In the majority Government’s political platform thefollowing fundamental values are emphasized:

Norway is a society of opportunity. We have considerablenatural resources and untouched nature. We have longdemocratic traditions. We have a high level of education andcompetence. We have considerable societal capital and one ofthe world’s best welfare states. Our duty is to reinforce, renewand further develop this welfare state. Our goal is to give allpeople throughout the country the opportunity to developtheir capabilities and lead good, meaningful lives.

The Government wishes to invest in people by giving themaccess to development and fresh knowledge in kinder-gartens and schools, in higher education, in further andcontinuing education and through research. We see theprimary, lower and upper secondary education and trainingas a comprehensive basic education which shall ensure thatall children, young people and adults shall receive the bestopportunities for active participation in business and com-munity life. We wish that pupils shall be able to take part inpupil enterprises, enter learning arenas outside the schoolgate, have entrepreneurship as a part of their primary,lower and upper secondary education and training at schooland receive basic understanding of how society functions.

The Government wishes to implement a modern and activepolicy to create values. Entrepreneurship is an importantfactor in our ability to innovate and adapt. Value creationand production are a prerequisite for being able to distri-bute and utilize our resources for the benefit of all. Entre-preneurship in education will provide an opportunity forpersonal development in an economic, social and culturalcontext. This again will provide an opportunity to create

profitable workplaces, foundations for living and values inall parts of the country, thus contributing to safeguardingdomestic environments. Entrepreneurship may also lead toincreased equality and multiplicity in working life – a multi-plicity that will lead to increased productive work. Thismay again result in societal and economic equalization.

In order to promote entrepreneurship we must collaboratein creating a culture that favours innovation and adaptationthroughout Norway. We must focus on young people!Children and youth must be encouraged to believe in theirown creative abilities. They must experience that creativity,determination and collaborative ability are highly valued,and that they can create values and workplaces for them-selves and others. It is important to create a positiveattitude to entrepreneurship and a positive attitude inentrepreneurs. Thus, we wish to promote a culture forinnovation and entrepreneurship in education and training.

The See opportunities and make them work! Strategic Planhas been prepared to promote entrepreneurship in educa-tion 2004-2008. We can see that interest in entrepreneur-ship training is increasing and that there is great interestin creative activity in our society. Many forces are contri-buting to this, both nationally, regionally and locally. TheGovernment wishes to be an important motive force inwork on entrepreneurship, and hereby submits a revisedstrategy for entrepreneurship in education.

1

F O R E W O R D

The Government’s vision:Entrepreneurship in the education system shall reneweducation in this and create quality and multiplicity inorder to foster creativity and innovation.

Øystein Djupedal Åslaug Haga Dag T. Andersen Minister of Education Minister of Local Minister of Trade

and Research Government and Industry and Regional Development

Good luck with work on entrepreneurship!

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Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2. Definition and progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2.1 Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2.2 Progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3. Entrepreneurship in the Competence Reform . . . . . . . . . . . . 9

3.1 Entrepreneurship in the Competence Reform and curricula . . . . . . . . . 9

3.2 Important factors for promoting entrepreneurship . . . . . . . . . . . . . . . . . 11

3.3 Criteria for pupils’ learning environment . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

4. The status of entrepreneurship in education ……………15

4.1 Primary, lower and secondary education and training . . . . . . . . . . . . . . . .17

4.2 Higher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

4.3 Teacher training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4.4 Research and entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

4.5 Entrepreneurship in education in an EU perspective . . . . . . . . . . . . . . . .29

5. Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6. Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Primary goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6.1 Goals at all levels of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6.2 Goals of primary, lower and secondary education and training . . . . . 33

6.3 Goals of higher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6.4 Goals of teacher training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

7. Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

7.1 Measures that apply to all levels of education . . . . . . . . . . . . . . . . . . . . . . 35

7.2 Measures in primary, lower and secondary education and training . . 37

7.3 Measures in higher education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

7.4 Measures in teacher training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

8. Evaluation and follow-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

8.1 Further follow-up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

8.2 Financing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

8.3 Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

2

T A B L E O F C O N T E N T S

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Human capital in the form of expertise and manpower isone of Norway’s most vital national assets. Today’s pupilsand students must create the workplaces of the future andensure the continuation of welfare and prosperity in ourdemocracy. It is of supreme importance to develop know-ledge not only to understand, but also to change andfurther develop society.

