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.

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
ENTRUM Foundation: Pilots Evaluation Report in Estonia
1. Context
Estonia is a small country in Northern Europe with less than 1,4 m inhabitants. Nevertheless
Creative Industries (CI) have an increasing role in strengthening the state’s competitiveness
and developing a knowledge-based economy. Creativity is becoming the key component in
several sectors and this has a focal role in achieving not only economic objectives, but also
improving our environment, quality of life, innovation and competitiveness. As a result,
creative industries play a considerable role in regional development, tourism and increasing
the state’s export capacity. A special study has shown that in 2007 over 5000 companies and
institutions operated in the creative industries sector, amounting to 9,4% of the total number
of companies in Estonia. The total income of CI companies per year in 2009 amounted to
1 146,42.- EUROs. The creative sector is growing constantly so that in 2011 the sector
accounted for 3% of the Estonian economy1
.
To move forward Estonian Creative Industries needs highly motivated young people with an
enterprising mind-set and well-developed social and business skills, as well as professional
contacts. The main challenge is that the alumnus of Estonian schools does not fit those
requirements. So they experience difficulties in fulfilling themselves as professionals, as well
as establishing their own enterprises.
Nevertheless of the fact that Estonia already have Junior Achievement students company
programme for the last 20 years, as well some short-term project based initiatives around
Estonia. We still had in 2009 more then 10 000 unemployed young people aged 16-24.
That means young people in Estonia still constitute serious challenge for country social
system instead of creating additional value for the country.
2. Approach
In 2010 the Estonian Chamber of Commerce and Industry developed a concept of an ideal of
a personality with an enterprising mind-set that became a basis for the framework document
“National Entrepreneurship Development Plan” that was signed by the Ministry of Education
and the Ministry of Economics of Estonia. In the same year the Youth Entrepreneurship
Development Programme and Contest ENTRUM was launched by Eesti Energia (Enefit).
The programme was also based on the concept of an ideal of a personality with an
enterprising mind-set mentioned above and this purpose was to create a generation of young
Estonians with an enterprising mind-set and appropriative social and business skills, as well
as contacts among professionals and entrepreneurs, that will support youngsters’ self-
fulfilment in such economy sectors as IT, energy, engineering, social entrepreneurship and
creative industries. CENTRES pilot activities helped the Entrum Foundation to test the
“ENTRUM 4-steps enterprising mind-set creating” methodology2
on Creative Industries (CI)
1
Creative Industries in Estonia (2011), Loov Eesti
2
ENTRUM 4-steps methodology: 1 step – bring youngster out from her/his everyday environment (school and
home), inspire and encourage, bring outside of everyday environment; 2 step – teach practical skills social and

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
start-up’s, including creation of links and professional contacts between youngsters and CI
business-incubators and entrepreneurs by visiting business-incubators and mentorship by CI
entrepreneurs. Parallel to the abovementioned pilot activities we decided to create a new
methotodology for boosting youngsters immediate readinees to act, as well improve their
knowledge related to logic of creative industries functioning (production, post-production,
marketing) and launched “Music video production action” (limited time and resources
approach). So actually the Entrum Foundation has carried out two different pilot activities.
3. Rationale
The education system in general experiences a gap in providing to youngsters real life
experience, where youngsters can explore what it means to initiate, manage resources, take
responsibility for decisions in collaboration with concrete economy sector partners such as
business-incubators, the regional development sector, entrepreneurs. Creative industries are
not an exception in this sense. That is it is so important that the learning by doing process
would be accomplished in cooperation with CI business-incubators and entrepreneurs, who
will explain and show in practice how creative industries work in reality including business
and production processes. So the main emphases was put on bringing 13-19 year old school
students outside of their everyday environment (school and home) and giving them the
chance to taste real life.
In the case of the second pilot activity (music video production) it was important that
youngsters get production experience, where the final result will reach a much broader
audience than just their own school and family. It must be something that will reach a
national TV channel audience and public. So that young people can feel the connection
between the initiation, production and delivery process of the product that would be
consumed by more then 30 000 people. So this will give them the feeling that they do
something real, something that other people really need, not just doing things as part of a
study process.
4. Pilot Description
Pilot activity 1: ENTRUM enterprising mind-set creation 4-steps methodology
application to CI start-up’s (17.10.2013 – 22.05.2014)
The participants of pilot activities: 13-19 year old students from different schools around
Saaremaa, Hiiumaa, Pärnumaa and Viljandimaa counties in Estonia. Students were selected
on the basis of preliminary registration. First they were invited to participate at the ENTRUM
Opening Show in Pärnu Concert Hall in October 2012, where they meet with the ENTRUM
patrons (Estonia’s most successful and famous celebrities), mentors (entrepreneurs), as well
as representatives of business-incubators and regional development centres. Youngsters got
inspiration and the opportunity to brainstorm with the help of the entrepreneurs on their first
ideas for start-up’s that they would like to launch. They also learned to use out-of-the-box
business skills that will support enterprising mindset (teamwork, goal setting, action plan, resources management,
business model generation); 3 step – integrate youngsters to the network of entrepreneurs, one-to-one mentoring
and colloboration with business incubators; 4 step – create entrepreneurial lifestyle (including what to read, what
events to visit) by socialising.

