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Taking the Future Into Their Own Hands. Youth Work And European Commission Taking the future into their own hands Youth work and entrepreneurial learning Annex 2: Inventory of good practices Editors: Tine Andersen and Karsten Frøhlich Hougaard 2017 Directorate-General Education, Youth, Sport and Culture EN ANNEX 2: INVENTORY OF GOOD PRACTICES 3 CONTENTS Introduction .................................................... 4 Entrepreneurship education and entrepreneurial learning ........... 5 Youth work fostering entrepreneurial learning .................... 30 Entrepreneurial learning for employment and inclusion ............ 55 Non-formal learning approaches in youth work ................... 98 Approaches to the assessment of entrepreneurial competences ... 131 Validation of non-formal and informal learning .................. 141 Developing the competences of youth workers ................... 151 The role of partnerships and cross-sectoral cooperation .......... 157 Applying the social entrepreneurship model ..................... 172 4 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING INTRODUCTION This document is Annex II to the final report of the project ‘Study of Youth Work and Youth Entrepreneurship’ commissioned by the European Commission, EACEA, and carried out by a consortium led by the Danish Technological Institute (DK) and comprising 3s Unternehmensberatung GmbH (AT), the Young Foundation (UK) and PEEP (PT). The report and its annexes make up the first deliverable of the assignment. In accordance with the tender specifications, the study explores the situation in Europe with respect to nine inter-related topics: • Entrepreneurship education and entrepreneurial learning • Youth work fostering entrepreneurial learning • Entrepreneurial learning for employment and inclusion • Non-formal learning approaches in youth work • Approaches to the assessment of entrepreneurial competences • Frameworks for validation of non-formal/informal learning • Developing the competences of youth workers • The role of partnerships and cross-sectoral cooperation • Applying the social entrepreneurship model In addition, the study examines the potential and impact of EU youth programmes in terms of entrepreneurial learning based on desk research and in-depth interviews. Finally, the study gives recommendations on how to measure the progress and impact of initiatives. This inventory is organised to reflect the first nine topics, all of which concern practices in youth work and entrepreneurial learning. The main objective of the inventory is to serve as a basis for selection of 12 practices that are examined in more detail in interview-based, on-site case studies. The inventory contains 114 practices covering all EU Member States and eight countries outside the EU, i.e. Australia, Canada, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Norway, Turkey, and the US — in all, 36 countries. National experts who in most (but not all) instances are natives of the country have identified the practices using their network combined with information available on the internet. The practices are organised according to which of the nine topics they address. Some of the practices relate to more than one of the 11 objectives. In those instances, the practice description was placed under the heading that was deemed to be the most relevant. The practices are described in a short, concise tabular form to allow the reader to gain a quick overview and aid selection of the 12 cases that were examined in depth in the subsequent phase of the project. References and links are provided for further information, and contact details are provided for all cases. ANNEX 2: INVENTORY OF GOOD PRACTICES 5 ENTREPRENEURSHIP EDUcatiON ANd ENTREPRENEURIAL LEARNING 1. Junior (AT) Level National of intervention Host organisation JUNIOR Austria Funding JUNIOR Austria is a non-profit organisation that runs programmes promoting entrepreneurial culture to students through action- and experience-oriented educational practice. The main sponsors are the Volkswirtschaftliche Gesellschaft (VG), the Federal Ministry of Families and Youth, the Federal Ministry of Education and Women‘s Affairs and the Austrian Economic Chambers. Topic(s) addressed • Entrepreneurship/ entrepreneurial learning • Non-formal learning approaches for creativity, innovation and entrepreneurship • Assessment of entrepreneurial learning outcomes • Partnerships and cross-sectoral cooperation • Social entrepreneurship (opportunities and challenges) Target group/s Students aged 15 to 19. Short description Background of the project Students set up reality-based companies and offer self-developed products and services in the real market. They independently develop their own business