A strategy for entrepreneurship in education and trainingis a strategy to strengthen the individual’s ability to see andexploit opportunities in an economic, social and culturalcontext. Thus, the way will be paved for future entrepre-neurship, innovation and reorientation throughout Norway.

The purpose of the strategy is to profile entrepreneurshipas an educational objective and training strategy. We wishto motivate and inspire educational institutions, municipali-ties and county municipalities to plan and firmly establishtraining in entrepreneurship in collaboration with trade andindustry and other relevant stakeholders in the localenvironment.

A deliberate, goal-oriented focus on entrepreneurship willcontribute to development of an innovative culture in allparts of the country. This is a culture that will promoteentrepreneurship, thereby promoting innovation andrethinking, as well as the ability to take the initiative andcalculated risks. The educational system has a role to playin stimulating attitudes and behaviour that promote thecapacity for collaboration, creativity and innovation inchildren and young people. This must take place throughlong-term work with satisfactory progression. The youngmust be allowed to believe in their own creative powers

and the ability to see and utilize local resources as a basisfor creating values, developing workplaces and takingresponsibility in their local community.

Encouraging entrepreneurship is essential to the develop-ment of trade and industry throughout Norway. Newlyestablished enterprises can contribute to strengthening thelocal labour market and the local business sector inasmuchas such new enterprises will often emerge where theirfounders live. New workplaces will give young peoplegreater freedom of choice regarding choice of domicile.

The target group for the strategy is primarily those whoare responsible for education at all levels of the educationalsystem. Various stakeholders who support entrepreneur-ship in their sectors, in this strategy will find a compre-hensive plan and overview of the work. The responsibilityfor implementation of the strategic plan for entrepreneur-ship in education lies with owners of the educationalinstitutions. The responsibility for coordination lies withthe Directorate for Education and Training and theMinistry of Education and Research.

See opportunities and make them work! has been preparedin collaboration with the Ministry of Education andResearch (Norwegian acronym KD), the Ministry of Tradeand Industry (NHD) and the Ministry of LocalGovernment and Regional Development (KRD). The plancomprises the entire educational career from primaryschool to college and university, including teacher training.As an expert body the Directorate for Education andTraining has assisted the three ministries in revision of thestrategic plan in 2006.

C H A P T E R 1

Introduction

3

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4

2.1 DefinitionEntrepreneurship in education has a broad definition whichincludes economic, social and cultural factors. In 2001 theEuropean Commission set up an expert group for trainingand education in entrepreneurship. The group had mem-bers from 16 countries. One of the group’s tasks was toarrive at a common definition of entrepreneurship in trainingand education. In November 2002 the group submitted itsreport with the definition that the strategic plan and workon entrepreneurship in Norwegian education is based on1:

“Entrepreneurship is a dynamic and social process whereindividuals, alone or in collaboration, identify opportunitiesfor innovation and act upon these by transforming ideas intopractical and targeted activities, whether in a social, culturalor economic context.”

This definition indicates the objective of entrepreneurshipin education. Entrepreneurship in education includes deve-lopment both of personal qualities and attitudes and of for-mal knowledge and skills:• Personal qualities and attitudes that increase the proba-

bility of a person seeing opportunities and doing somet-hing about them. Work on entrepreneurship in educationmust primarily place emphasis on development of perso-nal qualities and attitudes. In that way a basis is laid forlater utilization of knowledge and skills in active produc-tive work;

• Knowledge and skills concerning what must be done toestablish a new enterprise, and concerning how to besuccessful in developing an idea into a practical, goal-ori-ented enterprise.

Together these two main elements will give pupils/students competence in entrepreneurship.

The focus on entrepreneurship in education shall alsoencourage more people to attempt to become entrepre-neurs. There are more words that could express what wemean by entrepreneur, e.g. founder, implementer, pioneeretc.

