entrepreneurship in education in norway

8/2/2019 Entrepreneurship in Education in Norway

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Action Plan

Entrepreneurshipin Education and Training from compulsory school to higher education 20092014


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Action Plan

Entrepreneurshipin Education and Training rom compulsory school to higher education 20092014


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Tora Aasland

Minister o Research and Higher Education

Brd Vegar Solhjell

Minister o Education

Sylvia Brustad

Minister o Trade and Industry

Magnhild Meltveit Kleppa

Minister o Local Government and Regional Development

ForewordI the Norwegian welare society is to develop, it

is essential to provide everyone with opportunities

or taking high quality education. Throughout thecourse o their education, each pupil and student

should acquire attitudes, knowledge and skills that

can help develop society. Knowledge and educa-

tion are also positive actors in their own right as

they ensure personal and social development.

Children and young people are by nature in-

quisitive and curious, qualities that are also cha-

racteristic o prominent researchers and energetic

entrepreneurs. Curiosity must be stimulated i it

is to develop urther. The education and training

system is vital or the development o a culture orentrepreneurship and a creative society in which

peoples search or knowledge and their creative

urge are appreciated. Training in entrepreneurs-

hip provides pupils and students with an opportu-

nity or using their knowledge and their abilities in

untraditional ways. Entrepreneurship can promote

practical learning methods in educational situa-

tions and so help the individual achieve increased

learning outcomes. This is important or providing

the country with the knowledgeable and compe-

tent work orce that is crucial or innovation and

wealth creation. In other words, society dependson creative people who turn ideas into new enter-

prises or make improvements within existing en-

terprises. Considering the current nancial reces-

sion, it is essential to acilitate wealth creation and

innovation.Training in entrepreneurship can help pupils

and students become acquainted with their local

working and business lie and the challenges the

local community is acing. Activating children and

young people within the community builds local

identity and commitment. These young people can

also experience the demands o working and bu-

siness lie and can see its inherent opportunities.

The education and training system and working

lie must thereore become better at seeing the

opportunities that lie in interaction and collabora-tion. The Government thereore believes it to be

important to implement training in entrepreneurs-

hip throughout the country, adapted to local and

regional challenges, using existing workplaces as

learning contexts.

Norway has received international accolade or

our work on entrepreneurship in education. A ma-

jor actor in this is the strategySee the Opportunities

and Make them Work! Strategic Plan or Entrepre-

neurship in the Education System (2004-2008). The

Government now sees the need both to develop

urther and to expand eorts in this eld by pre-senting a new Action Plan with special emphasis

on higher education.


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Table o ContentsForeword ............................................................................................................................. 3

1 Background, defnitions and target groups ..................................................71.1 Introduction ..............................................................................................................7

1.2 Denition o Entrepreneurship in Education and Training .................................7

1.3 Limitation and Target Groups ............................................................................... 8

1.4 Policy Instruments in the Education System ...................................................... 8

2 Status and Challenges or Entrepreneurship in Education andTraining.................................................................................................................11

2.1 Introduction ............................................................................................................11

2.2 International Context ............................................................................................11

2.3 Higher Education ................................................................................................. 12

2.4 Primary and secondary education and training .................................................17

2.5 Vocational College Education .............................................................................. 19

2.6 Collaboration between Education and Working Lie ........................................ 19

2.7 Innovation and Regional Development .............................................................. 20

2.8 Instruments or Young Entrepreneurs ................................................................21

3 Measures or Strengthening the Place o Entrepreneurship inEducation and Training ................................................................................... 25

4 Follow-Up .............................................................................................................31


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Background, defnitions1 and target groupsIntroduction1.1

It is todays pupils and students that will create the

values and workplaces o the uture. In Report to

the Storting (White Paper) no. 44 (2008-2009)Edu-

cation Strategy, the Government proposes measu-

res designed to make education more realistic and

practical to ensure a population which is fexible

and well-qualied or working lie. Strengthening a

culture or entrepreneurship and collaboration bet-ween education and training and working lie are

essential measures to achieve this end.

See the Opportunities and Make them Work stra-

tegy or entrepreneurship in education and training

was launched in 2004 and revised in 2006 in con-

nection with the implementation o the Knowledge

Promotion. The strategys implementation period

lapsed in 2008. The plan was evaluated in 20081,

c. Box 1. The results o the evaluation indicated

among other things a marked increase in the num-

ber o pupils and students that have taken part in

dierent types o entrepreneurship training, espe-cially in primary and secondary education. Norway

was the rst country to present a national strategy

or entrepreneurship in education and training, or

which there has also been international acclaim.

The cross-ministerial collaboration has been given

a lot o positive attention and also orms the ram-

ework or work on this Action Plan. In addition the

evaluation concluded that it is necessary to expand

eorts in a number o areas so as to promote entre-

preneurship in teaching and learning on all levels.

ThisAction Plan or Entrepreneurship in Educa-tion and Trainingplaces emphasis on higher edu-

cation. We must develop an education system that

to a greater degree gives the pupils and students

o today knowledge and skills adapted to the chal-

lenges o the uture.

The objective o the Plan is to strengthen the

quality o and the scope o entrepreneurship educa-

tion and training at all levels and areas o the edu-

cation system. Internationally Norway shall be a

leading orce when it comes to entrepreneurship in

education and training.

1 KPB Report 4 2008: Evaluation of the Governments Strategic Planfor Entrepreneurship in Education 2004-2008.

Denition o Entrepreneurship1.2in Education and Training

Entrepreneurship is concerned with establishing

new activities and about being able to perceive new

opportunities and making them work in a number

o social areas2. Entrepreneurship competence is

relevant or all areas o working and business lie,

in both new and established activities and enterpri-

ses. Voluntary organisations/associations, oreignaid and development work and the cultural sector

are also important areas o society where entrepre-

neurship and innovational processes are relevant.

The Ministry o Education and Research, the Mi-

nistry o Trade and Industry and the Ministry o

Local Government and Regional Development be-

lieve it is important to make entrepreneurship in

education and training a broad priority area.

Competence in entrepreneur-

ship is relevant or all areas oworking and business lie, in both

new and established activities and

enterprises

Entrepreneurship in education and training may

be both theoretically and practically oriented. Trai-

ning in entrepreneurship can be organised as a se-

parate subject or be integrated as a way o working

in other subjects. Entrepreneurship can be a tool

and a working method to stimulate learning in di-erent subjects and in basic skills. Entrepreneurship

in education and training may also urther develop

personal characteristics and attitudes. The trai-

ning may ocus on imparting knowledge on how to

start ones own business and about innovative and

ground-breaking processes in existing enterprises.

The above gure can be used as an illustration

o this.

2 This description of entrepreneurship in education is based ondenitions the Government has used in for example Report to

the Storting ( White Paper) no. 7 (20082009)An Innovative andSustainable Norway: Entrepreneurship is a dynamic and social processwhere individuals, alone or in collaboration, identify opportunities for

innovation and act upon these by transforming ideas into practical and

targeted activities, whether in a social, cultural or economic context.


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Limitation and Target Groups1.3

This Action Plan deals with the whole o the edu-

cation system but its main emphasis is on higher

education. The Plan also touches on research and

commercialisation. In addition the Action Plan will

ollow up the strategic plan See the Opportunities

and Make them Work!, continuing current eorts

in primary and secondary education linked to the

Knowledge Promotion and implementing new

measures.

The main target groups or this Action Plan

are leaders and owners o educational institutions,

teaching sta, as well as pupils and students.Entrepreneurship in education and training

must comply with the overarching undamental

principle in Norwegian educational policy: that it

must be given broad priority and made available

or everyone, adapted to the individuals abilities

and needs. How the training in entrepreneurship

actually takes place, is organised by the individual

educational institution. However, this work requi-

res collaboration and eorts rom a number o par-

ties, including:

Private actors: business and industry, and com-mercial and industrial organisations

Organisations: pupil and student organisations,the social partners, Junior Achievement-Young

Enterprise Norway (JA-YE Norway), START-

Norway and the Norwegian Association o Local

and Regional Authorities (KS)

Public actors: Innovation Norway, the ResearchCouncil o Norway, SIVA, municipalities, coun-

ty authorities and other regional development

actors, the Directorate o Education and Trai-

ning, the Ministry o Education and Research,

the Ministry o Trade and Industry and the Mi-

nistry o Local Government and Regional De-

velopment

Policy Instruments in the1.4

Education SystemWhen developing and carrying out training in

entrepreneurship, the organisation and steering

structure o the various elements o the education

system must be considered. Primary and lower

secondary education, upper secondary education

and training, vocational college education, univer-

sities and university colleges are all governed and

organised di erently.

