How to support SME Policy

Guidebook Series from Structural Funds.

Building
Entrepreneurial
Mindsets and
skills in the EU

Enterprise
andIndustry
1
 3

How to support SME Policy

Guidebook Series from Structural Funds.

Building
Entrepreneurial
Mindsets and
skills in the EU

A Smart Guide on promoting and facilitating

entrepreneurship education for young people
with the help of EU structural funds
4

This guidebook has been produced by the European Commission and is based on the information
gathered in a number of projects and studies executed in this field. Although the work has been
carried out under the guidance of the European Commission officials, the views expressed in this
document do not necessarily represent the opinion of the European Commission

For further information please contact :

European Commission
Directorate-General for Enterprise and Industry
Unit D.1 : Entrepreneurship 2020
e-mail : Entr-entrepreneurship@ec.europa.eu
URL : http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/index_en.htm

Translations of this document into a number of European languages are available on the web.

While this guidebook has been prepared with the intention to provide information on utilizing EU
structural funds, the information is provided without assuming any legal responsibility for correcteness
or completeness. Specific requests for the utilization of EU Structural Funds will always have to be
assessed within the applicable rules in force at the date and in the country of the application.

This guidebook is part of a Series. The titles published so far are :

Nr.1 Buillding Entrepreneurial Mindsets and Skills in the EU
Nr.2 Using standards to support growth, competitiveness and innovation
Nr.3 Facilitating Transfer of Business
Nr.4 The Smart Guide to Service Innovation

Legal Notice

Neither the European Commission nor any person acting on its behalf may be held responsible for
the use to which information contained in this publication may be put, nor for any errors which may
appear despite careful preparation and checking. The publication does not necessarily reflect the view
or the position of the European Union. Luxembourg, Office for Official Publications of the European
Union, 2012.

ISBN 978-92-79-25878-7
ISSN 1977-6624
DOI 10.2769/40659

European Union, 2012

Reproduction is authorised, provided the source is acknowledged, save where otherwise stated.
For use/reproduction of third-party material specified as such permission must be obtained from the
copyright holder(s).
 5

Foreword

Evidence suggests that developing entrepreneurial mindsets is a key ingredient of endogenous

growth, and a must for sustainable local and regional development and social cohesion.

The role of education in promoting entrepreneurial attitudes and behaviours is widely recognised
today. Transversal competences like creativity, sense of initiative and entrepreneurship will help
young people to develop their capacity to think creatively and to innovate, to develop pro-activity,
flexibility, autonomy, the capacity to manage a project and to achieve results.

There is growing evidence of the positive impact of entrepreneurship education. Young people going
through these programmes will develop more entrepreneurial attitudes, get a job earlier after finishing
their studies and start more companies, thereby creating more jobs.

Entrepreneurship programmes provide an excellent opportunity to connect education systems with

the local economy, as they are based on project work and on the voluntary participation of real
entrepreneurs. Students who develop contacts with the local business community are more likely to
remain in their region or in their country after completing their studies, either as employees in a local
firm or as founders of their own business.

For all these reasons, we would recommend this Guide to policy makers and to all those who are
involved in local development, and we encourage you to develop initiatives for education and training
on entrepreneurship in your operational programs, by making use of all the resources that the EU
has to offer.

Antonio TAJANI Johannes HAHN Lszl ANDOR

Vice-President of the Member of the Member of the
European Commission European Commission European Commission
Responsible for Industry Responsible for Regional Policy Responsible for Employment,
and Entrepreneurhip Social Affairs & Inclusion
6
 7

Table of contents

1. Executive Summary............................................9. 3.4.4 Progression Opportunities................................ 29

1.1 Purpose of the Report............................................ 9 3.4.5 Assessment, Validation and Recognition..... 30
1.2 Policy Background.................................................... 9 3.4.6 School-to-Enterprise Transitions.................. 30
1.3 Developing Effective Policy and 3.4.7 Training and Involvement of Teachers...... 30
Practice: applying Good Practices 3.4.8 Systematic Involvement of Business......... 30
to Support Progression....................................... 11 3.4.9 Systematic Involvement of Private
Associations and Organisations.................... 30
2. The State of Play : Entrepreneurship 3.4.10 The Role of Local, Regional and
Education - An Uneven Landscape............. 13 National Authorities and of the
2.1 Introduction.............................................................. 14 European Commission........................................ 31
2.2  The Aims and Objectives of
Entrepreneurship Education............................ 14 4. Developing Effective Policy and Practice:
2.3 Towards a Shared Intervention Logic?..... 15 Good Practices to Support Progression....... 33
2.4 Key Features of Current Practice 4.1 Introduction.............................................................. 34
in Entrepreneurship Education....................... 17 4.2 Key Elements of a National Strategy........ 34
2.5  The Need for Policy Action at 4.3 Developing the National Policy Framework.. 37
National Level......................................................... 19 4.4 Developing Effective Practice......................... 42
2.6 The State of Play in National Strategy 4.4.1 Teachers, the Critical Success Factor......... 42
Development............................................................ 20
4.4.2 Engaging with Businesses and Private
Associations and Organisations.................... 49
3. Towards a Progression Model for 4.4.3 Developing an Active Role for Local
Greater Cooperation and Coherence......... 23 and Regional Authorities................................... 54
3.1  The Progression Model: Purpose 4.4.4 Effective Entrepreneurship Education
and Rationale........................................................... 24 in Schools: Building the Local and
3.2 Structure and Content of the Model........... 24 Regional Entrepreneurship Education
3.3 Summary of the Model...................................... 27 Ecosystem................................................................. 56
3.3.1 Overall Goals........................................................... 27
3.3.2 The Key Stages....................................................... 28 5. Taking Forward the Agenda......................... 61
3.4 Implications of the Model: Challenges 5.1 Introduction.............................................................. 62
and Opportunities Going Forwards.............. 28 5.2 Policy Implications ............................................... 62
3.4.1 Funding....................................................................... 29 5.2.1 The EU as Enabler: Supporting New
3.4.2 Development of Objectives, Developments and Strengthening
Indicators and Targets........................................ 29 Programmes............................................................. 63
3.4.3 Teaching Methodologies.................................... 29 5.2.2 Roles and Responsibilities at EU Level...... 64
6. A menu of Actions the Oslo Agenda for
Entrepreneurship Education in Europe...... 65

7. Good Practice Examples............................... 71
7.1 The Danish Foundation for
Entrepreneurship .............................................. 71
7.2 Action Programme Education
Entrepreneurship .................................................. 72
7.3 TF-Fest ....................................................................... 73
7.4 Student company program ............................. 74
7.5 Entrepreneurs Skills Certificate................... 75
7.6 Lucy et valentin
crent leur entreprise ! ...................................... 75
7.7 Kitzbheler summer university
for entrepreneurship .......................................... 76
7.8 Unternehmergymnasium
Bayern, Entrepreneurial
Grammar School Bavaria ................................ 76
7.9 Programme for the promotion
of the entrepreneurship .................................. 77
7.10 resund Entrepreneurship Academy ........ 77
 9

Executive Summary

1.1 Purpose of the Report be found both in the illustrative boxes of

Chapter 4 as well as in the Annex
Structural Funds (in particular the ESF and
the ERDF) have an important role to play This guide is mainly based on the work that the
in supporting concrete projects aiming to Commission carried out in the last five years -
enhance the entrepreneurial mindsets, skills in close cooperation with national authorities
and attitudes of young people. However, so far - to promote education for entrepreneurship at
not in all EU Member States this opportunity school and university, with a particular focus
has been fully exploited. This document intends on supporting the implementation of national
therefore to provide an indication of actions strategies in this area.
that could be usefully taken in all countries
and in all regions with the support of European 1.2 Policy Background
Structural Funds.
The development and promotion of
It presents entrepreneurship have been strategic objectives
of both the EU and Member State policies for
a) The general rationale and status of many years, and have grown in importance
Entrepreneurship Education in the EU over time, with the European Commission and
individual Member States adopting a range of
b) A progression model on how to develop measures. Key amongst these is the building
and implement various stages of evolution of of a stronger culture of entrepreneurship
Enterpreneurship Education Policy and entrepreneurial mindsets of European
citizens, particularly young people. Education
c) A number of good practice examples to and training are key drivers in this process. All
inspire projects for the Structural Fund students should have access to entrepreneurship
Operating Plans (OPs) These examples can education, which should be offered in all types
and at all levels of education.
10

The EU 2020 strategy highlights the In the European reference framework

need to embed creativity, innovation and Entrepreneurship and a sense of initiative
entrepreneurship into curricula and proposes is one of eight key competences for lifelong
a number of actions to unleash Europes learning which citizens require for their personal
entrepreneurial and innovative capabilities fulfilment, social inclusion, active citizenship
through the flagship initiatives Youth on the and employability in a knowledge-based
Move, An Agenda for New Skills and Jobs society. In the framework, the key competence
and Innovation Union. Also, in the work sense of initiative and entrepreneurship is
programme of DG Education and Culture defined as an individuals ability to turn ideas
(Education and Training 2020) enhancing into action. It includes creativity, innovation
innovation and creativity, including and risk-taking, as well as the ability to plan
entrepreneurship, at all levels of education and manage projects in order to achieve
and training is one of four strategic objectives. This supports individuals, not only
objectives.1 in their everyday lives at home and in society,
but also in the workplace in being aware of
In 2008 the Small Business Act for Europe (SBA) the context of their work and being able to
increased the momentum for development and seize opportunities, and is a foundation for
intensification of entrepreneurship education, more specific skills and knowledge needed by
stating: those establishing or contributing to social
or commercial activity. This should include
The education system, and in particular awareness of ethical values and promote good
the school curricula, do not focus enough governance.
on entrepreneurship and do not provide the
skills which entrepreneurs need. Children can There is growing evidence of the impact of
learn to appreciate entrepreneurship from the education for entrepreneurship on individuals
beginning of their education. as well as on society and on the economy.
Countries or regions with a consolidated
In Principle I, the SBA identified the need to strategy for entrepreneurship education are
foster entrepreneurial interest and talent, and already measuring the impact of their efforts.
in particular invited Member States to: The results of a recently study commissioned
by the Directorate General Enterprise and
stimulate innovative and entrepreneurial Industry of the Commission on the impact of
mindsets among young people by entrepreneurship programmes at university
introducing entrepreneurship as a key show clearly that entrepreneurship education
competence in school curricula, particularly makes a difference. Young people who
in general secondary education, and ensure went through entrepreneurial programmes
that it is correctly reflected in teaching and activities display more entrepreneurial
material; attitudes and intentions, get a job earlier after
finishing their studies, can innovate more
ensure that the importance of even as employees in a firm, and start more
entrepreneurship is correctly reflected in companies.
teacher training and
The main sources of this document are:
step up cooperation with the business
community in order to develop systematic - Recommendations from the Oslo Agenda
strategies for entrepreneurship education for Entrepreneurship Education in Europe,
at all levels. which was published by the Commission in
2007;
1 See http://ec.europa.eu/education/lifelong-learning-
policy/doc28_en.htm
 11

- The outcomes of five High Level Reflection The model sets out four sequential stages
Panels with policy makers and key from pre-strategy through to mainstreaming
stakeholders, which took place between and specifies in detail the required steps to be
2009 and 2010; taken for: national strategy and frameworks;
schools; teachers; regional and local authorities
- The outcomes of two Symposia on Teacher and businesses private associations and
Education in Entrepreneurship held in 2011; organisations.

- The database of good practices of the The model foresees:

Small Business Act for Europe.
a conceptual shift from entrepreneurship
The report provides : education as how to run a business to how
to develop a general set of competences
Information on the current state of play in applicable in all walks of life, and experience
entrepreneurship education, especially in their application at school and from being
relation to the development of a curriculum add on mainly available at
entrepreneurship education strategies and upper secondary level to being an integral
their implementation. part of the curriculum at all stages;

A framework for mapping the area of the development of a vision shared at

entrepreneurship education, building national level by all the key stakeholders,
strategy, priority setting and action, using with learning outcomes, and objectives,
a progression model developed from the targets and indicators, with enhanced
discussions of the Panels. mechanisms for inter-ministerial
cooperation and social partner involvement
A cook book of good practices which and
show how to address key areas within the
progression model. the key role for developing more systematic
and sustainable approaches being taken by
Recommendations for action at all levels to teachers, schools, and businesses at local
support developments within EU Member level supported by private associations and
States and their regions. organisations and by local, regional and
national support infrastructures involving
1.3 Developing Effective Policy and teacher training, teaching resources and
Practice: applying Good Practices tools, mechanisms to share good practice,
to Support Progression clusters and partnerships.
With a pattern of entrepreneurship education
across Europe which is highly uneven, more Good practice examples already exist in many
systematic approaches are needed to ensure areas of entrepreneurship education strategy
that it is available for every student in every development and implementation. To assist
school. Development is needed in every part of stakeholders, the report describes the contents
the entrepreneurship education ecosystem of an ideal strategy. These include: cross-
ministry involvement; stakeholder consultation
In response to this, the report describes a - or even integration - to ensure wide-ranging
progression model to help Member States and buy-in; embedding of core competences
stakeholders in the field. The model provides throughout the national curriculum; high level
an overall conceptual framework to set strategic aims and objectives; dissemination of
priorities for action, and identifies the building good practices; teacher training; progression
blocks that players can put in place. opportunities and funding.
12

The report also examines in more detail the and organisations like Junior Achievement-
key actions required in the five key areas of Young Enterprise (JA-YE) and EUROPEN
the progression model and identifies existing which are key in providing opportunities for
good practices that can inform developments: practical, experiential learning, like mini-
enterprises and virtual companies.
1. 
Developing the national policy
framework: Although ministries 4. 
Developing an active role for local
of education typically take primary and regional authorities: Local and
responsibility, ministries of economy/ regional authorities can develop support
enterprise/trade are also key, and cross- measures for schools and teachers and
ministerial coordination is critical for are uniquely placed to take a lead role in
success. Engagement with stakeholders the development of school clusters and
and social partners is also critical and education-business links. They can also
processes to involve them need to recognise ensure that entrepreneurship education
their different backgrounds, perspectives is integrated into other local/regional
and skills. strategies, e.g. social affairs (e.g. youth) and
economic development.
2. 
Teachers, the critical success factor:
Teachers need the right sort of support: 5. Effective entrepreneurship education in
i.e. sound research to understand schools: building the local and regional
teachers conceptions of and approaches entrepreneurship education ecosystem:
to entrepreneurship education; effective The ultimate goal of the progression model
teacher training, both initial and continuing; is for every school at every level to be
on-going support like tools to exchange involved in entrepreneurship education,
good practice, the development of banks of with clear linkages between levels/types
content, tools, methodologies and resources, of education and for wider linkages to be
the establishment of effective support developed as part of local entrepreneurship
networks. ecosystems. This can begin with schools
developing their own coherent approaches
3. Engaging with businesses and private to entrepreneurship education, creating
associations and organisations: experiential learning environments, and then
Businesses are the source of the real-life building wider linkages through clustering
examples and experiences that are essential and partnerships.
for students learning, i.e. visits, experiences,
case studies and role models; they also
underpin the work of private associations
 13

The State of Play :

Entrepreneurship Education -
An Uneven Landscape

Key Points from Chapter 2 depended mainly on the enthusiasm of

teaching staff and their ability to secure the
There is a broad consensus between right resources.
Member States on the aims and objectives Private businesses and non-profit
of entrepreneurship education: it should organisations like Junior-Achievement
develop both general competences, e.g. Young Enterprise also play a key role:
self-confidence, adaptability, creativity, and providing teachers with resources, and real,
specific business skills. practical hands-on experiences.

Currently, entrepreneurship education within The role of regional and local authorities is
school systems tends to take place as an highly variable but they can play key roles
add-on to the general curriculum at levels as promoters and facilitators.
up to and including lower secondary and,
from upper secondary level onwards, to be Moving entrepreneurship education from
additionally available as an elective as part being an extra-curricular add-on to an
of a separate subject such as business or integral part of the curriculum involves:
economics.
changes in teaching methods: greater
There is a vast variety of practice across use of experiential learning and a new
Europe with most provision being developed coach/moderator role for teachers
from the bottom upwards and a lack of which helps students to become more
systematic treatment in the curriculum independent and to take the initiative in
their education
Teachers and schools are key agents: an
individuals chances of receiving good changes in the education context, which
quality entrepreneurship education has takes students out of the classroom into
14

real businesses, and which establishes In the third part of the chapter, the report
less hierarchical relationships within builds on the first two elements to discuss the
schools and need for action at national level.

a key role for governments: only they Significantly, what this analysis shows is a
can bring about the required step consensus amongst Member States on what
change in the spread and quality of entrepreneurship education is trying to achieve,
entrepreneurship education. and also on the consequences that this means
for both how it is currently delivered and
Countries vary significantly in the level the changes that will need to take place if
of progress made to date in strategy education systems are going to come up with
development and implementation. the goods.
Some have strategies dedicated to
entrepreneurship education while others 2.2 The Aims and Objectives of
have developed entrepreneurship education Entrepreneurship Education
policies through other vehicles, notably We noted in Chapter 1 that entrepreneurship
national curriculum frameworks; others are education is now a prominent focus for
still at planning stage. Most policies provide government activity across Europe. Indeed,
broad frameworks for action, sometimes it is seen as a vital component in a range of
giving responsibility to other bodies for policies designed to support the development
implementation, such as government of a broader, deeper and more vibrant base for
agencies or private associations and small businesses: it is integral to one of the ten
organisations. There is wide variety in Principles of A Small Business Act for Europe and
practice in the setting of targets for supports many of the others. But what is the
monitoring progress and in learner exact nature of the contribution it is intended to
standards. In general, there is a significant make?
need for Member States to embed and
deepen implementation of entrepreneurship The trajectory of EU policy show that
education. entrepreneurship education as currently
articulated in policy and practice has the
2.1 Introduction potential to deliver a range of effects.
This chapter presents the current state of play Ultimately, and most directly, it is seen as
in entrepreneurship education. Overall, what having the potential to contribute to the
emerges is a very uneven landscape, across building of entrepreneurial mindsets among
countries, municipalities, schools and indeed the young citizens of Europe, to an increase
individual classrooms and lecture theatres. in the rates of business start-up and survival,
as well as to more growth and innovation in
The chapter is divided into three parts. The SMEs, and hence to contribute to the growth
first part looks at the aims and objectives of employment opportunities in the medium
of entrepreneurship education as currently term . But since the later 1990s it has also
articulated in policy and implied in practice. On increasingly been linked to a range of wider
that basis, it is possible to construct and present impacts, including those of developing more
a broad intervention logic for entrepreneurship creative and innovative populations within
education which currently underpins activity. Europe, and of assisting in the development
of social cohesion and citizenship through its
In the second part of the chapter the report provides positive effects in building self-confidence,
an overview of the key features of current practice independence and adaptability (and thus has
in entrepreneurship education, and discusses the an important role to play in youth policy).
role of different players in those processes.
 15

As it is currently being developed, make a positive contribution to society through

entrepreneurship education is intended to more active citizenship. Clearly this is a very
develop entrepreneurial competences across broad agenda and suggests that significant
the entire population of pupils and students, effort is required by policy makers at all levels to
including also adults. From this wider pool of get to grips with understanding it and converting
more entrepreneurial individuals, a proportion it into realistic policy and practice.
may well go on to set up their own businesses,
but all will be better equipped to respond to the Figure 2.1 shows the type of competences
increasing need for adaptability in the labour which collectively form the desired outcomes
market. Entrepreneurship education will also of entrepreneurship education. At its core
contribute to a general development of greater entrepreneurship education is concerned with
understanding of business and of entrepreneurs turning ideas into action, and thus with creativity,
and of more positive attitudes in the wider innovation and risk-taking; but also included is
population to entrepreneurship. More generally the ability to structure, plan and manage those
people will potentially be better positioned to processes.

Figure 2.1 Entrepreneurship Education Key Competences/Outcome

2.3 Towards a Shared Intervention in practice on the ground in individual localities

Logic and classrooms as they are key components of
The aims and objectives discussed above are overarching frameworks.
currently articulated in a variety of ways within
Member States. As discussed further below, In light of this, it has been possible to elaborate
sometimes they are well articulated in the an intervention logic based on these shared
entrepreneurship strategies being developed; views.
most often they are probably as much implied
16

Figure 2.2 An Entrepreneurship Education Intervention Logic

In terms of the measures through which these education to ensure its wider uptake means
outcomes are being or will be - achieved, it is mainstreaming it within general education. In
clear that entrepreneurship education is seen as turn this entails some important adaptations
comprising a dual approach: in both teaching and learning. Indeed, moving
entrepreneurship education from being
(i) It can be mainstreamed into the curriculum, an extra-curricular add-on with a
at all levels, where it tends to focus on general traditional focus on business practice to
competences such as creativity, initiative and being an intrinsic part of the curriculum
self-reliance. including a broad range of entrepreneurial
capabilities and skills can mean nothing
(ii) It can also be taught as a component of a less than a paradigm shift in the education
separate subject, typically from the upper system. This is especially the case where it
secondary level onwards. It tends to have needs to be embedded in general/academic
a stronger focus on learning the skills and education tracks, and where more traditional
know-how of setting up and running a teaching methods are currently in use. Critical at
business and to be an elective rather than all stages is an element of experiential learning
mandatory part of the curriculum. and not just traditional teaching methods.

