The document contains responses from students about their experience at an entrepreneurship camp. Key takeaways from the students include:
- They learned skills like public speaking, presenting, working in teams, and time management.
- Their understanding of entrepreneurship and what it takes to start a business increased, such as having a clear business plan.
- While some saw potential in creative industries, others felt it was too competitive or not the right fit for them.
- Most felt the camp met their expectations of learning, though some wanted more free time in addition to the tasks.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
How can my business benefit from engaging with schoolsCentres-EU
The CENTRES project aims to promote creative entrepreneurship in schools with support from the European Commission. The document discusses how creative businesses can benefit from engaging with schools. Mr. Nicolai Juhler from Creative Enterprise notes that businesses can influence the future workforce, stay informed of developments in education, raise their profile with young people, get ideas from students, connect with the local community, and gain truthful feedback about products from children.
This document outlines a 5-step worksheet from the ENTRUM program to help discover creative passions and develop sustainable business ideas. The steps include: 1) identifying skills, interests and beliefs; 2) understanding human needs based on Maslow's hierarchy; 3) matching passions to needs; 4) generating product/service ideas; and 5) evaluating ideas based on criteria like fulfilling needs, profitability, and ethics. The overall goal is to incubate ideas that satisfy personal joy and human needs through a creative and sustainable business model.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
Centres and guidelines for setting up relationships between schools and busin...Centres-EU
The CENTRES project has been funded by the European Commission to promote creative entrepreneurship education in schools. These guidelines provide recommendations for partnerships between schools and businesses based on pilot programs connecting students to entrepreneurs. Entrepreneurship education is becoming increasingly important for skills development as the employment landscape changes. However, schools currently do not provide entrepreneurship curricula or training. Partnerships can help schools develop these areas by drawing on business expertise while also benefiting businesses and teachers. The guidelines stress starting with learner needs, clear communication, ongoing evaluation, and recognizing successes.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document summarizes a pilot project in Denmark that partnered two schools with three creative industry professionals. The project aimed to enhance 11-12 year old students' knowledge of careers and curriculum topics through designing a new youth club over two weeks. Teachers were involved in planning to ensure relevance. Students presented their designs and received feedback, gaining experience working with mentors and presenting their ideas. The project brought new perspectives on school-industry collaboration and showed the importance of teacher involvement in planning.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
This document outlines the plan to exploit the results of the CENTRES project. The project aims to develop tools and methodologies for teaching creativity and entrepreneurship in secondary schools. The exploitation plan identifies the project's results, including an online knowledge bank and policy recommendations. It also outlines the target groups that can benefit, such as educators, students, and policymakers. Finally, it describes the main dissemination activities and instruments to transfer the results to stakeholders, such as international conferences, workshops, and the project website.
How can my business benefit from engaging with schoolsCentres-EU
The CENTRES project aims to promote creative entrepreneurship in schools with support from the European Commission. The document discusses how creative businesses can benefit from engaging with schools. Mr. Nicolai Juhler from Creative Enterprise notes that businesses can influence the future workforce, stay informed of developments in education, raise their profile with young people, get ideas from students, connect with the local community, and gain truthful feedback about products from children.
This document outlines a 5-step worksheet from the ENTRUM program to help discover creative passions and develop sustainable business ideas. The steps include: 1) identifying skills, interests and beliefs; 2) understanding human needs based on Maslow's hierarchy; 3) matching passions to needs; 4) generating product/service ideas; and 5) evaluating ideas based on criteria like fulfilling needs, profitability, and ethics. The overall goal is to incubate ideas that satisfy personal joy and human needs through a creative and sustainable business model.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
Centres and guidelines for setting up relationships between schools and busin...Centres-EU
The CENTRES project has been funded by the European Commission to promote creative entrepreneurship education in schools. These guidelines provide recommendations for partnerships between schools and businesses based on pilot programs connecting students to entrepreneurs. Entrepreneurship education is becoming increasingly important for skills development as the employment landscape changes. However, schools currently do not provide entrepreneurship curricula or training. Partnerships can help schools develop these areas by drawing on business expertise while also benefiting businesses and teachers. The guidelines stress starting with learner needs, clear communication, ongoing evaluation, and recognizing successes.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document summarizes a pilot project in Denmark that partnered two schools with three creative industry professionals. The project aimed to enhance 11-12 year old students' knowledge of careers and curriculum topics through designing a new youth club over two weeks. Teachers were involved in planning to ensure relevance. Students presented their designs and received feedback, gaining experience working with mentors and presenting their ideas. The project brought new perspectives on school-industry collaboration and showed the importance of teacher involvement in planning.
The document describes a baseline survey for a European Commission-funded project called CENTRES that aims to promote creative entrepreneurship in schools. The survey asks mentors and practitioners about their understanding of entrepreneurship, any existing links they have with schools, the potential benefits of partnerships between organizations and schools, and their thoughts on what the CENTRES project may involve.
The document is an end point survey for mentors and practitioners involved in the CENTRES (Creative Entrepreneurship in Schools) project funded by the European Commission. The survey asks questions to understand the mentor's involvement in the project, how it impacted students' understanding of entrepreneurship, new skills developed, challenges faced and how they were addressed, lessons learned by students and mentors, and next steps following completion of the project.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
The document outlines the recommended headings for a pilot activity final report for the CENTRES program. The headings are: 1) Context, 2) Approach, 3) Rationale, 4) Pilot Description, 5) Impact & Legacy, 6) Quality, and 7) Insight. These headings provide an overview of the pilot's background, goals, activities, outcomes, lessons learned, and recommendations for future initiatives.
1. The document discusses trends in creative entrepreneurship education in schools and provides examples of programs from different countries in Europe.
2. It argues that schools need to prepare students for changing job markets by teaching creative and entrepreneurial skills through interdisciplinary and collaborative learning.
3. Examples of programs highlighted include initiatives that partner schools with creative businesses, integrate creative entrepreneurship across the curriculum, and develop accredited creative entrepreneurship qualifications.
Create jobs - inspire a generation (overview)pesec
1) The document outlines the CREATE Jobs mission to create hundreds of work opportunities for 14-25 year olds in the creative industries across Olympic host boroughs in London.
