Entrepreneurship Training: 12 Good Practice Examples
ETF GOOD PRACTICEINSPIRATION SERIESThe following 12 factsheets make up a good practice series developed by the ETF to share, compareand inspire novel approaches to human capital development in its 31 partner countries. Details on thegood practice contained in the factsheets are the responsibility of the organisations engaged in theexamples of good practice. Information from this may be duplicated as long as the training organisationand the ETF are acknowledged as sources.
“SUCCESSFUL START” START-UP BUSINESSSUPPORT PROGRAMMEAnush Aslanyan SMEDNC of Armenia5 Mher MkrtchyanArmeniaTelephone: +37410 541648Email:firstname.lastname@example.orgWebsite: www.smednc.amTARGET GROUPSThe primary target groups are start-up entrepreneurs with a focus on women and young people.SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsThe training needs assessment is undertaken by way of: urveys of existing start-ups registered in a SMEDNC database to determine gaps in knowledge and s skills which could be already be addressed in a start-up training course; ntry interviews with those signing up for a start-up course; e ontinuous review of needs during training programme. cThe programme“Successful Start” start-up business support programme is based on an internationally accredited trainingmethod (CEFE) which includes: selection of participants rovision of training and support to the development of business plans p ccess to finance a ollow-up support: coaching, group and individual consulting. fTrainees follow a six-stage cycle: wareness: trainees are encouraged to examine who they are, clarify their own values, and evaluate their a own personality, motivations to start a business, capabilities and personal resources; cceptance: trainees are required to recognise their strengths and weaknesses; a oal setting: trainees are prompted to clarify purpose in short and long-term goals of life; g trategy: trainees are required to define an action plan oriented to development on one’s life; s irect experience: emphasis here is on ‘doing’; structured learning experiences and encountering “real d life” situations assist in building up this experience in which strategies are tested, evaluated and modi- fied; ransformation and empowerment: competencies acquired come together to match personal strengths t and weaknesses with goals.The overall guiding principle to the start-up business support is the ownership of the process which isacquired through the time and energy that participants must invest into the highly demanding process oftraining and follow-up steps.Start-up campaigns are organized through SMEDNC regional branches with involvement of CEFE certifiedtrainers. All trainers are CEFE-certfied.Each training course has 12 start-up trainees. Courses are also designed for start-ups for specific sectors.
IMPACTKey impact data include: 3 training sessions since 2005. 6 100 participants trained 1 50 start-ups launched 2 urvival rate of start-ups is 67 s ,7% exceeding national average by 25%. 0 training sessions in launched with 135 participants of which 50% are women. 1 ore than 70 businessmen got financial support from SMEDNC. mEVALUATION nternal evaluation of the programme is mandated by the SMEDNC strategic planning committee; I onitoring and evaluation is undertaken through post training surveys; M ncreased intake of women trainees reflected findings and recommendations of an evaluation of the I “Successful Start” Programme.BUDGET AND SUSTAINABILITY The budget for running one start-up business support training is approximately €3000 (12 participants). Around 10-15 courses are organized yearly. “Successful Start” business support programme is a part of a national SME development which provides policy and institutional support to the programme.SUCCESS FACTORS Efficiency: the programme borrows significantly on an already recognized international training model, creating efficiencies; Transfer: “Successful Start” has transferred its trainer capacity to a number of training providers across Armenia.
“HATCHUPSUT” - WOMEN BUSINESSDEVELOPMENT CENTRE AND INCUBATORDr Amany AsfourPresident - Egyptian Business Women Association14 Syria St MohandseenCairo. Egypt. Email: email@example.comTel: +202 33368304 and +202 37495670Web: www.ebwa.infoTARGET GROUPSWomen entrepreneurs: start-ups, owners of micro-businesses, SMEs, women graduates, women ownersof informal enterprise, women in rural areasSUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsTraining needs are based in individual meetings with each woman, no matter what stage of the enterprise’sdevelopment (start-up, early phase, growth) or type of business (micro, small and medium).The programmeHWBDC is a pioneering project located in Egypt. It promotes economic empowerment of women throughcapacity building for active participation the country’s private sector economy. This initiative contributes tojob creation, economic empowerment of women and promotion of the entrepreneurial culture in Egypt.Theprogramme focuses on women in medium and low socio-economic status class, in urban and rural areasworking in the informal sector and who have no means to sponsor. The programme ensures: economic empowerment of women to be financially independent, to have the power of choice and voice; ater for the job creation opportunities and builds the capacity for target groups (1,000 women including c university graduates); market access to the Egyptian SMEs owned by women ontribution to economic growth and alleviation of poverty through support of women in informal sector c and owners of micro- and small enterprises; obbying and advocacy for gender mainstreaming in the policies in Egypt and in the region lThe HWBDC has three inter-connected activity centres.a) B-External Training Centre provides training to women entrepreneurs and women-owners of micro, smalland medium-sized businesses. Training addresses the following: uilding self- confidence b riting a business plan and business development skills w roduct development , marketing, including e-marketing p ne-to-one support for creation of a company: elements of the environment and processes o ublic policies and programmes to support the creation of companies pb) The Business Incubator Centre offers premises for starting-up the company; ervices for supporting technical, logistical and legal issues and communication technologies; s ervices focusing on product development including design, packaging, branding; s arketing services and support for to access to finance. mc) Centre for Strategic Reorientation specific guidance for women whose project was not selected to beincubated physically for more customised support.