The early years of education can thus develop The development of the range of competences
a foundation of entrepreneurship competences shown in Figure 2.1 requires the adaptation of
onto which, later on, more specific business- teaching practices and the development of the
related skills can be built. right environments within education, the latter
as alternatives to more traditional mainstream
In general, achieving a more structured and provision. What matters most is less what
systematic approach to entrepreneurship is taught and more:
 17

how it is taught especially through among teachers. This reflects the fact that
experiential learning and by breaking down the entrepreneurship education as we see it today
more traditional hierarchies between teachers has mainly been developed bottom-up, with
and students so that the teacher becomes minimal government intervention.
more of coach and/or moderator. Approaches
such as these enable students to become more In part, this variation results from a varied
independent and to take the initiative as they understanding and interpretation of
learn, strengthening their ability to develop entrepreneurship education which is to be
these key competences of entrepreneurship expected in the absence to date of a shared
and the context within which learning and/or officially formulated view within most
takes place particularly through getting countries of what it is supposed to achieve.
students out of the traditional classroom It also reflects wider contextual and cultural
environment to build links with the local factors which can provide both challenges and
community and to experience real businesses opportunities These variations in attitudes
and also providing a school environment in towards entrepreneurship between Member
which relationships are less hierarchical. States, along with the structure and nature
of national economies, can be significant
Attention thus needs to be focused on: getting factors. In Sweden, for example, a strategy
the right combination of theoretical and for entrepreneurship education has been
practical components and removing the developed within a cultural context where
barriers between the worlds of business and traditionally there has been a low level of
education. The emphasis needs to be shifted interest amongst citizens in starting their own
away from traditional approaches towards businesses, and within an economic context
methods that enable people to experiment characterised by a predominance of large firms
and to learn about themselves. It is helpful and a large public sector.
that such developments are in tune with
existing trends in education in many countries. Given these general features, what can be said
However, in others it will undoubtedly require about the details of current practice in Europe?
a significant shift in educational policy and First, within a system strongly characterised
practice. by voluntarism, teachers have often played
the key role, taking the first steps in the
As a consequence, entrepreneurship education teaching of entrepreneurship education and in
covers a vast terrain in terms of intended shaping current practice. This is the case even
outcomes and the means envisioned to in countries where entrepreneurship education
achieve it. Careful consideration will need to might be said to be most widely available
be given to how to start the long-term process and well developed, such as the UK2 before
of change much of it quite radical through the recent development stimulated by central
the identification of priorities and achievable government.
steps.
Secondly, entrepreneurship education has
2.4 Key Features of Current Practice tended not to be treated systematically
in Entrepreneurship Education in the curriculum. Instead, it is typically
One of the most salient features of an extra-curricular activity, added at the
entrepreneurship education is the great margins of mainstream education, reliant on
variety in practice across Europe both the enthusiasm of individual teachers and
between countries, and also within them, schools. This has meant: (i) the focus has
even at the level of individual educational tended to be on topics more directly related to
establishments whether school, vocational 2 See, for instance, Bennett RJ and McCoshan A (1993)
training provider or university and indeed Enterprise and Human Resource Development: Local
Capacity Building
18

how businesses function or on giving students concept of learning in and from a simulated
a general appreciation of the world of work business environment. EUROPENs
rather than more general competences related objectives are to facilitate exchange of
to entrepreneurship per se; (ii) it tends to information, provide innovative training
consist of providing opportunities to interact tools to its members,promote the practice
with businesses rather than on developing firm concept and to represent its members
competences like creativity and risk-taking at different government levels and private
and (iii) it tends not to be assessed as part institutions.
of the mainstream curriculum: teachers and
schools instead rely on in-house prizes and JADE (in Higher Education), which fosters the
awards, or take part in competitions run by development of Europes Junior Enterprises
well-known organisations such as Junior by implementingEuropean projects and
Achievement-Young Enterprise (JA-YE), outside providing the frameworkfor cross-border
of mainstream qualifications. co-operation on multinationalstudies. It
organises international congresses and
Thirdly, the lack of systematic treatment meetings that facilitate exchange of
of entrepreneurship education means that knowledge and experience, intercultural
teachers have drawn on a variety of understanding and promote the European
resources to support their teaching, very idea. The JADE network presently has
often developed and provided by private 20,000 members in 11 EU countries and
business and/or non-profit organisations includes 150 junior enterprises.
(see below). The range of approaches, methods
and tools includes using virtual simulations There are also many national and regional
of business situations, practical, hands-on associations with differing roles and
experience of businesses, and Enterprise Days/ working models in different countries. Such
Weeks where students develop ideas, carry out organisations have become large and well-
activities such as market research and design established in the last two decades, and
and turn their ideas into mock products or provide ready-made programmes for schools
services. In all these cases, entrepreneurship and teachers. They appear to be an especially
education offers alternative methods to useful resource for the development of
mainstream teaching practice. entrepreneurship education in countries with
little or no tradition of education-business
Fourthly, a significant role is played by links, especially the ex-communist states. More
private associations and organisations. generally, they enable bottom-up approaches
Most prominent amongst these are the which somewhat insulate practice at the local
following organisations with international level from unpredictable national political
profiles: changes, allowing for greater continuity.

JA-YE, which uses hands-on experiences Fifthly, whilst many programmes and simulations
to help young people understand the can be run by teachers within schools, only
economics of life with enterprise and businesses can provide real, practical,
economic education programmes hands-on experience of entrepreneurship
designed for young people ages 6-25 in action for students. Unfortunately the
and implemented through a partnership availability of businesses that are willing and
between local businesses and schools. able to support entrepreneurship education
is highly variable across and even within -
EUROPEN, the practice firms network, countries, Schools and teachers often have to
which supports, co-ordinates and develops depend on serendipity when it comes to making
services which promote and enhance the connections with local businesses; individual
 19

parents often provide the links. However, in At upper secondary level, entrepreneurship
some areas the interaction between businesses education also takes place as an extra-
and schools has become well structured and curricular activity, but elective courses become
formalised, with schools forming education- more prominent and subjects such as business
business partnerships, perhaps under the and economics can include entrepreneurship
leadership of municipalities, and involving as an important component. Organised
local business organisations (e.g. chambers real company or mini-company experiential
of commerce). For businesses, involvement learning is prominent.
represents a significant commitment, and
the motivation often comes through a sense In school-based initial vocational education
of corporate social responsibility. In many and training (IVET)4, entrepreneurship
countries many small businesses would be education is often incorporated into the
willing to assist but lack the time to make a curriculum through economics and business
long-term commitment. studies

Sixthly, in the absence of national policy, In higher education, entrepreneurship is a

regional and local authorities can play specific subject of some first and second cycle
an important role as promoter and degrees such as business and economics, and
facilitator: promoting entrepreneurship is also increasingly the subject of some specific
education to schools, and facilitating links post-graduate qualifications. Some higher
between education and business, as just noted, education institutions (HEIs) also have specific
where municipalities can provide brokerage entrepreneurship specialisations, and in some
services, act as resource centres etc. countries entrepreneurship centres have
been set up in certain HEIs. The challenge in
Although they frequently have statutory higher education is to ensure entrepreneurship
functions in relation to education and training, competences are embedded across all courses.
this does not guarantee that entrepreneurship
education is part of local policy3. 2.5 The Need for Policy Action at
National Level
Finally, within this overall picture, The picture of a highly uneven landscape
entrepreneurship education varies across presented above has two sides to it. On the
the different levels/types of education one hand, it is clear that Member States are by
and training. no means starting from scratch. By definition,
the uneven landscape contains fertile plains
The picture presented above is most common as well as barren deserts. There is much
within primary and general lower secondary activity taking place; some of it is ambitious
education. In these phases, entrepreneurship and the picture is not static - there is a positive
education is typically an extra-curricular direction of change towards more widespread
activity, often involving visits to businesses practice. On the other hand, the variation in
or by employers into schools and framed practice and its mainly voluntary basis means
within a theme of understanding the world that an individual students chances
of work. More focused activities or projects of participating in entrepreneurship
involving mini-company type schemes tend to education is largely due to chance.
be rare. Generally speaking, entrepreneurship
education is least prominent in the primary The incidental and unsystematic nature of much
phase. current practice means that the quality and
3 Responsibilities vary substantially. For example, in some
depth of entrepreneurship education depends
countries local authorities have powers in relation to the
curriculum whilst in others it can be minimal, limited for 4 The age at which school-based IVET commences varies
example to school buildings and non-teaching staff. across EU Member States.
20

on: (a) whether a student happens to have a by government intervention is particularly

teacher and/or headteacher who is willing and important.
able to implement entrepreneurship education
and/or (b) whether teachers are able to access But what is the current position vis--vis
local businesses who are able and willing to strategy development in EU Member States?
provide learning opportunities. Although it
has clearly become easier in recent years for 2.6 The State of Play in National
schools and teachers to access materials and Strategy Development
good practice for entrepreneurship education,
Countries vary significantly in the level of
there are still a number of obstacles which
progress made to date in strategy development,
can inhibit or prevent activity and which
around a third have produced a specific and
governments shall address.
separate national entrepreneurship education
strategy document.7.
Furthermore, the experience of countries which
are well advanced seems to be that, although
Strategies are in preparation in a number of
it is possible to develop entrepreneurship
countries. A recent positive examples in this
education from the bottom up, only
respect is Denmark, where four ministries
governments can bring about the required
launched in 2009 a national strategy for
step change in the spread and quality
entrepreneurship education.
of entrepreneurship education, and a
paradigm shift in education systems.
In a few cases, entrepreneurship education
For example, in the UK a government push
is part of national curricula (as in Finland) or
in 2003 followed some 20 years in which
does not exist at national level because the
entrepreneurship education had largely been
governance system is highly devolved, as in
developed from the bottom upwards5 but
Germany.
it resulted in an increase in the number of
schools providing enterprise education from 10
In terms of the content of the dedicated or
to 90% in the five years to 20086.
freestanding entrepreneurship education
strategies, many provide a framework within
Policy action at national level has the potential
which more detailed implementation plans
to:
are worked out by other stakeholders such as
regional or local authorities, or schools and
(i) tackle the obstacles standing in the way of
teachers. In these cases, national government
widespread and deeper entrepreneurship
acts as strategic co-ordinator of a range of
education;
other agencies and stakeholders that actually
undertake development and implementation
(ii) establish strategic emphasis and direction
work. The Swedish national strategy is a notable
and
example of this approach.
(iii) achieve greater coherence and structure.
There are also examples where entrepreneurship
education policy within Member States has led
Where Member States are starting from a
to the development of more detailed strategic
relatively low base of activity, the increased
action plans. In the case of Belgium, for
coherence and structure that can be provided
example, in 2006 the government approved
the Ondernemend Onderwijs plan, the Flemish
5 See, for example, Bennett, RJ and McCoshan A (1993)
Enterprise and Human Resource Development: Local
Entrepreneurial Education Action Plan. The
Capacity Building
6 UK Government, Her Majestys Treasury (2008) 7 Report Towards Greater Cooperation and Coherence
Enterprise: Unlocking the UKs talent. http://www.hm- in Entrepreneurship Education, European Commission
treasury.gov.uk 2010.
 21

Flemish plan includes specific actions and a national level strategies tend explicitly to
timescale (2007-2009), along with allocated reference the importance of this. Likewise, the
funding for particular elements such as the strategies developed by countries such as the
development of bridging projects between Netherlands, Norway, Portugal and Sweden all
education and business, and the establishment place significance on developing programmes
of mock or shadow companies involving for teacher training, the key role of assessment
young people in schools or colleges.8 Within and certification in linking to NQFs, and the role
this context funds are directly channelled to of key stakeholders at different spatial levels in
schools and/or intermediary organisations. implementation. To give just one example, in
Austria a national strategy for teacher training
Regardless of the nature of national strategies, is currently in preparation which identifies:
they tend to share some common elements.
In general a common trend can be Pre-service programmes - four Universities
observed in the current shift of national specialise in Entrepreneurshipand
curricula from contents to competences. Management (Graz, Vienna, Innsbruck,
This provides a new opportunity for Linz);
entrepreneurship to be introduced in
schools as a key competence. In relation In-service programmes regular teacher
to the overall perspective on entrepreneurship training symposiums, workshops and
education, strategies tend to adopt a broad seminars;9 and
approach.
In-service training learning Kitzbhel
Thus in Norway it is not just a matter of how Summer School for secondary level
to support would-be entrepreneurs, but also entrepreneurship education, focusing
how people who are employed can adopt on hands-on exercises, tools and
an entrepreneurial attitude in their jobs or methodologies.
even how people can be good citizens and
be innovative in their society as a whole. There are also some notable variations between
Such an approach views entrepreneurship strategies. An important issue concerns the
education as fundamentally being about extent to which targets and indicators
the personal qualities and attitudes of are developed to measure progress in
individuals (encompassing for example the implementation. For example, the Swedish
ability to take the initiative, be innovative strategy, which provides a broad framework
and creative, the willingness to take risks and for action, does not include specific targets
increased self-confidence). In Sweden, there and indicators. However, Flanders in Belgium
is a similarly broad appreciation of the term has been active in evaluating outcomes and
entrepreneurship within the National Strategy, impact, for example:
where entrepreneurship is a dynamic and
social process, where individuals, privately or Flanders District of Creativity has launched
in cooperation, identify possibilities and utilise EFFECTO, an impact survey focused on
them to transform ideas into practical and youth in local secondary schools who
goal-oriented activities in a social, cultural took part in entrepreneurship education
or economic context, although increasing the activity; 03-Loep: Entrepreneurial Spirit
number of business start-ups is also an explicit Magnifying Glass is a screening instrument
programme goal. that permits measuring to what extent
educational projects develop the spirit of
In terms of linking entrepreneurship education entrepreneurship and
to National Qualifications Frameworks (NQFs), 9 http://www.eesi-impulszentrum.at/index2.
8 It should be noted that there is no specified funding php?Entrepreneurship-Symposien:Symposium_in_
allocation covering the plan as a whole. Graz_7.5.2009
22

ENTRE-mirror is a self-assessment tool Despite the level of detail provided in

to assess personal development of some national strategies, the overall
entrepreneurial competences.10 picture is mostly patchy in terms of
the articulation of the implementation
Differences are also evident in terms of the steps needed. This confirms the importance
level of prescription in the setting of learner of the process set in motion, along with the
standards for the entrepreneurship education significant role the European Commission can
elements of curricula. play in catalysing developments. Similarly,
there is a significant need for further action
10 http://publiek.syntra.be/websites/europeseprojecten/ on the part of Member States to embed and
SEET/Shared%20Documents/Copie%202%20 deepen the implementation of entrepreneurship
baseline%20study%20on%20Enterprise%20
education in their national contexts.
Education-flanders.pdf
 23

Towards a Progression
Model for Greater
Cooperation and
Coherence

Key Points from Chapter 3 The model sets out four sequential
stages from pre-strategy through to
With a pattern of entrepreneurship education mainstreaming and specifies in detail the
across Europe which is highly uneven, more required steps to be taken for: national
systematic approaches are needed to ensure strategy and frameworks; schools; teachers;
that it is available for every student in every regional and local authorities and businesses,
school. Development is needed in every private associations and organisations.
part of the entrepreneurship education
ecosystem. The model foresees:

In response to this, a progression model has a conceptual shift from entrepreneurship

been developed which: education as how to run a business
to how to develop a general set of
(a) provides an overall conceptual framework competences applicable in all walks of
to set priorities for action and life and from being a curriculum add
on mainly available at upper secondary
(b) 
identifies the building blocks that level to being an integral part of the
stakeholders can put in place. curriculum at all stages;

The model reflects the dominant modus the development of a vision shared at
operandi of current strategies which set a national level by all the key stakeholders,
framework and provide direction, stimulation, with learning outcomes, and objectives,
encouragement and broad support for targets and indicators, with enhanced
implementation whilst resting on bottom-up mechanisms for inter-ministerial
action. cooperation and social partner
involvement and
24

the key role for developing more is available in every school and for every student.
systematic and sustainable approaches The model responds to these needs by identifying
being taken by teachers, schools, and effective ways in which the different elements
businesses at local level supported by of an entrepreneurship education ecosystem
private associations and organisations might develop. In doing so, we have had regard
and by local, regional and national to the overall structure and content of current
support infrastructures involving teacher strategic approaches. One of the most important
training, teaching resources and tools, features of current strategies is that they tend
mechanisms to share good practice, to seek to provide broad frameworks for action,
clusters and partnerships. rather than being prescriptive. Typically they
set the parameters for action. They stress the
3.1 The Progression Model: Purpose importance of entrepreneurship education, the
and Rationale need for it to be integrated into the curriculum as
In the preceding section, we looked at the well as taught as a separate subject (depending
current state of play in entrepreneurship on the educational level), and the need for it
education in Europe. This showed the large to be more widely taught and deepened. The
diversity that exists in the scale and scope of detail of how this is to be done is largely left
activity: countries, regions, localities and even to schools and teachers and perhaps regional
individual schools are at different stages of and local authorities - hence, the importance of
development. With this in mind, it has been specific objectives amongst, and ensuring the
possible to construct a progression model. The buy-in of, all relevant stakeholders. Essentially,
purpose of the model is: then, current strategies set the framework and
provide direction, stimulation, encouragement
(a) to provide an overall conceptual framework and broad support for implementation for what
which can be used to set priorities for action remains in essence a bottom-up developmental
and process within a framework of shared goals.

(b) 
to identify the building blocks that
3.2 S
 tructure and Content of the
stakeholders can put in place to advance
Model
developments in the field. Development is needed in every part of the
entrepreneurship education ecosystem. To take
The general overall trajectory of current this into account in the model, we have identified
developments in Europe is to achieve a much key components of the system where action is
higher degree of coherence and structure and a required: national strategies and frameworks;
more systematic approach to entrepreneurship teachers; schools; as well as businesses and
education. The current baseline of activity private associations and organisations. Table
is essentially a highly uneven landscape of 3.1 shows the range of developmental steps that
entrepreneurship education activity in which the model foresees in each of these elements.
any single individuals chances of receiving good We should stress that the model is generic, but
quality entrepreneurship education as an integral in order to be applicable across the large variety
part of their overall education depends on where of very different contexts that exist in Europe,
they happen to live. In some geographic areas it acknowledges that there is no single route
there is excellent entrepreneurship education; forwards; rather, different mechanisms will be
in others there is little or none. Development required in different circumstances. Following
is required across the entire entrepreneurship the presentation of the model in this chapter,
ecosystem in order to move from this current the next chapter presents a variety of concrete
position to more systematic approaches, and good practice examples to help stakeholders
ultimately to full coverage of all Member States, take forward the model in their own context.
i.e. the point where entrepreneurship education
 (a)
Strategy Implementation and
Pre-strategy (based on
Stage Initial Strategy Development Consolidation & Development of Mainstreaming
individual initiative)
Practice

Indicative
Starting position 0- 2 years c. 2-5 years c. 5 years +
timeframe

No formal strategy in place. Development and promulgation of strategy, Specification of learning outcomes, On-going monitoring and regular
Entrepreneurship education covered with identification and agreement of objectives, indicators and targets. evaluation of entrepreneurship
if at all in disparate policy entrepreneurship education objectives and Methods being developed for assessing education in terms of quality of
documents. of competences, roles and responsibilities learning outcomes and development of activity and learning outcomes
Little or no effective inter-ministerial of key players. appropriate qualifications. being achieved.
cooperation. Mechanisms being established for Regular cooperation mechanisms being Implementation support
No or rudimentary platforms cooperation between key ministries. embedded at various levels of system, mechanisms part of everyday
for dialogue with relevant social Platforms being established to include with relative roles and responsibilities teacher and school development;
partners. wider stakeholders. of different stakeholders clearly defined entrepreneurship education fully
Vision (and intended outcomes) in process and accepted. integrated into initial teacher
of being determined, which may involve Development of funding streams: training for every teacher.
National(a)
reconciling competing agendas within allocation of dedicated resources. Continuous application and
strategy,
government and between public and Implementation support mechanisms refinement of effective teaching
frameworks
private sectors etc. being put in place. Resource banks methods.
Mapping and analysis of entrepreneurship of teaching materials available, Robust funding mechanisms
education. Good practice examples being Dissemination and broad-based established.
identified. application of the effective teaching
Collection of effective teaching methods methods identified.
and materials. Research base being developed.
Launching of communications campaigns

Or regional strategy and frameworks depending on governance structures

to stimulate interest of business
community. Awareness raising with
teachers.

