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 to generate entrepreneurial ideas and develop problem-solving skills.
Aim The idea is to address problems in innovative and creative ways and thereby learn about marketing and financial analysis.
Methodology used Small groups of pupils are given a problem that they have to solve within 24 hours. In that way they learn to deal with a very tight deadline and develop interpersonal and teamwork skills. During the camp, the participants transform their business idea into the creation of a company. The whole concept is based on the principle of learning by doing and learning through action. Impacts Since 2007, 24-hour Camp has contributed to the development of entrepreneurial and outcomes skills among young Estonian people. Further information http://sent.ee/24-tunni-laager http://www.schooleducationgateway.eu/downloads/entrepreneurship/ Estonia_151022.pdf Contact person Siret Villmann Email: [email protected] 10 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
4. StartUP Passion in the Baltic Sea Region (FI)
Level Trans-national: (FI) (EE) (LV) of intervention Host organisation Kymenlaakso University of Applied Science, Tallinn University, Stockholm School of Economics in Riga and Cursor Oy (Ltd). Funding Interreg, Central Baltic Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s •• Students from different education levels interested in entrepreneurship. •• People with new and innovative ideas/solutions. Short description Background of the project StartUP Passion is an international programme offering free training and mentoring to students wanting to develop innovative business ideas. StartUP Passion in the Baltic Sea region is an EU-funded project in cooperation with Kymenlaakso University of Applied Science, Tallinn University, Stockholm School of Economics in Riga and Cursor Oy (Ltd). The participating regions have limited resources and know- how to support the creation of student-based knowledge-intensive cross-border companies. Consequently, combining their competences is necessary.
Aims The project aims at raising awareness and interest towards entrepreneurship among (university) students and helping them form internationally competitive teams around their knowledge-based business ideas.
Methodology used StartUP Passion offers free training and mentoring to students wanting to develop innovative business ideas. The activities consist of mentored courses, workshops and online coaching. Impacts The aim is to establish: and outcomes •• 10-15 student-based knowledge-intensive cross-border companies and 5-6 cooperation agreements. •• International visibility of the student-based entrepreneurial ecosystem. •• Enhanced competence and network model for supporting the creation and growth of knowledge-intensive cross-border companies jointly by universities and enterprise development agencies as well as private actors. Further information https://www.startus.cc/company/startup-passion-baltic-sea-region http://centralbaltic.eu/content/11-new-central-baltic-knowledge-intensive-companies http://startuppassion.eu Contact person Heidi Sjögren, Project Manager Tel. +358 401902547 Email: [email protected] Annex 2: Inventory of good practices 11
5. Global Entrepreneurship Week (FR)
Level National and global of intervention Host organisation Several partners, including EY, INSEAD, Moovjee and Forum Epitech Innovative Projects (EIP), participated in the week held in November 2015. Funding Independent, with donations from strategic partners and sponsors. Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s The Global Entrepreneurship Week targets students but also entrepreneurs and a general audience interested in entrepreneurship. Short description Background of the project The Global Entrepreneurship Week is held every year during the third week of November. 160 countries all over the world are involved in the promotion of entrepreneurship through national activities and events. Interested partners can register to showcase their organisations, offer young students their entrepreneurial expertise and give guidance in entrepreneurship. Since 2008, Citizen Entrepreneurs has been in charge of the French events in relation to Global Entrepreneurship Week. Citizen Entrepreneurs is a French non- profit association that promotes entrepreneurial behaviour and supports recognition of entrepreneurs. Citizen Entrepreneurs has four goals: •• to popularise the entrepreneurship culture in France and in the world by promoting the role of the entrepreneur; •• to support growth, innovation and job creation — especially for young people; •• to connect all private and public players that are part of the entrepreneurial ecosystem; and •• to promote the creation and the development of SMEs by mobilising all strategic resources. The Global Entrepreneurship Week encompasses hundreds of events organised in France and hosted by different businesses and partners with the aim of celebrating the entrepreneur. The activities take place in several French cities including Nantes, Lille, Marseille, Strasbourg, Bordeaux, and Paris.
Aims The aim of the week is to promote the role of entrepreneurs to create growth, innovation and jobs through national and international mobilisation of (potential) entrepreneurs and stakeholders. 12 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description Methodology used of the project During the week, the activities range from large-scale competitions and events aimed at networking, gathering, connecting participants to potential partners, mentors and even investors as well as introducing them to new opportunities. Students are especially invited to participate in learning and mentoring competitions to develop and strengthen their entrepreneurial skills. Some of the activities from the 9th Global Entrepreneurship Week targeted at students included: •• ‘1 Day, 1 Entrepreneur, 1 Graduate’: More than 300 students from high schools about to establish their start-up or professional project share one full day with an entrepreneur so that the students have the opportunity to discover the real life of an entrepreneur. The event was launched for the first time 7 years ago by EY Northern France and local stakeholders from regional economic life. The event is currently held in 12 major French cities. •• ‘Plug & Start Campus’: A 3-day seminar organised in partnership with 14 institutions of higher education gives young students the knowledge of and guidance in student entrepreneurship. •• Moovjee workshops in Nantes: For 2 days, young entrepreneurs attend workshops with testimonies from other young entrepreneurs, experienced contractors or experts. Impacts In 2015, 60 events were held across the country compared to 40 events in 2014. and outcomes Further information Citizen Entrepreneurs, official website (http://www.citizen-entrepreneurs. com/?lang=en). Citizen Entrepreneurs, Citizen Entrepreneurs — 2015 review and 2016 objectives, 2015 (http://www.citizen-entrepreneurs.com/wp-content/uploads/2016/03/Citizen- Entrepreneurs-2015-review-and-2016-objectives.pdf). Contact person Association Citizen Entrepreneurs Tel. +33 146937459 Annex 2: Inventory of good practices 13
6. Mini Entreprise (EPA) (FR)
Level National of intervention Host organisation Entreprendre Pour Apprendre (EPA) Funding Information not available Topic(s) addressed •• Entrepreneurship/entrepreneurial learning Target group/s The programme targets students aged 12 to 20. Short description Background of the project Mini Entreprise allows students to develop their own small enterprises in collaboration with teachers and actors with a deep knowledge of business development and entrepreneurship. The mini-enterprise concept has been developed by the Junior Achievement (JA) Europe network whose vision it is to inspire young people and prepare them to succeed in a global economy, become the partner of choice for businesses, educators and policymakers across Europe, and work together to expand youth education and economic development. In the 2014-2015 school year, over 313 000 European students participated in the Mini-Entreprise programme across 39 countries in Europe. The organisation, Entreprendre Pour Apprendre (EPA), is in charge of the programme in France. EPA is a non-profit organisation that creates entrepreneurship programmes in the education system in collaboration with the French Ministry of Education. The organisation focuses on the practical experience of young people, application of knowledge, development of competences, introduction to trades, opening of prospects, insight into economy, and teamwork skills. It seeks to increase the independence, responsibility, creativity, self-confidence, and the sense of initiative of the participants.
Aims The aims of the Mini Entreprise programme are to: •• give students an insight into the creation and development of a business; •• improve students’ understanding of the world economy; •• develop students’ teamwork and communication skills; •• foster decision-making and responsibility; •• stimulate and enhance personal skills such as creativity and autonomy; and •• promote educational guidance to students through the investigation of different aspects of business creation.
Methodology used Students and teachers build their mini-enterprises step by step with the assistance of a sponsor or a stakeholder from EPA France. In this way, the students become mini-entrepreneurs. The sponsors and stakeholders are trained in accordance with EPA’s educational and group facilitation methods. The programme is organised into five stages: •• introduction to the mini-enterprise project; •• form idea to a mini-enterprise (market analytics, recruitment, finding investors); •• support and management of the mini-enterprise; •• valuing of the mini-enterprise; •• refinement of the mini-enterprise. 14 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description The stages can either be stretched over one semester or one school year. Each year, of the project all mini-entrepreneurs in France participate in a regional championship competition. The winner then participates in the national championships, and the national winner gets the opportunity to represent France in the European Championship of Mini Enterprises. Impacts Estimates show that the participants in the Mini Entreprise programme start 50 % and outcomes more businesses in the future compared to non-participants. Further information EPA France, Mini Entreprise-EPA (http://www.entreprendre-pour-apprendre.fr/fr/nos- outils/mini-entreprise-epa.html). European Commission — Lifelong Learning Programme, Summary Of Best Practices: ‘Link School — Labour Market’ (http://www.e-seniors.asso.fr/COBUSVET_ BestpracticesSummary.pdf). JA Europe, Creating Opportunities: 2015 Year in Review, 2015. Mini Entreprise-EPA, Creer Ensemble. Contact person EPA France Tel. +33 185341915 Email: [email protected] Annex 2: Inventory of good practices 15
7. Mentoring Programme Moovjee (FR)
Level National of intervention Host organisation Mouvement pour les jeunes et les étudiants entrepreneurs (Moovjee) Funding Independent: Private donations and volunteering. Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s The mentoring programmes target young entrepreneurs between 18 to 30 years of age. Short description Background of the project The programme offers mentorship modules to young entrepreneurs in relation to the creation and development of their businesses. The young entrepreneurs are accompanied by a highly experienced personal mentor from the private sector. Moreover, the young entrepreneurs get the opportunity to receive guidance from a range of experts within the fields of accounting and law in particular. Both the mentees and the experts participate in the programme voluntarily. The mentoring programme is one out of three initiatives driven by the French organisation, Mouvement pour les jeunes et les étudiants entrepreneurs (Moovjee). The aim of Moovjee is to improve students’ abilities to discover new business ideas and to promote entrepreneurship as a potential career option.
Aims The main objective of the mentoring programme is to accelerate the development of entrepreneurs. Additionally, the aim of the mentorship is to increase the survival rate and growth of the businesses.
Methodology used The young entrepreneurs must meet some criteria to gain access to the programme. Thus, the entrepreneur must be 18 to 30 years old, the company must be established in France, and the entrepreneur must have at least a 20 % stake in the company. The mentoring programme lasts for 1 year, and the mentorship is based on an interpersonal relationship of support, exchange and learning. The task of the mentor is to support and motivate the young entrepreneur and to strengthen the ability to make his/her own decisions. Impacts Since 2010, 225 young entrepreneurs have been involved in the mentoring and outcomes programme. Further information Moovjee, official website http://www.moovjee.fr Contact person Moovjee Tel. +33 681993632 Email: [email protected] 16 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
8. Cork Institute of Technology (CIT) Enterprise Camp (IE)
Level Regional — Cork City and County of intervention Host organisation Cork Institute of Technology Funding Independent — funded by the Cork Institute of Technology. Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Any school student 14 to 16 years old, who is enthusiastic, motivated and wants to learn more about starting their own business. Short description Background of the project A free programme, which has run annually since 2012, that encourages young people to be creative, work in teams, explore opportunities, and have a positive experience in an entrepreneurial environment.
Aims The programme gives the students the chance to interact with some of Ireland’s top entrepreneurs and entrepreneurship teachers to guide them through a process of identifying their entrepreneurial potential, idea generation and starting a new business.
Methodology used 25 young people from in and around Cork City and County come to the Cork Institute of Technology for 5 days in August to learn entrepreneurial skills and hear from a series of guest speakers and the on-site start-ups. The participants learn the principles of entrepreneurship and how to start their own business through a variety of group work such as generating business idea, researching and understanding the market as well as pitching their idea to a panel of judges on the final day. Impacts Since the first camp, 100 students have taken part in the Enterprise Camp. Many and outcomes of the students from previous camps continue to engage with the entrepreneurial network in CIT as they progress through school, whether it is for work experience opportunities or advice on their transition year projects. Further information http://www.cit.ie/enterprisecamp (CIT website). https://citenterprisecamp.wordpress.com/camp-blog/ (CIT Enterprise Camp Blog). Contact person Isabel Rossiter Tel. +353 214326111 Email: [email protected] Annex 2: Inventory of good practices 17
9. Go Beyond (LV)
Level National of intervention Host organisation Go Beyond foundation Funding Independent private foundation Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers Target group/s Young people aged 17 to 23. Short description Background and aims of the project The Go Beyond youth development programme has been created to help young people acquire leadership and professional skills to go beyond their limits.
Methodology used The programme lasts for 8 months and consists of three major steps, i.e., a 4-day personal development seminar, involvement in a social team project and carrying out an individual project. Go Beyond works with partners such as PWC Latvia, Microsoft Latvia, the International Coach Foundation in Latvia, and Riga Business School. Impacts The youth development programme has been a great success for 4 years, and the and outcomes scope of activities is now growing. For example, Go Beyond has initiatives in the field of education and public health, and the management team is growing to keep up with the demand. With seminars and campaigns in the fields of education and health, Go Beyond has an impact on local communities. They raise awareness about topics such as alcohol and tobacco and empower young people to outperform themselves. Further information http://gobeyond.lv https://www.linkedin.com/company/go-beyond-program https://www.facebook.com/gobeyond.lv http://jaunatne.gov.lv/lv/raksti/sakusies-pieteiksanas-jauniesu-attistibas- programmai-go-beyond Contact person Jānis Jukna Tel. +371 26455818 Email: [email protected] 18 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
10. YES!Delft (NL)
Level National (started as regional in Delft, but now used by entire country and even of intervention outside the Netherlands). Host organisation YES!Delft Funding Independent The incubator was started by the three main institutions: Delft University of Technology (TU Delft), the city of Delft and the Netherlands Organisation for Applied Science Research (TNO). Besides these three institutions, Yes!Delft receives funding from several sponsors. Currently more than 17 local national and international organisations are sponsoring the incubator (Eurofound, 2015). Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Youth work in the entrepreneurship education continuum •• Assessment of entrepreneurial learning outcomes Target group/s University students and young entrepreneurs who are in the early stages of setting up an enterprise (Eurofound, 2015). Short description Background of the project YES!Delft is a business incubator with a special focus on technology. It helps entrepreneurs to build and grow leading technology companies. Yes!Delft helps young entrepreneurs start up their own business. The project was initiated in 2005 by Delft University of Technology (TU Delft), the city of Delft and the Netherlands Organisation for Applied Scientific Research (TNO) (Eurofound, 2015). Since then, YES!Delft has grown into one of the leading tech incubators in Europe. In 2015, YES!Delft was ranked as a top incubator by University Business Index (UBI), being number four in Europe and number nine worldwide (1). Because of this position, YES!Delft has played an important role in the valorisation (turning knowledge into market value) of the Delft University of Technology. The focus is on companies with a technical, innovative and scalable product or process (2).
Aims The mission of YES!Delft is to build tomorrow’s leading firms. Therefore, they bring entrepreneurs together, stimulate their development and show them the potential pitfalls (Eurofound, 2015).
Methodology used Yes!Delft provides space facilities, coaching, guidance and training activities, as well as networking activities and special funding possibilities. Through this, they help realise business ideas (Eurofound, 2015). Impacts From its founding in 2005 up until 2015, Yes!Delft has helped 140 start‑ups; 82 % and outcomes of which are still in existence. 50 % of the start-ups that have participated are now exporters, and 75 % of the companies that have lasted longer than three years have shown growth outside the Netherlands (Eurofound, 2015).
(1) http://www.yesdelftstudents.nl (2) http://www.yesdelftstudents.nl/About-us Annex 2: Inventory of good practices 19
Further information Bibliography
Eurofound, Youth Entrepreurship in Europe: Values, Attitudes, Policies, 2014 (http:// digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1450&context=intl).
Websites http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1450&context=intl http://www.yesdelftstudents.nl http://www.yesdelftstudents.nl/About-us Contact person Pieter Guldemond — Managing Director Email: [email protected] Yes!Delft students: Susanne Verstegen — President Tel. +31 (0)15 - 278 29 36 Email: [email protected] 20 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
11. Academic Entrepreneurship Incubators (PL)
Level National project with local implementation of intervention Host organisations Akademickie Inkubatory Przedsiębiorczości, AIP Funding Independent Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion Target group/s Young people, especially students, who want to experience business activities without formally registering a business. Short description Background of the project The network of Academic Entrepreneurship Incubators (Akademickie Inkubatory Przedsiębiorczości, AIP) is a private initiative operating at Polish universities and co-financed by the Ministry of Economic Development. The programme is run by the foundation in the form of the network of incubators at various universities in Poland, their history dating back to 2004. According to many surveys, the main obstacle to youth entrepreneurship in Poland is the bureaucracy with which a potential entrepreneur must struggle while starting up his or her own business, as well as the lack of financial resources needed to start a business. The programme allows you to start your business in 1 day without the risk of unnecessary red tape and high costs. It stimulates entrepreneurship by helping young talented and creative people to conduct business activities, realise business ideas and earn money without the formal registration of a business. This is just a first ‘trial business’.
Aims The initiative aims at enhancing entrepreneurship and business ideas among young people, especially students. The initiative enables young people to realise their business ideas.
Methodology used If you operate in the AIP, you simply run a business as an entrepreneur on your own responsibility. The difference is that when signing contracts and issuing invoices you use the data of the already registered AIP. The AIP lends you its own legal status to run your business, so you do not have to register as a business. When operating within the AIP you do not pay mandatory monthly contributions to the Social Insurance Institution or even income tax. To minimise the risk that can incur while running your business, the AIP examines your accounting and legal documents carefully before you sign them. If you earn money, you collect it from the special subaccount of your business under the AIP account. The money will constitute the budget of your business. You can freely use the financial resources (e.g. make purchases, pay yourself, and hire people to do contract work). If you want to operate in one of the AIPs, you pay PLN 300/month (approx. EUR 75/ month), and you can start your own business for a trial period. You get your co-work open space and you can issue invoices legally without business registration. As soon as your business is successful, you can, after a period of notice, leave the AIP and act on your own as a registered company. Annex 2: Inventory of good practices 21
Short description Success factors/lessons learnt of the project There are two main success factors of the programme. Firstly, it promotes entrepreneurship and self-employment by providing potential entrepreneurs with necessary knowledge on running their own business, which makes the idea of starting up a company more popular among people, especially among disadvantaged and underrepresented groups. Secondly, young people, especially students, as the potential entrepreneurs participating in the programme, can verify their own abilities as well as their entrepreneurial efficiency and capabilities, and test themselves as entrepreneurs. It enables young people to experience the real labour market and real business world, and it stimulates the entrepreneurial spirit in the young generation. Impacts So far, the academic business incubators have achieved the following (IER, 2015): and outcomes •• a network of 48 incubators at universities located throughout Poland; •• the largest network of ABIs in Europe; •• incubators have released more than 5 000 companies so far on the market; and •• more than 1 600 companies currently operate in the ABIs. Further information Website of the network: https://inkubatory.pl IER (2015): http://www.badania-gospodarcze.pl/images/Working_Papers/2015_No_97.pdf Contact person Mr Sebastian Kolisz, Managing Partner Southern Poland Tel. +48 608340897 Email: [email protected] 22 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
12. First Business — Support to Start (PL)
Level National of intervention Organisation Government programme — Ministry of Family, Labour and Social Policy (coordinated by the bank BGK). Funding Independent — governmental budget Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Combating youth unemployment and social exclusion •• Social entrepreneurship (opportunities and challenges) Target group/s •• Unemployed young people who enter the labour market. •• Unemployed school and university graduates. Short description Background of the project The government programme called ‘First Business — Support to Start’ (‘Pierwszy Biznes — Wsparcie w Starcie’) was launched in 2014 and is designed for the years 2015-2021 (the pilot of the programme was launched in 2013-2014). The programme was initiated by the Ministry of Family, Labour and Social Policy (in 2013-2015 by the Ministry of Labour and Social Policy) and coordinated by BGK, which is the only state bank in Poland responsible for all governmental programmes. Young people are the most vulnerable to unemployment. Compared to other age groups, young people’s situation on the labour market in Poland is difficult. Young people are characterised by very low economic activity (only 33.2 % of the economically active population) and a low employment rate. Just over one in four people aged 15-24 (26.7 %) has a job, while in the group aged 25-34 the indicator is 78.7 %. In the group aged 35-44 it is 83.4 %.
Aims The aim of the programme is to enhance and develop entrepreneurship among young people through low-interest loans for starting a business. The programme is primarily aimed at graduates and students as well as unemployed people. Anybody who intends to or will benefit from the loans for starting a business can receive free advice and training. Businesses, however, will be able to apply for a loan for the creation of new jobs for the unemployed.
Methodology used The programme offers three types of support: •• A loan for starting a business (currently up to approximately EUR 18 000) for the unemployed person not engaged in other economic activity. This category of support is available to college and university graduates up to 4 years from the date of graduation or obtaining the professional title; registered unemployed persons; students in their final year of university studies (bachelor’s and master’s studies). •• A loan to create a job for unemployed people (currently approximately EUR 5 000). This loan is dedicated not only to people who have received a loan for starting a business, but also to other entities such as businesses, non-public schools and non-public kindergartens. •• Free consulting and training for borrowers, in particular in the field of starting a business, forms of business taxation, accounting and possibilities to apply for any financial support. Annex 2: Inventory of good practices 23
Impacts The Ministry of Family, Labour and Social Policy has allocated approximately and outcomes PLN 500 million (approx. EUR 420 million) for the period 2015-2021. There are no available statistics on the programme. However, all local entities where the loans are applied for, have announced on their websites that the first part of the available financial resources ran out in April-May 2016, and the government has to allocate new funds for the next rounds. It means that the programme has been welcomed by young people. Further information Website of the Ministry of Family, Labour and Social Policy: http://www.mpips.gov.pl/wsparciewstarcie Website of the programme: http://wsparciewstarcie.bgk.pl Contact person BGK Al. Jerozolimskie 7 00-955 Warszawa Poland Hotline: +48 801667655 or +48 225965900 Fax +48 226270378 Email: [email protected] 24 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
13. National Entrepreneurship Centre (SK)
Level National of intervention Host organisation The Centre for Scientific and Technical Information of the Slovak Republic Funding European Social Fund (Operational Programme on Research and Innovation) and state budget. Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Aspiring entrepreneurs, youth workers, SMEs. Short description Background of the project This national project was started in 2014 by the Centre for Scientific and Technical Information of the Slovak Republic in cooperation with the Slovak Business Agency to ‘support the establishment and development of the National Entrepreneurship Centre of Slovakia’. The pilot testing operation of the National Entrepreneurship Centre was launched in late 2015; it is expected to become fully operational in the second half of 2016.
Aims The aim of the project is to strengthen cross-sectoral cooperation between academic and commercial entities and thus support entrepreneurship and innovativeness.
Methodology used Not yet published.
Issues addressed Addressing the need for tighter cross-sectoral cooperation in the development of entrepreneurship.
Success factors/lessons learnt Pilot testing currently conducted, results are not yet available. Impacts The National Entrepreneurship Centre is expected to achieve the following main and outcomes outcomes: •• an acceleration programme (to support citizens in transforming their entrepreneurial competences and ideas into active projects and enterprises); •• an internship programme (to promote and mediate the offer of youth work opportunities in cooperation with the commercial sector); •• an incubation programme (to create an adequate environment to guide and support starting entrepreneurs and SMEs); and •• a growth programme (to support SMEs interested in operating in other EU markets as well as in third-country markets). Further information https://npc.cvtisr.sk Contact person Daniela Birová, Publicity Manager Email: [email protected] Annex 2: Inventory of good practices 25
14. I Open the Door Myself (SI)
Level National of intervention Host organisations CEED Funding EU — European Social Fund Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Youth work in the entrepreneurship education continuum Target group/s Unemployed young people aged between 15 and 24. Short description Background of the project The project arose from the need for new employment opportunities by encouraging entrepreneurship and the search for innovative approaches to prevent unemployment. It was launched in the school year 2014/2015. It is necessary to increase the flexibility and competitiveness of young people, as well as those that influence them, such as teachers. The fact is that entrepreneurship is one of the key engines of employment in the future. There is a perceived lack of entrepreneurial skills, entrepreneurship and personal initiative among young people.
Aims •• To promote among participants entrepreneurship as a personality trait, creative thinking, presentation skills development, networking, exchange of experiences. •• To deploy the key competences of self-initiative and entrepreneurship in the learning process. •• To develop a training programme for teachers in three educational centres in three different Slovenian regions. •• To present ideas to the public and obtain feedback from entrepreneurs.
Methodology used The programme is based on methodology developed by CEED, a Slovenian institute that uses a peer-to-peer model where entrepreneurs can share their experiences, help others overcome challenges, and develop trust in others in the network. The programme includes workshops, events, mentoring and networking. Impacts •• A model of integration of schools and businesses/economy. and outcomes •• Number of qualified teacher trainers (20). •• Number of qualified mentor entrepreneurs (12). •• Manual designed for schools to teach practitioners how to carry out research work in the educational process. •• Practical project tasks in the economy. Further information http://www.vrataodpiramsam.si/index.php/pilotni-projekt Contact person Jana Ravbar, leader Center RS za poklicno izobraževanje Kajuhova 32U Ljubljana Slovenia Website: http://www.cpi.si 26 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
15. Peter Jones Enterprise Academy (UK)
Level National of intervention Host organisations Part of the Peter Jones Foundation Funding Independent — Part of the Peter Jones Foundation. It has a host of financial funders and advisory support. These include: Federation of Small Businesses (FSB), Skills Funding Agency, Pearson, Skills CFA, National Apprenticeship Service, Metro Bank, Gazelle, Department for Business, Innovation and Skills. Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Validation of non-formal/informal learning •• Partnerships and cross-sectoral cooperation Target group/s Post-school-age young people in academies partnered with the Peter Jones Enterprise Academy. Short description Background of the project An educational establishment founded in 2009 by entrepreneur and star of Dragons’ Den, Peter Jones, with a view to encouraging more entrepreneurial activity within the UK. It offers young people vocational education (BTEC courses) in enterprise and entrepreneurship and is based in an actual business environment (the Future Business Centre). The academy applies a ‘learn by doing’ approach with students attending classes, having work placements and setting up their own business.
Aims The academy’s mission is to: •• identify and fill gaps in enterprise education provision; •• build and nurture partnerships with stakeholders and providers in all regions across the country to improve the level of enterprise education that is provided in the UK; •• have a high impact on all individuals for whom learning enterprising skills could be a life-enhancing or life-changing experience.
Methodology used The academy offers programmes at a number of UK colleges. All of their courses have been developed in conjunction with Pearson (Edexcel), as well as education and industry experts. Courses include: •• BTEC Level 2 — Understanding Enterprise and Entrepreneurship: –– For 16-18 year olds. Includes a 2-week placement and help to write a business plan and pitch to a panel of investors; •• BTEC Level 3 — Enterprise and Entrepreneurship; •• Over 19 Adult Short Course in Understanding Enterprise: –– Learn to fast-track your business skills and write and pitch a business plan; •• Level 3 Advanced Apprenticeship in Enterprise: –– For ages 16+ with the opportunity to ‘earn while you learn’ and develop enterprise and employability skills; •• Level 5 Higher Apprenticeship in Business Innovation and Growth: –– For ages 18+ with the opportunity to ‘earn while you learn’ and develop an innovative mind-set. Annex 2: Inventory of good practices 27
Short description Leading firms such as Grant Thornton, Santander and the Chartered Institute of of the project Purchase and Supply (CIPS) offer their time, real-life business expertise, national business challenges and/or job opportunities to the network of students and graduates. Impacts In 2009, Peter Jones unveiled a pathfinder ‘pilot’ course for a small group of and outcomes students. This paved the way for the first full academic year course in September 2009 at their Amersham and Manchester academies. The academy then quickly expanded and is now working with around 30 educational providers nationwide. Information on the impact of the PJEA is available through the partnered educational institutions. For example, Dudley College, which offers the BTEC Level 3 — Enterprise and Entrepreneurship, reports a 100 % pass rate. Their students have taken part in many external business challenges and have been successful in securing places at many finals and winning. The PJEA at South Essex College has been running for 3 years. 30 students have completed their Level 3 course (10 achieved double-distinction star, and four have achieved double-distinction awards). Further information Peter Jones Enterprise Academy website: http://www.pjea.org.uk Peter Jones Foundation website: http://www.peterjonesfoundation.org/about-us/our-work/peter-jones-enterprise- academy Contact person Tel. +44 207471052 (for the Peter Jones Enterprise Academy main contact number) Contact the project managers at the individual academies. 28 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
16. READY (US)
Level National of intervention Host organisation US State Department Funding Independent: SPARK programme Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Frameworks for validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) •• Potential and impact of EU programmes Target group/s At-risk youth between the ages of 18 and 30. Short description Background of the project The Resilient, Entrepreneurial, And Dynamic Youth (READY) Initiative teaches at-risk young people between the ages of 18 to 30 how to code, places them in a pre- arranged online internship with a technology company, and prepares them for online employment upon completion of the programme. This low-cost pathway to virtual employment offers vulnerable young people a positive alternative and enables them to become productive members of society. The READY Initiative emphasises the importance of developing students’ interpersonal communication and leadership skills, giving young people greater command of the English language, and equipping them with relevant technical knowledge (3).
Aims READY’s main goals are to bridge the information gap, help at-risk youth, and promote gender equality. READY aim to match their graduates with tech companies who can use their labour remotely (4).
Methodology used READY has contacts at a Microsoft office in Egypt that has designed a course that will equip students with the basics of coding. They have had two virtual interns during the 2015/2016 school year who regularly prepared and disseminated materials to monitor the progress of students and prepare them for the course. READY is still deciding on a start date for the project (5).
(3) https://www.state.gov/e/eb/cba/entrepreneurship/ (4) Interview with Emily Tedesco. (5) Interview with Emily Tedesco. Annex 2: Inventory of good practices 29
Impacts READY programmes advance inclusive economic growth for the participants and and outcomes the participants’ communities. Whilst employment for READY programme graduates is not a guarantee of the programme, participants will be in prime position for employment. This is due to the skill development that completion of the programme provides. ‘The greatest indicator of success will be the retention of our students in their internships and the impact their coding education makes on their communities and futures. We want to help equip independent, dynamic, entrepreneurial youth!’ (6). Further information Websites http://www.state.gov/e/eb/cba/entrepreneurship/gep/ready/index.htm http://www.state.gov/e/eb/cba/entrepreneurship/spark/index.htm Contact person Emily Tedesco, spearhead of the initiative
(6) Interview with Emily Tedesco. 30 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Youth work fostering entrepreneurial learning
17. Notre Commune (BE)
Level Regional (Brussels) of intervention Host organisation Les Jeunes Entreprises, ASBL Funding Notre Commune is a project by Les Jeunes Entreprises ASBL, financed by the European Social Fund. Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Students in second and third forms of primary education (ages 8 to 12). Short description Background and aims of the project Notre Commune — a project by Les Jeunes Entreprises ASBL — aims to show very young students the economics and social activities of their local communities and how these are inseparable from the inhabitants’ responsibilities. Every citizen needs to contribute and can contribute in their own way to their local community.