Primary and secondary education and trai-

ning: The subject curricula are regulations that the

schools are obliged to ollow. The Core Curriculum,the Quality Framework and the subject curricula

together orm the basis or the schools planning o

how to organise and carry out their teaching. This

is determined locally (school owner/school).

Vocational College Education: Vocational

technical colleges make their own decisions on

which courses o study they wish to oer, but must

apply to NOKUT3 or accreditation o the various

programmes. As a consequence o the Administra-

tion Reorm, as o 1 January 2010 the responsibility

or running and unding vocational technical col-leges has been transerred rom the Ministry o

Education and Research to the county authorities.

The Tertiary Vocational Education Act4 states that

the county authorities are responsible or ensuring

that there is accredited tertiary vocational edu-

cation that addresses local, regional and national

3 The Norwegian Agency for Quality Assurance in Education4 The organisation and governance of tertiary vocational education is an-

chored in the Tertiary Vocational Education with attendant regulationsconcerning accreditation pursuant to the Tertiary Vocational EducationAct: The Act concerning Tertiary Vocational Education of 20 June 2003with attendant regulations no. 2008-04-23-391 concerning accredita-tion pursuant to the Tertiary Vocational Education Act. The Tertiary Vo-cational Education Act has been revised in connection with the Admin-istration Reform, and the new Act will be in force as of 1 January 2010.

Entrepreneurship in Education and Training

Learn knowledge and skills

concerning business develop-

ment and innovative processes

Learn subjects and basic

skills through the use o entre-

preneurial working methods

Develop personal qualities

and attitudesAbility and willingness to take

the initiative

Innovation and creativity

Willingness to take risks

Sel-condence

Ability to collaborate and

social skills


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competence needs in prioritised areas o society.

This means that in connection with the administra-

tion o unds or vocational technical colleges the

county authorities may issue guidelines as which

kinds o programmes should be oered.

Higher education: The Act relating to Univer-

sities and University Colleges5states that universi-ties and university colleges cannot be instructedregarding the academic content o their teaching

and the content o research or artistic or scientifc de-

velopment work. This means that universities and

university colleges cannot be given instructions

about the methods and content o the courses they

teach. In some educational study programmes the

Ministry o Education and Research determines

National Curriculum Regulations that speciy the

content o the programmes at an overarching le-

vel. This applies mainly within teacher education,

health and social care education and engineeringeducation.

In March 2009 the Ministry o Education and

Research determined a national qualications

ramework or higher education. This makes it

clear which learning outcomes the candidates are

to have attained on completion o the various levels

(bachelor, master and PhD), specied according to

knowledge, skills and general qualications, and it

states that higher education is to provide qualica-

tions in innovation. The qualications ramework

is to be implemented by 2012. Pursuant to the Act

5 Act no. 15 of 1 April 2005 relating to universities and university col-leges, section 1 5: Academic freedom and responsibility no.3

relating to universities and university colleges it is

up to the individual institution to adapt the quali-

cations ramework.

It will now be up to the

national, regional and

local authorities and educationalinstitutions to ollow up eorts

concerning entrepreneurship

in education and training in

accordance with the steering

principles o the education system

The Government has now anchored work on

entrepreneurship in education and training in three

Reports to the Storting (White Papers) in additionto this Action Plan.6 It will now be up to the national,

regional and local authorities and educational in-

stitutions to ollow up eorts concerning entrepre-

neurship in education and training in accordance

with the steering principles o the education system

and in accordance with local, regional and national

challenges and needs. The educational institutions

must assess how work on entrepreneurship can be

included in their plans and strategies and in how

their education and training is carried out.

6 White Paper no. 7 (2008-2009):An Innovative and Sustainable Norway,White Paper no. 25 (2008-2009) Local Growth and Belief in the Futureand White Paper no. 44 (2008-2009) Education Strategy

The National Centre for Innovation and Entrepre-neurship in Bod (KPB) has carried out an evaluationof the Strategy that has been in force between 2004and 2008. This evaluation shows that Norway has re-ceived considerable international attention for thecountrys work on entrepreneurship in education andtraining. Experiences from work on entrepreneurshipin education and training in the strategic plan periodindicate that collaboration between the educatio-nal institutions, business and industry and local andnational public authorities has increased. There hasbeen a considerable increase in the number of pu-pils and students who have taken part in training in

entrepreneurship. The evaluation report contains thefollowing recommendations for further work on en-trepreneurship in education and training:

Ensure continuity in work that has already been1)startedContinue the inter-ministerial ownership2)Strengthen teachers and school leaders compe-3)tence in entrepreneurshipAnchor entrepreneurship as school owners re-4)sponsibilityDevelop and disseminate teaching aids and guid-5)ance materialResource bank for dissemination of experiences6)Improved knowledge base through research7)Continued support for Junior Achievement -Young8)Enterprise Norway (JA-YE-Norway)

Continue efforts in the shape of an action plan with9)a separate budget

BOX 1: Recommendations rom the evaluation o the Strategy: See the Opportunities and Make them Work!


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Status and Challenges2or Entrepreneurship inEducation and Training

Introduction2.1

Since 2004 entrepreneurship in education and

training has been a prioritised area in Norwegian

educational policy, and Norway has been a leading

orce in Europe. Entrepreneurship has been used

actively at some schools, university colleges and

universities or a long time, and over the last ew

years there has been a signicant increase in va-rious types o entrepreneurship education all over

the country. Even though there has been conside-

rable progress, there are still challenges and work

on entrepreneurship will continue to be in constant

development. This chapter presents a short sum-

mary o the status o entrepreneurship education

and training and dierent challenges.

International Context2.2

The promotion o entrepreneurship in educationand training is an area that has been given broad

priority in the EU. The European Commission has

dened entrepreneurship as one o eight key com-

petences in education and training. The Council

o the European Union has recently determined

our strategic goals or collaboration in education

and training, one o which is to promote creativity,

innovation and entrepreneurship at all educational

levels. Emphasis is here placed on creativity and

innovation being prerequisites or wealth creation

and or Europe being internationally competitive.Collaboration between dierent educational levels

and working and business lie is meant to help pro-

mote innovation and entrepreneurship in all orms

o education.

Due to the emphasis in the Lisbon process on

economic growth, entrepreneurship and innova-

tion have been given increased attention within the

education systems. The EU member states have

committed themselves to increasing their eorts

or inormal learning, to developing fexible study

courses that promote mobility and to encouraging

collaboration between universities and working lie

on innovation and the transer o knowledge.

During recent years there has been increased

national and international emphasis on the inte-

raction that takes place between higher education,

research and innovation, the so-called Knowledge

Triangle. In a number o Communications, the Eu-

ropean Commission stresses that the Knowledge

Triangle is considered essential i the objectives

o the Lisbon Strategy are to be achieved, and the

Knowledge Triangle has been given an increas-

ingly central position in the EUs policy design. Itis an objective that cooperation between the stake-

holders is to be promoted on all levels, regionally,

nationally and within the EU. A major initiative to

this end was the establishment o the European

Institute or Innovation and Technology (EIT) in

2008. The EIT is to promote and integrate higher

education, research and innovation in major areas

o society.

The EU has defned

entrepreneurship as one oeight key competences in education

and training

In 2008 an expert group appointed by the Eu-

ropean Commission presented its reportEntre-

preneurship in Higher Education, especially within

Non-business Studies7. This states that the educati-

on system has an important role to play in the pro-

motion o entrepreneurial attitudes and behaviour.