Penetration of entrepreneurship Role of schools articulated in strategy Entrepreneurship education being High quality entrepreneurship
education highly variable; much ad recognition of central role made available in every school, education being made available to
hoc activity. Tends to be an add on Entrepreneurship education starting to embedded within the curriculum as every student in every phase/type of
to the mainstream curriculum with be developed across the curriculum as an part of the overall teaching concept education.
emphasis on entrepreneurship as embedded set of competences, not just as and also as a separate subject. Clear linkages established between
running a business. a separate subject. Progressive establishment of different phases/types of education.
Schools Tends to be focused in secondary Development of entrepreneurship partnerships with businesses in all Progressive development of wider
education and in specific subjects. education beyond secondary level schools (e.g. through pilots). linkages as part of development of
No or sporadic formal assessment especially, e.g. at primary level and school Links being developed between local entrepreneurship ecosystem
of learning outcomes. Use of clustering. schools at different levels, moving Learning outcomes assessed.
(unaccredited) prizes and awards to entrepreneurship education out of
recognise achievement. secondary schools into primary and
post-secondary provision (e.g. pilots).
25
 26

(b)
Strategy Implementation and
Pre-strategy (based on
Stage Initial Strategy Development Consolidation & Development of Mainstreaming
individual initiative)
Practice

Strong reliance on individual Role of teachers articulated in strategy Teachers making increasing use of All teachers receiving
teachers enthusiasm. recognition of central role. national/regional and local support entrepreneurship education as an
Entrepreneurship education often Good practice examples being identified of: mechanisms (e.g. training or exchange integral part of their initial and
delivered outside core school hours teacher training; teaching materials. platforms). their continuous in-service teacher
as extra-curricular activity. Use of pilots to spread good practice training.
Teacher training very limited. No or and increase numbers of teachers All teachers teaching
Teachers
little in-service training. engaging with entrepreneurship entrepreneurship education as
education agenda. integral part of the curriculum.
Initial or in-service training on
entrepreneurship made available to all
interested teachers.

Patchy involvement: some (Potential) role of local authorities Local authorities playing an Full participation of local authorities
authorities involved in development considered in strategy development increasingly important role in school in organizing entrepreneurship
of local partnerships; others not process. cluster development and education- education.
Regional and local
involved at all. Development of good practice examples business links. Possible establishment of statutory
authorities(b)
of schools clusters and education-business requirement for organisation of
partnerships at local level. partnerships based on municipality
geography.

Involvement of businesses tends to Key role of businesses and private Consideration of potential to upscale Full participation of businesses in
be patchy, unstructured, and often organisations articulated in strategy the role played by businesses entrepreneurship education in all
reliant on individual initiative by Businesses (increasingly) involved and private organisations in schools/universities.
parents. through social partner organisations in entrepreneurship education: extension Businesses support for
Use of programmes developed by policy development and in delivery of and deepening of that role. entrepreneurship education at all
Businesses, private
private organizations (e.g. JA-YE) entrepreneurship education in schools. Businesses being more systematically levels increasingly delivered through
associations and
tends to be ad hoc on individual engaged at local level movement structured channels, e.g. education-
organisations
school basis but plays vital role in away from ad hoc approaches to business partnerships, organised
providing essential experiential and establishment of mechanisms for brokerage.
hands-on learning. brokerage and establishment of long-
term, sustainable relationships with
schools.

The role of regional and local authorities depends on the distribution of responsibilities between tiers of government.
 27

The model sets out a number of stages: (i) Pre- that it should build the basis for sustainable
strategy; (ii) Initial Strategy Development; (iii) activity, for activity that is able to develop and
Strategy Implementation and Consolidation improve on a continuous basis. The model
and Development of Practice and (iv) should be able to respond to new economic
Mainstreaming. The baseline position has been and social trends as they emerge.
defined in terms of the status quo position that
tends to pertain in the absence of government 3.3 Summary of the Model
intervention to direct, lead and structure Looking across the model as a whole, we can
developments. provide the following summary:

For each stage we set out a suggestion of 3.3.1 Overall Goals

potential timeframes. We should stress that In terms of the overall aim, it is to build
they are designed to be indicative. At the a system that ultimately enables
time of writing this report Member States all students to receive high quality
naturally sit in a variety of positions: some lie entrepreneurship education at every stage
within the baseline stage, whilst others are of the educational process. As part of this,
moving through the initial stages of strategy the model envisages changes in both the
development. The rate of progress from these concept and practice of entrepreneurship
positions is likely to be variable. It is up to education. As far as concept is concerned,
each Member State to determine the pace the model envisages a shift away from the
of progression, which will depend on its own tendency to equate entrepreneurship
particular starting point and the ease with education with the practicalities of
which developments can be set in train given running a business to a broader definition
its own specific context. One of these for in which it is seen as developing people
example is the degree to which space can be who are entrepreneurial in all aspects of
made in the curriculum and whether any other life. Such a concept recognises the potential
reform programmes are already in train, which for entrepreneurship education to transform
may restrict the attention that can be directed many aspects of teaching and learning, to
to entrepreneurship education or conversely empower students through the development
provide an opportunity. Further discussion of of autonomy in learning, to reduce hierarchical
such challenges is provided below. relationships within schools, and to open up
educational establishments to the outside
It should also be noted that in any Member influences of the business world.
State progress across the different elements
of the entrepreneurship education ecosystem This concept is closely linked to the change
is unlikely to be even: it is likely to be easier in practice which also lies at the heart of the
to make headway in some areas than others. model. In practice terms, the model foresees
However, we believe that given the experience a shift away from entrepreneurship
of the more advanced Member States - the education as an add-on to the curriculum,
timelines are a good indication of what is most commonly available in the later stages
possible given favourable circumstances for of the compulsory phase of education, to
policy implementation11. entrepreneurship education as an integral
part of the curriculum at all levels. In such
In relation to the final stage of the model, it a scenario, entrepreneurship education in the
should be pointed out that this is open ended early years of education - from primary through
because one of the features of the model is lower secondary - provides a foundation
for students to take entrepreneurship as a
11 It is worth noting that the experience from Sweden separate subject in their later years, e.g. upper
is that it takes 15-18 months to agree on a national secondary and beyond.
strategy, with more time needed for implementation.
28

3.3.2 The Key Stages leading and stimulating developments on the

How these goals might be achieved is the ground.
question addressed in the stages or stepping
stones envisaged for the different components In terms of practice and provision, the model
of the model. To summaries these, it is envisages schools, teachers and businesses at
perhaps useful to distinguish between, on the local level, supported by private associations and
one hand, the policy/strategy level, and, on the organisations, playing the key role in developing
other, provision and practice. more systematic approaches to entrepreneurship
education. They will develop the local and regional
At policy/strategy level12, the model structures and long-term relationships that will
envisages the further development of provide the foundation for the entrepreneurship
national strategies and their supporting education ecosystem going forwards, and
mechanisms. Especially important in this determine the tailored solutions appropriate to
will be the development of objectives, targets and their particular local contexts. At the same time,
indicators, and the specification of learning they will need to be supported by broad support
outcomes. The setting of a shared vision tools developed through national/regional
and accompanying objectives is essential to intervention. These include the development of
ensuring that a common trajectory is pursued teacher training, of banks of teaching resources
within each Member State, and to ensure and tools, and of mechanisms to share good
that the wide variety of actions that will take practice. In this way, development across the
place at local levels has common direction ecosystem as a whole at national, regional and
and purpose. Related to this, the definition local levels will be facilitated.
of learning outcomes and their assessment
are critical for ensuring that students are 3.4 Implications of the Model:
developing the entrepreneurship competences Challenges and Opportunities
required, especially during the earlier phases of Going Forwards
education when entrepreneurship education is Implementing a national strategy in
embedded as a cross-curriculum activity that entrepreneurship education naturally faces a
not only consists of theoretical learning but number of potential challenges and opportunities.
contains a significant element of experiential In this section we examine the main ones that are
learning through projects, case studies etc. likely to be encountered.
that give students a sense of accomplishment
and include real-life situations. , In this Overall, as we have noted, not only is
context, assessment is important to support Entrepreneurship Education a complex bundle
progression into entrepreneurship education of elements in itself but each country also faces
as a separate subject in the later stages its own specific national context in terms of
of education, e.g. at upper secondary level. entrepreneurship. From the enterprise side there
Essential to these developments will be the are, for example, sizable variations in such factors
further enhancement of mechanisms for inter- as the rate of new business formation, attitudes
ministerial cooperation and social partner to setting up ones own business and the ease of
involvement in order to provide well-structured starting an enterprise. From the perspective of
and organised platforms for implementation entrepreneurship education there may also be
and further strategy development. Together, complex issues surrounding; public attitudes to
these mechanisms will provide key means of entrepreneurship; the position of entrepreneurship
within national educational priorities and the
12 By which we mean the level where legal responsibility attitude of the education hierarchy. When it comes
lies. Typically this is the national level, but in countries
with strong devolved systems of government, such as
to inserting entrepreneurship into school education
Spain and Germany, it can (also) include the regional there may be a general need to work closely with
authorities. parents to develop more positive attitudes.
 29

In the face of this, challenges at the level of 3.4.3 Teaching Methodologies

national strategy will be presented in a number The model involves an important shift away
of areas. from traditional teaching methodologies and
towards new modes which are based on a
3.4.1 Funding
larger element of experiential learning based
With regard to funding resources for
on real-life situations in which students take
entrepreneurship education to date have
a more active involvement in their education.
tended to be outside the mainstream, taking
Through these methods students develop the
the form of support to private organisations
ability to work and learn independently and
like Junior Achievement, or the funding of
in a self-directed, heuristic way, acquiring a
time-limited projects. Such funding streams
sense of accomplishment and strengthened
are prone to instability. The progression
self-confidence. These ideas are not new of
model we have sketched out implies a large
course and indeed this shift is in tune with a
increase in activity, and although much of
general trend in education. But coupled to
the discussion of entrepreneurship education
entrepreneurship education they present an
emphasises the need for its embedding
opportunity to reinforce the development
within the curriculum, the Panels have also
of generic competences such as initiative,
demonstrated the value of these sorts of
innovation, risk-taking, and creativity. For the
extra-curricular activities. This may call
teachers, they mean a new role: less the lecturer
for a larger and more identifiable need for
and more the coach or mentor. Whilst teachers
resources in this area. Sources of funding
may be initially suspicious of entrepreneurship
will therefore be an important question
education because it has tended to be linked
for governments going forwards: more
to a simple idea of teaching students about
stable and long-term funding streams will
business, this wider approach once explained
be needed to support the scale of activity
- has been shown to have wide appeal, and
required to make entrepreneurship education
teachers see it as an opportunity to make
available in every school. To move forward
changes in the way students are educated
one key requirement is that entrepreneurship
and to improve teacher-learner engagement.
education will need to raise its visibility on
Nonetheless all this will take time and long-
the national political stage. Equally there
run commitment on the part of the national
are potential roles for local and regional
authorities.
authorities perhaps through match-funding
models, working either with the private 3.4.4 Progression Opportunities
sector and/or with European funds such There will also be a challenge at national level
as the European Social Fund (ESF) or the to connect up the various types and levels
Lifelong Learning Programmes (LLP). of education to enable the development of
progression opportunities: thus far most
3.4.2 D
 evelopment of Objectives, Indicators
activity has been focused within types/levels
and Targets
of education rather than on developing bridges
Other challenges at national level will
between them so that most provision consists
concern the development of objectives,
of disconnected threads rather than well-
indicators and targets and of tools to
structured pathways. This is a general issue
enable progress in implementation to be
facing education and training at the moment:
well monitored and evaluated. For such
recent work shows that although most systems
a complex bundle of teaching and learning
do not have many structural dead ends for
elements the challenge is yet to be faced and,
students, the use of pathways needs to be
as we report in the next section there has not
more actively encouraged. Entrepreneurship
yet been much progress in this area. Good
education is no exception but the challenge is
practice needs to be developed, especially
likely to be all the greater where it is embedded
where entrepreneurship competences need
within the curriculum. The development of
to be made visible.
30

National Qualifications Frameworks based to take into account such as the ageing of
on the learning outcomes approach of the the workforce in many countries and the
European Qualifications Framework offers widespread recruitment problems being faced
opportunities in this respect. by the sector. However, in its impact on the
nature of teaching, entrepreneurship education
3.4.5 Assessment, Validation and Recognition
may provide a means of developing teaching
These tools also offer the possibility to build
practices and environments that make the
up assessment, validation and recognition
profession more attractive to new entrants.
processes, which are scarce at the moment
Appropriate and high quality teacher training
within entrepreneurship education. How
will also be essential to support teachers.
to assess the learning outcomes of
entrepreneurship education is a vital issue if 3.4.8 Systematic Involvement of Business
they are to be made visible beyond schooling Outside education, the model implies change
and as we have noted, there is currently a on the side of business as well. The ad hoc
reliance on prizes and awards from outside model which has prevailed until recently has
bodies. Many of these have developed a certain depended on the goodwill of businesses at a
currency in the wider world many have a local level to provide opportunities to students.
profile in the business community but there Systematising entrepreneurship education
are issues to be addressed in developing more implies a major scaling up of the demands on
systematic approaches. Given its importance business, which can be challenging, particularly
in the labour market, it is important that the in times of economic downturn. In this context,
recognition of entrepreneurship competences more systematic approaches to sourcing
amongst businesses is supported by whatever locally supportive businesses will be important
procedures are developed. to spread the demands and to ensure that
as for teachers - goodwill and enthusiasm are
3.4.6 School-to-Enterprise Transitions
retained.
Closely related to this, an area that has received
little attention thus far is the question of school-
Experience suggests that local and regional
to-work, or perhaps more accurately in this
business organisations can have an important
context, school-to-enterprise transitions.
role to play in this process, building partnerships
A range of mechanisms are available across
with local and regional authorities to support
Europe to support business start-ups, and
and complement the work of individual schools
there are opportunities to develop linkages
and enterprises. This is likely to be more of
between them and schools, colleges and
a challenge in some countries than others.
training providers to provide clearer paths into
Germany, for example, with its long-established
entrepreneurship once students have reached
network of statutory chambers of commerce
the end of their education/training.
seems comparatively well placed compared to
3.4.7 Training and Involvement of Teachers formerly socialist countries.
As far as the teaching profession is
3.4.9S
 ystematic Involvement of Private
concerned, one of the challenges will be to
Associations and Organisations
ensure that any systematic approach builds
In relation to the private associations and
on the underlying enthusiasm of teachers
organisations which have played such an
that has largely built the base of current
important role in developments in many
practice. This may be challenging: the current
countries, an important challenge of more
situation often relies on teachers goodwill,
systematic approaches to entrepreneurship
and on their putting in extra time outside the
education is the issue of scaling up activities.
main curriculum; making a topic systematic
Many of these organisations have developed
is likely to raise more questions regarding
considerably in recent years and now run
the availability of time and resources. There
extensive programmes of activities. Many of
will also be a number of contextual factors
them, however, still struggle to sustain their
 31

own base activities in a world where financial 3.4.10 The Role of Local, Regional and
pressures are extreme and they have limited National Authorities and of the
opportunities to capture investment capital to European Commission
support new directions. Strategies in relation More generally, there is much scope to
to entrepreneurship education will need develop local/regional support for the worlds
to consider the on-going role associations of education and business as they attempt to
should play in further development of the work together. The development of local or
entrepreneurship education ecosystem, how regional support centres offers the prospect
they might be affected by rising demands, for such support to be provided at a level where
and how funding arrangements might best be it can be most effectively utilised by schools,
developed to support their continuing work. teachers and businesses.
There is fruitful avenue to pursue in this area
but the challenges to be overcome probably Although many of these challenges and
lie more in the nature of the way the Third opportunities will benefit from the intervention
Sector as a whole is sustainably funded than of national/regional governments, there is
its willingness to engage with entrepreneurship also an opportunity for Member States to
education per se13. benefit from support from the European
Commission across a variety of fronts, and
13 See Lloyd P.E (2007), The Social Economy in the New these are discussed in the final chapter of this
Political Context; in Noya A and E Clarence; The Social report.
Economy: Building Inclusive Economies; Chapter 2,
OECD, Paris
 33

Developing Effective
Policy and Practice:
Good Practices to Support
Progression

Key Points from Chapter 4 to recognise their different backgrounds,

perspectives and skills.
National entrepreneurship education
strategies need to contain a number of Teachers, the critical success factor:
key elements, including: cross-ministry Teachers need the right sort of support:
involvement; stakeholder consultation to i.e. sound research to understand
ensure wide-ranging buy-in; embedding of teachers conceptions of and approaches
core competences throughout the national to entrepreneurship education; effective
curriculum; high level strategic aims and teacher training, both initial and
objectives and accompanying monitoring continuing; on-going support like tools to
systems, targets and indicators; good exchange good practice, the development
practices; teacher training; progression of banks of content, tools and resources,
opportunities and funding. the establishment of effective support
networks.
There are five key areas of the progression Engaging with businesses and private
model where good practices can support associations and organisations: Businesses
developments: are the source of the real-life examples
and experiences that are essential for
Developing the national policy framework: students learning, i.e. visits, experiences,
Although ministries of education typically case studies and role models; they also
take primary responsibility, ministries underpin the work private associations
of economy/enterprise/trade are also and organisations like JA-YE and EUROPEN
key, and cross-ministerial coordination which are key in providing opportunities for
is critical for success. Engagement with practical, experiential learning, like mini-
stakeholders and social partners is also enterprises and virtual companies.
critical and processes to involve them need
34

Developing an active role for local and final chapter, there are important roles to be
regional authorities: Local and regional played by Member States and the European
authorities can develop support measures Commission in setting in place appropriate
for schools and teachers and are uniquely mechanisms for this. Such mechanisms have
placed to take a lead role in the development the potential to make an important contribution
of school clusters and education- to how the model develops. Indeed, as we
business links. They can also ensure that have emphasised, the model should be viewed
entrepreneurship education is integrated as providing a framework, rather than a
into other local/regional strategies, e.g. fixed course of action and in this context, all
social affairs (e.g. youth) and economic stakeholders have a role to play in shaping the
development. way in which it evolves in the coming years.
In this chapter, we look first at the key elements
Effective entrepreneurship education in that are needed in a national strategy, before
schools: building the local and regional turning to look at good practice in the following
entrepreneurship education ecosystem: areas:
The ultimate goal of the progression model
is for every school at every level to be the national policy framework;
involved in entrepreneurship education,
with clear linkages between levels/types teachers;
of education and for wider linkages to be
developed as part of the development of businesses and private associations and
local entrepreneurship ecosystems. This organisations;
can begin with schools developing their own
coherent approaches to entrepreneurship local and regional authorities and
education, creating experiential learning
environments, and then developing wider schools and the development of local
linkages through clustering and partnerships. entrepreneurship education ecosystems.

4.1 Introduction In terms of the practice that needs to be

In the preceding chapter we described developed, there is substantial overlap between
a progression model which sets out a these categories, and the good practice we cite
trajectory for the development of strategies in one section may also apply in others.
in entrepreneurship education and their As we noted at the start of the report, higher
implementation. This chapter looks at some of education was not the main focus of the Panels
the key elements of the model and identifies a but it is included as a horizontal dimension,
range of good practices to help stakeholders with references made as appropriate in the
take forward developments. various sections.
As we have indicated, most countries are in the
early phases of the progression model. Because
4.2 Key Elements of a National
of this, how to examples for the later stages
Strategy
are less common than for the early ones. This In light of the progression model, it has been
is particularly true in areas such as the setting possible to elaborate the main elements that
of objectives, targets and indicators, and the would need to be included in a national strategy
establishment of monitoring and evaluation for entrepreneurship education. Figure 4.1
procedures. In areas like these, good practice presents this in diagrammatic form, whilst
needs to be developed and disseminated Table 4.1 sets out the elements in more detail.
as we go forwards, and as we discuss in the
 35

Figure 4.1 Elements of a National Strategy for Entrepreneurship Education

36

Table 4.1 The Main Elements of an Ideal National Entrepreneurship Education Strategy
Key Element Detail

1. An agreed definition Ideally this should build from the Oslo Agenda(c) and the Small Business Act but
of terms of reference recognizing too that national variance may be applicable, particularly in the small
what is Entrepreneurship print (i.e. differences of emphasis placed according to national needs, culture,
Education? positioning etc).