Methodology used The programme features five main activities: •• Discovering the different trades of the town Here the students examine local trades and how these function in relation to each other. Students also learn the necessary skills to operate these trades. •• The production process in a bakery Students take on the role of doughnut manufacturers and learn about production chains, manufacturing concepts and the division of labour. •• The role of public service and taxes Students learn what services the government provides and then why the municipalities levy taxes. •• Introduction to decision-making in a community The students must decide on the opening of a new store or trade in town by a secret majority vote. •• The circulation of money An outside facilitator teaches the students about the concepts of currency, banking, business, products, services and money flow and how these all relate to the overall circulation of money. In this exercise students learn why money has an inherent value and how this can be bargained with. Annex 2: Inventory of good practices 31
Further information http://lje.be/index.php/fr/nos-programmes/notre-commune https://www.facebook.com/ASBLLJE https://www.linkedin.com/company/les-jeunes-entreprises-asbl Contact person Les Jeunes Entreprises, ASBL Thierry Villers, Director Tel. +32 02/2451380 Email: [email protected] 32 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
18. Educational Training Enterprise — Student Company (BG)
Level National of intervention Host organisation Junior Achievement Bulgaria Funding Independent Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Young people between the ages of 16 and 22. Short description Background of the project The initiative is based on the oldest and most established programme of Junior Achievement — Student Company —, recognised by the European Commission for ‘Best Practice in Entrepreneurship Education’ in 2005. Within the initiative students learn how to turn their business idea into a joint stock company, which they manage within a school year. Of note is that the initiative can be carried out as an extracurricular activity as well as an optional or obligatory study subject in secondary schools. In 2009, the Minister of Education adopted an order allowing the implementation of this extracurricular activity in VET (secondary) schools (7). In other secondary schools, the initiative may have been implemented earlier. There is no publically available information on this.
Aims To provide young people with hands-on experience and knowledge about the free enterprise system and how businesses function.
Methodology used A combination of traditional theory with practical hands-on activities supported by software programs and the presence of a volunteer business consultant (8). Activities include: discussions, games, video projection, creative activities, tests, questionnaires, teamwork and role plays. Within the programme, young people become shareholders in their own company by investing a minimum amount of capital. They elect a board of directors and a president, who manages them. During the school year they have to develop a product/service, and at the end of the year they have to present it at a so-called ‘trade exhibition’, which is in fact a competition. At the exhibition, the product/service is presented before and assessed by a jury. The winner qualifies for the competition at European level. The other participants liquidate their school companies, distribute dividends among themselves and assess the business cycle. Impacts There are more than 2 000 registered student companies in Bulgaria (9). It is not and outcomes known how many students have been involved in the project. Student Company has also been implemented by the Municipal Children Complex of the city of Plovdiv. The complex offers different training courses to young people in the form of extracurricular activities. For example, there is a ‘school of management’, and the teacher responsible for the training applies on behalf of the student company programme.
(7) Order 09 — 1155/15.07.2009, http://www.mon.bg/?go=page&pageId=2&subpageId=42 (8) Junior Achievement has a special programme for volunteer business consultants, which can be seen in a broader sense as development of the skills of youth workers. More information on the programme is available at: http://company.jabulgaria.org/mentors. (9) See list at: http://company.jabulgaria.org/project/tr/home/search_city. Annex 2: Inventory of good practices 33
Further information Website: http://company.jabulgaria.org/za-programata Registered student companies: http://company.jabulgaria.org/project/tr/home/search_city Contact person Ms Vera Petkantchin Tel. +359 29894361 Email: [email protected] 34 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
19. Centre for Entrepreneurship Education and Development (CEED) (CA)
Level Regional — Nova Scotia of intervention Host organisation Self-contained as a non-profit organisation Funding Independent — founded by the Nova Scotia government to infuse the school system with entrepreneurial thinking. Since then it has evolved into a multi-faceted non- profit organisation. CEED is funded by the Atlantic Canada Opportunities Agency (ACOA), Employment Nova Scotia (ENS), Nova Scotia Department of Community Services (DCS), Nova Scotia Department of Labour and Advanced Education (LAE) and Service Canada. Private sector participants include the Canadian Broadcasting Corporation, Royal Bank Financial Group and Atlantic Progress Publishing. Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s CEED supports young people of all ages and circumstances across Nova Scotia. Their Second Chance Programme is specifically for 15-30 year olds who have been in conflict with the law. The Youth Employability Project (YEP) is for young people aged between 15 and 21, or someone who is connected to income assistance, directly or through a parent, or living in foster care or in a group home. Short description Background of the project Since 1993, CEED has been committed to advancing and supporting the spirit of entrepreneurship in Nova Scotia. They aim to inspire Nova Scotia’s young people to reach their full potential and introduce them to entrepreneurship as a viable career option.
Aims CEED supports educators, students and communities in urban and rural areas throughout Nova Scotia, by providing engaging and interactive programming to students of all ages.
Methodology used CEED offers a variety of hands-on workshops that promote entrepreneurial skills including: •• ‘Tower of Power’ — an interactive and hands-on workshop where young people work as a team to plan, design and build a free standing tower out of craft supplies that they purchase from the ‘store’. Individuals are faced with challenges that they learn to overcome as a team. The aim is to build the tallest tower whilst spending the least amount of money, and for the young people to realise they have entrepreneurial skills and that communication is key to success. •• ‘Out of the Box Factory’ — a hands-on workshop where students work as a team to plan, design and build a prototype of a new invention, product or service. Individuals must think like entrepreneurs and think outside the box to come up with something new. It teaches students the challenges and rewards of being an entrepreneur. •• ‘Second Chance’ — experimental learning to help young people who have been in conflict with the law to explore their potential. It provides them with opportunities to develop new skills, become self-reliant and build brighter futures. Annex 2: Inventory of good practices 35
Short description Since 1998, CEED’s Youth Employability Project (YEP) has empowered participants to of the project explore their interests and achieve their goals. An outreach programme that helps young people gain access to educational, employment and entrepreneurial resources in HRM. CEED’s ‘Youth Navigators’ specialise in a range of subjects, including developing entrepreneurial skills such as creativity and resourcefulness. Other events that CEED runs for young people include: •• CEED’s Entrepreneurship Camp — designed to teach students about risk taking, critical thinking, leadership, problem solving and design thinking, all while doing fun, hands-on activities. The camp includes meeting local entrepreneurs, pitching ideas, starting a business for a day and having fun and meeting new friends. •• Lobster Pot Pitch Competition — takes place at the provincial science fair. The top-five winners receive CAD 1 000 and three students receive a free business development meeting with one of CEED’s business advisors to assist them in becoming commercially viable. •• Social Entrepreneurship For a Day — collaborative partnership between CEED, Mount Saint Vincent University and Dalhousie University, seeking to teach local students that good business is not just about profit. In a 2-day workshop, students from local colleges, universities, high schools and those from CEED’s Second Chance Programme and Youth Employability Project work together to develop, plan and run their own social enterprises. Impacts The CEED Entrepreneurship Education team provides innovative entrepreneurial and outcomes learning to over 2 000 young people annually. In 2002, it was estimated that training had led to the creation of over 700 businesses and 1 200 jobs in the province (OECD, 2002). Over the last 14 years, more than 150 people have successfully completed the Second Chance Programme. In the 2015 Lobster Pot Pitch Competition, five finalists were chosen for the commercial viability of their science fair project. All three judges and local experts noted the level of professionalism and innovation that students demonstrated and left inspired to participate more in the development of the leaders of tomorrow. Further information https://www.ceed.ca/engage-youth/ (CEED website). OECD (2002), OECD Territorial Reviews, Canada 2002, OECD Publications, Paris, p. 82. Contact person Angela Taylor Tel. +19024212333 Email: [email protected] 36 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
20. Person of the Year: The Entrepreneur! (CY)
Level Trans-regional — Nicosia of intervention Host organisation Citizens in Power Funding Erasmus+ (Salto-Youth) Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s 20 youth workers from Germany, Estonia, Spain, Croatia, Italy, Cyprus, Hungary, Poland, Portugal and Romania. Short description Background of the project ‘Person of the year: The Entrepreneur!’ was hosted in Nicosia, the capital of Cyprus, by Citizens in Power (non-governmental organisation that addresses the needs and demands of young people through their involvement in civic life) in 2015. Youth workers from different international organisations prepared the project of practical entrepreneurial learning.
Aims The overall aim of this 5-day project was to provide activities by using non-formal methods to practice entrepreneurship in such a way that youth workers could later offer young people a range of entrepreneurial potentials. Some of the objectives of the training course included understanding the changing and dynamic nature of entrepreneurship, development of the creative and entrepreneurial spirit of young people, development of entrepreneurial skills and promotion of new innovative entrepreneurial ideas.
Methodology used During this training course, the participants had the opportunity to be involved in non-formal learning activities, including group-building games, simulations, role plays, intercultural and experiential learning and brainstorming activities. In addition, they had the opportunity to explore the city centre of Nicosia, meet local entrepreneurs and identify good entrepreneurial practices. Impacts During the activity, the youth workers improved their skills and knowledge and outcomes of entrepreneurial learning including interview, observation, pitch speech, communication, networking skills, branding, opportunity screening and other competences. Each participant worked on the action plan after the project. Further information https://www.salto-youth.net/tools/toy/reference/person-of-the-year-the- entrepreneur.4539 http://www.citizensinpower.org/activity/ka1-project-person-of-the-year-the- entrepreneur A video of the project is available online: https://www.youtube.com/watch?v=Sb- dMSDvOs4 Contact person Angelos Parmatzias Tel. +357 96619661 Email: [email protected] Annex 2: Inventory of good practices 37
21. Hetedhét Gyerekváros (Once Upon a Time Children Town) (HU)
Level Local of intervention Host organisation Miegymásért Association Funding Independent •• The local government of the town of Gyula. •• Entrepreneurs, business companies, museums, civil organisations of Gyula. •• Charity, local and national projects and parents of the participants. Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s •• Young people between the ages of 8 and 12, who, during their 10 days at a camp, are ‘inhabitants’ of the Children’s Town and work as waiters, cooks, postmen, judges, bankers, etc., and ‘earn’ a salary for ‘living’. •• Young people between the ages of 14 and 21, who act as peer educators and participate in a prior peer training. Short description Background of the project Since 2009, Hetedhét Gyerekváros established by the Miegymásért Association has been in Gyula. The project is based on a good practice example in its German twin town Diztingen.
Aims The aim of the project is to educate young people in democracy. Every other year, the Children’s Town focuses on a different topic, by using non-formal educational methods, such as the Wild West, Hungary, Europe, the Middle Ages, Witches and Wizards, Back to the Past and Forward to the Future. Last year the central topic was the Far East.
Methodology used Young people between the ages of 8 and 12 stay at the town for 2 weeks in the summer. The town is created as a smaller version of the adult world. By this, young people can practice more than 35 jobs, e.g., baker, bank director, artist, shop assistant, mayor. 100 to 150 children act as town inhabitants. They receive assistance from older young people, who act as volunteers. Parents are only allowed as visitors or tourists. During their stay, the young people select their own mayor (practicing decision-making processes). The town has its own currency called ‘fabatka’. The participants earn a salary for their work, which enables them to buy products or to participate in shared activities. It is optional to stay in children town overnight or spend nights at home. The young people can choose the type of job they would like to approach. Just like in the economic reality the jobs per occupation are limited (with up to 10 people). Also, unemployment leads to a lack of ‘fabatka’, which causes different problems. Impacts The children learn to deal with money issues, become acquainted with the concept and outcomes of the labour market, and develop teamwork skills, communication skills and problem-solving skills. Peer volunteers experience being responsible for their actions and practice decision-making processes as well as problem-solving processes. 38 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information Hetedhét Gyerekváros — website of the project: http://gyula.hetedhetvaros.hu Miegymásért Egyesület/Association’s website: http://www.miegymasert.hu Contact person Enikő Szabó, Project Coordinator Tel. +36 202360549 Email: [email protected] Annex 2: Inventory of good practices 39
22. Foróige Network for Teaching Entrepreneurship (NFTE) (IE)
Level National of intervention Host organisation Foróige Funding Independent — received support from the Ireland Funds ‘Promising Ireland Campaign’. Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Skills and competence needs of youth workers Target group/s 12-18 year olds, particularly those from disadvantaged communities. Short description Background of the project Foróige is Ireland’s leading, most successful youth organisation, which has been working since 1952. The Network for Teaching Entrepreneurship (NFTE) programme is a cutting edge, world-recognised, youth entrepreneurship education and development programme, developed in the US.
Aims Foróige adapted the NFTE programme in 2004 to create a curriculum that develops the skills needed by businesses in Ireland, such as creative problem-solving, resilience, empathy, planning, etc.
Methodology used The programme is based on a facilitated learning course of a taught programme with emphasis on practice and mastering. It aims to develop the skills of young people through an ‘experiential high-touch learning programme with a strong manualised curriculum (delivered by) teachers and youth workers’ through in-school and out-of-school activities. The programme aims to help young people realise their potential and use and develop their skills and talents. It also helps them to come up with a business idea, develop their product/service and design a business plan. During the Foróige NFTE programme students: •• study all aspects of starting and successfully running a business; •• receive a seed grant to start their business; •• visit wholesalers to buy their business supplies; •• engage with entrepreneurs, social entrepreneurs, business executives, community leaders; •• visit local and national companies; •• work with business corporate mentors; •• sell their products at the NFTE Class Trade Fair; •• prepare and present their business plan to a panel of judges; and •• winners are recognised at the All Island Youth Entrepreneurship Awards. The programme runs from September to May. To equip new teachers/youth workers with the necessary skills and resources to successfully deliver the programme directly to young people, they must attend a 2-day training course. 40 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts Since NFTE’s inception in the US in 1987, over 300 000 young people have been and outcomes empowered through their entrepreneurship education. NFTE is active in 10 countries throughout the world and in 21 states in the USA. Involvement in the NFTE programme has been shown to improve the business, academic and life skills of young people. Research collated by Harvard University from 2001-2003, which coordinated research on the impact the NFTE programme has had on participants, concluded that: •• career aspirations increased by 44 %; •• interest in attending college increased by 32 %; •• students’ business knowledge increased by 20 times vs. the control group; •• leadership behaviour increased by 13.2 %; and •• belief that attaining one’s goals is within one’s control significantly increased. Foróige NFTE operates in-school and out-of-school programmes, both of which have been shown to be successful in increasing school completion and college attendance rates. In 2013, 1 500 young people graduated from Foróige’s NFTE. These young people are now eligible for an entrepreneurship scholarship at IT Sligo. The scholarship aims to provide a pathway for young people to develop their business idea and turn it into a reality. The recipient will receive financial support, a mentor, be enabled to attend international trade fairs and more. Foróige NFTE Ireland carries out detailed pre- and post-evaluation with participants to measure changes in business knowledge and career and college aspirations, to evaluate BizCamp students and evaluate all Certified Entrepreneurship Trainers to assess the success and reach of the NFTE programme. Further information https://www.foroige.ie/about (Foróige website). Beary, Vanessa, E., The NFTE Difference: Examining the Impact of Entrepreneurship Education, September 2013, Harvard School of Education, 2013. Available at: https:// www.foroige.ie/sites/default/files/nfte_difference_ final_report_2013.pdf Foróige, ‘What is Foróige NFTE?’, 2016. Published on Foróige (https://www.foroige.ie). Sheehan, M. and McNamara, A. (2015), ‘Business Start-Ups and Youth Self- Employment in Ireland: A Policy Literature Review’, STYLE Working Papers, WP7.1/ IRL. CROME, University of Brighton, Brighton. Available at: http://www.style-research. eu/publications/working-papers Contact person Sarah Haslam Tel. +353 16301560 Email: [email protected] Annex 2: Inventory of good practices 41
23. Ideenkanal (LI)
Level National/regional of intervention Host organisation Club Benefactum Funding Independent Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Young individuals (no age specification) who want to realise project ideas. Short description Background of the project The project was founded in 2010 by a youth initiative (Club Benefactum) (10) aimed at social engagement in Liechtenstein. A group of young individuals created the initiative because of a lack of support for creative ideas. They considered project funding opportunities and competitions to be ‘too bureaucratic’.
Aims The idea of the initiative is to support young individuals in realising their project ideas. Ideenkanal aims to support social entrepreneurship and civic engagement.
Methodology used Individuals present their ideas online on an open web platform. The best projects are selected by online voting and a jury. Projects are presented in public and further developed together with mentors. Project funding is provided via crowd-funding and funding by the initiative. The initiative cooperates closely with public authorities such as regional governments, youth associations such as the youth portal AHA (11) in Liechtenstein, youth organisations and institutions, and the University of Liechtenstein. Impacts The initiative has been transferred to other regions — such as to Vorarlberg (AT), and outcomes Tirol (AT) and Oberösterreich (AT). •• More than 500 idea contributors presented their ideas within the 5-year project lifetime. •• 49 ideas were supported, funded and developed into projects, among them many providing new job opportunities for the idea contributors or even more people. •• More than 200 mentors are currently actively involved (12). Further information Ideenkanal project website: http://www.ideenkanal.com http://www.vaterland.li/liechtenstein/vermischtes/Eine-Selbsthilfegruppe-fuer- Ideen;art171,160317 Contact person Christof Brockhoff, founder of Ideenkanal Email: [email protected]
(10) http://www.benefactum.li (11) http://www.aha.li (12) http://www.ideenkanal.com/de/info/impact 42 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
24. JugendEnergy (LI)
Level National programme with regional implementation of intervention Host organisation Jugendbeteiligung Liechtenstein (JUBEL) Funding Independent The initiative is funded by sponsoring through companies and public authorities (e.g. municipalities) (13). Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s The initiative targets young people at lower secondary school (age 12-15). Short description Background of the project The initiative JugendEnergy was established by the programme JUBEL — Jugendbeteiligung Liechtenstein (Youth Participation Liechtenstein) in 2011. Members are pupils in lower secondary school, members and staff of AHA youth information, and members and staff from public authorities (14). The initiative addresses the societal issue of renewable energy. It enables children and young adults to develop and operate their own sustainable energy projects in cooperation with youth work and companies. It supports creativity, innovation and entrepreneurship of young people by implementing real-life projects.
Aims The initiative aims to spread the idea of sustainable use of energy and motivate children and young adults in connection with energy-related issues. It aims to involve children and young adults actively in the development, implementation and operation of sustainable energy systems.
Methodology used The initiative cooperates with companies, non-profit organisations and individuals to establish sustainable energy-systems. Activities include the establishment of a photovoltaic system at the post office building in Schaan and a project to raise awareness in primary schools in cooperation with the company Lenum AG (15). The initiative is established as an association. Young adults are actively involved in the association’s board as well as in youth work (16). Impacts The project has two main outcomes, i.e. the successful implementation of a and outcomes photovoltaic system and the implementation of the project to raise awareness in primary schools. Impact and outcomes, e.g., the number of students involved, are not documented. Further information Website of the initiative JugendEnergy: http://www.jugendenergy.li Website of the initiative JUBEL: http://www.jubel.li JugendEnergy (2011), Statuten des Vereins JugendEnergy. Contact person Achill Kind Email: [email protected]
(13) http://www.jugendenergy.li/index.php/unsere-sonnengoetter (14) JugendEnergy (2011), Statuten des Vereins JugendEnergy. (15) http://www.lenum.com/projekt/energiesparprojekte-in-primarschulen (16) JugendEnergy (2011), Statuten des Vereins JugendEnergy. Annex 2: Inventory of good practices 43
25. Neuraum (LI)
Level National of intervention Host organisation Self-contained Funding Youth in Action (LI-12-E2-2013-R2) Independent Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s The initiative targets young individuals (aged 13 and 30) and youth initiatives in Liechtenstein. Short description Background of the project Neuraum is an association of young individuals, aiming to use vacant space (e.g. houses) to make them useable and generate added benefits for society. The association received a price for their project ‘Alte Post’ in the youth project contest in Liechtenstein in 2012 (17).
Aims The association aims to create space in vacant houses to create opportunities for art, culture, music, literature, intercultural activities, environment and humanity.
Methodology used Neuraum started the project ‘Alte Post’ in 2012. It created a 6-month project in a vacant hotel in Schaan. A cultural cafe was established to provide cultural opportunities and a platform for young musicians and artists in Liechtenstein (18). In 2014, the second project ‘Neustart’ was launched. The ‘Haus am Gleis’ is a vacant building, which was given by the owners to the association for free. Neuraum uses the house together with two other youth organisations, Europäische Jugendbegleiterinnen und Jugendbegleiter (19) Liechtenstein (EJ, European Youth Guides Liechtenstein); and the Jugendrat (Youth council), which aims for political participation of young adults in Lichtenstein (20). It provides space for the three youth associations to organise themselves and work on their projects. Furthermore, it provides space for events and cooperation with other initiatives in Liechtenstein (21). Impacts The initiative has created space for young adults to develop their own projects. No and outcomes documented outcomes available. Further information Website of the initiative: http://neuraum.li http://www.altepost.li/idee.html http://www.liv.li/europaeische-jugendbegleiterinnen-liechtenstein-ejl Contact person No personal data/name available Tel. +41 77 496 14 72 Email: [email protected]
(17) http://neuraum.li/projekte.html (18) http://www.altepost.li/idee.html (19) http://www.liv.li/europaeische-jugendbegleiterinnen-liechtenstein-ejl (20) http://jugendrat.li/der-jugendrat (21) http://hausamgleis.li 44 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
26. Verslumo Akademija (Entrepreneurship Academy) (LT)
Level National of intervention Host organisation Self-contained training programme developed jointly by Jaunimo Karjeros Centras, Vytautas Magnus University and the Lithuanian Marketing Association. Funding The initiative is supported by the EU Structural and Investment Funds (ESIF) (3S DTI technopolis, 2015). Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Cross-sectoral cooperation Target group/s The Entrepreneurship Academy predominantly targets teachers of primary, secondary and VET schools (3S DTI technopolis, 2015). Short description Background of the project The Entrepreneurship Academy is a training programme for teachers developed jointly by Jaunimo Karjeros Centras, Vytautas Magnus University and the Lithuanian Marketing Association (3S DTI technopolis, 2015). The Human Resources Development Operational Programme (ŽIPVP) states that Lithuania is one of the most backward among the EU countries in relation to the general assessment of the results of innovation in economic activities (new product sales) and intellectual property development (branding). Lithuanian formal education activities for quantitative contribution rates are good, but in the context of the EU’s bright performance and the impact of the deficiencies, it is not so good. Thus, there is a general shortage in the Lithuanian population of entrepreneurship competences, which would allow people to turn ideas into action. The competences needed include creativity, innovation, risk-taking, the ability to plan, and manage projects (22). The Entrepreneurship Academy was created to improve this situation. The Entrepreneurship Academy training programme is meant for general education and vocational school teachers who teach or plan to teach according to the inclusive entrepreneurship programme. The objective is to develop the teachers’ motivation, self-awareness and competence to work on developing their entrepreneurial understanding, practical skills, entrepreneurial spirit and various other subjects (23).
Aims The project aims to address problems with shortage of personal entrepreneurial skills (24). It does so by developing teaching skills in entrepreneurship education. The idea is to enhance the theoretical knowledge of entrepreneurship education in teachers as well as help them to improve their education plans and integrate entrepreneurship into the curriculum (3S DTI technopolis, 2015).
(22) http://karjeroscentras.eu/verslumo-akademija (23) http://www.lima.lt/lt/apie-lima/svietimas/verslumo-akademija.html (24) http://karjeroscentras.eu/verslumo-akademija Annex 2: Inventory of good practices 45
Short description Methodology used of the project A methodological toolkit has been developed, including e-learning materials. Apart from the teacher training programme, in-service training seminars take place with teachers and observation of their lessons to give feedback and further advice for improvement (3S DTI technopolis, 2015). The teachers not only received theoretical knowledge of entrepreneurship education, the programme also upgraded their subject education plans, helped integrate the gained knowledge and good practices of entrepreneurship education into classes, provided any assistance needed for updating the curriculum and introduced entrepreneurship education methods in their lessons (25). During the programme, there were computer simulation exercises to aid the development of teachers’ abilities to apply specific computer entrepreneurship education teaching materials and other information technology entrepreneurship classes (26). One of the project activities was the Ideas Fair. Teachers and students participated in organised trips to businesses and had the opportunity to observe the business, the various work activities and product development and sales processes (27). Impacts So far, 120 teachers have participated in the training programme (3S DTI and outcomes technopolis, 2015). The project has helped to solve the problem of missing entrepreneurial spirit in society and has contributed to the Lithuanian education system and improved its performance (28). Project aid has consisted of an updated curriculum, directing it at the students’ entrepreneurial skills to help them turn ideas into action, encouraging creativity, innovation and risk-taking (29). The programme offered innovative methods and tools to properly integrate approaches to entrepreneurship education into the curriculum to develop students’ creativity, help recognise their own and the public’s needs, teach to make decisions and implement the established goals for the business/entrepreneurial project ideas (30). Further information Bibliography
3S DTI technopolis (2015), Entrepreneurship Education in Lithuania, School Education Gateway.
Websites http://karjeroscentras.eu/verslumo-akademija http://www.verslumoskatinimas.lt/kontaktai http://www.lima.lt/lt/apie-lima/svietimas/verslumo-akademija.html Contact person Greta Gedgaudaitė Email: [email protected]
(25) http://karjeroscentras.eu/verslumo-akademija (26) http://www.lima.lt/lt/apie-lima/svietimas/verslumo-akademija.html (27) Ibid. (28) Ibid. (29) http://karjeroscentras.eu/verslumo-akademija (30) http://www.lima.lt/lt/apie-lima/svietimas/verslumo-akademija.html 46 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
27. Training Firms — The First Step for a Career (RO)
Level National of intervention Host organisation Young Entrepreneurs Association Romania (PTIR) Funding European Social Fund through the Human Capacity Development Sectorial Operational Programme. Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s •• 500 high school students. •• Aged between 14 and 18 (from the 9th grade to the 12th grade of high school). Short description Background of the project The project targeted 500 high school students that received training and counselling to pilot a trial firm. The project was implemented in 2015 and followed several other projects of the organisations having the same targets.
Methodology used The main activities that were implemented during the 10- month project included: •• group and individual counselling on the labour market, entrepreneurship and skills. The 500 high school students were involved in group and one-to-one discussions with career guidance counsellors; •• psychological tests; •• entrepreneurial training for high school students; •• training firms fair. Several relevant stakeholders were involved, and actors from the business sector took part together with representatives from national and local authorities in the national fair. The project raised the awareness of the national and local authorities and the business sector about the importance of training and counselling young people when it comes to running a business. Impacts •• 500 high school students involved in the project. and outcomes •• 2 campaigns promoting the training firms implemented at national level. •• 20 entrepreneurial training sessions. •• 1 national fair for training firms. •• 70 training firms created. During the lifetime of the project, the students developed a set of competences on how to run a business. 5 % of the piloted training firms have turned into real businesses, managed by young people. The programme remained in the high schools that were involved in the pilot phase. Also after the project ended, the programme continued to run. New students are continuously involved. They can choose, either to develop a business created by previous participants, or to develop an entirely new business. The programme had an impact on the teachers involved. They have developed a set of competences on how to work with students on developing and managing a business, mixing business theories with practical elements on how to manage a firm. Annex 2: Inventory of good practices 47
Further information Young Entrepreneurs Association from Romania: http://www.ptir.ro/?page_id=2172 (PTIR’s website). Contact person Denisa Vlad Tel. +40 318241592 Email: [email protected] 48 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
28. Project Learning for Young Adults-O (SI)
Level National of intervention Host organisation Andragoški Center Republike Slovenije Funding Independent National funds Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Young people between the ages of 15 and 26 who are: •• unemployed; •• students in regular education, but at risk of dropping out. Short description Background of the project Project Learning for Young Adults-O (PUM-O) is a programme of non-formal learning for the empowerment of young adults from 15 to 26 years of age to approach and enter the labour market and to actively participate in society based on the acquisition of key competences. The state-approved programme of non-formal adult learning Project Learning for Young Adults (PUM) was developed in the 1990s to reduce the social exclusion of the most vulnerable groups of young early school leavers. Based on the experience of the PUM programme and taking into account the new social circumstances, a new non-formal learning programme, Project Learning for Young Adults-O (PUM-O), was developed.
Aims •• To develop a professional identity, a sense of initiative and entrepreneurship with the purpose of approaching or entering the labour market. •• To develop basic skills. •• To create a personal identity and the promotion of social reciprocity and associations.
Methodology used Candidates and mentors within PUM-O prepare the ground for a personal development plan, which initially defines the purpose of the candidate’s participation (vision) and baseline targets that the participant in the programme needs to achieve. There are three key educational modules: •• the module on career planning and professional identity includes short-term and long-term career goals in connection with the determination of an employment plan; •• the module on general education includes the current sociopolitical developments at the level of the local community, the state, the EU and the world; •• the module on personal growth and the creation of sustainable lifestyles includes content related to interpersonal relationships and group dynamic processes, physical and mental health. Learning takes place in the projects by interweaving the contents described in the modules. Projects run in collaboration with local stakeholders and are associated with topical issues or the needs of the participants. Annex 2: Inventory of good practices 49
Impacts The results showed that the programme has an effect, i.e. to encourage the young and outcomes participants to complete an education that has already been abandoned; to lead to the successful production of professional or employment strategies; and to prevent the social phenomena of unemployed young adults. The results of other 2009-2010 national evaluations have also confirmed the undisputed quality of the programme. The programme has been effective in achieving the goals of the majority of the participants. The social integration role for young dropouts was realised very successfully, which is consistent with the results of the 2002 evaluation. 83 % of the participants had in their opinion — due to their participation in PUM — experienced a (positive) change in life, reaching from small up to significant changes. 48 % of the participants continued school, 26 % found a job, 18 % of the participants found a job and attended adult education at the same time. Finally, 6 % of the participants started their own business. There are 12 groups in connection with this programme in Slovenia, with up to 24 participants in each group. Further information http://www.acs.si/pum http://programmeoteka.acs.si/PDF/PUM.pdf http://arhiv.acs.si/dokumenti/programmePUM-O.pdf (Project Learning For Young Adults-O). The programme was prepared by Natalija Žalec et al. Contact person Andragoški center Republike Slovenije Šmartinska 134a, Ljubljana, Slovenia, Tel. +386 15842560 Email: [email protected] Website: http://www.acs.si 50 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
29. Sommarloventreprnör (Summer Camp Entrepreneurs) (SE)
Level National of intervention Host organisation The concept is owned by the County Administrative Board of Västernorrland and is managed and developed by Technichus Science Center in Härnösand. Funding Independent Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers Target group/s Young people between the ages of 15 and19. Short description Background of the project In 1999, the idea of giving young people the opportunity to create their own business as part of a summer job offered by the municipality took shape in Sollefteå. Today the concept is called Sommarloventreprnör (summer camp entrepreneurs).
Aims The aim is to give young people a chance to develop entrepreneurial skills during their summer holidays by creating their own business.
Methodology used Among other things the programme includes a kick-off week where focus is on idea generation and business planning, and an initial capital of EUR 210 and insurance. The participants work with their business for 3 weeks supported by personal mentors and local networks. The programme ends with a kick-out camp, and the participants are awarded and receive a diploma for their future CV. Impacts Sommarloventreprenör is a proven concept based on experience. The programme is and outcomes still growing, and every year hundreds of young Swedish people participate in the camps. 570 young people across 52 cities participated in the programme in 2015. The programme has been exported to Holland and England and countries outside Europe such as Israel, Turkey, Jordan and Lebanon. Further information http://www.sommarlovsentreprenor.se Contact person David Gisselman, Contact and Development Leader Tel. +46 0611349631 Email: [email protected] Annex 2: Inventory of good practices 51
30. UF-företagande (SE)
Level National of intervention Host organisation Self-contained but part of the Junior Achievement (JA) enterprise network. Funding Independent Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Combating youth unemployment and social exclusion •• Social entrepreneurship (opportunities and challenges) Target group/s Students between the age of 16 and 20. Short description Background of the project Ung Företagsamhed (Young Enterprise) is a part of the JA Enterprise network. Young Enterprise is a politically independent, non-profit educational organisation. It has existed since 1980, since when it has trained high school students in the entrepreneurship process through the education project ‘UF enterprise’. In 2009, the programme was implemented in elementary schools as well.