The expert group also believes that the benets o

education and training in entrepreneurship are notlimited to the establishment o enterprises, inno-

vative projects and new jobs. Entrepreneurship is

concerned with the individuals ability to transer

ideas to action. As a qualication it is thereore sui-

table or everyone, and can also help young people

become more creative and give them greater sel-

condence.

In the autumn o 2006 the Norwegian authoriti-

es in collaboration with the European Commission

organised the conerenceEntrepreneurship Educa-

7 European Commission, Enterprise and IndustryDirectorate-General 2008: Entrepreneurship in HigherEducation, especially in Non-business Studies.


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tion in Europe Fostering Entrepreneurial Mind-

sets through Education and Learning. As a result o

this conerence came The Oslo Agenda or Entre-

preneurship Education in Europe8. This document

contains a number o proposed measures adapted

to dierent types o stakeholders, where respon-sible actors can pick out measures at the relevant

level and adapt them to local conditions.

The EU has launched 2009 as the European

Year or Creativity and Innovation, with the motto

Think. Create. Innovate. The objective is to raise

awareness o the importance o creativity or the

innovation ability. In April 2009 the Nordic Council

o Ministers entered into an agreement on strengt-

hening collaboration in educational matters in or-

der to promote a culture or entrepreneurship in

the Nordic countries.

8 http://ec.europa.eu/enterprise/policies/sme/les/support_measu-res/training_education/doc/oslo_agenda_nal_en.pdf

Higher Education2.3

Entrepreneurship, innovation and creativity are

concepts that have become embedded in Norwe-

gian higher education, especially over the last 10

years. In higher education the emphasis is on de-veloping the students knowledge about and skills

in innovation processes, establishing enterprises

and business development.

All university colleges and universities in

Norway send annual reports on their activities to

the Database or Statistics on Higher Education

(DBH)9. In 2008, 21 o the state university col-

leges and universities reported that they oered

programmes o study in entrepreneurship, vary-

ing rom individual courses to complete masters

degree programmes. Among these there are cour-ses and degree programmes or teachers, econo-

mists, technologists and the tourism trade as well

as cross-disciplinary courses. In addition, the uni-

versities and university colleges submit reports on

the quantity o their patents and commercialisa-

9 An overview of studies in entrepreneurship can be found both inthe applications handbook of the Norwegian Universities and Col-leges Admission Service (NUCAS), at www.samordnaopptak.no andin a collected report in the Ministry of Education and ResearchsStatus Report for I nstitutions of Higher Education 2009, cf. www.regjeringen.no/kd

10 Administered by the University of Oslo but offered at serveralinstitutions all over the country, cf. http://www.grunderskolen.no/inenglish.php

INSTITUTION ACADEMIC TITLE NO. OF CREDITS

The Norwegian University of

Science and Technology (NTNU)

NTNUs School of Entrepreneurship, masters degree 120 credits

University of Troms Master of Science in Business Creation and Entrepreneurship 120 credits

Gjvik University College Technological Design and Management, bachelors degree 180 credits

lesund University College Innovation Management and entrepreneurship, bachelors degree 180 credits

Hedmark University College Innovation, Entrepreneurship and Business Development,one-year programme

60 credits

University of Oslo Norwegian Entrepreneurship programme10 30 credits

Bod University College Pedagogical Entrepreneurship for Teachers and Pre-schoolTeachers

30 credits

University of Agder Entrepreneurship and Innovation in Schools 20 credits

University of Agder Entrepreneurship for Students of Arts and Crafts 10 credits

University of Stavanger Entrepreneurship in a Technological Enterprise 10 credits

University of Stavanger Business Administration and Entrepreneurship 10 credits

Table 1: Examples of different types of courses in entrepreneurship and innovation in higher education
http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdfhttp://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdfhttp://www.samordnaopptak.no/http://www.samordnaopptak.no/http://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdfhttp://ec.europa.eu/enterprise/policies/sme/files/support_measures/training_education/doc/oslo_agenda_final_en.pdf


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tions. These reports indicate a growth in activities

and show that universities and university colleges

are increasingly considering innovation and entre-

preneurship as an important part o the studies

they oer. Commercialisation is being given more

priority. The reports also show that the activitiesregistered within entrepreneurship and innovation

display considerable diversity. The Ministry o Edu-

cation and Research is positive to the development

o a diversity o programmes o study in innovation

and entrepreneurship. The criteria or reports on

entrepreneurship and innovation rom universities

and university colleges must be claried so that it

is easier to obtain an overview o the scope and de-

velopment o this area. 10

In recent years a number o universities and

university colleges have established separateunits or entrepreneurship, creativity and innova-

tion, such as the Centre or Entrepreneurship at

the University o Oslo, the University o Stavanger,

the University o Agder and the Norwegian Uni-

versity o Science and Technology (NTNU). Ber-

gen University College has established a Centre

o Innovation in collaboration with the Norwegian

School o Economics and Business Administration

and the University o Bergen. As a ollow-up to

this, some institutions have established dierent

variants o pre-incubators or incubators11. The Uni-

versity o Stavanger, or example, has establisheda student incubator, Oslo University College has a

pre-incubator and NTNU has an innovation centre.

Doctoral degrees have been awarded in the eld

o entrepreneurship and proessorships have been

established at the University o Oslo, NTNU, the

University o Agder and Bod University College,

among others.

Despite good examples, there are a number o

institutions that do not oer any courses in innova-

tion and entrepreneurship. In connection with the

implementation o the qualications ramework orhigher education, innovation competence must be

integrated in all subject areas at all levels by 2012.

So innovation and entrepreneurship in higher edu-

cation must be developed, both as disciplines in

their own right and as integrated topics in other

study programmes.

Entrepreneurship in higher education is both a

discipline and working methods into which there

11 An incubator helps develop innovative enterprises in an early stageby using the competence and network of the incubator. Incubatorsoften provide administrative services and ofce space.

is increasing research.12 There has been a gradual

growth in dierent types o literature on how to

teach entrepreneurship. In addition, Junior Achie-

vement-Young Enterprise Norway (JA-YE-Norway)

has commissioned reports rom Eastern Norway

Research Foundation and Nord-Trndelag Rese-

arch Institute, among others, which have addres-

sed the eect o designated training programmes

and activities. These are useul when it comes to

urther developing the activities o JA-YE Norway

and or increasing the understanding o the eectso entrepreneurship in education and training. The

Ministry o Education and Research has however

received reports that there is little literature about

the dierent teaching methods used in entrepre-

neurship and about their impact in higher educati-

on. It is also necessary to acquire more knowledge

about how entrepreneurship can be integrated in

higher education.

12 OECD 2009: Working Party on SMEs and Entrepreneurship (WPS-MEE). Evaluation of programmes concerning education for Entrepre-neurship. CFE/SME (2008)4/FINAL

NTNUs School of Entrepreneurship provides a

two-year masters degree programme in techno-logy with entrepreneurship that combines theoryand practice. At the School of Entrepreneurshipstudents are given the opportunity to commer-cialise their own or other peoples technology-ba-sed business ideas. Groups of two to four studentsfrom different technological backgrounds work to-gether in a team. The School of Entrepreneurshipgives students the opportunity to create their ownworkplace and approximately 1/3 of the studentscontinue in their own enterprise after nishingtheir studies. The students have an optional stayabroad at Boston University in the summer semes-ter between years 1 and 2, where they are able totest start-up projects in an international businessenvironment. Through the NTNU EntrepreneurshipCentre, the Department of Industrial Economicsand Technology Management, the EntrepreneurSchools Alumni Association, the Students Associa-tion and the School of Entrepreneurships mentorprogramme, the students gain access to a broadinternational network in business development,research and industry.More information can be found at www.ntnu.no

BOX 2: NTNUs School oEntrepreneurship


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Innovation competence mustbe integrated in all degreeprogrammes in higher education by

2012

Teacher Education2.3.1

TheNational Curriculum or Knowledge Promotion

contains expectations that pupils and apprentices

have acquired competence linked to entrepre-

neurship. For this reason the Directorate o Edu-

cation and Training has each year since 2006 had

approximately NOK 2 mill to allocate or the pur-

pose and has invited applications or unding rom

university colleges and universities with teacher

education programmes that ocus on:developing courses where training in entrepre-neurship is integrated in the teacher education

programme with ocus on pedagogical principles

and appropriate tools

oering supplementary education courses, in-service training schemes, experience exchan-

ges or other types o competence development

or teachers and school leaders inprimary and

secondary education and training

In 2009 a total o 23 applications were submitted,

or a total o NOK 8 mill. The Directorate has al-

located unds to 13 o the teacher education institu-tions. The number o applications shows that there

is a sound oundation or competence development

in entrepreneurship under the aegis o the teacher

education institutions. The Ministry o Education

and Research intends to continue this measure.