IMPACTThe programme is especially effective due to its strong outreach component, giving women in medium- andlow-income, urban and rural areas, as well as different education backgrounds access to training opportuni-ties. Overall, this contributes to job creation and local economic development in the region.EVALUATIONIn 2012 839 women followed training. The table below captures the level of satisfaction with the training. RATING/ACTIVITIES EXCELLENT GOOD FAIR POOR VERY POORProgramme design 724 79 35 1 -Programme content 724 101 14 - -Documentation 727 99 13 - -Group work 743 84 12 - -Outputs 740 68 27 4 -Learning opportunities 760 79 - - -Networking opportunities 702 125 12 - -Organization 785 50 4 - -BUDGET AND SUSTAINABILITYGiven its focus on marginalised and economically excluded women the project relies particularly on donors.Between 2010-2012 the EBWA managed a portfolio of over €1m million with the organisation’s own co-fi-nancing making up 22% of the budget. This money is generated through costs met by trainees.SUCCESS FACTORS ddressing the compeitiveness and inclusion agenda: the training provision gives equal attention to wom- A en who are unemployed or operating in the informal sector as to women-owners of high-growth enter- prises; olistic approach: the training programme comprises one pillar in a much wider range of support services H for women entrepreneurs; artnership: EBWA worked with established national and international partner organisations, including P organisations with a specific interest in women’s business development and women’s economic empow- erment.
INNOOMNIA ENTREPRENEURIAL HUBMervi Jansson-AaltoInnoOmnia, Omnia, The Joint Authority of Education in Espoo RegionKirkkokatu 16 A02070 Espoo, FinlandTel: +358 43 820 0152Email: firstname.lastname@example.orgWeb: www.innoomnia.fi, www.omnia.fiTARGET GROUPSThe primary target groups are oung people interested in starting a business y oung people who have recently started a service sector business ySUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needs he training needs are assessed through an application process involving an entry questionnaire and an T interview. pplicants are also evaluated on the basis of their potential value in terms of experience, fresh ideas and/ A or willingness to participate in community activities. here is an on-going assessment for those already in the programme. TThe programme nnoOmnia offers a range of services including a) entrepreneurship education for students, b) entrepre- I neurship education for teachers and c) coaching for start-ups within a vocational schools environment; pecific focus is on supporting vocational and services sector entrepreneurship with primary emphasis S on engaging with the business environment; upils undertakn reviews of their project work together with their teachers; P n-house entrepreneurs at the Omnia hub provide role models to pupils studying at Omnia; I he hallmark of InnoOmnia is its emphasis on a community approach to entrepreneurial learning with T rented workspace. The focus is on tapping into all of the resources available in the community made up of teachers, students and entrepreneurs; he programme is mix of formal and informal events. The formal events focus on topics derived from the T application process and are business related. The participants join the programme for a year. he informal events are built around networking, taking advantage of the innovative facilities designed to T foster a community spirit;. ewcomers quickly find themselves involved in projects, arranging Lunch Beats or offering peer-to-peer N assistance through a “help wanted” event.IMPACT s the programme has only been running for a year, impact assessment is not possible; A n the recent programme 16 people out of 20 started their own business. IEVALUATION here is an ongoing dialogue with the three municipalities owning Omnia and the local entrepreneurs’ T associations to improve the programme. ll exiting entrepreneurs are interviewed to determine how services can be improved; A ntrepreneurs give regular feedback on the sessions. EBUDGET AND SUSTAINABILITY he budget for running the programme and maintaining the facilities is €350,000 euros. T ntrepreneurs pay rent, which covers some of the costs E
mnia is a vocational institution for 10000 students, it is commited to fostering entrepreneurship and O allocating a budget for the purpose.SUCCESS FACTORS Entrepreneurial community: the added-value of Omnia is that it brings together education and enterprise as a community earning environment: the informality of the learning environment and use of virtual community tools L reinforces networking between pupils, teaching staff and entrepreneurs; ecognition: the hub has received a lot of publicity and is a best practice case study in the book ”Learn- R ing a Living” by Valerie Hannon; issemination: over 100 national and international delegations have visited Omnia in 2012 and the con- D cept has been presented at national and international conferences.