2) It notes high youth unemployment across the UK and especially in these London boroughs, and the need for employment and training opportunities.
3) However, the creative and cultural sectors are growing rapidly in London and expected to provide many new jobs.
4) CREATE Jobs engages employers to provide jobs, apprenticeships, traineeships and mentoring to connect local youth to opportunities in these growing sectors. To date over 300 students attended careers events and 99 secured traineeships through the program.
CENTRES - Evaluation of pilots - ESTONIACentres-EU
This document provides an evaluation report of pilots conducted in Estonia to promote entrepreneurship and develop enterprising mindsets among youth, particularly in the creative industries sector. Two main pilots are described: 1) An incubation program that provided training and mentoring to youth startups over 4 months, with 177 youth participating in 61 startups, 10 of which were in design/media and 6 in music. 2) A "music video production action" where 300 youth collaborated over 2 days to produce a music video that aired nationally. The pilots aimed to give youth real-world experience in creative fields and connect them with professionals. Overall the pilots helped raise awareness of entrepreneurship opportunities among Estonian youth.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
Centres entrum night music video guidelinesCentres-EU
The document describes the ENTRUM Night Music Video Action method, which involved 300 youth ages 13-19 in Estonia producing a music video in one night with limited resources. The goal was to give participants hands-on experience in the creative industries and showcase their work on national TV. Participants chose the song and worked under supervision to film and edit the video. The finished video aired on TV and online, reaching over 30,000 views. According to feedback, participants found the short-timeframe, high-impact project inspiring and motivating to learn creative skills and take responsibility for real-world outcomes.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
The document describes pilot entrepreneurship education programs conducted in 7 countries with 2220 students, 780 teachers, and 264 schools. The programs aimed to address the lack of entrepreneurship education and skills among youth. Pilot activities tested innovative models and engaged entrepreneurs as mentors or guest speakers. Examples included an Estonian program pairing 177 students with mentors, a Danish showcase introducing collaboration between schools and creative industries, and a Slovenian program developing entrepreneurial skills through workshops and mentorship. The goal was to develop effective methodologies and understand how to better engage schools and creative industries.
The document discusses how schools can establish partnerships with creative businesses. It recommends that schools first map local teaching resources to identify goals and decide how businesses could help. Schools can create a network map of local businesses, survey businesses to learn what they can contribute, involve parents to identify contacts, or meet with businesses to discuss potential collaborations. When partnering, schools should define the topic, goals, participants, organization, and student involvement to ensure mutual benefits and quality experiences.
How to catch a kangaroo brainstorm exerciseCentres-EU
This document provides guidance for an activity called "How to catch a kangaroo or a typical brainstorming". The activity aims to teach participants about brainstorming and developing teamwork skills. Participants are asked to generate as many ideas as possible for how to catch a kangaroo. The tutor records all ideas without evaluation. After brainstorming, ideas that are unethical are removed. Feasible ideas are then selected for potential implementation in catching the imaginary kangaroo. The document outlines John Osborn's four principles of brainstorming to guide the activity.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
This document profiles several speakers for an event on creative entrepreneurship. It provides brief biographies for each speaker, including:
- Andy Williams, Director of the British Council in Poland who has worked in education and cultural relations across Europe and Asia.
- Dr. Tom Fleming, a leading expert on the creative economy who directs a UK consultancy and has worked on cultural strategy in over 50 countries.
- Pauline Tambling, Joint CEO of Creative & Cultural Skills in the UK and former Arts Council England executive who has led initiatives in education.
- Barbara Bregar-Mrzlikar, Director of CEED Slovenia who helps entrepreneurs grow their businesses and believes in fostering entrepreneurial spirit.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
The two-day event in Ljubljana, Slovenia was organized as part of the CENTRES project funded by the European Commission to encourage entrepreneurship in education. Over 70 participants including teachers, government representatives, and entrepreneurs attended workshops led by consultants from the Real Ideas Organization to learn methods for teaching creativity and entrepreneurship. The project aims to equip 30 teachers to implement entrepreneurial training in their schools and support 60 student entrepreneurship projects.
Centres Evaluation Questionnaire for the students' summer campCentres-EU
The document is a questionnaire for an entrepreneurship camp funded by the European Commission. It asks participants questions about how the camp changed their understanding of entrepreneurship and creative industries. It also asks them to rate the camp and whether they would recommend it to others. Specifically, it asks about new skills learned, how knowledge can be applied, views on creative business, information from industry representatives, if expectations were met, and benefits of participating.
The CENTRES project aims to promote entrepreneurship education focused on creative industries through international collaboration. It involves partners from 8 European countries testing educational models and resources. In the Czech Republic, career counselors and teachers participated in an e-learning program on entrepreneurship and creativity to introduce these concepts. They then implemented mentoring sessions in 10 vocational schools involving activities like entrepreneur visits and a practice firm to help develop students' career management skills. The project seeks to address a lack of entrepreneurial training and partnerships between education and creative industries across Europe.
Centres Evaluation Lithuania-teachers' answers to surveyCentres-EU
This document contains responses from teachers who participated in an entrepreneurship camp. It surveys their perceptions and learnings from the camp. Some key points:
- The camp strengthened the teachers' understanding of entrepreneurship and the stages of starting a business. They learned skills like non-traditional teaching methods and how to create and deliver presentations.
- Teachers felt they could apply what they learned to their lessons, student company activities, and future businesses. Representatives from creative industries provided useful case presentations and insights into real business experiences.
- On average, teachers rated the camp 9.8 out of 10 and would recommend it to others, especially those interested in economics or business. One suggestion was to allow a little more free
This document summarizes a financial planning course offered by EUROFEM for Turkish entrepreneurs. The 3.5-4 hour course will be taught online by Carlos Majada and Yolanda Marquez from Ideas Market Solutions and cover the differences between a business and company, three phases of starting a company including financial planning, and using tools like Excel. Participants will learn how to create financial plans, minimum viable products, manage expenses and daily cash flow to reduce risks for their new businesses.
The document describes a baseline survey for a European Commission-funded project called CENTRES that aims to promote creative entrepreneurship in schools. The survey asks mentors and practitioners about their understanding of entrepreneurship, any existing links they have with schools, the potential benefits of partnerships between organizations and schools, and their thoughts on what the CENTRES project may involve.