As part o the ollow-up to Report to the Storting

(White Paper) no. 11 (20082009) The Teacher - the

Role and the Education, there will be a reorganisa-

tion o general teacher education. A new national

curriculum or teacher education or primary and

lower secondary education will be drawn up. In thisconnection, consideration will among other things

be given to how the qualications ramework is to

be integrated in the new teacher education pro-

grammes, including competence about innovation

and creativity.

2.3.2 Intellectual Property Rights

In 2002 the Act respecting the right to employees

inventions was amended (with these amendments

being in orce as o 1 January 2003) to give univer-

sities and university colleges the right, in certain

circumstances, to acquire rom their employeesthe rights to an invention or which a patent may

be taken out. The Act now equalises academic sta

at universities and university colleges with the sta

o other employers. I such rights are taken over by

the employer, the employee is entitled to compen-

sation.

Business and industry and

the research communities

need competence in the feldo intellectual property rights

or the protection o values and

or strategic use in business

development

The Act applies to students employed at an in-

stitution, or instance as research assistants, on a

par with other employees. In principle, in the case

o students who are not employed at an institution,

the general rule applies that it is the person/s who

have made the invention that have the right to ap-

ply or a patent. I the institution or a third party, or

The University of Agder offers students of arts andcrafts a 10 credits course in entrepreneurship. Asimilar course is also offered to students of healthand social care subjects, humanities and techno-logy. The objective of the course is to be able to un-derstand an entrepreneurs everyday life through

knowing the value of ideas, how ideas can be-come opportunities and what is necessary torealise ones ideas and actually establish an en-

terpriseunderstanding how ones own professionalismcan form a basis for ones own enterprise andfurther wealth creationhaving a conscious awareness of the signicanceof entrepreneurship for personal developmentand as a community builder

The course will provide knowledge about products,markets and customers, among other things. It willalso give students of arts and crafts competencein developing and establishing new culture-basedenterprises. The students are to develop a businessplan for a new enterprise taking their own speciali-sation as a starting point.More information is to be found at: www.uia.no

BOX 3: Entrepreneurship orStudents o Arts and Crats


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instance an enterprise that unds and/or takes part

in a research project, is to have the right to take

over the invention, an agreement to this end must

be entered into between the student and the insti-

tution or third party in question. It is normally not

sucient to enter into an agreement between the

institution and a third party as such an agreement

would not automatically bind the student.13The educational institutions, sta and students

should have a conscious awareness o the rights

that prevail and any necessity or agreements

when carrying out concrete projects. In an educa-

tional context, this is especially relevant when stu-

dents carry out projects on behal o commercial

actors, or university and university college sta

and between students concerning projects with

commercial potential. Consequently the educatio-

nal institutions should consider designing routines

or improving the inormation to students on intel-lectual property rights.

Business and industry and the research com-

munities need competence in the eld o intellec-

tual property rights or the protection o values and

or strategic use in business development. Current-

ly Norwegian universities and university colleges

oer a limited number o courses in intellectual

13 Other relevant issues apply in different contexts, e.g. in externallyfunded projects, commissioned research, project collaboration withbusiness life, intellectual achievements, databases, and so on. More

information about students rights to their own work can be foundin Complex 1/04: Opphavsrettslige problemstillinger ved univer-sitetene og hyskolene (Copyright Issues at Universities and Univer-sity Colleges)

property rights. The Ministry o Education and Re-

search and the Ministry o Trade and Industry are

o the opinion that increased competence in this

eld is required.

Both the Research Council o Norway and the

universities have requested the Ministry o Educa-

tion and Research to draw up a national policy or

dealing with intellectual property rights. In Reportto the Storting (White Paper) no. 30 (20082009)

Climate or Research the Government proposes to

assess the need or national principles or dealing

with intellectual property rights.

2.3.3 Commercialisation activities at univer-

sities and university colleges

The commercialisation o research ndings ensu-

res that the research is useul or society and that

it is used when establishing enterprises, licensing

and selling technology, and so on. In this mannerresearch-based ideas rom universities and uni-

versity colleges can be adapted into processes,

services or goods that can be sold in a market or

contribute to the urther development o existing

processes, services or goods.

The commercialisation oresearch fndings ensures thatthe research is o use or society

The 2002 amendments to the Act respecting

the right to employees inventions meant that the

educational institutions needed to change, and the

Bod University College offers several entrepreneurs-hip programmes of studies for the education sector

in collaboration with various partners. In 2009 thisincludes modules that together make up a one -yearcourse in entrepreneurship.

The Incubator Project is a new study programmethat constitutes the rst 30 credits in the one -yearprogramme in entrepreneurship. The objective of this3-year project is to initiate development work at theindividual school with the school dening its owninnovation objective and embedding this objectiveboth in the schools plan of activities and strategicdevelopment plan, as well as both a group of teac-hers and the school leaders taking part in courses

(for 3 semesters). This is supported by a head teachernetwork among the participating schools. The whole

of the teaching staff at each school is given follow-upand guidance from the university college and various

other collaboration parties.The objectives for the course are to help schools in-

crease their understanding of entrepreneurship asa goal and method for the teaching of children andyoung people, as well as focusing on what it means tofacilitate entrepreneurial and creative learning proces-ses. The course is based on a vision that it is possible todevelop active schools and local communities wherechildren and young people learn to accept responsibi-lity and to develop their ability to take initiatives anduse their innovative skills and creativity in a meaningfullearning context. In the long term this will increase the

individuals ability for innovation and new activities.More information can be found at: www.hibo.no

BOX 4: Education in Entrepreneurship or Teachers and Pre-school Teachers


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16

universities have established separate Technology

Transer Oces (TTOs) to contribute to the com-

mercialisation o research ndings. Some univer-

sity colleges have also started working together to

establish this kind o oce. TTOs are mainly con-

cerned with the commercialisation o the research

results rom the sta, but will also to varying de-

grees work with students.A number o ministries14 grant unds to the pro-

gramme called Commercialisation o R&D Results

(FORNY) run by the Research Council o Norway.

The programmes main objective is to increase

wealth creation in Norway by commercialising

research results rom publicly unded research in-

stitutions. The FORNY programme has been eva-

luated in 2009.15 The evaluation shows that the pro-

gramme has succeeded in ocusing on ideas and

14 The Ministry of Trade and Industry, the Ministry of Local and Re-gional Affairs, the Ministry of Education and Research, the Ministryof Fisheries and Coastal Affairs and the Ministry of Agriculture andFood

15 NIFU STEP, Report 19/2009

commercialisation projects that are highly R&D

intensive and innovative. The evaluation draws the

conclusion that despite this, results are modest

when compared with the intentions o the FORNY

programme. There are ew enterprises that have

grown large, and ew enterprises that have a signi-cant growth potential compared with international

examples. The conclusion is that there is a need

or a programme that supports the commerciali-

sation o research results. Expectations should be

realistic but ambitions should be high, especially i

commercialisation is perceived in a broader sense

than merely enterprises and licenses. The evalua-

tion shows that generally speaking considerable

unds have been spent on measures or mobilising

students, with a long-term perspective on the com-

mercialisation o research results.In order to acilitate increased commercialisati-

on o research results, the Government will initiate

new eorts or commercialisation as a ollow-up to

the FORNY programme, in line with White Paper

no. 30 (2008-2009) Climate or Research.

