Socialaction was a common strategic plan Fund.for developing entrepreneurship ed-ucation in Estonia. This was the firstFURTHER INFORMATION:Tiia RandmaChamber of Commerce and 19
  19. 19. EJE/EME ProjectsP romoting entrepreneurship in primary and secondary education with a strong interregional dimension andemphasis on skills development.T he projects provide a meth- odology based on practicalhands-on experience where stu-dents have the opportunity todisplay a wide array of social,personal and business skills.This helps students to develop amore entrepreneurial approachto life, learning the basics ofbusiness start-up, and gaining adeeper understanding of Euro-pean citizenship. 20
  20. 20. The EJE project offers secondary-level overcoming conflict and problem-students (15-18 years old) the chance solving skills. These skills will be full-to develop, in a real context, skills and filled by developing and acquiringattitudes, such as own-initiative, de- behaviour patterns in work-orientedcision-making, creativity and team- relationships, identification and un-work. At the same time they become derstanding of project implementa-familiar with basic concepts regard- tion and business the creation and managementof businesses and companies. Addi- Throughout the courses studentstionally, students have the chance to will start-up a company by designinglearn about and come into contact a corporate image, as well as seekingwith institutions, entities and com- sources of funding, negotiating, de-panies in their local areas. The EME livering and receiving orders, analyseproject offers primary-level students results and closing the company.(9-13 years old) the opportunity todevelop collaboration, coordination,FURTHER INFORMATION:Inmaculada MorenoInmaculada.moreno2@carm.esCouncil of Education, Training 21
  21. 21. Region of Murcia Entrepreneurship PlanA ction Plan for the promotion of an entrepreneurial cul- ture and entrepreneurship in the Region of Murcia, in-cluding actions related to entrepreneurship education. T he Action Plan aims to promote an entre- preneurial spirit and the creation of new business in the Region of Murcia. More than 45 public and private organizations are involved in implementing activities. 22
  22. 22. The Plan has 3 strategic axes, composed of several action lines,with activities carried out under these lines:Axis 1 - Promoting the entrepreneurial spirit. Action lines are (a) raising theentrepreneurial culture in society; (b) introducing entrepreneurship in schoolsand training programmes (9 activities developed).Axis 2 - Supporting the creation and consolidation of companies. Action linesare (a) follow-up of operational projects; (b) financing business initiatives;(c) supporting infrastructures and services for entrepreneurs (17 activitiesdeveloped).Axis 3 - Coordination of the regional network supporting entrepreneurs.Action lines are (a) recruitment of resources and accreditation of services;(b) monitoring activities being undertaken and evaluation of results; (c)marketing and quality (7 activities developed).FURTHER INFORMATION:Javier Celdrán Lorenteemprendedores@info.carm.esMurcia Regional Developmente 23
  23. 23. Imagina CompetitionB usiness ideas competition for secondary school students. T his competition awards the best ideas for innovative business projects which enable the implementation and develop- ment of innovative companies in the Re- gion of Murcia. The competition is aimed at students of secondary school (16-18 years old) and vocational training centres or higher level (16-20 years old) enrolled in the Region of Murcia. 24
  24. 24. Students present innovative ideas, information technology platform toreal or potential, designed for their upload the files.development and implementationin the Region of Murcia. 3.-Presentation. Students from dif- ferent schools are chosen to presentThere are 3 different phases within their ideas/projects in a final event inthe project: which a jury (composed of several regional institutions related to entre-1.-Motivation speech. Takes place at preneurship and educaction) selectsschools where experts motivate stu- the best idea.dents and give an overview of whatit means to be an entrepreneur. The Imagina Competition encour- ages students to develop their own2.- Developing the business plan. Ba- ideas, promotes and supports ansic rules and guidelines are given to entrepreneurship culture, as well asstudents for them to detail their ideas helping students to develop differentin a written document. They use an skills/capabilities.FURTHER INFORMATION:Ricardo Lópezricardo.lopez@ceeim.esMurcia Business Innovation 25
