Entrepreneurship Education

Examples of practice and other resources that have been found in the reviews have been included. These are not listed in order to provide exemplars of practice to be copied and followed in other settings. They are examples for the reader to consider and contextualise within the needs and aims of their own professional sphere.

Although, not arising from the reviews directly, a UK  Teachers' Television programme is included due to its relevance to issues covered in this MESH guide,

Definitions and Issues arising from the reviews of the documents have been extracted or discussed and included in a column of this matrix to provide context, to highlight any ambiguiites and to recognise differences in perspective and emphasis.

Mesh Guide Credits

Graphics used for illustration purposes have been repurposed from the EU document 'Entrepreneurship: A Guide for Educators'.

The document was produced by the MESHguide Entrepreneurship Education Editorial Group:
 

Michael Ochieng Nyawino Nairobi, Kenya

Babajide Oluwase, Lagos, Nigeria

Andre Mostert, UEL. London, UK 

Sarah Younie, De Montforte University, Leicester, UK

Mike Blamires , Research Initiatives for Participation and Progress in Learning Environments, Canterbury U.K.

This fourteen minute programme shows how a secondary school in Bradford are running a sub aqua business within the school aimed principally at local primary schools. The video shows the different roles and motivations that pupils have in participating in this mini enterprise. The issues of health and safety that are clearly central to this endeavour are not considered in the video but must have an impact on resourcing. To what extent is this reliant on the good will and commitment of the teachers in ensuring that safety is paramount.

This approach is based on the assumption that the best way of learning about entrepreneurship is through direct experience and practice. Mini-companies run by students at school develop on a small scale a real economic activity, or simulate in a realistic way the operations of firms. While not disregarding other pedagogical tools, mini-companies are an important option within any strategy for stimulating entrepreneurial attitudes and skills.

Another area where teacher training is important is in the development of more senior staff, who can become 'champions' for entrepreneurship within their schools. In the UK, HTI, a not-for-profit organisation working in the field of leadership development at the interface between education and business operates a range of programmes to engage business leaders in an ongoing partnership with the education sector..

This Swedish initiative uses hands-on experiences to help young people understand the economics of life with enterprise and economic education programmes designed for young people ages 6-25 and implemented through a partnership between local businesses and schools.

This is a national activity week in the United Kingdom for primary and secondary schools that provides an opportunity for young people to gain skills, knowledge and confidence in money matters required by society.
Source: http://www.pfeg.org/projects-funding/projects/my-money-week