2. Cross - ministry Development of a national strategy should involve all relevant ministries. The
involvement as key strategy development process may have greater momentum if one Ministry leads
stakeholders the process. There is a need to involve and consult with Ministries which have an
overlapping role as well as those with a direct responsibility for entrepreneurship or
education itself.

3. Stakeholder Early consultation with representatives from NGOs, teachers and businesses is
consultation to establish important. In particular, education interventions should be shaped around the
wide-ranging buy-in and experiences and input of the teaching community. Provisions should be put in place
comprehension for active consultation early on in the process of strategy development, with a
stakeholder working group supporting this stage of the process.

4. Embedding National strategies should encourage the inclusion of entrepreneurship education

core competences on a cross-curricular basis and where necessary within the national curriculum
throughout the national for each member state. Strategies should reflect core-competences acquired
curriculum through experiential learning, i.e. those skills and qualities typifying enterprising
behaviour, rather than laying out steps for promoting business skills and behaviour in
themselves.

5. Developing high level National strategies should be visionary with strategic aims and objectives covering
and strategic aims and all levels of education and having the buy-in of all stakeholders.
objectives

6. Integrating and The European Commission can play an important role in taking the lead in identifying
buttressing the strategy and sharing good practice in entrepreneurship education. Good practice also has a
with identified good key role in national level strategies as an effective way of demonstrating what is
practice practically involved in the creation of effective teaching practice.

7. Training the teachers Teacher training has a critical function to play. First it promotes the conception of
entrepreneurship education as a set of core competences for all rather than being
narrowly about how to run a business; experience shows teachers readily embrace
this notion once explained. Second, it equips teachers for the incorporation of
experiential learning into their practice and a new coaching/mentoring relationship
with their students.

8. Developing a logic Being clear about the objectives of national/regional strategies and their intended
chain which includes outcomes is critical for effective implementation. The elaboration of logic chains (like
indicators, outputs, that presented in Figure 2.2) is an important tool. Associated with this, targets and
outcomes and results. indicators should be developed to assist in monitoring and evaluating progress. This
is an area where significant development is still required even for countries that are
currently relatively advanced in their strategy development and implementation.

9. Strategies Strategies should ideally encompass the whole of the education life cycle, with
demonstrating lifelong learning and core competences at the heart. Strategies can indicate how
progression from implementation of entrepreneurship education may progress from horizontal cross-
primary through to cutting activity (primary, lower secondary) through to specialist vertical pathways
tertiary (vocational and (upper secondary and beyond).
non vocational) phases

10. Resourcing the A high level national strategy should not become overly concerned with budgetary
strategy constraints. However, some strong indications of how the strategy plans to finance
its objectives will avoid the common pitfall of visions failing because of a lack of
resourcing to see practical implementation through at the local level.
The Oslo Agenda for Entrepreneurship Education in Europe, European Commission 2007.
(c)
 37

4.3 Developing the National Policy entrepreneurship agenda has come from
Framework the Ministry of Enterprise, Energy and
Communication, being subsequently endorsed
Across the EU, national ministries and and developed by the Ministry of Education.
social partners play a variety of roles in the
development of effective entrepreneurship Strategy for Entrepreneurship in
education strategies and approaches, and face the Field of Education The 2009
a number of challenges. Sweden National Strategy(d)
In terms of the role and contribution of In the Budget Bill for 2009, the Swedish
ministries in different national contexts, in most Government announced its ambition
cases (with the exception of the Netherlands for the teaching of entrepreneurship to
and Poland), it is the Ministry of Education be an integrated theme throughout the
that takes primary responsibility for the education system. Extensive reforms of the
entrepreneurship education agenda.14 In education system are now being carried
general, this primacy is based on the legal out. The Government has already taken
status of education ministries in the sense of, decisions on several initiatives that support
for example, their responsibility for developing the development of entrepreneurship
National Qualifications Frameworks (NQFs) and programmes in schools and higher education
for curriculum development. In line with this, a institutions. The Government will make
range of contributions are made by education decisions on other initiatives as the reform
ministries covering, for example: defining the process continues. All these initiatives are
scope and place of entrepreneurship education now brought together in a strategy for
within the curriculum; developing a framework entrepreneurship, published in May 2009.
within which municipalities and schools can
develop projects and initiatives; developing The strategy consists of 11 key points,
programmes to support the required training detailing action by government and
of teachers and create teaching materials and stakeholders, ranging from providing greater
setting outcomes for learners. opportunities for more in-depth studies
of entrepreneurship in upper secondary
While ministries of education play a central school, through to mapping activity
role in respect of the entrepreneurship across all sectors and the development of
education agenda, it is also clear that cutting edge programmes in the fields of
this is frequently in concert with other entrepreneurship and innovation.
key ministries in particular, economy/
enterprise/trade15 ministries within Member Elsewhere, strategy development has been a
States. Indeed, ministries with responsibility collaborative affair. For example, Norways
for enterprise often play an important role in strategy for entrepreneurship education
policy development, and also on occasion have was prepared through the collaboration of
evidently provided a significant initial stimulus three Ministries: the Ministry of Research
for the entrepreneurship education agenda. and Education, the Ministry of Local
In Sweden, for example, stimulus for the Government and Regional Development,
and the Ministry of Trade and Industry. The
14 In the Netherlands it is the Ministry of Economic
Affairs taking the lead with Education in support, and
strategy covers all levels of education and
in Poland the Prime Ministers Office (Chancellery) its primary purpose is to motivate and inspire
leads. educational institutions, municipalities and
15 Ministries taking a role alongside Education Ministries county municipalities to plan and firmly
are variously named in different national contexts but
in the main have a remit around enterprise and trade
establish education for entrepreneurship, in
development, economic development and in some collaboration with industry and other relevant
instances employment.
(d)
http://www.sweden.gov.se/content/1/c6/12/99/99/e6e61481.pdf
38

players in the local environment. A revised Joint policy development has also been a
curriculum for primary and secondary feature of the approach taken in the UK leading
education was also introduced to complement to the cross-government Enterprise Strategy
the strategy, and entrepreneurship is included Enterprise: Unlocking the UKs Talent.
in many of the syllabuses. Whereas the
responsibility for coordination lies with the Other key contributions of enterprise
Ministry of Education and Research, delivery ministries include: facilitating links
follows a decentralized approach, where the between education and business;
responsibility for implementation lies with supporting the development of
educational institutions themselves. entrepreneurship academies, foundations
and trusts; promoting and supporting
See the Opportunities and Make entrepreneurship initiatives for young
Them Work: Norways Strategy people; providing networks or platforms
for Entrepreneurship in Education to share good practice and providing
and Training 2004-2008 (revised financial support to external organisations
2006)(e) that deliver programmes to schools.

The purpose of Norways strategy is to

Embedding Entrepreneurship
profile entrepreneurship as an educational
Across the Curriculum: The
objective and training strategy, as well
Approach in England
as to motivate educational institutions,
municipalities and county authorities
In the UK, a reform has been introduced in
to plan and anchor entrepreneurship in
England, for students aged 14-19. This was
collaboration with trade, business and
firstly started by making funds available
other relevant parties.
to schools for pilot projects; subsequently
general guidelines have been drafted by
A new National Curriculum for Primary
the government. The approach was to
and Secondary Education and Training
embed enterprise across the curriculum,
was introduced in the autumn of 2006
instead of introducing a separate subject.
and described entrepreneurship as a
Entrepreneurship is seen as the ability of
means of renewing education and training.
young people to handle uncertainty, respond
For pedagogical reasons, training in
to change and be creative. Currently 90%
entrepreneurship should be organised
of secondary schools in England offer this
differently at the different school levels.
type of education
The pupils are to achieve a broad basic
competence.
The contribution of enterprise ministries, and in
particular their collaborative partnership with
The strategy itself sets out a series
their education counterparts, can be further
of measures designed to develop the
illustrated with reference to the Netherlands,
entrepreneurship agenda in Norways
where a Partnership for Entrepreneurship
schools, including: improving the knowledge
and Education was established in 2005. The
base for teachers and educational
partnership takes in the Ministry of Economic
establishments; running conferences and
Affairs and the Education Ministry, along with
seminars to raise awareness; exchanges of
a range of social partners including education
experience and best practice; collaboration
and employers organisations.
with organisations and networks outside
government and international networking. The work taken forward by the partnership
has sought to stimulate entrepreneurship in
the education system, with activities including,
for example, establishing a platform for

http://www.regjeringen.no/upload/KD/Vedlegg/Grunnskole/StrategiplanerSee_the_opportunities_and_make_them_
(e)

work_2204-2008.pdf
 39

good practice, and facilitating exchanges of Ministry in Norway, Science and Research
ideas around developing new initiatives and Ministries in Austria, Denmark and Portugal,
approaches. and Youth Ministries in Portugal, Austria and
Bulgaria. While this demonstrates, in part, the
While education and enterprise ministries differing shape and pattern of governmental
are the primary actors in entrepreneurship responsibilities between ministries in different
education across the countries as a whole, countries, it also highlights the importance
in some instances, as we have noted, other of cross-departmental cooperation and
ministries have made contributions. This coordination. It is also clear that advancing
includes, for example, the Regional Development this agenda, and developing effective

Examples of Contributions of Different Ministries to Entrepreneurship Education

Education ministries Enterprise/economy/trade ministries Other ministries
Typically the lead on Highly variable role in strategy development, Ministry of labour
entrepreneurship education strategy ranging from initiator (though rarely), through entrepreneurship for the
development partner to consultee. unemployed
Legal responsibility for education Focus on business start-ups and existing Ministry for regional
Development of National entrepreneurs development incorporation of
Qualifications Frameworks (learning Contributing to the definition of the contents of entrepreneurship education into
outcomes) entrepreneurship education, and to the production regional strategies
Setting standards, performance and dissemination of pedagogical material. Ministry for youth embedding
assessment, monitoring and Supporting complementary activities, e.g. private of entrepreneurship education in
evaluation associations and organisations, practical project- strategies for young people, e.g.
Teacher training based initiatives (extra-curricula), academies, development of creativity and
Funding development of teaching foundations, trusts citizenship
resources Promotional role, e.g. to universities (link to
innovation strategies)
Inputting business skills needs into process
Conduit for EU structural funds

strategies, also depends on engaging a wide account in building national level partnerships
range of stakeholders and social partners. is a challenging process given the complexity
This is particularly important in light of the and broad range of the entrepreneurship
implementation requirements that follow education agenda.
strategy development, but is also a key feature
in the development of strategies themselves. In Common challenges faced by ministries and
the Swedish context, for instance, stakeholder their partners include, to varying degrees:
consultation has been used to identify issues
for consideration and to shape the content lack of underpinning research to guide
of the strategy developed. This has served to strategy development and implementation;
highlight, for example, requirements around
data sharing amongst national agencies, the resource constraints; legal and/or
need to integrate entrepreneurship across all constitutional barriers;
education levels, and the need to increase
the knowledge base and research undertaken difficulties in building the capacity,
around entrepreneurship education. Generally, understanding and expertise of the teaching
it is important that processes to involve profession;
stakeholders recognise that they come from
a variety of positions and bring a variety the challenge of integrating entrepreneurship
of perspectives and skills. Taking these into education effectively into existing curricula;
40

the struggle for space and visibility in activities will be published).

terms of the place of the entrepreneurship In this respect it is worth highlighting
education agenda against other national two approaches which are applicable
priorities; in contrasting contexts. The Netherlands
provides an example of an approach applicable
lack of underpinning and coherent strategies in mature contexts, i.e. where entrepreneurship
to aid implementation; education has been developing for some time
as a bottom-up activity supported by top-
difficulties in co-ordinating responses to the down initiatives and projects, and where
agenda across different Ministries and, government activity is now being stepped up to
make entrepreneurship education more widely
developing the required political will and available. Issues of assessment and monitoring
momentum to drive the entrepreneurship are also being addressed. In contrast, Portugal
education agenda forward. provides an example of an approach where there
has been comparatively little spontaneous
Particularly important challenges are: the need to development of entrepreneurship education on
develop the capacity of the teaching profession; the ground and which has required government
the co-ordination of responses between intervention to kick start the system. Although
relevant stakeholders and the integration of tuned to the needs of different contexts, both of
entrepreneurship education into existing curricula these approaches are very much in tune with the
and uncertainty over which route(s) to take. approach encapsulated in the progression model
Stakeholder co-ordination and engagement is a which is to provide a facilitative framework to
particularly difficult matter to execute to maximum encourage local action.
effect, given the large number of stakeholders
that need to be involved, e.g. higher education Contrasting Approaches to
institutions, businesses, teachers, national Entrepreneurship Education in
ministries, NGOs and delivery organisations. In Different Contexts
some countries, special bodies have been
created to implement or promote national A Mature Context Approach:
strategies partly in an effort to better deal with The Netherlands
this issue. In Denmark, for example, different The emphasis in the Netherlands is on
ministries jointly established a foundation for the providing policy direction, support and
promotion of entrepreneurship education. encouragement (through a programme
approach) rather than making
While there is clearly some commonality in entrepreneurship education a compulsory
terms of the difficulties faced across countries, part of curricula in all educational
the significance and nature of these challenges institutions. Subsidies are provided
also varies considerably. It is thus important that (through the National Education and
entrepreneurship strategies and approaches Entrepreneurship Programme managed
to implementation are sufficiently attuned to by the public agency SenterNovem) to
national, regional and local contexts. Countries implement entrepreneurship education
vary in their approach to this. In countries where across the educational phases, based on
education is largely devolved to lower tiers of a commitment contained in the national
government, a regionally specific is possible within Strategic Agenda for Higher Education,
a national framework. In Spain, for example, the Research and Science Policy; although
law introducing entrepreneurship into the school entrepreneurship education is not explicitly
curriculum which was adopted in 2006 started part of the curriculum. The focus is on deficits
to be implemented in 2009 at local level by identified in the current educational system
the autonomous regions (a report on regional which concern the early-stage in particular,
 41

while the approach to implementing to establish entrepreneurship education

the programme is deliberately demand- as a cross-curricular subject within the
led, i.e. focusing on institutions that curriculum. Within the framework of
expressed a specific interest in starting to the PNEE, elementary, secondary and
teach entrepreneurship education. Some vocational / professional schools have been
schools are now offering projects for pre- invited on a voluntary basis to develop a
school children, one example being My set of initiatives leading to the creation
Restaurant where classes are set up as of entrepreneurship competencies and
restaurants with children making menus attitudes. In doing so, the PNEE also seeks
etc, coupled to a visit to a real restaurant in to contribute to a continuous programme
the locality. Primary schools typically start of qualifications and of learning, both for
entrepreneurship education at the age of education professionals and learners.
eight.
In 2007/2008, 99 schools participated,
There is involvement of players at involving 4153 pupils in both general
all governance levels. Along with the and vocational tracks in more than 357
frameworks provided by the national projects, and covering both technical and
government, at regional level chambers of social dimensions entrepreneurship. Some
commerce are involved in: supporting start- of the projects are likely to be upgraded
ups; putting entrepreneurship education into real enterprises in the future. In the
on the regional agenda via sector skills final trimester of 2008, a national training
organisations and simulating projects for trainers action was launched involving
between schools and companies. At local around 300 professionals from schools
level, local authorities can stimulate participating in the PNEE.
projects at local schools and with local
companies and organisations. A national strategy is now being considered
based on the PNEE.
The Netherlands is also starting to address
the issue of assessment and is putting As these two examples illustrate, there are
in place a National Entrepreneurship important differences between countries not
Certificate. This will apply at middle only in strategy development but also in how
vocational training level up to and including strategy is implemented. In this regard, the
university level and will build on certificates following examples are instructive.
currently being offered by a number of
The Swedish Ministry of Education and
HEIs (for example the Utrecht Academy of
Research and the Ministry of Enterprise, Energy
Entrepreneurship).
and Communication outlined a strategy for
Entrepreneurship in the educational system
In terms of measurement and monitoring
taking as its starting point the need to integrate
the impact of the Netherlands Education
entrepreneurship throughout the education
and Entrepreneurship Programme is
system. One initiative was the national three-
measured on a two year cycle.
year programme for entrepreneurship, which
was carried out by the Swedish Agency for
A Newly Developing Context Approach:
Economic and Regional Growth (2005-2008).
Portugal
In the period 2005-2007 this programme spent
In Portugal the Education Ministry is
13 million and funded some 100 projects
implementing a National Education
(50% grants were offered and participation
Project for Entrepreneurship Education
by schools and colleges was considerable).
(Projecto Nacional de Educao para o
Results reported include the training of 4,000
Empreendedorismo or PNEE) which aims
teachers, the development of 50 new courses,
42

the participation of 140,000 students and the is to introduce entrepreneurship education into
development of six regional entrepreneurship the school curriculum via General Education
strategies. The Swedish Government also Programmes (GEPs) within the overall
contributes to different organizations such as framework of the national Lifelong Learning
the Swedish organization Ung Fretagsamhet, Strategy, which is designed to establish a
which is part of Junior Achievement Young new approach to education. Entrepreneurial
Enterprise Europe. This organization aims at activities are included as components of the
giving more than 10 percent of high school new key competences within the National
students (15,000) the possibility to start and Curriculum.
develop their own business during a school
year. Another example is Emax Nordic, which In the context of primary education, projects
creates a common meeting place for up to 200 to deliver the curriculum include practice firms
young entrepreneurs between the ages of 18 and young enterprises. Some 20.4% of schools
and 25 and organises competitions and prizes. now have an entrepreneurship programme
At these events, young entrepreneurs gain and 1.4% of the student population has so
inspiration, knowledge and valuable networks16. far taken part. In the Czech adult education
The approach of promotion and support for sector a voucher system is used to support
entrepreneurship education through targeted entrepreneurship education.
initiatives was also adopted in England, where
between 2003 and 2005 700 secondary 4.4 Developing Effective Practice
schools benefitted from 15 million of
funding through Enterprise Pathfinders. 4.4.1 Teachers, the Critical Success Factor
The lessons derived from these pilot schools Teachers have a critical role to play in the
enabled the programme to be opened to all development of entrepreneurship education.
schools and informed the national guidance The model discussed in Chapter 3 envisages
that was disseminated. This approach was a progression from the current position where
complemented by a statutory requirement entrepreneurship education has been highly
for work-related learning for 14-16 year olds, dependent on the enthusiasm of individual
which provides a framework for promoting teachers and their willingness and ability to
the economic wellbeing of young people. carry out activities as an extra-curricular activity
The focus is currently in secondary education, to one where it is systematically available to
although it is the intention of the ministry every student in every school. This requires
responsible to extend entrepreneurship all teachers to be teaching entrepreneurship
education into primary and tertiary education. education as an integral part of the curriculum,
There is variation in practice with respect which in turn entails entrepreneurship education
to whether strategies seek to achieve to be an intrinsic part of both initial and in-
entrepreneurship education through individual service teacher training.
subjects or across the curriculum. In Ireland,
for example, entrepreneurship is established The paradigm shift involved in delivering effective
in the curriculum as a specific subject, which entrepreneurship education requires teachers to
has been an advantage in terms of take-up be key agents of change. Achieving this means
by the schools. However, Ireland is also trying providing teachers with the right sort of support.
further to develop a horizontal approach. In From the beginning it is important that there is
Poland entrepreneurship is included as a a solid and scientific - understanding of how
specific subject in the national curriculum teachers perceive entrepreneurship education;
for all secondary schools but the teaching as we have noted, teachers are averse to
of entrepreneurship is seen as being still too a narrow definition of entrepreneurship
theoretical. In the Czech Republic the approach education as how to run a business, but
warmly welcoming of the broad conception
16 http://www.emaxnordic.com of competences for life.
 43