ideas and pass through the phases of a real economic project: from brainstorming and team building, planning, production, marketing and sales to transaction. They work independently in a team and do all the business tasks themselves. The Junior BASIC programme provides a version of the programme to 12 to 15 year olds. The JA-YE Enterprise without Borders programme (EWB) is the international expansion of the JUNIOR Company programme. Via an internet platform to jaewb. org, JUNIOR companies from Austria connect with other teams from across Europe, exchange know-how and establish joint ventures. Aim By working independently, young people learn about the challenges of the business world, and acquire basic knowledge of business and social skills that will be important in their professional life. Methodology used The students build their companies in a realistic setting supported by a junior teacher. The junior teacher supervises every JUNIOR team as a coach. In addition, business people act as advisory experts and guarantee the practical relevance of the project. 6 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING Impacts In Austria since 1995, more than 25 000 students have established around 2 000 and outcomes JUNIOR companies. Every year more than 3 million students participate in the Junior Achievement — Young Enterprise Europe programmes. More than 130 000 teachers and representatives of the economy are involved as voluntary experts and support them. Further information http://junior.cc www.jaewb.org Contact person Junior Enterprise Austria Mag. Beate Wagner Tel. +43 67684171741 Rudolfsplatz 10 A-1010 Wien Email: [email protected] ANNEX 2: INVENTORY OF GOOD PRACTICES 7 2. Kompetence pro Život (Competences for Life) (CZ) Level Regional (7 regions out of 14 in the Czech Republic) of intervention Host organisation RPIC-ViP Funding European Social Fund Education for Competitiveness Operational Programme Topic(s) addressed • Entrepreneurship/entrepreneurial learning • Assessment of entrepreneurial learning outcomes • Skills and competence needs of youth workers Target group/s Pupils and students in formal education (primary and secondary), teachers. Short description Background of the project The project was realised by RPIC-ViP, an NGO focused on education policy counselling and adult education provision, in the autumn of 2010. Aims To create and pilot-test professional as well as user-friendly methodologies and tools for the development of six key competences of pupils and students in primary and secondary formal education. To address a lack of acquisition of transversal competences, including entrepreneurial competences in standard curricula of the school system as well as experimenting with new teaching methods and tools. Methodology used Development of learning-outcome-based competence matrices, integration of the competence framework into learning processes, pilot testing, assessment, and evaluation. Impacts Learning modules for six ‘key competences’ identified by the programme, including and outcomes detailed descriptions of learning outcomes in terms of knowledge, skills and competences, and assessment methods. The key competences were: • effective communication; • collaboration and team work; • entrepreneurship; • problem solving; • lifelong learning; • searching and assessing of information. Pilot testing: • 19 000 learners; • 700 teachers. To extend the project’s outcomes into other regions of the Czech Republic, workshops and counselling for the target groups were offered. Furthermore, the project offered a set of more than 390 activities for the development of six key competences, an interactive video programme on DVD, access to an electronic activities database and further materials. 8 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING Impacts Success factors/lessons learnt and outcomes Large testing sample, methodology corresponding with the shift to learning outcomes, involvement of social partners. Further information http://www.kompetenceprozivot.cz Contact person Mirka Sasínová, Contact Coordinator Email: [email protected] ANNEX 2: INVENTORY OF GOOD PRACTICES 9 3. 24-hour Camp (EE) Level National of intervention Host organisation MTÜ Sild Ettevõtlike Noorte Tulevikku Funding Independent Topic(s) addressed • Entrepreneurship/entrepreneurial learning • Youth work in the entrepreneurship education continuum • Social entrepreneurship (opportunities and challenges) Target group/s High school students and youth organisations. Short description Background of the project The 24-hour Camp is a programme for young entrepreneurs developed in 2007 by MTÜ Sild Ettevõtlike Noorte Tulevikku (an NGO). It consists of an intensive training session for pupils where they get the chance
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