2.3.4 Students about entrepreneurship in

education and training

In 2009 Innovation Norway and the Research Co-

uncil o Norway carried out a survey among stu-

dents about their knowledge, attitudes, motivation

and barriers when it comes to entrepreneurship16.The survey shows that the students are eager to

start new enterprises and have concrete ideas that

they wish to realise. About one hal o the respon-

dents wish to start their own company. In the opi-

nion o the students, running ones own enterprise

coners status and reedom. Their main motivation

or starting their own enterprise is to be able to

work with something they are committed to. For

them the opportunity o making a lot o money is

not considered an especially motivating actor.

The students main motivation

or starting their own

enterprise is to be able to work with

something they are committed to.

Students who have had entrepreneurship as

part o their education and training stand out rom

the others in a positive way as almost twice as many

have concrete plans or starting their own enter-

16 Perduco 2009: Student Survey 2009, Carried out for the ResearchCouncil of Norway and Innovation Norway

The University of Troms offers a study programmeleading to Master of Science in Business Creationand Entrepreneurship. This is a 2-year masters pro-gramme which is carried out in collaboration withChalmers University of Technology in Gothenburg,Sweden. Intellectual property rights are taught aspart of the masters programme.The objectives of the study programme are:

The establishment of knowledge-based enter-prises through cross-disciplinary work. Techno-logical, economic, managerial and legal compe-tence is used to establish an understanding of

innovations, products and market opportunitiesin different areas and how to exploit the interac-tion between themKnowledge about regional innovation systemsand regulatory structuresThe effective management of small-scale pro-jects with short deadlines and high growth po-tentialThe management and leadership of complexinnovation processes and teams in interactionwith research, market assessment and productdevelopmentCommercial knowledge in bioscience or tele-medicine

More information can be found on: www.uit.no

BOX 5: Master o Science in BusinessCreation and Entrepreneurship


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17

prise compared with students in general. However,

the survey shows that very ew have been oered

such an opportunity.

The students consider the lack o unding to be

the largest obstacle or starting ones own enter-

prise. Other perceived obstacles are a ear o goingbankrupt and a lack o knowledge about entrepre-

neurship. The survey shows that more male than

emale students say they have knowledge about en-

trepreneurship, and emale students can see more

obstacles than male ones do. Whether a person has

grown up in urban districts or more rural ones, has

little signicance or knowledge, attitudes, motiva-

tion or obstacles or establishing an enterprise.

In 2007 Rambll Management AS carried out

a survey o the competence needs o young entre-

preneurs and how the services o Innovation Nor-way are adapted to these. This survey shows that

young entrepreneurs oten need:

Strategic monitoring throughout the establish-ment process

Competence in topics such as business plan de-velopment and marketing

Networks orientated towards enterprisesFollow-up rom social network and amilyFinancial support schemes and welare schemes

The survey also points out that as entrepreneurs-

hip in education and training is now given strongemphasis, it will entail greater demands in the

uture on the public support system (Innovation

Norway) and the counselling services o munici-

palities and county authorities in order to improve

the transition rom studies to an existence as an

entrepreneur.

Primary and secondary2.4

education and training

Entrepreneurship in primary and secondary educa-

tion and training is mentioned in theNational Cur-

riculum or Knowledge Promotion in Primary andSecondary Education and Training. Entrepreneurs-

hip or both compulsory education and or upper

secondary education and training is embedded in

the Core Curriculum, the Quality Framework and

in the various subject curricula. A more detailed

description can be ound in the previous strategy

See the Opportunities and Make them Work! The

Knowledge Promotion is currently being monitored

and a research-based evaluation o the Knowledge

Promotion is being carried out in the period o 2006

2011. This evaluation is to clariy and document towhich extent the challenges acing primary and se-

condary education and training and the intentions

o the reorm are being ollowed and give actual

results.

The broad approach to entrepreneurship in

education and training which orms the basis or

the Action Plan makes it dicult to chart the ex-

tent o entrepreneurship in primary and seconda-

ry education and training. However, reports and

examples show that there is increasing interest

in entrepreneurship in education and training and

that entrepreneurship is taught in many dierentways. For instance, in the autumn o 2007 a new

programme subject called Entrepreneurship and

Business Development was established in upper

secondary education.

Figure 1 shows the development in the mini-companies: Pupils Enterprise (EB) for primary and lower secondaryeducation, Company Programme (UB) for upper secondary education and training and Graduate Programme (SB) forhigher education. Source: JA-YE Norway.

EB

UB

SB

0

2000

4000

6000

8000

10000

12000

14000

1997

/199

8

1998

/199

9

1999

/200

0

2000

/200

1

2001

/200

2

2002

/200

3

2003

/200

4

2004

/200

5

2005

/200

6

2006

/200

7

2007

/200

8

2008

/200

9


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Entrepreneurship is an

exciting feld that acilitates

many dierent ways o working

which can promote motivation or

and interest in math, science and

technology.

Work on entrepreneurship is embedded in the

National Curriculum or Knowledge Promotion in

Primary and Secondary Education and Training.

The Ministry o Education and Research wishes to

highlight especially that entrepreneurship in voca-

tional education and training can be a very good

means o increasing motivation and improving the

pupils completion rates, as it demonstrates di-

erent career opportunities and is relevant or an

active working lie in the uture. Entrepreneurship

in vocational education and training has not yet re-ceived the same priority as other parts o upper se-

condary education. The Ministry o Education and

Research will thereore make eorts within voca-

tional education and training a greater priority.

Junior Achievement - Young Enterprise Nor-

way (JA-YE Norway, in Norwegian Ungt Entrepre-

nrskap) is an organisation that is dedicated to en-

trepreneurship in education and training, see Box

6. JA-YE Norway submits reports about its various

activities, which cover all educational levels, c. -

gure 1.

Figure 1 shows that there has been a great in-

crease in the number o pupils and schools taking

part in JA-YE Norways programmes since the or-

Junior Achievement - Young Enterprise (JA-YE Norway)

is organised as an NGO, and is a private provider of en-trepreneurship education in Norway. JA-YE Norwaysactivities have expanded greatly since the organisa-tion was established in 1997, and JA-YE Norway nowoffers programmes for all levels of education and trai-ning from kindergartens to higher education.JA-YE Norway is part of an extensive internationalnetwork based on the same learning platform. Thereis an especially broad collaboration in Europe bet-ween 40 countries that are members of Junior Achie-vement Young Enterprise Europe (JA-YE Europe).This provides opportunities for giving young people

experience and understanding of the signicance ofcontact across borders.JA-YE Norway has ve criteria for identifying and

quality assuring programmes promoting pupils andstudents entrepreneurial competence: they are topromote creative processes; they are to be based onactive learning on the part of the pupils; they mustbe cross-disciplinary; they must strengthen collabo-ration between the school and the local community;and they must focus on promoting nancial, social orcultural wealth creation.

JA-YE Norways programmes can be divided into 3categories:

1. Workshops

Innovation camps for lower secondary education, up-per secondary education and training and higher edu-cation, and SMART for the upper primary level. Theseprogrammes are carried out in collaboration with lo-cal business and working life. The programmes give

the pupils and students training in creative processes

and raise their awareness regarding innovation andvalue creation.

2. Establishment of mini-companies

Pupils enterprise lower secondary educationCompany programme upper secondary educa-tion and trainingGraduate Programme university colleges anduniversities

There is some progression in the entrepreneurialcompetence acquired by the pupils and studentsthrough these three mini-company programmes. The

mini-company programmes are carried out in colla-boration with local business and working life. All mini-companies have their own mentors from businesslife. Girls and Leadership, Enterprise without Bordersand Inclusive Working Life are support programmesin which pupils in youth enterprises may participate.The KAN-programme (Norwegian abbreviation forwomen, ambitions and networks) is a support pro-gramme for those running student enterprises.