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
thinking, skills and interests self-assesment, identification of creative passion, other people
needs (business opportunity and market research).
To participate in the 4-month incubation programme youngsters needed to electronically
register their idea and team. It was a compulsory condition to pass to the incubation
programme that lasted from November 2012 to February 2013 and had 3 one-day sessions
and 1 Night Session:
One-day session “Define your
idea!”
November 2012
Team-bulding, different types of business models,
business planning, introduction of Estonia’s
entrepreneurship and creative industries ecosystem.
Night session “Think smart!”
December 2012
Financial planing, budgeting, accounting, product costing
and pricing, start-up capital, sales pitching.
One-day session “Act wisely!”
January 2013
Marketing and communication planning
Marketing products (press-realise, video) contest.
One-day session “Take
responsibility!”
February 2013
Analysis of business idea launching results, pitching
exercises, business ethics, collobration with Estonia’s
entrepreneurship development and creative industries
ecosystem.
Sessions took place one time per month. Each session had 3 different parts:
1. Hour of Inspiration (1 hour) – talk-show in a large Concert Hall with some famous
entrepreneur or celebrity on some particular topic related to the business model
generation.
2. Entrepreneurship LAB (4 hours) – practical work on start-up’s development by
economy sectors.
3. Quality time with mentor (1 hour) – start-up team used that time to agree with their
personal mentor the next steps or discuss any difficulties. Each team had their own
personal mentor.
Altogether 177 youngsters and 61 start-ups entered the ENTRUM incubation programme in
the field of Creative Industries. Each start-up team could consist of 1-6 members.

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
Economy sector Number of participants and start-up’s
Creative industries:
design, theatre, movie, cross-media
35 start-ups (107 youngsters)
35 mentors
Creative industries:
music industry and events management
26 start-ups (70 youngsters)
26 mentors
Overview of pilot activities events:
After incubation programme altogether 10 “CI: design, theatre, movie, cross-media” start-ups
and 6 “CI: music production and events management” qualified for participation in the
ENTRUM Superfinals in March 2013 at Pärnu Concert Hall.
“Creative industries: design, theatre,
movie, cross-media” finalists
»Creative industries: music industry and
events management« finalists
1. “Amberella” - Fashionable raincoats;
2. “Arting grupp” – Indoor painting service;
3. “E-Talentbank” – creative industries young
professionals labour exchange;
4. “Kenert Tamm Photography” – nature
photography service;
5. “MIREMBE kleepsud” – disian stickers;
6. “Noorte Avastamata Kunstnike; Näitused”
– young artists exhibitions and art sale;
7. “Põnev Tootsi Noortepark” – Free time
and Entertainment Park;
8. “Sierra” – Design Clothing to Martial Arts
Enthusiast with reasonable price;
9. “Tegude Päevik” – diaries for youngsters;
10. “Tervisliku toitumise ja spordi lehekülg” –
healthy lifestyle promoting webpage.
1. “ArtJam” – Summer camp for artists;
2. “Hiiumaa Muusika- ja Tantsulaager” -
creative industries summer camp for
youngsters on Hiiumaa island;
3. “Kinu peab saama!” – 5D movie theatre;
4. “Stuudio MSN-I Musuikute võrgustik” –
record label;
5. “Muusikabänd The True Smile” – music
band;
6. “Ulatame käe läbi meloodia” – Charity
Concert with Estonia’a most famous pop
singers

