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
LIETUVOS JUNIOR ACHIEVEMENT - EVALUATION OF CENTRES
PILOT ACTIVITY IN LITHUANIA
1. Context
Lietuvos Junior Achievement (LJA) is a non-profit, non-political organisation providing
education and training in entrepreneurship. Through various educational programmes for
primary and secondary schools, LJA wants to give children and young people the opportunity
to train and develop their creativity, entrepreneurship, and their practical business skills.
Young people should be allowed to believe in their own creative powers and use this as a
basis for creating value, developing workplaces and taking responsibility in the community.
The ultimate goal is to direct young people’s attention to their own possibilities to improve
their living standards and change their lives.
2. Approach
Special event (student forum) for the secondary school students designed to motivate
students to run in future private business, learn more about creative industries and provide
training on some basic business skills.
3. Rationale
The past few years have seen a global explosion of various types of educational and training
programmes aimed at stimulating entrepreneurship, but all surveys show that most efficient
are methods based on active and through the principle of “Learning by Doing” techniques
and events.
The goal of The Forum is to further the students understanding of business and economics
as well as demonstrate how teamwork can result in increased rewards at both organizational
and personal levels.
4. Pilot Description
 Format of the event
At the students’ summer Forum (summer camp) students gather in order to learn more about
business and to further develop management, leadership, business and inter-personal skills.
All activities and contests are arranged for the teams. The team members may not know
each other, will have to adapt to each other quickly and find out how to work together most
efficiently. At the beginning, there are a series of ice-breaking activities and group work to
learn some basics about creative thinking. Latter all activities are arranged as various

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
contests (business plans, presentations, etc.) among the teams. Participants are divided into
smaller teams (up to 5 persons /team) and teams prepare their solutions for the various
business situations. Teams prepare presentations and latter have discussion with all
participants. Teachers and business people formed jury, which evaluated students’
presentations.
 Participants
First stage – business case contest
Schools were invited to take part in the business case contest and the Forum participants
(students) were selected from the team members, which proposed the best case study
solution. Case studies were prepared by the business companies and these companies work
in the field of Creative Industries. Business people from these companies evaluated students’
case study solutions. Examples of the business case studies are presented at the end of this
chapter.
Outcome: 97 students’ teams presented their case studies solutions (in total 300 students
from 50 schools).
Second stage - Student summer camp (Forum)
The Forum was the final and main stage of the whole pilot project. The Summer camp
participants’ selection was based on the online case study contest results.
Participants of the summer camp included secondary and vocational students (age group:
16-19) and teachers:
 Number of students: 35 from 14 schools, in 12 cities
 Number of teachers: 10 from 10 schools.
Location: countryside homestead.
Duration: 5 days (4 nights)
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Examples of business plans for creative industries - Themes of the
online Competition
Example 1: You are working in the advertising agency as a project manager. Your friends
are jealous of you since you work in the best advertising agency in Lithuania. Your key client,
on whom your salary depends on, has a major business problem – the sales are decreasing
rapidly. The client manufactures ecologic apple juice.

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
Task: Increase the sales of the apple juice. The campaign should encompass standard (TV
advertising, radio, out-door, etc.) and non-standard advertising solutions. Evaluate the
effectiveness of the suggested actions.
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Example 2: New popular Spanish clothing network is planning to open a shop in one of the
shopping centres in Vilnius.
Task: Prepare the concept for the shop opening: the idea of the event, reasoning, opening
scenario.
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Example 3: Retail trade network while collaborating with the ornithologists is supporting
preservation of endangered Lithuanian bird species (producing bags with endangered
species, providing nesting boxes and feeder tables to local communities).
Task: Work on the communication plan covering all Lithuania for the preservation of the
Lithuanian endangered species.
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Example 4: Advertising agency is planning to greet its clients with Christmas (greetings,
presents), budget for 1 client – 100 Litas.
Task: Create the concept for greetings.
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Example 5: „BigBoom“ is a very popular sandwiches’ bar in one of the Lithuanian cities.
Nearby, a new similar sandwich bar has been opened. However, it is not seen from the
street. The municipality does not grant permission to provide directions on the building or put
a sign on the street.
Task: Think how to attract customers to the new sandwich bar.
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Example 6: One of the schools in Vilnius has decided to digitalise their work (possible e-
books, website of the school, social network between teachers and students, etc.).
Task: Create the project for the digitalisation of the school, suggest what and which
processes shall be digitalised, justify the benefits for the school, teachers and students.
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Example 7: Healthy nutrition and healthy lifestyle is relevant topic in todays’ society.
However, lack of interest in this topic is noticeable between young people.
Task: Create an idea for the game for the mobile phone application, which would stimulate
interest of young people in healthy nutrition and would form the principles of healthy lifestyle.

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
5. Impact & Legacy
The Students’ Summer Camp achieved its main goals i.e. gave students deeper
understanding about the business and creative industries. Students’ responses show that
they got familiar with knowledge about business and creative industries as well as about the
effective time management. They improved their team working, communication and
presentation skills.
Questionnaire, students and teachers feedback are listed in the Annex #1-3.
6. Quality
7. Insight
Online case study contest followed by the Students’ Summer Camp proved that these ways
of training/teaching are effective entrepreneurship education methods and could be highly
recommended for further implementation on the national and international level. Probably the
only one main obstacle for the wide implementation of the Students’ Summer Camp
methodology is the relatively high cost of such an event.
.
What worked or not Possible action to improve
Business people at the Forum Yes Could be more, but need to be good presenters
Competitions Yes Students like to compete
Splitting students into the
teams
Yes Team working is good experience
Tight schedule Yes Push students to use time wisely
Tight schedule No Maybe more free time, but there always be not
enough free time
Name Better to use something like “summer
academy”, or “summer school”, as the name
“camp” presumes that there will be mainly
leisure activities.