The document is an end point survey for mentors and practitioners involved in the CENTRES (Creative Entrepreneurship in Schools) project funded by the European Commission. The survey asks questions to understand the mentor's involvement in the project, how it impacted students' understanding of entrepreneurship, new skills developed, challenges faced and how they were addressed, lessons learned by students and mentors, and next steps following completion of the project.
The document summarizes a European project called CENTRES that aims to promote creative entrepreneurship education. It discusses how the final CENTRES conference brought together partners from 8 European countries to discuss outcomes, how to better champion creative entrepreneurship in schools, and next steps. The project created a European forum for sharing best practices in entrepreneurship education for the creative industries.
The document outlines the recommended headings for a pilot activity final report for the CENTRES program. The headings are: 1) Context, 2) Approach, 3) Rationale, 4) Pilot Description, 5) Impact & Legacy, 6) Quality, and 7) Insight. These headings provide an overview of the pilot's background, goals, activities, outcomes, lessons learned, and recommendations for future initiatives.
1. The document discusses trends in creative entrepreneurship education in schools and provides examples of programs from different countries in Europe.
2. It argues that schools need to prepare students for changing job markets by teaching creative and entrepreneurial skills through interdisciplinary and collaborative learning.
3. Examples of programs highlighted include initiatives that partner schools with creative businesses, integrate creative entrepreneurship across the curriculum, and develop accredited creative entrepreneurship qualifications.
Create jobs - inspire a generation (overview)pesec
1) The document outlines the CREATE Jobs mission to create hundreds of work opportunities for 14-25 year olds in the creative industries across Olympic host boroughs in London.
2) It notes high youth unemployment across the UK and especially in these London boroughs, and the need for employment and training opportunities.
3) However, the creative and cultural sectors are growing rapidly in London and expected to provide many new jobs.
4) CREATE Jobs engages employers to provide jobs, apprenticeships, traineeships and mentoring to connect local youth to opportunities in these growing sectors. To date over 300 students attended careers events and 99 secured traineeships through the program.
CENTRES - Evaluation of pilots - ESTONIACentres-EU
This document provides an evaluation report of pilots conducted in Estonia to promote entrepreneurship and develop enterprising mindsets among youth, particularly in the creative industries sector. Two main pilots are described: 1) An incubation program that provided training and mentoring to youth startups over 4 months, with 177 youth participating in 61 startups, 10 of which were in design/media and 6 in music. 2) A "music video production action" where 300 youth collaborated over 2 days to produce a music video that aired nationally. The pilots aimed to give youth real-world experience in creative fields and connect them with professionals. Overall the pilots helped raise awareness of entrepreneurship opportunities among Estonian youth.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
The document presents a progression model for entrepreneurship education across different levels of the Danish educational system. The model outlines four key dimensions - action, creativity, environment, and attitude - that can serve as a framework for developing learning outcomes in entrepreneurship education. The dimensions are meant to be integrated with and unfold from students' core subject knowledge at each educational level. Progression in entrepreneurship education is achieved through students gaining experience with value-creating entrepreneurial processes and reflecting on how their knowledge and skills within the four dimensions relate to these experiences and their core subjects over time. The model aims to ensure a common understanding of entrepreneurship education and how it progresses as students advance in their general education.
Centres entrum night music video guidelinesCentres-EU
The document describes the ENTRUM Night Music Video Action method, which involved 300 youth ages 13-19 in Estonia producing a music video in one night with limited resources. The goal was to give participants hands-on experience in the creative industries and showcase their work on national TV. Participants chose the song and worked under supervision to film and edit the video. The finished video aired on TV and online, reaching over 30,000 views. According to feedback, participants found the short-timeframe, high-impact project inspiring and motivating to learn creative skills and take responsibility for real-world outcomes.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
The document describes pilot entrepreneurship education programs conducted in 7 countries with 2220 students, 780 teachers, and 264 schools. The programs aimed to address the lack of entrepreneurship education and skills among youth. Pilot activities tested innovative models and engaged entrepreneurs as mentors or guest speakers. Examples included an Estonian program pairing 177 students with mentors, a Danish showcase introducing collaboration between schools and creative industries, and a Slovenian program developing entrepreneurial skills through workshops and mentorship. The goal was to develop effective methodologies and understand how to better engage schools and creative industries.
The document discusses how schools can establish partnerships with creative businesses. It recommends that schools first map local teaching resources to identify goals and decide how businesses could help. Schools can create a network map of local businesses, survey businesses to learn what they can contribute, involve parents to identify contacts, or meet with businesses to discuss potential collaborations. When partnering, schools should define the topic, goals, participants, organization, and student involvement to ensure mutual benefits and quality experiences.
How to catch a kangaroo brainstorm exerciseCentres-EU
This document provides guidance for an activity called "How to catch a kangaroo or a typical brainstorming". The activity aims to teach participants about brainstorming and developing teamwork skills. Participants are asked to generate as many ideas as possible for how to catch a kangaroo. The tutor records all ideas without evaluation. After brainstorming, ideas that are unethical are removed. Feasible ideas are then selected for potential implementation in catching the imaginary kangaroo. The document outlines John Osborn's four principles of brainstorming to guide the activity.
The document discusses creative entrepreneurship in schools in Europe. It summarizes a conference on creative entrepreneurship in schools that brought together experts to share best practices. The conference addressed four key messages: 1) The need to develop skills for the future creative economy; 2) Integrating creative learning across curriculums to improve students' prospects and innovation; 3) Promoting creative entrepreneurship across education and arts institutions; 4) Case studies of approaches in countries like Sweden and the UK.
This document profiles several speakers for an event on creative entrepreneurship. It provides brief biographies for each speaker, including:
- Andy Williams, Director of the British Council in Poland who has worked in education and cultural relations across Europe and Asia.
- Dr. Tom Fleming, a leading expert on the creative economy who directs a UK consultancy and has worked on cultural strategy in over 50 countries.
- Pauline Tambling, Joint CEO of Creative & Cultural Skills in the UK and former Arts Council England executive who has led initiatives in education.