INCUBATION FOR WOMENENTREPRENEURS CREATING INNOVATIVEBUSINESS (FRANCE)Claire SaddyIncubateur Rhône-Alpes Pionnières99 rue de Gerland,69007 LYON - FRANCEEmail: email@example.comTelephone: +33 (0)6 59 38 15 55Website: http://www.rhonealpespionnieres.org/TARGET GROUPS omen entrepreneurs of every age, social class and educational level W omen aiming to create a new business with innovative services. WSUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsPionnières Incubators take into account all constraints faced by women in their entrepreneurial path and of-fer personalized support to each client. A needs analysis is undertaken through an individual interview witha Pionnières expert. The needs assessment focuses on: ompetencies for business owners and leaders: business planning, management, sales and legal knowl- c edge; kills to develop and growth businesses: sales, strategic decision-making process, innovation; s oft skills: self-confidence, personal branding, team spirit, effective networking; s ccess to finance and venture capital. a The project Pionnières has built an innovative programme involving: ystematic individual coaching (at least 7 sessions before the business start-up); s airing new start-up and experienced mentors p roup training during the business creation and follow-up; g ccess to the Pionnières entrepreneurs’ network, le “Club Pionnières”; a ow cost office availability; l entoring/coaching focusing on role models of successful business women; m upport services including child-minding and logistics (meeting rooms, videoconferencing, photocopying); s iaison with business angels and banks. lIMPACTKey impact data from Pionnières since 2005: 590 trainees have used Pionnière services 2 00 women entrepreneurs followed pre-incubation training 4 62 innovative businesses established 2 00 jobs created 6EVALUATION ollective reviews of the network’s developments allow for improvements across the network CBUDGET AND SUSTAINABILITY osts are covered through those following the training C very incubator is a member of the Federation Pioneers and is established under associative status. Each E
has stockholders’ equity brought by public and private local financiers.SUCCESS FACTORS xtension: since 2005 and the success of Paris Pionnières, the network has been extended to include 16 E new incubators (France, Morocco, Luxembourg, Belgium, Serbia, Tunisia and Guadeloupe. etworking: directors of the Pionnières meet quarterly, exchange on good practice and common develop- N ments uality Accreditation: Pionnières has received ISO 9001 certification Q onitoring: a central intelligence unit monitors wider developments in women’s entrepreneurship feeding M into strategy building artnership: Pionnières works closely with local authorities, universities and business schools P
ENTERPRISE: BUSINESS START-UP ADVICEFOR YOUNG UNEMPLOYEDDenise ListGemeinnuetzige iq consult GmbHProject enterpriseSchiffbauergasse 710407 Potsdam, GermanyEmail: firstname.lastname@example.orgTel: +49 331 620 79 44Mob: +49 1761 611 34 91Web: www.iq-enterprise.deFacebook: www.facebook.com/enterpriseBrandenburgTARGET GROUPSThe course is directed at unemployed young people under 27 years who are interested in becomingself-employed.SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needs raining is defined by an assessment of personal skills of the individual focusing on individual strengths T and resources. The profiling is a mixture of self-assessment and assessment by peers and experts. n the basis of the assessment, training support is tailored to the individual needs and offers a modular, O targeted support programme to each business start-up.The project The programme consists of advisory support in developing a business idea into a marketable product and preparing a business plan. orkshops covering for example legal, marketing and organisational topics. W edagogic approaches include co-working in order to learn in peer groups and to develop professional P networks. ll participants gets support with organisational matters of registering an enterprise, negotiating with A banks and applying for further funding. uring the first year of business, enterprise alumni participate in networking events and round tables, D as well as getting further start-up support by ‘iq consult’ advisors (funded by a different programme) to support business growth.IMPACT ver 10,000 young people have participated in the training O ore than 300 businesses were registered. M 0% of start-ups still operating. 7 ost participants remain as self-employed although there are examples of extra employment being creat- M ing by the businesses.EVALUATIONEvaluation activities are as follows: Enterprise’ keeps record of all participants and evaluates the data statistically. These statistics and activi- ‘ ties are reported to the funding authorities twice per year. nnual surveys are conducted in order to evaluate the number of enterprises still operating on the mar- A ket. Evaluation of workshops and advisory processes are conducted together with participants. As a result,
adaptation in curricula, conception of additional workshops, and feedback to advisors are regularly intro- duced.BUDGET AND SUSTAINABILITY he annual budget of enterprise in the period 2010-2013 averages €300,000 which covers staff and run- T ning costs) he service is supported by public funds. TSUCCESS FACTORS ocial media and visibility: participants and stakeholders find useful information on the enterprise web- S site, facebook page and in the regularly sent newsletter; xtension: the ‘enterprise’ experience has contributed to the design wider start-up programmes by ‘iq E consult’; issemination: experience of the ‘enterprise’ is disseminated by way of conferences, expert talks and D lectures with examples of ‘enterprise’ being adapted to other regions (e.g. Mecklenburg-Western-Pomer- ania, Saxonia, Saxonia-Anhalt and Thuringia); eadership and recognition: Norbert Kunz, founder and CEO of ‘iq consult’, was awarded Ashoka Fellow L for ‘enterprise’ in 2007 and the project is recognised as good practice by the EU and the OECD.