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
To qualify for the Super finals it was necessary to present a prototype (min results) and first
sale results (max programme). Next you can find comparison of CI start-ups statistics to the
others sectors of the economy:
Sector of economy Number of participants
and launched start-ups
Number of finalists and
implemented ideas
%3
1. IT ingenuity 16 start-ups (39 youngsters) 5 start-ups (16
youngsters)
41%
2.Social entrepreneurship 29 start-ups (102
youngsters)
9 start-ups (35
youngsters)
34%
3. Service economy 55 start-ups (155
youngsters)
12 start-ups (51
youngsters)
32%
4. CI: music production 26 start-ups (70 youngsters) 6 start-ups (22
youngsters)
31%
5. CI: design 35 start-ups (107
youngsters)
10 start-ups (33
youngsters)
30%
As we can see from the results CI are quite popular among youngsters. One third of all
initiated ideas (61) are under CI. The total amount of enterprising ideas (total 161 ideas).
At the same time start-ups survival index show that CI start-ups are not so successful in
creating a real product or service in a 4-month period of time. “CI: music production” and “CI:
design” are in the last places in start-ups rankings.
Nevertheless the strongest CI start-ups were awarded at the ENTRUM Awards Gala on 22
May 2013 in Pärnu Concert Hall with the participation of Estonia President Toomas Hendrik
Ilves:
1. Best Creative Industries: design, theatre, movie, cross-media start-up – “Tegude
päevik” (diaries for youngsters). Start-up “Tegude päevik” is now profitable enterprise,
which produces calendars and notebooks for school students and sells them over all
Estonia.
2. Best Creative Industries: music production and event management start-up –
“Ulatame käe läbi meloodia” (Charity Concert with Estonia’s most famous pop
singers).
All CI start-ups finalists have received a certificate certifying their skills to potential future
employers, as well as giving them the right to be entrepreneurial in their own right.
3
Start-ups survival % - how many youngsters started with their start-ups launching and how many of them
qualified for Superfinals (realised their idea).

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
In the case of this particular pilot activity the following institutions can be considered as
indirect beneficiaries:
Estonian Business Incubators
and institutions promoting CI(3):
1. Tallinna
Ettevõtlusinkubaatorid;
2. Tartu
Loomemajanduskeskus;
3. LOOV EESTI
Better awareness of youngsters about CI in general, as
well as about the role and services of business-
incubators, including conditions of incubation services,
events.
Regional Entrepreneurship
Development Centres (4):
1. Hiiumaa MAK
2. Saaremaa MAK
3. Pärnumaa MAK
4. Viljandimaa MAK
Better awareness among youngsters of
entrepreneurship in general, as well as about the role
and services of regional entrepreneurship development
centres, including conditions of incubation services,
events.
Ready to use methodology that could be adopted for
county needs.
Creative industries SME-s and
entrepreneurs
Better understanding among entrepreneurs of
methodology of how to develop necessary skills for a
successful professional life among young people.
Overview of current situation with school students’
readiness to join labour market as employees or
entrepreneurs. Contacts with talented youngsters they
would like to cooperate with further.
Local (48) and regional (4)
governments
Local and regional governments have got experience,
motivated young people, who will soon become leading
members of local communities as professionals,
entrepreneurs and responsible citizens.
Pilot activity 2: Night Music Video Action (8th
- 9th
December 2013)
Altogether 300 participants were selected to participate in the Night Music Video Action.
The ages of participants were 13-19 year old. There was no any previous experience or
special knowledge required.
The synopsis of the music video was created and conducted by ENTRUM youngsters
themselves under supervision of a professional production team High Roller Films. The aim
was to develop the youngsters’ creativity and raise their awareness and practical skills in the
field of the production process in creative industries, including event management, music
production, video production and marketing. The main feature of the “Music video
production” methodology is stressful conditions: constraints of time and limited resources:
one location and specific technical equipment (camera Phantom FLEX), as well as a special
condition – all 300 participants must be involved in the production process of the music
video.