The development of this understanding should Creating and disseminating effective

inform the development of teacher training. content, tools, methods and resources
Core teacher competences need to be identified, for teaching
to parallel the key learning competences which
have already been identified (e.g. at EU level). Establishing support networks
Entrepreneurship education means a new
relationship between teachers and students in Understanding Teachers Approaches
which the teacher is less of an instructor and more to and Concept of Entrepreneurship
of a coach and mentor, facilitating an individuals Education: The Need for Research
learning and supporting their independence and
initiative. Teachers also need to incorporate a We have already seen that, since teachers
greater degree of practical, experiential learning are central to embedding entrepreneurship
into their teaching. In many countries these will education more systematically in educational
be major shifts. Throughout Member States, institutions, their attitudes, beliefs and
there will need to be developments in both initial perceptions are important factors to take into
training and in training for staff already in post account in the entrepreneurship education
(continuing professional development). Training implementation phase. Indeed, experience
will also be needed for senior staff who have the suggests that these cannot be taken for
potential to become leaders or champions granted. In Sweden for example the three-
of entrepreneurship education within their year national programme for entrepreneurship
establishments. (2005-2008) was reported to have been
enthusiastically received by teachers and
Sound research should also inform the others already working with entrepreneurship
development of on-going mechanisms to support in education, but proved more challenging
teachers continuing professional development in terms of reaching teachers outside the
such as tools to exchange good practice and group of core enthusiasts. This experience
opportunities to spend time on secondment highlights the need for a long-term, sustained
within real enterprises. Equally important is effort, and for ensuring the role of teachers
the development of banks of content, tools and is clearly articulated at both strategic and
resources and the establishment of effective operational levels.
support networks.
It is thus important that any strategic
Effective practice and effective teachers need approach to developing entrepreneurship is
to be recognised and given a high profile, e.g. underpinned by a thorough understanding of
through national awards, in order to raise the the ways in which teachers understand and
visibility of entrepreneurship education. internalise notions of entrepreneurialism
and what it means in educational settings.
Key Elements in Developing the Research carried out in Swedish schools
Role of Teachers (Berglund & Holmgren, 200717) for example
suggests that entrepreneurship education
Understanding through scientific was translated by teachers and school
research how teachers approach and administrators from a narrow understanding
conceive entrepreneurship education of business creation into a broader concept
best described as an attitude, or a way of
Developing initial teacher training and relating to the world. More specifically, teachers
continuing professional development said that in delivering entrepreneurship
programme, including training to
17 The Introduction of Entrepreneurship in Contemporary
support leadership development in Swedish Education Policy: Ugly duckling or Beautiful
senior staff Swan? Conference: ECER 2008, From Teaching to
Learning?
44

education they were encouraging a way of has been produced by a team of staff at
relating to the world which is characterized by the Centre for Education and Industry, the
creativity, reflexivity and power of initiative. University of Warwick, which has specialist
This is consistent with teachers natural interest experience in entrepreneurship education.
in learning for life. The National Standard quality framework is
organised into five elements, each of which
Research on teachers perspectives in Finland describes and identifies quality processes
also suggests a number of interesting trends: including:
teachers do not perceive entrepreneurship
education as a new phenomenon and the types The vision of enterprise education in
of activities pursued to support it are rather terms of concept and communication;
generic (projects, visits, experiments etc.)
Teachers also emphasised that students have Conducting an enterprise education
an inherent capacity for individual enterprise audit;
and the responsibility of the education system
is to reinforce this through support and Planning and managing enterprise
encouragement. The way different teachers education;
conceptualise or interpret entrepreneurship
education clearly has an influence on how they Delivering an enterprise education
put it into practice, and so there is a need to curriculum;
provide concrete foundation guidelines. The
Entlearn.net good practice guide and toolkit Assessing and evaluating enterprise
part of wider research on entrepreneurship education.
education, emphasises the fact that it is
difficult to build a model programme for Each element contains a list of
entrepreneurship education (no single requirements for schools to complete in
approach or format) and emphasises self- order to meet the Standard and a brief
organised learning and learning by doing, e.g. descriptive explanation of the type of
by integrating it into every-day operations or documentation which may be submitted
activities. So experiential learning may be the along with specified evidence which must
best way forward entrepreneurs typically be included with any submission. The
experiment then apply the knowledge gained target audience was very broad and a
to a real-life situation. wide range of schools (Primary, Secondary
and Special) subsequently accessed the
Quality Framework and National self review materials. Several regional
Standard for Enterprise Education teacher support networks have also used
- Centre for Education and the materials as a benchmark for their
Industry at the University of provision and as the basis for designing
Warwick, UK their continuing professional development
programmes. Reports suggest that teachers
The Centre for Education and Industry at the and their mentors value the provision of
University of Warwick, UK has developed a clear guidelines to support the provision
Quality Framework and National Standard of high quality enterprise education. They
for Enterprise Education for schools also respond well to the flexibility built
in England. The National Standard for into the requirements which allows for
Enterprise Education has been designed local priorities to be addressed whilst still
to provide a quality review process and complying with the basic criteria.
mechanism for recognising and celebrating
good practice in enterprise education. It
 45

Developing Teacher Training trainers draw upon cooperation with industry to

ensure courses are highly relevant.
Teacher training is clearly a vital component
in supporting teachers to deliver effective In Poland, Dynamic Entrepreneurship
entrepreneurship education. The kinds of is a national programme for enhancing
national approaches described in the previous entrepreneurship training in Higher Education
section imply that entrepreneurship education Institutions. Initiated in 2004 its aim is to
needs to be incorporated into existing teacher develop methodologies and tools for teaching
training. There is a need to invest in raising entrepreneurship courses at the academic level
the standards within the teaching professions in Poland. The teaching methods, tools and case
and to attract high calibre graduates into the studies were first tested at the Leon Kozminski
profession. Investment is needed in both initial Academy of Entrepreneurship and Management
teacher training and to support continuing (business school) during an EU-funded project
professional development, not least for teachers for 120 students from 32 higher (mostly non-
who are already in post but who as yet do not business) institutions in the Mazovia Region. This
teach entrepreneurship education. led to the preparation of a textbook Dynamic
Entrepreneurship. How to Start Your Own
In Finland, where entrepreneurship education Business, published in 2006 and addressed to
was introduced relatively early (1994) and is the academic community.
incorporated across disciplines, pre-service
training in entrepreneurship education for In Slovenia, the Centre for Vocational
teachers is compulsory in three teacher Education has introduced training to teach
education institutes (Kajaani Department of entrepreneurship for teachers from secondary
Teacher Education of the University of Oulu, vocational and professional schools. Teachers
crafts teachers programmes in the Rauma are trained through workshops focusing on how
Department of Teacher Education of the to use active learning methods and different
University of Turku and the Vaasa Department activities in order to encourage and develop
of bo Akademi University) and elective in entrepreneurial mindsets. In order to achieve
several others. In addition, measures have been this goal, attention is centred on the structured
taken to recruit more people into teacher training processes grounded on creative problem solving
with a background in entrepreneurship and with and critical thinking in order to trigger learning
personal experience of entrepreneurship. All by doing, imitation and fruitful exchange of
universities providing teacher education offer opinions. The main learning outcome of these
entrepreneurship education as elective studies techniques when applied in the classroom is to
for teacher trainees. These are generally on offer develop in learners an entrepreneurial spirit and
in faculties of economics and administrative corresponding skills, in the sense of individuals
sciences and the focus is on entrepreneurship general ability, with the intention to increase
and business know-how. Some 60 students their efficiency both in their professional and
opted for these courses in 2006-7. private life. Entrepreneurship is understood
as stimulating those personal abilities which
In Cyprus, secondary teachers receive compulsory are the foundation for entrepreneurial activity.
initial training at the University of Cyprus, Cooperation with secondary teachers has so
where the programme includes 10 teaching far resulted in a number of teaching materials
periods on Entrepreneurship Education. Optional and handbooks on: enterprising in the world of
seminars are offered by the Cyprus Pedagogical vocational education; the option of being self-
Institute to teachers, school administrators employed; understanding the entrepreneurial
and policy makers. These are organised by the way of life and a guide for teachers on the
Ministry of Education in cooperation with other introduction of entrepreneurship into secondary
organisations, i.e. universities. Where appropriate, vocational and professional education.
46

Teacher Training in Austria Golden opportunities : Closing

the books a little more often
In Austria the Initiative for Teaching The Dutch National Centre for
Entrepreneurship (IFTE)(f) has been created Curriculum Development (SLO),
to develop and provide teacher training Netherlands
and each year it runs a Summer School for
Entrepreneurship in Kitzbhel. The course SLO, the Dutch national expertise centre
runs for one week in July and is intended for for curriculum development, offers training
teachers from both vocational schools and courses to teachers, school directors
colleges, and general secondary education and wider stakeholders who wish to
tracks. The programme is broad, and topics develop, implement or contribute to
include entrepreneurship in the context of entrepreneurship education programmes.
educational philosophy, business ethics, The training for teachers consists in two
and ideas creation, along with practical consecutive courses. The core principle of
work on implementation, and how to use SLOs training programme is that being
change management processes to create entrepreneurial is about behaviour.
innovative educational organisations.
There is a strong emphasis on experiential The first one is called Excelling and is run
learning. The course team is drawn from over three days. The objective of this course,
across business, universities and schools, focused on attitudes and behaviours, is to
reflecting the fact that the IFTE is backed stimulate the entrepreneurial behaviour
by a range of sponsors from the public and of the teachers. Participants work on their
private sectors. own development as an entrepreneurial
individual. The course hopes to kindle
The use of secondments of teachers into the entrepreneurial flame, by providing
business is a valuable means of developing teachers with first-hand experience of
teachers competences in entrepreneurship what it means to have an entrepreneurial
education: they provide in-depth, hands-on attitude. Participants learn to look at things
experience of working in the private sector differently, they must reflect on their own
through learning by doing. They can also support talent and the talents of their students,
a range of other benefits, e.g. leadership and they must make contact with the outside
wider competence development, and provide world and link entrepreneurship and
opportunities for business people to spend education.
time in education, helping to develop mutual
understanding between the sectors. Less The second course is called Arranging
positively, they require a significant increase and is run over two days. The aim of this
in commitment and resources compared course is for teachers to translate the
to simple visits between schools and local entrepreneurial fire into teaching practice.
businesses. Although they can be organised Participants are taught how to arrange
on an individual school/business basis, they entrepreneurial lessons from and for
are more likely to need a comparatively high their own teaching practice, in cooperation
degree of local organisation, perhaps involving with entrepreneurs from outside the school,
a local/regional authority or support centre and with links being drawn with education
a local business organisation to develop and frameworks and objectives. Participating
manage secondment opportunities. teachers are expected to design their own
entrepreneurship education courses, using
all characteristics of entrepreneurship.

http://www.ifte.at
(f)
 47

Content, Tools, Methods and Resources for and to support teacher educators by
Teaching contributing to the development of
pedagogies, strategies and curricula for
As well as teacher training, it is also critical to teacher education in entrepreneurship.
make available effective teaching resources
and support and to provide sufficient space The project, which started in mid-2010,
within the curriculum for their use. Typically will be implemented throughout the period
teachers like to be able to adapt and develop 2010 2013. In 2011, it brings together
resources, although off the shelf products are 26 partners. Early results indicate changes
also very useful for busy teaching staff. Many in strategy and curricula development
of these resources teachers can create at local in teacher education, as well as an
level, using local resources through existing improvement in teachers pedagogical
mechanisms (such as support centres supported readiness to implement entrepreneurship
by local/regional authorities, see section 4.3.3 education. Through the project, the Finnish
below). But there are a number of examples network has also been strengthened.
where national efforts have been made to
develop resources. In Slovenia, for example, a In Scotland, Enterprising Careers provides
catalogue of training programmes for teachers, a range of support to teachers delivering
supported by pedagogical material, ranging enterprise education. This support is offered
from developing entrepreneurial attitudes and by a third party organisation, in this case
skills to more specific business courses, has the Centre for Studies in Enterprise, Career
been implemented. In Austria, the Impulse Development & Work, at the University of
Centre of Entrepreneurship Education (EESI) Strathclyde. The concept of entrepreneurship
inter alia provides approved entrepreneurship education here falls in to the category of a
education textbooks, has created a software broad-based approach such as those we have
tool to measure personality traits and attitudes already alluded to (in Finland for example),
towards entrepreneurship as a teaching where the emphasis is on personal development
resource for upper secondary schools, and and improving the quality of educational
organises business plan competitions, as well outcome rather than focusing mainly on
as organising an annual entrepreneurship entrepreneurship in the sense of starting up
symposium with expert lecturers and or running businesses. Enterprising Careers
workshops. offers a range of short courses (Continuing
Professional Development or CPD), including:
The virtual learning environment the Enterprising Teacher, the Enterprising
for entrepreneurship education School and Excellence in Enterprise (which
University of Turku, Finland provides tools to help schools evaluate their
enterprise activities).
The Virtual Learning Environment for
entrepreneurship education developed by There are also a number of enterprise packs,
the University of Turku, in Finland, provides including resources and tools for teachers to
an example of an attempt to create an use and which are aimed at different levels
online platform with the aim to tackle the (5-7 years, 8-11 years and 12-14 years).
lack of information, of learning material
and of networking in teacher education A wide range of other approaches is also
in entrepreneurship. The objectives of the available across Europe. For example, in France,
Virtual Learning Environment are to create Lucy et Valentin crent leur entreprise!
dynamic models for entrepreneurship (Lucy and Valentin set up a business!) is a
education, to enable networking between teaching tool that combines comic strips and
developers of entrepreneurship education serious editorial content to encourage young
48

people between 14 and 5 to be enterprising finder to assess personal traits and talents
and think about setting up their own company. and finally an entrepreneur talent check.
Usable either as a stand-alone module or as Participants also complete two written
part of a classroom activity, it provides an tests at home: a self-evaluation test and an
interactive, dynamic, positive and pragmatic assessment of their strengths completed
insight into business and entrepreneurship. by asking friends, parents etc. The online-
The comic strip is divided into ten parts, one tests are sent to a talent coach and are
for each stage of the process that Lucy and followed up by a one-day seminar (with
Valentin follow to set up their own sportswear maximum 12 pupils) where the participants
company. A similar approach has been work with the talent coach: discussing the
adopted in Luxembourg, where a strip cartoon results of the tests and developing their
on starting a company (Boule and Bill set up a own talent sheet. Also, at the end of the
business) is used in all primary schools. seminar the students go home with five
concrete proposals for future vocational
Virtual resources are also increasingly popular. training, profession or studies. In the
For example, in the UK web-based resources first 18 months of the project more than
are provided at national and regional levels 4,500 students from 170 schools have
by national government and local education participated. Financed by the Ministry of
authorities (www.enterprisevillage.org.uk/). Economy of Baden-Wrttemberg (as a
In Poland, a key component of the national result of its interest in entrepreneurship)
Dynamic Entrepreneurship programme for and by the Federal Employment Office
enhancing entrepreneurship training in Higher Baden-Wrttemberg (as a result of its
Education Institutions includes a dedicated interest in career guidance), the initiative
web portal (www.cieslik.edu.pl), which makes provides a good example of joint-working
available supplementary materials and tools at a regional level.
for students, together with teaching tips and
materials for lecturers. Along with the types of resources described
above, teachers also need the space to make
Identifying Entrepreneurship use of them. Unfortunately, pressures can
Talents Online in Baden- stand in the way of this and these have tended
Wrttemberg, Germany to force entrepreneurship education into the
margins of the curriculum as an extra-curricula
Talenteschmiede Baden-Wrttemberg activity. Curricula can sometimes lack flexibility.
is a pilot project run by the NaturTalent Factors such as these can make it difficult for
Stiftung (Natural Talent Foundation) and teachers to organise innovative activities and
is for students between 15 and 20 years provide their students with greater freedom.
old enrolled in schools providing a general One solution to this is evident in Slovenia where
education. The aim is to raise awareness up to 20% of the curriculum is specified within
among pupils of their natural talents and national the curriculum framework as being for
to provide guidelines for potential career the discretionary use of teachers: this provides
paths. The rationale is that if people can an opportunity for entrepreneurship education.
apply their talents in their jobs, then they
Support Networks
are likely to be much more effective and
Networks can be an important means of
innovative. The first stage of the process
supporting teachers. Professional networks
involves pupils taking different on-line
or communities of practice allow them to
tests (those must be taken at home)
share and learn from each others experiences
which altogether take about five hours and
of entrepreneurship education. In Slovenia,
consist of: a competence check, a check
for example, the value of such supporting
to find a potential profession, a strength
frameworks in supporting the development
 49

of entrepreneurship education has been enterprising people serves the whole of society
recognised, along with the need to foster business included. Participation can also
stronger cooperation and communication bring profile and publicity benefits.
amongst stakeholders. This has resulted in a
commitment to develop a network for teachers. Businesses also underpin the work of the
many private associations and organisations
A Support Network for Educators (e.g. JA-YE and EUROPEN) which have played
in Irish Higher Education such an important role in the development
of practice to date; these bodies have strong
In Ireland the INTRE (Irish Network private sector backing and are able to draw
of Teachers and Researchers of directly on concrete business practices and
Entrepreneurship)(g) has been instrumental make them available to schools and teachers
in shaping the culture and practices of as opportunities for practical, experiential
entrepreneurship educators across the learning. To date, however, schools and
island (in the HE sector). This is considered teachers use of the expertise available from
central to capacity building in all institutions. private associations and organisations has
The UKs National Council for Graduate been largely ad hoc.
Entrepreneurship supports the work of the
INTRE and has engaged Irish educators in its In aiming to ensure the availability of
International Entrepreneurship Educators entrepreneurship education for every student,
Programme with financial assistance from the progression model will entail a major scaling
Enterprise Ireland. up of demands on businesses and private
associations and organisations. Business
4.4.2 Engaging with Businesses participation is voluntary and is unlikely to
and Private Associations and support the required increases without: (i) a
Organisations greater degree of structured involvement and
Businesses are a vital component of the establishment of long-term, sustainable
entrepreneurship education strategies: they relationships with schools, as envisaged in the
are the source of the real-life examples and progression model and (ii) the development of
experiences that are so essential for students innovative approaches for engaging businesses
learning. Dialogue between entrepreneurs including the wider use of local partnerships
and educationalists is central to ensuring that and the development of brokerage functions
entrepreneurship education is relevant and to by local business organisations (an easier
raising students awareness of the scope and task in countries like Germany with well-
nature of enterprise activity both in general established organisations like chambers
and in their local vicinity or region. of commerce). Equally, it is important that
business organisations are involved in strategy
However, business involvement has been development and implementation at national
patchy and unstructured, and this is reflected level. Business associations and organisations,
in the starting point in the progression model. such as chambers of commerce, have valuable
There are a number of barriers to business expertise and experience to bring to bear in
participation, notably a lack of time and introducing entrepreneurship education, and in
resources, a lack of incentives for engagement ensuring schools and teachers take appropriate
and an unclear understanding as to how they account of business needs.
could most usefully become involved with
entrepreneurship education. One way in which There are a number of areas where the role
participation might be increased is through the of businesses can be developed to support the
promotion of the corporate social responsibility development of entrepreneurship education,
aspects, recognising that the development of as shown in the box below.

http://www.intre.ie/
(g)
50

Key Elements in Developing the The core of DREAM is a national day

Role of Business dedicated to giving young people the
opportunity to think about their future with
Visits, experiences, case studies and the support of testimonials from different
role models sectors of society and the economy
(encompassing services, manufacturing,
Mini-enterprises and virtual company creative industries, NGOs etc). The
schemes initiative was launched on a national scale
in 1999 and since then more than 101,000
Private associations and organisations students have participated.
acting as intermediaries between the
worlds of business and education Enterprise Days or Weeks are an increasingly
popular activity, providing an opportunity for
Visits, Experiences, Case Studies and Role focused activity within which the conventional
Models school timetable is often suspended and
students work on assignments together. In
Businesses are contributing to entrepreneurship France, for example, La Semaine Ecole-
education in a variety of ways and have been Entreprise (School-Business Week)18,
doing so for many years. One of the most provides an opportunity for companies from
powerful approaches is to bring students into a range of sectors to open their doors to
contact with real entrepreneurs and businesses. students, and for entrepreneurs and employees
to visit classrooms. Established in 2000, the
objectives of the Week are: to enhance mutual
Imagining an Entrepreneurial understanding between the worlds of education
Future: The DREAM Programme and enterprise; to strengthen exchanges and
partnerships and encourage new initiatives and
DREAM(h) is a youth project in Belgium for to establish a sustainable, long-term dialogue
16-19 year olds that enables volunteer between teachers and business leaders. The
entrepreneurs or employers to share their scheme is part of an annual calendar of events
experiences in the classroom or workplace. organized in partnership with the business
It has been developed and organized sector, within the Framework Agreement
by the small business department of of July 19 2004 between the Minister of
Brussels Management School (part of Education and the President of the Mouvement
the Institut Catholique des Hautes Etudes des Entreprises de France. The Centre of
Commerciales), known as ICHEC-PME. The Young Leaders and the Youth Association and
four goals of DREAM are to: Enterprise are also partners.
1. encourage young people to think about In Slovenia, the Design Thinking School or
what job they want to do, or really d.school initiative led by JAPTI, the public
dream of; Agency for Entrepreneurship and Foreign
Investments, brings together interdisciplinary
2. provide advice on the skills necessary to groups of students, teachers and innovative
make their dream happen; companies to provide solutions to real
business problems. As well as regular visits
3. stimulate and teach an entrepreneurial to the school by mentors from firms, students
spirit and attitude and also visit participating companies, where they
4. reinforce contacts between schools and
business communities.
18 http://eduscol.education.fr/pid23542-cid45666/
semaine-ecole-entreprise.html

http://www.dreamday.be/fr/index.html
(h)
 51

are given an introduction to the business and and challenges is through initiatives that use
presentations of its products and technologies. the technique of mini-companies to provide an
The companies also offer their research environment for experimentation in business
infrastructure to the students, to help them to skills. These develop real business activity on
make prototypes. a small scale and for a limited time, allowing
learners to experience personally the challenges
A further example of this hands-on approach of entrepreneurship. The 2005 report from
comes from the Netherlands where, in 2004, the European Commission on mini-companies
Groningen University together with ID Media shows that they allow students to acquire
developed an educational internet game for basic business skills, personal qualities and
students in preparatory intermediate and transversal skills and to display their creativity,
intermediate vocational schools. The goal of the develop enthusiasm and self-confidence, learn
Starting Entrepreneur Game (KvK Startersspel) how to work in a team, become more willing to
is to inform students in a playful manner about take responsibility and to use their initiative20.
the steps needed to start a business as well The main factors (best practice) of effectiveness
as to direct them to the proper organisations and success in implementing student company
that have a role in business creation, such as programmes include team working and the
the chamber of commerce. The game was first freedom of students to develop their own ideas,
tested in 2005 by five schools and can now be the development of links with the business world
used by all schools in the Netherlands; currently and the local community, and the availability of
around 80 schools are registered. Last year mentors and advisers from businesses.
5,000 people visited the site19 where they can
play the demo-version of the game. Key Benefits of Mini-Companies