BUSINESS FOCUS ON THE MEDITERRANEAN& MIDDLE EASTPaolo PalamitiNew International Business Institute (NIBI)Via Camperio 1,I - 20123 MilanoTel: +39 02 8515 5227Email: email@example.com & firstname.lastname@example.orgWeb: www.nibi-milano.itTARGET GROUPSThe course is directed at business owners anagers and staff from micro, small and medium enterprises, m usiness consultants wishing to update their knowledge and skills. bSUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsTraining needs for the project are assessed as follows: urveys of members of Milan Chamber of Commerce s focus groups eetings with enterprises and international business experts m market analysisThe projectThe thrust of the ‘Business Focus on Mediterranean and Middle East’ training focuses trainees particularlyon reading and interpreting the individual markets of the Southern Mediterranean region. The learning out-comes are course participants ability: o determine whether or not they are able to take the business operations into the region t o structure business environment to accommodate an internationalisation process. tThe course is structured around two pillars: egional focus: broad analysis business issues for the Southern Mediterranean region, legislation includ- r ing socio-cultural issues important for doing business ountry focus: detailed analysis and information on business environments in individual countries cThe course is delivered by a mix of university professors, business people and consultants with establishedexperience of business development in the Southern Mediterranean.The course is provided at weekends to minimize disruption to busy businesses.IMPACTGiven that the course is new, plans for impact assessment are as follows: urveys and follow-up interviews with companies which have followed the training; s ompany tracking to specifically focus on new products and services for external markets; c umbers of students taking the course. nEVALUATIONEvaluation activities are as follows:
tructured evaluation sheets and feedback by trainees, both in terms of contents, professors and experts s capabilities. Trainee feedback highlights 80% participant satisfactionSUCCESS FACTORS xpertise: top-level faculty staff (legal, finance and economists) sourced from the best Italian universities E coupled with entrepreneurs and consultants whose experience is essential for the learning process; ontinuous improvements: curriculum continuously updated set again changing political and economic C reforms in the Mediterranean and Middle East region; urriculum: mix of regional and country-specific focus within the curriculum. C edagogic methods: NIBI uses a mix of interactive methods for learning with a particular focus on train- P ees sharing their knowledge and know-how, group project work and case studies; Networking: extra value is generated for the course (and wider training environment) the knowledge-shar- ing and cooperation amongst a) teaching staff b) students; Market segment: a special focus on international business for micro, small and medium enterprises (90% of the Italian and European businesses) while other training providers primarily concentrate on large companies; Sustainability: two factors which have contributed to sustainability of the training are a) quality of curricu- lum and teaching, set against attractive costs of training compared with competitor business schools and b) meeting market demand from business ready and able to work internationally.
