Schools and Good Practices search

Welcome to the to the search area for schools and good practices!

Below you will find selected examples from several countries in Europe. More will come as we build the Virtual Guide.

You can either search by country or by 8 different selected areas (Good Practices) or by both. The examples are meant to be of help in your own practice and when implementing entrepreneurship education in your school. You can probably not use them exactly as they are in the examples, but they may be a good start and a source of inspiration.

In the column to the right on this page, you will see some Case Study Schools which are good practitioners of entrepreneurial learning.


164 results
Agrupamento de Escolas Conde de Oeiras and entrepreneurial learning in school plans

The School Development Plan includes the following references to Entrepreneurial Learning in the context of Junior Achievement Portugal (JAP) programmes which arefollowed by the school:

  1. 'The Family' (Activity nº 5) - How can families attain what they need and desire; student role play activity;
  2.  'Our Community' (Activity nº 5) - Students are guided to discover how people and businesses operate within a community, assessing their needs and wants and taking responsibility for a 'community' they have designed themselves;
  3.  'How money circulates - student discussion activity;
  4.  'Europe and Me' (Activity nº 5) - Students explore the relationship between the natural, human, and capital resources found in different countries through the use of hands-on activities;
  5. 'This is my Business' (Activity nº 6) - A celebration of entrepreneurship in which students get to know and understand their own capacity;
  6. 'Economics for Success' (Activity nº 6) - An exploration of personal finance and students’ education and career options based on their skills, interests, and values;
  7. 'Risk necessary' - The students use role play to explore ways of reducing medical, car and house costs.
Agrupamento de Escolas Conde de Oeiras; evaluation and assessment

Policy process - internal:

  1. 1-22 September – Classroom teachers apply to take part in the different entrepreneurial JAPortugal (JAP) Programmes;
  2.  October-December – JAP allocates volunteers to project schools and sends the checklist and other materials, such as Diagnostic/Final Test to each class, the different Programmes, table records with authorizations of parents for the students;
  3. January-February - Volunteers' training given by JAP; Contact of the volunteers with the co-ordinator or with classroom teachers (policy process is always conducted by the co-ordinator in collaboration with JAP); To begin the activities in each class, a meeting takes place between classroom teacher, the volunteer and teacher co-ordinator; The programmes begin with the use of the diagnostic test and the final test is also used - they are the direct observation for evaluation by the teacher and the volunteer. The co-ordinator is always informed about the application's activities. An analysis of the results on a grid for that specific purpose is given by JAP and uploaded by the coordinator/teachers and volunteers. These grids are submitted to JAP and all the process is monitored by the co-ordinator. In addition, online surveys are also submitted at the end of the programme, as well as tailored activity reports.
Agrupamento de Escolas Conde de Oeiras; support and resources

The range of support provided for Entrepreneurial Learning includes:

  • Specific time allocated for the project;
  • Students' target ages range from 6 – 15 years old;
  • Classroom teachers and JAP collaboration volunteers comes from the 'business world';
  • Teacher co-ordinator of JAP programmes in the Conde de Oeiras Schools Group;
  • School Management time;
  • Involvement of teachers and media coordinators in schools with students with the target age of 6 – 8 years old.
  • Parents of the students encouraged to get involved; •Materials created by JAP and access to school physical resources.
Alakylän koulu and entrepreneurial learning in school plans

The School Development Plan reflects Entrepreneurial Learning in the following references:

  1. Our aim is to guide the students to handle the basic information of curriculum learning goals, to be active and have new ideas above the old ones.
  2. It is also important that teachers in the school interact well together; teachers need to share a common vision about their core job - which is SUPPORTING THE LEARNING PROCESS.
  3. The school needs to develop itself as a whole through ensuring that all its actions are performed at satisfactory level and that the best areas are developed to an even higher level; this can help to give the school its character and a kind of market value in the minds of the whole community.
Alakylän koulu; celebrating good practice

We have gathered examples of good practice among our municipality schools into a written document. It contains entrepreneurial practices with all classes from the 1st to the 9th study year.

The written document is also shared on our intranet. Every school has their own teacher who is responsible for explaining these practices to new teachers, and the headmasters have to lead this process in their schools.

Alakylän koulu; Definition of Entrepreneurial Learning

The most important thing in Entrepreneurial Learning is to develop the students' intrapreneurship. A teacher needs to know their students very well, their capabilities in the learning process and their different personalities.

A teacher also needs to use such pedagogic tools that enable students to play an active role in their learning and to use their creativity. Students need to be allowed to take risks and should receive realistic and supportive feedback from their assignments. Developing good interaction skills is also a very important goal in this process.

Alakylän koulu; introducing entrepreneurial learning to students
Before all new entrepreneurial learning projects, students are informed about the theme and topic. They can also include their own ideas and goals into the theme. New learning projects are always based on previous knowledge and teachers are encouraged to show the students why they need to get involved, i.e. what are the ´real life´ meaning and benefits of participating.
Alakylän koulu; time in the curriculum
In our school we have a Students' Parliament which runs many activities during the school year; for example, it organizes concerts, thematic activities, sport activities, sells school clothes and so on.
CESNOVA de Lisboa and entrepreneurial learning in school plans

The School Development Plan includes the following reference to Entrepreneurial Learning:

  • In each school year, entrepreneurial learning activities are included in the Annual Activities Plan of the School and in the Annual Activities Plan of each class. These activities are proposed, discussed and aproved by the "Conselho Pedagógico do Agrupamento de Escolas" (School Pedagogical Council Meeting), the place where all the the pedagogical guidelines and decisions of the school are discussed and taken.

Entrepreneurial programmes are supported by formal plans and protocols.

CESNOVA de Lisboa; time in the curriculum

Entrepreneurial programme sessions in Elementary School are often included in the curricula and are usually developed through the lessons of the main subject areas, namely, Portuguese, Maths and Environmental Study. Most programmes promote it during 1 session per week.


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