One of the most important roles of education is to promote entrepreneurial behaviours and attitudes, as the development of employees’ entrepreneurial thinking can contribute to the positive growth of different economic indicators. In the present context we need to stimulate the entrepreneurial mindsets of young people, foster innovative business start-ups, and encourage a culture that supports entrepreneurship and the growth of SMEs. As entrepreneurship is an individual’s ability to turn ideas into action and a key competence for all people, education can help young people be more creative and self confident in whatever they undertake. Entrepreneurship education is more than thinking about how many new firms, businesses were built up by the people who participated in a training course. Entrepreneurship education across all ages can stimulate personal attributes and improve horizontal skills such as creativity, initiative, and can also promote innovation, self-confidence and the full potential of all individuals. The teachers of entrepreneurship are really missing in Europe(reference, stats, for that by E.U. by a research). There is a need to graduate enough Ph.Dof a educated or at least of a trained schools’ education staff that could be meet to the “new” challenges. students in entrepreneurship who can become teachers. As entrepreneurship education is recommended to be organized as a complementary training(who does say it?), there is a need to train teachers who can offer interdisciplinary courses to cover main aspects such as: (playing a role which aiming to the encouraging, motivation, etc..) generating ideas and recognizing opportunities, creating new venture/organization, growing a young venture, as well as more specific subjects as innovation management, corporate entrepreneurship, and entrepreneurial management. In this respect, to make real progress, curricula for schools at all levels should include entrepreneurship as an objective of education. To build up an efficient entrepreneurial education we must take into account the importance of female entrepreneurs in schools with the aim of fostering a positive balance between women and men. It is also very important to have in view that entrepreneurship must be fostered equally among disabled persons and other disadvantaged groups.
One of the most important roles of education, and especially vocational education, is the promotion of entrepreneurial behaviours and attitudes, since the development of employees’ entrepreneurial thinking can contribute to the positive development of different economic indexes. With our project we tried to: encourage and boost the entrepreneurial spirit of young people and of secondary education students, introduce the notion of ‘teacherpreneur’ and to define his/her role in the educational system, provide opportunities for thought and research regarding the idea of innovation and the ways in which it can be used so as to improve and boost middle businesses, introduce students and teachers into the world of newly-found enterprises, and create the basis for the development of a culture which can lead students to become entrepreneurs as a basic outlet for employability. Taking into consideration that entrepreneurship is a person’s ability to convert ideas into actions, and that it is a fundamental skill which every human must possess, education and training can help young people to become more creative and it can boost their self-confidence in everything they undertake. Partners in this project were educational institutions from six European countries. The project’s coordinator was the 1st EPA.L. of Karditsa. It is a technical vocational school, the director and teachers of which are in a constant search of ways that lead to the globalization and modernization of the school. The participating countries were: the Public Education Vocational Institute of Beccaria, Italy (in Sardenia), the Martin-Behaim Technical Vocational School from Darmstadt, Germany, the Teachers’ Training Center from the municipalities of Albufeira and Lagoa Silves, Portugal, the Junior High School of Prosz\owice, Poland, and a Vocational Center from Tigru Mures, Romania. The activities which were materialized throughout the project were: recording of the current state of affairs regarding the ways in which entrepreneurship is introduced, embodied and promoted in schools, dissemination of the research results to all the institutions involved, so that they can take initiatives. The dissemination activities included publications in the press and on the Internet, seminars, visits to institutions relevant with educational and employability policies (like the Secondary Education Directorates, Chambers of Commerce, Municipalities, Development Companies, Employer and Employee Unions), presentations of the project’s activities and goals to international meetings, informatory visits from mentors of entrepreneurship, from the private sector and from labour market organizations, visits to medium businesses for the information of students and teachers regarding the way in which they work, co-operations and participation of schools in activities organized by the Youth Entrepreneurship Union, creation / production of support material for students and teachers, where techniques are developed and tools are suggested so as to support the incorporation of entrepreneurship to the school environment, creation of student and teacher groups who actually used the educational material in an effort to turn ideas into actions, briefing of parents to help them realize that entrepreneurship is a basic choice for employability. The partner group enabled all organizations to exchange good practices followed in their countries, to adjust techniques to their own standards, to develop activities which promote the notions of teacherpreneur and creative thinking, to set structured frameworks and procedures in the search for entrepreneurial opportunities and their materialization. The participation of teachers, students and the genuine interest shown by the formal educational institutions and the labour market is evident in their interest to make changes, not only as regards the curriculum, but also the way in which the school is linked to the labour market and interacts with it.