3. Working life and business development

The programmes deal with topics such as resourcesand opportunities, a basic understanding of value

creation, jobs and career opportunities and decision-making processes. The programmes vary between 5and 10 hours and have a coach from local business andworking life who claries the topics. Our Community,Europe and Me, Economics for Success, Personal Econo-mics are all examples of classroom-based programmes.More information can be found on: www.ue.no

BOX 6: Junior Achievement - Young Enterprise (JA-YE Norway)


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19

ganisation was established in 1997. Pupils and stu-

dents enterprises are the most common program-

mes, with a total o 22,000 participating pupils in

2008/2009.

JA-YE Nor way develops courses and prepares

programme plans. The programme plan or 2010 2014 has been presented.

The Ministry o Education and Research, the

Ministry o Trade and Industry and the Ministry

o Local and Regional Aairs nd it promising that

girls dominate the positions as general managers

and in the boards in JA-YE Norways Company

Programme. Over the next our-year period JA-YE

Norway will collect experiences rom the program-

me Girls and Leadership with a view to making it a

nationwide scheme.

In May 2009 the National Centre or Innova-tion and Entrepreneurship (KPB, Kunnskapspar-

ken Bod AS) organised the conerence called

INOVUS. In this connection they organised a com-

petition in which the schools were invited to sub-

mit a description o the courses they provided in

entrepreneurship. The 31 submitted entries show

a diversity o the ways in which entrepreneurship

can be integrated in the teaching. Table 2 provides

a short description o three o the contributions.

Based on reports, examples and comments to

the Action Plan, the Ministry o Education wishes

to develop urther work on entrepreneurship inprimary and secondary education and training. In

this work the Ministry o Education and Research

will in the time to come place emphasis on access

to teaching aids, good examples as to contents and

working methods, and competence enhancement

or teachers.

The Government believes it is especially im-

portant to strengthen recruitment to Mathematics,

Science and Technology (MST). Entrepreneurship

is an exciting eld that acilitates many dierent

ways o working that can promote motivation orand interest in MST.

It is also necessary to have better documenta-

tion o the eects o entrepreneurship in primary

and secondary education and training.

Vocational College Education2.5The vocational technical colleges are required

to oer vocational education and training, so en-

trepreneurship competence is relevant both as a

discipline in its own right and as a topic integrated

in other subjects. A programme o study in Estab-

lishment, Innovation and Entrepreneurship has al-

ready been approved. Most o those taking master

certicates vocational technical college. They will

be well equipped or starting their own enterprise

or becoming managers o existing companies.

On 1 January 2010 the county authorities are

assuming responsibility or running and undingthe vocational technical colleges. So rom now on

it will be up to the county authorities to make entre-

preneurship a priority in the education oered at

the vocational technical colleges in line with natio-

nal, regional and local needs or competence.

Collaboration between2.6Education and Working Lie

Contact between education and training and wor-king and business lie is important during en-

trepreneurship education, and the Government

wishes to stimulate such contact. People who are

entrepreneurs themselves or or other reasons

have a thorough knowledge o entrepreneurs-

hip in practice should be involved as educational

resources to a much greater degree. There has

or instance or a long time been a scheme or po-

sitions as Adjunct Proessor in higher education,

and in White Paper no. 44 (20082009)Education

Strategythe Government opens up or similar ad-

junct teaching positions in upper secondary edu-cation. This has already been tried out as part o

the ollow-up to the Governments Strategy or

environmentally riendly growth in the maritime

trades. In 2008 and 2009 unds have been alloca-

ted to acilitate more posts or adjunct proessors

and other adjunct teaching positions in maritime

education.

The organisation JA-YE Norway has entered

into collaboration agreements with parties rom

business lie and with several o the organisations

o business lie, including NHO (the Conedera-tion o Norwegian Enterprise) and HSH (the Fe-

deration o Norwegian Commercial and Service

Enterprises). This collaboration has among other

things led to several enterprises and public institu-

tions providing their employees with an opportu-

nity to use their working hours to act as mentors

or pupils taking an education in entrepreneurship.

Universities and university colleges are also colla-

borating actively with business lie both regionally

and nationally to develop programmes o study and

commercialisation activities. The Government has

a number o programmes designed to stimulate

local and regional collaboration projects between

education and business lie, such as Norwegian


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20

Centres o expertise (NCE)17, Programme or Re-gional R&D and Innovation (VRI)18, User-driven

Research Based Innovation (BIA)19 and PhDs in

business.

People who are entrepreneursthemselves or or otherreasons have thorough knowledge

o entrepreneurship in practice

should be involved as educational

resources to a much greater degree

In White Paper no. 44 (20082009) Education

Strategy, the Government proposes several mea-

sures designed to contribute to a more structured

and binding collaboration between education and

working and business lie, or instance by creating

greater opportunities or mobility across the sec-

tors or both students and teachers. A major mea-

sure is the establishment o the Council or Colla-

17 www.innovasjonnorge.no18 www.forskningsradet.no/vri19 www.forskningsradet.no/bia

boration between State Universities and Collegesand Business Lie (RSA) and the development o

strategies or collaboration.

Innovation and Regional2.7

Development

International research shows that new enterprises

are responsible or an ever-growing proportion o

employment, innovation and wealth creation. The

Government wants pupils and students to be ableto learn about entrepreneurship wherever they

live or study. In White Paper no. 25 (20082009)

Local Growth and Belie in the Future,work on en-

trepreneurship is divided into our main areas: Cul-

ture or entrepreneurship, guidance and enhanced

competence, nancial schemes or enterprises in

early development phases and inrastructure, ad-

aptation and networking. The Ministry o Local

and Regional Aairs places special emphasis on

stimulating entrepreneurship among young people

and perceives entrepreneurship in education and

training to be a major strategy to achieve this goal.

Greater ocus on entrepreneurship is also a ma-

jor part o the promotion o an entrepreneurship

SCHOOL PROJECT

Alnes School, Giske muni-cipality in Mre & Roms-dal County.

Years 1 to 4 in the school took the programme MiniREAL as its starting point. Thepupils were given an introduction to the structure of the municipality and the localcommunity. Then the pupils constructed models of their own local environment, and

after a vote decided that everyone had to move to the community Rekeby. Here inRekeby jobs were created, advertised and lled. Finances had to be organised, and sothe currency Rekekroner was established. The pupils had meetings with the bank,and the mayor gave all the inhabitants 100 rekekroner on condition that they tookup residence and contributed to the community. The development of enterprises,purchases and nances gradually became massive challenges. Goods and serviceswere produced and nally exhibited on the big Market Day.

Gloppen Lower Secon-dary School, Gloppenmunicipality in Sogn &Fjordane County.

In the subject called Nature, Culture and Media Pupils Enterprises, the school col-laborates closely with business life and public actors in the region on a number ofprojects. These projects are for instance developing the contents of GeoAtlas, writingarticles for the local newspaper and counting birds for the County Governor.

Tiller Upper SecondarySchool, Trondheim mu-nicipality, Sr-TrndelagCounty.

The school is taking part in a two-year project called From Words to Action, wherethe objective is to increase the completion percentage and learning outcomes by in-creasing the pupils motivation and mastery by using of entrepreneurship as a cross-disciplinary strategy. The pupils are to have greater opportunities of working withrealistic, practical issues in a social context. There is close collaboration with businesslife through for instance mentor enterprises. The school is also prioritising systematictraining of teachers and collaborates with external competence communities on pro-fessional coaching and courses, as well as for analyses and documentation of effects.

Table 2: Examples of projects in entrepreneurship in primary and secondary education and training


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21

culture in New Building Blocks in the North, the

next step in the Governments High North Stra-

tegy.

Today women are underrepresented as o-

unders o enterprises and in leading positions in

business lie. This is also why the authorities areplacing special ocus on promoting the position o

women in business lie and as entrepreneurs. In

2008 the Government thereore presented Action

Plan or Increased Entrepreneurship among Women,

with the objective o having a emale percentage o

40 per cent o all new entrepreneurs by 2013.