TATWEER: BUSINESS AND EXPORTDEVELOPMENT PROJECT FOR JORDANIANENTERPRISESRashad BibarsBusiness Development CenterP Box 941865 .O.Amman 11194JordanTel: +962 6 586 5002Email: email@example.comWeb: www.bdc.org.joTARGET GROUPSCEOs and middle managers in SMEs with potential to export SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsTraining needs for the project are assessed as follows: ne-on-one diagnostics by BDC team using a business management system approach designed by the o International Trade Center nternational markets trends and regulation i ocus group meetings with “cluster” members f nternational buyers incoming missions iThe projectThe project comprises a holistic approach to enterprise development, involving training, mentoring andwider SME support services. Key modules of the training are: eadership development training l xport planning training e ccess to finance training a ehavioural entrepreneurial development training b echnical training on new innovative approaches (e.g. lean manufacturing) tThe training is delivered through BDC trainers as well as practitioners who undergo a train-the-trainersprogramme. The trainers utilize cases studies, role playing and group exercises to encourage collaborativelearning. The training includes practical field work with specific deliverables related to real-life experience.An important element of success is BDC linkages with potential buyers or brokers who provide marketinformation and build training based on evolving market needs.IMPACTImpact from the training can be summarised as follows: evelopment of a pioneering training package addressing an untapped segment of the market; d stablishment of a new group of trainers and consultants specialized in export development; e ntroduction of a new career line for professionals in the export functions; i pening of new markets for Jordanian SMEs; o ncreased exports by participating companies to USA by $19.6m i irst shipments of Jordanian exports to Canada worth $500 f ,453 jobs created. 4
EVALUATIONIntegral features of the project are: tracking feedback from all trainees after each training session; a uarterly evaluation of the project measuring impact of training for trainees within their enterprise; q valuation by donor of initial training project resulting in a new module being added to the training pack- e age (entrepreneurial behavioural training); SUCCESS FACTORS arket relevance: market needs assessment as a prerequisite for training and following a demand-driven M approach, thus customizing the training packages to meet the specific needs of enterprise; olistic approach: business development involving training based on intensive training needs assess- H ment, mentoring and wider SME support services (e.g. access to finance); Training of trainers: capacity of BDC trainers developed through coaching by an international trainer; mbedding: integrating of the project (or aspects of the project) within the educational system (e.g. uni- E versities) and other national initiatives; Efficiency: cost sharing mechanisms (client contribution, donor subsidy, BDC contribution).
INJAZ LEBANON COMPANY PROGRAMMERania JalkhINJAZ LebanonHorsh Tabet, Sin El Fil,Haber BuildingBeirutLebanonTel: +961 1 492330Email: firstname.lastname@example.org; email@example.comWeb: www.injaz-lebanon.orgTARGET GROUPSThe primary target group is secondary school pupils aged 15-18 from public and private schools acrossLebanon.SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsAccessing the labour market in Lebanon is increasingly challenging and particularly for young peoplewhere joblessness stands at 20%. Encouraging young people to consider entrepreneurship in their careerplanning is one option which needs more particular attention and the role of education in supporting thisprocess is critical.The projectThe project objectives are to: uild the students’ confidence, strengthen their entrepreneurial mindset, foster a desire to achieve and b trigger their inspiration for action; and to contribute to the building of an entrepreneurial ecosystem in Lebanon by nurturing an entrepreneurial culture in young generations. Company Program comprises an after-school activity where pupils are introduced to the business world and through group exercises establish a company. Particular features of the initiative are that the training is rovided on-site at the participating schools; p elivered directly to school pupils by business men and business women acting in a voluntary capacity; d upported and facilitated by INJAZ which brings the school and business community together. sAll business people participating in the project follow a training programme prior to directly engaging withthe school and its pupils.Each programme covers a period of 15-20 weeks and engages pupils for 3 hours per week.The delivery of training for students includes the following: rogramme covering a period of 15-20 weeks and engaging pupils for 3 hours per week; p olunteer business man or woman provides group-based sessions after school hours (3 hours per week); v urriculum covers : company structure and the student’s role within a company, company capitalization, c customer- product focus, product- market pricing, company operations, product sales, company liquida- tion; hroughout the sessions and after, students apply skills learnt and over the training cycle they gradually t build the student company from electing the president of the company, to building the structure of the company, and effectively managing the company); NJAZ coordinators conduct regular visits to the schools monitoring the training delivery and providing I assistance to the volunteer business people, as appropriate; he training closes with liquidation of the student companies and submission of the company’s final T report; ll student companies compete for the title of Best National Student Company (Lebanon). The winner A also competes in a Regional Competition for Arab Young Entrepreneurs against 13 other national winders
of Arab student companies organised by INJAZ’s regional organisation (INJAZ Al Arab).IMPACTPost-training assessment by way of focus groups (pupils, volunteer trainers, parents) underline upils’ knowledge and skills of the creation and management of a company; p etter understanding of pupils of the relationship learning and the economy; b ore developed teamwork and leadership skills; m ncreased numbers of pupils annually as the programme is better known. iEVALUATIONAll training cycles are followed by an exchange between the pupils and INJAZ coordination staff to identifysuccessful aspects of the training and areas for improvement.BUDGET AND SUSTAINABILITY Annual budget is €55,000. This covers operational, training for business people engaged in the pro- gramme, learning materials, marketing and branding, and costs of travel for pupils participating in regional competition. ustainability of the programme is assured as a function of volunteer trainers, strong partnership with S schools, education authorities and private sector.SUCCESS FACTORS dapting good practice: the programme borrows on a similar tried-and-tested education programme form A the US (Junior Achievement); artnership: good working relationships with key players in the public and private sector ensures continui- P ty in support and developments; isibility: Lebanese and pan-Arab press interest (TV, newspapers, digital media) provides marketing and V presence; fficiency: with business people providing training services free of charge the programme’s costs in rela- E tion to the scale of its activity remain low; uality of trainers: careful selection of business people to provide training, as well as INJAZ training of Q these business people to deliver on the programme, ensures quality services.