- Barbara Bregar-Mrzlikar, Director of CEED Slovenia who helps entrepreneurs grow their businesses and believes in fostering entrepreneurial spirit.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
The two-day event in Ljubljana, Slovenia was organized as part of the CENTRES project funded by the European Commission to encourage entrepreneurship in education. Over 70 participants including teachers, government representatives, and entrepreneurs attended workshops led by consultants from the Real Ideas Organization to learn methods for teaching creativity and entrepreneurship. The project aims to equip 30 teachers to implement entrepreneurial training in their schools and support 60 student entrepreneurship projects.
Centres Evaluation Questionnaire for the students' summer campCentres-EU
The document is a questionnaire for an entrepreneurship camp funded by the European Commission. It asks participants questions about how the camp changed their understanding of entrepreneurship and creative industries. It also asks them to rate the camp and whether they would recommend it to others. Specifically, it asks about new skills learned, how knowledge can be applied, views on creative business, information from industry representatives, if expectations were met, and benefits of participating.
The CENTRES project aims to promote entrepreneurship education focused on creative industries through international collaboration. It involves partners from 8 European countries testing educational models and resources. In the Czech Republic, career counselors and teachers participated in an e-learning program on entrepreneurship and creativity to introduce these concepts. They then implemented mentoring sessions in 10 vocational schools involving activities like entrepreneur visits and a practice firm to help develop students' career management skills. The project seeks to address a lack of entrepreneurial training and partnerships between education and creative industries across Europe.
Centres Evaluation Lithuania-teachers' answers to surveyCentres-EU
This document contains responses from teachers who participated in an entrepreneurship camp. It surveys their perceptions and learnings from the camp. Some key points:
- The camp strengthened the teachers' understanding of entrepreneurship and the stages of starting a business. They learned skills like non-traditional teaching methods and how to create and deliver presentations.
- Teachers felt they could apply what they learned to their lessons, student company activities, and future businesses. Representatives from creative industries provided useful case presentations and insights into real business experiences.
- On average, teachers rated the camp 9.8 out of 10 and would recommend it to others, especially those interested in economics or business. One suggestion was to allow a little more free
This document summarizes a financial planning course offered by EUROFEM for Turkish entrepreneurs. The 3.5-4 hour course will be taught online by Carlos Majada and Yolanda Marquez from Ideas Market Solutions and cover the differences between a business and company, three phases of starting a company including financial planning, and using tools like Excel. Participants will learn how to create financial plans, minimum viable products, manage expenses and daily cash flow to reduce risks for their new businesses.
This document summarizes the discussions from a workshop on internal organization and training. Key topics discussed include: how to organize a company, whether to pursue internal or external growth, how to build an effective business network, the differences between ability to perform tasks and ability to teach others, how to modernize software and hardware, and how to prepare an application for a professional partnership. The workshop aimed to exchange experiences and clarify these issues, with the goal of helping small- and medium-sized enterprises improve their organizations and training.
This document provides an overview of a training course on developing a business plan. It will introduce Turkish entrepreneurs and businesswomen to the importance of creating a business plan and how to structure one. The training will be delivered online over 3.5 to 4 hours and cover topics like the key components of a business plan, using a business model canvas, identifying a target customer, and analyzing a real business plan example. The trainers have decades of combined experience in business and consulting and will provide the knowledge and documents needed for participants to develop their own business plans.
This document is a portfolio belonging to Nguyen Pham Phuong Anh, an International Business Administration major. The portfolio contains:
1) A personal statement about her goals of working for a few years after graduation then pursuing an MBA, and her strengths.
2) A list of 12 courses taken, the skills learned in each, and links to examples of class projects.
3) Descriptions of 3 representative class projects: a video presentation for Public Speaking, an economic model presentation for Microeconomics, and a strategic development plan report and presentation for Strategic Management.
The portfolio provides evidence of Anh's coursework, skills gained, and experience with projects involving presentations,
The "Training for the Brave" program in Slovenia brought entrepreneurs into schools to teach students and teachers about entrepreneurship. The program aimed to show that entrepreneurship is about more than business skills - it is a mindset involving attitudes, thinking skills, and personal skills. Students participated in 6 modules over several months that developed their entrepreneurial mindset and skills like idea generation, networking, and presentation skills. Feedback showed the program increased students' self-confidence, courage, and understanding of entrepreneurship.
Centres Evaluation of Pilot Activities LithuaniaCentres-EU
The document describes a pilot project called the Student Summer Camp organized by Lietuvos Junior Achievement in Lithuania to promote entrepreneurship education. The camp brought together 35 students from 14 schools who worked in teams to develop solutions to business case studies from creative industries. Participants gained experience in teamwork, communication skills, time management, and learning about business and creative fields. Feedback found the camp effective at teaching entrepreneurship skills though the cost was high to implement on a larger scale.
This portfolio document summarizes the student's experiential learning projects in several business subjects at International School-Vietnam National University, Hanoi. It includes summaries of projects related to principles of marketing, leadership, international business, operations production management, and consumer behavior. For each project, the student outlines their contributions, the skills and qualities demonstrated, and what they learned. Overall, the portfolio provides an overview of the student's hands-on experience applying business concepts to real-world projects during their studies.
The document is a portfolio for an experiential learning class submitted by a student. It includes sections on the student's personal information and reflections on projects done for various business subjects including experiential learning, principles of marketing, leadership, international business, and consumer behavior. For each subject, the student summarizes a project they worked on, describes their contributions, and lists skills learned. The portfolio provides examples of the student applying classroom knowledge to hands-on projects and developing work skills.
This thesis creates a guide to the Helsinki startup ecosystem. The theoretical framework discusses startups, lean startup methodology, and content marketing. The guide aims to provide relevant information to those interested in starting a company in Helsinki. It covers the definition of startups, Finland's growing startup scene, and content marketing goals. The thesis was completed within three weeks to meet a tight deadline. Both the author and commissioning parties were pleased with the guide produced.
