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.


9 results
Mo and Jolster Upper Secondary School; entrepreneurial learning in school plans

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

  1. For our school, the most important activity in entreprenurial learning is the forming of a youth enterprise in 'The Company Programme'.
  2. Our development plans for the students show that many entrepreneurial learning activities and goals are already in place; for example, in vocational training the students are already expected to learn about how tasks are performed in the workplace, both as it is now and how it may be in the future.
  3. Students must learn about how to talk to clients, how to be ethically sound in one's practice in the workplace and how to offer excellent customer service; they must understand basic economics, and also the effect their work can have upon their colleagues and bosses.
  4. In short, the plan is for students to learn about more than just a part of a job. Here is entreprenurship's true value: that students can gain understanding and experience of work long before they actually enter a workplcae of their choosing. In a youth enterprise, students can work as in a normal workplace and do the things they are supposed to learn - instead of just reading about them.
Mo and Jolster Upper Secondary School; celebrating good practise

Have a look at the webpage for the student company of 2012-2013. . These are probably Norway's best and most hardworking student business this year - and the winner of seven awards in the regional competition. They have made two national campaigns, profiled three local activities, and made webpages, films and printed material for countless firms and organisations. As a teacher, they have made me proud beyond measure - and have motivated me and themselves. 

Mo and Jolster Upper Secondary School; cooperation with partners outside school

We on the Media and Communication programme have a broad range of local media businesses and organisations with whom we regularly cooperate. They are very supportive, and our students have great skills that are sought after in the local communities. Some of our students have been allowed access to the local newspaper, sometimes once a week, where they have 'worked' alongside the staff. They have now a greater understanding of their future career, and have built trust and networks that will help them achieve their goals. Some of our students have worked closely with other local organizations on profiling, design and marketing. These have been very well received. We have students 'working' at local media businesses, where they are allowed to participate in making new products with the aid of mentors and future colleagues. We also benefit from the support of our local Counties and Regional Departments in making campaigns and other work that has relevance to the curriculum, thereby fulfilling important goals for the education of our students. This year we have worked with Manpower with regard to HR and safety in the workplace; we have also worked with local hospitals and banks, helping them produce media materials. For every job we do for the comunity, our students are more self-empowered and more interested in their studies. The students now have lots of positive references and examples of work they can take with them to use later in their professional lives. Also the organisations are so impressed with our students that they return the next year, so that our new students can build the same good rapport and show their skills themselves. This makes great synergy for the school and the students and the local communities.

Mo and Jolster Upper Secondary School; Definition of Entrepreneurial Learning
Entreprenurial learning is when students learn about how to run a business around their choice of educational area; this enables them 'to see the entire picture' and find their position in a Company. Entreprenurial learning takes single curriculum subjects and all the bits and pieces of learning that the student has achieved through their studies, and brings them together into a 'whole experience' where they can be a leader, a worker or a person of importance within a Company. Through participation, each student can learn about finance and management and can deepen their skills. Most importantly, they can meet real life customers.
Mo and Jolster Upper Secondary School; evaluation and assessment
Each year the students working with Youth Enterprise in 'The Company Programme' write a report, recording all their work with the subject. At the same time the students write their own reports about the individual subjects in which they are employing their entrepreneurial learning. Also, the teacher works closely with the students in entrepreneurship, and there is much verbal discussion, learning and reflection on both sides. The reports are recorded for future use - especially the best ones that document the value of the subjects.
Mo and Jolster Upper Secondary School; introducing entrepreneurial learning to students

Entrepreneurial learning activities are so common in our school that students are expected to participate. This is always introduced as something positive and the students see it as something interesting and a great opportunity. We introduce the entreprenurship training as offering 2 main benefits:

  1. It's a great way to get practical experience and work on real projects with real clients.
  2. It's a means of making money that can be used for travel and other school-related activities.

For some the money is important, but for most it's about the exerience and the exciting possibilities of making products/developing services that can be shown to a potential future employer, or just the important bit about network building, where the students get to know key people in their different lines of work.

Mo and Jolster Upper Secondary School; support and resources
In our school, it's mostly up to the students to earn money from their youth enterprise work. The teachers might also help in recommending different products and clients for the students to pursue - but it's mostly up to the students to follow up and succeed. The school contributes any equipment necessary, but does not provide for the costs that might arise from using it. The teacher has no resources for entreprenurship since at our school it's not a subject in it's own right. So it's mostly work that the teacher does as a service to their students - because we believe in the value of teaching enterprenurship.
Mo and Jolster Upper Secondary School; time in the curriculum

At our school there is no time for teaching entrepreneurship outside of the regular subject timetable.

That means we have 2 alternatives: a) either the teachers make room inside regular subject lessons, or b) the students must participate in practical enterpreneurship outside of school hours.

The advantage of option b) is that the students use the subjects where they most want to advance and specialize to both specialize and work with enterpreneurship. This is the most popular and reasonable way of doing enterprise education; the students are mentored by a teacher, but they themselves take responsibility for assignments that can become, or already are, youth enterprise projects.

Rakkestad ungdomsskole; celebrating good practice

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