  25. 25. Regional EntrepreneurshipEducation Strategy 2010-2015P ori regional entrepreneurship edu- cation strategy has been createdin the framework of national guide-lines launched by the Finnish Ministryof Education for the years 2009-2015.The regional strategy describes thegoals, priorities and measures for en-trepreneurship education from pre-school up to the university level. Thefinal strategy was accepted in Janu-ary 2011. 26
  26. 26. The priorities of our regional entrepreneurship strategy are the following:1) Teacher training,2) Co-operation of schools on different educational levels in terms ofentrepreneurship education, and3) School-enterprise co-operation.The most important measures for different educational levels area) Primary level: Innovative teacher training,b) Secondary level: Development of EE in curriculums and EE studiesavailable in each school.c) Higher level: Awareness rising and teacher training, development of EEstudies available for each student.d) Vocational level: Teacher training, self-management and self-assessment ofstudents. Our regional YES Centre co-ordinates the strategy implementation.In Finland municipalities have jurisdiction over finance and implementationof education. Municipalities also take care of funding the entrepreneurshipprogramme in schools.The implementation phase of our regional entrepreneurship educationstrategy has just commenced. During 2011, teacher training has been apriority. The strategy has already shown a clear impact in the development ofentrepreneurship education and teaching methods. FURTHER INFORMATION: Jenni Rajahalme Prizztech Ltd, PO Box 18, Pohjoisranta 11 D, FI-28101 Pori FINLAND 27
  27. 27. Teacher-Entrepreneur Speed DatesT he aim of this event is to intro- duce teachers and entrepreneursto each other and increase the mu-tual understanding of entrepreneur-ship and entrepreneurship educa-tion. These activities started in Poriregion in 2010 and they have beenhighly successful since then. 28
  28. 28. The purpose of teacher-entre- school-enterprise co-operation.preneur speed dates is to build The events provide informationan interactive network between about practical entrepreneurshipteachers and entrepreneurs in and real life case models for schoolour region. All the teachers from entrepreneurship co-operationprimary up to secondary level and entrepreneurship education.are warmly welcome to theseevents. In one event speed dates Teacher-entrepreneur speeddateslasting four minutes will be held have had a significant increasebetween the participants. After on teachers’ knowledge of entre-each date, session participants preneurship in our region. Duringwill be changed with new per- the year 2011 over 70 teacherssons. In these events the number and entrepreneurs participated inof participants is usually between these events.20 and 40 and the event will takeabout two hours. Speed dates alsoprovide many new ideas about FURTHER INFORMATION: Jenni Rajahalme Prizztech Ltd, PO Box 18, Pohjoisranta 11 D, FI-28101 Pori FINLAND 29
  29. 29. Regional YES CentreT he Pori Regional YES Centre provides practical entrepreneurship education services, easily andquickly, for teaching personnel from primary levelto higher education level. These service activitiesstarted in the Pori region in May 2006. 30
  30. 30. The Pori Regional YES Centre is part of terprise Finland, distributing materiala national YES network of 19 regional and ideas for entrepreneurship edu-offices promoting entrepreneurship cation between the different stake-education in Finnish schools. The holders and developing the contentFinnish national YES network pro- of teaching and curricula togethervides common and coordinated en- with teachers.trepreneurship education services.The YES network has been financed The Finnish national YES networkin most cases by the Finnish Board of reaches and serves annually aboutEducation (ESF), municipalities and 20 000 young people, 7 000 teacherseducational institutions in each re- and 5 000 companies.gion. Annually, more than 300 teachers, 100 entrepreneurs and 1 500 stu-The mission for the YES network is to dents participate in different YES ac-develop and share methods, ideas tivities in the Pori region.and material for entrepreneurshipeducation. Services provided by the The YES network is a Finnish innova-regional YES include actions like or- tion in the entrepreneurship educa-ganizing local entrepreneurship edu- tion system, which brings togethercation events and training for teach- all the relevant actors and stakehold-ers, enhancing school-enterprise, offering the servicesof Junior Achievement - Young En- FURTHER INFORMATION: Jenni Rajahalme Prizztech Ltd, PO Box 18, Pohjoisranta 11 D, FI-28101 Pori FINLAND 31