Methodology used The programme has developed study material and training for high school students called UF — företagande. This involves the students being able to start up, run, and wind up a small company during a school year. The UF entrepreneurs will participate in various regional training sessions, competitions, and fairs during the programme. Thereby they will learn about business, build a network and develop strong entrepreneurial skills. Impacts The UF entrepreneurs gain business end entrepreneur experience, and they learn and outcomes how to resolve the problems related to starting up and running a business. The number of participants in the programme has been steadily rising since 1995, and in 2015/2016 there were 26 430 participants. A study on the impact of the programme from 1997-2010 concluded that young people who had participated in the programme on average had a 12 % higher annual salary, and the likelihood of them being unemployed later on was 20 % lower. They are also more likely to become a CEO or leader, and businesses started within the programme are 4.2 % more likely to succeed within 3 years and 2.4 % within 5 years. Further information http://ungforetagsamhet.se/uf-foretagande/om-uf-foretagande http://ungforetagsamhet.se/sites/ungforetagsamhet.new/files/ung_foretagsamhet_ ger_resultat.pdf Contact person Cecilia Nykvist, CEO Tel. +46 087838088 Email: [email protected] 52 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
31. Applied Entrepreneurship Education for Young Entrepreneurs (TR)
Level National of intervention Host organisation KOSGEB Funding Independent Small and Medium Business Development and Support Administration (KOSGEB) Ministry of Youth and Sports Topic(s) addressed: •• Young entrepreneurs education •• Financial support to projects development Target group/s Young people aged between 19 and 29. Short description Background and aim of the project Launched in 2013 the project aims to promote entrepreneurial skills and competences among young people and support them with financial aid.
Methodology used First, a young person has to take applied entrepreneurship education at a youth centre (youth centres are recreational centres for young people between the ages of 14-29 coordinated by the Ministry of Youth and Sports. All activities and education are free and every citizen can benefit from these centres). The training programme includes 70 hours divided into workshops and classes. After the training programme, young people receive a young entrepreneur certificate. The ones that are interested in implementing their start-up receive a grant of TRY 30 000 and up to TRY 70 000 non-interest credit. Impacts •• Create an entrepreneurial culture among young people. and outcomes •• Increase the numbers of youth entrepreneurs and start-ups. •• Facilitate financial support for young people. Further information Turkish entrepreneurship strategy and action plan — Kosgeb http://tekirdag.habermonitor.com/en/haber/detay/arranged-for-young-entrepreneurs- in-tekirdag/262613 http://gencgirisimciler.gsb.gov.tr/#/genc-girisimciler/anasayfa Contact person Halil İbrahim Demir — Youth and Sports Expert Tel. +90312 596 6109 Email: [email protected] Annex 2: Inventory of good practices 53
32. Be Entrepreneurial (US)
Level National of intervention Host organisation Junior Achievement USA Funding Independent Junior Achievement (JA) is a non-profit organisation funded by private donors and companies (31). Topic(s) addressed •• Youth work in the entrepreneurship education continuum •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes Target group/s The programme targets high schoolers grades 9 to 12 who want to start their own company. Short description Background of the project JA Be Entrepreneurial is a programme that offers the students the tools needed to start and run their own business indefinitely. The programme was initiated in 2009 (Junior Achievement USA, 2009). It is now the top ranking programme in JA USA (32).
Aims The aim is to further entrepreneurship among young people. All JA programmes are designed to support the skills and competences identified by the Partnership for 21st Century Skills (33): ‘P21’s mission is to serve as catalyst for 21st century learning to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops.’ (34)
Methodology used The programme is classroom based. Students will learn about advertising, competitive advantages, financing, marketing, and product development. The programme is composed of seven 45-minute sessions. JA Be Entrepreneurial introduces students to the essential elements of a practical business plan and then challenges individual students to prepare a plan to start a business in the near future, using the resources they can access as teenagers (35). Students learn about advertising, competitive advantages, financing, marketing, and product development. Programme materials are packaged in a self-contained kit that includes detailed session plans for the volunteer and materials for 32 students.
(31) http://www.charitynavigator.org/index.cfm?bay=search.summary&orgid=5738#.VzwXJU1Jnct (32) Ibid. (33) Ibid. (34) http://www.p21.org/about-us/our-mission (35) https://www.juniorachievement.org/web/ja-usa/ja-programs?p_p_id=56_INSTANCE_abcd&p_p_lifecycle=0&p_p_ state=maximized&p_p_mode=view&p_p_col_id=ja-column-1&p_p_col_count=1&_56_INSTANCE_abcd_groupId=14516&_56_ INSTANCE_abcd_articleId=19466 54 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts 60 % of the participants in JA Be Entrepreneurial demonstrated gains in their and outcomes knowledge about the essential elements of business planning and starting an entrepreneurial venture. Students in JA Be Entrepreneurial exhibited the largest gain in content knowledge (11.8 %) compared to other JA programmes. Other results achieved in JA Be Entrepreneurial: •• Almost 40 % of students improved their attitude towards school. •• Almost 50 % of students improved in their attitude towards the future. •• 40 % of students agreed or strongly agreed that participation had helped them to stay out of trouble in school. •• 64 % of students agreed or strongly agreed that JA helped them realise the importance of staying in school (36). Further information Bibliography
Junior Achievement USA (2009), JA Be Entrepreneurial, Retrieved from Implementation FAQ List: https://www.juniorachievement.org/ documents/193855/275557/JA_Be_Entrepreneurial_FAQ.pdf/140675a3- 4b47-486d-86ca-884da61588f2
Websites http://www.p21.org/about-us/our-mission https://www.juniorachievement.org/documents/12623/87025/2014+Texas+High+Sch ool++Evaluation.pdf/81651507-7bca-40ad-a78b-69bd8282d0d9 http://www.charitynavigator.org/index.cfm?bay=search.summary&orgid=5738#. VzwXJU1Jnct Contact person Tel. +1 719 540 8000
(36) https://www.juniorachievement.org/documents/12623/87025/2014+Texas+High+School++Evaluation.pdf/81651507-7bca-40ad- a78b-69bd8282d0d9 Annex 2: Inventory of good practices 55
Entrepreneurial learning for employment and inclusion
33. C-stick (BE)
Level National of intervention Host organisation JES stadslabo Funding C-sticks (‘competence sticks’) is a JES project financed by the European Social Fund. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Assessment of entrepreneurial learning outcomes Target group/s Young low-skilled people between 6 and 30 years and foreign language speakers. Short description Background and aims of the project C-stick aims to create an e-portfolio for low-skilled young people. However, it has also tested well with broader groups including adults and foreign language speakers.
Methodology used The C-stick project uses a competence framework and tools for self, peer and expert assessment of key competences with a broader focus on accessibility for low-skilled young people. 16 competences are recognised and can be assessed in C-stick online. They are cooperation, speaking, listening, flexibility, planning and organising, learning, giving feedback, handling feedback, self-reflection, networking, handling of authority, respecting rules, handling clients, taking initiative, acting independently and empathising. Young people can score themselves on these competences through various specific questions relating to the competences (yes/no predominantly) and then work in groups to focus on developing these skills with other users of C-stick. The tool is available in French and Dutch (Flemish). Impacts For young people to be aware of their competences even if they are not learned and outcomes through the education system. JES works together with numerous organisations so that the competence evaluation from C-stick can be recognised when seeking work. Further information http://www.jes.be/C-Stick/index.php?TK=En Contact person JES stadslabo Jeroen Bels, Director Tel. +32 0485741438 Email: [email protected] Marjan Van de Maele Tel. +32 24116883 Email: [email protected] 56 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
34. The Social Teahouse (BG)
Level Local, Varna, Bulgaria of intervention Host organisation Self-contained Funding Independent The initiative is implemented in partnership with the regional administration of Varna, the Municipality of Varna, Reach for Change and Nova Broadcasting Group. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s The current target group includes children and young people between the ages of 15 and 18 from three institutions from Varna. Short description Background of the project The Social Teahouse is a social entrepreneurship project, established in 2016.
Aims To help young people from complicated social and family backgrounds with opportunities for an independent lifestyle. Furthermore, the initiative intends to develop competitive and diverse opportunities for young people and entrepreneurs.
Methodology used In 2012, a volunteering group for work with children and young people from institutional care was established. The group included eight volunteers who were involved in weekly activities with 15 young people. In 2013, a new working methodology was introduced, e.g., special focus on the work with young people was placed on social skills, emotional intelligence and professional orientation. In 2014, the concept of the Social Teahouse was developed. The initiative has three stages: •• a mentoring programme, in which young people develop social and communication skills as well as emotional intelligence; •• passing through a training centre (Social Teahouse) and thus acquiring skills in the service sector; •• being given the possibility of acquiring a first job. Impacts In 2014, the initiative won third place in the first edition of the Game Changers and outcomes Social Entrepreneurship Programme initiated by Reach for Change and Nova Broadcasting Group, in competition with 212 projects from all over the country. This award provided EUR 7 500 for the further development of the initiative. There are no impact data available so far, as the Teahouse officially opened in 2016. Further information http://thesocialteahouse.bg/ http://thesocialteahouse.bg/about-the-project-2 Contact person Mrs Doneva/Mrs Stoeva — founders of the initiative Tel. +359 887807977; +359 885772779 Email: [email protected] Annex 2: Inventory of good practices 57
35. Entrepregirl (BG)
Level National of intervention Host organisation Bulgarian Centre of Women in Technology Funding Independent Topic(s) addressed: •• Combating youth unemployment and social exclusion (in particular, increasing the representation of women in the ICT sector) Target group/s Girls aged 16 to 25. Short description Background of the project A very low number of Bulgarian start-ups are founded by women. There is an under-representation of women in the ICT sector. The organisation responsible for the initiative is the Bulgarian Centre of Women in Technology. The initiative was implemented in 2014.
Aims To encourage more young girls to choose the field of business and technology as a professional path for further personal growth.
Methodology used Organisation of a contest where young girls can present their entrepreneurial ideas. A workshop on ‘How to present my idea successfully’ takes place to help all participants ‘package’ their ideas before submitting them. Ten out of all the girls with high results in the pre-selection phase are then chosen to present their ideas live in front of a jury. The jury consists of important national stakeholders, such as representatives of Junior Achievement, the Business Institute, the Association of the Bulgarian Leaders and Entrepreneurs (ABLE), 11 Fund (37), the StartUp Foundation (38) and the Bulgarian Centre of Women in Technology. Impacts Since the initiative was only implemented recently, it is too early to assess its overall and outcomes impact in terms of the involvement of girls in the business and technology sector in Bulgaria. In the 2016 edition of the contest, 40 girls participated with 41 different projects. One important outcome of the initiative (from an individual point of view) is the development of the winners’ entrepreneurial skills, e.g. the Entrepregirl award includes: •• an 8-month alternative MBA (aMBA) programme delivered by the Business Institute. The programme is called ‘alternative’ because participants work on real business cases submitted by companies in different industries; •• a year-long mentorship and a year-long membership at the Bulgarian Centre of Women in Technology (BCWT); •• a place at the co-working space Junior Achievement Startup Hambar in Sofia Tech Park (39).
(37) With EUR 12 million of funding provided by the European Investment Fund (EIF) through the Jeremie programme, Eleven is one of the biggest early stage investors in Cebtral and Eastern Europe. More information is available at: http://www.11.me/ (38) The Startup Foundation aims at supporting the young people in Bulgaria who want to turn their ideas into successful businesses. Through a series of events (conferences, forums, workshops, etc.), the Startup Foundation develops the start-up ecosystem in Bulgaria, where entrepreneurs can meet partners, potential clients, business angels and investment funds. More information available at: http://startup.bg/about. (39) Startup Hambar is Junior Achievement Bulgaria’s social innovation project benefiting from the entrepreneurship ecosystem in the country. It is an innovation inspiring co-working, training and mentoring space for young entrepreneurs aged 14 to 26 and their start-up companies. It is located at the Technology and Innovation Network — Bulgaria’s first science and technology park, providing young entrepreneurs with access to cutting-edge equipment and with the opportunity to network with key stakeholders in the entrepreneurship ecosystem. 58 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information http://bcwt.bg/entrepregirl+v3+0+is+on!/1/MlW-gRW7I5WnIlajQRKnYRm7ItOTMpOfM hKvYZe-gRejgB Contact person Mrs Sasha Bezuhanova (founder of EntrepregIE) Tel. +359 28185075 Email: [email protected], [email protected] Annex 2: Inventory of good practices 59
36. Youth Centre for Information and Consultation — Infinite Opportunities (BG)
Level Local of intervention The project covers the Sofia Municipality including remote north-western areas such as Bankia, Vladaya, Bozhurishte and Novi Iskar. Host organisation The Infinite Opportunities Association Funding Independent The project is carried out with the financial support of the National Programme for the Youth (2011-2015) of the Ministry of Youth and Sports/Youth Policies Directorate. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skill and competence needs of youth workers Target group/s Young people aged between 15 and 29 years; particular emphasis on vulnerable groups, including a minority with disabilities and special educational needs. Short description Background of the project The Infinite Opportunities Association is an NGO established at the beginning of 2010. It is committed to youth work, active citizenship, promotion of non-formal learning and encouraging young people to develop their social and creative potential for a better future for everyone (40).
Aims The project addresses the following priorities of the National Programme for the Youth (2011-2015): a) promotion of personal development and economic activity of young people and improving access to information and quality services; b) encouraging young people to participate in activities in their communities; c) prevention of social exclusion of young people from disadvantaged groups. An additional aim is the development of the competences of youth workers.
Methodology used The youth centre provides the target group with consulting, training and support for the implementation of their initiatives and projects. All members of the NGO have successfully completed specialised programmes and seminars for leadership skills, soft skills, civil education, social and psychological training, training of trainers for youth work, etc. Impacts There are no figures available that would allow an assessment of how the host NGO and outcomes distributes its resources for consultation and advice on current programmes. The organisation also provides entrepreneurship training for up to 20 participants (per course). The duration of the training is 2 days. There is no publicly available information on the number of participants, the impact of the training on beneficiaries or whether the training has been recognised as non-formal education. Since 2010, the NGO has extended its activities and partners, which points to patterns of sustainability. For example, one important objective of Infinite Opportunities is the expansion of the NGO network in the Sofia Municipality mainly through engaging young people and encouraging the exchange of experiences and good practices. The organisation works with different national and international partners. Some of the partners are active in the provision of non-formal learning for young people, others in working with vulnerable groups.
(40) http://www.infopass.eu/en/about-us 60 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information National Programme for the Youth 2011-2015: http://mpes.government.bg/Pages/Programmes/Default. aspx?evntid=9wgzoB6F8a8%3D Website of the NGO ‘Infinite Opportunities’: http://mikc.infopass.eu/aboutus Contact person Mrs Marga Vukadinova — Project Manager Tel. +359 888376222 Email: [email protected] Mrs Kristina Todorova — volunteer coordinator Tel. +359 877828249 Email: [email protected] [email protected] Annex 2: Inventory of good practices 61
37. Spring School of Entrepreneurship (HR)
Level Regional (less developed Croatian counties) of intervention Host organisation Forum for Freedom in Education Funding Independent funding — National (Ministry of Social Policy and Youth) Value: approximately EUR 15 000/year Topic(s) addressed •• Combating youth unemployment and social exclusion •• Social entrepreneurship (opportunities and challenges) Target group/s Up to 20 NEETs (young people not in education, employment or training) (18-30 years) coming from economically deprived regions of Croatia. Short description Background of the project The Spring School for Youth Entrepreneurship is a non-formal educational programme which has been conducted by the Forum for Freedom in Education since 2011. The Forum for Freedom in Education is a recognised civil society organisation active since 1992. It works on harmonising the educational system in Croatia with the educational standards of modern democratic societies, guided by the principles of choice and equal access to education that enables the self-realisation of a person.
Aims The goal is to equip NEETs from remote areas of Croatia with competences relevant to employment. The focus of this programme is to familiarise young people with the benefits of entrepreneurship, particularly social entrepreneurship and assist them in developing their own business ideas. Moreover, participants acquire the soft skills necessary for the contemporary labour market, such as communication skills, project management skills and initiative development.
Methodology used Young people learn how to present themselves properly in job interviews and which CV format is best suited to their profile. Furthermore, young people are introduced to the benefits of volunteering and activism to stimulate their responsible attitude towards their own communities. The participants are obliged to organise a workshop or a public event where they disseminate information acquired at the Spring School of Youth Entrepreneurship. Impacts So far, 58 young people from eight Croatian counties have finished the education and outcomes programme. 60 % of the participants have found a job or have started their own business. Hence, participants have so far educated/trained 1 199 other young people by transferring the competences they themselves have acquired at the Spring School of Youth Entrepreneurship. The average evaluation grade for this education by participants is 4.6/5.0 (41). Further information https://www.salto-youth.net/downloads/toolbox_tool_download-file-1357/Let‘s%20 Work%20It%20Out_2016.pdf Forum for Freedom in Education: www.fso.hr http://www.fso.hr/forum-for-freedom-in-education Contact person Domagoj Moric Email: [email protected]
(41) http://proljetnaskola.strikingly.com 62 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
38. Employment4U (CY)
Level Cross-regional of intervention Host organisation Young Dynamics CY Funding Erasmus+ (Youth in Action programme — Action 4.3) Topic(s) addressed •• Combating youth unemployment and social exclusion •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s 26 participants from nine EU countries (Estonia, Greece, Spain, Italy, Cyprus, Latvia, Poland, Portugal and Romania). Mainly youth workers active in the employment field and working with unemployed young people. Short description Background of the project Youth Dynamics is a non-formal group founded in 2011, established to empower young Cypriots to broaden their minds and horizons. In 2013, it hosted a youth training course, which involved seminars, presentations, workshops, visits, entertainment activities and discussions based on the topic of youth unemployment. The group aims to promote active participation of young people with fewer opportunities and develop different ways to ensure their impact on the local community by using non-formal education and intercultural learning methods.
Aims The overall aim of the training course was to promote youth employment, improve individual employability skills, exchange of active job search strategies and promote networking. In this context, youth workers coming from European associations working with unemployed young people, debated and shared methodologies, experiences and tools about the topic of youth and employability.
Methodology used The participants had to use their personal skills to work in teams or share their opinions, present and be presented. They had to express themselves, use their imaginations, become creative and cooperate with the other participants and accept the differences and appreciate them. This youth project was open to everybody and involved the local community as well. Many people came to enjoy the intercultural nights while a lot of young people took part in the ice-breaking activities carried out every day outside the building. Impacts The project was awarded the European Charlemagne Youth Prize (3rd place). This and outcomes prize is awarded to projects undertaken by young people that foster understanding, promote the development of a shared sense of European identity, and offer practical examples of Europeans living together as one community. Further information Host organisation: Youth Dynamics http://www.youthdynamicscy.com http://www.youthdynamicscy.com/employment4u.html Contact person Vasilis Christofi Tel. +357 99473782 Email: [email protected] or [email protected] Annex 2: Inventory of good practices 63
39. TRADE Wine (CY)
Level Cross-regional of intervention Host organisation PlanBe, Plan it be Funding Erasmus+ (Youth Exchange 1.1.) Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s 20 young people (18-25) from Croatia, Italy, Cyprus and Portugal. Short description Background of the project ‘From TRADition to Employment: Wine products’ (TRADE Wine) was a Youth Exchange Erasmus+ programme, which took place in 2014 focusing on youth unemployment and creativity. It took place in the small village of Kambos over a week.
Aims The project aimed to explore possible ways of turning a ‘tradition into employment’, with a focus on the wine-related traditions and products.
Methodology used The project offered hands-on experience on how to make wine and other traditional products, non-formal learning in entrepreneurship, and creative activities for personal development and cross-cultural understanding. The exchange also included some experimential activities and study visits to get to know the Cypriot traditional practices in producing wine and other related products. Impacts The development of new skills among the participants and an enhanced knowledge and outcomes about the promotion of local resources. Further information The project was hosted by PlanBe. PlanBe is a non-govermental, non-profit organisation that aims at the personal and professional development of young people. The organisation is based in Nicosia, Cyprus, and acts at the national and European levels. PlanBe, Plan it Be: http://www.planbe-ngo.com http://www.vulcanicamente.it/uploads/1/4/9/5/14956808/infopack_trade_wine_ v2.pdf Contact person Maria Drakou Tel. +357 97775728 Email: [email protected] 64 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
40. Social Impact Award (CZ)
Level National of intervention Funding Independent Host organisation Self-contained Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Youth workers with projects and project proposals with a social impact. Short description Background of the project The initiative is the country’s most significant acceleration and support programme in social entrepreneurship. It has been functioning since 2012 and is sponsored by corporate talent programmes.
Aims To support social entrepreneurship by evaluating, awarding and co-funding specific projects proposed by independent individuals and youth work entities. To provide counselling and non-formal entrepreneurial learning.
Methodology used Four basic criteria for project evaluation: •• social impact; •• innovativeness; •• realistic planning; and •• people and teamwork. Projects are assessed by a professional jury and the general public through voting. Three to five projects are awarded and co-funded annually. Impacts Around 50 social entrepreneurship companies and projects supported in 4 years, and outcomes with a growing influence in the corporate sector as well as in the third sector and public policy. Further information http://www.socialimpactaward.cz Contact person Hana Kovánková, Coordinator Email: [email protected] Annex 2: Inventory of good practices 65
41. The Youth to School Foundation (EE)
Level National of intervention Host organisation Sihtasutus Noored Kooli, The Youth to School Foundation (established in 2006 by the Good Deed Foundation and Swedbank). Funding Private donations Topic(s) addressed •• Combating youth unemployment and social exclusion •• Partnerships and cross-sectoral cooperation Target group/s Unemployed young professionals with leadership potential and an interest in education. No specific age requirements. Short description Background of the project The Youth to School Foundation was established in 2006 with help from funds raised through donations.
Aims The Youth to School programme trains young graduates through 2-year activities.
Methodology used During the programme, the young professional experts teach full time at local schools with special needs. In this way, they develop leadership potential and expand the educational opportunities of the students. They contribute to the development of the Estonian educational system and develop their own teaching skills and are trained in becoming a leader in the local community. Impacts 65 % of the alumni continue their careers in the field of education. and outcomes 108 individuals have found their way to education through the programme, through which they have taught more than 9 250 children in the schools of Estonia. Further information http://www.nooredkooli.ee https://www.facebook.com/nooredkooli http://www.rajaleidja.ee/noored-kooli-programm-toob-koolidesse-kaks-korda-enam- noori-kui-eelmisel-aastal Contact person Sihtasutus Noored Kooli Registrikood: 90009312 Telliskivi 60a (A3 III korrus) 10412 Tallinn, Eesti a/a EE972200221034116406 66 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
42. Ohjaamo — One-Stop Guidance Centres (FI)
Level National of intervention Host organisation Youth Services, City of Lappeenranta Funding European Social Fund Topic(s) addressed •• Combating youth unemployment and social exclusion •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation Target group/s •• Under 30 years old. •• Youth workers and other interest groups working with the young. Short description (03/2015-02/2018) of the project Background The core business of the One-Stop Guidance Centres is personalised information, advice and guidance, as well as everyday life management. They support young people’s social skills and capacity building, as well as career planning, training and employment. The project also creates new workshops and activities for young people adapted to their abilities.
Aims The aim of the project is to promote the implementation of the national Youth Guarantee to combat youth unemployment. The aim is also to offer young people low-threshold services provided by multi-professional teams. In addition, the project aims to support the integration of immigrant young people into society and in working life by ensuring the completion of education. In line with this, some training sessions and seminars will be organised for youth workers.
Methodology used The One-Stop Guidance Centres are staffed by professionals who work at the same premises. The professionals come from a variety of organisations (including labour administration, guidance, counselling, social and healthcare services and other players) and offer services according to the young people’s needs. If necessary, the young people are guided to other services such as rehabilitation and employment administration and, where appropriate, low-threshold mental healthcare and substance abuse services. The One-Stop Guidance Centre overcomes duplication and streamlines services for young people. The key operating principles are accessibility, flexibility, customer orientation, confidentiality and solution-orientation. Impacts During the project, approximately 1 000 young people and youth workers will be and outcomes contacted (guidance, training). The aim is to develop the young people’s life skills and prevent them from being subject to social exclusion. According to the Commission’s 2016 country report, Finland has implemented the Youth Guarantee well in recent years, with a large share of beneficiaries receiving offers for a job, traineeship, apprenticeship or further education. Finland has developed a comprehensive Youth Guarantee scheme. A 2011 Eurofound evaluation found that 83.5 % of young job seekers received a successful offer within 3 months of registering as unemployed. The Finnish scheme has led to personalised plans for young people being drawn up more quickly and ultimately lowering unemployment. Annex 2: Inventory of good practices 67
Further information Jenna Ahlberg, Coordinator, City of Lappeenranta, Youth Services, Lappeenranta, 2016: http://www.lappeenranta.fi/fi/Palvelut/Nuorten-palvelut/Etela-Karjalan-Ohjaamo (in Finnish). Youth Guarantee country by country — Finland — March 2017: http://ec.europa.eu/social/BlobServlet?docId=13637&langId=en Contact person Jenna Ahlberg, Coordinator Tel. +358 400796035 Email: [email protected] 68 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
43. People (DE)
Level Local project of intervention Host organisation KARUNA — Zukunft für Kinder und Jugendliche in Not Funding Independent (social youth work organisation) Funded by the Federal Ministry of Family Affairs, Senior Citizens, Women and Youth (BMFSFJ), VW-Belegschaftsstiftung and Terre des Hommes, Germany. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Street kids, young drug addicts, young people with psychological problems between the age of 13 and 24. Short description Background of the project ‘People’ is a project based in Berlin and initiated by the independent and state- approved social youth work organisation KARUNA — Zukunft für Kinder und Jugendliche in Not Int. e. V. The organisation supports homeless children, young drug addicts and young people ‘in trouble’. The project started in 2013. In Germany, it is estimated that about 20 000 children and young people live on the streets. According to studies, about 20 % of all children and young people have no access to the heart of society. This can lead to different kinds of problems, like not obtaining an educational degree and/or having no access to the labour market.
Aims ‘People’ offers an opportunity for creative exchange, developing new competences and basic entrepreneurial learning.
Methodology used In collaboration with designers and creative people, young people can work with fashion and art, design clothes and other objects and develop new competences. They can also sell their items in a temporary shop. Impacts There are similar projects in Dresden, Gera and Hamburg, where the idea was and outcomes copied. The first project started in 2013 in Berlin, and other cities followed. There are no concrete numbers estimating the number of children that have been involved in all programmes, but it is estimated that in Berlin about 2 000 children live on the street. Furthermore, young people who are in danger of becoming homeless, who have drug problems, etc., are invited to take part. In the time from January 2015 until the end of June 2015, 111 young persons visited the ‘People’ project, among those, 43 persons between the age of 15 and 27 regularly took part in the project’s activities. There are no numbers available as to how many were ‘successful’. Annex 2: Inventory of good practices 69
Further information Karuna website: http://cms.karuna-ev.de/die-karuna-einrichtungen/sophisticated- people/http://cms.karuna-ev.de/die-karuna-einrichtungen/sophisticated-people ‘People’ website: http://peopledesign.de YouTube project video: https://www.youtube.com/watch?v=YlZ6-tG4ReI Online article on the predecessor project called ‘sophisticated people’: http://www. charitygums.de/organisationen/Karuna-eV-Sophisticated-People Fashion blog about the project by the HTW, the University of Applied Sciences for Technology and Business, Berlin: https://gafferdeluxe.com https://gafferdeluxe.com/2012/10/22/sophisticated-people-soziale-mode-2/ ‘People’ received the German federal BKM price for cultural education in 2015. Contact person Gabriela Schützler, executive management KARUNA — Zukunft für Kinder und Jugendliche in Not Int. e. V. Tel. +49305549-3427 Email: [email protected] Eva Sichelstiel, contact person ‘People’ project Tel. +49/3051589-8500 Email: [email protected] 70 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
44. Bázisiskola Programme (HU)
Level National of intervention Host organisation New Generation Centre Funding EU Structural Funds, operative programme for services development (TÁMOP), TÁMOP-3-3-12-001. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Students at the participating 40 high schools between the age of 14 and 18. Short description Background of the project The ‘TÁMOP-3-3-12-001’ — project, which was run by the New Generation Centre’s (Új Nemzedék Plusz) Bázisiskola-programme, was part of the EU-funded project Ifjusag.hu (youth.hu): ‘For a successful generation — comprehensive youth service development to enhance the equal opportunity of students in the public education’.
Aims The aim was to support the career management of students at the 40 high schools participating in the project.
Methodology used The elements of the programme were: •• Supporting career building to improve the key competences of young people through activities fostering their self-awareness and requiring their active participation. This way their career orientation skills, labour market knowledge, decision-making skills, critical thinking skills and ability to develop action plans were improved. •• The project used methods and materials such as scientific background papers, 45- or 90-minute method introductions for teachers, tests and questionnaires, information booklets for students and interactive ‘edutainment’ curricula, organisational handbooks, camp curricula for supporting career building, transcripts of interviews with entrepreneurs, text books and films explaining the methodology to trainers, best practice examples and methods booklet. •• By improving the entrepreneurial competences of young people, the main aim was to strengthen the entrepreneurial competences and attitudes of high school students (e.g. self-motivation, persistency, self-knowledge, risk assessment, adventurousness, project planning, project management, data analysis, presentation, evaluation and documentation, communication and teamwork. •• Competence development through arts was used to let the students experience their environment through using their senses (watching, listening, forming), reflecting with critical thinking with the aim to understand their own roles. Annex 2: Inventory of good practices 71
Impacts •• Development of the self-awareness of young people, improvement of their and outcomes personal and socio-educational skills (beyond the competences required of and demanded by the labour market); gaining information about training offers and labour market demands and assessing them. •• Development of project management skills, creating one’s own portfolio including specific activities and competences. •• Inspiring more schools to run similar programmes. •• A free online database provided good practice examples for schools featuring all the methods and tools of the project. •• 200 trained teachers and 4 000 students were involved in May 2016. Further information Új Nemzedék Programme/New Generation Programme’s website: http://ujnemzedek.hu/bazisiskolai_program Contact person Melinda Pethő, project leader, New Generation Centre Tel. +36 307791572 Email: [email protected] 72 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
45. Solas Business (IE)
Level National of intervention Host organisation Solas Project Funding Independent Solas is a charitable organisation that seeks donations from the public and corporate sponsors. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Partnerships and cross-sectoral cooperation Target group/s Children aged 6 years old and adults up to 24 years old who may be experiencing socio-economic disadvantage, especially educational disadvantages. Short description Background and aims of the project Solas Business is a development programme that aims to teach children life skills while encouraging creativity and entrepreneurship. It is run by the Solas Project, a charity which provides a range of innovation interventions to support children and young people in Ireland to achieve their full potential and become positive participants in society. Solas Business began in 2013 and was known as ‘Dragon’s Den’.
