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.

Have a look at the webpage for the student company of 2012-2013. http://rawub.com/imedia.html . 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. 

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.

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.

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.

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