CONTEXT: - Students had the ability to create ideas. Their transformation into creative and entrepreneurial individuals was a guided process. We chose this topic because the development of entrepreneurial skills in our time is one of the key roles in the employment of young people. Increasingly innovative individuals and creative entrepreneurship qualities constitute the driving force in social development. Our current education system needs support to adapt entrepreneurship education since traditional methods of education at our schools put the people in a frame and very often they find a secure job that does not boost their creativity potential, losing their creativity, innovation capabilities and courage to set up their own business. Creative thinking is the must have “skill” of an entrepreneur for the creation of new ideas. Creativity allowed students to devise interesting processes, which gives so many advantages to entrepreneurs. It is the ability to develop new ideas and to discover new ways of looking at problems and opportunities. Students have learnt about specifics of local economies, they have met entrepreneurs and visited local businesses, producing innovative business ideas and creating their own small start up business suitable for the local economies of the partner schools which was adapted to students’ own local needs. NEEDS: - to develop students’ creative entrepreneurial mindset developing joint business ideas, thus improving the transition to the business world, - to improve the soft skills of students in order to facilitate their professional development – critical and analytical thinking, communication, creativity , thus improving their transition to the world of work, - to improve students’ self-confidence in unfamiliar contexts and their language skills, - to improve the school’s European dimension through collaboration with other schools and transfer of best practices, - to expand the knowledge and understanding regarding 21st century skills, creativity and entrepreneurship of the educational practices of the involved countries. OBJECTIVES: The main goal of this project was to establish an entrepreneurship ecosystem in secondary education by developing a creative and entrepreneurship management model for schools in order to promote creativity and entrepreneurship culture among pupils. The model ensured that the ideas of the students were transformed into values and they will be able to be creative young people who can set up their own small business and contribute to the development of the local economies of their countries. RESULTS: For students: - made their own creative product, a small start up idea for a small business, developing confidence in their work, - supported the learning process based on business co-operation, - supported ways of thinking in creating new ideas, - desired to become entrepreneur by revealing original designs and products, - gained the skills of the 21st century, - gained the self-confidence and the desire to be an entrepreneur by revealing original designs and products. For teachers: - achieved good ideas and concrete methods of working with entrepreneurship, - improved skills, pedagogical and teaching tools, - analyzed the differences of the diverse educational systems from the partner countries, - promoted cooperation to ensure quality in education, - promoted creative practices in education by supporting personalized learning approaches. Institutions: - dissemination of innovation culture among educational stakeholders, - as a result of the renewal process, the desired creativity and entrepreneurship management model emerged. BENEFICIARIES: - Secondary school students (13-17 years old), teachers/ leaders, managers and parents. - The project lasted 2 years and comprised the following activities: - training of teachers and students regarding entrepreneurship and STEM on distance learning (C1, three participants per organization participated), - 2 short term trainings about STEAM, creativity and entrepreneurship (C2 and C3, five pupils and two teachers participated from each partners institution), - 2 Transnational meetings at the beginning and at the end of the project. TRANSNATIONALITY: -To do it in an innovative and effective mode it was essential for teachers to live a mobility experience in different European countries with an exchange of good practices, implementing methodologies already tested in other countries, line up methods, models, tools, objectives and school education among partners under a common strategy.
The goal of this project was to establish an entrepreneurship ecosystem in secondary school by developing a creative and entrepreneurship management model for schools in orfer to promote creativity and entrepreneurship culture among pupils. The model has ensured that the ideas of the students are transformed into values and they will be able to be creative young people who can set up their own small business and contribute to the development of the local economies of their countries.
The reason why we applied for this project was that students have the abiliy to create ideas, but their transformation into creative and entrepreneurial individuals is a process that must be guided. We chose this topic because the development of entrepreneurial skills in our time is one of the key roles in the employment of young people. The needs addressed in the project were the following: -to develop students' creative entrepreneurial mindset developing joint ideas, thus improving the transition to the business world. -to improve the soft skills of students in order to facilitate their professional development -critical and analytical thinking, communication, creativity, thus improving their transition to the world of work. -to improve students' self-confidence in unfamiliar contexts and their language skills. -to improve the school's European dimension through collaboration with other schools and transfer of best practices. -to expand the knowledge and understanding regarding 21st century skills, creativity and entrepreneurship of the educational practices of the involved countries.