PRACTICAL MARKET RESEARCH FOR EXPORTAleksandar JovanovicRegional Chamber of CommerceKaradjordjeva 64,14000 ValjevoRepublic of SerbiaTel: +381 14 221 721Fax: +381 14 220 987Email: firstname.lastname@example.orgWebsite: www.inwestserbia.comTARGET GROUPSKey target groups of the training course are: a) export- oriented companies, b) SMEs with interests to ex-pand into international markets, c) business and sector support organizations, d) start-up entrepreneurs, e)and business women keen on developing international trade.SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsTraining needs for the project are based on training and knowledge requirements identified through re-search by the a) Chamber of Commerce of Valjevo region (Serbia) and b) research supported by the EUprogramme (Support to Enterprise Competitiveness and Export Promotion).Outcomes of the research pointed to a demand by SME for new knowledge and skills for businesses withan expert potential in particular related to market intelligence (e.g. market trends, buyers, pricing).The projectThe training project involves the following: module focusing on selection of the best export markets: trainees learn how to use international trade A portals and to base their decisions on statistical data about trade dynamics and filter broader selection into market with best import potentials for their SMEs. module focusing on finding practical and real business information on export markets: trainees learn A how to ICT tools to find information about important aspects of foreign import markets such as: tariff and non-tariff market access requirements, importing country market trends, trade fairs, buyers and pricing. module to develop a market research action plan: participants learn how develop an action plan which A will be used within the business after completion of raining. earning contract. All trainees are required to apply learning back in the enterprise through the market L research action plan developed through the course. Trainers follow up to determine impact of learning on the ethods. The training is delivered with the use of computers with internet connection. Learning-by-do- M ing is the key element of the training and trainees are guided through a number of exercises where they work on their company product and use the internet as the main source for secondary market research. Trainees are required to work in pairs using real business problems. artnership arrangements: Some training is organised in collaboration with international trade support P organizations such as International Trade Centre or with private database companies such as Compass.EVALUATIONEvaluation involves direct follow-up by trainers with the companies which have engaged on the training todetermine extent to which market research skills and action plan have been implemented.Costs associated with the course are kept low given that main medium for learning is through informationalready available on the web.
IMPACTImpact assessment is based on feedback from companies on application of market research methods forincreased business abroad.SUCCESS FACTORS Relevance of training: applying learning to real business problem ensure trainee commitment earning through ICT: through use of information technology ensure cost-effective training while allowing L for new skills and competences back into the business; Follow-up to training +: trainees who develop an action plan of market research are followed up by the trainer to determine impact of training, for further support and for review the action plan; ‘Learning contract’: all training involves a follow-up ‘contract’ between the trainer and the trainee.