  31. 31. My Business in my MunicipalityE ntrepreneurship education initiative in areas of small municipalities that are characterised by high unem-ployment rates and low economic activity index. T he project aims to develop entrepreneurial skills, as well as the information and commu- nication technology capabilities through e-learning and work- shops for teachers and students based on modern educational tools like simulation games. 32
  32. 32. The project is composed of six e-learning sessions headed up by5-month cycles and is targeted at these trained teachers and youngsecondary schools. It aims to de- leaders; e-learning trainings for stu-velop entrepreneurial skills, as well dents using Internet tools; organisa-as the information and communica- tion of an Enterpreneurship Day attion technology capabilities through the school. In the framework of thee-learning and workshops based project each group (2 teachers andon modern educational tools like 2 students) develops business ideas.simulation games. The project is tak- The best ideas are collected and pub-ing place in 5 regions located in the lished at the end of the project in thesouthern part of Poland. The peda- publication entitled ‘‘The best busi-gogical tools and workshops content ness ideas guide.”were developed by professors in theEconomic University of Katowice. To date, over 100 business ideas have been collected. Each cycle hasProject activities include traditional involved the training of 10 teachersstyle training for 2 teachers and 2 stu- and 100 lead students, so in total 600dents from each school; teachers and 600 students will have been trained upon completion of the project.FURTHER 33
  33. 33. BOSS Entrepreneurship FestivalT he BOSS festival is an annual event organised in 21 ac- ademic centres throughout Poland . The Festival lastsfor 3-7 days in each city. The festival programme includesevents (concerts, exhibitions, paintball games), workshops(interactive meetings aiming at developing personal com-petencies), information campaigns (about financial funds)and meetings with entrepreneurs and business staff. 34
  34. 34. The festival is focused on a series of festival is organised by the studentsworkshops, speeches and meetings themselves for the pupils and stu-in relation to business and interper- dents from the region. In Opolskie,sonal development skills. The aim of the BOSS festival has become a par-the festival is to stimulate an entre- ticular Enterpreneurship Fest. Duringpreneurial spirit among young peo- the last four festivals in Opole, 5,000ple, to inspire out-of-the-box think- students and business people wereing, to advise on the possibilities of involved in the activities. During thegetting financial resources for estab- last festival the participants had thelishing a business and to motivate opportunity to participate in 11 dif-young people to set up their own ferent workshops on, for example,business. Many business people are creativity competence, marketinginvolved in the meetings and work- tools, IT technologies and key busi-shops where they share their experi- ness success factors.ences and opinions. In Opolskie theFURTHER 35
  35. 35. ”OPOLSKIE I Stay Here” Programmep rogramme to stop the emigration of young peo- ple from the Opolskie Region, incorporatingactions linked to entrepreneurship education. Theprogram is tailored for students, unemployed peo-ple and for all inhabitants of the Opolskie Regionworking abroad. Activities implemented within theprogram aim to improve availability of education-al offers as well as to promote self employment inthe region. 36
  36. 36. The programme aims to stop the Company owners are involved in theemigration of young people from organisation of seminars/meetingsthe Opolskie Region through, among with school children and studentsother things, increasing the employ- during which they present their suc-ability of young people and mak- cess stories and promote self-em-ing them more properly equipped ployment. Cooperation with schoolsfor the regional job market today. and employment institutions consistThe programme includes about 30 mostly of the organisation of com-different actions with a number of petitions and workshops promotingthem linked to entrepreneurship self-employement. Workshop con-education. These are based on co- cepts cover ‘‘test your business idea,”operation with private society and ”setting-up a business, step-by-step,”business people. The most success- ”external financing for SMEs,” andful of these actions are ”Sirius starts ”taxation for SMEs”. The competitionup a business” and “Opolskie Stars” - a ”Sirius sets up a business” involvesseries of meetings with high profile the development of business ideasbusiness people from the Opolskie by pupils from secondary schoolsRegion. The program is based on and rewarding the best one. 15 com-co-operation agreements between panies in the private sector havethe region and private companies, signed a co-operation agreement inschools, universities and employ- the framework of the ”Opolskie Here Iment institutions. Agreements with Stay” programme. In 2010, 220 peopleprivate society consist of the ex- participated in the workshops aboutchange of information concerning setting up a business. 16 groups fromemployment demand. 10 schools in the region took part in the competition.FURTHER 37
