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.


17 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.
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.

Escola de Comércio de Lisboa and entrepreneurial learning in school plans

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

1. All of our 3rd year students have the privilege to develop a final Project (PAP) in which all of the elements we describe in our definition of Entrepreneurial Learning are honed.

2. 'Commerce' students have to develop a Business Plan whereas other students develop Plans related with their course.

3. 1st and 2nd year students participate in a range of interdisciplinary projects each school year; these also use a project-based learning methodology.

Escola de Comércio de Lisboa; cooperating with partners outside school

The school has a permanent dialogue and interaction with the labour market.

  • We try to foster and support interaction with the community, including different institutions such as: our school partners; the Businesspeople Forum (20 entrepreneurs from different branches and areas of activity that keeps the school updated on latest news and labour market requirements and spreads our practices outside school).
  • There is a Professional Tutor for each Class ( a face-to-face interaction with a professional that enables the adequate training of students to meet the requirements of the labour market). We have Professional Aptitude Project Judges (Projects that can have a real impact in certain companies, could have the capacity to improve the overall labour market in a specific sector by being implemented and/or could be a strong recruitment resource). There is a Career Management Department (incorporating: a) a curricular work placement database for students according to the latest company needs; b) employment candidates database - specific for employers; c) employers' database - provides current job opportunities for graduates and students).
  • We run Conferences / Master classes involving lectures by specialists/entrepreneurs every month (we have an hour per class in the timetable for these master classes - the time is also used by the Class Educational Adviser to deal with pedagogical issues).
  • We also enter students for Quality Awards (rewards given by different companies to our best students).
Escola de Comércio de Lisboa; Definition of Entrepreneurial Learning

Our position is that Entrepreneurial Learning is about continuous exploration and inquiry, innovation, anticipation and participation. Therefore, we apply a student-centered learning approach that leads students to take responsibility for their own learning. It entices them to explore, inquire, reflect and articulate, to collaborate and co-operate in active tasks requiring enhanced degrees of initiative, interest and motivation. Thus, we believe that this open pedagogy, that uses Project Work methodology, reflects the spirit of entrepreneurial learning, that is: personal awareness, improvement of social and soft skills, and problem-solving attitudes together with creative thinking.

Escola de Comércio de Lisboa; introducing entrepreneurial learning to students

We have two types of Project approach: for the 3rd year students’ Final Project (PAP), and the 1st and 2nd year students’ Interdisciplinary Projects.

In the first case, the students choose their Project and discuss it with their PAP tutor (sometimes even in previous years). Then, they start developing it throughout the year with the help of all the other trainers. The aim is to be able to hand in a final piece of written work at the end of the year and to present their Project to a jury.

For the 1st and 2nd year students, once the school has a strong relationship with different companies and institutions, we choose a topic bearing in mind some of the requests from real companies/school partners. This is usually presented to the students as a problem to be solved or a weak point to be turned into an opportunity. Students have to deal with real life problems and their solutions, propositions, answers which can be effectively put in motion if the companies/institutions feel they are appropriate; thus, this makes for stronger student motivation.

The stages of this Project work methodology are: a) Project Awareness; b) Planning (with scheduled Planning Class Councils), c) Research and Check; d) Preparing the presentation to the class/company or institution/community; e) Presentation; f) Company feedback/evaluation.

Escola de Comércio de Lisboa; time in the curriculum

As a vocational school, we have no trouble in embedding this methodology and practice into our normal curricula. Moreover, we have specific time allocated for this in addition to normal classes, for example: Planning Class Councils in November; different meetings with the Project Operational Manager and the 'Pivots' (teachers of core subjects for the Project: each Project Class has a 'Pivot'/ 'Core' subject); Projects Presentation to the Community (scheduled for the beginning of each new academic year, this takes place every school year at UACS - Commerce and Services Associations House).

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