Guidance and models of organising entrepreneurship forumsCentres-EU
The document provides guidelines for organizing a student summer forum to promote entrepreneurship among secondary school students. The forum aims to motivate students and teach basic business skills through experiential learning techniques. Students will be divided into teams to complete business-related tasks and challenges over the course of 4-5 days. A variety of activities are outlined, including presentations, competitions, and team-building exercises. The forum seeks to develop students' business acumen as well as soft skills like leadership, collaboration, and problem-solving under tight deadlines.
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Learning Exploration Team Academy NetworkJavier Ruiz
Previous description for the Workshop "Team Academy Network" leaded in the Third Global Forum of the Society for Organizational Learning, Oman April 2008
Analysing The Cooperative Model For StartupsGina Brown
The document provides an overview of cooperative models and their potential application for startups. It defines key concepts like business models and startups. It describes the nine elements of a business model canvas: customer segments, value propositions, channels, customer relationships, revenue streams, key resources, key activities, key partnerships, and cost structure. The document then explains cooperative models in more detail, covering their purpose of benefiting members, core principles like democratic member control, and types including producer and consumer cooperatives. It suggests cooperatives could provide a model for startups to share resources and create synergies.
The document provides information about the Unternehmerschule entrepreneurial leadership program at ESCP Europe. It summarizes the program as follows:
The Unternehmerschule program is a leadership program for entrepreneurs, intrapreneurs, and family business leaders run by ESCP Europe. The program uses a combination of project-based learning, tandem teaching, and mentoring to help participants accelerate their entrepreneurial projects over four intensive modules focused on ideating, validating, managing, and growing their ideas. The program provides participants access to ESCP Europe's network of faculty, mentors, and other professionals to give feedback and support the development of their projects in a safe learning environment.
This document describes a blended learning master's program on CSR communication. The program was created by the author based on their experience teaching and interacting with business professionals. It aims to help participants understand the challenges of CSR communication and develop effective strategies. The 40-hour program takes place online over 4 months and includes video lectures, assignments, and interaction with the lecturer. Upon completion, participants will receive a certificate in CSR Communication Management. The program provides a flexible way for professionals to learn about this topic from anywhere at any time.
A 5-year-old child would talk to various people like parents, teachers, business owners to understand the problem of unemployed recent graduates. He/she would propose creative solutions like setting up a toy store, sharing sweets with employers, or asking grandparents to retire. The document then lists ideas for solving the problem of unemployed recent graduates, including promoting institutional support for internships, updating knowledge constantly by reading, and providing subsidies to companies for hiring recent graduates.
The document provides information about developing and using a marketing plan for small businesses and entrepreneurs. It includes a table of contents that outlines topics such as the benefits of a marketing plan e-book, what marketing is, elements of a marketing plan including market segmentation, product, price, place, and promotion, and a simplified one-page marketing plan template. The document emphasizes that a marketing plan does not need to be expensive or complicated and that the e-book being offered democratizes marketing plan tools to help small businesses and entrepreneurs save money.
1) The workshop was organized by UTB/REC and SPARK from November 30th to December 4th, 2015 to teach 26 entrepreneurs (13 women and 13 men) skills in business innovation and market research for sustainable growth.
2) Over the 5 day workshop, participants learned about the importance of innovation, how to conduct market research, create a customer database, and approaches to selling innovative products and services. They also discussed general business management strategies.
3) Participants found the group discussions and brainstorming sessions most useful. They resolved to form business associations to support each other. They requested further business incubation and ICT training services from REC to help track their business performance.
Similar to Centres Evaluation Lithuania-students' answers to survey (20)
The document describes an online business competition for creative industries hosted by the CENTRES project. Students submitted business ideas as PowerPoint presentations and the best ideas were selected to present at a forum. The competition topics involved developing marketing campaigns, retail concepts, communication plans, and a mobile game app. Selection criteria included the quality of the presentation, feasibility of the business idea, and clear communication of the main idea.
The document outlines the rules for a student business camp competition. It defines key terms like investors, businessmen, and tasks. Teams of camp participants will be grouped as businessmen and will complete tasks, which will be evaluated by investor teams and judges. An entrepreneurship index will be calculated based on team placements for each task. Points from each task will be totaled to determine the overall winning team. Teams are also given investment units to allocate to other teams' ideas, and additional points are awarded to accurately investing teams. Presentation guidelines including time limits and speaker participation are provided.
The document summarizes a policy workshop held in Prague, Czech Republic to discuss recommendations from the CENTRES project for improving creative entrepreneurship education. Workshop participants from the Ministry of Education and other organizations agreed with the CENTRES recommendations to integrate arts into curricula, develop a creative entrepreneurship curriculum, use digital technologies, and better link education and business through dedicated programs. Next steps include promoting the recommendations within national strategies on entrepreneurship and smart specialization.
The document summarizes a policy workshop held in Prague, Czech Republic to discuss recommendations from the CENTRES project for improving creative entrepreneurship education. Workshop participants including government and education representatives agreed with the CENTRES recommendations, which included taking more horizontal, arts-focused, digitally-enabled, and business-linked approaches to entrepreneurship curriculum and teaching programs. Next steps discussed incorporating the recommendations into national strategies and continuing initiatives for cross-sector collaboration and teacher professional development.
The document summarizes a policy workshop held in Lithuania to discuss stimulating entrepreneurship and creativity. It describes presentations given by representatives from the Ministry of Education, Ministry of Economy, and organizations working with youth entrepreneurship. The workshop highlighted the success of the EU-funded CENTRES project in schools and recommended continued support for developing entrepreneurship skills among youth.
Polish association for creativity pilot activity review and outcomes helsink...Centres-EU
The Polish Association of Creativity Poland conducted a pilot project to increase student competence in innovation and entrepreneurship. The project involved 150 schools across Poland implementing local creative projects like fashion shows, theater festivals, and concerts between September 2013 and April 2014. Teachers received training workshops while students completed surveys. Preliminary results found that students gained experience organizing ventures and working in groups, learning valuable skills, while more outcomes will be observed as the pilots continue through May 2014.
Polish association for creativity - Pilot activity review and outcomes helsin...Centres-EU
The Polish Association of Creativity Poland conducted a pilot project to increase student competence in innovation and entrepreneurship. The project involved 150 schools across Poland implementing local creative projects like fashion shows, theater festivals, and concerts between September 2013 and April 2014. Teachers received training workshops while students completed surveys. Preliminary results found that students gained experience organizing ventures and working in groups, learning valuable skills, while more outcomes will be observed as the pilots continue through May 2014.
