Live Training

Based on the experiences of a Cypriot Lyceum, 'Live training' describes a teaching method aimed at moving away from traditional teacher-student frameworks and standards such as: "I teach, you learn... I act, you imitate!" which eventually ends up as: "I'll tell you what to do, so that you won't do it wrongly!" It is about teaching based on continuous interaction with students.

Purpose and process

The overarching aim of this approach is to assist students in developing and improving their personal and social skills and increasing their ability to solve problems with creativity and imagination whatever their career choice. 

The process involves 5 stages: 

  1. Students write a short CV (based on any summertime work experience placements they have undertaken). For every job they have experienced, students identify any improvements in their personality, e.g. patience; kindness; and record any weaknesses they now realise they still have. They also have to suggest ways in which they intend to improve these weaker areas. 
  2. Students participate in an interview with a business person of their choice (presentation).
  3. They develop their business idea which must include: a) a description of the product or service to be created/offered: b) the characteristics of the market to be addressed; c) possible competitors and the competitive advantage of the product/service.
  4. They make a presentation based on the 4 Ps (Product, Price, Place, Promotion).
  5. They also have to prepare a team presentation of an article related to their subject.

'Live training' teaching focuses on multimedia presentations and presentations by the students of case studies describing facts and information about different companies. These are followed by interactive discussions. The case studies are directly related to students' particular disciplines; they draw much of their facts and information from relevant databases.

Learning outcomes

Students using this method can:

  • develop and improve personal skills such as communication and teamwork
  • become skilled in using creative problem solving.

Curricular or thematic relevance

Ideally, this approach - which is geared towards developing relevant entrepreneurial skills, behaviours and attitudes in young people - should be taught as part of a specific 'entrepreneurship education' series of lessons. At present, the Cypriot curriculum does enable this to happen.

How to organise:

The programme involves timetabled lesson time as well as in suspended timetabled and extra-curricular time, including the students' own time. It can last for an extended period of time (maybe including the first three months of working).

Assessment and evaluation approaches

'Live training' offers a range of opportunities:

  • self-assessment questionnaire
  • CV writing
  • interview with and presentation to an entrepreneur
  • case study presentations and interactive discussions
  • presentation of papers and articles
  • dramatic play.

Volunteer involvement

Volunteers with experience of company start-ups and/or university can contribute. In addition, the involvement of parents as well as the local community to support this effort is extremely important.

Provider country


Provider Institution:

, Acropolis' Lyceum  

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