  37. 37. Bí Gnóthach Enterprise Programme A programme developed by the Curriculum Development Unit of Mary Immaculate College, Univer- sity of Limerick, in association with the County & City Enterprise Boards, it aims to promote enterprise educa- tion in 4th, 5th and 6th classes (typi- cally 10-12 years old) at primary school level in Ireland. 38
  38. 38. The Bí Gnóthach (translated into Eng- pack with teacher’s notes and activ-lish means “Get Busy”) programme ity sheets designed in a manner thatis a national programme aimed at they can be effectively integratedintroducing pupils to the world of into many subject areas of the curric-enterprise at a young age. It teaches ulum. The programme discusses thepupils in 4th, 5th and 6th classes (typ- ethics of enterprise and promotesically 10 - 12 years old) how to set up environmentally friendly businessand run a business and also introduc- practices. Strong links between thees them to the external factors that home, school and community areinfluence the success of an enter- forged and the world of work is ex-prise. The programme is founded on plored extensively through surveysthe key principles of the primary cur- and class visitations. Bí Gnóthach isriculum - the centrality of the child an add-on activity to the school cur-as learner, the importance of active riculum which is already very full.participatory approaches and the ne- During the 2009/2010 school year 47cessity for skills development. There schools participated with over 1,500is an emphasis on teamwork and in- pupils involved.terpersonal skills. The programme isdelivered using a video and resourceFURTHER INFORMATION:Loman O´ByrneChief Executive Officer, South DublinCounty Enterprise Board & Chair of theEnterprise Education Committee of theCounty & City Enterprise 39
  39. 39. County & City Enterprise Board National StudentEnterprise Awards (SEA)A national programme involving around 15,000 secondary schoolstudents that takes place annually,the SEA encourages and supportsawareness of enterprise and entre-preneurship amongst second-levelschools and their students in Ireland.The SEA Programme culminates ina national final where the studentscontest for a significant prize fund. 40
  40. 40. The Student Enterprise Awards Pro- 6th year), (2) Intermediate Categorygramme (SEA) is the flagship enter- (2nd & 3rd years) and (3) Junior Cat-prise programme at second-level egory (1st year). The timetable for thein Ireland and is organised by the Programme runs concurrently withCounty & City Enterprise Boards. It the school year. The SEA culminatesis a national initiative for all class is a National Final where the studentslevels in second-level schools. The contest for a significant prize fund,main objectives of the SEA are: (1) to comprising financial and other re-give students practical, real life ex- wards. Students and their businessperience of setting up and running entries are judged on criteria suchtheir own business; (2) to encourage as innovation, market research, pro-students to think about entrepre- duction, personal development, fi-neurship and self-employment as a nances, business planning, interviewviable career choice; (3) to enhance techniques and risk management.the teaching of business and entre- Annually, around 15,000 secondarypreneurship in schools by combin- school students from all parts of Ire-ing class room learning with real-life land take part in the SEA.experience. There are 3 categories inthe SEA: (1) Senior Category (4th toFURTHER INFORMATION:Loman O´ByrneChief Executive Officer, SouthDublin County Enterprise Board &Chair of the Enterprise EducationCommittee of the County & CityEnterprise 2011 National Final Winner, Tara Haughton Rosso Solini Student at Cross & Passion College Co. Kildare 41
  41. 41. Leaving Certificate Vocational Programme (LCVP)T he LCVP is a Senior Cycle Pro- gramme of the Department of Edu-cation and Skills, designed to give astrong vocational dimension to themore established Leaving Certificate.The programme combines the virtuesof academic study with a dynamic fo-cus on self-directed learning, enter-prise, work and the community. 42