Methodology used The programme pairs each local school with a business. These corporate supporters provide volunteers to come alongside the students for a period of 5 weeks. Together with their mentors, students develop a business idea or product and prepare to present it to ‘the the boardroom’. Impacts The programme has grown from working with six local primary schools in 2013, to and outcomes nine. It has launched a successful pilot programme in one secondary school with 1st year students. In 2016, six school finalists took park in the Community Final. They each presented in front of 150 people. In 2015 there were nine primary schools and one secondary school involved, as well as nine different businesses. The overall winners were from St. Audeon’s primary school. They came up with ‘the BullyBug’, which was a small pocket-sized gadget to stop bullying by having a hidden camera and microphone to monitor a child’s surroundings and make them feel safer. They worked with their mentors from the Boys & Girls advertising agency to develop a technology product that would be a potential solution to the worldwide problem of bullying; this is a particularly big problem in Ireland, with 31 % of primary and 16 % of secondary students reported to have been bullied at some time. Further information http://www.solasproject.ie/solas-business (Solas Business website). http://www.solasproject.ie/blog-posts/2016/3/9/solas-business-community-f (Solas Business Community Blog). Creativepool, ‘Boys & Girls launch an anti-bullying wristband’, 6 November 2015, Industry Updates. Available at: http://creativepool.com/magazine/news/boys—girls- launch-an-antibullying-wristband.6811 Contact person Amy Ryan Tel. +353 834564634 Email: [email protected] Annex 2: Inventory of good practices 73
46. Milan Young Citizens (MYC) (IT)
Level Local of intervention Host organisation City of Milan Funding Independent Launched by the City of Milan in cooperation with private partners from the third sector and financial support from the Associazione Nazionale Comuni Italiani (National Association of Italian Municipalities). Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s •• Small groups of young people, aged between 18 and 35. •• Students from technical and vocational institutes or young people not in education, employment or training — NEETs. Short description Background of the project The MYC — Milan Young Citizens project was launched by the City of Milan in 2015 in cooperation with private partners from the third sector. The project is developed within the smart city strategy of Milan. Hence, relevant emphasis is placed on the innovation that can arise from investment in young people’s potential.
Aims The overall goal of the initiative is to identify innovative ideas that respond to both the occupational and social inclusion problems faced by young people (e.g. NEETs) and, at the same time, contribute, with their ideas, to foster smart development of the city.
Methodology used To achieve these goals, the initiative develops in two steps. First, free non-formal training opportunities (involving workshops and practical activities) are provided to a small group of young people, aged between 18 and 35, in the field of social entrepreneurship, with special emphasis on the co-design of public services and the generation of business ideas characterised by a relevant social impact. Thanks to this ad hoc training, in the second phase of the project, the young people become ‘activators’ of energies and ideas and are asked to coordinate a number of other young people, in most cases students from technical and vocational institutes or NEETs. The interaction between the ‘activators’ and other young people is organised in working groups that address different thematic areas (e.g. education, culture, social services, and environment). These working groups have the goal of generating new project ideas for the city through a ‘peer learning’ process. Impacts Concretely, five projects have been initiated, covering several issues ranging from and outcomes the creation of a neighbourhood network; the organisation of micro-cultural events in different areas of the city and neighbour municipalities; a requalification project of the city’s train stations through the organisation of cultural events; and design of orientation programmes aimed at preventing early school leaving. To increase the chances that these project ideas are effectively turned into operative projects, the working groups have been linked to two municipal youth idea incubators, where young people have the possibility to further develop their ideas. Further information http://www.milanosmartcity.org/joomla/progetti/milanyoungcitizens Contact person Email: [email protected] 74 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
47. Servizio Civile Universale Provinciale (SCUP) (IT)
Level Regional of intervention Host organisation Province of Trento Funding The programme benefits from three distinct public sources: the national government, the Province of Trento and the Youth Guarantee programme. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Young people aged between 18 and 28 years old. Short description Background of the project The civil service and youth work tend to be two rigidly separated ‘sectors’ in Italy. Nonetheless, the civil service attracts important numbers of young people every year. Therefore, it may be considered an optimal context to invest in young people’s entrepreneurial learning. A local adaptation of the national Servizio Civile (Civil Service) carried out by the Province of Trento (Servizio Civile Universale Provinciale, SCUP) since 2015 presents some interesting elements that are worth mentioning, as they reveal a great potential in the civil service for enhancing young people’s transversal competences and social activation through non-formal training in social entrepreneurship. SCUP is accessible to young people aged between 18 and 28 years and provides them with the opportunity to take part in a socially relevant working experience for 3 to 12 months. The social dimension of the civil service is to some extent intrinsic to the nature of the projects young people are involved in.
Aims The programme aims to prepare young people for the labour market and make them familiar with the social dimension of work (both in terms of interpersonal relationships and in terms of the social consequences and the social positioning of work and, hence, the social responsibility of economic actors).
Methodology used SCUP adopts an ‘active citizenship’ perspective, according to which citizens contribute to society with their work. Beyond the acquisition of project-specific competences, SCUP aims to overcome the traditional set-up of the national civil service by offering students a personalised service and tutoring, and emphasises the learning component of the civil service experience. Young people can participate in a number of training courses on a monthly basis on the transversal competences needed in the labour market, as well as on the social dimension of work in today’s society. SCUP is still characterised by a top-down approach, which leaves young people marginal room to participate in the co-design of the projects. Annex 2: Inventory of good practices 75
Short description The training covers the following dimensions: (i) social activation (e.g. business and of the project social ethics; new technologies; active citizenship and sense of community; common good and active citizenship; interconnections and interdependencies in the global world; active participation and democracy); (ii) self-construction (e.g. communication and active listening; public speaking; body language; problem solving; expectations; motivation and balance of skills; time management; couple’s formation; resilience); (iii) learning to work (e.g. relationships and behaviour; team working and leadership; organisation and management of services; understanding organisational processes; conflict management; project creation; people in organisations; marketing; publicity and funding; personal branding). Unfortunately, neither an assessment nor a certification of these transversal competences is available yet. Impacts In 2015, around 175 projects were presented, 60 % of them lasted for 1 year, and outcomes while the remaining projects had a shorter duration. Around 300 young people took part in a SCUP project in 2015. The projects have been activated in several areas of intervention. The largest number of projects has so far been in the area of care services for vulnerable individuals and in the area of culture. However, projects have also been launched in the fields of marketing and youth work. As a confirmation of the importance of a programme like SCUP for the occupational opportunities of the young people, one of the most frequent motivations for young people to enrol in the programme is to acquire professional experience. Further information http://www.serviziocivile.provincia.tn.it Contact person Giampiero Girardi Tel. +39 0461497275 Email: [email protected] 76 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
48. Ghetto Games (LV)
Level National/regional of intervention Funding Independent Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Young people between 15 to 25 years old who are socially excluded. Short description Ghetto Games is a street culture and sports movement in Latvia. Every year, they of the project hold a Ghetto Games Festival. It is the largest street culture and sports event in the Baltics. The festival gathers more than 1 000 athletes from 25 different countries. A variety of competitions and activities from 15 different sports are conducted during the festival including arm-wrestling, BMX freestyle, inline skating, street basketball, street dance, MTB freestyle, skateboarding, wakeboarding, bike trials, and many others. The festival also provides an extensive entertainment programme. Impacts No information available and outcomes Further information https://www.facebook.com/pages/Ghetto-Games-Grizinkalns/191316797595423 http://www.ghetto.lv http://www.ggfest.com Contact person Raimonds Elbakjans, main organiser Email: [email protected] Sanda Bruna, Project Manager Tel. +371 29837235 Email: [email protected] Annex 2: Inventory of good practices 77
49. 4motion (LU)
Level National of intervention Host organisation Self-contained Funding Independent national funding Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Young people with no age limit. Based on positive results with young people in Luxembourg, 4motion has directed its working tools at other target groups such as adults. Short description Background of the project Cultural diversity, the multiplication of means and flows of communication and information, the higher mobility of citizens and the reconsideration of participation processes reflect today’s society. Therefore, 4motion offers teaching tools, awareness-raising activities and training to address traditional prejudices, to fight against exclusion and discrimination and to support and improve citizen participation. 4motion helps people in their effort to move from awareness to action by encouraging active participation in society. 4motion was initiated in 2002. Today, 4motion is a key player in the education sector in Luxembourg due to its focus on social change and development of guidelines based on values of cooperation, solidarity and inclusion. The organisation is composed of seven members with equal rights when making strategic decisions.
Aims According to 4motion, the aims are: •• to facilitate the empowerment of individuals within society; •• to support the training and cooperation of groups in society; •• to encourage everybody’s active participation in society; •• to fight against any kind of discrimination; •• to facilitate intercultural dialogue in all its dimensions; and •• to work in a cooperative, supportive and inclusive society.
Methodology used 4motion has developed an education programme for citizenship participation. Additionally, 4motion consists of a multidisciplinary team and a group of external partners whose knowledge and experience is a vital component. Impacts Today, the organisation is a key partner in youth policy in Luxembourg. The and outcomes organisation has managed to establish more than 20 participatory forums with young people located in municipalities or in local schools. These initiatives have been possible to establish under the framework of the Ministry of Family and Integration’s action plan called ‘Participation’. 4motion has also become involved in international networks such as the European Peer Training Organisation (EPTO), Kaleido’Scop, Institut de Recherche, Formation et d’Action sur les Migrations (IRFAM), A Jewish contribution to an Inclusive Europe (CEJI) and Peer-Training Sachsen. 78 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information 4motion, 2015, official website: https://www.4motion.lu/en European Urban Knowledge Network, Project 4Motion, 2012: http://www.eukn.eu/e-library/project/bericht/eventDetail/project-4motion/ http://sampac.nl/EUKN2015/www.eukn.org/Luxembourg/lu_en/E_library/ Social_Inclusion_Integration/Community_Development/Citizens_Participation/ Project_4Motion.html Contact person Mr Gary Diderich, contact person and Marc Muller, founding member of 4motion, President 4motion 10, rue du Commerce L-4067 Esch/Alzette Tel. +352 26540524 Email: [email protected] Annex 2: Inventory of good practices 79
50. Youth4Work (LU)
Level Regional of intervention Host organisation Réidener Kanton Funding European Social Fund (ESF) and regional funding. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Partnerships and cross-sectoral cooperation Target group/s The target group of Youth4Work are early school leavers and young unemployed persons with low skills between 16 and 27. Short description Background of the project ‘Youth4Work’ is an independent service that works closely with companies, the Atert-Lycée, Action Locale pour Jeunes, ADEM, training institutes, counselling centres and municipalities. The project ‘Youth4Work’ is a pilot project that helps early school leavers and young unemployed persons with low skills integrate into the labour market through apprenticeships. Additionally, the project builds connections between young people and local businesses through innovative and personalised programmes as well as exchanging best practices. The project addresses the high level of youth unemployment among young people in Europe. The project was initiated in the Redange Canton, and any young individual at the age of 16 to 27 living in the area can participate for free. The aim was to extend the project throughout Luxembourg. The project was divided into two phases, i.e. an assessment phase from 2012 to 2013 and a preparation phase from 2014 to 2015.
Aims ‘Youth4Work’ aims to reintegrate young people back into education or to get an apprenticeship or job.
Methodology used ‘Youth4Work’ is based on a varied programme using a range of different approaches to ensure the inclusion of young people in the education system and the labour market. Some of the activities were job coaching, training, advice and personal guidance. All of the participants’ skills and abilities were identified and analysed in the assessment phase from 2012 to 2013. Afterwards, they participated in a training process in the preparation phase from 2014 to 2015. The aim of the preparation phase was to equip the young people for the practical needs and demands that exist in the labour market. Moreover, the project has aimed at building close relations with local businesses to find work placements for young people. Impacts One major finding from the project is that motivation and training is not enough and outcomes to ensure youth employment. A very important thing is first of all to identify the competences and resources of each individual and then try to match these skills with existing education, apprenticeships or jobs. In this way, young people also become aware of their own capabilities and potential to contribute to society. According to ESF, 124 people participated in the assessment phase from 2012 to 2013. 49 out of the 124 found work. Out of the 155 people who took part in the second phase from 2014 to 2015, 74 found a job. Only 5 % of participants dropped out. 80 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information ESF, First steps on the jobs ladder, 2014: http://ec.europa.eu/esf/main.jsp?catId=67&l angId=da&newsId=7967 ESF, Working for youth, 2014: http://ec.europa.eu/esf/main.jsp?catId=67&langId=en& newsId=8324 ESF, Youth4Work empowers young people to find their way, 2014: http://ec.europa. eu/esf/main.jsp?catId=46&langId=en&projectId=1241 European Union, Country Profile: Luxembourg and the European Social Fund, 2012. Website Youth4work, 2016: http://youth4work.lu/de/ueber_ uns/?s=ybAcePxyIdGjiKYodFP Contact person Ariane Toepfer Tel. +352 26621141 GSM: +352 621250383 Email: [email protected] www.youth4work.lu Annex 2: Inventory of good practices 81
51. DARE (MK)
Level Cross-regional of intervention Host organisation Youth Cultural Centre Bitola Funding Erasmus+ Salto-Youth Topic(s) addressed: •• Entrepreneurial competences •• Developing business ideas •• Youth entrepreneurship Target group/s 27 young people (aged 18-25) from nine countries (Bosnia and Herzegovina, Estonia, Georgia, Italy, Macedonia, Moldova, Romania, Russia and Turkey). Short description Background of the project A youth training course that took place in Macedonia on 6 to 14 May 2013. The training was organised by the Youth Cultural Centre Bitola (a youth organisation that aims to unite and develop the creative potential of young people in the region of south-eastern Europe and encourage civic activism).
Aims The training course aimed to promote young people’s methods of developing their own ideas of business. It further aimed to provide the participants with the necessary tools to think creatively to solve problems effectively.
Methodology used The methods of non-formal learning used in this course (information sessions, business games, simulations, visits to companies, etc.) gave the participants a better understanding of the concept of entrepreneurship and its benefits. The general methods used during the training activity included workshops, brainstorming, facilitated discussions, working in small groups, case studies, presentations, role play, interviews. Impacts The training contributed to developing employability and entrepreneurial skills and outcomes among participants. Further information https://www.salto-youth.net/tools/toy/reference/tc-dare.2932 https://www.facebook.com/groups/165259116960596 https://www.salto-youth.net/tools/toy/katerina-kimovska.1687/#trainer-references Contact person Sanja Paunovska Email: [email protected] 82 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
52. Learn2Work (NL)
Level The programme is local to Almere, but there are similar programmes under the of intervention same name all over Europe. Host organisation De Schoor Funding Almere (independent) invests in Learn2Work projects both in terms of funding and high involvement. De Schoor also has some private and corporate sponsors (Netherlands Jeugd Instituut (NJI), 2015). Topic(s) addressed •• Combating youth unemployment and social exclusion •• Validation of non-formal/informal learning Target group/s Learn2Work focuses on young people (aged 18-24) who don’t have a job or a degree, aren’t in school, and require a constructive way of spending their days. Short description Background of the project Learn2Work is a programme that seeks to motivate young people to go back to school or work while at the same time giving them the basic qualifications to do so. The initiative started in 2009 and is still active (European Commission, 2013). The programme runs for 10 months at a time and combines school with fun activities and job training. It is a mixture of lessons in Dutch and English, sports activities, and practical learning. As part of the programme, the participants are placed in internships in different job types to spark an interest in them (42). Almere has high youth unemployment. In 2009, more than 1 200 young people had no job or were engaged in other daytime activities. The majority of these young people have a VMBO diploma or only primary education. It turns out that these young people have to learn to work, but they lack the incentive to do so. This is why the Learn2Work apprenticeship project was started by the youth welfare foundation De Schoor (Netherlands Jeugd Instituut (NJI), 2015).
Aims The main aim is that young people start work or go to school within 10 months (43). The programme is used to motivate young people to get the basic qualifications needed to go back to school or work. In addition, young people are trained to acquire work discipline and employee skills (European Commission, 2013).
Methodology used An important part of the methodology is that young people are introduced to various professions. This gives them a good idea of their opportunities. It always involves making choices (European Commission, 2013). ‘We work with the behavioural method; this method focuses on positively influencing the behaviour. Our method has proven successful and is well adapted to the wishes and needs of young people’ (44).
(42) http://www.lerenenwerkenindewijk.nl (43) http://www.lerenenwerkenindewijk.nl/team (44) http://www.lerenenwerkenindewijk.nl/team Annex 2: Inventory of good practices 83
Impacts Figures from 2014 show that 72 young people have participated in Learn2Work, and outcomes of which 51 started work or school afterwards. Out of the 72, 37 have obtained a forklift certificate, welding certificate, truck driving certificate, VCA certificate, a first aid certificate or a production assistant certification, which will help them further along in their job search (45). Every year, 50 young people enter the workforce or go to school. The programme gives these persons a positive image in the public and turns them into contributing young people in Almere. The young people get a better and healthier lifestyle. That means fewer benefits and less detention, both of which saves the region money. The increased workforce also contributes positively to the economy of Almere (46). The final report of January 2013 revealed that 6 months after enrolment in Learn2Work, 18 % of the participants were in employment. This is higher than the probability of employment after taking part in regular reintegration programmes in the municipalities. A year after its launch, ‘Learn2Work’ has proven more successful than the regular path. More than 72 % of the young people have a job a year after intake, whereas the number is lower with regard to regular reintegration programmes, i.e. over 30 %. The turnaround time is shorter. ‘Learn2Work’ takes an average of 10 months, whereas a regular reintegration programme takes an average of 16 months (Netherlands Jeugd Instituut (NJI), 2015). Further information Bibliography
European Commission (2013), Working with young people: the value of youth work in the European Union.
Netherlands Jeugd Instituut (NJI) (2015), Learn2Work — Almere, NJI.
Websites http://www.deschoor.nl/html/index.php?paginaID=4483 http://www.lerenenwerkenindewijk.nl/team http://docplayer.nl/12874537-Jongeren-progressiegericht-coachen.html Contact person Danielle Lanzaat (Project Manager) Tel. +31 0652625558 Email: [email protected] Alternative contact information: Tel. +31 0365245783 Tel. +31 0365302078 Email: [email protected]
(45) http://www.lerenenwerkenindewijk.nl/nl/vervolg/31-resultaten_2014 (46) http://docplayer.nl/12874537-Jongeren-progressiegericht-coachen.html 84 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
53. Arrangørfabrikken (The Organiser Factory) (NO)
Level National of intervention Host organisation Ungdom & Fritid (Youth and Leisure Time) Funding Independent Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers Target group/s Young organisers under the age of 18. Short description Background of the project Ungdom & Fritid, the national Norwegian umbrella organisation for youth clubs, started the project Arrangørfabrikken (The Organiser Factory).
Aims Arrangørfabrikken aims to empower young organisers, or would-be organisers, by giving them the tools necessary to organise all kinds of events for other young people.
Methodology used In the organisation’s 600 youth clubs, the trained organisers facilitate the involvement of young people in organising and arranging events in their local communities. Young people know themselves what they are interested in, so it is only natural to want them to be included in the work of organis events for their peers. This not only increases their commitment and participation in local events but also strengthens their competences in creating events from idea to execution. In the long term, Arrangørfabrikken hopes to create a network of young event organisers through peer-to-peer learning. Impacts Many projects involve young people under 18, and many projects also aim to and outcomes increase their organisational capabilities. Arrangørfabrikken is unique because it has 600 youth clubs as members where the young organisers have a safe environment to experiment and practice their skills together with experienced youth workers and event organisers to create a bigger impact on their skills and competences. Further information http://www.ungogfri.no/ (Ungdom og fritid, 2015) Contact person Marit Bredesen, Project Manager Tel. +47 48315283 Email: [email protected] Annex 2: Inventory of good practices 85
54. Programa Escolhas (Choices Programme) (PT)
Level National of intervention Host organisation Self-contained Funding Institute for Social Solidarity; the Portuguese Ministry of Education (33 %); and the European Social Fund (ESF) through Portugal 2020 and Regional Operational Programme Lisbon and Algarve (66 %). Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Children and youth aged between 13 and 29. Short description Background of the project Programa Escolhas is a Portuguese governmental funding structure, managed and coordinated by the High Commission for Immigration and Intercultural Dialogue, created to promote the social inclusion and life chances of young people from vulnerable socio-economic groups, especially with a migrant background and from Roma communities. Escolhas started in 2001 and is currently in its sixth generation of funding (until 2018). Each generation of the programme has improved on its predecessor, learning from its practices and adapting to changing needs. The focus on employability and entrepreneurship (since the fourth generation) responds to the challenges of the country’s new socio-economic context, building on the best practices of the past while exploring new solutions for the future.
Aims The programme promotes development of entrepreneurial skills, attitudes and knowledge to support disadvantaged young people, and its main focus lies in helping them to catch up on a school degree and get into vocational training to learn a profession and join the labour market.
Methodology used Escolhas has contributed to a variety of initiatives for young people. Municipalities, immigrant associations, schools, youth groups, civil society bodies and private institutions are among the organisations that play an important role in delivering support to young people through the programme framework. The programme has prioritised funding for projects in the following areas for the 2016-2018 period: education and training; employment and employability; participation and citizenship; digital inclusion, entrepreneurship and empowerment. In the last 2 years, Escolhas has launched a specific measure to promote entrepreneurial projects developed and implemented by young people with the support of youth workers (Escolhas Pontuais). The programme also promotes training of youth workers through an online platform The themes are diverse but include entrepreneurial competences, such as design thinking, social innovation or leadership. 86 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description There are a large number of success stories and real changes in young people’s of the project lives through their participation in Escolhas. Some of these stories are shared in a YouTube channel: TV Escolhas: https://www.youtube.com/user/ProgEscolhas/videos Two relevant projects in the field of entrepreneurship: https://www.youtube.com/watch?v=Rs6NRuNa5QA https://www.youtube.com/watch?v=aAyugsi-8bc Impacts The main impact of the programme is described in various external evaluation and outcomes reports and includes development of social and personal competences, reduction in risk behaviour, and enhanced motivation and self-esteem among participants in the different projects (47). The participation of young people in each generation of the project is significant. In the last generation there were almost 70 000 participants; in total almost 200 000 have participated (48). An outcome of the project is the ‘mix model of governance’, i.e. the centralised organisation of the programme (top-down) and the dynamics of the communities (local consortiums — bottom-up). Further information http://www.acm.gov.pt/-/escolhas http://www.programaescolhas.pt http://www.programaescolhas.pt/avaliacoes http://www.fch.lisboa.ucp.pt/resources/Documentos/CEPCEP/NEETS%PROJECT IO%20 1%20final%20 version FOR%20PUBLICATION.pdf Calado, P., ‘O papel da educação não-formal na inclusão social: a experiência do programa escolhas’, Interações, Vol. 10, No 24, 2014. https://issuu.com/programaescolhas/docs/pe_02_rev_escolhas_issuu http://www.youthpolicy.org/library/wp-content/uploads/library/2014_EU_Youth_Work_ Study_Country_Report_Portugal.pdf Contact person Luisa Malhó Email: [email protected]
(47) http://www.programaescolhas.pt/avaliacoes (48) This is not the number per hands but cumulative across the period. A relevant number of young people have participated in different generations of Escolhas. Annex 2: Inventory of good practices 87
55. Eco Herbal Social Enterprise (RO)
Level Rural area, mainly in Ghimpati village of intervention Host organisation Self-contained Funding Independent Running as a social entrepreneurship business. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s Unemployed young people without an income; at risk of poverty or social exclusion; Roma; housewives; people with disabilities (even physically disabled people in wheelchairs can participate in activities to collect flowers and/or petals); young people who have dropped out of school; young people from rural areas. Short description Background of the project Erasmus for Young Entrepreneurs (49) gave Lorena Urse the opportunity to go to a Polish social enterprise — Dary Natury — to be trained in organic farming techniques. Back in Romania, Lorena co-founded Eco-Herbal in February 2014 as a social enterprise. 58 % of the rural population in the South-Muntenia region is exposed to poverty and social exclusion. 51 % of the Roma living here suffer from hunger. High unemployment, a lack of income, and migration of the young and skilled workforce lead to deprivation in rural communities.
Aims Eco Herbal Social Enterprise aims to be a reliable education provider in rural activities and a safe marketplace for the products which are manufactured after the training. The raw material produced by the beneficiaries is sold to big Romanian and foreign companies that are active in pharmaceuticals, cosmetics and food for producing teas, spices, natural extracts, tinctures, supplements, syrups and oils.
Methodology used Eco Herbal Social Enterprise provides free education to integrate/reintegrate young people in the labour market or help them open their own businesses and gain an income in their rural communities. The beneficiaries are trained in organic agriculture customised for manufacturing medicinal and aromatic plants according to responsible harvesting of medicinal plants from spontaneous flora as well as in rural entrepreneurship (establishing and administrating a small or subsistence farm).
(49) http://ec.europa.eu/growth/smes/promoting-entrepreneurship/support/erasmus-young-entrepreneurs_de 88 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts •• In November 2013, Eco Herbal Social Enterprise was named the winning project and outcomes in the social entrepreneurship national competition ‘Made in Andrew’s Country’ supported by OMV Petrom SA. •• 61 people received training in organic agriculture for medicinal and aromatic plants. •• 105 pupils from schools received education in collecting medicinal and aromatic plants, organic agriculture, protection of the environment and health. •• Eight groups of rural people from disadvantaged groups have gained an income from collecting and manufacturing medicinal and aromatic plants — each group has at least six members, so the number of beneficiaries amounts to some 50 individuals, including children. •• Three groups of Roma trained in collecting medicinal plants from spontaneous flora gained an income from their harvest — each group has around 10 people, so the number of beneficiaries from the Roma ethnic group amounts to at least 30 people, including children. •• Involvement of three secondary schools in organic agriculture education. Medicinal crops, with free organic seed were offered by the social enterprise for organic agriculture to be established on school land. Further information https://www.salto-youth.net/tools/goodpractices/project/eco-herbal-social- enterprise.217 Eco Herbal’s website: http://ecoherbal.ro Contact person Lorena Andreea Urse Tel. +40 318241592 Email: [email protected] Annex 2: Inventory of good practices 89
56. KREAKTOR — Mladinski Kreaktivni Lboratorij (Youth Creative Laboratory) (SI)
Level Local with regional impact (e.g. creation of a regional forum) and national impact of intervention (national exchange of experiences). Host organisation Youth centre Dravinjska dolina Funding The European Social Fund: Operational Programme Human Resources Development 2007-2013, the third development priority ‘Development of human resources and lifelong learning’, the first priority direction: ‘Improving the quality and effectiveness of education and training’. Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Unemployed young people between the age of 15 and 24. Short description Background of the project Youth centre Dravinjska dolina is a private institution in the municipality of Slovenske Konjice. It has operated in the field of youth and culture since 2003. The vision of the institute is activating young people, promoting active citizenship, enhancing cultural competences and social responsibility, and promoting youth mobility and non-formal education. In 2014, the centre gained support from the European Social Fund for the project KREAKTOR (youth creative laboratory) that aims to enhance young people’s employability competences and promote youth employment.
Aims •• To develop the incubation programme to create jobs for young people and motivate them through workshops on entrepreneurship and organising youth cooperatives. •• To develop a model of youth employment cooperatives. The youth cooperatives enable young people to create jobs on their own, which are close to their values, and gives them co-ownership in the company.
Methodology used The idea of the project included weekly motivational workshops for young people, co-working in the local environment (municipality Slovenian Konjice), motivating young people to self-employment, providing mentoring for young people to gain financial independence, creating new jobs at the local level, preventing emigration of young people. Impacts At the end of the project, 18 workshops had been successfully conducted to enhance and outcomes competences. 87 active participants and more than 1 000 hours of volunteering were recorded, as well as a successful start-up weekend. Young people are closer to the area of joint work. Young people are encouraged to unite and work in the youth employment cooperatives. 90 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts Some outcomes: and outcomes •• settlement of the herb gardens above Trebnikom; •• preparation of the project aiming at rearranging the Patriot auditoriums into a modern interactive event space; •• launch of online tourist information portal Dravinjskadolina.com; •• further development of the Adriatic games in Slovenia, with the expansion to other Slovenian cities; •• continuation of the programme of public works; and •• organisation and launching the space for the co-working community KREAKTOR- lab. Moreover, the establishment of youth employment cooperatives, which will allow the members of the co-working community KREAKTOR-lab to develop their business ideas, market their products and services and consequently employ young people. The project KREAKTOR also issued a brochure about the youth cooperatives, The youth cooperatives for jobs for young people (p. 77). Further information Kreaktor, Z mladinskimi delavskimi zadrugami do delovnih mest za mlade, Slovenske Konjice, Mladinski center Dravinjske doline, 2015: http://www.ursm.gov.si/fileadmin/ ursm.gov.si/pageuploads/pdf/ESS_2/z_mladinskimi_zadrugami_do_delovnih_mest_ za_mlade.pdf. Website: http://www.mcdd.si/kreaktor Contact person Jernej Štomajer, Director Mladinska zadruga Kreaktor, z.b.o., socialno podjetje Žička cesta 4 A 3210 Slovenske Konjice Email: [email protected] Annex 2: Inventory of good practices 91
57. Think Big (ES)
Level National and cross-regional of intervention Host organisation Self-contained Funding Independent — private funding (Telefónica Foundation) Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Young people between the ages of 15 and 26 (the programme will be extended for those up to 30 years of age). Short description Background and aims of the project ‘Think Big’, launched in 2010 by the Telefónica Foundation, is a programme that supports social entrepreneurship and youth training related to employment and volunteering. The Telefónica Foundation has several programmes for young people at risk of social exclusion; ‘Think Big’ is a training programme that works with young people from 15 to 26 years old (candidates). It will be extended to include young people up to 30 years of age. Currently, the programme is implemented in the Czech Republic, Germany, Ireland, Spain, Slovakia, and the United Kingdom.
Methodology used In Spain, there are two phases or levels of the programme. The first phase lasts for 6 months. It is a learning process that involves learning-by-doing methodology. Candidates must go through five steps which they can do at their own pace, and the mentor will work with them through the five steps based in their chosen project. Each idea/project receives EUR 400 during the first phase of the programme. Networking is promoted within the project as well as working with the community. The candidates develop their entrepreneurial skills, and these skills will assist them when applying for a job (communication, training for giving an elevator pitch, etc.). During the first phase, the Telefónica Foundation received 600 project applications, and will later decide whether the projects will proceed to the second level, where they must meet specific requirements. Only 10 % go onto the second level. 50 or 60 % of the projects are developed with the canvas model and have to perform an elevator pitch in front of a jury. The second round accepts 35 to 40 projects. The funding is higher than before, reaching EUR 3 000 and candidates at level 2 receive more training and mentoring. At the end of level 2, which lasts about 6 months, there is a selection of the eight to ten best projects that will be presented to stakeholders from the same areas. Level 2 completes the structure of this programme in Spain. Impacts Since 2010, the programme has supported more than 6 500 projects and a total and outcomes of 11 200 young people in six European countries (the Czech Republic, Germany, Ireland, Spain, Slovakia, and the United Kingdom). Over 5 000 Telefónica employees are involved in the programme every year. Another impact of the project is the partnership with more than 200 NGOs throughout Europe. Further information https://thinkbigjovenes.fundaciontelefonica.com https://en.fundaciontelefonica.com/blog/2015/10/01/the-pop-up-enterprise-tour-is- travelling-throughout-spain-looking-for-young-ideas Contact person Laura Castela, Coordinator of the Think Big programme Email: [email protected] 92 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
58. Vives Proyecto (ES)
Level National of intervention Host organisation Fundación contra el hambre (Action against Hunger Foundation) Funding European Social Fund Independent — private funding Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) •• Partnerships and cross-sectoral cooperation Target group/s Young people aged between 18 and 30 years old in long-term unemployment (one or more years of unemployment). Unemployed women can benefit from the programme until they are 35 years old. Short description Background of the project Vives Proyecto was launched in 2013 by Fundación contra el hambre (Action against Hunger Foundation). The foundation decided to intervene in the employment field to create opportunities for people at risk of social and labour market exclusion. The programme addresses the improvement in employability and innovation and is complementary to existing solutions.
Aims Vives Proyecto focuses on the unemployment situation of vulnerable people through comprehensive intervention.