This document is a project card for an educational project focused on creative sectors. The project was funded by the European Commission under the Lifelong Learning Programme. The card provides information on the name of the school, title of the project, the creative sector addressed (e.g. visual arts, performing arts, film, music), project supervisors, participants, timeline, goals achieved, and presentation details.
The document discusses a project-based educational method for developing entrepreneurial skills in schools. It provides guidance for teachers and students on planning a project, including determining who will lead it, when and where meetings will be held, what activities will take place, creating a schedule and documenting progress. Teachers are encouraged to evaluate students' activities by assessing what supports their entrepreneurial development and analyzing how the education system cultivates skills like creativity, problem-solving, and teamwork.
The document describes an activity called "Photos. Group integration" that is intended to familiarize participants with each other and promote tolerance through the use of photos. The activity involves participants selecting photos in rounds and saying how the photos relate to their interests, dislikes, wishes for others, favorite subjects, and metaphors about an introduced concept. The facilitator should ensure participants have space to share but are not forced, and should guide discussions to focus on positive aspects and strengths. The overall goal is to help the group get to know each other through photo-based discussions and sharing.
Mysterious animal. collaboration within a groupCentres-EU
The document describes an activity where participants are divided into groups and tasked with inventing a mysterious new animal discovered in South America. Each group must draw and name the animal, describe its features and why it would make a good pet. They then prepare a presentation on the animal as if giving a press conference. The goal is to develop teamwork, presentation and cooperation skills by having the groups collaborate to create and present their imaginary animals to the others.
The document outlines an educational project chart for tracking creative sector projects funded by the European Commission. The chart includes fields to track the name of the school, project title, creative sector of the activity, persons in charge of the project, authors and implementers, duration, aims, and delivery details of individual projects.
The document describes a simple group work game called "Dice" that can be used to assess team dynamics. The game involves teams of 2-10 people competing to be the first to reach a score of 100 by adding, subtracting, multiplying or dividing numbers rolled on dice. The tutor observes and records results. After, the teams are questioned about their strategies, challenges, emotions and leadership to evaluate elements of effective group work like defining objectives and ensuring cooperation under stress. The game is meant to warm up teams and improve unity.
Centres Evaluation Lithuania-students' answers to survey
1. CENTRES
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Entrepreneurship camp 2013 Questionnaire
Students’ answers
1. Entrepreneurship. How has the camp changed your understanding of
entrepreneurship in general? And how has the camp changed your understanding of the
main stages related to starting a new business?
Has clarified the necessary first steps for start-up
I have learned that it is difficult to run a business only by yourself, so you need to use the team
members to think not only what to do, but is it realistic to do so.
Camp significantly changed , the stereotypical view of a business ( only need to manage ) to a
much wider range ( 99 % of the work and 1% talent ")
Helped to understand what need to do in order to start business. Exactly understand what is the
market, marketing, SWOT.
By participating in this camp I understood that in order to achieve something it is necessary to
put a lot of hard work. I realized that when you start the business one of the most important
human step to be a good business plan.
I realized that the business is not for me, but the lessons learned will definitely help in other
areas.
Some essential things I have not heard that changed my understanding.
I realized how really hard and so efforts should be made to develop the business.
I find it very difficult to build a business, it's hard to come up with a good business idea and to
expand it.
I realized that everything has to be in business for very fine in order it actually turned into a
business.
I realized that everything has to be in business for very fine in order to actually turn it into a good
business
Allowed to take a closer look at the business and its implementation. I realized the need to go
deeper, to examine all the details.
I realized that the business is not for me.
In the camp I realized that the business is very hard work that requires patience.
Did not change.
2. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Helped to understand how important it is to know what exactly are you going to do when creating
a new business and theoretical knowledge will help in future.
Revealed that the business creation process is longer than I thought.
I learned to always there will be competition in business, that to implement own idea is needed
of the enormous effort and specific goals and ambitions.
I realized that the business is not for me, but would gain the knowledge to be able to really use in
other areas.
Deeply changed my understanding, I gained a lot of knowledge about the business.
In fact, it is a lot of things about the business and its implementation phases already I knew as
participated in various competitions and during lectures of the various lectors had received a lot
of information. However, this camp has provided both theory and practice, and made it clear that
everything must be well thought out.
Perception of ideas from the beginning to the end is very important.
Camp simply encouraged to look to the ideas more widely, to have more consultation with
mentors and other experienced individuals.
Not everything is as simple as it seems, it is important to be able to allocate the time.
Understanding about the business the camp has not changed, only deepened knowledge.
Understand that the implementation of a business is very difficult.
In the camp learned a lot about the business, I learned more economic terms, learned how to
write a better business plan, what it requires and what are next steps the things to do.
2. Entrepreneurship. Where and how can you adapt the knowledge gained in the camp?
If there will be the idea how to start a business
In real life, not only in business, but in any industry.
Of course, that would be acquired in own business , but also could be applied to any other area.
Maybe I'll have a general understanding when developing a business in the near future, so I will
be able to use acquired knowledge.
Knowledge gained in the camp could be used in the personal life also. In the future, will always
be useful excellent presentation skills, ideas purifying experience, time management experience.
Use them at school, in other competitions. Especially useful for speaking before an audience.
Maybe next time to speak before a large group of people will be even easier.
3. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Everywhere in the life, when evaluating and analysing ideas.
During the studies and in the future life, because now I will have a general understanding of the
business ( how to create and what aspects are necessary to find out ).
Knowledge gained during the camp I will be able to use in the future.
In the future.
Acquired knowledge will be able to use when starting your own business, or just planning it.
Perhaps in the future, making presentations, working with the team.
In the School – during lessons on Economics; in life - building own business.
I think will not use them, because do not associate myself with the business.
General economic and market understanding
During the economic classes and in case if you find a desire to build a business. In addition, they
contribute to the overall economic understanding and / sophistication.
First of all, the knowledge gained will be useful in school, maybe in the future it will be useful
when working
Speaking publicly. Practice knowledge how to make presentations.
