Final Report of the Expert Group - European Commission - Europa

financial resources available are mostly of a public nature, in other cases they mostly comefrom the private sector (enterprises, business associations, foundations, banks).In most countries student company programmes receive a degree of support from publicauthorities (financial or other). However, the level of this support is often perceived as notsufficient for a broader dissemination of these methodologies. Public support takes the formof funding, active promotion to teachers and schools, official recognition, inclusion as arecommended option in framework curricula, cooperation with promoting organisations,and removal of administrative barriers (where necessary).Financial support from public authorities is in some cases granted on a project basis andlimited in time; therefore the sustainability of activities is not ensured.In some countries, the organisation of student company programmes faces major practicaldifficulties because of an unclear legal and administrative framework (for instance, asregards aspects such as the taxation of mini-companies, or the possibility of dealing with realcompanies). In other countries, a specific regulatory framework for student companies hasbeen established, or agreements between promoting organisations and financial authoritiesare in place.7.2. Future perspectivesThese programmes are having a growing success in Europe, but they are not yet generallyavailable to students. Only a minority of schools are offering them: in most EU countries,less than 15% of secondary schools offer programmes based on the student companymethodology.While not disregarding the effectiveness of other pedagogical tools, it can be affirmed thatthese programmes are an important option within any strategy for stimulatingentrepreneurial attitudes and skills, as they are based on learning through practice.Anyone observing a student company at work, or displaying their products, will be impressedby the enthusiasm, innovation, creativity, self-confidence and communication skills, amongmany other attributes, that these programmes help young people to unlock. These developedattitudes and achievements are consistent with those that should be the objectives of anyeducational path, particularly at secondary level.The potential impact of these programmes – if widely applied - in terms of awareness ofentrepreneurship as a viable option, of practical experience of what it means to exploit abusiness idea and to be an entrepreneur, can be huge in our society, where the entrepreneurialdrive is commonly perceived as not being strong enough.At the moment, the main obstacles to an increased application of these programmes are:insufficient recognition, absence of a visible role within curricula, lack of motivation ofteachers and of specific training for them, not enough promotion from the public authorities toschools, not enough financial resources to ensure long-term planning and sustainability. Manyof the problems and obstacles that these programmes are facing (fragmentation, insufficientrecognition, etc.) are in fact common to the development of entrepreneurship education ingeneral.Some promoting organisations, assisted by businesses, schools and in a number of cases bypublic authorities, are devoting a great effort to the dissemination of such programmes. Anincreased effort is needed from all the actors concerned, working in close cooperation, and54