  42. 42. The LCVP was introduced in 1994 in response to the challenge placed onIreland’s education system by a changing work and business environment.This two-year programme is part of an expanded provision that aims to caterfor the diversity of participants’ needs at senior cycle. The primary goal of theLCVP is to prepare young people for adult life by ensuring that they are edu-cated in the broadest sense, with an ability to cope and thrive in an environ-ment of rapid change. Participants in the programme are encouraged to de-velop skills and competencies fundamental to both academic and vocationalsuccess. Throughout the programme students are encouraged to: - Be innovative and enterprising; - Take responsibility for their own learning and adapt to changing circumstances; - Evaluate data and devise solutions to problems; - Communicate their thoughts and ideas effectively; - Work with others as part of a team; - Investigate and plan career options; - Use information and communications technologies; - Investigate local businesses and community enterprises.The popularity of participation in the LCVP increases from year to year with16,386 of 2011 Leaving Certificate entrants completing the LCVP.FURTHER INFORMATION:Caroline McHale,National Co-Ordinator for Business &Enterprise, Professional DevelopmentService for, (click on Business andEnterprise and finally LCVP) 43
  43. 43. Enterprise European Business GameA n International Competition of Business Plans prepared by the third gradestudents of secondary schools 44
  44. 44. The main objective of the competi- the development of a financial plantion is to create an original business for three years. The language usedidea, develop a business plan, es- for communication is English. Everytablish a fictitious firm with all legal year students represent not onlyrequirements and prepare a financial their own school and region, but theplan for three years. According to whole of Slovakia. They show excel-the competition rules, the business lent language skills and knowledgeplan should be challenging and in- not only of economic subjects, butnovative, including ecological and also geography, history and otherenvironmental aspects with benefits subjects. The coordinators of the an-not only for Slovakia but also for the nual final meeting and competitionwhole of Europe. The European di- always prepare a rich programme ofmension is a very important feature activities for teachers and students -of the project. In the course of the visits to cultural sites, appointmentsbusiness plan elaboration process with the Mayor and other authorities,students use their theoretical knowl- cultural events and excursions to dif-edge and practical skills in the fields ferent companies.of economics, finance, law, adminis-tration and accounting. One very im- The Business Academy in Čadca isportant part of this project is to close the only secondary school from Slo-deals with various institutions such vakia to be involved in the competi-as banks, the regional court, labour tion since 1994. In 2009, at the Euro-office, tax office, insurance compa- pean final in Denmark, the team fromnies, etc. The most difficult tasks are Čadca won 1st place from 12 otherthe preparation of contracts with teams among 8 European countries.foreign partners - joint venture - andFURTHER INFORMATION:Andrea GambiItalian educational AgencyConcorzioprovinciale per la formazioneprofessionale Ravenna, 45
  45. 45. “DO NOT BE AFRAID OF BUSINESS”T he main project aim is the crea- tion of modern cross-bordertraining tools to support the start-up of entrepreneurship, expansionof entrepreneurship to a neighbour-ing country, and the sharing, pilottesting and expansion of these tools. 46
  46. 46. The target group of the project is in education with a practical exami-students of vocational secondary nation of entrepreneurship throughschools from the Czech Republic simulation in a game.and Slovakia, as well as students ofuniversities from both countries. The training will be made more at-The main aim of the project is the tractive through interaction, suchcreation of the modern cross-border as computer simulation, as well astraining tools to support the start-up workshops, which are a part of theof entrepreneurship, expansion of project. Workshops will be led byentrepreneurship to a neighbouring professional consultants. The interna-country, and the sharing, pilot test- tional level of the project brings pres-ing, attestation and expansion of tige and the opportunity to comparethese tools. business plans with colleagues from abroad. The simulation game is in-The primary objective for this target tegrated into the education cyclegroup is to increase their competi- upon agreement with the teacher fortiveness through training in entre- 2 hours a week. 1 hour is supposedpreneurial skills. Interactive tools for to be theoretical training accordingthe training will be developed and to the subject curriculum at school,applied, e.g. a game simulating the and the other hour is supposed to befirm environment and new com- focused on application of knowledgemunication profiles on Facebook, into the simulation game.Linkedln, etc. This is a new opportu-nity, how to link knowledge gainedFURTHER INFORMATION:Milan 47