Ensuring the Direct Involvement 1. A strong connection with businesses

of Entrepreneurs in the Teaching and with the local community, and the
of Entrepreneurship Education: the involvement of the private sector;
University of Valencia, Spain
2. Flexibility and adaptability of programmes
At the University of Valencia in Spain to different types of education, and locally
business owners finance and manage a Chair to different situations;
on entrepreneurship education. Teachers/
lecturers on the accompanying course are 3. Enthusiasm and motivation generated in
drawn exclusively from the local business students (even those who lack motivation
community. This means they not only act as in more traditional subjects) and
role models but are involved directly in the
teaching of entrepreneurship education. Over 4. The potential, in terms of creativity,
the ten years that the programme has been initiative and innovation, that these
running, 250 business projects have been activities are able to unlock in young
developed. A key output of the venture has people.
been the acquisition of entrepreneurial skills
and attitudes amongst students. Source: DG Enterprise and Industry (2005)
Best Procedure Project: Mini-Companies in
Mini-Enterprises, Virtual Businesses Secondary Education

The most effective way to expose learners

(and indeed teachers) to business methods
20 DG Enterprise and Industry (2005) Best Procedure
Project: Mini-Companies in Secondary Education http://
ec.europa.eu/enterprise/newsroom/cf/itemshortdetail.
19 http://www.kvkstartersspel.nl/demo/# cfm?item_id=3358
52

Evidence suggests that involvement in activities to a real company. Practice firms are organised
such as these can have a direct impact on the into various departments such as personnel,
likelihood that students will go on to set up in administration, marketing, accounting, logistics
business. Two national evaluations of youth etc. Students work in different departments.
enterprises in upper secondary education
and training carried out in Norway in 2002 The training is practical, interdisciplinary and
and 2005 show that people who participated geared towards problem-solving. Thus students
in a youth enterprise are more likely to start acquire the ability to work in teams and to
up their own business: surveys in the over take decisions, and develop responsibility
29 age group show that the percentage who for their work. In addition, they acquire other
start their own enterprise is four times higher entrepreneurship-related skills such as the
amongst those who have participated in youth ability to negotiate, assess and take risks, and
enterprises than the average (16.6% compared the ability to plan and organise their work.
to the population average of 7.5%)21. Practice firms are often part of wider networks
in which they may trade with other practice
Mini-Companies in Bulgaria firms. International partnerships with practice
firms in other countries is also possible, for
In Bulgaria, a Centre for Entrepreneurship example, through the EUROPEN Worldwide
has been established at Sophia High School Practice Firms Network which has more than
(a vocational institution specialising in 5,500 practice firms in 42 countries22.
architecture, construction and surveying)
and has fostered two student firms. The
Virtual Firms in the Czech Republic
students learn the theory and practice
of basic entrepreneurship by founding
The main goal of the Virtual Firm
and running their own enterprises, which
project in the Czech Republic is to show
operate for a period of one school year and
students how to set up and run a business.
are guided by specially trained teacher-
Students prepare a business plan around
consultants. During their first steps in the
a theme that is relevant to the particular
field of entrepreneurship, the students are
educational course they are following, or to
assisted by business volunteers drawn
their own interests or situation. As far as
from the membership of the Business Club,
possible, the processes within the project
which is also part of the Centre and which is
mirror those encountered in real life.
designed to boost interaction between the
During such exercises the need to contact
school and local businesses. The business
public administrative authorities arises
volunteers consult, coach and inspire the
(for licensing, company registration and
young people.
taxation for example) and they do this by
contacting virtual ones run by the National
As a possible alternative to establishing real
Centre for Practice Firms (CEFIF). In addition,
companies, virtual or practice firms are
13 regional and one international fair are
popular, which, as far as possible, mirror a
held during the year, organised by schools
real firms business procedures, products
with the support of CEFIF. At the end of
and services. Practice firms are especially
the school year students can wind-up their
used in secondary and vocational education.
firms or pass them on to students from
Students work on an enterprise project, getting
lower classes. International networking is
an insight into business processes of real
achieved through the EUROPEN network.
companies. Normally the practice firm is linked

21 The evaluations were carried out by the Nord-

Trndelags Research Institute, see Kovereid and Alsos,
2003. 22 http://cms.europen.info/
 53

In Spain the Emprender en mi escuela Junior Achievement Young

(Enterprising in my school) and Empresa Enterprise
Joven Europea (Young European Enterprise)
programmes launched by the Principality of One of the largest and best known private
Asturias provide resources to facilitate the organisations is the Junior Achievement
adoption of entrepreneurial approaches in Young Enterprise network (JA-YE Europe(i)).
the education system. Both programmes Funded by businesses, institutions,
allow students to start up and manage a foundations and individuals, it operates in
mini-company, but the wider objective of 41 countries. JA-YE supports a range of
the programme is to raise awareness of activities including a scheme that provides
entrepreneurship among the educational an opportunity for young people to run a
community and other sectors of society company: the JA-YE Company Programme
and to provide schools and teachers with provides students between 15 and 21
appropriate resources for the promotion of years with in-depth experience of hosting
entrepreneurship in the education system. a range of entrepreneurial functions from
Participation figures have shown a steady project conceptualisation through to design
increase in every education level, particularly and production. Students are also given
in secondary education: 48,921 students and the opportunity to elect officers, negotiate
1,250 teachers participated in the programme wholesale and retail prices, calculate
during its first phase, 2004-07 break-even points, prepare budgets, pay
wages, conduct market research, create
The Contribution of Private Associations advertising and sell products. At the end
and Organisations of the programme, students liquidate
their company, prepare a profit and loss
As we have seen, many organisations statement and balance sheet and report
outside the mainstream public education on their key learning to a panel of their
sector have played a key role over the shareholders.
years in introducing and supporting
entrepreneurship education. Many of Another important international organisation is
the notable examples are business and EUROPEN, which promotes the idea of practice
private organisations, which range in size firms, facilitates an international network,
from small, local providers to significant develops methods, and represents its members
international players in the education field. to governments.
Their hosts come from a broad variety of
backgrounds, such as local chambers or sector It has also developed a scheme to award
organisations, university business centres, EUROPEN quality certificates to practice
regional development agencies, consultancies, firms and practice-firm trainees, which was
or corporate social responsibility initiatives/ developed as part of a project funded under
projects. Often they are financed through public the EUs Leonardo da Vinci programme23.
subsidies or by private sponsors. Typically they
do not require substantial budgets but provide External organisations devoted to
very valuable content and logistical support to promoting entrepreneurship education
teachers and schools that do not have enough can be effectively associated with national
experience. strategies. In Norway, for example, JA-YE is
an integral part of the national strategy and
plays a key role in implementation. In Romania,
the Junior Achievement Romania National
Entrepreneurship Programme is integrated into

23 http://www.europen.info/Leonardo/index.html
JA-YE Europe is the European arm of JA Worldwide,
(i)

which serves 98 countries

54

the public school system and comprises 12 to play the role of critical conscience
learning by doing components: Our Community, within the Confindustria System, and as
Its My Business, Global Marketplace, Company innovation laboratories with respect to
Program, Business in Tourism, Business in civil society. The Division today counts
Technology, Enterprise without Borders, IT in 12,500 associations, organised across 105
Business, Maths for Business, Business Ethics, Provinces and in 20 Regional Committees.
Innovate Program, Business Simulation Program
(Titan).
4.4.3 Developing an Active Role for Local and
The programme is run all over the country at Regional Authorities
all educational levels. Students receive free Local and regional authorities have an
manuals and have access to online support. important role to play in the development of
entrepreneurship education. As reflected in
Private associations and organisations the progression model, to date they have had
within countries can also play a major role. a varied role, with some being highly active,
For example in Asturias, Spain, an external and others not playing a role at all. The
organisation, Valnaln, has been invited to progression model foresees local and regional
implement entrepreneurship education24, which authorities playing an increasingly significant
is now part of the regional curriculum, and the role in contributing to the development of
model is now being transferred to other Spanish more systematic and structured approaches
regions. Specific initiatives driven forward to entrepreneurship education, which will
under the Valnalon banner include Empresa be necessary to deliver the wider goal of
en Mi Escuela (A Company in My School) and entrepreneurship education for all students.
Empresa Joven Europea (European Youth Ultimately, this may culminate in a statutory
Enterprise). In Luxembourg an ASBL25 (asbl requirement for the establishment of
Jonk Entrepreneuren) has been given a public partnerships based on local authority areas to
role by the government in promoting and ensure comprehensive coverage.
delivering entrepreneurship education. Through
its membership of the JA-YE network, and with Regional and local authorities are uniquely
support from the private sector, this newly positioned to take a lead role in the development
created non-profit organization fosters student of school clusters and education-business
mini-companies in secondary schools. links. Where local and regional authorities
have significant responsibilities for education
Developing Structured Business (e.g. in Germany and Spain), it is vital that
Involvement in Entrepreneurship entrepreneurship education is fully reflected in
Education: the Italian Example local educational policy and practice.

In Italy, the employers association, Local and regional authorities can help to
Confindustria, has launched a project structure and broker relationships between
whereby entrepreneurs became part of schools and individual businesses, and also
school boards in 16 Italian provinces. work with local business organisations to
Confindustria itself has developed a develop local strategies within national
Young Entrepreneurs Division as a group education frameworks, ensuring that business
of individuals whose aim is to strengthen needs are appropriately reflected within local/
awareness of the entrepreneurs role and regional curricula. They can also help to develop
and provide access to banks of teaching
24 www.valnaloneduca.com materials and tools, and fund local/regional
25 An Association Sans But Lucratif (ASBL) is a non-profit
projects. Local and regional authorities can
organisation which invests any surplus funds back into
achieving its objectives. Membership is afforded to also ensure that entrepreneurship education is
legal entities, companies as well as individuals. integrated into other local/regional strategies,
 55

such as those related to social affairs (e.g. activity undertaken by ELPs there will be
youth) and economic development. a wide range centrally organised resources
provided by the network for use by schools.
Key Roles for Local and Regional The network will engage nationally
Authorities recognised organisations working in
entrepreneurship education to provide this
Developing support networks such as Make your Mark and the Enterprise
Education Trust. Enterprise Village(j) is the
Developing local and regional support online component of Enterprise Network
centres that provides a one-stop shop for all
those with an interest in entrepreneurship
Linking entrepreneurship education into education, primarily in England. Regional
wider local and regional strategies Enterprise Coordinators and ELPs will be
able to develop local and regional pages to
Developing Support Networks and Centres support greater community development
and engagement.
At a practical level, local and regional authorities
can play an important role in the development In Wales, the Cyfenter Development
of support networks and centres. They provide Partnership provided the knowledge base for
a natural forum for bringing schools together, the Welsh Entrepreneurship Action Plan (WEAP)
and to facilitate dialogue and exchanges - a key strategic objective of which has been
with businesses, to discuss entrepreneurship to embed entrepreneurship into the National
education and to share good practice. The Curriculum and to create an entrepreneurial
UK provides an informative example of how a culture among children and young people.
long period of local development of this type Through its Dynamo project, the Welsh EAP
has been picked up by national government sets out to change peoples outlook and create
to ensure country-wide coverage, a step a culture where enterprise is respected and
envisaged in the progression model. valued. Dynamo organises teacher training
events and produces a resource pack for
Networking Entrepreneurship schools including teacher notes and lesson
Education: the UK example plans, CD-ROM cards with information on the
Welsh economy, and a CD ROM interactive
In the UK, the Enterprise Network has been game around entrepreneurship. All secondary
established to provide support for enterprise schools in Wales are now able to access the
education from 5-19. The vision for the Dynamo project and its materials.
network is to create a sustainable network
of 50-60 Enterprise Learning Partnerships Local and regional authorities can also provide
(ELPs) including all 155 Local Authority support centres. These can provide general
(LA) areas with some joining together to support to schools and teachers, and indeed
make an effective partnership. ELPs are a to businesses, but more specific examples of
group of schools and organisations within interventions exist, a good example of which
a LA area who wish proactively to support comes from Lithuania where pilot youth
entrepreneurship education. Each ELP will entrepreneurship centres are providing an
be given funding to support the enterprise institutional basis for youth entrepreneurship
journey 5-19 within their geographical training in four municipalities. Four youth
sphere of influence. ELPs will work to entrepreneurship centres have been
support all schools in their area to improve established in Anyksciai, Mazeikiai, Taurage
the quality and quantity of entrepreneurship and Zarasai districts; a methodology for youth
education. As well as the locally defined entrepreneurship training has been developed

www.enterprisevillage.org.uk
(j)
56

drawing on the experience of partner 4.4.4 Effective Entrepreneurship Education

organization Communicare and training has in Schools: Building the Local and
been provided for sixteen consultant youth Regional Entrepreneurship Education
workers (four based in each municipality) to Ecosystem
deliver a range of programmes (The first jump, Along with teachers, schools have a pivotal
Business start and Business development). role to play in the development of effective
entrepreneurship education: it is at school
Linking Entrepreneurship Education into level that the different elements that make
Wider Local and Regional Strategies up entrepreneurship education need to
be brought together to create the right
Localities and regions are often the geographical teaching and learning environments within
levels where other strategies are developed which entrepreneurial competences can be
and implemented, e.g. in relation to youth and developed. Table 4.1 shows the key features
economic development. Entrepreneurship of such an environment as highlighted in the
education can by strengthened by being Panel discussions.
integrated with these strategies, and can
sometimes be linked to other funding streams, Key features of an Effective
such as the European Social Fund and the Entrepreneurship Education
European Regional Development Fund. Environment

Making Entrepreneurship Education Quality exposure to enterprising

an Integral Part of Wider Socio- individuals;
Economic Development: the
Example of Asturias, Spain An understanding amongst the students
of the motivation and objectives behind
In Asturias, the Agreement for Economic the exercises that they are taking part
Development, Competitiveness and in, e.g. to develop competences related
Employment (ADEC), which covered the to creativity and initiative, and the skills
2004-7 period, was signed between needed to take risks, as well as to run
the Government of the Principality of businesses effectively
Asturias and social partners, and included
a Programme for the Development of Experiential and hands-on learning to
Entrepreneurial Culture. This has been enable students to have fun, retain the
renewed for 2008-2011, under the title outcomes of the learning experience
of the Agreement for Competitiveness, and gain a sense of accomplishment
Employment and Welfare of Asturias. This that builds their self-confidence;
regional approach has also enabled linkages
to be made with other funding streams. Tasks which give learners responsibility
Thus in La Felguera, the body charged with and ownership of activities in
implementing entrepreneurship education, order to promote the emergence
Valnaln (see section 4.3.2), developed and implementation of innovative
a project supported by the EUs EQUAL approaches to problem solving and
Community Initiative which developed a
chain of educational activities to stimulate Teachers with know-how of enterprise
entrepreneurship, especially among women principles, of how to communicate and
and young people, and which was included enthuse people about the central issues
as Chain Entrepreneurial Training in the and of how to support students self-
2004-7 ADEC. directed learning.
 57

As noted in the progression model, the which to promote entrepreneurship education.

typical starting position at the school level is Such aspirations must also be accompanied by
characterised by great variation, from highly a concrete plan and guidance in order to build
active schools to those where entrepreneurship a holistic approach. Importantly, the Finnish
education is not available, and also by ad hoc experience also highlights that effective
activities taking place alongside the main entrepreneurship education is about process
curriculum. Entrepreneurship education tends and participation, together with a strong cross-
to be concentrated in secondary schools. The disciplinary approach; rather than an adherence
ultimate goal of the progression model to traditional boundaries.
is for every school at every level to be
involved in entrepreneurship education, The development of a more integrated system
with clear linkages between levels/types brings a range of benefits: access to higher
of education and for wider linkages to be quality resources, economies of scale, peer-
developed as part of the development of local learning and sustainability. At the same time
entrepreneurship ecosystems. This will require it is important that frameworks allow sufficient
a significant degree of development work in flexibility for individual teachers and schools to
many places. develop approaches and materials that match
their own specific needs and abilities, whether
In terms of the players involved in creating the these are contextual (e.g. the backgrounds of
new environments needed by entrepreneurship the students, or the challenges faced by local
education, it is at school level that teachers, industry) or institutional (e.g. depending on the
students and entrepreneurs come together, scope of entrepreneurship education and its
and schools that build the potential to form relationship with the curriculum). Integration
clusters or partnerships which can span all also implies strongly that common interests
levels of education and take in the full gamut and potential synergies between institutions
of stakeholders at operational level, although and levels should be exploited (between
his final step often needs the involvement of schools and universities for example). This will
local or regional authorities as described in result in an increasing degree of cooperation
the previous section. Since schools are the and clustering of several individual schools
locus for activity, they are also, of course, the and groupings of the individual businesses
place where real issues such as resourcing and they work with. Such arrangements may
timetabling have to be faced. But working then become more systematic through the
together at local and regional levels within development of more formal arrangements
an overall strategy offers the opportunity to between municipalities and business
develop joint activities, to share resources organisations (e.g. chambers of commerce).
locally, regionally and nationally, and to
exchange experiences. In considering ways in which an increasingly
holistic approach to entrepreneurship education
The process begins though with schools needing can be built effectively, many of the activities
to develop their own coherent approaches to discussed in the preceding parts of this chapter
entrepreneurship education, perhaps building are applicable in this context. However, there
on teaching and learning that already have are also a number of important elements that
been developed by individual teachers. Various can be identified at this point and these are
actors need to work together to achieve this. shown in the box below.
The importance of this process has been
highlighted by the Finnish experience, where
teachers, students and school boards have
worked together to agree about common goals
and create a conducive environment within
58

Key Elements in Developing a also demonstrates the benefits of establishing

Local Entrepreneurship Education alternatives to the traditional classroom model.
Ecosystem The IFS key features are that it promotes a
learning strategy based on learning by doing;

Creating experiential learning it uses a simulation laboratory to bridge the
environments (often additional to and/ gap between the classroom and enterprises,
or complementary with traditional and requires co-operation between schools
classroom-based educational settings) and businesses, establishing educational
paths that focus on clearly identified learning
Developing clusters, partnerships and objectives.
wider relationships to embrace all
levels of education and a wide range of Clusters, Partnerships and Wider Linkages
stakeholders
In countries which have a comparatively long
Developing local and regional support tradition of entrepreneurship education, the
centres development path in some localities has
led schools to develop their own clusters,
Illustrating these elements through good perhaps leading later on to the development
practice is inherently challenging at this level, of education-business partnerships under the
since by definition it is individual schools auspices of local authorities and business
and localities that have to take the initiative organisations. In some parts of Europe,
in this respect. However, there are a number regional action has been significant. At this
of examples of interventions that have been scale a wider range of players can potentially
sponsored by national and/or regional/local be brought into the equation, including higher
authorities which demonstrate how action can education and regional sector bodies, as shown
be stimulated. below.

