Final Report of the Expert Group - European Commission - Europa

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(for instance, as regards the duration of the programme, the types of schools where it isapplied, whether it is run as an “in-school” or an “out-of-school” activity, etc.).The inventory reveals a certain balance between programmes based on companies sellingreal products (49) and those based on fictitious or virtual firms (33).The full list of student company programmes in secondary education identified as part of thisproject is shown in Annex. This should not be seen as an exhaustive list of all existingprogrammes in Europe based on learning entrepreneurship through practice, as it includesonly activities complying with a set of criteria defined by the expert group for studentcompany methodologies (see § 1.3.). Moreover, it was not always possible to gatherinformation about all relevant activities in each country, especially as regards programmesoperating at a very local level or just in some specific schools.2.4. Factors of success and best practice indicatorsThe increasing success that the student company methodology is having in Europe is due to anumber of characteristics that can be considered typical of these activities, and whichrepresent their main strengths. These include:• The strong connection with businesses and with the local community, and theinvolvement of the private sector;• Flexibility and adaptability of these programmes to different types of education, andlocally to different situations;• Enthusiasm and motivation generated in students (even those who lack motivation inmore traditional subjects);• The potential, in terms of creativity, initiative and innovation that these activities areable to unlock in young people.More specifically on the question of how this methodology can be best applied in concreteterms, the Expert Group was asked to identify a set of key features to be considered as mainfactors of effectiveness and of success in implementing student company programmes. Theseare proposed as indicators for best practice in the assessment of programmes based on thismethodology.Actually, many of the programmes identified in Europe by this survey proved to satisfy mostif not all of those requisites, which are listed in the table below.This list does not include elements related to external framework conditions, i.e. to theenvironment in which programmes operate (such as support from public authorities, inclusionin the official curriculum, etc.). These elements will be taken into account later on in thisReport, when addressing public policies that are supportive to entrepreneurship education andstudent company programmes.Criteria for identifying best practice in running student company programmes:1) The programme places emphasis on team-working skills and cooperation betweenstudents; an appropriate induction to group work is given to students prior to the actualimplementation of the programme;19
2) Volunteers and teachers involved are qualified for organising student companyprogrammes, or they are given specific training on this subject;3) Support and advice to teachers and students are available throughout the duration of theprogramme;4) Students are assisted by a facilitator (teacher, tutor, mentor), but have freedom todevelop their own ideas and are fully responsible for the operation of the mini-company;5) Specific teaching material on how to facilitate and how to run student companies hasbeen produced and is available (manuals, guide, etc.);6) The programme is flexible, applicable in a wide variety of contexts and easy to integrateinto school activities, both within the classroom or as an extra-curricular activity7) Mentors and advisers from the business world participate in the implementation of theprogramme;8) Events external to the school, such as trade fairs, are organised;9) The programme is supported by the local community;10) Tools for the evaluation of the programme are regularly used;11) Networking between teachers is ensured for mutual assistance and learning, as well asthe development of national and international contacts between teachers, students andother actors involved.20
Page 1 and 2: Enterprise and IndustryMINI-COMPANI
Page 4 and 5: Table of Contents:MEMBERS OF THE EX
Page 7: Netherlands Mr. Henk Vink Mini-Onde
Page 10 and 11: In most cases student company progr
Page 12 and 13: 1. Introduction1.1. BackgroundIt is
Page 14 and 15: The main objectives of this activit
Page 16 and 17: 2. Programmes2.1. Basic features of
Page 18 and 19: More generally, interaction and lin
Page 22 and 23: 3. Some examples of good practiceAs
Page 24 and 25: 5) Marketing6) Legislation7) Busine
Page 26 and 27: 1. Students (age 16) participate in
Page 28 and 29: The duration is 8 weeks, during the
Page 30 and 31: 4. The current application of progr
Page 32 and 33: 4.2. Obstacles and risk factorsOne
Page 34 and 35: i) No support or endorsement from p
Page 36 and 37: TABLE: ESTIMATED PENETRATION OF STU
Page 38 and 39: An evaluation is normally carried o
Page 40 and 41: The impact of these activities is c
Page 42 and 43: ‣ R@ - Computer mice (Estonia)In
Page 44 and 45: 6. Framework conditions, support an
Page 46 and 47: Although student company programmes
Page 48 and 49: Active promotion of these programme
Page 50 and 51: cooperate legally with other commer
Page 52 and 53: 7. ConclusionsEntrepreneurship educ
Page 54 and 55: evidence available supports the eff
Page 56 and 57: from the educational authorities in
Page 58 and 59: “School & Enterprise” should be
Page 60 and 61: ANNEX: Inventory of student company
Page 62 and 63: IfexWirtschaftsministerium Baden-W

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