YES

Youth Entrepreneurship Strategies

PROJECT DETAILS

Priority: Innovation and the knowledge economy

Theme: Entrepreneurship and SMEs

TYPE OF INTERVENTION

Type of intervention: Regional Initiative Project

Duration: 01/01/2010 - 31/12/2012

Website: www.young-entrepreneurs.eu/

BUDGET

Total budget: €1 521 199

ERDF contribution: €1 168 559

PARTNERSHIP

Lead partner:

Östergötland County Administrative Board Östgötagatan 3 581 86 LINKÖPING SWEDEN

Country Institution, Town

1 Sweden Östergötland County Administrative Board, Linköping

2 Spain Council of Education,Training and Employment of the Region of Murcia, Murcia

3 Finland Pori Regional Development Agency, POSEK Ltd, PORI

4 France Assembly of European Regions (AER), Strasbourg

5 Ireland South-East Regional Authority, Clonmel, Co. Tipperary

6 Slovakia Zilina self-governing region, Žilina

7 Estonia Junior Achievement Estonia, Talllinn

8 Poland Marshal's Office of Opolskie Region, Opole

9 Finland Prizztech Ltd, Pori

Promoting youth entrepreneurship

A. YES PROJECT AIM YES aimed to contribute to European competitiveness and regional growth through an entrepreneurial mind-set in the next generation. B. SOME OF THE GOOD PRACTICES IDENTIFIED 1. Environmental Rally (SE) Environmental Rally is a web-based training tool that promotes collaboration between schools and businesses. Com-panies submit real environmental problems for students to solve. The tasks are adjusted for students of all ages, who choose which ones to tackle. The fact that these are real projects helps students understand the challenges of regional businesses. Young people bring fresh perspectives, and as the problems are cross-curricular, they provide integrated learning experiences which are genuine. The project raises environmental awareness as well as stimulating entrepreneurship through student’s responses. 2. Murcia Regional Entrepreneurship Plan (ES) This is a strategic approach to promoting entrepreneurship education, involving over 50 regional partners. Although the education system addresses employability, there had been limited focus on entrepreneurship in schools. Initially, the plan focused on promoting mini-enterprises in schools and working with the entire teaching profession. Through participation in YES, changes have been introduced. There is now stronger focus on addressing attitudinal issues. The Regional Action Plan (RAP) focuses on promoting an enterprise culture, encouraging risk-taking, problem-solving and creativity. The approach also supports teachers through the production of practical materials and the facilitation of contact with businesses. 3. 24 Hour Innovation camp (EE) This is an intensive ideas generating workshop for upper-secondary school students. Based on Junior Achievement Estonia’s ‘learning by doing’ principle, it hosts small groups of students who work together on developing a business model, supported by a plan which is then pitched to potential ‘investors’. Young people are taken out of their comfort zone – building new relationships, working to tight deadlines and required to assign roles and responsibilities. Through a varied programme of support they develop skills in team working, prob-lem-solving, marketing and financial analysis. 4. Bi Gnothach (Get Busy) Programme (IE) This programme aims to introduce young school pupils (between 10 and 12 years old) to the entrepreneurship con-cept. The main focus is on helping students understand how to set up and run a business, which includes an aware-ness of the risks enterprises have to overcome. It is delivered in schools by teachers, using bespoke learning materials and a video. The model stresses that busi-nesses are part of everyday life, through the conduct of local surveys and business visits. There is also an emphasis on business ethics and the importance of the environment. Bi Gnothac is an extra-curricular option which has proven very popular, with over 1 500 pupils involved per annum. 5. ‘Opolskie I stay here’ (PL) This project tackles the talent drain facing many central European regions. It has two related aims – to alert young people to the regional economic opportunities and to equip them to take advantage of them. Local business people play a key role in the programme, which also involves educational establishments and public authorities. Participating students hear about successful local enterprises and have the chance through workshops to test business ideas and understand the competencies required to succeed in commerce. Over 200 young people took part in 2010. 6. Regional YES Centre (FI) The YES Centre supports entrepreneurship education through the development and sharing of methods, ideas, and materials. This includes training for teachers, the hosting of networking events and curricular development. At the regional level, more than 300 teachers, 100 entrepreneurs and 1 500 students participate in these activities per annum.

7. ‘Do not be afraid of business’ (SK) This initiative addresses students’ concerns about starting a business. The project is aimed at those in vocational secondary schools and universities. A distinctive feature is that it promotes cross-border activity between Slovakia and the Czech Republic. The model uses interactive techniques – including games and simulations – to develop students’ entrepreneurial skills. It also stresses the importance of social media – including Facebook and Linked In – as key business network-ing tools. C. SOME OF THE PRACTICES TRANSFERRED The YES project was unusual in that it did not include a direct project transfer element. The process allowed each partner to map entrepreneurship education in their region, and this led to the identification of service gaps.

As a consequence, on an informal basis some partners have looked at options for introducing good practice from other regions. For example, the Swedish partner is very interested in the Finnish YES centre, whilst the Irish partners were impressed by the strategic approach adopted by Murcia region in Spain.

The stakeholder analysis conducted through the project has also influ-enced partners’ approaches, as can be noted in the Regional Action Plans. The stakeholder research provides a state-of-the-art review of entrepre-neurship education across Europe. It is drawn from the perspectives of four stakeholder groups – Decision-makers (politicians), Opinion-makers (business people), Stakeholders (educationalists) and Students.

The research findings focus on some of the key questions including: the optimum age to start promoting enterprise education; the biggest barriers to progress; respective roles of the business community and educators; the core definition of enterprise education. OPTIMUM CONDITIONS FOR TRANSFER “Transfer and implementation isn’t just about copying what others do.

It’s more a process of reflection and adaptation.” (Partner comment)

Although the YES project did not engage in direct transfer of good practice, the features of this partnership that have facilitated effective interregional working were articulated as follows:

Strong partnership structure, with good leadership and direction

Clear and consistent communications

A process which enables partners to (quickly) understand their similarities and differences – but which em-phasises the shared agenda

Identification of shared challenges

A process which allows partners to work intensively together on shared priorities

Honesty and candour amongst partners – assisted by continuity of personnel within the interregional activities.

D. SOME POLICY MESSAGES

Develop high level leadership and commitment to stimulate entrepreneurship education.

Use long-term, sustained pressure from political leaders - don't expect a ‘quick fix’.

Recognise that, in many Member States, young people go through the entire education system without any expo-sure to entrepreneurship – this must change.

Build on the work of YES to develop a better and shared understanding of entrepreneurship education.

See entrepreneurship education as an integral part of the education system, not as an extracurricular ‘bolt-on’.

Where possible, start entrepreneurship education as early as possible.

Adopt a strategic approach at regional/national level. In a congested landscape this helps identify specific roles and responsibilities in order to effectively mobilise all stakeholders.

Recognise that teachers have a key role to play, and the YES network has underlined some of the issues related to involving them. A frequently stated view stresses the benefit of inviting teachers to participate – working with the willing – rather than mandating those who are reluctant.

Invest in the promotion of the entrepreneurship education agenda - support teachers in improving their skills and knowledge in this field.

Provide opportunities – shared spaces – for teachers and business people to network and collaborate – such as via the Finnish YES centre model.

Equip young people with the right attitudes through entrepreneurship education. Even if they do not go into busi-ness, these competencies – teamwork, problem-solving, creativity, planning etc. – are valued by all employers and are increasingly expected in the workplace.

Engage employers and offer guidance and facilitation to maximise the potential of their involvement.