Methodology used Three levels of action are established, each of which is defined according to the type of beneficiary: ‘Vives Personas’, ‘Vives ONG’ and ‘Vives Ecosistema’. All three levels focus on improving the employability of people at risk of exclusion and facilitate access to the labour market. One of the main issues of the programme is the development of entrepreneurial skills by vulnerable groups. The programme counts on the support of different entities such as the government and municipalities, as well as companies that help to identify the main needs of a specific region in what concerns the labour market. The programme is recognised as an important tool in terms of the implementation of the Youth Guarantee in Spain and follows its main principles and measures. Impacts According to the 2015 report and evaluation, 355 young people have been involved and outcomes in the project. One of the strategies of the programme is the capacity building of NGOs in the field of inclusive entrepreneurship involving more than 140 youth workers. Further information https://www.accioncontraelhambre.org/es http://www.empleo.gob.es/es/estrategia-empleo-joven/logos/planes/Plan_Actuacion_ VIVES_PROYECTO_361.pdf https://www.accioncontraelhambre.org/es/vives-proyecto-y-la-estrategia-de- emprendimiento-y-empleo-joven Contact person Ana Isabel Alarcon López and Alicia García-Madrid Colado Managers of the European inclusion programmes Email: [email protected] Annex 2: Inventory of good practices 93
59. Unga Örnar (The Young Eagles) (SE)
Level National of intervention Host organisation Self-contained Funding Independent The organisation is funded by membership fees, grants from government agencies and organisations affiliated with the labour movement. The specific projects are often partly financed by public funding which is applied for each time. Topic(s) addressed •• Combating youth unemployment and social exclusion by studying and focusing on children’s rights •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s All children and young people under the age of 25. Short description Background of the project Unga Örnar was founded in 1931 by the labour movement. The organisation is politically and religiously independent. The organisation is national, but the different activities are local.
Aims The original aim of Unga Örnar was to create an organisation providing cultural activities and recreation for working-class children.
Methodology used Each local division has different activities, which take place outside the school. Examples of activities include recreational activities such as theatre, music, concerts, sports activities and camps, but also homework help and guidance about children’s rights. The organisation fights for children’s rights, democracy, and equality. The main focus of the activities is children’s rights, i.e. combating social exclusion. Young people can participate in the business activities of Unga Örnar and thereby develop democratic and entrepreneurial skills. For young leaders, Unge Örnar provides educational material to teach others leadership and improve the leadership skills of both young people and youth workers. Impacts Unga Örnar consists of 21 regional organisations from local organisations all and outcomes over Sweden and is a partner of the UN’s Convention on the Rights of the Child. Its website contains a large body of material that can inform and spur discussion amongst children regarding children’s rights. The overall impact of the organisation is difficult to determine because the local departments have great autonomy. Further information http://ungaornar.se https://www.facebook.com/UngaOrnar Contact person Anders Österberg, Chairman Email: [email protected] 94 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
60. REAL Enterprise Programme (US)
Level National of intervention Host organisation Rural Entrepreneurship through Action Learning (REAL) Funding Private: The Sequoyah Fund, Inc. — since 2015 (Abo16). Topic(s) addressed •• Combating youth unemployment and social exclusion •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s The REAL Enterprise Programme targets the high school students in the rural areas of the USA (Kapitsa, 2003). Short description Background of the project For nearly 30 years, REAL has been working to make entrepreneurial training accessible to the communities and people who need it most. The REAL programme began in 1985 in North Carolina. Initially designed to help rural high school students, REAL now serves people of all ages and communities of all sizes (50). REAL originated in North Carolina in response to the sobering realities of poor local educational and work opportunities for rural youth. Without alternatives, rural communities are at risk of lacking qualified individuals for vital roles in local communities and economic activities (Kapitsa, 2003, s. 5). Since its beginning over 12 000 persons have received intensive training through the REAL programme (51). More than 500 high schools, post-secondary and community- based organisation educators and administrators have participated in REAL entrepreneurship’s professional development seminars and week-long institutes (52).
Aims The REAL entrepreneurship course is designed to help participants develop skills, expand their knowledge, and create tangible products, including new enterprises (53).
Methodology used The programme links education with rural economic development. It assists young people to identify a business opportunity, prepare a business plan and initiate their businesses, while they are still at school. The businesses are later converted into real enterprises, owned by the former students (Kapitsa, 2003). The programme partners with community colleges and high schools to implement experimental, ‘hands-on’ courses in entrepreneurship education (Kapitsa, 2003, s. 5).
(50) http://cfed.org/programs/youth_entrepreneurship/national_resources/rural_entrepreneurship_through_action_learning (51) http://www.entrekeys.com (52) http://www.entrekeys.com (53) http://cfed.org/programs/youth_entrepreneurship/national_resources/rural_entrepreneurship_through_action_learning Annex 2: Inventory of good practices 95
Impacts A survey of 400 REAL graduates (from 1992-1998), conducted in 1998, showed and outcomes that their businesses had not only survived, but also expanded, reaching a total volume of sales of USD 6 million and creating 686 new jobs. Another study found that that the survival rate of the REAL enterprises 7 years after their establishment was 91 %-92 %. In the 1999-2000 academic year, REAL was serving 64 of North Carolina’s 100 counties through their local schools and community colleges (Kapitsa, 2003). The attractiveness of this approach lies in its effectiveness to match the local supply of skills with the local demand for skills as closely as possible, but also to provide young people with appropriate skills for self-employment (Kapitsa, 2003, s. 5). REAL Enterprise, Inc. has four main goals: •• institutional goals: to help rural schools become effective small business incubators; •• educational goals: to help students and teachers develop an understanding of, interest in, and competence around entrepreneurship and small business management/ownership; •• economic goals: to help create good new local jobs through identifying and utilising untapped opportunities in the local economy; •• individual goals: to help foster a sense of empowerment and heighten the capacity to be successful productive community members (Kapitsa, 2003, s. 5). Further information Bibliography
Kapitsa, L. (2003), ‘Youth Entrepreneurship Policies and Programmes’, in: UN EUROPE, Youth in the UNECE region: Realities, challanges,and opportunities, United Nations publication. Retrieved from www.un.org: http://www.un.org/esa/ socdev/social/papers/youth_unece.pdf
Websites http://www.entrekeys.com/about-us http://unesdoc.unesco.org/images/0014/001470/147057e.pdf http://cfed.org/programs/youth_entrepreneurship/national_resources/rural_ entrepreneurship_through_action_learning Contact person Tel. 01 828-359-5003 Email: [email protected] 96 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
61. YouthBuild (US)
Level National but has expanded internationally of intervention Host organisation Self-contained (YouthBuild USA) Funding YouthBuild USA is a non-profit organisation. Its funding comes from a combination of private companies and government funding (Bridgespangroup, 2004). Topic(s) addressed •• Combating youth unemployment and social exclusion •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s YouthBuild engages unemployed, low-income young people between the ages of 16 to 24 years old. Most of them have either left high school without a diploma or have a diploma but are unprepared for jobs or college (Bridgespangroup, 2004). Short description Background of the project YouthBuild is a programme that simultaneously provides affordable housing for homeless and disadvantaged people and enables young people to pursue their own academic education in a YouthBuild alternative school. YouthBuild was started in 1978 in Harlem as a singular project, but it has since evolved and now has projects all over the USA and even in the rest of the world. In 1990, the name YouthBuild was coined, and it was made into an actual organisation (Bridgespangroup, 2004, s. 5).
Aims The mission of YouthBuild is to unleash the intelligence and positive energy of low-income young people and simultaneously rebuild their communities and their lives (54).
Methodology used During participation in the 9- to 12-month programme, the participants split their time between the construction site and the classroom. Half the time they build houses or other projects for the disadvantaged, and half the time, they go to school earning their GED or high school diploma. By this, they prepare themselves for jobs or college and learn to be community leaders (Bridgespangroup, 2004). All YouthBuild students and graduates are empowered to develop leadership, personal mastery, and community engagement skills through connection with local mentors and participation in youth councils where youth voice and choice are primary. YouthBuild programmes develop ethical young leaders dedicated to changing the conditions of poverty through civic engagement.
(54) https://www.youthbuild.org/mission-and-philosphy Annex 2: Inventory of good practices 97
Impacts YouthBuild helps to deal with many social issues. An average of 87 % of YouthBuild and outcomes students entered the programme without high school diplomas, 30 % had been sentenced by the judicial system, and 27 % had received public assistance prior to joining YouthBuild (Bridgespangroup, 2004, s. 3). Since 1994, over 140 000 YouthBuild students have performed 48 million community service hours and produced over 30 000 units of affordable, increasingly green housing in rural and urban communities across the USA. The ripple effects of this work through young people helping family members, friends, and neighbours cannot be measured (55). In 2014, 260 YouthBuild programmes in the USA engaged nearly 9 000 low-income young adults who had left high school without a diploma, with approximately one third having been court-involved. USD funded programmes achieved the following remarkable outcomes: •• 77 % of all enrollees obtained their high school equivalency credentials, high school diplomas, and/or industry-recognised credentials; •• 61 % of all enrollees went on to post-secondary education or jobs; •• 72 % of those placed retained their placement for at least 6 months; •• recidivism rates within 1 year of enrolment for all court-involved YouthBuild students averaged 9 % (56). Further information References
Bridgespangroup, T. (2004), YouthBuild USA Achieving significant scale while guiding a national movement. Retrieved from: http://www.bridgespan.org/ getattachment/1e726d1d-b974-4595-b6a6-06aa8f61a4e0/YouthBuild-USA- Achieving-significant-scale-whi.aspx
Websites https://www.youthbuild.org Economy of charity: http://www.charitynavigator.org/index.cfm?bay=search.summary&orgid=6058#. VyHR401Jncs Contact person Sangeeta Tyagi — President YouthBuild USA Dorothy Stoneman — CEO and founder YouthBuild Tel. +1 617-623-9900 Email: [email protected]
(55) https://www.youthbuild.org/our-impact (56) https://www.youthbuild.org/our-impact 98 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Non-formal learning approaches in youth work
62. Club Kidpreneur (AU)
Level National of intervention Host organisation The Club Kidpreneur Foundation Funding Independent — non-profit organisation that partners with government, businesses, schools and the community. Partners include Moose Toys, Hewlett Packard Enterprise and Investible. The Budding Business Brains programme is run in a partnership with Small Business NSW Commissioner, Advance Queensland, Westfield. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Primary school students aged 10 to 12 years old. Short description Background of the project Established in 2010, the Club Kidpreneur Foundation has run programmes specifically designed to help spark an entrepreneurial spirit in the new generation and empower them with the confidence, resilience, creativity and critical thinking to thrive in their future careers. Utilising a range of innovative programmes and initiatives, they engage primary school students to work in teams to build their own micro-businesses, which can be used for social good. The children learn the key steps of business from ideation to commercialisation and then donate their profits to charity.
Aims Kidpreneur provides interactive, experiential learning to allow the young people to stretch their creativity, get comfortable with risk and failure, and build resilience and confidence.
Methodology used The programme is mapped to national curriculum outcomes across multiple subject areas including Maths, English, Science and Arts. Their core programme is the Kidpreneur Challenge. This is an annual national competition run in term 3 for years 5 and 6, showcasing and celebrating the innovation capacity of Australia’s young entrepreneurs. Students work in teams of three. The school purchases business kits (Business in a Back Pack) containing individual resources for the teams as well as a set of group resources to share. One kit costs AUD 75. Upon registering schools are connected to Club Kidpreneur’s Online Teaching Resource Centre. Schools then complete the programme in class using the Ready Set Go curriculum and Business in a Back Pack. Schools then host a market day where all profits are donated to a charity of the school’s choice. Once students have completed the challenge, they also have the opportunity to upload a video pitch to the Club Kidpreneur website. The top 50 most viewed qualify for judging. The panel of judges select ten winning teams who appear at high-profile entrepreneur events. Annex 2: Inventory of good practices 99
Short description Other programmes include: of the project •• Budding Business Brains consists of a 3-hour workshop teaching business basics. With a Club Kidpreneur mentor they will create a business name, design a logo, create business cards, design a product prototype and learn how to sell. Each workshop is followed by a market day where kidpreneurs return to sell their own handmade products to real customers, donating 50 % of profits to charity. •• Quest for Kidpreneur Island — new online game launched in 2016. Children can play the game of business online whilst building their own in the real world. Impacts Since starting in 2010, they have worked with 500 schools, 500 teachers and and outcomes 10 000 children. They have set up 3 000 new businesses, donated AUD 400 000 to charity and held 1 000 market stalls. Further information http://clubkidpreneur.com (Club Kidpreneur website). Contact person Gemma Alker, General Manager Tel. +611300464388 Email: [email protected] 100 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
63. Start Your Project (AT)
Level National of intervention Organisation Federal Network Austrian Youth Information Centres Funding Independent Funds of the Federal Ministry of Families and Youth. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Project teams of young people where the majority of members are not older than 24 years old (and not younger than 14). Short description Background of the project The Federal Ministry of Families and Youth intends to support the creativity and activation of young people by encouraging them to start their own initiatives and implement their own ideas, and, by this, fostering their independent learning and active participation. Self-experience of motivation combined with good project management is the focus of this initiative.
Aims The core element of this initiative, which started in September 2014, is a funding scheme for projects with a maximum duration of 6 months.
Methodology used The application process for the funding requires young people to write a short application and run through a consultation with the Youth Information Centres. If these prerequisites are met, a jury decides the actual grant of the funding. The funded projects, which are basically open in regard to their content, have to be well-documented. Furthermore, a detailed cost report has to be provided by the beneficiaries (including copies of the receipts). The success factors of this initiative are: •• the low-threshold approach; •• the openness in terms of project ideas; and •• the self-responsibility in terms of project management, organisation and budgeting. Impacts No evaluation is available. and outcomes However, 180 funded projects are described on the website (April 2016). There is no number of involved young people available. The application needs to be done by an individual. The implementation of the project should preferably take place in teams with the majority of members in the age group of 14 to 24 years old. Thus, the number of young people involved is much higher than the number of already funded projects. Further information https://www.eureprojekte.at Contact person Aleksandar Prvulovic Federal Network Austrian Youth Information Centres 1020, Lilienbrunngasse 18/2/41 Tel. +43 (0)1/2164844-56 Email: [email protected] Annex 2: Inventory of good practices 101
64. Entrepreneur’s Skill Certificate® (AT)
Level National of intervention Host organisation Austrian Economic Chambers Funding Independent Funds of the Austrian Economic Chambers. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes Target group/s Pupils between 10 and 19 years old who would like to extend their commercial horizons through additional studies on a voluntary basis. Short description Background of the project The Entrepreneur’s Skill Certificate® (ESC) is a modularised training programme that is implemented at school level alongside the regular curriculum. If the ESC cannot be completed in school education, the missing modules can be completed either through self-study or by attending courses in adult education institutes. The initiative was developed by the Austrian Federal Economic Chambers in 2004 and has since been expanded to Germany, France and the Czech Republic, as well as to Albania, Kosovo, Mali and Ethiopia.
Aims and methodology used The Entrepreneur’s Skills Certificate® consists of four modules: •• Module A focuses on the work environment; the economic cycle; the economic sectors; from idea to product; economy for the market; who’s the boss? (the path to being an entrepreneur); •• Module B focuses on national accounting; money and the value of money; budget and national finances; economic world — world economics; in Europe; •• Module C focuses on foundations of business management: from idea to market opportunity; focusing on the customer; enterprise organisation/governance; business plan; •• Module UP includes the following activities: introduction to accounting; administrative accounting — double entry accounting; value added tax; taxation of income and taxation procedures; cost accounting in the enterprise; staff costs; financing; the enterprise in day-to-day business. Module A can be taken from school grade 7 upwards. Modules B, C and UP are offered from the upper secondary level onwards. The concluding module UP is undertaken from grade 11 onwards or, after leaving school, on the basis of self- study or at an adult learning institution (WIFI, VHS). The examinations for modules A-C of the Entrepreneur’s Skills Certificate® are computer-based and taken online. The last module (UP) is concluded with a board examination at an office for master examinations of the chambers of commerce. If all of the four Entrepreneur’s Skills Certificate examinations have been successfully passed, they can replace the entrepreneur’s examination as prescribed by law in Austria for regulated crafts and trades. As the Entrepreneur’s Skills Certificate® focuses mostly on theoretical knowledge, it is highly recommended to combine the initiative with practice-oriented initiatives like the Junior Enterprise initiative. The commitment of the schools, teachers and students, but also of regional and national actors (e.g. ministries or special interest groups) is very important for the successful implementation of the ESC. 102 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts In mid-2014 (introduction year 2004) in Austria, 26 583 students had already and outcomes completed 51 463 modules of the Entrepreneur’s Skills Certificate®. Including the other European Entrepreneur’s Skills Certificate countries there have been more than 42 000 participants. The curricula as well as the learning outcomes are constantly monitored, evaluated and adapted if required. In this process, all relevant stakeholders from the local to the national level are involved (e.g. authorities of regional, national governments), but also the opinions of and suggestions from teachers, students and graduates are considered. Further information https://www.wko.at/Content.Node/kampagnen/ufs_en/index.en.html https://www.wko.at/site/esc/Downloads_and_Links.html https://www.wko.at/Content.Node/kampagnen/ufs_de/downloadbereich/UF_A4_ Folder_EN-.pdf (Folder) Contact person Dr Friederike Sözen Austrian Economic Chambers, Department for Education Policy Tel. +43 5909004086 Email: [email protected] [email protected] Annex 2: Inventory of good practices 103
65. Youth Entrepreneurship in ACT (HR)
Level Regional (northern Croatia) of intervention Organisation ACT Group Funding Erasmus+ National — Ministry of Social Policy and Youth Value: Approximately EUR 25 000 Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Young people (15-30), particularly those with fewer opportunities such as national minorities, juvenile offenders and disabled young people. Short description Background of the project ACT group’s Youth Entrepreneurship programme is a series of activities implemented during 2014-2016 (grouped around two projects ‘Young, Hardworking and Active’ and ‘Young Hardworking Entrepreneurial’) aimed at supporting youth social entrepreneurship to enhance their orientation towards a sustainable future.
Aims The idea of the programme is to focus on values of shared economy, civil society and corporate philanthropy and derive the best possible means from them to support youth social entrepreneurship. The programme offers the opportunity to young people to engage in various project activities such as study visits to successful social entrepreneurship companies or listening to lectures of successful entrepreneurs. This way young people learn what entrepreneurship really is, how to develop their business idea and incorporate it into the social entrepreneurship framework and how to implement the idea. The second pillar of the programme is the integration of young people with fewer opportunities in the volunteering programme of the ACT group where they acquire the necessary skills for the labour market.
Methodology used The Youth Entrepreneurship programme offers internships and long-term volunteering opportunities where young people develop their competences and engage in entrepreneurial learning where theory and practice are being combined. Impacts There are three main activities within the project that demonstrate remarkably and outcomes positive outcomes in the local community. For instance, 200 young people living in northern Croatia, mostly with few opportunities, were educated in the domain of social entrepreneurship; peer-to-peer training for young people about entrepreneurial learning was developed; approximately 150 young people were involved in some kind of voluntary activity (57). Further information http://act-grupa.hr/wp-content/uploads/2016/07/AG_SocialImpactReport2015_HR.pdf http://act-grupa.hr/wp-content/uploads/2016/01/act_grupa_brosura_HR_final.pdf http://actnow.hr/wp-content/uploads/2015/11/MladiVrijedniAktivni.pdf http://www.hzz.hr/default.aspx?id=13144 Contact person Andreja Rambrot Email: [email protected]
(57) http://act-grupa.hr/wp-content/uploads/2016/07/AG_SocialImpactReport2015_HR.pdf 104 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
66. Copenhagen Project House (KPH) (DK)
Level Local of intervention Host organisation Oresund Startups Funding Independent The Copenhagen Project House (KPH) is run on a voluntary basis and receives no funding. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s •• Non-profit organisations, associations and temporary projects that receive funding from private foundations, municipalities and sponsors. •• Non-profit social enterprises, channelling profits for similar social and/or cultural initiatives, including their own business. •• For-profit companies who work from the financial bottom line, but with a strong focus on social and/or cultural innovation. •• Facilities especially targeting young social entrepreneurs. Short description Background of the project KPH was founded in 2010 and is an example of an independent incubator for social entrepreneurs.
Aims KPH is a voluntary organisation that aims to improve collaboration between entrepreneurs and promote successful start-ups in the region. KPH seeks to strengthen entrepreneurship by focusing on social, cultural and environmental values in society and by facilitating the entire process — from idea to action.
Methodology used KPH is a community where: •• young entrepreneurs can develop their projects, social enterprises and cultural organisations; •• there is an ideal framework for networking and interdisciplinary cooperation; •• sparring gives entrepreneurs new skills; •• there is an amalgamation of creativity, technology and knowledge. Impacts KPH houses over 300 social entrepreneurs, more than 60 companies and and outcomes organisations, as well as some 20 permanent cultural events. One of the floors in the Copenhagen Project House is an 800 m2 office space especially designated to young social entrepreneurs (15-30 years old). Both the number of social enterprises that KPH houses and the number of people employed by KPH have increased; in 2015, there were 90 projects compared to 33 in 2009. The number of people employed by KPH increased from 117 in 2009 to 500 in 2015. Further information http://oresundstartups.com/co-working-spaces-and-offices/kph https://www.facebook.com/oresundstartups https://www.linkedin.com/company/%C3%B8resund-startups-news Contact person Karsten Deppert, Editor in Chief Email: [email protected] Annex 2: Inventory of good practices 105
67. Sager der Samler (Causes that Unite) (DK)
Level Local of intervention Host organisation Self-contained Funding Independent Receives no funding. Relies solely on volunteers. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s There are different target groups, and many different people can be involved in the projects of Sager der Samler as either trainees, volunteers, mentors, or employees. The initiatives that Sager der Samler supports target many different social challenges concerning poverty, disabled people, environment, homelessness, etc. Some of the projects are started and run by young people — other projects target young people, especially students. Short description Background of the project The people behind Sager der Samler, which was created in 2012, initially wanted to start a postgraduate course for people in ‘the gap’. The idea was to gather people and teach them how to cooperate in the process of solving different social problems. The founders’ own interest in concrete social solutions and concrete initiatives affected the development of the project and instead it ended up as a house for everyday activists.
Aims The goal of Sager der Samler is to strengthen and support existing social initiatives as well as launch new initiatives targeting social problems that people face in their everyday life. It is an aim of Sager der Samler to further democracy by strengthening the influence one has on one’s own life and ensuring the voice of the people.
Methodology used There are many ways to participate in Sager der Samler — either as a trainee, a volunteer, a student, or an employee. People can become a part of Sager der Samler by starting a new project or by engaging in or supporting other people’s projects. Impacts Sager der Samler supports more than 20 initiatives and therefore targets many and outcomes kinds of social challenges. One example of a project is Skraldecaféen (Refuse Café). In this instance, a couple receiving social security wanted to bring the issue of poverty in Denmark into focus. They started the café and in this way food waste is used as a resource to create new solidarity. Further information www.sagerdersamler.dk https://www.facebook.com/sagerdersamler The municipality of Aarhus nominated Sager der Samler for a citizenship award in 2013: https://www.aarhus.dk/da/aarhus/Frivillig-i-Aarhus/Til-frivillige-og-foreningsaktive/ Frivilligt-socialt-arbejde/Tak-for-hjaelpen/Sager-der-Samler.aspx Newspaper article about the project: http://stiften.dk/aarhus/sager-der-samler-derfor-haenger-der-vasketoej-over- badstuegade Contact person Paul Natorp, Director Tel. +45 41400197 Email: [email protected] 106 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
68. Mun Juttu — Meidän Tulevaisuus (My Thing — Our Future) (FI)
Level National of intervention Host organisation The main participants in the project are the University of Helsinki for training and development services and the Lahti University Campus. Funding European Social Fund Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Validation of non-formal/informal learning •• Combating youth unemployment and social exclusion Target group/s The project has two target groups: unemployed young people between the age of 15 and 29, and professionals working with young people. Short description Aims of the project The Mun Juttu (‘My thing’) project, which is being implemented between August 2015 and December 2017, focuses on identifying and developing young people’s personal skills and potential. The horizontal themes of the project are sustainable development, equality and entrepreneurship. ‘My thing’ is understood as a resource that supports participation in hobbies, education and work life, thus enabling a young person to become a full member of a sustainable society. In particular young citizens with less educational and cultural capital than others need support in finding ‘their own thing’.
Methodology used The project is organised within the framework of an adventure metaphor and is structured in two parallel pathways: one path is for young people and the other is for professionals. While both development paths have objectives of their own, the work itself will be carried out jointly, permitting fertile interaction and exchange of information between the parties. Activities in the young people’s path will take place in pilot groups. The key objective is to identify young people’s own resources taking into account their gender and paying attention to inter-generational dialogue. The national dimension of the project is constituted by the network of university consortia. The range of expertise in the service network will be strengthened using regional development ecosystems or clusters. The aim of the project is to create service innovations and new ways of working by facilitating cooperation between professionals and young people, promoting young people’s own resources and conducting research on the effects of art-based methods and physical activity. Impacts Impacts and outcomes •• Organisation for young people of pilot activity, the goal of which is the recognition of their own personal resources and the augmentation of their well- being through utilisation of the arts, culture and the media, physical exercise and experiences of the natural world. •• Production of research data on the life and values of young people and evaluation of the effects of the pilot activity on young people’s well-being, life control, and plans for choosing a career. •• Strengthening the range of expertise, cooperation and information exchange in the service network supporting young people. Annex 2: Inventory of good practices 107
Impacts Outcomes and outcomes •• Young people will experience success, which will enhance their self-respect. They will learn team and cooperation skills needed in work life. Finding their own thing will empower young people, support a feeling of involvement and contribute to their choosing of a career and finding employment. •• Research will provide data about the life of young people. This data will be passed on to support the work of professionals. Information will be generated on the practicality of the pilot activity. •• The expertise of professionals will be enhanced, a platform for service innovations constructed and cost-savings will be achieved through the shared use of resources. Further information www.munjuttuhanke.fi http://www.taz.fi/?p=2742 LUT, Lappeenranta University of Technology: http://www.lut.fi/da/lut-lahti-mun-juttu Contact person Anja Kuhalampi, Project Manager Tel. +358 505880735 Email: [email protected] 108 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
69. ‘jungbewegt’ (DE)
Level National of intervention Host organisation Bertelsmann Foundation Funding Independent funding by the Bertelsmann Foundation for youth work. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship (in a broader sense) Target group/s Children and young people in the youth work sector (from kindergarten age to those in youth groups (6-27). Short description Background of the project According to studies, a lot of young people are interested in engaging actively for a good and social reason, but do not find enough possibilities to do so. Commitment and social responsibility of young people is very often not acknowledged and supported. The project was launched in 2009.
Aims •• Developing holistic pedagogical concepts for kindergartens, schools and youth work — creating links to municipal structures and supporting engagement, participation and education in democracy. •• The youth forum ‘Rhineland-Palatinate’ (Rheinland-Pfalz) tested new forms of dialogue between young people and politics. •• PR measures, civic education in practice, science and politics.
Methodology used Not applicable for this project. Impacts The main outcome or impact of this initiative is published in project documentation and outcomes by the Bertelsmann Foundation, which is only available in German: ‘Jungbewegt (Experiences, Results — Success Stories)’. http://www.bertelsmann-stiftung. de/fileadmin/files/BSt/Publikationen/GrauePublikationen/jungbewegt- Projektdokumentation-final.pdf Further information Bertelsmann Foundation: http://www.bertelsmann-stiftung.de/de/unsere-projekte/jungbewegt Project website: http://www.jungbewegt.de Contact person Sigrid Meinhold-Henschel, Senior Project Manager Tel. +49 (5241)818-1252 Email: [email protected] Annex 2: Inventory of good practices 109
70. Hoch vom Sofa! (Get up from Your Sofa!) (DE)
Level Regional (Saxony) of intervention Host organisation Deutsche Kinder- und Jugendstiftung Dresden Funding Independent Public and private funding Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Children and young people between the ages of 10 and 16. Short description Aims of the project Empowerment of young people to commit to do something, start projects to improve e.g., community, neighbourhood, etc. in cooperation with local stakeholders and the local economy. The project started in 2009.
Methodology used Young people can propose ideas for projects and apply for funding (they have to write an application with their project idea, a budget, time plan and expected outcomes). A jury decides whether the project will be financed and receive expert support. Impacts Every year around 40 projects are selected for funding. Information about the and outcomes progress of the projects is provided via blogs; the content of the blogs is provided by the young people responsible for the implementation of the projects. Further information about project outcomes is available here: Project 2015 documentation: http://www.hoch-vom-sofa.de/c/projekte-2015 Project 2016 documentation: http://www.hoch-vom-sofa.de/c/projekte-2016 Further information http://www.hoch-vom-sofa.de PDF document on Hoch vom Sofa (DE): http://www.hoch-vom-sofa.de/files/uploads/2013/03/Dokumentation_Jury16_EL.pdf Contact person Edda Laux, Director Deutsche Kinder- und Jugendstiftung Dresden Tel. +49/351-3201-5655 Email: [email protected] 110 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
71. Company Programme (EL)
Level National of intervention Host organisation Junior Achievement (JA) Greece Funding Independent It is endorsed by EDEKE and the National Bank. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning Target group/s Secondary school students (from both public and private schools) aged between 15 and 18, with no discrimination regarding sex, race/ethnicity, gender, socio-economic background. Short description Background of the project Company Programme is designed and developed by JA.
Aims Students learn how to take a business idea from concept to reality. They form their own mini-enterprises and discover first-hand how a company functions. The Company Programme has been realised in Greece by SEN/JA Greece for the past 10 years. In Greece, students get the Entrepreneurial Skills Pass (ESP) developed by JA-YE, which is endorsed by EDEKE and the National Bank. ESP certifies that students mainly from vocational high schools (EPAL) but also from general high schools have completed a real entrepreneurial experience through a full-year in-school mini- company, and that they have the necessary knowledge, skills and competences to start a business or be successfully employed.
Methodology used The ESP consists of three elements: •• The students participate in a real entrepreneurship experience (Company Programme): before they begin (stage 0), at the initialisation phase (stage 1) and at the completion phase (stage 2) they assess themselves in seven competences (creativity, self-confidence, taking initiative, teamwork, self-efficacy, perseverance, taking responsibility) through questionnaires. The results show the students’ understanding and mastery of these competences as well as financial, management, business, and work readiness skills and knowledge. •• The students take an international written test online on their knowledge of key concepts. The test is developed by JA-YE Europe, in partnership with the Austrian Chamber of Commerce, modeled on the existing Entrepreneurial Skills Certificate®. •• Businesses and organisations endorse the pass by offering students opportunities to develop their potential. Impacts Since the school year 2014-2015, an integral part of the programme is the and outcomes international certification Entrepreneurial Skills Pass (ESP) developed by JA-YE Europe and endorsed by the EU, CSR Europe, WKO, Euro-chambers and many multinational companies in Europe. Annex 2: Inventory of good practices 111
Further information Junior Achievement http://share.jayeapps.com/jagreece http://senja.gr — Company Programme Contact person George Rossopoulos National Coordinator Tel. +30 2130788600 Email: [email protected] 112 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
72. Impresa in Azione (Enterprise in Action) (IT)
Level National of intervention Host organisation Junior Achievement Italy Funding Independent Financial support from a wide network of enterprises, banks, foundations (58). Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Partnerships and cross-sectoral cooperation Target group/s Students aged between 16 and 19. Short description Background of the project The experience of ‘classroom enterprises’ has long been implemented in Italian schools as an approach aimed to raise students’ entrepreneurial skills. Such initiatives were developed for the first time in Italy in 1998 by IG students with the financial support of the Italian government and the European Social Fund. Since then the programme has been taken up by Junior Achievement Italy and is now called Impresa in azione (Enterprise in Action). The initiative is part of the Europe- wide set of activities of Junior Achievement’s Company Programme, which has been recognised by the European Commission as a best practice in entrepreneurship education.