Creating Experiential Learning In Spain, for example, the Institute for Small and
Environments Medium-sized Enterprise of Valencia (IMPIVA)
and the Valencia Foundation for University
An informative example of how experiential and Enterprise (ADEIT) have joined forces
learning environments can be created is to offer Technical and Educational Institutes
provided by the Italian Impresa Formativa in the area improved access to the business
Simulata (IFS) (Educational simulated firm) community. The scheme involves a consortium
system. The IFS is being used to introduce of business people from the city which aims
a new type of entrepreneurship education, to promote entrepreneurship in schools and
based around purpose-built software that universities. This is primarily achieved through
facilitates virtual simulation of the business the delivery of training and targeted activities
environment, including government agencies, financed by the consortium of companies. An
banks and chambers of commerce. Some 731 example is a summer school which aims to
schools and 370 firms have participated so train university teachers to motivate students
far in this initiative. Fifteen regional centres in entrepreneurship. This programme features
have been established in cooperation with a a classroom workshop as well as online
number of Italian regions in order to support training.
the implementation of the system at the
local level. The new training model emerging The programme was devised to specifically
from this teaching method focuses on the address/exploit the following key challenges/
development of entrepreneurial and innovation features of the Valencia region and economy,
skills and capacity within and among schools. It to address a range of specific issues via an
 59

integrated approach: the falling numbers of Towards an Integrated Approach

graduates entering the teaching profession; Across National and Regional
the need to maximise opportunities already Levels: Baden- Wrttemberg,
offered by the ERASMUS scheme which Valencia Germany
University already participates in and the need
to focus on the key employment sectors within In Germany the Baden-Wrttemberg
the city and wider region (metals, mechanics, Schools Entrepreneurship Programme aims
food and drink). to foster an entrepreneurial spirit through
a varied package of measures, including
Where regional administrations have significant school-firms and mini-enterprises, and
responsibilities in the fields of education and spanning both national and regional
enterprise, it becomes possible to develop even levels. A business start-up competition for
wider and more structured interventions, such students at national, regional and local
as those in Baden-Wrttemberg in Germany. As level (e.g. the Nordschwarzwald-cup) is an
the box below shows, interventions here have important component of the programme
sought to develop a more integrated approach and is based on a computer-based start-
to the support provided for entrepreneurship up game. During the competition a virtual
education, and have spanned the levels firm is run over a simulated period of 16
between the region and the country as a whole. years, from start-up until it is listed on
the stock exchange. Teams are composed
of players from different types of schools.
In addition, a range of support is provided
to help schools take advantage of the
benefits of using the mini-enterprise
approach, including: a conference Schule
und Selbstndigkeit (School and Self-
Employment) held in November 2009;
fairs for school firms and mini-enterprises;
a database of mini-companies on the Web
(www.schulen.newcome.de); materials and
literature on starting a mini-enterprise;
a network of contact points (which run
seminars and workshops for teachers and
can also arrange interactions with real
businesses), and a national hotline for legal
advice.
60
 61

Taking Forward
the Agenda

Key Points from Chapter 5. Support the development and

dissemination of teaching materials and
There is consensus amongst Member States methodologies, and teacher training, e.g.
that entrepreneurship should be embedded through seminars and workshops.
in every national/regional education and/
or lifelong learning strategy and provide Funding awareness-raising initiatives to
comprehensive coverage of levels/types spark new activities.
of education and that there is a key
role to be played by the EU in supporting Incorporating entrepreneurship
developments. education fully into forthcoming
programmes (post-2013) through the
Actions that can be usefully performed at impact assessment/ex-ante evaluation
EU level include, among others: procedures and then in the design of the
programmes themselves (not as a later
Funding the establishment of national addition).
and regional Centres for Entrepreneurship
Education to act as an observatory of Funding interventions in MS/regions
good policy and practice, a research and to encourage cohesion and new
development hub, and a platform for economic growth and prosperity
stakeholder engagement. through National Reform Programmes
(NRPs) and Operational Programmes
Funding new research and development (OPs) by promoting and developing
and the collection and dissemination of opportunities through ESF/ERDF to
good practice. ministries/programme monitoring
committees and regional authorities.
Entrepreneurship education activities
62

can be supported through these funds. Entrepreneurship should be embedded

Business-development measures are in every national or, where appropriate,
commonplace within NRPs and OPs and regional education strategy and
can be supported and enhanced through lifelong learning strategy to enable
the development of coherent packages of core entrepreneurial competences to be
support for entrepreneurship education. developed from primary and secondary
level education as a mainstreamed part of
5.1 Introduction the curriculum through to tertiary levels of
Overall, it is clear from the picture of the current formal education with a range of elective
state of play which has been documented in subjects for students to specialise in.
chapter 2 that there is considerable scope for
action to assist countries to move forwards To encourage the development of
along the progression model presented. At entrepreneurial European citizens able to
the same time, the analysis in chapter 2 has create and exploit opportunities for new
also revealed the full scale of the agenda that business formation and improved business
needs to be carried forwards: entrepreneurship survival, developing new employment,
education has the potential to make a wealth and economic stability.
contribution across a wide array of social and
economic areas, and its broad conception To create a more entrepreneurial
points towards the need for nothing less than a European Union, populated with citizens
paradigm shift in educational practice. for whom entrepreneurship is strongly
embedded in their cultural identity and
It is important to understand the scale of the regarded as a fundamental means of
tasks facing actors within Member States as creating and realising opportunity in all
this provides the context for determining the aspects of their lives.
best ways in which the EU can lend support
to Member State governments and other Flowing from this, there are naturally
stakeholders. implications across a broad range of policy
fields which now need to be considered. Of
In general a number of points are salient. particular note are:
Firstly, it will be important for Member States
to divide the task into achievable segments, to the impact of entrepreneurship education
set priorities and define a sensible sequence upon convergence policy, relative to
of tasks where later actions build upon both to regional disparities within MS and
preceding ones. Secondly, as we have already disparities across the EU27;
emphasised, it is important that national/
regional governments set broad frameworks the impact upon competitiveness policy,
within which an intensive development of particularly in light of the current economic
entrepreneurship education at every level can downturn and ageing populations -
be encouraged, rather than adopting a more promoting innovation, diversification and
top-down approach. business transfer and succession (a point
particularly emphasised at the Rome Panel).
5.2 Policy Implications
There is a consensus with regard to the goals the impact upon youth policy, in relation
of entrepreneurship education, and these to engaging with young people, enhancing
might be articulated as follows: their life skills and life choices;

the impact upon the cohesion agenda,

for example in respect of driving forward
 63

agendas for active citizenship, Corporate The EU as Enabler: Key Activities

Social Responsibility, developing more
resilient communities and developing Funding the establishment of national
capacity and social capital. and regional Centres for Entrepreneurship
5.2.1 The EU as Enabler: Supporting New Education to act as an observatory of
Developments and Strengthening good policy and practice, a research and
Programmes development hub, and a platform for
It is generally recognised that funding for stakeholder engagement.
entrepreneurship education continues to be
a neglected priority for national governments Funding new research and development
and one where budgets were threatened by and the collection and dissemination of
the current recessionary situation. However, it good practice.
is possible to identify a significant number of
EU level funding sources that could be used to Support the development and
support Member States and regions to develop dissemination of teaching materials and
initiatives, most notably the European Social methodologies, and teacher training, e.g.
Fund which is widely utilised. For example, through seminars and workshops.
In Baden-Wrttemberg, Germany, sector
specific measures and networks to support Funding awareness-raising initiatives to
entrepreneurial thinking and acting at schools in spark new activities.
extracurricular youth work have been supported
by ESF, with eight approved projects to date Incorporating entrepreneurship education
at a value of 1.2 million. In Romania, the fully into forthcoming programmes (post-
national strategy to develop human resources 2013) through the impact assessment/
which includes entrepreneurship education is ex-ante evaluation procedures and
supported by the European Social Fund (ESF) then in the design of the programmes
201.127.040 has been allocated for the themselves (not as a later addition).
2007-2013 SOPHRD programme. At the same
time, it is important to note that knowledge Funding interventions in MS/regions
of the potential of these sources to support to encourage cohesion and new
entrepreneurship education was variable economic growth and prosperity
amongst the participants, which was to be through National Reform Programmes
expected given the significant differences in (NRPs) and Operational Programmes
their backgrounds. (OPs) by promoting and developing
opportunities through ESF/ERDF to
Overall, there is then a role for the EU to mobilise ministries/programme monitoring
resources at its disposal and to fulfil to a certain committees and regional authorities.
degree and in key areas of intervention a catalyst Entrepreneurship education activities
function itself through European projects and can be supported through these funds.
institutions. Some of this activity may be about Business-development measures are
awareness-raising of the potential for structural commonplace within NRPs and OPs and
funds or other EU resources to be used to can be supported and enhanced through
support action, but more is possible, including the development of coherent packages of
ensuring that entrepreneurship education is support for entrepreneurship education.
given proper consideration in annual calls for
proposals/tenders and in the design of new
programmes post-2013.
The following table sets out the key activities to
be undertaken.
64

5.2.2 Roles and Responsibilities at EU Level Trans-national laboratory

In the arrangements recommended above, on teacher developments in
there are considerable synergies to be realised entrepreneurial learning: South
between the different functions. It can also East European Centre for
be seen that there is potentially a number of Entrepreneurial Learning
stakeholders who could play a role in their
realisation, i.e.: The South East European Centre for
Entrepreneurial Learning (SEECEL) is an
DG Education and Culture (EAC); institution which evolved out of the EUs
enterprise policy monitoring framework in
DG Enterprise and Industry (ENTR); the EUs pre-accession region. On the basis
on a multi-country interest in cooperation
DG Regional Policy (in relation to ERDF); on entrepreneurship education, the Centre
receives support from the European
DG Employment, Social Affairs and Equal Commission and the Croatian Government.
Opportunities (in relation to ESF); Eight countries are supported by the
Centre where both education and economy
EUROSTAT (in relation to the development ministries make up the Governing Board.
of indicators and evidence base monitoring);
The Centres activities are built around
the Education, Audiovisual and Culture multi-country experts teams working on
Executive Agency (in relation to the Lifelong entrepreneurial learning curriculum and
Learning Programme) and outcomes, pre-service and in-service
teacher training and innovative approaches
the Executive Agency for Competitiveness to promoting the entrepreneurial school.
& Innovation (in relation to pilot projects in Within the pre-service strand, SEECEL is
entrepreneurship education). working with one university (education
and other faculties which prepare teachers
for subject-oriented teaching) from each
of the 8 participant countries to develop
pre-service entrepreneurship teacher
training with particular reference to the
entrepreneurship key competence. An
optional course at the universities focuses
on the role of the entrepreneurial school
and the development of entrepreneurial
characteristics in students.

SEECELs in-service training support is

offered at two levels. Firstly, at national level
(education agencies) with a view to policy
enhancement and monitoring arrangements.
Secondly at school level, where teachers
trained road-test the teaching principles
and methods in 32 schools across the 8
participant countries (2011-2012). Given
interest in sustainability of developments in
the school environment, training of school
directors is a core area of SEECELs work.
 65

A menu of Actions
the Oslo Agenda for
Entrepreneurship Education
in Europe

The aim of this document is to step up progress in promoting

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities
entrepreneurial mindsets in society, systematically and with effective

Schools/Universities
actions.
Member States

The Agenda is a rich menu of proposals, from which stakeholders

EU

can pick actions at the appropriate level, and adapt them to the local
situation.

Relevant actors are indicated for each one of the proposed actions.

A - Framework for policy development

A1 Ensure political support for entrepreneurship education at the highest level.
Real progress will be possible only with a strong commitment from national
and regional governments and from the relevant Ministers, in the context of the
implementation of the Lisbon strategy.
A2 Better integrate Entrepreneurship Education into the Lisbon monitoring
process (Integrated Guidelines for Growth and Jobs), and make the assessment
of Member States progress in this field more effective by means of applying
specific indicators.
A3 Set up a European-wide framework of what is to be achieved, followed by proper
evaluation of the impact of measures taken. Coordination needs to be ensured at the EU
level, with the definition of broad objectives and of desired outcomes for entrepreneurship
education. The above framework could be supported by the establishment of a European
Observatory for Entrepreneurship Education, with national antennae.
66

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities

Schools/Universities
Member States
EU
A4 Launch national strategies for entrepreneurship education, with clear
objectives covering all stages of education. Such strategies should call for the
active involvement of all relevant actors (public and private), and establish a
general framework while defining concrete actions. These will range from the
inclusion of entrepreneurship into the national curricula to providing support to
schools and teachers. The overall goal will be to ensure that young people can
progress coherently in acquiring entrepreneurial competences across all stages
of the education system.
A5 Create Steering Groups, both at European and at national level, where all the
different stakeholders involved in entrepreneurship education can be represented
(public administrations, businesses, educational establishments, students, etc.).
These Groups would have among their objectives that of setting targets for
entrepreneurship education, taking into account its various elements, and that of
reporting on progress achieved.
A6 Promote entrepreneurship education at regional level, with a coherent
programme bringing together local stakeholders and addressing the various
levels of education through a range of different instruments.
A7 Facilitate the development of entrepreneurship education within the
Bologna process by: encouraging the mobility of teachers (across countries
and across different institutions, including in the private sector); recognising the
role of educators other than teachers (practitioners, entrepreneurs, students
themselves); recognising entrepreneurial career paths in undergraduate
education at university.
A8 Increase coherency between European funding programmes that can be
used to support entrepreneurship education projects and activities (in particular
the Lifelong Learning Programme, the ESF, the ERDF). These programmes can be
valuable in supporting actions taken at national and local level.
A9 Ensure coordination at European level in the evaluation of programmes
and activities, in order to allow the comparability of results. The EU could bring
together a group of researchers in entrepreneurship education, to help define
indicators and specify typical educational processes.
B - Support to Educational Establishments
B1 Better integrate entrepreneurship programmes and activities in the
established curriculum for schools at all levels (primary, secondary, vocational),
as a horizontal element in all fields of study (entrepreneurial mindset) and as a
subject in its own right (entrepreneurial skills).
B2 In its broader definition (fostering attributes like creativity, autonomy,
initiative, team spirit, etc.) entrepreneurship should be also included in the
curriculum for primary schools. Especially at this level of education it is important
to convince schools, teachers and parents that entrepreneurship is a key
competence for all, and it does not aim to turn all pupils into businessmen.
B3 The European Commission should support curricular reforms to be
undertaken at national level and facilitate comparative analysis, through a range
of instruments going from the coordination of the implementation of the Lisbon
strategy to facilitating the exchange of good practice.
 67

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities

Schools/Universities
Member States
EU
B4 Support the use of practice-based pedagogical tools whereby students are
involved in a concrete enterprise project (for instance in running a mini-company).
Embed these activities as a recognised option in official school programmes,
particularly at secondary level.
B5 Stimulate - through targeted public funding - the implementation of pilot
projects in schools, in order to test different ways of delivering entrepreneurship
education. The final goal will be to disseminate resulting good practices widely,
and to encourage take up of tested methods by the largest number of schools.
B6 Ensure sustained funding/support for entrepreneurship education
activities, and for the implementation of concrete enterprise projects in school.
The termination of short-term project funding or the changing of funding
mechanisms creates fragility to sustainable provision, unless this can become
embedded within a coherent strategy.
B7 Grant public funding for the establishment of Entrepreneurship Centres at
universities and the creation of a network between them. These Centres would
have the missions - among others of: spreading entrepreneurship across
different fields of studies within the institution; fostering the commercialisation
of research and the exploitation of new business ideas; building links with
businesses; etc.
B8 Build common European and national platforms of existing programmes,
projects and teaching material, in order to help sharing and dissemination.
Such platforms will greatly support practitioners in improving the offer of
entrepreneurship education.
B9 Develop research to assess the impact of entrepreneurship education on
individuals, communities, society and the economy. The possibility of tracking
alumni will be an essential success factor
C - Support to Teachers and Educators
C1 Providing specific training to teachers in entrepreneurship is a policy issue,
and should be attached to the national curriculum reforms. The educational
authorities should talk to teachers in their own language, explaining why
entrepreneurship is a key competence for all and how related methods and
activities can bring more dynamism and innovation into different courses.
C2 Adopt innovative methods to train teachers in entrepreneurship. These would
include case studies and other inter-active methods, such as involving teachers in
real work on enterprise projects or even in running themselves a mini-company.
By acquiring direct experience, teachers will be more effective when using these
methods with the students.
C3 Set-up incentives at school level to enable teachers to teach
entrepreneurship, for instance by means of setting up staff development funds,
and by recognising and rewarding the involvement of teachers in activities that
require an innovative pedagogy and very often also an extraordinary effort from
them.
C4 Launch innovative actions for training teachers on entrepreneurship, with a
European dimension, to be supported under the Community Lifelong Learning
Programme.
68

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities

Schools/Universities
Member States
EU
C5 Support the mobility of educators across Europe, particularly in higher
education, through the Community Lifelong Learning Programme and/or other
instruments specifically designed for that purpose. Greater mobility and exchange
of experience is needed in Europe, not only between universities but also
between academia and the business world. Programmes need to be developed
that allow educators to spend time at other institutions and/or in the private
sector to truly engage, learn and develop. Europe needs greater sharing of
knowledge and good practice across sectors and national borders.
D - Entrepreneurship activities in Schools and in Higher Education
D1 Embed elements of entrepreneurial behaviour (curiosity, creativity,
autonomy, initiative, team spirit) already in primary school education. To this end,
use games, cartoons and other tools appropriate to the age of pupils.
D2 Starting from primary school, raise awareness in young children of the
role of enterprises and entrepreneurs in society. Emphasising the notion of
responsible entrepreneurship will help to make an entrepreneurial career a
more attractive proposition.
D3 Disseminate within schools a book with success stories of young
entrepreneurs, in order to improve the image of entrepreneurs as role models for
young people.
D4 Introduce innovative pedagogies into all courses, as a necessary basis for
building an entrepreneurial spirit. Extend the range of pedagogies in use through
innovative curricula development. School education should build upon the
curiosity and the natural entrepreneurial ability of children.
D5 As part of the final evaluation of a programme or course in entrepreneurship,
test the entrepreneurial competences of students and offer them a certificate
(entrepreneurial driving licence) acknowledging the acquisition of those skills.
D6 Associate students to real companies and to business people, in order to
ensure a close relation with real business experience. Students should not be kept
in isolation and far from the world outside the school, for instance when running
a virtual firm or simulating a business plan.
D7 Allow and support the spontaneous initiative of student associations
pursuing objectives such as creating links with businesses, and involving students
in work on enterprise projects. Recognise and reward the time that students
dedicate to these activities by means of educational credits.
D8 Engage alumni in the activities of the school/university and in the classroom
(for instance, alumni who started a company).
D9 Offer entrepreneurship education to disadvantaged groups. In particular,
young people at risk of social exclusion (low-income youth, school dropouts,
adolescents in danger of long-term unemployment, refugees, etc.) may greatly
benefit from this type of training. It can raise the motivation of those who learn
best by doing, and who have difficulties in more traditional subjects. Some
programmes addressing these target groups proved very successful both in
terms of start-ups and of social integration.
 69

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities

Schools/Universities
Member States
EU
D10 Higher education establishments should integrate entrepreneurship across
different subjects of their study programmes, as it may add value to all degree
courses (e.g. technical and scientific studies, but also humanities and creative
studies). All faculties/disciplines should develop opportunities for students at
every level to experience entrepreneurship
D11 In higher education, bring entrepreneurs into the classroom and involve
students directly in enterprise projects. Using active learning methods is more
complex than traditional teaching methods. It requires engaging students
feelings and emotions in the learning process. Educators/facilitators therefore
must be able to create an open environment in which students develop the
necessary confidence to take risks.
D12 Increase the production of European case studies to be used in
the classroom in higher education. Group work on concrete cases is an
effective method, as it improves the understanding of real issues related to
entrepreneurship and engages students in finding solutions to real problems.
To be most effective, case studies used should have a European and local
dimension, rather than being imported from the US.
D13 Give entrepreneurship more academic esteem: establish good research
programmes and PhD programmes on entrepreneurship, in order to create a
critical mass of future teachers with this specific competence;
D14 Encourage students, graduates and researchers with commercially viable
business ideas to develop them into companies, by providing a range of support
services within the institution (incubators, financing, mentorship, etc.).
D15 Embed evaluation systematically into all programmes. The most effective
evaluation is independent and comparative (i.e. it should be run before the
beginning of the programme and after its conclusion).
E - Building links and opening education to the outside world
E1 Encourage the creation of learning communities with the mission of
fostering entrepreneurial mindsets, by building links between the public and
the private sector, involving schools, academia and businesses, as well as
relevant intermediary organisations. In particular, the role of those intermediary
organisations dedicated to the dissemination of entrepreneurship activities
within schools and universities, and to building links between education and the
business world, should be better recognised.
E2 Encourage the involvement of private partners in education for
entrepreneurship, through funding or contributions in kind. This involvement
should be seen by firms as a long-term investment, and as an aspect of their
corporate social responsibility.
E3 Businesses should consider donating at least a tiny part of the working
time of staff to participation in activities within schools and universities. In
fact, mentoring and coaching from people with business experience are a basic
element in all entrepreneurship training.
70