A report rom Eastern Norway Research Insti-

tute20 shows that entrepreneurship in education

and training is important or achieving central ob-

jectives o regional policy. The report shows that:

Lower secondary pupils who become involved in

local community lie through pupils enterprises

and practical experience, or instance, are more

likely to wish to settle down in their home com-

munity than pupils who have not taken part in

this kind o programme

Upper secondary pupils who have taken partin entrepreneurship training are more likely to

settle down in their home community

Entrepreneurship in schools helps strengthenyoung peoples knowledge o local requirements

and opportunities, thereby also strengthening

their attachment to their home communityTeaching in entrepreneurship can demonstratelocal role models

I business lie is given the opportunity to mar-ket itsel in education, it may stimulate young

people to choose an education that is needed in

local business lie

An evaluation o the previous Strategy or Entre-

preneurship in Education and Trainingshows that

there are regional dierences in the percentage o

pupils and teachers taking part in entrepreneuri-al activities. Activity in the counties o Nordland,

Oppland, Oslo, Sogn og Fjordane, Telemark and

stold are above average. The county authorities

submit annual reports to the Ministry o Local and

Regional Aairs on their use o resources or re-

gional development. These reports show that the

counties vary a good deal with respect to making

entrepreneurship in education and training a prior-

ity and how the resources are used.

20 F-rapport 10/2008 (Report 10/2008)

Instruments or Young2.8

Entrepreneurs

One major reason or making the teaching o en-

trepreneurship a priority is that it is considered a

good thing i more people were able to establish

their own enterprise or take active part in innova-

tive and entrepreneurial processes in working and

business lie. It is important that students who wish

to start a business in connection with their stud-

ies or on completion o their education are oered

Entrepreneurship and innovation are one of themain areas of priority for the county authoritiesin Sogn og Fjordane. Sogn og Fjordane UniversityCollege and the county authorities are collabora-ting on the development of new programmes ofstudy in entrepreneurship. Some examples of theUniversity Colleges development projects are:

The establishment of student enterprises in allthe facultiesThe establishment of a new 3-year programmeof study in Crafts and Design with Emphasis onEntrepreneurshipEntrepreneurship in kindergartens a develop-ment project in two kindergartens

Entrepreneurship has been included in teachereducation as a cross-disciplinary subject. This ap-plies to general teacher education, pre-schoolteacher education and the 1-year programme ineducational theory and practice (PPU). The Univer-sity College has also developed several other con-tinuing education courses. All of the programmesof study use the REAL tool and experience-basedlearning. REAL is an American experience-based,

pupil-active pedagogical tool in entrepreneurshipwhich Sogn og Fjordane University College hastranslated and adapted to Norwegian conditionsin its collaboration with schools and kindergartens.The University College has developed the materialso that it is suitable for kindergartens, primary andlower secondary education, higher education andlocal communities. The material contains exerci-ses/activities emphasising creativity and creativeprocesses, group processes and communication,knowledge of the local community, economy, bud-gets and accounts and marketing/sales.

BOX 7: Entrepreneurship in Sogn ogFjordane County


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comprehensive monitoring and guidance and good

services.

It is considered a good thing

i more people were able toestablish their own enterprise or

take active part in innovative

and entrepreneurial processes in

working and business lie

Establishing an enterprise is a long process rom

idea to establishment and growth in the market.

The process oten requires experience, network,

capital and competence. For students with the po-

tential to establish their own enterprises, there area number o opportunities or help rom public and

other organisations. Surveys21 show that entrepre-

neurs in the idea and start-up phase have many

places they can get help, or example run by JA-

YE Norway, START Norway, local centres or en-

trepreneurs, SIVA, Innovation Norways regional

oces, municipalities and county authorities. Con-

structing rst line services in the municipalities is

one example o services available to entrepreneurs.

Interaction between academia and the established

business community is necessary to prepare stu-

dents or lie as an entrepreneur. Meeting placesand arenas such as Connect in Norway22 are there-

ore important or connecting students and entre-

preneurs to the established business community.

For students with the potentialto establish their ownenterprises, there are a number o

opportunities or help rom public

and other organisations

Innovation Norway has a comprehensive ap-

proach to entrepreneurship as a process and pla-

ces special emphasis on developing services aimed

at selected entrepreneurs and young enterprises

with a potential or growth and protability. Re-

cently several new services have been introduced

or the phases between establishment and market

introduction/ growth.

21 For example Rambll Mangement 2007: Evaluering av unge etable-reres kompetansebehov (Evaluation of the competence requirementsof young entrepreneurs)

22 http://www.connectnorge.org/

Examples o services rom Innovation Norway:

NewGrowth grants or newly established en-terprises with a growth potential. The scheme is

limited to the area or regional policy

Incubator grants and establishment grants orentrepreneurs with growth potential all over the

country

The high growth programme tailor-made ser-

vices or top and growth entrepreneurs in theshape o competence, networks and advice

General priority or young people, with somespecial tools designed or younger entrepre-

neurs, such as Emax Nordic (see Box 8).

In 2007 Innovation Norway started three pilot pro-

jects to develop a mentor scheme/advice service

or young entrepreneurs. The ormative evaluation

o these pilots shows that there is generally a strong

need or individual guidance and supervision, and

that this is especially useul in the growth phase.23

23 Mentor pilots Innovation Norway 2008/2009, Final Evaluation, June2009

Emax Nordic is an entrepreneurship conference

gathering 200 of the most prominent entrepre-neurs between 18 and 25 from the Nordic coun-tries. The objective is that young people who haveshown a special interest for entrepreneurship intheir education or in their leisure activities are offe-red inspiration, knowledge and networks in an in-ternational environment. The participants perceivethemselves as future entrepreneurs, contributorsto entrepreneurship processes or as future com-pany managers.At this conference it is the individual that is stimu-

lated. The participants are given training in colla-

borating with others, building self-condence andbecoming acquainted with their own strengthsand weaknesses. All the participants are hand-picked on the basis of applications and a personalinterview.

Innovation Norway is partner in a Nordic collabo-ration with the Danish Ministry of Education andSelvstndighetsfonden in Denmark, the FinnishMinistry of Labour and Trade, the Swedish Agencyfor Economic and Regional Growth - Tillvxtverket(previously NUTEK) and the Nordic Council of Mi-nisters, who are together responsible for the con-ference.

BOX 8: Emax Nordic


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23

SIVA24 is a state-owned company that works to

create strong wealth creation communities through

the establishment and improvement o the national

inrastructure or creativity and innovation. These

include business gardens, incubators and know-

ledge parks.Business gardens oer companies an inrastruc-ture and environments or development. Co-lo-

calisation o small businesses in a proessional

and social environment is meant to contribute to

growth

Incubators oer proessional guidance, com-petence networks and a rent adapted to the

enterprises nancial ability in a start-up phase.

The incubators are located in the universities

research parks and the university colleges

knowledge parks. SIVA also has a distributedincubator solution which can give an equivalent

service to entrepreneurs outside the established

incubators.

24 Selskapet for industrivekst SF.- The Industrial Developement Corpo-ration of Norway


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Measures or Strengthening3 the Place o Entrepreneurshipin Education and Training

The objective o the Action Plan is tostrengthen the

quality o and the scope o entrepreneurship educa-

tion and training at all levels and in all areas o the

education system. Internationally Norway shall be a

leading orce when it comes to entrepreneurship in

education and training.To attain this objective, the

Action Plan here proposes measures that aim to

strengthen eorts concerning entrepreneurship

in education and training.

Measure 1: Implement the qualifca-tions ramework or higher education

The Ministry o Education and Research estab-

lished the qualications ramework or higher edu-

cation in a letter o 20 March 2009 as a ollow-up

to the Bologna Process and the European Quali-

cations Framework. This provides the overarch-

ing guidelines or the students total learningoutcomes on completion o their education. The

qualications ramework states that all degree pro-

grammes and courses at all levels are to enhance

competence in innovation. By 2012 the universi-

ties and university colleges are to revise their pro-

gramme descriptions in all degree programmes so

as to show learning outcomes clearly, among other

things with regard to innovation.