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
Before the action the youngsters organised a public poll with the purpose of choosing most
popular pop song to produce a video for. As results of the public survey the Teele Viira, Tuuli
Rand and ULA – song “Ring the Alarm” was chosen to make the music video.
The music video produced by the youngsters was broadcast on the national TV channel
ETV2 and stayed in the music charts for 3 weeks. The video has been viewed more than
30 000 times on YouTube and shared 200 times on Facebook.
TV interview http://etv2.err.ee/videod/eestitop7/35505947-fcc8-4593-81ac-79abd64a6780
starting 27:01
5. Impact & Legacy
Pilot activity 1: ENTRUM enterprising mind-set creation 4-steps methodology
application to CI start-up’s (17.10.2013 – 22.05.2014)
According to the evaluation forms4
, as well as start-ups public pitches5
in the ENTRUM Super
finals on 22 March 2013 the “ENTRUM 4-steps” methodology impact was very serious:
1. Instant “infection” by enterprising mind-set “virus” – mind-set and lifestyle. Even those
youngsters (CI start-ups members) who dropped out admitted a direct impact of
methodology on their mind-set. Some of the CI alumni continued their activity as
legally registered enterprises.
2. Direct connection of ENTRUM CI start-ups to creative industries business-incubators
and entrepreneurs helps avoid “putting students in the bubble” and created direct
links between students and all creative industries ecosystem.
4
16 start-up hard copy diary with section identifying start point of the team, final results and progress evaluation
by participants themselves, mentors, regional and professional evaluation commissions.
5
3-minute pitch, where participants speak about their results, study experience and insights. You can find
example here: www.youtube.com/watch?v=KubMiO2bvR4

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
3. The “ENTRUM 4-steps” methodology has a similar effect (creation of enterprising
mind-set, social and entrepreneurial skills) on creative industries’ start-up members
as to youngsters launching start-ups in high technology, social entrepreneurship and
service economy. At the same time the number of students who drop out is higher in
comparison to other economy sectors start-ups.
4. The “ENTRUM 4-steps” methodology’s successful implementation in CI start-ups
development requires support for youngsters from their school administration,
teachers, local governments, regional entrepreneurship development centres.
5. The impact of the “ENTRUM 4-steps” methodology was really remarkable if we speak
about mentors and business-incubators: 1/3 of the entrepreneurs were ready to
contribute on a regular basis next year. Most of them admitted revitalising energy of
young people that motivated entrepreneurs to make changes in their own businesses.
6. Creative industries business-incubators expressed readiness to continue and
intensify collaboration in the field of creative industries start-ups training by
contributing their own resources. Already next season “Tallinna
Ettevõtlusinkubaatorid” (Tallinn Business Incubators) and LOOV EESTI (Creative
Estonia) will become ambassadors and supervisors of the appropriative
entrepreneurial LAB-s:
 Tallinna Ettevõtlusinkubaatorid – Creative industries: design, printed and
digital media, advertising.
 LOOV EESTI – Creative industries: music production, event management,
theatre, movie, broadcasting.
Under supervision of the institutions mentioned above the curriculum of the incubation
programme was revised and improved taking into consideration needs of the creative
industries.
 Viljandimaa Regional Entrepreneurship Development Centre launched its
own county programme based on the “ENTRUM 4-steps” methodology.
 Saaremaa Regional Entrepreneurship Development Centre improved its
existing programme for school students taking as the example the “ENTRUM 4-
steps” format and methodology.

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
Pilot activity 2: Night Music Video Production Action (8th
- 9th
December 2013)
1. Youngsters respond well to actions, where they can create value in a very short time
and on a large scale –
visible results in a very short
time and having a real
impact not only in their own
network, but on a national
level;
2. Youngsters, in the opposite
way to perceptions in
Estonian society, are ready
to take initiative and
responsibility for projects
they really care about. This
means that study activities
must be meaningful for
them, not just for the aim of
fitting a curriculum;
3. Creative industry production process must be learned via practical activities and
followed by seminar, where youngsters can analyse what they have done and how
they have done it6
.
4. Youngsters created CI products are a valuable contribution to market diversity and
the different client age groups needs satisfaction (Justin Bieber efect).
5. Night music video action is also organised for next season in Tallinn.
6. Tallinn city is planning to organise their own teenagers’ Night Music Video action in
September 2014.
7. Quality
According to the feedback of participants and partners the “ENTRUM 4-steps” and “Night
Music Video action” approaches are perfect to inspire and empower youngsters to get
started, discover creative industries inside life and with people around, take responsibility for
the project success.
“The participation in the ENTRUM programme “Creative Industries: design LAB” gave
impetus to starting action, as well as knowledge of how to act. It gave us so much self-
confidence”.
6
Impact and insights summary is based on 300 youngsters electronic questionnaires before action and after
action.