AMBASSADORS FOR WOMEN´SENTREPRENEURSHIPGunilla ThorstenssonSwedish Agency for Economic and Regional Growth, Tillväxtverket Box 4044, Götgatan 74,S-102 61 Stockholm, SwedenE-mail: email@example.comTel +46 86816587 ,Mob: +46 706486539Websites: www.ambassadorer.se, www.tillvaxtverket.se/kvinnorsforetagande, www.tillvaxtverket.seTARGET GROUPSYoung women at school and universities considering their future career choice and women who are inter-ested in starting their own business.SUMMARY DETAILS OF THE TRAINING PROJECTThe Ambassadors for Women´s Entrepreneurship is a national network of 800 women entrepreneurs, whoin an innovative way of informal learning, use storytelling as an instructional technique to create under-standing and interest amongst women to consider entrepreneurship as a career choice.Meeting real needsSweden has a low level of entrepreneurship in general. Today 25-30% of the companies are run by women.Being an entrepreneur is still closely connected to men and being male. Surveys show that women in gen-eral are not perceived as entrepreneurs. Thus, the barriers for women entering entrepreneurship are higher.The project he Ambassadors for Women´s Entrepreneurship initiative started in 2008. It is coordinated by the T Swedish Agency for Economic and Regional Growth (Tillväxtverket), as a part of the national programme ‘Promoting Women´s Entrepreneurship’, launched and financed by the Swedish Government. he Ambassadors tell their story to inspire others, as well as giving a realistic picture of what it is like to T run a business, thus raising the interest of entrepreneurship as a career choice and also increasing the knowledge of entrepreneurship and what it is like to run a business. Each Ambassador commits to undertaking four voluntary assignments a year, speaking at schools, univer- sities, networks, non-profit organizations or meeting with other women, who are considering setting up a business. he primary pedagogic method is storytelling. It forms an important part of non-formal learning and T where role-modeling provides an additional pillar to the efforts to developed the ‘“If she can, so can I” mindset. he Ambassadors contribute to making women entrepreneurs more visible in the society and in busi- T ness community as well as in helping transform Sweden into a more entrepreneurial societyIMPACT he Ambassadors have met with 107 000 people during 2008-2011. So far, 6 300 ambassador assign- T ments have been registered on www.ambassadorer.se, 8% of the people who have listened to an ambassador say that they have become more interested in 4 developing their own ideas 8% of the people who have listened to an ambassador say that their knowledge of running a business 5 have increased as a result of meeting with an Ambassador. 7% of the Ambassadors say that they would recommend someone else to become an Ambassador, 8 6% of the Ambassadors say that being an Ambassador has strengthened their personal brand 6 4 % of the Ambassadors say that the ambassadorship has contributed to a more extensive business 6 network.
EVALUATIONThe programme Promoting Women´s Entrepreneurship was evaluated in April 2011, in which the Ambassa-dors for Women´s Entrepreneurship initiative was included. The independent evaluation, found the projectAmbassadors for Women´s Entrepreneurship to be efficiently run and effectively reaching its goals andtarget groups.Assignments are also evaluated by the people listening or meeting with an ambassador. In general, theambassadors get very good evaluations.BUDGET he project administration and marketing is financed by the Swedish Government (annual budget of SEK T 5 million). mbassadors provide services voluntary – low cost-high impact. ASUCCESS FACTORS xtension: Ambassadors for Women´s Entrepreneurship has been spread in 20 other EU countries, Rec- E ognition: The International Council for Women´s Business Leadership has nominated the Ambassadors for Women´s Entrepreneurship as a good practice; ioneering pedagogic approach: the use of story-telling for informal learning purposes in a structured P environment is novel; ost-effectiveness: with Ambassadors providing services on a voluntary basis, the project is low cost- C high impact.
INCREASING SELF-EMPLOYMENT ANDINCOME-GENERATING OPPORTUNITIES& PROMOTING GENDER EQUALITYTHROUGH WOMEN’S ENTREPRENEURSHIPIN TAJIKISTANGulbakhor Makhkamova / Firuza NabievaE-mail: firstname.lastname@example.org / email@example.comPhone: 8342242353 / 8342240056Cell: +992927770239 / +992927643777Skype: gmakhkamova / firuza.nabievaLinked in: http://www.imon.tjTARGET GROUPSWomen who are re 18 years old & more; a re not entrepreneurs but plan to start business; a re employed but wish to start their own business; a ave less than 6 months experience in business; h lready in business but hope to start another venture. aSUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needsTajikistan is a country with conservative gender norms and high migration of young, working age men(30-70%). The social costs are high as many families have no male household’ heads for years at a time. Toaddress some of the challenges in women empowerment and entrepreneurship in Tajikistan, in 2009 IMONin partnership with ILO (International Labour Organization) & NABWT (National Association of BusinessWoman of Tajikistan) introduced a new start-up loan programme with an entrepreneurship training compo-nent.A survey-based needs analysis based conducted by IMON in 2008 demonstrated that male entrepreneurswere more likely to apply for loans than female (88% of women vs. 94% of men). Some 65% of IMONclients go on to register their business but with differences between men and women (71% compared to59%).The four-day training programme borrows on the ILO ‘GET Ahead’ module which was adapted to the Tajikgender context. It has a strong gender component and aims at improving women’s competences in market-ing, book keeping, business planning and management, as well as raising their self-confidence.Loan arrangements, where they are required, are conditional on prior training which includes developmentof a business plan.IMPACTThe primary impact of the training is at personal level in terms of business practices and more broadly onempowerment.EVALUATIONFeedback analysis confirms professionalism of trainers and great satisfaction by participants with the train-ing content, delivery and materials used.
