Final Report of the Expert Group - European Commission - Europa

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from the educational authorities in particular, if the objective of increasing the presence ofthese methodologies in secondary schools is to be reached.Educational authorities have in fact an essential role in recognising the benefits of theseprogrammes in terms of acquiring the cross-curricular competences and skills that arenecessary for the personal development of young people, for improving their performances inother subjects as well, for becoming active, responsible and successful members of societyand, for some of them, in order one day to become dynamic and creative managers andentrepreneurs.As it is recognised that entrepreneurship should be considered as a basic skill to be acquiredthroughout compulsory and post-compulsory education, and as an objective of learning to beincluded within framework curricula at all levels, educational authorities are encouraged toacknowledge methodologies using student companies and learning through project work as avisible option within curricula, in the broader context of entrepreneurship education.Moreover, they are invited to promote this concept to those schools, heads of schools andteachers who have not heard about such programmes, or do not feel sufficiently motivated orencouraged to adopt them. In this respect, disseminating experiences and examples of goodpractice can be an effective instrument.Other measures of support from public authorities (involving different departments) may alsotake the form of funding, more cooperation with promoting organisations and the removal oflegal and administrative barriers.55
8. RecommendationsBelow, a set of specific recommendations is proposed - addressing all the actors concerned -on how to implement student company methodologies most effectively, increase theirpresence in the education systems and their take-up by schools and students.Schools1) Schools are invited to take up these programmes, as most of the skills to be acquiredthrough participation in a student company have a cross-curricular dimension,including transversal and personal skills as well as basic business skills. Workingwithin a student company fulfils many of the goals and targets set for other subjects,and as such has an added value in relation to all subjects.2) Teachers should be encouraged by schools to make use of specific training on offeron how to implement student company projects.Schools, promoting organisations and the educational authorities1) Programmes based on the student company methodology should ensure team work,learning through practice, regular contact with a teacher or advisor, and interactionoutside the school environment.2) Efforts that teachers and students devote to student company programmes,sometimes beyond their normal working or study hours, should be recognised as anofficial school task, and teachers should be given incentives.3) Clearer systems for reviewing and evaluating student company programmes need tobe developed by educational authorities, promoting organisations and schools. Theseshould make use of techniques for evaluating the skills acquired.4) Providers of programmes and the educational authorities should set up clearer systemsfor gathering data about the participation of schools and students in these activities.The business world1) Business associations and companies are encouraged to become involved in theseprogrammes as part of their Corporate Social Responsibility strategy. Their supportcould be financial or in kind (including providing advisers and mentors for minicompanies)and could be acknowledged and recognized by public authorities bymeans of incentives. Benefits for companies would include the possibility of hiringmotivated young people with direct experience of enterprise, and with a set of skillsrelated to creativity, entrepreneurship and innovation.2) Further collaboration needs to be encouraged between schools and local businesses,as student company programmes should not be confined to school boundaries.Business associations are therefore invited to raise the awareness of their membersabout the opportunity to link with schools and with promoting organisations, and toparticipate in or contribute to the implementation of programmes.3) The establishment of School-Business-Community links is a key element ofsuccessful programmes. A systematic procedure and a model for collaboration56
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Enterprise and IndustryMINI-COMPANI
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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 20 and 21: (for instance, as regards the durat
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 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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Final Report of the Expert Group - European Commission - Europa

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