  47. 47. Profession of BusinessmanT he educational programme uses a lim- ited company model in the educationalprocess, which is the best presentation ofthe necessary activities within the frame-work of entrepreneurship and teamworkat the various positions the students hold.It truly shows the internal and external firmenvironment and its greatest advantage isexperience and working with real funds. 48
  48. 48. Students became team members dominating over theory. The practi-- owners of shares in their compa- cal subject ”Profession Businessman”ny. They are also entitled to sell the is designed for all students of theshares to increase their resources to University of Žilina, regardless of thestart a company and also encour- faculty and curriculum. It is designed,age others to invest in the company. especially, for those who want toEach company creates a final report achieve something in their life, andand presents the final results at a want to start to work for themselves.general meeting of the sharehold- The subject is not open to graduates.ers and investors. The subject wascreated in response to current em- In the school year 2010/2011 54 sec-ployers expectations of graduates. It ondary schools from Slovakia wereaims to develop soft skills and their involved, the most successful in ŽSGRapplication on the ground. It is a new was the Business Academy in Dolnýway of teaching with experience pre- Kubín.FURTHER INFORMATION:G.Horecká, 49
  49. 49. The Centre of Vocational Education and TrainingT eaching of vocational subjects in foreign lan- guages to improve the suitability of students forthe international labour market. 50
  50. 50. Good practice is the result of the pro- Students are engaged in vocationalject ”Pilot centres of vocational edu- subjects in the fields of electricalcation and training in the Self-Gov- engineering, engineering, civil engi-erning Region of Žilina”, which was neering and forestry. Subject themesrealized in the Žilina Region (ŽSGR) are taught in foreign languages (Eng-during 2009-2011 and took place at lish and German), for example, build-6 secondary vocational schools. The ing construction; painting; reinforce-project’s aim was to upgrade the lan- ment; subsoil; surfacing; ceramicguage training in selected schools tiles; floors; and information technol-and to create new development pro- ogy networks. Despite the difficultygrammes, which would correspond of coping with technical terms in awith the requirements of employers. foreign language it is an interestingEU funds were used to train teachers form of motivational teaching forin professional skills and to produce students to work with the texts. Thematerials on English and German first centre was opened in Septem-language teaching techniques and ber 2011 and a further five centresinnovation in vocational schools. Stu- will be opened in the near future. Thedents showed great interest in study- results will be seen in the next fewing vocational texts in a foreign lan- years, but the students, parents andguage (English and German), aware teachers consider that the idea hasof the possibility of extending their huge potential.suitability in the international labourmarket. The project finished in Janu-ary 2011, but the stakeholders de-cided to continue with the conceptby developing Centres of VocationalEducation and Training at the schoolsinvolved in the project.FURTHER INFORMATION:Dana MažgútováŽilina Self-Governing 51
  51. 51. FramtidsFrön – Future seedsF ramtidsFrön is a non-profit organization which offers a comprehensive approach to entrepre-neurship. The organization supports and trainsteachers in the entrepreneurial approach and pro-vides different tools that inspire and make it easyto start working with entrepreneurship in schools. 52
  52. 52. FramtidsFrön started from a need in nicipalities. All the municipalities inthe region of Östergötland to work the region of Östergötland are mem-with entrepreneurship in schools bers of FramtidsFrön. The trainingwith younger children. It’s a non- tools provided by FramtidsFrön haveprofit organization that provides been produced in co-operation withcourses in the entrepreneurial ap- teachers to ensure that the materialproach as well as training tools that is good pedagogically and realistic toinspire and support teachers to use. The training tools linked to theeducate in an entrepreneurial way. curriculum both practice entrepre-FramtidsFrön works together with neurial skills and give the studentsmunicipalities and schools to plan business knowledge. FramtidsFrönactivities and training for teachers, also strives to increase the co-oper-specially adapted for each municipal- ation between schools and businessity. This leads to a greater impact on life.the organization in the different mu-FURTHER INFORMATION:Louise LövgrenFramtidsFrö 53