Measure 2: Establish places orentrepreneurship and innovation inhigher education

The Revised National Budget or 2009 established

3 000 new ull time student places and 800 places

or continuing and urther education. When allo-

cating these places the Ministry o Education and

Research has placed emphasis on entrepreneur-

ship being a priority in order to increase the scope

and breadth o education in entrepreneurship. The

allocation o the 3 000 new places includes a re-

quirement that the entrepreneurial perspective is

incorporated in newly-established student places

and programmes o study wherever relevant. In

the allocation o places or continuing and urther

education, it is a prerequisite that institutions o-

ering education in entrepreneurship make urther

education in this eld a priority.

Measure 3: Invite applications or

unds or developing programmes ostudy in entrepreneurship and inno-vation at universities and universitycolleges

In order to stimulate the development o more

programmes o study and new teaching methods

in entrepreneurship and innovation, stimulation

unds will be allocated in 2010 or developing pro-

grammes o study and courses at universities and

university colleges. These unds will be seen in

conjunction with the implementation o the quali-cations ramework. Emphasis will be placed on

presenting good examples o how entrepreneur-

ship can be integrated in dierent types o educa-

tion, competence enhancement or academic sta,

cross-disciplinary cooperation between the acul-

ties and departments o an institution and collabo-

ration between educational institutions and col-

laboration with business lie. Emphasis will also be

placed on sharing experiences rom development

work with other relevant parties.

Measure 4: Invite applications orunds or developing new program-mes o study in intellectual propertyrights

Intellectual property rights are becoming an in-

creasingly important part o an enterprises equity

with signicance or its business strategies. There-

ore, uture entrepreneurs and employees must

have more competence in this eld. In 2009 the

Ministry o Trade and Industry and the Ministry o

Education and Research will together allocate ap-


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out a number o challenges, such as the relevance

o the education or working lie, low recruitment

and high drop-out gures. As a ollow-up, the edu-

cational institutions have made local plans o action

or their respective challenges.

The Ministry o Education and Research willollow up the evaluation at the national level, among

other things by stronger ocus on the challenges re-

garding recruitment. In addition the Ministry will

initiate a revision o the National Curriculum or 2-

and 3-year programmes or engineering education.

This will both ollow up eedback to the evaluation

and adapt the National Curriculum to the qualica-

tions ramework, including the issue o how inno-

vation can be integrated in new curricula.

Measure 7: Make entrepreneurshipin the Business PhD scheme more

visible

As part o the Governments ocus on collaboration

between education and working and business lie

there is currently a scheme or a Business PhD.

This is a joint scheme between the Ministry o Tra-

de and Industry and the Ministry o Education and

Research. Via the Research Council o Norway the

Ministries provide partial unding or ordinary doc-toral degree programmes where a phd candidate is

employed in an enterprise, and where the research

question the candidate is addressing has an obvi-

ous relevance or the enterprise. Companies ente-

ring into an agreement on a Business PhD, receive

an annual nancial grant rom the Research Coun-

cil o Norway which amounts to the equivalent o

50 per cent o the going rate or doctoral grants or

three years.

The Business PhD scheme is open oralltypes

o doctoral degree programmes, also or candida-tes doing research in the eld o entrepreneurship

or researchers in newly-established enterprises.

An enterprise could or instance employ a candida-

te so as to acquire more knowledge about entrepre-

neurial and innovative process in the rm, about

how their work on developing ideas and spin-os

can be improved, and how entrepreneurship and

innovation can help strengthen the enterprises

competitiveness.

In their allocation letter to the Research Coun-

cil o Norway, the Ministry o Trade and Industry

wishes to emphasise that the Business PhD sche-

me also applies to doctoral programmes related to

entrepreneurship.

proximately NOK 2 mill. as one-o grants or uni-

versities and university colleges so they can start

new programmes o study in this area or develop

existing ones urther. The measure is a ollow-

up to Report to the Storting (White Paper) no. 7

(20082009)An Innovative and Sustainable Norway.It also means more emphasis on meeting places in

this eld.

Measure 5: Invite applications orunds or continuing education inentrepreneurship or teachers

TheNational Curriculum or Knowledge Promotion

contains expectations that pupils and apprenticeshave acquired competence linked to entrepreneur-

ship. For this reason the Directorate o Education

and Training has each year since 2006 had approxi-

mately NOK 2 mill to allocate or the purpose and

has invited applications or unds rom university

colleges and universities with teacher education

programmes that ocus on:

developing study courses where training in en-trepreneurship is integrated in the teacher educa-

tion programme with ocus on pedagogical prin-

ciples and appropriate tools

oering continuing education courses, in-ser-vice training schemes, experience exchanges

or other types o competence development or

teachers and school leaders in primary and se-

condary education and training

The Ministry o Education and Research aims to

continue this measure and wishes to encourage

the institutions providing teacher education or

vocational education and training to apply or such

unds.

Measure 6: Follow up the evaluation

o engineering education and revi-sion o the National Curriculum orengineering subjects

The Ministry o Education and Research wants in-

creased ocus on entrepreneurship in sciences and

technological subjects. In 2008 NOKUT evaluated

two- and three-year engineering programmes in

higher education. Their main conclusion was that

on the whole the quality o the engineering educa-

tion is good. However, the evaluation also points


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Measure 8: Review the report indica-tors or entrepreneurship and inno-

vation rom universities and univer-sity colleges

To achieve better reporting routines or entrepre-

neurship in higher education, it is necessary to

review the report indicators or universities and

university colleges so as to clariy the criteria and

make entrepreneurial activities more visible. A

uniorm understanding o what can be reported as

teaching o entrepreneurship in higher understan-

ding is required. The Ministry o Education and

Research will start work on this in the course o

2009.

Measure 9: Follow up the KnowledgePromotion Reorm

In order to develop the quality and scope o trai-

ning in entrepreneurship in primary and secondary

education, ollow-up to the Knowledge Promotion

is to be developed urther. There must be guidance

on how to work with entrepreneurship in dierent

subjects. The entrepreneurship pages on the edu-

cational website Skolenettet.no are to be urther de-veloped. The website or entrepreneurship will also

comprise a resource bank with good examples o

teaching plans or entrepreneurship. The Directo-

rate or Education and Training is responsible or

this ollow-up.

Entrepreneurship is discussed in the chapters

concerning adapted education and working me-

thods in the Handbook or Local Work on Subject

Curricula. Entrepreneurship will also be included

in new guides to the subject curricula where it is

relevant. The Directorate or Education and Trai-ning is responsible or the development and quality

assurance o the guides or subject curricula which

will be published onwww.skolenettet.no. The sub-

ject curricula or mathematics and natural science,

or instance, will show how entrepreneurship can

be used in these two subjects. Entrepreneurship

in education that includes science topics may give

pupils increased motivation by creating better un-

derstanding and giving the MST subjects a more

practical slant. It is also important that entrepre-

neurship emphasises the innovative and creative

aspects o the MST-courses. The National Centre

or Mathematics Education (the Mathematics

Centre), the National Centre or Natural Science

Education (the Natural Science Centre) and the re-

gional science centres will have central roles in the

urther realisation o the guides or the curricula

or these subjects.

Measure 10: Establish a website ordigital teaching aids or entrepre-neurship in primary and secondaryeducation and training

In order to increase the amount and accessibility

o digital teaching aids in entrepreneurship, Utdan-

ning.no will strive to cooperate with JA-YE Norway

and other relevant parties on developing urther

the number o teaching aids or entrepreneurshipin primary and secondary education and training.

A website or teaching aids in entrepreneurship

will be launched. This is meant to contribute to im-

proved access to digital and paper-based teaching

aids or training in entrepreneurship.

Measure 11: Continue to allocateunds to JA-YE Norway

In 2009 the Ministry o Education and Research,the Ministry o Local and Regional Aairs and the

Ministry o Trade and Industry have provided the

organisation JA-YE Norway with a grant totalling

NOK 19.8 mill. By oering training in entrepre-

neurship to pupils and students at all levels o edu-

cation, JA-YE Norway wishes to give children and

young people an understanding o the signicance

o wealth creation and innovation in business lie.

This makes the organisation a major collaboration

partner in the Governments eorts or the promo-

tion o entrepreneurship in education and training.The Ministries would like JA

entrepreneurship in education in norway

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