Aims The programme consists of making upper secondary school classes create and manage a real lab enterprise for the duration of a school year. Even if such lab enterprises are not formally recognised as real enterprises and do not face the typical business risks, they behave in the market like any other enterprise, meaning that they have to sell their products and services. The class has to develop a distinct product based on its own knowledge and competences and try to sell it at fairs. One of the strengths of this project, in comparison to other more traditional practices, lies in its ability to engage and motivate students. The class becomes an enterprise, with shared roles and responsibilities.
Methodology used The ‘lab enterprises’ give students the opportunity to participate in fairs and competitions organised at the local, national and European levels. At these events, students not only have the opportunity to promote and sell their products or services but also to deal with other companies both nationally and internationally. By participating in the collective creation of the ‘lab enterprise’, students learn management and communication skills and teamwork. Students understand their own attitudes, interests, and limits better. They also assume entrepreneurial responsibilities and learn how to manage their capital, take care of the product and service realisation process, as well as every other aspect of management, i.e. from production to marketing, from staff to sales, from communication to financial resources.
(58) http://www.impresainazione.it/ Annex 2: Inventory of good practices 113
Impacts Enterprise in Action is the most common entrepreneurial education programme and outcomes for upper secondary education in Italy, with over 22 000 students and about 450 schools participating. Since the school year 2015/2016, the initiative has been officially recognised by the Italian government as a ‘school-work alternation’ practice and it is thus expected to grow further in the forthcoming years. According to research carried out by IPSOS Public Affairs in 2015 on 910 young people, the young people who took part in Impresa in Azione showed more positive attitudes towards problems, greater problem-solving skills, as well as higher vision capacity, and more project management and financial skills. Students also show more positive attitudes towards entrepreneurs. From a study carried out in 2007 it emerged that participants appreciate the innovative flavour of the initiative as compared to the more traditional approaches widespread in school. They also declare that creating their own enterprise increases their optimism and gives them a unique possibility of informal learning by entering in contact with businesses and entrepreneurs. Moreover it give them the opportunity to acquire new, transversal skills that are increasingly requested in the labour market. Further information Junior Achievement Italy: http://www.impresainazione.it http://www.impresainazione.it/chi-siamo http://jaitalia.org/wp-content/uploads/2016/02/educazione-imprenditoriale-impatto- effetti-scuola-innova.pdf Contact person Miriam Cresta — CEO of Junior Achievement Italia Email: [email protected] 114 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
73. Laboratori Urbani di Bollenti Spiriti (Urban Labs) (IT)
Level Local — Apulia region of intervention Host organisation Apulia regional authority Funding European Regional Development Fund 2007-2013 Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Young people (18-35) and youth organisations. Short description Background of the project Laboratori Urbani (Urban Labs) is a co-working initiative developed within Bollenti Spiriti (Hot Spirits), the framework programme for youth policy of the Apulia region (southern Italy). The initiative was launched in 2006.
Aims Bollenti Spiriti is a comprehensive programme aimed at stimulating young people’s participation in different initiatives throughout all aspects of community life with emphasis on ‘talent and energy generation’. Among the many different initiatives of the programme, Urban Labs is worth describing as it aims at combining youth activation with a socio-economically relevant need of the territory such as urban renovation.
Methodology used The initiative aims to recover old public buildings (such as schools, former industry sites, disused market places, military premises, etc.) and transform them into spaces for young people. In these spaces, young people create artistic performances, shows, social events and experimentations as well as entrepreneurship learning activities. The initiative works via open calls through which young people and youth organisations are assigned the management of renovation of public spaces as well as the organisation of cultural and learning activities. Impacts Currently, 150 old real estate proprieties have been recovered to be used as youth and outcomes labs. Laboratori Urbani was identified by the European Commission as ‘best practice in the European Year of Creativity and Culture in 2009’. In 2013, it was listed among the ‘top 100 experiences of urban renovation with the EU initiative 100EUrbansolution’. The region also has a strategy (mettici le mani — ‘put your hands on it’) for the further development of the initiative within the European programming period 2014-2020. The region aims at creating connections between the labs; encouraging their use; favouring the creation of new activities; and supporting local communities in the management of these labs. Further information Laboratori Urbani di Bollenti Spiriti’s website: •• http://bollentispiriti.regione.puglia.it •• http://www.metticilemani.it/docs/DOC-LUM_DEF01.pdf Annex 2: Inventory of good practices 115
Contact person Antonella Bisceglia Servizio Politiche Giovanili e Cittadinanza Sociale Department of Youth Policy and Social Citizenship Tel. +39 0805406170 - 6172- 6173 - 6244 Email: [email protected] Tommaso Colagrande (Regione Puglia) also provided useful information on this initiative. 116 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
74. La Scuola di Bollenti Spiriti (Hot Spirits School) (IT)
Level Regional, Apulia region of intervention Host organisation Regione Puglia Funding The European Social Fund 2007-2013: Operating Programme of the Regione Puglia, Axis VII ‘Capacity institutional’ and entrusted in the agreement signed on 13.09.2011, as implemented by successive acts signed on 10.10.2013 and 05.19.2014. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s Italian and foreign citizens, residents in Puglia, aged between 18 and 35. Short description Background of the project A worthwhile example on the subject of youth workers’ training is La Scuola di Bollenti Spiriti. The school is organised by Regione Puglia. The contents of the training activities concern issues related to local development, youth policy, social entrepreneurship, and urban regeneration.
Aims and methodology used The emphasis on the local context is at the core of the school, and it is achieved through the activation of contacts with excellent experiences at the regional, national and international levels. The goal of the school is to train new professionals who are able to help young people exploit their skills and thus expand their opportunities. Youth workers are also expected to learn how to discover hidden talents, promote generative actions in different fields, as well as learn new strategies to enhance young people’s contribution to the common good. They are also expected to encourage the emergence and the interconnection between young people’s energies and the social and institutional context. Impacts Summing up the two editions, approximately 60 participants were involved and and outcomes developed their skills. The first edition of La Scuola di Bollenti Spiriti (Hot Spirits Schools) was held in Taranto from May to July 2014. The second edition took place in Taranto from November 2014 to January 2015. Further information Apulia region and ARTI (Agenzia regionale per la tecnologia e l’innovazione): Bollenti Spiriti Programme of the Apulia region: http://bollentispiriti.regione.puglia.it http://www.lascuoladibollentispiriti.it Contact person Apulia region, Assessorato alle Politiche Giovanili e alla Cittadinanza Sociale, Department of Youth Policy and Social Citizenship and Arts. The former project manager Annibale D’Elia — Ufficio Politiche Giovanili della Regione Puglia — no longer works there, but Mario Costantino provided useful information on this initiative: Marco Costantino, Regione Puglia Email: [email protected] Tel. +39 080 540 6222 Annex 2: Inventory of good practices 117
75. Symbiose (LI)
Level National of intervention Host organisation Self-contained Funding Independent Erasmus+ Youth in Action Public funding from national authorities Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) •• Potential and impact of EU programmes Target group/s The initiative targets young people (13 to 30 years of age). While it was only focused on young adults at the beginning, it now also includes projects where adults and older people are involved. Short description Background of the project Symbiose was founded in 2012 by a group of young individuals. During the last years it has developed several social entrepreneurial projects and established a network of social entrepreneurs.
Aims Symbiose aims to support a cooperative, sustainable and ready-for-the-future society.
Methodology used Symbiose established the Zukunftswerkstatt, which is a platform for projects in Liechtenstein carried out by young (and also older) individuals aiming for a sustainable society. It provides an online portal and face-to-face meetings. The association also runs a co-working space (established in 2013) to provide office space and exchange of experiences among social entrepreneurs. Other projects include repair cafes and a vegan regional cookbook. Symbiose is also involved in international projects. The project ‘Entrepreneurship in the emerging paradigm’ (59) aims at mentorship and guidance for young social entrepreneurs and is funded by the Erasmus+ scheme. Recently, Symbiose started a project aimed at the development of a grant for social innovation in cooperation with the Lichtenstein government (60). All projects are developed and implemented together with youth organisations, associations, municipalities and ministries in Liechtenstein. Impacts The project platform Zukunftswerkstatt is expanding continuously as more and more and outcomes projects are developed under the umbrella of Symbiose. Moreover, Symbiose is well recognised by youth organisations, associations and public authorities. However, there is no impact documentation available. Further information Website of the initiative: http://www.symbiose.li Contact person Michaela Hogenboom Email: [email protected]
(59) http://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details-page/?nodeRef=workspace://SpacesStore/f8b2e5c5- 1660-4643-8cbc-810593db6fbc (60) http://www.symbiose.li 118 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
76. Sêkmês Mokykla (Success School) (LT)
Level National of intervention Host organisation Self-contained Funding The students themselves fund the programmes, as it costs money to attend the school programmes (61). Topic(s) addressed •• Non-formal learning approaches to creativity, innovation and entrepreneurship Target group/s This project is for students aged between 16 and 18 in the 9th-12th grades (62). Short description Background of the project The Sėkmės mokykla (Success School), is a non-formal education organisation (Gausas, Suduiko, Balčiūnė, & Wilkinson, 2014). The school’s programmes has an alternative focus on learning, where grades and homework become less important and the students instead are provided with freedom to manage their own development, taking into account their age, abilities and needs. Students are included in the school life, which is based on cooperation and mutual respect (63). Research indicates that the Civil Empowerment Index of Lithuanian society remains low, at the same time it is evident that students are the group with the biggest potential in this area (64).
Aims The programme aims at fostering active citizenship through mobilising local communities and developing their participatory role at the grassroots level. This will be achieved by introducing democracy education principles into the school curriculum and providing space and opportunities for school communities to test democracy in practice (65). The goal is to help the child to unfold as a unique personality and develop his or her social competences and basic learning skills to excel in a lifetime (66).
Methodology used Independent mentors and experts will guide school students through a process of democracy education. Both the participating children as well the rest of the children in the area will benefit either directly or indirectly from change brought by the project (67). The programme consists of three trimesters (see below), each of them consisting of seven classes in which students have the opportunity to get to know themselves more effectively and learn and discover for themselves the most interesting activities. The teachers are professional lecturers, businessmen, athletes and art representatives, working in Lithuania and abroad.
(61) http://www.sekmesmokykla.lt/priemimai (62) http://www.sekmesmokykla.lt/programos/#programa1 (63) http://www.sekmesmokykla.lt/apie-mus (64) http://nvoprograma.lt/news/232/172/School-of-Success?filter=2014-02 (65) http://nvoprograma.lt/news/232/172/School-of-Success?filter=2014-02 (66) http://www.sekmesmokykla.lt/apie-mus (67) http://nvoprograma.lt/news/232/172/School-of-Success?filter=2014-02 Annex 2: Inventory of good practices 119
Short description Trimester subjects: of the project •• Discover Yourself. Trimester focused on personal characteristics, emotions, character, knowledge of their management and development. •• Teach effectively. Memory, stress and time management skills trimester to help students find the most effective way of learning. •• Know the Profession. The final trimester consists of a personal objective crystallisation, discovering the dream profession, today’s employment trends in Lithuania and abroad, visits to companies and organisations where the students learn about professions and the subtleties of work directly from company managers (68). After completing the programme, students receive a graduation diploma. Sėkmės mokykla ensures that the most active participants of the project will find opportunities to volunteer in local NGOs (Gausas, Suduiko, Balčiūnė, & Wilkinson, 2014). Impacts Not available and outcomes Further information Bibliography Gausas, S., Suduiko, E., Balčiūnė, A. & Wilkinson, C. (2014), A map of social enterprises and their eco-systems in Europe — Country Report: Lithuania, European Commission.
Websites Official website of the initiative: http://www.sekmesmokykla.lt Website that mentions the initiative: http://nvoprograma.lt/news/232/172/School-of-Success?filter=2014-02 Contact person Nerijus Buivydas, moksleivių praktika Tel.+ 370 69906594 Email: [email protected]
(68) http://www.sekmesmokykla.lt/programos/#programa1 120 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
77. Creative Young Entrepreneur Luxembourg (LU)
Level Creative Young Entrepreneur Luxembourg of intervention Host organisation Chambre Economique du Grand-Duché de Luxembourg (JCI Luxembourg) Funding Independent Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Partnerships and cross-sectoral cooperation Target group/s Young entrepreneurs aged between 18 and 40 (not aimed at students); open to anyone who has an established business. Short description Background of the project The Creative Young Entrepreneur Luxembourg (CYEL) is the annual award event organised by the Chambre Economique du Grand-Duché de Luxembourg (JCI Luxembourg). Junior Chamber International (JCI) is a worldwide NGO and federation of young leaders and entrepreneurs.
Aims The CYEL aims to promote entrepreneurial spirit and supports entrepreneurs creating significant positive changes and impact in their businesses and the target markets. Impacts Not available and outcomes Further information http://www.cyel.lu/en/home http://www.jcluxembourg.com/CYEL.html http://www.innovation.public.lu/en/actualites/2016/03/cyel-awards-2016/index.html Contact person Not provided Annex 2: Inventory of good practices 121
78. Edward de Bono Institute for the Design and Development of Thinking (MT)
Level National of intervention Host organisation University of Malta Funding Independent Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s University students. Short description Background of the project This institute was created in 1992 by the University of Malta and Professor Edward de Bono. It offers various training courses and events for university students but also for the public in general. The main subject areas are creativity and idea generation; innovation management; entrepreneurship; and foresight.
Aims The institute delivers entrepreneurial education as a component of its full- and part-time Master’s in Creativity and Innovation; it offers optional and compulsory undergraduate study units to students.
Methodology used The institute also promotes an Entrepreneurship unit under the programme Degree Plus (69) (a programme developed by the University of Malta to promote the development of skills in extra-curricular activities). It is a non-ECTS-awarding extra-curricular course available to all students at the university and was conceived to help students develop the skills and attitudes that will enable them to recognise opportunities as well as improve their future career options. The Edward de Bono Institutes collaborates with various entities, public and private, to promote entrepreneurship. Together with other organisations, the institute organises events such as Global Entrepreneurship Week, World Creativity and Innovation Week (70). In 2015, the institute collaborated with the Malta Communications Authority to organise ‘Budding Rockstars’ (71), a conference on entrepreneurship and innovation for top achieving students (15-16 year olds) from all over Malta. Impacts The main impact of this project is the development of entrepreneurial skills by the and outcomes young people participating in the programme. Moreover, the institute is improving an entrepreneurial culture in Malta, taking into consideration the activities developed not only at the university but also abroad. Further information www.um.edu.mt/create https://www.um.edu.mt/degplus https://www.um.edu.mt/create/Events http://www.mca.org.mt/initiatives/fostering-innovation http://wearegen.co/malta/budding-rockstars www.um.edu.mt/cebi Contact person Leonie Baldacchino Director of E. de Bono Institute Email: [email protected]
(69) https://www.um.edu.mt/degplus (70) https://www.um.edu.mt/create/Events (71) http://www.mca.org.mt/initiatives/fostering-innovation http://wearegen.co/malta/budding-rockstars 122 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
79. Tomorrow’s Business Today #2morrow2day (MT)
Level National of intervention Host organisation AEGEE-Valletta at the University of Malta Funding Independent Public funding from the government. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Partnerships and cross-sectoral cooperation Target group/s Young people (university students). Short description Background of the project AEGEE-Valletta, an organisation of the European Students’ Forum at the University of Malta, promotes initiatives to support students and the development of knowledge about key issues for the future of young people. Together with the Chamber of Commerce and the Ministry of Education there is a focus on youth entrepreneurship in the project ‘Tomorrow’s Business Today #2morrow2day’. The project was developed in cooperation with Dr Miriam Dalli, Member of the European Parliament.
Aims The main aim of the project is to promote youth entrepreneurship and a new entrepreneurial culture in Malta.
Methodology used The first event was a public dialogue at the University of Malta between relevant stakeholders working in this field (teachers, entrepreneurs and young people). The second event will be a 3-day seminar in Brussels with international entrepreneurs and young politicians. The third event will be in Malta with 300 hundred young people from across Europe and the development of a policy brief about youth entrepreneurship. Impacts The main impact of this project is the development of the entrepreneurial skills and outcomes of the 500 young people participating in the programme. Moreover, a friendlier environment for the creation of new businesses through a systematic dialogue between the stakeholders acting in this field, mainly with politicians is envisaged. Finally, a relevant impact on the number of new entrepreneurs that can benefit from the project is expected. Further information http://www.aegee-valletta.org/v2/index.php/2015/02/20/tomorrow-s-business-today- 2morrow2day http://www.aegee-valletta.org/v2 Contact person Luke Pace Email: [email protected] Annex 2: Inventory of good practices 123
80. Young Leaders (NL)
Level National of intervention Operating at multiple local levels in six municipalities. Host organisation NJR, an umbrella organisation for youth organisations in the Netherlands. Funding Young Leaders is sponsored by the Foundation for Children’s Welfare Stamps Netherlands VSB, Orange Fund Janivo Foundation, Interior Ministry and the municipalities of Amsterdam, Haarlem, Waalwijk, Zeist, Twenterand and Capelle. Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s Young people between the ages of 15-25 years old (NJR, 2015). Short description Background of the project Young Leaders is about turning young people into active role models in their neighbourhoods. The initiative gives these young people an opportunity to help other young people in their community by acting as role models while at the same time developing their own talents. The experience improves the participant’s networks by giving them the opportunity to cooperate with other young people and share their experiences (NJR, 2016). The young leaders receive a certificate at the end with recommendations for a future employer or supervisor (NJR, 2016).
Aims Young Leaders supports leadership among neighbourhood youth in vulnerable areas as a strategy to promote the social and personal development of these young people and their peers from the neighbourhood for whom they have been a close and trusted role model. This strategy also contributes to the improvement of the educational environment and gives insight into what goes on in the neighbourhood/ district. Apart from the intrinsic value of Young Leaders, this methodology may also be saving work on the deployment of services in the field of welfare and care (NJR, 2015).
Methodology used The method is used to train young people to become leaders in their community. The young leaders are trained and coached to operate as the best possible role models. They are taught — among other things — to organise activities, deal with groups, present project ideas to stakeholders, and apply for funding (NJR, 2016). Young Leaders consists of a training programme, an activity area, and coaching and exchange of experience with the congregation (NJR, 2015). 124 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts In 2015, 47 new young leaders were trained in the four participating municipalities, and outcomes which is estimated to have had an impact on more than 500 young people (NJR, 2015). The impacts of the initiative are mainly the participant’s personal development (knowledge, attitude and skills). In addition to the progress in their personal development, the young participants have also experienced a widening of their social skills. At various pilot sites, it can be seen that the young participants find it important to respond to the needs in their areas. They feel responsible for the process or the lack of activity they experience. Often, they would like to contribute even more to the supply of initiatives in the area. Almost all municipalities are planning or are already actively pursuing the programme ‘Young leadership among youth around’ (Dijk & Noorda, 2015). The project also reflects on what makes Young Leaders successful. It is (among other things): •• a positive group of young role models in (vulnerable) areas who know what is going on in their neighbourhoods and are easily approachable for social institutions and the community; •• the broad appeal to other young people and neighbours; •• personal and social development of local young people; •• young people are intrinsically motivated (NJR, 2015). Further information Bibliography
Dijk, A. V. and Noorda, J. (2015), Young Leaders. Positieve rolmodellen in kwetsbare wijken.
NJR (2015), ‘We hebben geleerd om een voorbeeld te zijn voor anderen’: http://static1.squarespace.com/static/533d1930e4b09659516b85de/t/56dd8 48222482ece7bdfd240/1457357956214/Young+Leaders.pdf
NJR (2015), Jaarverslag 2015.
NJR (2016), NJR -Young Leaders, http://www.njr.nl/youngleaders Website: http://vuuniversitypress.com/16-nederlands/dtlas/125-young-leaders http://www.njr.nl/ervaren/youngleaderz Official website: http://www.njr.nl/youngleaders http://static1.squarespace.com/static/533d1930e4b09659516b85de/t/56dd848222 482ece7bdfd240/1457357956214/Young+Leaders.pdf Contact person Cilia Daemen Tel. +31 030-2303575 Email: [email protected] Annex 2: Inventory of good practices 125
81. Future Vocations Programme (EPIS) (PT)
Level National of intervention Host organisation EPIS Funding Independent Private funding (EPIS and nine companies — Portuguese and multinational). Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Young people aged between 14 and 18. Short description Background of the project This initiative is driven by a non-profit organisation, EPIS, which identified the areas of training and professional integration that are fundamental to continuing the work with the students.
Aims and methodology used In 2012/2013, the Future Vocations Programme was designed and based on four pillars: •• career guidance — integrates initiatives for young students of 8 and 9 years of schooling; •• vocational training — integrates initiatives for young students of 9 to 12 years of schooling; •• professional integration — integrates initiatives for young adults — school leavers or university students, more than 18 years old; •• entrepreneurship EPIS — area under development to integrate youth entrepreneurship initiatives. Impacts In 2015, more than 400 mentors of EPIS partners (mainly companies) were involved and outcomes in this project. This involvement was translated into more than 3 000 hours of volunteer work. In the last 3 years more than 5 200 young people have participated in the programme, 500 have been involved in mentoring actions, and nearly 4 000 have participated in short-term training. In 2015, 17 students were integrated in vocational internships in different companies, and at the end, nine of them were integrated in these companies. In an evaluation study promoted by the project it was possible to identify the main competences developed by the young people participating in the project, i.e. communication skills (60 %), develop new ideas (nearly 40 %), awareness of their rights (nearly 80 %). The programme’s activities are shared in some online videos: https://www.youtube. com/watch?v=TLz69IEtIPI Further information http://www.epis.pt/upload/documents/5734bf825e668.pdf http://www.epis.pt/vocacoes/resumo-do-programa www.fch.lisboa.ucp.pt/resources/Documentos/CEPCEP/NEETS %20PROJECT_IO www.fch.lisboa.ucp.pt/resources/Documentos/CEPCEP/NEETS%20PROJECT_IO%20 1%20final%20version_FOR%20PUBLICATION.pdf www.cnedu.pt/content/edicoes/estado_da_educacao/Estado_da_Educação_2014_ VF.pdf http://recipeproject.eu/wp-content/uploads/2015/04/recipe-handbook-web.pdf http://www.presidencia.pt/?idc=10&idi=111205 Contact person Diogo Simões Pereira Email: [email protected] 126 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
82. Ubuntu Academy (PT)
Level National of intervention Host organisation Self-contained (Ubuntu Academy) Funding Independent — private funding (Calouste Gulbenkian Fundation and private companies). Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Youth leaders aged between 18 and 35. Short description Background of the project The Ubuntu Academy was created to promote leadership among youth with migrant backgrounds. The academy is a non-formal education project, which has been developed by IPAV since 2011.
Aims The Ubuntu Academy aims to train young people with high leadership potential who come from contexts of social exclusion. The main objective of the project is to empower participant leadership; to foster the creation and development of an innovative project responding to the social needs of their community. Each academy counts 80 young who are trained over 2 years.
Methodology used In the first year, the project promotes different initiatives such as seminars with guest speakers, conferences about leadership and social entrepreneurship, workshops, residential weekends, special initiatives and a final trip (to South Africa). Some examples of the activities can be seen online in short videos: https://www.youtube.com/watch?v=EasaoVB5VPI https://www.youtube.com/watch?v=5WXUVBsVNpU In the second year the main attention is on action training. For this the academy developed a Social Ubuntu Incubator that challenges participants to present ideas responding to a social need and to transform these ideas into social entrepreneur projects. It is an example of a cross-sectoral partnership with various universities, companies and civil society actors. During the first year each young person is invited to reflect on his/her life and define a life plan. Different life stories are shared online that are inspiring for other young people: https://www.youtube.com/watch?v=5WXUVBsVNpU https://www.youtube.com/watch?v=7vo6qdFNIBk Annex 2: Inventory of good practices 127
Impacts The main impact of this project is the empowerment of the 160 young leaders and outcomes that participated in the project (the impact on their personal lives but also on their integration into the labour market through the development of a set of entrepreneurial competences) and also the support to the development of new social projects in the youth communities that have specific impacts. This short video translates the major impacts and outcomes of the project: https://www.youtube.com/ watch?v=sJwyDWV3gcM Another outcome of the project is the implementation of Ubuntu Guinea Bissau, Ubuntu Cape Verde as well as Ubuntu Mozambique. The social value of this project has been highly recognised by NGOs and companies but also by the Portuguese President and the Portuguese government. Further information http://academiaubuntu.org http://www.lipor.pt/pt/sustentabilidade-e-responsabilidade-social/projetos-de- responsabilidade-social/parcerias/academia-ubuntu http://p3.publico.pt/actualidade/sociedade/6358/academia-ubuntu-quer-preparar- lideres-contra-exclusao-social http://www.impulsopositivo.com/node/99 Contact person Filipe Pinto Email: [email protected] 128 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
83. Junior Achievement Slovakia (SK)
Level National of intervention Host organisation Junior Achievement Slovakia Funding Independent Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Assessment of entrepreneurial learning outcomes •• Skills and competence needs of youth workers Target group/s Pupils and students in primary and secondary formal education and non-formal learning. Short description Background of the project Junior Achievement Slovakia (JAS) is a network of formal education institutions, non-formal learning structures and cross-sectoral social partnership cooperation, set up in 1993. It is the largest non-profit organisation in the country providing entrepreneurial learning in both formal and non-formal learning pathways.
Aims The core of JAS’ activities lies in the cooperation with primary and secondary schools through provision of educational packages including programmes, specific courses for students and teachers, learning materials and methodological guidelines focused on entrepreneurial skills and competences. These packages, or long-term programmes, are typically integrated into formal education delivery schemes. The programme also aims to address the issues of the low quality of entrepreneurial education in schools and the need for targeted cross-sectoral cooperation.
Methodology used Integration of specific programmes into curricula, definition of programme contents, requirements and assessment procedures in cooperation with businesses. Long-term programmes for schools: •• Money and Me; •• Essential Entrepreneurship; •• Applied Economics; •• Entrepreneurship in Tourism; •• Entrepreneurial Ethics; •• A Learner’s Guide to Economics and Entrepreneurship; •• More than Money. Annex 2: Inventory of good practices 129
Short description Non-formal initiatives and projects: of the project •• Innovation Camp (case-study-based seminars to practice analytical skills and decision-making challenges with learners); •• Skills for the Future (practical training and on-site learning with new technologies, in cooperation with Hyundai); •• Aspire (seminars focused on gaining practical experience with communication and presentation skills, project cycle simulation, hiring and job search simulation, in cooperation with AT&T); •• Entrepreneurial Skills Pass (international certification in entrepreneurial skills for young learners of 15 to 20 years of age); •• Social Innovation Relay (international project aimed at the promotion of social entrepreneurship). Impacts In the school year 2014/2015, the programmes were realised in cooperation with and outcomes 671 primary and secondary schools in Slovakia, and a total of 16 274 pupils and students took part in one or more of them. Over the 23 years of existence of JAS in Slovakia, over 280 000 individuals have completed one or more of the courses. Further information http://www.jaslovensko.sk Contact person Email: [email protected] 130 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
84. Empresa Jovene Europea (European Youth Enterprise) (ES)
Level Regional — Asturias of intervention Host organisation City of Valnalón Funding European Social Fund Independent — private funding Topic(s) addressed •• Non-formal learning approaches for creativity, innovation and entrepreneurship •• Social entrepreneurship (opportunities and challenges) Target group/s Young people aged between 14 and 26 (lower and upper secondary-level and vocational tertiary-level students). Short description Background of the project This programme was launched in 1999 by the Technological City of Valnalón which has more than 20 years of experience in the development of educational programmes to improve competences like initiative and entrepreneurial spirit at primary and secondary levels, and the Principality of Asturias.
Aims The wider objective of the programme is to raise awareness of entrepreneurship among the educational community and other sectors of society and provide schools and teachers with appropriate resources for the promotion of entrepreneurship in the education system.
Methodology used The programme provides resources to facilitate the adoption of entrepreneurial approaches in the education system. It allows students to start up and manage a mini-company and trade real products with twin schools all across Europe and beyond. It is a real opportunity for students to develop a set of soft skills as well as entrepreneurial skills. Impacts In each academic year more than 2 500 students from Asturias are involved in the and outcomes programme. The main expected learning outcomes are to develop a more entrepreneurial approach to life, learn the basics of business start-up and gain a deeper understanding of European citizenship. Empresa Jovene Europea (EJE) was identified as a good practice by the European Union (BEST procedure, Mini-companies in secondary education, September, 2005, DG Enterprise) Further information http://www.valnaloneduca.com http://www.valnaloneduca.com/eje http://www.eurofound.europa.eu/sites/default/files/ef_publication/field_ef_document/ ef1507en.pdf http://ec.europa.eu/DocsRoom/documents/2233/attachments/1/translations/en/ renditions/native http://www.srp.es/valnalon-gana-el-premio-bertelsmann-por-fomentar-la-cultura- emprendedora-juvenil Contact person Ivan Diego, Coordinator of Educative Programme for Entrepreneurs Email: [email protected] Annex 2: Inventory of good practices 131
Approaches to the assessment of entrepreneurial competences
85. WIK:I (AT)
Level National of intervention Self-contained (WIK:I) Funding Independent Funds from the Federal Ministry for Families and Youth, in cooperation with the Austrian Youth Information Centres and the Ring of Austrian Adult Education. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning Target group/s Young people up to the age of 19 (older persons may occasionally be considered as well). Short description Background of the project WIK:I enables young people to assess and document their informally acquired skills.
Aims Focus is on informal learning among peers or the family during leisure time, sports, voluntary work, or hobbies. The benefits of the portfolio for young people can be seen in raising awareness of their informally acquired skills and therefore an improved orientation towards further education and career planning. The presentation of their own skills (for example, during job interviews) is especially the focus of this initiative, which was launched 2016 as a pilot project.
Methodology used With regard to the validity of the results, the procedure is a guided self-assessment of young people. Qualified WIK:I portfolio mentors help young people capture their informal learning systematically. Starting from collecting and describing personally meaningful activities (‘What do I do’), young people finally identify and describe their acquired skills (‘What I can do’). The portfolio is a binder with worksheets (data sheets, checklists, questionnaires, posters, etc.). The three main products of the process are: •• a competence-profile (description of acquired competences); •• an action plan (indicating the next steps, demand of resources and support, schedule); and •• a competence certificate for job interviews. The competence profile is dedicated to the personal use of the holder, whereas the competence certificate can be presented during a job interview. The success factors of this initiative are: •• quality assurance by a qualified coach; •• openness in terms of skills considered in the portfolio as well as skills acquirement; and •• actual usability of the product in a labour market environment. 132 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts The benefit of compiling a portfolio is that young people gain awareness of their and outcomes informally acquired skills and a sense of direction for their subsequent education and career planning. Above all, it empowers them when they are required to describe and present their skills (e.g. in the context of job interviews). In the first pilot phase, 15 workshops for 100 young people aged 14 to 25 years old will be offered. Further information https://www.bmfj.gv.at/jugend/jugendarbeit/wiki.html https://www.bmfj.gv.at/jugend/beschaeftigung-bildung/wiki.html http://www.bmfj.gv.at/jugend/jugend-aktiv/wiki.html Contact person Mag. Erich Pauser Fachreferent Abteilung I/5 — Jugendpolitik Bundesministerium für Familien und Jugend Untere Donaustraße 13-15, A-1020 Wien Tel. +43 171100 - 633315 Email: [email protected] Annex 2: Inventory of good practices 133
86. OctoSkills (DK)
Level National of intervention Host organisation Danish Foundation for Entrepreneurship and ASTEE Funding OctoSkills is an initiative arising from the work with the ASTEE project (www. asteeproject.eu). ASTEE was co-funded by the European Community, the competitiveness and innovation framework programme (CIP) and ran from December 2012 till June 2014. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning Target group/s Teachers and students working with entrepreneurial learning. Short description Background of the project OctoSkills is an app.developed by the Danish Foundation for Entrepreneurship. The initiative stems from the work with the ASTEE project.