I will be able to adapt gained skills in public speaking and making various presentations, I
realized how to make slides, how to present them.
In general it will allow me to understand the world of business.
Lessons and competitions.
Typically, when writing a business plan , the making various market analysis.
At the student company, latter creating your own business, a startup.
I will be able to adapt their knowledge by participating in other economic projects , economic
classes
First at the school and later in the real life.
First of all, these business skills can be adapted at the school. Also possibly when setting up a
business in the future.
4. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
3. Entrepreneurship. Which new skills have you acquired and what have you learned
during the camp?
Learned how to make presentations. Learned business establishment stages.
Learned how to create exciting and almost perfect presentations. Learned how to forecast the
future, how to analyse and predict.
The biggest plus for this camp is for the large number of presentations - all camp participants
learned to speak in front of an audience and not to worry to do that.
Accurately define and flesh out your thoughts. Better understand what the business requires.
Learned to speak in front of an audience
Learned almost perfectly how to create and deliver presentations. Business plan writing.
Learned to make better use of my time and how to plan it properly.
Stronger and bolder speak before an audience. Improved communication skills and teamwork
skills. Further understanding of the business and its implementation.
Cooperation to solve problems (tasks) within a very short period of time, planning time.
I found out more about the business establishment.
I learned how to work in the team, how to make presentations.
To make presentations. Learned about investments, examine all phases of the business.
Fast work, to speak before an audience.
I learned to work at a blistering pace, quickly agree with team friends.
Almost nothing new.
Business development ideas, how to make business plans.
Learned more about customers. How to quickly prepare presentations
I learned to make presentations, to speak without paper. The more I presented, the less
worries occurred, less stress, a great workout to speak to a large audience.
Talk to the audience, to make presentations, as well as learned how to work in teams, to
develop communication skills.
I learned to present slides, perform productive work.
I learned very quickly to prepare presentations, to show there only summary information. It is
5. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
also very important to public speaking, ability to answer the questions - we also improved.
Without no doubt teamwork. We learned to divide the work and plan our activities.
It is an important time planning, set up an idea, then step by step to examine it.
Quick decisions; time planning; ideas presentation.
Time planning; presentations.
I learned to concentrate more.
Plan my time.
I learned how to write a business plan, prepare presentations and work as a team.
4. Creative industries. Has your perception of creative industries changed? Do you see
any potential for running a business in this area?
At first, it seemed to me that this is just the artists. Surprisingly, even the programmers depend
on creative industries.
I realized that it is not enough to come up with brilliant ideas, but it is necessary to analyse the
idea and know how and why you do it.
Money in the arts. I knew this term before, but only in the camp understand how wide it is.
Opportunities to build a business from the creative industries are very large.
It is important to take interest about consumer needs, to provide own business with
innovation, interest, what is very important for young people and to know exactly what your
idea stand out from other companies.
Finally, I realized what the creative industries are, I realized that this is not my area, but this
was exceptional experience.
Unchanged.
This is a difficult area in which not everyone could take root at all, because competition is very
high.
This field is that requires a lot of creativity and hard work.
I realized that this area has to be very original, creative, look at everything differently.
I thought that this industry has more to work with creativity, and now I realized that here,
business part is also very important.
6. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Business in this area is very dynamic and innovative.
I understood what it is and how it is done.
Unchanged, only sealed the previous understanding.
Requires special organization skills.
I realized what it is the creative industry, as how they are described: Art turned into a business.
I had no idea what a creative industry when arrived at the camp, but now I know. Do not have
plans in this industry.
Now I understand what it is
The creative industries I see as art sales. It's more entertainment, businesses related to the
arts.
Hard work without a large guarantee. I can’t learn a lot in this industry.
It was not only the art and fantasy , but also a specific activity
Unchanged, need to know how to create and run.
My conception unchanged.
Unchanged. I did not find very interesting business in this field.
First of all, I learned what creative industry is. Business then becomes more interesting.
5. Creative industries. What useful information have you received from the creative
industries businesses representatives?
They presented the real ideas that have been or will be implemented.
Told how to convince investors to provide funds ( investing) , about clients
Representatives provided information that everywhere you could find a niche for your business.
At the early stage of the business you could engage free activities in order to spread the brand
name.
The most interesting thing was to hear what they talked about how creative industry has helped
them in their business.
I liked to listen the stories about their business experience. Get more acquainted with the
specific branches of the creative industries.
7. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
How to deal and cooperate with our customers.
All they said was useful and interesting.
What are the risks, what risks can occur.
About the business how to run, how to start.
Outlined the importance of the creative industries. Explained in detail what it is, why it is
needed.
Presenting his previous experience also highlighted errors revealed some " human " nuances
of the customer support
They gave us a lot of criticism, from which we could learn. They also gave their knowledge
It is very hard to please the customer.
Inspiring stories from business representatives inspired to try and achieve the desired result ,
as well as helped to better understand the whole business.
He described how to start the process - the business.
Met with individual branches of the creative industries.
It has been very interesting to listen to the presentations, to learn their experiences and the
mistakes they had made. The fact that they shared about their work it is a little help to make the
choice of the right profession.
Some useful facts presented.
Provided with comments, which later turned into ideas, encouraged to act on personal contacts
and offered assistance.
Shared their experience.
It was interesting to listen to the business representatives.
Provided really a lot of information, difficult to say which is most important.
They gave me a lot of useful information and advice I learned a lot.
6. Has the camp met your expectations? What and why?
8. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
I did not have any expectations.
Yes. Learn more about the business development stages, learning to speak freely in front of an
audience, team work, allocating certain jobs. I think that it is important not only in business but
also in any medium in the future.
Yes, absolutely
.
Yes. I wanted to know more about the business, what business requires, what should be the
steps towards its implementation, it was great to hear from professionals criticism, advice, and
observations.
The camp has justified my expectations. Most is that it will help me refine my ideas
I met a lot of wonderful people, but I was expecting more free time and less task .
Partially wanted more free time during the first days.
Yes. I learned a lot and I met interesting people.
I met new people, learned a lot about business. I think, the camp justified my expectations
about it.
No, I was thinking to rest.
Justified my expectations, although there was bit too much work
Not really. I was expecting a wider variety of tasks.
