Entrepreneurship Education in Europe Erasmus Project

Project Title

Entrepreneurship Education in Europe

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2018

Project Topics

This project is related with these Project Topics: Intercultural/intergenerational education and (lifelong)learning; Enterprise, industry and SMEs (incl. entrepreneurship); Entrepreneurial learning – entrepreneurship education

Project Summary

Context of the project and main objectives:
This project on Entrepreneurship Education in Europe (EEE) was the link between education to employment through the use of enterprises and entrepreneurial skills.
We fulfilled to target three of the EU eight key competences for lifelong learning:
• Communication in foreign languages
• The sense of initiative and entrepreneurship
• Cultural awareness and expression
Activites:
We planned 9 LTTAs altogether.
4 LTTA Weeks ( C1-C4) Short-term joint staff training events each dealing with an other relevant topic for the project.
The joint staff training events for teachers were aimed at exchanges of best practices among teachers focusing on how to improve teaching of entrepreneurship education, business and economy.
GB: Start up Business and Team Building Methods of Teamwork, social competences, tools for pitching business ideas , Malta: Business Plan, Marketing and Market research, marketing strategies, entrepreneurial learning; France: Leadership: Personal competencies, strengths and weaknesses, personality tests, leadership qualities, personal profiles, business games; Finland: Finance, financial literacy and sources of finance, Evaluation and Dissemination – this meeting was held as a web conference via MS TEAMS)
5 LTTAs-EEE weeks (C5-C9) Short-term exchanges of groups of pupils to above mentioned topics where the materials composed in the teachers’ LTTAs were tested with students. Austria hosted the first EEE week with students from France and Malta. At an EEE week 5-6 students each from 2 participating countries traveled .To foster cultural awareness host students mostly stayed with host families.
Activities and methodology included visits to enterprises, discussion panels,learning cafés and presenting pitches as well as research in teams into job markets, making videos and leaflets. The CLIL methodology was applied for the non native English speakers. During all the assignments and activities a focus is put on P21’s Framework for 21st Century Learning Skills: Learning and Innovation ( 4Cs), Digital literacy, Career and Life ( Social and Cross culture interaction, leadership and responsibility, flexibility and adaptability, initiative and self direction).
Example of EEE week in Bridgewater:15 students arrived at Bridgwater and Taunton College to participate in their EEE week, with the theme of start ups and Teamwork. Students from Malta and Finland joined with the British students to participate, engage and mostly importantly enjoy their time together
The aim of the week was to enable the students to understand the skills needed to set up and run a consultative team, design concepts and to have the opportunity to prepare a pitch and to understand how to set up a dynamic and functioning team in a short space of time.
These were framed around a real life project to help ‘The Sports Project’ a not for profit community interest company. The Sports Project intention is to develop as many children as possible not just in sport, but also in themselves, by embedding values such as respect, independence, confidence, leadership and teamwork.
During the course of this project a number of educators and students were given the opportunity to interact with peers in other countries and collaborate on specific entrepreneurship related tasks.

In Malta much of the subject matter covered in the joint staff meetings and the student mobilities have now been integrated as part of the Entrepreneurship course. From the student perspective, the fact that they could work on specific entrepreneurship related subject matter, work in teams, communicate and collaborate, provide presentations, etc. meant that they could hone in on the soft skills that are an essential part of their holistic education.

The project outcomes:
*A portfolio containing teaching materials for teaching entrepreneurship education in various subjects applying new methodologies e.g lesson plans, assignments, interview templates and feedback tools, timetables of the LTTAs.
*The EEE webpage where you can find all the uploaded materials for teaching entrepreneurship education (www.entrepreneur-education.eu)
* EEE-logo
*Results and impacts: a better knowledge of the world of work, European enterprises and Start ups, more self-confidence, higher proficiency in English and a better cultural awareness and understanding.

In a longer perspective we hope that our portfolio will become part of the curriculum for entrepreneurship education at schools.
The main benefits of the EEE project: close cooperation of participants with the real world of employment, insight into local job markets,exchange of good practices among teachers. We also feel that one huge benefit lies in students actually meeting students in other countries and staying in their homes.

Project Website

http://www.entrepreneur-education.eu

EU Grant (Eur)

Funding of the project from EU: 90897,7 Eur

Project Coordinator

Bundeshandelsakademie und Bundeshandelsschule Wien 22 & Country: AT

Project Partners

• Giovanni Curmi Higher Secondary School
• Lycée Pablo Picasso
• Helsinki Business College Oy
• BRIDGWATER AND TAUNTON COLLEGE