Aims The goal is to measure the impact of entrepreneurship education on students’ entrepreneurial competences across all educational levels.
Methodology used First, OctoSkills measures perceived skill/self-efficacy in seven dimensions: •• managing ambiguity; •• financial literacy; •• creativity; •• planning; •• marshalling resources; •• teamwork; •• general entrepreneurial self-efficacy. Second, career intentions and general attitudes towards self-employment through questions based on three dimensions: •• entrepreneurial attitudes; •• entrepreneurial intentions; •• innovative employee. Third, the level in four education-related dimensions: •• school; •• intrinsic motivation; •• enterprising skills; •• business skills. Impacts The OctoSkills app can: and outcomes •• support the development in students’ trust in their own entrepreneurial skills; and •• provide teachers with knowledge about the impacts of their teaching. The app has been installed more than a thousand times. 134 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information http://www.octoskills.com http://www.ffe-ye.dk http://content.ee-hub.eu/index.php/EE-HUB/Instruments/Octoskills-Measurable- Entrepreneurial-Learning Contact person Christian Vintergaard, CEO The Danish Foundation for Entrepreneurship Tel. +45 28754191 Email: [email protected] Annex 2: Inventory of good practices 135
87. Stardiplats (Launch Pad) (EE)
Level National of intervention Host organisation Estonian Youth Work Centre Funding The project has been funded by the Estonian Youth Work Centre, the Ministry of Education and Research and the European Social Fund. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers Target group/s Young job seekers and employers. Short description Background of the project Stardiplats (Launch Pad) was launched in 2010 by the Estonian Youth Work Centre.
Aims The overall aim is to guide young people into work. It is a website that provides tools for recognition of non-formal learning outcomes in youth work, and it contributes to translating non-formal learning outcomes into the business world.
Methodology used The website provides a tool to gather formal education, work experience and non- formal learning into one place. It also promotes self-analysis. Information about job openings and volunteer work is available on Stardiplats, which provides a channel for matching employers with skilled workers. Impacts The website has been visited more than 690 000 times. The tool has been used by and outcomes more than 8 000 people to improve their chances in the labour market. They report positive effects on their communication skills, digital competences, and sense of entrepreneurship. Further information https://www.stardiplats.ee Contact person Tel. +372 7350399 Email: [email protected] 136 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
88. Entrepreneurial Skills Pass (ESP) (HU)
Level National of intervention Host organisation Self-contained (ESP) Funding Hungary: independent At international level: funded by the European Commission via the Leonardo da Vinci programme. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning •• Partnerships and cross-sectoral cooperation Target group/s 15-19 year olds. Short description Background of the project ESP is a new, internationally recognised exam targeting15-19 year olds who have already gained genuine entrepreneurial experience.
Aims The ESP’s aim is to assess the entrepreneurial competences and skills needed to enter the labour market or start a successful business. It is based on the European Qualification Framework.
Methodology used Phases of the ESP: •• The ‘Junior Achievement Company Programme’ lasts 1 year. Support is provided by a mentor. Results so far in the school year 2015/2016: 285 registered students on the platform, 147 of which are entitled to take the ESP exam. •• Self-assessment test: Assessing the development of one’s entrepreneurial competences acquired during the entrepreneurship programme. The test focuses on the attitude towards initiative and entrepreneurial competences. It concentrates on characteristics such as creativity, tenacity, confidence, responsibility and teamwork. This test can be taken three times in 1 year. •• The online exam validates business, economic and financial knowledge. The ESP exam is recognised Europe-wide. The Entrepreneurial Skills Pass network: Albania, Austria, Belgium, Bulgaria, the Czech Republic, Denmark, Estonia, Finland, Germany, Greece, Holland, Hungary, Ireland, Italy, Malta, Norway, Portugal, Romania, Russia, Serbia, Slovakia, Spain, Sweden, Switzerland, and Turkey. So far, no certificate recognised at European level has been available to assess the skills acquired in the programme. Annex 2: Inventory of good practices 137
Impacts The programme includes a pre- and a post-self-assessment tool aimed at and outcomes evaluating the competence progress made. As this is the first year of the programme, there are no data on the impact available yet. At the end of the programme and after completing the final self-assessment, students have the option to take an exam certifying their business, economic and financial knowledge and skills. Students who participate in all three phases of the ESP (company programme, self- assessment, final exam) and pass the exam (by correctly answering 70 % of the questions) receive the final certificate, which is issued at international level (CSR Europe, Eurochambers, JA Europe and its member organisations). The Drop‘pin online platform provides ESP holders with contact to companies. Further information Entrepreneurial Skills Pass: http://entrepreneurialskillspass.eu http://www.ejam.hu/hu/kozgazdasagtan-uzleti-tervezes/esp-entrepreneurial-skills- pass.html Contact person Tünde Erdősiné Szabó, ESP coordinator Junior Achievement Foundation Hungary Tel.+ 36 309960359 Email: [email protected] 138 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
89. My Wow (MT)
Level Local of intervention Host organisation St Ignatius College Funding Independent Public funding from the Maltese government — Ministry of Finance, Economy and Investment and the Ministry of Education and Employment. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s 13 years old boys attending year 8 of mandatory school at St Ignatius College, boys’ secondary school. Short description Background of the project ‘MyWow’ is an entrepreneurial training programme for students and educators of St Ignatius College.
Aims Malta has a high rate of early school leavers of more than 20 %. The project aims to motivate students who are at risk of becoming early school leavers by bringing a mini-enterprise programme into the classroom. Most of the activities are practice- based workshops taking place in extra-curricular activities. The students have created a card-making company.
Methodology used The educators involved in the project received training designed to build their own entrepreneurial skills and mindset and new approaches to work with the students in the field of entrepreneurship. Impacts This project was considered a good practice in the OECD report The Missing and outcomes Entrepreneurs 2015. 58 students participated in the project, and 35 were identified as ‘low achievers’. 30 of these students completed. Through this project, educators boosted student self-confidence and raised awareness of self-employment career options. The project also demonstrated how entrepreneurship education can be used to motivate young people at risk (72). Further information http://www.oecd-ilibrary.org/employment/the-missing-entrepreneurs- 2015_9789264226418-en;jsessionid=13cn1kz7n3yvc.x-oecd-live-02 https://www.um.edu.mt/create/eu_projects/inclusive_entrepreneurship http://ksihandaq.wixsite.com/handaq Contact person Alexandra Farrugia Email: [email protected]
(72) http://www.oecd-ilibrary.org/docserver/download/8415011ec030.pdf?expires=1471968578&id=id&accname=guest&checksum=4AAC 67CFABCEA293694EBAFF0A12B77A Annex 2: Inventory of good practices 139
90. The Duke of York Inspiring Digital Enterprise Award (iDEA) (UK)
Level National of intervention Host organisation Self-contained (iDEA) Funding Independent — The Duke of York in partnership with the Nominet Trust. The Prince Andrew Charitable Trust funds the initiatives that The Duke of York has created within his core areas of interest: education and skills; entrepreneurship; and science, technology and engineering. The initiatives that The Prince Andrew Charitable Trust creates are made possible with the support of external donors and private sector partners. iDEA is also supported by Microsoft, Seven Hills, Salesforce and the University of Huddersfield. Topic(s) addressed •• Assessment of entrepreneurial learning outcomes •• Validation of non-formal/informal learning •• Partnerships and cross-sectoral cooperation Target group/s 14-25 year olds. Short description Background of the project HRH The Duke of York, in partnership with the Nominet Trust, founded the Inspiring Digital Enterprise Award (iDEA). The programme was launched in October 2014 after a 6-month pilot scheme.
Aims iDEA aims at improving the digital and enterprise skills of 1 million young people in 5 years.
Methodology used The initiative is delivered in two parts: •• Industry endorsed digital Open Badges The reward recognises a range of digital and entrepreneurial skills. Through a series of online challenges and events, young people can win career-enhancing, industry-endorsed badges. The challenges are split into four main categories, each with its own series of badges to be won — worker, citizen, maker and entrepreneur. When the young people have taken enough badges in each of the categories, they can gain an iDEA Bronze Award, then Silver and Gold. They help to recognise the young people’s new learning with future employers. •• iDEA Competition The competition supports the development of young people’s ideas to turn them into a successful digital business venture, whilst also improving the participants’ digital skills. The competition runs in three stages from October to April each year with only the best ideas selected for the next level: –– Stage 1 ‘Discovery’ — entrants submit a digital business idea that solves a problem they have identified. –– Stage 2 ‘Beta’ — 1 000 top teams take their business idea from concept to prototype. 140 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description –– Stage 3 ‘Live’ — the 20 projects with the most promise will be given of the project GBP 2 500 each to turn their prototypes into a viable product. The finalists pitch their business to an expert panel of judges for a chance to be one of three winners awarded GBP 15 000 each and top-level industry support to turn their idea into a successful business, through a Microsoft-supported accelerator programme. Regardless of the stage reached, all entrants will be given other opportunities that will enable them to continue to gain key digital and enterprise skills or to even take their business idea further outside of the iDEA award scheme. The award is supported by high-profile celebrities and successful entrepreneurs including Michael Acton Smith, Lily Cole and Nick D’Aloisio. Will.i.am is also an iDEA Steering Committee member. Impacts The winners of the pilot programme were the production company ‘Upshot and outcomes Entertainment’; a student cookery app. ‘Digimeal’; and a crowdsourcing app. ‘What Leads To’. The winners each received GBP 15 000 and accelerator support. Further information https://idea.org.uk (iDEA website). The Duke of York (2014), iDEA launch, 15 October 2014. Available at: http:// thedukeofyork.org/education-and-skills/the-launch-of-idea-201415 Parkinson, H. J. (2014), ‘Duke of York announces youth-focused digital enterprise award winners’, 15 October 2014, Guardian (online). Available at: https://www. theguardian.com/technology/2014/oct/15/duke-york-announces-youth-focused- digital-enterprise-award-winners Contact person Joanna Prior, Press enquiries Email: [email protected] Annex 2: Inventory of good practices 141
Validation of non-formal and informal learning
91. Youth Centre of Kalamata (EL)
Level Regional of intervention Host organisation K.A.NE Funding Independent Topic(s) addressed •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation Target group/s Young people aged 15-30, youth workers, youth leaders, mentors and trainers. Short description Background of the project The Youth Centre of Kalamata (YCK) was created in 2009 by K.A.NE. It is a non- profit organisation situated in Kalamata, Greece. Local young people founded K.A.NE in 2008 to foster youth to take initiatives and become more active citizens, and develop both locally and internationally. The youth centre aims to offer opportunities in education and active involvement in society to young citizens of the region. In 7 years, it has trained more than 4 500 people through art, language, music and dance courses and consulting workshops for their personal, social and professional evolution. K.A.NE.’s vision was to create a voluntary structure that would be directly managed by the young people involved and the participating volunteers. During the first 3 years, important decisions were made by K.A.NE. However, in 2011, when the circumstances became favourable, the management of the YCK was passed on to its active volunteers. The assembly of the YCK was created to serve this purpose and it gradually took over the administration of the centre.
Aims The specific goals of the organisation are divided into three categories: (1) Youth (supports youth in the local community; creates youth structures; promotes non- formal learning in the youth field; and the recognition of the profession of youth workers in Greece); (2) Local community (promotes volunteer work; social inclusion; and equal opportunities in education); (3) Organisational issues (continuous development of new partnerships and creation of a European network). 142 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description Methodology used of the project The young people of Kalamata, university and school students, immigrants, Roma people, and volunteers from various European countries participate in the assembly, which currently consists of 50 people who meet once a month and make decisions regarding the practical, cultural and administrative aspects of the YCK. All members can participate in the daily coordination of the centre, the financial management, the short- and long-term planning, the promotion and realisation of activities, and the maintenance and sustainability of the centre. To certify the learning process and its results, a self-evaluation tool based on the framework of the eight key competences is used. At the end of each year, each volunteer receives a certificate for his/her voluntary participation. Impacts In 7 years, the programme has trained more than 4 500 people. One of the major and outcomes activities of the centre is the training of youth workers and leaders so the multiplier impact of this action is achieved. The empowerment of young people through the management of the centre is also an important outcome. Further information http://www.ngokane.org/index.php/el http://www.youthnetworks.eu/ShowOrganisation.aspx?Organisation=social-youth- development-kane Contact person Filaretos Vourkos Tel. +30 2721110740 Email: [email protected] Annex 2: Inventory of good practices 143
92. Mediart (EL)
Level Local/cross-regional of intervention Host organisation Praxis (NGO) Funding Erasmus+ (European Voluntary Service — EVS) Topic(s) addressed •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation Target group/s Young people aged between 17 and 30. Short description Background of the project This NGO realises the Mediart EVS project by offering opportunities for young people to express their creativity and develop their skills by promoting the cultural diversity via media.
Aims Through Mediart, volunteers actively participate, support and bring in their fresh new ideas, promoting cultural diversity to the local community of Serres. They create the Mediart magazine, and produce broadcasts and radio ads in the ‘free youth expression zone’ of the radio station ‘Rodon FM’. In this context, volunteers go through all the stages of stimulation, developing basic concepts, cooperation, creativity, final concept/outcome and dissemination of the outcome. This process enhances their self-confidence, knowledge, skills and competences and enables them to undertake entrepreneurial initiatives.
Methodology used The project includes the introduction of volunteers to the local community and their training through non-formal and informal learning. This involves training at the radio station, carried out by professional producers regarding planning and managing, and the hosting and broadcasting of radio shows. Moreover, the volunteers receive training from local journalists to improve their interviewing skills, create appealing reporting and photos, as well as planning and realising public campaigns. The tasks undertaken by the volunteers include promotion and support of national and international campaigns (mostly connected to the United Nations and its sub-organisations) via the mass media and social media; radio stations (spots, broadcasts and technical support, sound system control); management of the organisation’s various social network channels; creation of video-related campaigns and coverage of events (videos, photos, articles, interviews, radio reporting); international web-campaign promoting social and human values and cooperation with schools. Finally, during the last week of the volunteers’ EVS service, an evaluation of their projects in terms of the met objectives and goals is carried out. This process helps the volunteers to analyse their experiences and assess the learning outcomes. Impacts Through the ‘Mediart’ project, volunteers gain non-formal and informal learning and outcomes opportunities to acquire new skills and competences for their personal, educational and professional development. The impact of an EVS project should not just be limited to the participants in the activity, but should also bring the concept of ‘Europe’ to the local community. 144 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information http://evs-mediart.weebly.com http://evs-mediart.weebly.com/blog https://europa.eu/youth/volunteering/organisation/948534677_en http://www.praxisgreece.com https://www.facebook.com/Praxis-Greece-1651727011762362 Contact person Anna Alevra Tel. +30 2321058800 Email: [email protected] Annex 2: Inventory of good practices 145
93. Junior Entrepreneur Programme (IE)
Level National (originally just County Kerry and County Limerick) of intervention Self-contained — the Junior Entrepreneur Programme (JEP)
Funding Independent — privately funded. The programme has been developed and paid for by Tweak.com and Shannon Development in association with an academic partner Mary Immaculate College in Limerick. JEP is partnered with a number of county sponsors which range from Opennet to Irish Dog Foods, and which sponsor the delivery of the programme to schools in their county. This partnership between JEP and the county partners allows the programme to be delivered without any cost to the parents or the schools. Topic(s) addressed •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation Target group/s Primary school pupils (11 and 12 year olds). Short description Background of the project The Junior Entrepreneur Programme (JEP) was founded in County Kerry in 2010 with the aim of fostering and nurturing an entrepreneurial culture, at an appropriate level, among primary school children. The programme has been running in Kerry and Limerick since 2011 and nationally thereafter. JEP is a 10-16-week entrepreneurial education programme, running between November and March, which aims to help participating pupils to develop a number of skills including literacy, presentation, numeracy, consumer awareness, creative thinking, problem-solving, team-building and collaboration skills. Children use their creativity to come up with individual business ideas, they then come together as a class to choose one idea and then work to turn this idea into reality. Every pupil gets a chance to uncover their own strengths and play a key role in one of five distinct teams — Finance, Marketing, Design and Production, Sales and Storytelling. Pupils are given the chance to invest a token amount of money in the business — with a view to getting it back with profit, to understand the real impact of risk and reward. At the end of the programme there is a Showcase Day where the children’s families, the rest of the school and the community get a chance to see the results of their work.
Aims The principles of the primary school curriculum are embedded in JEP utilising an integrated teaching and project-based approach to teach many strands of the curriculum. The JEP programme materials, which include a teacher’s guide and other training materials, were produced in collaboration with Mary Immaculate College Limerick. These have been reviewed by the Council of the Curriculum, Examination and Assessment (CCEA). The programme is appropriate and aligned to the Northern Ireland Curriculum and promotes skills which are useful in preparing children for the world of work. 146 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description Methodology used of the project There are seven steps in the delivery of the programme: •• Introduction to Entrepreneurship; •• Exploring New Ideas; •• A Business Visit to the Classroom; •• Testing the Idea; •• Roles and Responsibilities; •• Making it all Happen; •• Evaluating the Success of the Project. Teachers are assisted at every step in launching JEP, this includes: •• Classroom Kit — includes a colourful and engaging teacher’s guide and contains all the tools teachers will need to successfully carry out the programme in their classroom. It includes instructions for fun team-building and brainstorming games along with activity sheets for each lesson. Vibrant posters are also included which can be used throughout the process. •• Online Teacher Training — prior to starting the programme participating teachers receive access to orientation material on the JEP website. This includes a walk- through of the administrative requirements as well as a step-by-step guide to running the programme. Teacher orientation is delivered using a variety of formats including video, animation, web links and text. Material on the website is regularly updated on the basis of teacher feedback and curriculum updates. It also highlights where there are links between JEP and the primary school curriculum and shows sample JEP projects. •• Teacher information/networking evening in November — which outlines the entire process of delivering the programme and allows teachers the opportunity to become more familiar with the programme and meet with other teachers taking part. A project manager is also allocated by the local entrepreneur to liaise with and monitor the schools’ progress throughout the programme. Impacts •• The programme claims to have significant development impact on participating and outcomes pupils, building confidence, self-awareness and self-esteem, and an appreciation of individual skills and talents. •• 10 000 pupils participated in the 2015 programme. •• The programme has an alumni of 26 500 children who have created entrepreneurial businesses in their classrooms in Ireland since 2010. •• A JEP 2015 survey indicated that teachers saw improved confidence, team- building, communication and independence in children who participated. Further information Junior Entrepreneur Programme website: http://www.juniorentrepreneur.ie McCormack, H., Junior Entrepreneur Programme, 24 July 2014. Available at: https:// prezi.com/tk5a97owj1lh/junior-entrepreneur-programme Contact person Jerry Kennelly, Founder Tel. +353 669791437 Email: [email protected] Annex 2: Inventory of good practices 147
94. Support Training and Enterprise Programme (STEP) (IE)
Level Local (City of Dublin) of intervention Host organisation YMCA Funding Co-funded by the Irish Government and the European Union under the European Social Fund. Topic(s) addressed •• Validation of non-formal/informal learning •• Assessment of entrepreneurial learning outcomes •• Combating youth unemployment and social exclusion Target group/s 18-25 year olds. The programme is aimed at early school leavers who frequently remain on the margins of the labour force, often hindered by weak interpersonal skills, poor qualifications, a lack of confidence and consequent poor motivation. Short description Background of the project The YMCA helps vulnerable young people through offering services which include homeless accommodation, education, youth work, community childcare, and community employment. They work with young people from crèche-going age, through to youth work and education programmes for those who leave school, to young adults in their homeless service. STEP was launched in 1989 and is a free pre-vocational training programme, run by the YMCA, which allows young adults to gain relevant and meaningful training and work experience while earning money.
Aims The programme assists young people to gain relevant formal education qualifications as well as develop their vocational and personal skills. It also places a strong emphasis on accessing progression options through employment and education.
Methodology used Trainees complete a full FETAC Level 4 award consisting of eight modules in: •• Communications; •• Work Preparation and Experience; •• European Computer Driving License (ECDL); •• Digital Media; •• Teamwork; •• Customer Service; •• Maths. It also covers topics in health, cooking and personal development. In 2000, the programme was mainstreamed within the Early School Leavers’ provision as a ‘Second Chance’ programme. In 2012 they changed the content of the course and increased it from being a 6-month to 10-month course, which runs for a full academic year from September to June. 148 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts In 2012, STEP had two groups: eight trainees from January to June and eight who and outcomes began in September and graduated in 2013. In 2012, 16 trainees participated in the programme; eight males and eight females. Of the 2012 STEP graduates: •• 50 % completed modules at distinction level; •• 25 % came from the YMCA homeless services; •• 50 % went onto further education. On average, the YMCA receives approximately 40 applications for each team for just eight available spaces. Regrettably, the total figures for participation since 1989 are not publicly available. Further information YMCA STEP (Support Training and Enterprise Programme) STEP website: http://www.ymca.ie/step.html City of Dublin YMCA, The City of Dublin YMCA Annual Report 2012, 2013: http://www.ymca.ie/report2013 Contact person Siobhan Tel. +353 014782607 Email: [email protected] Annex 2: Inventory of good practices 149
95. Young Social Innovators (YSI) (IE)
Level National (Ireland and Northern Ireland) of intervention Host organisation Social Innovations Foundation Ireland Ltd. Funding YSI started as a pilot project of the Social Innovations Foundation Ireland Ltd in 2001. It was incorporated in its own right in 2005 and granted charitable status in June 2006. It has been conducting its business independently since July 2006. YSI works with public (e.g. the Department of Education and Skills) and private bodies (e.g. the Vodafone Ireland Foundation). Their latest partner is Ulster Bank, which supports the Young Social Innovators of the Year Awards as well as the YSI Den. Topic(s) addressed •• Validation of non-formal/informal learning •• Skills and competence needs of youth workers •• Social entrepreneurship (opportunities and challenges) Target group/s Young people aged 15-18 years old. Short description Background and aims of the project YSI promotes and leads the way in education for social innovation in Ireland. It aims to support young people to tackle the social issues affecting them and their communities and empower them to bring about positive social change. They do this by providing a range of social innovation programmes for young people. Through their work they also aim to advance an understanding of youth-led social innovation and the knowledge of social innovation education and its benefits. The YSI also aims to help a small number of the team who wish to continue their projects to sustain their innovations. The YSI does this through providing help with training, finance and governance. The initiatives that fall under this work include: •• YSI Den — an optional opportunity, which offers teams a chance to increase the impact of their innovation through financial and practical support. A Social Innovation Fund is made available to groups who successfully pitch for assistance to support or develop an idea, product or enterprise. •• Young Social Innovators of the Year Awards — in partnership with Ulster Bank, it recognises teams that have achieved significant impact through their social innovations.
Methodology used YSI works with teachers and young people to deliver social innovation education programmes, training workshops, events and resources. Their Social Innovation Action Programme is a youth-led, team-based, action-focused programme run each academic year. Young people work in teams, usually of 5-25 members, to identify a social issue of concern to them, explore it and come up with real actions and responses. 150 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Short description The other education programmes they deliver include: of the project •• The Communities of Social Innovators Programme began in 2008 and is a youth- led community-wide framework which motivates, engages and celebrates young peoples’ involvement in civic and social innovation. Designed to foster a whole community approach to social innovation and enhance a culture of innovative thinking and doing for the good of that community. •• The Explore Programme is a new suite of highly interactive, fun and inspiring workshops which empower young people and allow them to learn about social innovation. Workshops include: ‘I am a Social Innovator’, ‘Finding my Voice’, ‘Social Innovation for Student Councils’, and ‘Empowerment Workshops’. YSI is about self-directed learning. Every YSI team is required to compile and submit a project report, using an online project report tool, and advocate on their social issue at regional speak outs in March. One of YSI’s stated organisational aims is to provide training, resources and professional development opportunities for educators. The YSI values the work of teachers and offers training in the YSI framework for social innovation. Teachers who complete this training, and support a YSI team through to programme completion, qualify for YSI Guide Certification. A special ‘Let Them Shine Award’ is presented to YSI guides who demonstrate a longer term commitment to promoting and facilitating youth led social innovation (5- and 10-year awards). Impacts By the end of 2014, 57 % of all schools in the Republic of Ireland had participated in and outcomes YSI programmes. In 2014/2015, all 26 counties in the ROI were represented as well as three counties in Northern Ireland, Antrim. 4 124 projects have been created by young people to date. They have also trained 1 125 educators, impacted 2 243 460 people and worked with 120 000 young social innovators. Further information www.youngsocialinnovators.ie (YSI website) Coady, S. et al.,Young Social Innovators Limited: Directors‘ report and financial statements, 31 December 2015. McCormack, O., Gleeson, J., O‘Donnabhain, D. and O‘Flaherty, J., Stop talking and do something! The Young Social Innovators Programme. An Independent Evaluation, Dublin, Liffey Press, 2009. Contact person YSI’s Education Team Tel. +353 016458030 Email: [email protected] Annex 2: Inventory of good practices 151
Developing the competences of youth workers
96. Icelandic Youth Fund (IS)
Level National of intervention Host organisation Rannis — The Icelandic Centre for Research Funding Funded in the national youth law, but also draws from Erasmus+. Topic(s) addressed •• Competence needs of youth workers •• Non-formal learning approaches for creativity, innovation and entrepreneurship Target group/s Children and young people aged 6-25 years old. Also people who are working with and/or for this age group. Short description Background of the project The Icelandic Youth Fund is managed by Rannis — The Icelandic Centre for Research. Rannis is the main body governing public competitive funds in Iceland pertaining to research, innovation, education and culture and also manages the national agency for Erasmus+.
Aims The Icelandic Youth Fund supports innovative projects aimed at and for young people. The main objectives are: •• organisation of training activities for youth leaders and trainers; •• training of volunteers; •• cooperation of projects between youth organisation; •• innovation projects for young people.
Methodology used Three times a year the fund has a call for projects through an online system. The projects must be organised by youth clubs in some way and not pertain to sports. All projects must be in the young people’s spare time and the project idea or club must stem from their own interests. Impacts Numerous projects have been funded by Rannis, which makes the process of and outcomes applying for EU-funds much easier and more accessible to young people. In 2009, allocations under the national budget were ISK 8.8 million. Further information https://en.rannis.is/funding/youth-sport/youth-fund The Ministry of Education, Science and Culture, Culture, 2009: https://eng.menntamalaraduneyti.is/media/MRN-PDF-Althjodlegt/culture2008.pdf The President of Iceland — Youth Act, Part III, 2007: https://www.menntamalaraduneyti.is/media/MRN-pdf/youth_act70_2007.pdf Contact person Andrés Pétursson, Senior Adviser Tel. +354 5155833 Email: [email protected] 152 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
97. Personal Development in Youth Work: Space for Creativity and Innovation (the former Yugoslav Republic of Macedonia)
Level Cross-regional of intervention Host organisation Centre for Intercultural Dialogue — CID Funding Erasmus+ (Salto-Youth) Topic(s) addressed: •• Promote personal development and facilitation skills of youth leaders and trainers •• Practice methods of facilitation for future leaders of international or intercultural group workshops or activities Target group/s 26 youth workers and youth leaders from 13 countries. Short description Background of the project ‘Training the trainers’ programme that took place on 3-11 May 2009 in Macedonia. It was organised by CID — Center for Intercultural Dialogue (civil society organisation working to promote intercultural acceptance and active citizenship through capacity-building processes, education and youth work).
Aims N/A
Methodology used The methodology of the training was based on learning by experience. Movement and feelings stimulate the learning process. The exercises were designed to use social skills and make concepts and theories clear. Impacts Outcomes identified by participants: reflection on personal styles of working and and outcomes learning. The project also created a multiplying effect since it was training of trainers. Further information https://www.salto-youth.net/tools/goodpractices/project/personal-development-in- youth-work-space-for-creativity-and-innovation.115 http://eacea.ec.europa.eu/youth/results_compendia/documents/compendia_ round3_2008.pdf https://www.youtube.com/watch?v=5V1CguF1bSE www.cid.mk Contact person Stefan Manevski Centre for Intercultural Dialogue Email: [email protected] Annex 2: Inventory of good practices 153
98. Business Academies at Cracow University of Economics (PL)
Level Local of intervention Funding Independent Host organisation Cracow University of Economics Topic(s) addressed •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation •• Assessment of entrepreneurial learning outcomes Target group/s Students at bachelor’s and master’s levels (young people aged between 20 and 25). Short description Background of the project Professional staff from the business world and practitioners make studying at the university more updated and tailored to the labour market, this is why the Cracow University of Economics implemented the concept of business academies (akademie biznesowe) in 2011, which support the cooperation with business practice. They are designed mainly by large corporations and offer the opportunity to students to verify their academic knowledge with real business practices, and to gain their first professional experiences in training programmes conducted jointly by the university and employers. The business academies consist of a series of training sessions, presentations and workshops designed in such a way that the participants can gain the most useful skills and learn about the practical aspects of working in a particular profession. They enable the participants to acquire the practical skills needed on the labour market. The participants, after passing all stages of training, receive certificates confirming their participation in the programme, and they receive internship proposals or even a permanent job.
Aims The Cracow University of Economics aims at linking theoretical knowledge with practical market-tailored skills, while working together with its business partners in the long-lasting programmes called ‘business academies’.
Methodology used The academies are developed jointly by experts from the perspective of companies — multinational corporations and large strategic domestic companies. The companies delegate their employees whose operating range corresponds to the profile of education of the Cracow University of Economics (such as accounting, auditing, sales, consulting, information technology, outsourcing, logistics and marketing). Approximately 30 students are involved in a particular academy, and they are selected in the recruitment process conducted by the company. 154 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Impacts More and more students are interested in participating in such programmes. The and outcomes initiative started 2011/2012 with 12 academies, followed by 2012/2013 with 18 academies, 2013/2014 with 13 academies, 2014/2015 with 12 academies, 2015/16 with 7 academies. Every academic year, a number of academies are offered, for example in 2015/2016 the following academies were implemented: •• Deloitte’s Academy of Accounting; •• 5th Comarch’s Academy of Competences; •• Raiffeisen’s Academy of Talents; •• PMR’s Academy of Eastern Markets; •• BZWBK Bank’s Academy of Risk; •• Academy of Modern Business Management (by the Polish Banks Association); •• The European Certificate in Banking (by the Polish Banks Association). This is one of the best tools promoting entrepreneurial learning, as students can see and experience the benefits on the labour market. Further information http://uek.krakow.pl/pl/wspolpraca/akademie-biznesowe.html (Cracow University of Economics website). Contact person Ms Bernadetta Mojecka, Rectorate Office Cracow University of Economics Tel. +48 122935841 Email: [email protected] Annex 2: Inventory of good practices 155
99. Delegate Ownership on Social Entrepreneurship (DOSE) (RO)
Level Cross-regional of intervention Funding Erasmus+, Key Action 1 Host organisation Self-contained (DOSE) Topic(s) addressed •• Skills and competence needs of youth workers •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Twenty youth workers from ten countries (Bulgaria, Croatia, Greece, Hungary, Latvia, Lithuania, Poland, Romania, Spain, Turkey). The target group of the project were the youth workers. The project stressed the importance of the participants working with young people (aged 13 to 30 with different backgrounds) after the training. Short description Background and aims of the project DOSE, developed in 2015, aimed at equipping 20 youth workers from 10 countries with competences and skills for supporting young people with fewer opportunities in running their own social entrepreneurship initiatives. Having young people facing problems related to employment and social inclusion, and having the project in line with the European Commission’s initiatives (especially related to NEETs inclusion), DOSE also aimed at training youth workers working at grassroots level in how to develop initiatives — in terms of social business projects — with the young people they work with.