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
Start-up “Arting group”, CI: design:
“We already had the “enterprise virus”, when we joined the ENTRUM programme “Creative
Industries: design LAB”, but ENTRUM was a real opportunity and gave us the courage to
start do real things. Thanks to “Creative Industries: design LAB” we can face the challenges
and find creative and sensible solutions. We have got very important experience. We believe
that this experience is the foundation of our success in the future. Start-up “Mirembe
stickers”, CI: design.
“When you learn how a music video is made and at the same time are contributing into this
process yourself, it gives way more than listening to yet another boring lecture and taking a
test. This definitely motivated me to put more effort into my own business project.” Magnus
Liir, Night Music Video Action participant.
What might be improved?
1. The quality of mentors. Entrepreneurs involved in mentoring must understand their
responsibility and be determined. Improvement of mentors selection and scholarship.
2. Very important is collaboration of mentors and students between the sessions. It is much
more effective when a mentor is able to supervise the work of a start-up between one-
day sessions once a month. Continuous contact between mentor and students is
necessary.
3. The number of “Creative industries LAB-s” must be smaller, so supervisors can pay
more attention to each start-up.
4. Sessions must be accomplished by working visits to Creative Industries business-
incubators and regional development sectors, as well as creative industries enterprises.
5. Creative industries start-up members needs environment, where they meet their teams
and develop their products, services – hubs designed for creative industries youngster’s
start-ups needs.
8. Insight
The “ENTRUM 4-steps” approach implementation to development of creative industries start-
ups and “Night Music Video Action” demonstrate that creative industries can be successfully
learned and practiced by 13-19 year old youngsters outside of school. At the same time it
requires intense collaboration between institutions of the educational sector (schools), local
communities, regional development centers, a neutral platform (ENTRUM programme), as
well as creative industries business-incubators and entrepreneurs to make it happen. That
model and approaches could be implemented in other countries. Direct reference to the
necessity of particular initiatives can be found in the European Commission action plan
“Entrepreneurship 2020”7
. To make the abovementioned approaches continuously work in
7
http://ec.europa.eu/enterprise/policies/sme/entrepreneurship-2020/index_en.htm (pp 5-7; 21-22)

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
Estonia and other countries in future there are a number of measure that must be
implemented:
The policy issue The best policy option
The high level of unemployment
among young people in Europe
(young people, who prefer to
stay in their comfort zone or do
not have enough
entrepreneurial social skills).
Entrepreneurial formal and informal education must
become an important and compulsory part of every
member-state educational system. “Entrepreneurship” or
“Entrepreneurial Learning” including development of
entrepreneurial mind-set and appropriate skills, as well as
contacts in the system of the national entrepreneurship
development ecosystem must become a mandatory part
of the secondary school curriculum from 7th grade (12-13
year old youngsters).
Every secondary school student must participate in at
least one non-formal educational programme or contest
directed to develope pratical skills (mini-company
programme, ENTRUM start-up programme, Aflatun). It
must be a mandatory condition for graduation.
Insufficient number of teachers
with entrepreneurial mind-set
Entrepreneurial education must became a mandatory part
of high school education for all teachers (please see
European Commission action plan page no 7)
Insufficient number of teachers,
who are specialised in
Entrepreneurship education
Universities must start to prepare “Entrepreneurship
teachers” for secondary schools. To guarantee young
teachers’ practical education all teachers must pass
practice in non-formal national entrepreneurship
educational programmes.
Lack of cooperation between
educational system and
entrepreneurship development
systems:
-Youngsters have no idea
how national
entrepreneurship
development system works
and what kind of services
can be provided to them;
- Formal entrepreneurship
education does not create
links to a national
entrepreneurship
development system
(business-incubators,
regionaldevelopment
centres, HUB-s,
accelerators).
1. Funds for business-incubators to provide to
schools and non-formal education programmes
additional assistance and consultants on how to
coach young people and introduce them to the
work and services of business-incubators.
2. Funds for national mentors network consisting of
active entrepreneurs with purpose to recruit and
educate entrepreneurs-mentors.
3. Funds to regional entrepreneurship development
centres to recruit additional consultants, who will
provide consultancy and assistance to school
students as part of their participation in mini-
company programme, ENTRUM or Aflatun.
We do not have a high enough Tax reductions for enterpreneurs volounteering as

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
number of active entrepreneurs,
who are motivated to contribute
their personal time and efforts
to coaching secondary school
students
mentors.
Lack of private sector financial
contribution to youngsters
creative entrepreneurship
development activities
To make financial contribution to entrepreneurship
education more attractive to big corporations’s CSR
activites it is necessary to implement tax reductions and
fiscal regulation at an EU and a national level.
Lack of infrastructure for
youngsters with an
entrepreneurial mind-set
Create youngsters HUB-s and business-incubators, that
will provide mentorship and funding for kids and
youngsters-entrepreneurs.
For example: http://businessincubatorforkids.org/