The program has been evaluated by ILO and is confirmed as effectiveness in promoting women’s entrepre-neurship in Tajikistan.Key issues: raining was more effective for those who received both the training and the start-up loan compared to T those who received only the training; raining and access to finance (start-up capital) together increase income generating opportunities for T women; vailability of start-up generates new customers for IMON; A Training contributes to higher rates of loan repayment by women.SUCCESS FACTORS nterfacing access to finance and training; I mproving financial literacy of women and loan management skills; I raining is provided at sites convenient to participants from remote rural areas. TBUDGET AND SUSTAINABILITY ince 2009 training costs are covered by IMON and include: trainer’s salary, training materials for partici- S pants. lans are underway to introduce participant contribution (approx.20-50% of the total cost). P
SIMVENTURE - DRIVING THE ECONOMYFORWARDMartin GlassettVenture Simulations LtdSelby RoadUK - YO19 6QR YorkTel: +44 1757 248168Mob: +44 7950 283511Email: firstname.lastname@example.org Website: www.simventure.co.ukTwitter: @petesimventure; @eurosimventureTARGET GROUPS imVenture is primarily targeted at teachers and trainers from schools, colleges, universities, enterprise S centres and the commercial and voluntary sector. eneficiaries of SimVenture training include: future labour market entrants from further secondary, further B and higher education, the unemployed, start-ups and growing enterprises.SUMMARY DETAILS OF THE TRAINING PROJECTMeeting real needs ith increasing concerns at national, European and global levels about competitiveness and employment, W there is a need for greater access to flexible and cost-effective solutions to support future labour market entrants, the unemployed and those considering an entrepreneurship career to start their own business- es; imVenture is a business simulation game which is used in a diverse range of markets at very low unit S rates (Licences: £20 per user per year – large scale institutional use as low as £1 per user per year). entral to SimVenture strategy is to develop new businesses and help prepare them to operate success- C fully across international borders.THE PROJECT imVenture training comprises a learning software designed by experienced entrepreneurs. It provides an S authentic, engaging and sustainable way for people to practice, fail and learn about running a business. raining is delivered to teachers and trainers who integrate SimVenture within their curriculum. T eachers and trainers are accredited and follow up-skilling courses as new versions of the software come T on board; raining is provided through a) on-site training (e.g. schools, universities, training centres), b) Simventure T training centres in the UK; and c) on-line training given demand for online training from abroad. eedback from trainers and trainees and wider evaluation of the software drives the design and develop- F ment of the software; edicated SimVenture web-pages exist for training packages; research and feedback; newsletters; email D communications; and teacher’s on-line Forum. The desire is to foster a ‘Communicate, Collaborate, Share’ ethos. he current version (4.8) launched in July 2012 has many new learning and teaching features. T he learning software can now be translated into most other languages and is already available in Spanish T & Romanian as well as English.EVALUATION valuation is embedded into SimVenture training product and services E number of independent organisations including universities have conducted research to assess the A impact of SimVenture as a teaching and learning and teaching resource. 010 Higher Education and Further Education student impact survey: 73% ‘agreed’ or ‘strongly agreed’ 2 that they tend to have a better understanding of self-employment as a result of using SimVenture; 43%
‘agreed’ or ‘strongly agreed’ that they were more likely to start a business as a result of using SimVen- ture; he UK’s Southampton Solent University Undergraduate Survey 2011: 64% ‘agreed’ or ‘strongly agreed’ T that using the simulation had improved overall business skills (20% disagreed – others ‘No Opinion’); esults of a current large-scale UK learner study will be published in 2013. MD Peter Harrington regularly R speaks at international conferences to share and disseminate learning.IMPACT he first SimVenture training course ran in 2006 with ten participants. In 2012, an estimated 50,000 peo- T ple will use SimVenture as part of a training program. imVenture teachers and trainers span developed, transition and emerging economies: UK, Greece, S Egypt, Mexico, USA, Romania, Lithuania, Italy, Mexico and USA.SUCCESS FACTORS ustainability: SimVenture is a commercially successful business simulation that focuses on learner and S teacher needs; xtension: rapid growth in popularity of the simulation from the UK to five continents; E esearch & Development: SimVenture services include on-going research to best understand the chang- R ing needs of learners, teachers and trainers; lexibility: flexible learning and teaching resource, which can be used in a diverse range of markets at F very low unit rates; mpowerment: the value of SimVenture is its capacity to provide teachers and trainers with the means to E set objectives based on what they wish the learners to achieve. arketing: sponsorship of UK entrepreneurship educators’ award including regular keynotes at interna- M tional conferences to share and disseminate learning.