Methodology used Consequently, DOSE came up with an innovative approach. Usually young people with fewer opportunities are considered a problem to be administrated and are only the beneficiaries of the projects and initiatives. However, through the training process, the 20 youth workers now have the capacity to involve their young people and empower them to be the main actor in generating social change. The youth workers now have the capacity to support their youth groups, identify the main causes of the problems in the community, and plan initiatives and projects as responses to the identified needs. Impacts The project reached its objectives, i.e. having the 20 trained youth workers working and outcomes directly with young people with fewer opportunities, with specific skills and competences in supporting youth social entrepreneurship initiatives. It created a space for the organisations to network and come up with other project ideas — and having a wide range of projects has been developed within the Erasmus+ context for the upcoming application deadlines. One year after finishing the implementation of the project, two kinds of impact were generated by the project: •• The beneficiary youth workers started preparing business plans for social enterprises (firms) as a result of the learning process. They also passed on the knowledge and competences to their co-workers and started working in teams. •• The organisations involved in the training started developing their training strategies promoting social entrepreneurship, and several other training sessions on the same topics with a total of about 100 youth workers, have been implemented since May 2015. 156 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Further information OTLAS’ website: https://www.salto-youth.net/tools/otlas-partner-finding/project/dose-delegate- ownership-on-social-entrepreneurship.3468 Contact person Adina Calafateanu Tel. +40 741075409 Email: [email protected] Annex 2: Inventory of good practices 157
The role of partnerships and cross‑sectoral cooperation
100. Mini-Entreprise (BE)
Level Regional (Brussels) of intervention Funding European Social Fund Host organisation Les Jeunes Entreprises ASBL Topic(s) addressed •• Partnerships and cross-sectoral cooperation Target group/s Young people enrolled in education aged between 14 and 20 years old. Short description Background of the project Les Jeunes Entreprises ASBL was founded in 1977. The association develops entrepreneurship for young people and runs a variety of projects — among them Mini-Entreprise.
Aims At the end of the year, mini-enterprises can enter a national contest to win EUR 1 000. The prize is won by not only the companies with the best idea but also the best managed companies.
Methodology used The Mini-Entreprise programme is a formal educational programme, where young people create and run a fictional company with all this entails. In teams of 5-15 participants, the students will dream up a product or a service and take on various responsibilities and positions in their respective companies. From these positions in the company the team will manage their companies throughout one whole school year — both in class and outside of class. Impacts Students will learn about and develop skills in key positions in human resources, and outcomes financial decision-making, advertising, marketing, accounting and sales techniques. Further information http://lje.be/index.php/fr/nos-programmes/mini-entreprise http://www.lesjeunesentreprises.be https://www.linkedin.com/company/les-jeunes-entreprises-asbl https://www.facebook.com/ASBLLJE Contact person Émilie Diverchy, Coordinator Tel. +32 0484/624241 Email: [email protected] 158 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
101. Creation and Development of Centres to Promote Entrepreneurship at the Universities in Bulgaria (BG)
Level National of intervention Host organisation Self-contained entrepreneurship centres at universities Funding Independent The project (2007-2012) received funding of nearly BGN 727 000 from the budget of the Ministry of the Economy, Energy and Tourism. It was carried out in two consecutive stages, where the first stage (2007-2008) focused on the setting up of centres for entrepreneurship in several Bulgarian universities. During the second stage (2009-2012), the centres were further developed. Topic(s) addressed: •• Partnerships and cross-sectoral cooperation Target group/s Undergraduates of technological universities. Short description Background of the project At the time the project was launched, Bulgaria’s level of entrepreneurial activity was below the EU average.
Aims •• Provision of training to undergraduates from technological universities to start their own business. •• Provision of assistance to undergraduates in the assessment of their technological business ideas. •• Provision of financial resources for the establishment of youth start-ups. One of the main project objectives was the creation of a sustainable model of cooperation between universities and businesses.
Methodology used Contracts were signed between the Ministry of the Economy and several universities, which allowed for the creation of centres to promote entrepreneurship within the universities. A survey was conducted among the target group to explore the willingness of young people in the involved universities to undertake their own businesses. Training on entrepreneurial skills was also provided. In their activities, the centres for entrepreneurship clearly realised that not knowing about the problems of real business and staying only in the academic environment will not lead to achieving the goals. Therefore, each centre is based on its experience and vision of how to connect to real business life. For example, one approach was the involvement of company representatives in the training provided to undergraduates. Annex 2: Inventory of good practices 159
Impacts •• Five university entrepreneurship centres were set up, e.g. in the Technical and outcomes University of Varna, the Forestry University of Sofia, the Technical University of Gabrovo, the Technical University of Sofia, Plovdiv branch and the International College Albena, city of Dobrich. •• More than 1 300 undergraduates were trained in courses related to entrepreneurial skills. •• 15 student companies and 13 academic training companies (73) were established. •• 13 entrepreneurship competitions were held. •• 67 undergraduates received prizes (money). Further information National Bulletin — Science and Business No 9, 2013): www.arcfund.net/fileSrc. php?id=21410 Contact person Forestry University of Sofia Prof. Dr Vladimir Piralkov Tel. +359 28622830, +359 291907 - 369 Email: [email protected]
(73) An academic training company is a fictitious company that ‘works’ as a real enterprise. It keeps business contacts with other similar companies. Depending on the field of activity the ‘employees’ who are actually students, simulate situations from real economic life — working with deliveries, simulating sales, dealing with accounting tasks, and making management decisions depending on the market situation. 160 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
102. The Learning Partnership’s Entrepreneurial Adventure (CA)
Level Regional — runs in Ontario, Alberta, New Brunswick, Nova Scotia, Manitoba and of intervention Quebec Host organisation The Learning Partnership (charity) Funding Independent — registered charity. Partners include BMO Financial Group, The Young Fund at Hamilton Community Foundation, EPCOR, Manulife, Ontario and the John Dobson Foundation. Topic(s) addressed •• Current status of entrepreneurship/entrepreneurial learning •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s For students in grades K-12 (kindergarten through to grade 12). Short description Background and aims of the project Established in 1993, the Learning Partnership is a national charitable organisation dedicated to support, promote and advance publicly funded education in Canada. They do this by bringing together business, government, school boards, teachers, parents, and labour and community organisations across Canada. Their aim is to build lasting bridges between the education and business communities, and through these collaborations, enable students to strive for personal and academic excellence, and success in the workplace.
Methodology used Since 1995, the Learning Partnership has been running their Entrepreneurial Adventure programme, which aims to develop students’ enterprising spirit, financial literacy, innovative thinking and social responsibility. The programme provides a hands-on entrepreneurial opportunity for students from kindergarten to grade 12. The programme is led by their teachers and volunteer business mentors and teaches students how to develop innovative business ventures that raise money for local, national and international charities. They learn about marketing, business planning, team building and the importance of social responsibility. The students work with their teachers and mentors to: •• identify a venture concept; •• plan, promote and launch their ventures at school and public showcases; •• celebrate their success at the Entrepreneurial Adventure Showcase held every May at high visibility public venues; •• (profits of the venture are usually donated to a local charity). One example of a venture is a group from George Street Middle School in Fredericton that developed a business venture honouring their First Nations culture. They created a book called Weyossisok (Little Animals) to help youngsters learn the Maliseet First Nations language. They were supported in doing this by their literacy teacher, a business mentor, and elders from Kingsclear First Nations who provided English-Maliseet translations. A local First Nations artist created the pictures and a publisher helped the students get the book ready for sale, with proceeds supporting Wulastukw Elementary School. The Learning Partnership aims to expand the programme across Canada and engage more high-school students. Annex 2: Inventory of good practices 161
Short description The Learning Partnership also runs Dragons’ Nest — a programme where students of the project become entrepreneurs in the classroom. Supported by business mentors, teachers guide their students to create, develop and launch a real venture in class. Students develop entrepreneurial skills as they create innovative ideas of a product or service to meet a market need. Students then donate proceeds to a charity in their community. At the end of the programme students submit their ventures through a video pitch where finalists are selected to face a panel of ‘dragons’ at the Dragons’ Nest finale. Top ventures also win auto-entry to the Launch Zone’s Summer Company with up to CAD 3 000 to support their venture. Sage Canada provides workshops to finalists to prepare them to face the dragons. Impacts Since 1995, the Entrepreneurial Adventure programme has had over 52 000 and outcomes student participants and raised CAD 2.9 million dollars for charities through 1 500 successful ventures. 1 500 business partners and 2 000 teachers have supported this programme. In 2014/2015, the Entrepreneurial Adventure programme donated CAD 172 553 to charity through the establishment of 199 ventures. The programme engaged 5 258 students in seven provinces. The George Street Middle School’s venture won a BMO National Student Innovation Award for their school in 2014/2015. Further information http://www.thelearningpartnership.ca (The Learning Partnership website). The Learning Partnership, Annual Report July 2014-June 2015, Toronto, 2015. Contact person Sue Pfeffer, National Programme Manager Tel. +14164405111 Email: [email protected] 162 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
103. Energy Cooperative Kaštela (HR)
Level Local of intervention Host organisation Self-contained — Kaštela Funding Independent — crowdfunding, international donors, national donors Value: EUR 58 000 Topic(s) addressed •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) — sustainable energy Target group/s Local community, particularly children and young people (aged 7-30 years old). Short description Background of the project The energy cooperative Kaštela started in 2013. The particularity of this energy cooperative is that one of its members is an elementary school Ostrog, whose main goal it is to teach its pupils about the relevance of renewable energy, sustainable development and nature protection. The idea was to use resources from the local community to enhance its development and raise awareness about the social and natural environment among the local population.
Aims and methodology By using non-formal learning methods, pupils are being familiarised with their role in a local community. The elementary school Ostrog has installed solar cells on the roof of their school to be self-sufficient in energy, and to show its students how to be aware of the positive benefits of sustainable energy. Young people learn about sustainable development and how to increase energy efficiency by using environmentally-friendly ways of energy consumption. As the solar cells produce surplus energy, the energy cooperative (and elementary school in particular) is making a profit, which is used to support community development. Students are active participants in this process where they learn about principles of social entrepreneurship. Impacts •• The elementary school Ostrog in Croatia is self-sufficient in energy. and outcomes •• All elementary school pupils were taught about sustainable development and were somehow involved in the process of community development through social entrepreneurship. •• The school organised four workshops for pupils hosting guest lectures (energy specialists and youth workers) about sustainable energy and social entrepreneurship and the role of young people in promoting these concepts. •• The number of sun collectors in households in the local community increased by 40 % (74). Further information The energy cooperative Kaštela brings together the local municipality, civil society organisations and a local elementary school with the goal to popularise and support renewable energy among citizens. http://www.energetskezadruge.hr/zadruga/energetska-zadruga-kastela/105 http://www.zelenazona.hr/home/wps/wcm/connect/zelena/zona/zivim_zeleno/ djelujem_lokalno/osnovna_skola_ostrog_na_putu_prema_energetskoj_neovisnosti Contact person Marko Kovacic Email: [email protected]
(74) http://www.zelenazona.hr/home/wps/wcm/connect/zelena/zona/zivim_zeleno/djelujem_lokalno/osnovna_skola_ostrog_na_putu_ prema_energetskoj_neovisnosti Annex 2: Inventory of good practices 163
104. UmSemUmTam (Can Here, Can There) (CZ)
Level National of intervention Funding Independent Topic(s) addressed •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s Youth workers, volunteers, NGOs, employers. Short description Background of the project The project was founded following the Social Innovation Camp 2012 and is co- funded by a consortium of commercial organisations and NGOs.
Aims To facilitate cross-sectoral cooperation between companies, NGOs and individual youth workers. To match offer and demand for youth work and volunteering.
Methodology used Online platform with defined types of users (youth workers seeking opportunities, NGOs organising youth work, companies offering opportunities).
Issues addressed Absence of a large hub for matching youth workers with relevant NGOs and businesses.
Success factors/lessons learnt Support from large corporate organisations (telecommunication, finance), effective networking. Impacts Currently involved as users: and outcomes •• 915 NGOs; •• 1 598 youth workers and volunteers; •• 1 022 youth work opportunities realised; •• 220 youth work opportunities in preparation. Further information http://www.umsemumtam.cz Contact person Petr Soběslavský, Chair of Steering Committee Email: [email protected] 164 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
105. Entrepreneurship Education Think Tank (EE)
Level National of intervention Host organisation Estonian Chamber of Commerce Funding Independent: The Estonian Chamber of Commerce and Industry Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Youth work in the entrepreneurship education continuum •• Social entrepreneurship (opportunities and challenges) Target group/s All agents in the field of entrepreneurship education. Short description Background of the project The Entrepreneurship Education Think Tank created in 2010 and led by the Estonian Chamber of Commerce, is one of the projects aimed at promoting entrepreneurship education by the chamber. The Think Tank brings together people working in the field of entrepreneurship education.
Aims The aim is to increase the number of enterprising persons in Estonian society. Through entrepreneurship education in Estonia, young people should develop personal skills and attitudes as well as entrepreneurial skills. To fulfil this aim, the Think Tank has decided to describe the ideal of an enterprising person: •• thinks creatively; •• takes brave initiatives: •• acts wisely; and •• takes responsibility and cares. Representatives from universities and enterprising youth organisations in the think tank aim to develop an enterprising mindset in Estonia at the political level as well as in civil society. Impacts In 2010, the experts of the think tank developed The Entrepreneurship Education and outcomes Development Plan ‘Olen ettevõtlik!’ (Be Enterprising!). The plan describes the current barriers and solutions in the field as well as the distribution of roles and activities. Further information http://www.koda.ee/en/chamber-of-commerce/projects-3/entrepreneurship- education-2/entrepreneurship-education Contact person Main office in Tallinn: Toom-Kooli 17 10130, Tallinn Tel. +372 6040060 Fax +372 6040061 Email: [email protected] Annex 2: Inventory of good practices 165
106. Back to School (EE)
Level National of intervention Host organisation Youth to School Foundation (SA Noored Kooli) Funding Independent. The project for improved operational capacity and environment of the‘ Back to School’ initiative is funded by NGO grants, intermediated by the Open Estonia Foundation. The development of the information system was funded by the Minister for Regional Affairs, the National Foundation of Civil Society and Swedbank. Topic(s) addressed •• Partnerships and cross-sectoral cooperation Target group/s Estonian schools and students from all grades as well as civil agents who will participate as guest teachers. Short description Background of the project The ‘Back to School’ initiative was started in 2007 by the Youth to School Foundation (in Estonian: SA Noored Kooli). It operates in cooperation with hundreds of volunteers and organisations.
Aims The objective of this civil society initiative is to support the cooperation between Estonian schools and the rest of society.
Methodology used Parents, students and other civil agents are invited to the schools as guest teachers. This contributes to more practical knowledge and a more varied education. The main tool of the initiative is an information system facilitating the matching between cooperation partners. Impacts The project contributes to cultural interchange — the schools can take advantage of and outcomes resources in society, and the Estonian guest teachers get a clearer understanding of the education system. More than 20 000 students and 250 teachers have been a part of the Back to School programme. Further information https://tagasikooli.ee https://www.armastanaidata.ee/en/donation/education-and-equal-opportunities/back- to-school-join-in-creating-more-meaningful-school-life-for-students Contact person Triin Noorkõiv, Leader of the ‘Back to School’ initiative Tel.+372 5206603 Email: [email protected] Office of the President of the Republic Public Relations Department Tel. +372 631 6229 166 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
107. Ingranaggi Musicali (Musical Gears) (IT)
Level Regional of intervention Northeast Italy Host organisation Unione dei Comuni della Bassa Romagna (consortium of municipalities in Emilia- Romagna) Funding The funding is provided by the regional government Regione Emilia-Romagna, regional law n. 14/2008 of 2015 and the leading organisation of the initiative Unione dei Comuni della Bassa Romagna. Topic(s) addressed •• Partnerships and cross-sectoral cooperation •• Social entrepreneurship (opportunities and challenges) Target group/s The project addresses young people aged 16 or younger. Short description Background of the project Ingranaggi musicali (Musical Gears) is an innovative initiative carried out in Emilia- Romagna (in the north-east of Italy) since 2014. The initiative is led by Unione dei Comuni della Bassa Romagna, a consortium of municipalities located in the Emilia-Romagna region. The initiative is also supported by Radio Sonora, a local station created to give young people a voice and promote creativity and exchanges, especially for what concerns music production and communication. The second edition carried out in 2016 is called the Ingranaggi festival.
Aims Ingranaggi musicali addresses two distinct, but complementary, goals: •• narrowing the gap between young people, the enterprises and the labour market; and •• promoting local development by increasing local handicraft enterprises’ visibility. The peculiarity of this initiative lies in the attempt to achieve these goals by the means of music. More precisely, the project aims to bring concerts and music performances in unusual places such as businesses, industrial spaces and handicraft workshops. For one day, handicraft and industrial production sites become places of musical production and enjoyment.
Methodology used The idea is to enhance young people’s familiarity with the ‘ancient’ value of traditional enterprises as well as connect them with places of high innovation and inspiration. The project addresses young people and it involves the local associations of musicians and representative associations of entrepreneurs. Importantly, the project also sees the contribution of a local radio station Radio Sonora, which mixes the music with ‘pills’ of business information and news that aim at bridging the gap between young people and enterprises and to promote an entrepreneurial attitude and culture. Annex 2: Inventory of good practices 167
Impacts In the 2014 edition, five concerts were organised in five distinct businesses. and outcomes Moreover, a DVD was realised to tell the stories of some local business alongside proposing the musical production of the local young people. In the 2016 edition (carried out between April and May), five concerts and five art performances were realised in five local businesses. Twenty youths were actively involved in the organisation of the events in coordination with the staff of Radio Sonora (young people aged between 15 and 35 years old).The events were attended by 1 000 visitors. As part of the communication campaign of the initiative, video interviews and music events will be disseminated on USB sticks. Further information Unione dei Comuni della Bassa Romagna: http://www.radiosonora.it/it/programmi/346-strongingranaggi-strongbr.htm# http://www.labassaromagna.it/Unione-dei-Comuni/Notizie/Ingranaggi-Festival- Musica-nelle-Imprese-Concerti-e-Mostre Contact person Yuri Briccolani Unione dei Comuni della Bassa Romagna Via Bedell 9-48012 Bagnacavallo (Ra) Email: [email protected] Email: [email protected] Tel.+39 3358002382 Carlo Alberto Senatore (Unione dei Comuni della Bassa Romagna) also provided useful information. 168 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
108. Out of Target (PBA) (the former Yugoslav Republic of Macedonia)
Level Cross-regional of intervention Host organisation YMCA Skopje Funding Erasmus+: Youth in Action programme Topic(s) addressed: •• Partnership between regions (EU, South-east Europe and Caucasus) •• New opportunities for young people •• Development of new ideas Target group/s 28 youth workers, youth leaders and experts in the field of youth from 14 countries (three different regions — EU, South-east Europe and Caucasus). Short description Background of the project ‘Out of Target’ (PBA) was promoted by the Youth Christian Society — YMCA Skopje, a youth work organisation, working for improvement in young people’s living conditions as well as creating conditions for civic activities for young people.
Aims The main activity was developed in 2013. It aimed to create an online platform to promote the development of quality services being provided to young people (particularly the most vulnerable population).
Methodology used ‘Out of Target’ was created to support development of new partnerships, networking and brainstorming new ideas for projects for disadvantaged young people. The participants took part in lectures, simulations, team activities, tackling the issues of shared authority and responsibility, joint investment of resources or mutual benefits, with the aim to develop skills and knowledge needed when working in challenging situations. Impacts The outcome of the training was networking and new partnerships among youth and outcomes workers. This PBA provided the participants with an opportunity for interaction, developing ideas for future work, sharing tools and experiences. Further information http://eacea.ec.europa.eu/youth/funding/2012/selection/ documents/round2/compendium_p6_overview_projects_1210_balkan_en.pdf https://www.youtube.com/watch?v=m6GSxZIpsps https://issuu.com/pbaskopje/docs/booklet_ymca_pba http://www.ymcaskopje.org/eng/multimedia.html Contact person Aleksandar Kirkovski Email: [email protected] Annex 2: Inventory of good practices 169
109. The Norwegian School of Entrepreneurship (NO)
Level International of intervention Host organisation Nordic Innovation House Funding Independent Topic(s) addressed •• Partnerships and cross-sectoral cooperation Target group/s Graduate students. Short description Background of the project The Norwegian School of Entrepreneurship (Gründerskolen) is a type of exchange programme where Norwegian students can take a class at University of California, Berkeley and gain an insight into the challenges of a new start-up company. The programme started in San Francisco in 1999, and since then close to 500 graduate students have received first-hand experience in entrepreneurship by attending a class at UC Berkeley designed especially for them.
Aims The overall objective is to give the students a taste of entrepreneurship, to help them better understand local business culture, and to stimulate ideas that can be of value to them in the future.
Methodology used The students take classes once or twice a week in the evening where they write and produce their own business plans and explores various types of financing, organisational structures, marketing, sales, etc., that can challenge a start-up in the high-tech business. A work placement is combined with internships in start-ups and young, fast-growing companies in the Bay Area. Impacts Close to 500 graduate students have been through the programme as of 2016. and outcomes Many of these have started their own companies or gone to work in start-up companies in IT, biotech or other technology sectors either in Norway or abroad. Further information http://grunderskolen.no/english http://www.nordicinnovationhouse.com/ http://www.nordicinnovationhouse.com/ep-program Contact person Lisbeth Smestad Tel. +1 415 246 4933 Email: [email protected] 170 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
110. Industrial Design for SMEs Project — Reconsider (TK)
Level National of intervention Host organisation Self-contained project Funding Istanbul Chamber of Industry (ISO) Istanbul Technical University (ITU), Department of Industrial Product Design Topic(s) addressed: •• Young entrepreneurs •• Transition to the labour market •• Prototypes development Target group/s Senior students from Istanbul Technical University. Short description Aims of the project The project aims to introduce industrial design to Turkish SMEs, through senior industrial design students at Istanbul Technical University (ITU). The students will be able to develop different prototypes with the financial support of the companies.
Methodology used The project has two main objectives: •• To introduce industrial design and to show how industrial design can be used by SMEs to differentiate their products, and to support their competitiveness in the market. •• To introduce SMEs to senior industrial design students at ITU by giving them the opportunity to experience a product design and development process in a real- life context. It is one of the most representative ‘cooperation protocols’ between the university and the industry in Turkey with more than 30 SMEs involved each year. Impacts •• Development of entrepreneurial skills among senior industrial design students. and outcomes •• Offers students the opportunity to test new prototypes in a real-life context. Further information http://www.seeplatform.eu/casestudy http://www.iso.org.tr/Home http://www.tasarim.itu.edu.tr/en/general_information.html www.tasarim.itu.edu.tr/en/itu-iso-industrial_design_projects_for_smes.html Contact person Prof. Dr Alpay Er (Project Coordinator) Email: [email protected]. Annex 2: Inventory of good practices 171
111. Youth@Work (TK)
Level Cross-regional of intervention Host organisation Civil Society Dialogue Funding Co-funded by the European Union and the Republic of Turkey — Civil Society Dialogue. Topic(s) addressed: •• Cooperation between organisations working in the field of youth entrepreneurship •• Entrepreneurship contest •• Tools and policies to extend entrepreneurship education in higher education Target group/s Young people, Turkish organisations. Short description Background of the project Youth@Work was launched in 2015 and aims to promote a more friendly entrepreneurial ecosystem for Turkish youth entrepreneurs (taking into consideration that this is one of the challenges of the European Commission).
Aims Youth@Work has a set of objectives, i.e. direct support to young people, development of tools and policies to extend entrepreneurship education in higher education and universities, and promoting EU tools, opportunities and sources on entrepreneurship.
Methodology used The main activities are exchanges between Turkish and European organisations (Italy), training modules for the training of trainers, entrepreneurship camps, entrepreneurship game set (mobile application), and an entrepreneurship contest (‘Best Idea’). Impacts •• Sustainable cooperation between Turkish and European civil society organisations and outcomes working on youth entrepreneurship. •• Development of educational modules for young entrepreneurs to be used at a national and international level. Further information http://civilsocietydialogue.org/project/youth-work http://www.youthatworkproject.eu https://www.facebook.com/AntalyaEUCenter Contact person Ayça Bağcı Email: [email protected] 172 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
Applying the social entrepreneurship model
112. Voluntary Workcamps (EE)
Level National of intervention Host organisation EstYES Funding •• Main income: contributions and subscription fees from the participants. •• EstYES receives grants for the projects from different funds such as Erasmus+, Open Society Foundation, European Youth Foundation, EuropeAid and others. EstYES does not receive any support from the Estonian government. Topic(s) addressed •• Social entrepreneurship (opportunities and challenges) •• Potential and impact of EU programmes Target group/s •• International volunteers 18+ (no maximum age limit). •• Participants at teenage camps are 15-17 years old. EstYES works mainly with young people aged 14–30 years old. Short description Background of the project EstYES was established in 1991. It is an Estonian organisation that works with volunteers and promotes youth and cultural exchanges. They organise Voluntary Workcamps in Estonia, which are described as short-term voluntary projects. The participants are international volunteers mostly from other European countries who come to participate in beneficial projects as well as get to know Estonia.
Aims The aim is to further the local development in Estonia by supporting local projects and inspiring young Estonians to volunteer. The volunteers can choose from around 40 projects in the countryside or in urban areas.
Methodology used The work camps take place for 2-3 weeks during the summer holidays. The volunteers work about 30 hours a week, and the hosts provide food, accommodation, and cultural activities. Impacts Every year, EstYES receives about 300 short-term volunteers. and outcomes Further information http://www.estyes.ee/en/opportunities-2/voluntary-workcamps/ Contact person Aleksandr Kurushev Email: [email protected] Annex 2: Inventory of good practices 173
113. Hotel Utopia (DE)
Level Local of intervention Host organisation Hotel Utopia (self-contained social economic business) Funding Independent Topic(s) addressed •• Entrepreneurship/entrepreneurial learning •• Combating youth unemployment and social exclusion •• Social entrepreneurship (opportunities and challenges) Target group/s Young (and older) refugees. Short description Background of the project Fifty million people around the world have been forced to flee their homes in the face of war, poverty and persecution. In 2015, Germany registered 1.1 million new arrivals. These individuals are united by their need for self-determination and a desire to regain control of their destinies. However, refugees in Germany are faced with daunting hurdles when it comes to accessing the job market and becoming active participants in society. Prinzip Heimat works to remove these barriers.
Aims ‘Hotel Utopia’ in Berlin is a social start-up project, starting in 2017, with the objective to provide people (including young people) with refugee backgrounds with jobs and vocational training in hospitality and gastronomy and let them run a hotel. People who have fled their homes become hosts to international and German tourists. The project starts in 2017.
Methodology used Vocational training, entrepreneurial learning. Impacts Currently no impacts and outcomes of the initiative can be presented. The project is and outcomes a copy of the very successful Austrian project ‘Magdas Hotel’, which won the ‘Act for Impact’ prize for a social entrepreneurship start-up in 2015. Further information Online article about the project (DE): http://www.social-startups.de/perspektiven-fuer-gefluechtete-hotel-utopia-interview- social-impact-start/ Online interview (DE): http://thechanger.org/community/gefl%C3%BCchtete-werden- gastgeberinnen ‘Act for Impact’ prize for social entrepreneurship start-ups (DE): https://www.vodafone-stiftung.de/vodafone_stiftung_news.html?&tx_newsjson_pi1[s howUid]=146&cHash=0c2d848bea7b1bd4a1d4020307c1be33 Contact person Catherine Daraspe, Prinzip Heimat e.V. Tel. +49 1577383-8446 Email: [email protected] 174 TAKING THE FUTURE INTO THEIR OWN HANDS — YOUTH WORK AND ENTREPRENEURIAL LEARNING
114. Burės (LT)
Level National of intervention Host organisation Burės Funding Independent Burės is funded by crowdfunding. People are invited to pre-purchase a product or service, thus contributing to the new pooling funds for start-up and development of social entrepreneurship (Gausas, Suduiko, Balčiūnė, & Wilkinson, 2014). Topic(s) addressed •• Social entrepreneurship (opportunities and challenges) Target group/s Burės is not limited to young people. There is no information available on how much it is used by young people. Short description Background of the project Burės is an incubator which funds social entrepreneurship initiatives in Lithuania. It was launched in 2009 and is the first of its kind in Lithuania, offering non-traditional financing solutions for initiatives that combine financial sustainability with public benefits (Gausas, Suduiko, Balčiūnė, & Wilkinson, 2014). It is a financial solution for corporate and public-spirited ideas (75). Social organisations, local communities and civil society organisations raise money for their projects, new products and services. The platform helps social entrepreneurs and their supporters find each other and jointly implement a great project, yielding benefits for communities and the whole of Lithuania (76). All projects financed by Burės are unique, and the Burės team is usually actively involved from the very beginning, i.e. from shaping the idea and making a business plan through to the implementation stage. This way close relationships with projects are established and continue after the initial aims are achieved. The clients come back with new ideas and help to promote Burės as well as open up new partnerships (77).
Aims The goal is to help finance socially valuable and financially sustainable initiatives (78).
Methodology used With investment of its own funds and with a significant support of volunteers Burės has developed the following instruments: •• Public funding (crowd-funding). Visitors to the electronic site www.kelkbures.lt are invited to pre-purchase a product or service, thus contributing to the new pooling funds for start-up and development of social entrepreneurship. •• The programme offers micro-credits of up to Lt 20 000 (approximately EUR 5 800). These are short-term loans for a period of 3 months to 2 years, and the interest rate, depending on the project, is about 10 %. (Gausas, Suduiko, Balčiūnė, & Wilkinson, 2014). The platform offers Burės carefully selected projects. Each of them presents itself briefly, explains any specific purposes or aims for raising funds and offers a reward for an investment, i.e. a new product or service. If the necessary funds cannot be collected, the project reimburses the amount invested (79).
(75) http://www.kelkbures.lt/apie (76) http://www.kelkbures.lt/apie (77) http://www.cross-innovation.eu/cross-innovation-matchmaker-case/bendruomeniu-kaitos-centras-programme-bures (78) http://www.kelkbures.lt/apie (79) http://www.kelkbures.lt/kaip-tai-veikia Annex 2: Inventory of good practices 175
Impacts Not available and outcomes Further information Journals: Gausas, S., Suduiko, E., Balčiūnė, A. and Wilkinson, C. (2014), A map of social enterprises and their eco-systems in Europe — Country Report: Lithuania, European Commission.
Websites The official website for the programme: http://www.kelkbures.lt A website that promotes collaborative and user-driven innovation uses Burės as an example: http://www.cross-innovation.eu/cross-innovation-matchmaker-case/bendruomeniu- kaitos-centras-programme-bures Contact person Jolanta Blažaitė Tel. +370 69984856 Email: [email protected]