I expected more time spent with friends, fun games.
Not to. I was expecting to have a good time.
Yes. The rapid pace and a wide range of activities fulfilled the camp idea.
Not quite as I expected and recreational camps, but not working. However , I liked the
occupation , we were busy and at night
Due to the educational nature - was justified. But before coming thought that this camp will be
more recreational camp.
A few expectations really justified. Expectations: to meet new people, hear the stories of
entrepreneurs rise, learn more about creative industries, have fun and entertaining activities .
Our expectation was justified because it was given every opportunity to have fun and
meaningful way to spend your time.
I was expecting a more recreational camp, however, gained through knowledge will help in the
9. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
future.
Slightly hoped that there will be less work, more free time.
It was justified, but I did not expect to be so intense work.
Partially
Basically, yes. I was able to check own knowledge go deep into work.
Yeah, I knew that there is no time to rest
Partially. I expected, that will be interesting activities, but did not thought that it will be so
much.
No, I was hoping that there will be more free time.
I thought that would be more free time, but I am glad that I came and met a lot of people and
learned a lot.
7. What kind of benefits you received from participating in the camp?
Experience how to make presentations
We learned to work quickly in a team, explain our ideas clearly and briefly to the audience,
easily speak, when presenting our ideas and how to get away from a tricky situation, confusing
questions .
Time planning. Specifically and smoothly express our thoughts. It is important to stay focused
on the task and work quickly.
I think the most important benefit I got is the time management skills.
Comprehensive benefits
The benefits are comprehensive, also the presentation skills very well delivered.
I got the idea of setting up a business and the difficulties of existence and prosperity.
Learned a lot about the business, the necessary knowledge how to set up it and I have gained
some experience
I learned how to do a business plan, got good advices and gained better understanding.
Courage speaking, delivering presentations, business knowledge, understanding of what I
would like to do and good time with interesting people
10. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
The new knowledge and learned to work quickly
Deepen knowledge, make new friends.
In practice, no
Allowed to test myself and give myself a confidence, expanded the circle of like-minded people
and expanded understanding of business development.
I met new, interesting and amazing people. I learned how to quickly create slideshows.
It is well- spent time, met interesting people, made friends and I got the economic experience.
I learned how to present the idea, how to speak in a clear and comprehensible manner, how to
work with new teammates (though before strangers), quickly and creatively to do the task .
I learned to speak in front of an audience.
Completely changed my understanding the business.
Various benefits, because I learned the theory and I was able to perform practice at the same
time. I found new friends with which I may do some projects in the future.
I saw that the planning of activities is very important.
A new people, friends.
Learned to rate all the details, gained information, communication and presentation skills.
Further improved time management skills, strengthen not only the information obtained during
the lessons economics.
Learn how to present your thoughts and ideas.
First of all, I became bolder presenter. I improved and I am better at the team work now, I
learned more about the creative industries.
.
8. LJA camp (overall rating , scale 1-10)
Average score: 8,06
9. Would you recommend taking part in such a camp to others? Why?
11. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
The acquisition of valuable experience within a short time
Oh yes, because the knowledge acquired in this camp will be really useful in the life
Yes.
Yes, I recommend. This camp helps not only to gain business knowledge, knowledge about the
economy; it helps to learn to work in teams, to talk to the audience, to hear different opinions.
Yes. Because the camp helps to know your potentialities.
I would recommend for the acquirement of experience, skills, and especially for these people
who are ready to connect their future with business or creative industries.
Definitely yes. But just emotionally strong people.
Of course, since this is an unforgettable experience and purposefully spent time.
I recommend to those who want to connect their lives to the business and so on
Yes, because I realized what is work from morning till evening.
I would recommend, because here you receive a variety of knowledge, you can meet some
interesting people and wisely to spend time.
Only in case, if others would like to work a lot to learn.
I recommend , but will warn that there will be a lot of hard work
Recommend for these who are willing to work hard and bind the business with their life.
Definitely recommend, because I think that everyone could find what is most relevant to him or
at least expand the overall outlook.
Yes, because good camp.
Want to recommend to these who associate life with the economy and are seeking to test
themselves.
I would advise those who are already aware of a specific, or at least planning to study
something related to the creative industries and the economy. Because the camp really
deepened knowledge.
I recommend, because really here you gain a lot of useful knowledge .
Partly because we got a lot of life experience, but I wanted more rest.
12. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Yes, as you could hear about other’s business experience, have fun and learn new skills.
Yes. To get knowledge what is bad time planning.
Without no doubt. There is simply no such thing as " bad experience".
It is worth to everybody to have such experience.
I think that I would recommend, because I am really interested in communicating with other
people, and to learn more about economics.
I would recommend, but not to everybody.
Sure. This is very useful for young people who are interested in business, want to learn
something new and grow.
10. Please write if you have any comments, suggestions
Agenda was really very tiring, so I think it would be fun to get more free time for relaxation and
socializing with other participants.
More time for the main tasks, one day would be given for the additional tasks in order not to
interferer them with main tasks.
To reduce number of tasks in order to allow the participants to spend more time outside the
working environment.
Just because of the fact we are young, we get a lot of tasks for a short period of time. At first,
it's interesting, but then they carry out their duties against our will.
The camp demanded too much mental work, too little has been entertainment and other camp
stuff. Projects were asked one after the other, there was not enough time to meet and interact
closely with other camp participants.
Free time almost absent, although if it appears I am is still thinking about the work and is
stressful.
Sometimes there was too much work.
Too many tasks, little free time.
Make more similar to the camp, not summer school.
Perhaps one extra day of activities and a wider spacing (more time or a whole free day in the
13. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
middle of the camp) would be more productive.
Too little free time.
Maybe focus on the presentations quality rather than quantity
Less presentations, more time for relaxation, games, chat with new people.
I think there could be a little less work, chance to more to socialize with other teams, not only
with own teammates.
Maybe slightly less tasks, after all it was very good. Maybe more fun
Better use of the environment and the air.
More independent evaluators, mentors.
Less presentations and stay indoors.
It would be nice if we could have the Internet all the time, because when you need someone to
find out it was not always working.
More rest, more Internet