Intermediary organisations
Regional /Local authorities

Businesses/entrepreneurs
Educational authorities

Schools/Universities
Member States
EU
E4 Develop or support research on how employers can be better engaged in
school/university education. The business community needs incentives to more
fully engage with educational institutions. Opportunities for mutual benefit can
work, but are often not recognised as verifiable and appropriate staff activities.
E5 Help develop the pedagogical abilities of entrepreneurs and business
people, in order to make their participation to activities in the classroom more
effective. This task could be usefully performed by those non-profit organisations
dedicated to linking schools and businesses, and by business organisations.
E6 Conceive, develop and promote a label for entrepreneurial schools and
entrepreneurial universities, to be used by educational institutions on a
voluntary basis. Broad criteria could be defined at European and/or national level,
which should be in any case adapted to the local environments and education
systems. This initiative could be implemented at national level by intermediary
organisations with in-depth experience in entrepreneurship education, through
cooperation with educational authorities and with schools/universities.
E7 Give young people the opportunity to develop their enterprising skills by
helping them to create their own summer job, and earn money by using their
own ideas and initiatives. These activities can be promoted through cooperation
between schools, non-profit organisations, businesses, local authorities.
E8 Build Entrepreneurship Centres at a local level, with the missions of assisting
schools and teachers, developing links between educational establishments and
enterprises, facilitating the participation of entrepreneurs and business people in
programmes at school and university, promoting raising awareness initiatives in
the local community.
F - Communication activities
F1 Launch awareness campaigns at European and national level, ensuring
that entrepreneurship is understood in its broader sense (not just about running
a business). Broad initiatives could bring together and coordinate different
actions to take place at national and local level (e.g., entrepreneurship days, or a
European Year of Entrepreneurship).
F2 Celebrate entrepreneurship education activities and programmes that work
well, by organising awards and competitions.
F3 Establish awards, at European and/or at national level, to acknowledge
enterprises that distinguish themselves more in dedicating funds and working
time of their staff to teaching, mentoring and more generally to participation in
activities within schools and higher education.
 71

Good Practice
Examples

7.1 The Danish Foundation for Entrepreneurship

Country : Denmark

Contact details:

Responsible organisation :
Danish Enterprise and Construction Authority
Name and Surname of contact person: Bent Lindhardt Andersen
Street and number: Langelinie All 17
Postal code: 2100
City: Copenhagen
E-mail of contact person: bla@ebst.dk
Website of organisation: www.ebst.dk

Description of the measure

The Foundation was established in January 2010 by the Ministry of Education, Ministry of Science,
Ministry of Economics and Business Affairs and Ministry of Culture. The four ministries launched
in 2009 a national strategy for entrepreneurship education, in which the Foundation was one of
the new initiatives. The Kauffman Foundation in USA has, among other things, been the inspiration
for the creation of this new organisation. The Foundation is intended to create a coherent national
commitment to education and training in entrepreneurship and become a national knowledge centre
for education and training in entrepreneurship. The foundation will receive a government grant of
DKK 25 million per annum in the period 2010-2012. An estimated amount of around DKK 40
million in private sponsorship will be donated to the Foundation in 2010 (both financial and in-kind
contributions). The progress of the Foundation is monitored through a 3-year contract with the
72

Danish government (updated each year). The Foundation is responsible for the following 10 tasks:
1. Development of entrepreneurship teaching 2. Development of study programmes, courses and
teaching methods for students 3. Development of tests and examinations 4. Talent development 5.
Collecting and disseminating knowledge 6. International and cross-national initiatives 7. Developing
and co-financing entrepreneurship strategies in the education system 8. Dialogue with educational
institutions 9. Implementing activities to foster a culture of entrepreneurship 10. Operator of future
national and regional initiatives

Objectives:
To promote young peoples competencies within the fields of independence, innovation and
entrepreneurship - operates as a knowledge centre for all educational institutions, which assist
young people in education to establish a career as self-employed or implement other skill
imparting activities.

Start Date: 01/01/2010

Target group: Students from elementary to ph.d.

Why is this measure a success?

22% of all students in high school or vocational school are undergoing entrepreneurship
education. In higher education this number is 11 %. During 2010 the Danish government and the
foundation have contracted for the various extra projects, such as: - Entrepreneurship centres on
universities with a total budget of DKK 80 mil. in 2011-2012 - Effect measurement project on
entrepreneurship education from elementary school to ph.d - Scholarships to entrepreneurship
talents in higher education

7.2 Action Programme Education Entrepreneurship

Country: The Netherlands

Contact details:

Responsible organisation:
Ministry of Economic Affairs, Agriculture and Innovation
Name and Surname of contact person: Mr. Jurgen Geelhoed
Street and number: P.O. Box 20101
Postal code: 2500 EC
City: Den Haag
E-mail of contact person: j.j.geelhoed@minez.nl
Website of organisation: www.rijksoverheid.nl/ez & www.onderwijsonderneemt.nl

Description of the measure:

It is primarily the educational system that allows us to open up peoples minds to the opportunities
offered by entrepreneurship and to teach them the know-how, the mindset and the skills
needed. It is for this reason that the Dutch government encourages via an integral approach for
entrepreneurship in education; from primary school up to and including university. The ministers
of Economic Affairs and of Education, Culture and Science have been promoting entrepreneurship
in education since the year 2000. This was done together with (umbrella) organisations in the field
of education and the business community. The general line taken since 2008 is to invest more
in networks in order to promote the transfer of knowledge between educational institutions (and
 73

thus teachers) and entrepreneurs. The idea is to realise a more structural transfer of knowledge
rather than transfer on a one-off project basis. Since 2008 the action programme Education and
Enterprise focuses on several action lines: 1. Educational Entrepreneurship Networks. Schools set
up a network joining forces with businesses to stimulate students, teachers and school managers
to show more entrepreneurial behaviour. 2. Developing a national entrepreneurship certificate in
middle vocational education and higher education. 3. More entrepreneurship in higher education
by means of more Centres of Entrepreneurship. 4. Entrepreneurship Training Programmes. In
collaboration with the Netherlands Institute for Curriculum Development (SLO), a train-the-
trainer programme is developed for a more enterprising teaching staff. 5. Setting up an exchange
programme focused on (potential) student entrepreneurs in association with the Kauffman
Foundation and their Global Fellowship Programme. 6. Measuring Effects. The action programme
initiates research on the development of entrepreneurship education in the Netherlands. Outcomes
of the action program are monitored.

Objectives:
To increase the amount of educational institutions which integrated entrepreneurship in their
policy, their organisation and their curriculum. -More pupils and students to show entrepreneurial
behaviour and start up their own business five years after completing their education.

Start Date: 01/01/2008

Target group:
Educational institutions, from primary education up to and including university, their pupils,
students and teachers and companies and entrepreneurs.

Why is this measure a success?

The action programme initiates research on the development of entrepreneurship education in the
Netherlands and evaluates the effects of implemented policy. Interim evaluation subsidy scheme
- The E&E subsidy scheme works effectively for all forms of education, from primary schools up to
universities. - Pupils at primary level rate the projects as fun, and consider themselves as enterprising.
- The E&E - project has been or will be sustainable at most schools. - Entrepreneurship education
is given a boost at all higher educational institutions and more students follow entrepreneurship
education on balance than before. The scheme succeeds in provoking more enterprising behaviour
and a more enterprising attitude amongst students, and eventually more business activity.
In 2010 62% of students feel that entrepreneurship forms a reasonably to very important
part of their career wish. -In 2010 23% of students say they are certain they want to become
an entrepreneur, in 2007 this was 13%. -In the period from 2007 until early 2010, in education
has occurred a shift towards a higher level of encouragement for entrepreneurship or enterprising
behaviour.
74

7.3 TF-Fest
Country: Bulgaria

Contact details: 
Responsible organisation: -
Name and Surname of contact person:
Street and number: . 1
Postal code: 1421
City: Sofia
E-mail of contact person info@buct.org
Website of organisation www.buct.org

Description of the measure:

To maximise the benefit to pupils participating in enterprise education projects (training firms),
it is crucial to organise events replicating real-life trade fairs as closely as possible. Such
events teach pupils how to plan participation in a trade fair, set up a stand, occupy it, engage in
networking and conduct negotiations. The first fair for enterprise education projects took place in
1997, but after a thorough analysis it was decided to move up from an annual domestic event
to an international forum on enterprise education where pupils can compete with each other
to measure their performance. Participation was sought from representatives of the business
community, public administration, local government, NGOs, secondary schools and institutions
of higher learning. Thanks to the Plovdiv International Fair this event can be held on real-life
fair premises. In the run-up to the event the pupils are prepared using a specially developed
methodology. At the event itself they participate in a series of competitions: best advertising
strategy and positioning of their trade mark, best stand, best company clothing, etc. TF Fest has
been attracting participants from Romania, Slovakia, Austria, Croatia, Ukraine, Macedonia and
Montenegro for many years. It is organised by the Centre for Enterprise Education (TsUTF), a public
organisation that is part of the Ministry of Education, Youth and Science. It is responsible for over
300 enterprise education projects in secondary schools throughout the country.

Objectives:
Bring future entrepreneurs and labour market participants into contact with actual entrepreneurs
and have the entrepreneurs rate the performance of pupils and their mentors - compare the
performance of Bulgarian and foreign projects - achieve training conditions that replicate real-life
business as realistically as possible
Start Date: 22/04/2005

Target group:
Per year about 4000 pupils from Bulgarian secondary schools taking part in over 300 enterprise
education projects from 55 schools in 39 cities

Why is this measure a success?

TF Fest is already a well-established and important forum and has been very popular, not only
in Plovdiv and Bulgaria, but in the whole of the Balkan region. It plays a very significant role in
creating, developing and fostering an entrepreneurial spirit in young people, as it lets them put
their skills to the test in a real business environment and gain experience that will stand them
in good stead in the future devlopment. I have always been impressed with how seriously and
thoroughly both the organisers and the participants approach the event and how eager they all
are to make a good impression. This is a good way to prepare the entrepreneurs of tomorrow.
 75

They impress not only by their business skills, but also by their observance of business etiquette
and fair competition practices. Valentina Petrova, manager, Fortis Bel
During the 2010 edition a record number of 97 projects took part representing 673 pupils, 43
schools, 95 teachers and 5 countries. TF Fest was sponsored by 12 companies and institutions,
14 competitions were held, and 2 socially responsible projects were presented: Going to school
on foot and Academy for Socially Responsible Business. A number of pupils have been offered
traineeships by some of the sponsoring companies.

7.4 Student company program

Country: Estonia

Contact details: 
Responsible organisation: Junior Achievement Arengufond (JAA)
Name and Surname of contact person: Epp Vodja
Street and number: Kleri 24
Postal code: 10150
City: Tallinn
E-mail of contact person: epp@ja.ee
Website of organisation: http://www.ja.ee/

Description of the measure:

Throughout the school year different courses, fairs and competitions are organised for the
registered student companies. The companies must register themselves at JAA and they
have to have an accredited adviser/teacher. The student company acts as a small firm. It puts
together its business plan and acts according to this. Student company produces and sells
its products or services. At the end of the year the company submits its financial report. The
students are not paying any taxes. They have to declare their individual income in case its
exceeding tax free minimum.

Objectives:
The student company is created as a part of the economic course proram so that the students
could better and more easily learn the principles of running a company; to make them more
initiative and towards problem solving attitude.
Start Date: 15/09/1992

Target group:
The target group is pupils. The main program is for high-school pupils but there is also so called
mini-firm program for the younger ones.

Why is this measure a success?

This program is being so successful as it combines to important parts of the development of
a young entrepreneur. Besides getting valuable knowldege about entrepreneurship it develops
young persons mindset to be initiative, more confident and open-minded.
76

7.5 Entrepreneurs Skills Certificate

Country: Austria

Contact details:
Responsible organisation: Austrian Federal Economic Chamber Department Education Policy
Name and Surname of contact person: Dr. Friederike Soezen
Street and number: Wiedner Hauptstr. 63
Postal code: 1045
City: Wien
E-mail of contact person : friederike.soezen@wko.at
Website of organisation www.wko.at

Description of the measure:

The Unternehmerfhrerschein (Entrepreneurs Skills Certificate/ESC) consists of 3 basic modules
(A, B and C) and an advanced module (UP - Unternehmerprfung). The 4 modules equip
participants to acquire the skills needed to understand fundamental problems and relationships
in a business and to become business owners. ESC training also promotes social skills. After
completing each module, participants can opt to sit a paper, and, if successful, obtain a certificate.
The UP module, at the level of master craftsman (Meisterprfung), completes the ESC training.

Objectives:
Holders of the ESC develop an entrepreneurial mindset and have a great grounding in business
skills, not to mention better chances when starting work. The ESC equips them to be enterprising
either in their own business or when working for somebody else.

Start Date: 01/01/2004

Target group: Pupils from 14 years up

Why is this measure a success?

An ever-increasing number of learners both in Austria and abroad are getting business skills
through the ESC. The ESC provides a solid basis for enterprise in the future. Giving young people
such entrepreneurial skills gives them a broader range of career possibilities.

7.6 Lucy et Valentin crent leur entreprise !

Country: France

Contact details:
Responsible organisation: Ministre de lconomie, des finances et de lemploi DGCIS
Name and Surname of contact person: Ghilhem Bertholet
Street and number: 23 rue dEdimbourg
Postal code: 75008
City: Paris
E-mail of contact person guilhembertholet@yahoo.fr
Website of organisation www.lucyetvalentin.com
Responsible organisation: Agence pour la cration dentreprises
Name and Surname of contact person: Virginie Dantard
Street and number: 14 rue Delambre
 77

Postal code: 75682

City: Paris cedex 12
E-mail of contact person: dantard@apce.com

Description of the measure:

Lucy & Valentin set up a business is a teaching tool that combines comic strips and serious
editorial content to encourage young people of 14 15 to be enterprising and think about setting up
their own company. Usable as either a stand-alone module or as part of a classroom activity, it gives
a dynamic, positive and pragmatic insight into business and entrepreneurialism. It also helps teachers
address an issue they are generally not well informed about. The comic strip is divided into 10 parts,
for each stage that Lucy and Valentin, the two enthusiastic young protagonists, go through in setting
up their own sportswear company. It basically describes how to set up a business in 10 stages.

Objectives:
Young people have a very incomplete and to say the least distorted view of whats involved in
setting up your own company. The goal is to remedy this unfavourable attitude through a tool - the
comic strip thats both fun and pedagogical, even for the youngest audience, and conducive to
raising awareness

Start Date: 01/06/2006

Target group: Young people of 14 and 15 and their teachers

7.7 K
 itzbheler summer university for entrepreneurship
Country: Austria

Contact details:
Responsible organisation: Initiative fr Teaching Entrepreneurship
Name and Surname of contact person: Mag. Johannes Lindner
Street and number: Maygasse 43
Postal code: 1130
City: Wien
E-mail of contact person: entrepreneurship@gmx.at
Website of organisation: www.entrepreneurship.at, www.eesi-impulszentrum.at

Description of the measure:

The Kitzbheler summer university for entrepreneurship offers teachers the opportunity to work on
their own ideas and seeks to be a catalyst for entrepreneurship education in economics teaching and
in other areas. The aim is to give the participants a dynamic forum in which to exchange ideas. The
summer university is a school with a vision in the mountain setting of Hochkitzbhel. The faculty
are lecturers in teaching methods, experts on entrepreneurship education and well-known Austrian
entrepreneurs.

Objectives:
The aim of the summer university is for the participating teachers themselves to develop an idea and
to have an entrepreneurial experience, so that they can provide practical support to their students. A
conscious decision was made to move the seminars to a mountain setting, so that the teachers are
removed from their everyday environment.
78

Start Date: 02/07/2001

Target group: Teachers (primarily those educating 15 to 19-year olds)

Why is this measure a success?

Evaluation by the participants. The fact that this is an in-service programme makes the topic
more relevant and has been commented on by many participating teachers.

7.8 U
 nternehmergymnasium Bayern, Entrepreneurial Grammar School Bavaria
Country: Germany

Contact details:
Responsible organisation: Unternehmergymnasium Bayern
Name and Surname of contact person: Joachim Barth
Street and number: Arnstorferstr. 9
Postal code: D-84347
City: Pfarrkirchen
E-mail of contact person: bart@unternehmergymnasium.de
Website of organisation: www.unternehmergymnasium.de

Description of the measure:

UG Bavaria is a grammar school specialising in entrepreneurial education that helps students
from 10th grade onwards to build up an independent living, together with leadership skills,
while completing their school qualifications. Students benefit from workshops with experienced
entrepreneurs, as well as a network of 80 companies and educational institutions. Students
also get hands-on experience with projects such as providing food for their school lunch.

Start Date: 01/09/2005

Target group:
Students from 10th grade (high school) onwards

Why is this measure a success?

The project has set a new trend in Bavaria as well as in business education in other German
regions.

7.9 P
 rogramme for the promotion of the entrepreneurship
Country: Spain

Contact details:
Responsible organisation: The Department of Industry & Employment of the Government of
the Principality of Asturias
Name and Surname of contact person: Julio Gonzlez Zapico
Street and number: Plaza de Espaa, 1
Postal code: 33007
City: Oviedo
E-mail of contact person: juliogz@princast.es
Website of organisation: www.emprendeastur.com
 79

Description of the measure:

The programme provides resources to facilitate the adoption of entrepreneurial approaches
in the education system. The programme encompasses all levels of the education system.
Main actions include: design of teaching resources, teacher training and guidance. Primary
Education. Emprender en mi escuela. Pupils start up and manage a mini-company. Secondary
Education. Empresa Joven Europea. Students start-up and manage a mini-company. Upper
Secondary Education Vocational Education & Training. Entrepreneurs workshop. Students
with a flair for entrepreneurship are given information, advice and support to develop their own
business ideas. Best business ideas are awarded every year. Vocational Education and Training.
Students start-up and manage a small enterprise.

Objectives:
To raise awareness of entrepreneurship among the educational community To disseminate the
concept of entrepreneurship and motivate the whole society. To provide schools and teachers
the appropriate resources for the promotion of entrepreneurship in the education system.

Start Date: 01/01/2004

Target group:
Programme for the promotion of entrepreneurship in the education system is aimed at the
school community as a whole: Students/pupils, teachers and families. Different actions are
delivered in Primary, Secondary, Upper Secondary, VET and Higher Education.

Why is this measure a success?

 It provides opportunities for students to experience entrepreneurship during school hours
at every level of the education system. Empresa Joven Europea, the secondary education
project has been fully embedded in the curriculum of the region. Long-term sustainability is
ensured via 4-year funding schemes. Headmasters, teachers and parents acknowledge the
importance of entrepreneurship

7.10 resund Entrepreneurship Academy

Country: Denmark

Contact details:
Responsible organisation: resund Entrepreneurship Academy
Name and Surname of contact person: Christian Vintergaard
Street and number: Kilevej 14A
Postal code: 2000
City: Fredriksberg
E-mail of contact person: christian.vintergaard@oeacademy.org
Website of organisation: www.oeacademy.org

80

Description of the measure:

resund Entrepreneurship Academy is a cross-border Danish and Swedish initiative under
resund University. The overall purpose of the Academy is to create economic growth in the
resund Region. The Academy aims to establish the Region as an internationally recognised
centre of entrepreneurship education. Thus, the Academy works to help the universities in
the region to offer entrepreneurship education of high quality and to motivate the students
to do entrepreneurship courses.

Objectives:
Increase the amount of students how participate in entrepreneurship education at the 11
universities in the resudn region from 2% in 2006 to 15 % in 2015.
Start Date: 10/11/2006
Target group: 150.000 students at the 11 universities in the resund Region

Why is this measure a success?

It matches upper level international standards

7.11 Further good practice examples

These good practices have been selected from the EU SME Policy good practices catalogue,
which can be found at : http://ec.europa.eu/enterprise/policies/sme/best-practices/
database/SBA.

Good practices identification is a continuous effort and particular focus will be given to
those practices which have been funded from structural funds. As part of this series
there will also be a guidebook on how to write applications for projects financed from the
Structural Funds.

Updated information on this initiative will be available from the Commission Website.
For further information visit : http://ec.europa.eu/enterprise/policies/sme/regional-sme-
policies.
 NB-BN-12-001-EN-C
Guidebook Series How to support SME Policy from Structural Funds.

Building
Entrepreneurial
Mindsets and
skills in the EU

ISBN 978-92-79-25878-7