  53. 53. Environmental rally E nvironmental rally is a web based training tool for primary and secondary schools. Companies send in real environmental problems which the students try to solve. In this way, the students come in contact with the world outside schools and they also use their creativity when solving the problem. 54
  54. 54. Local, regional, and national com- do that correspond to the problem.panies ask students to help them to When they have solved the prob-solve their real environmental prob- lem, the company is invited to see/lems via a website. All tasks have hear about the solution. The factbeen adjusted to the different ages that the task is for real increases theof the students. This means that the students’ sense of context, their self-same problem can be solved by six- confidence and their acceptance ofto fifteen- year-old students but on responsibility. Many school subjectsdifferent levels. The website shows can be involved and the learninga short presentation of the different process comes naturally. This trainingcompanies and their specific prob- tool gives schools the opportunity tolems. The students select a problem work with environmental issues andand company and are then pre- inventions simultaneously.sented with different tasks they canFURTHER INFORMATION:Martin SvenssonFramtidsFrö 55
  55. 55. Swedish Strategies forEntrepreneurship EducationT he Swedish government presented a national strategy for entrepreneurship education in 2009. The aim of thestrategy is to make entrepreneurship education visiblethroughout the entire education system in Sweden. Thisstrategy had a major impact on the new curriculum for pri-mary, secondary and upper secondary school (age 6-19,LGR11, GY11). 56
  56. 56. The national strategy states that en- The national strategy inspired the re-trepreneurship shall be stressed in gion of Östergötland to develop a re-policy documents for upper second- gional strategy for entrepreneurshipary schools (age 16-19) creating an education. This strategy providesopportunity for students to special- guidance at local level on how to im-ize in entrepreneurship. It also stress- plement it in the education system. Ites that the development of entrepre- also states that successful implemen-neurial skills are to be emphasized in tation must take place within all thethe curriculum for primary and sec- organizations operating in this areaondary school (age 6-15). and that clear directions and prioriti- zation at the highest municipal levelThe government has given the Na- is crucial for success.tional Agency for Education the mis- Corresponding local (municipal) pol-sion and financial resources to sup- icy documents for entrepreneurshipport and encourage work within the education are under development.entrepreneurial field.FURTHER INFORMATION:Malin ThunborgEast Sweden Regional 57
  57. 57. Invent!I nvent! is an inventions competition for anyone aged 12-15. The students identify a problem intheir everyday life and then try to solve it with aninvention. Along the way there is much to learn;about society, about technology and aboutthemselves. The goal is to increase interest inscience and technology among young people. 58
  58. 58. Invent! was founded in Sweden in ing. The teachers and students can1979 by the Swedish Society of Engi- download exercises and examplesneers. The aim is to stimulate young from the website. The training ma-peoples’ creativity and inspire a new terial is linked to the curriculum togeneration of inventors and engi- make it easier for teachers to evalu-neers. Invent! is funded by the gov- ate the students work and devel-ernment. The competition is open for opment. The pedagogic method isboth advanced technical inventions divided into three steps - brainstorm-as well as simple and smart solutions ing, designing and everyday problems. There is also a The students can work in groups orpossibility to compete with improve- individually. The inventions are sentments of existing products. in digitally and there is an awards ceremony in Stockholm where theInvent! is a well known tool for teach- Swedish Crown Princess hands outers to use in their everyday teach- the prizes.FURTHER INFORMATION:Sofia Talborn Bjö 59
  59. 59. This publication is financed by the European Union INTERREG IVC Programme