2.2 Progression Today entrepreneurship is regarded as a fundamental skillthat is acquired through lifelong learning. The Council ofEurope in Strasbourg and The European Charter for SmallBusinesses have placed emphasis on this. “Today theimportance of entrepreneurship as one of the fundamentalskills that must be acquired through lifelong learning hasbeen accepted,” it is stated in the EU’s publication“Measures to create a culture of enterprise”2. In thispublication there is a selection of good examples of howeducational systems can contribute to promote a spirit ofenterprise in young people, thus contribute to creating amore entrepreneurial culture in our society.Development of competence in entrepreneurship must beincluded as an integrated part of education at all levels.Pedagogical considerations would indicate that training inentrepreneurship must be organized differently depending

C H A P T E R 2

Definition and progression

1 Final report from the expert group, the project: “Best Procedure” – Education in and Teaching of Entrepreneurship, European Commission, November 20022 http:/europa.eu.int/comm/enterprise/entrepreneurship/support_measures/responsible_entrepreneurship/index.htm

Competence in entrepreneurship

Personal qualitiesand attitudes• Ability and willingness to

take the initiative

• Willingness to take risks

• Self-confidence

• Ability to collaborate

andsocial skills

Knowledgeand skills• What• How

Figure 1: Definition of competence in entrepreneurship

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on the stage of education. By focusing on the CoreCurriculum and The Quality Framework it will be possibleto maintain development of central entrepreneurial attitu-des and qualities. An important part of competence inentrepreneurship is awareness of how our actions contribu-te to creating lasting values in a broad sense, both socialand cultural as well as economic. The need for specialattention aimed at girls’ entrepreneurial skills and attitudesis underlined in the report by the Global EntrepreneurshipMonitor (GEM), 2005 “Report on Women andEntrepreneurship”.3 This involves use of varied forms ofwork and learning strategies in many work arenas, whichincrease in complexity in accordance with the pupil’s ageand maturation level. With opportunities for adaptation tolocal conditions and the individual stage of education, thefollowing summarized description of training in entrepre-neurship can form the basis:2.2.1 Primary school level: Training in entrepreneurs-hip at this stage shall have its main focus on developingthe pupils’ ability to trust themselves, take responsibility,permit trial and error and develop creativity and the desireto find things out. Further, development of social skills andthe ability to collaborate are at the very centre. Pupils willdevelop their own identity and community awarenessthrough knowledge of the distinctive qualities of theirhome environment. Understanding of cultural and econo-mic resources in the local community can be acquiredthrough simple pupil enterprises. An elementary under-standing of cultural and economic resources in the localcommunity can be acquired by working on variousprogrammes. 2.2.2 Lower secondary school level: At this stage thefocus will be on development of central skills such asconcept development, problem-solving, decision-makingand network-building. Pupils should be encouraged toutilize resources and exploit opportunities locally, feelresponsibility for common work tasks and learn to take theconsequences of their own choices. Increased knowledgeof and contact with the local community and working andsocial life will provide a better basis for the choice of edu-cation and occupation. It may be natural to take up thesethemes in optional programme subjects and a number ofother subjects, by allowing pupils to work for exampleusing pupil enterprises as a method.2.2.3 Upper secondary level: At this stage training willbe dominated by theory and practice focusing on learningthrough practical work, for example in the form of a youthenterprise. Competence milieus outside the school can beused in all programme subjects to increase relevance andrealism. Knowledge of working life, of enterprise-founding,of ethics/environmental theory, economics and resourceutilization will be important elements in training. Withinthe vocational programmes the pupils and apprentices will

get to know different kinds of business and industry. The2+2 model is based on 2 years education in school and 2years training in a training establishment. The time spentin the establishment is divided between training andproductive work, which means that the apprentices areexpected to contribute to the production in the businesses.The international perspective and a broad network as abasis for learning and collaboration will be important atthis level.2.2.4 University and college level: At this level thereshould be greater concentration on various perspectivesconnected with entrepreneurial activity. Focus should beon national and global changes and trends, and what con-sequences these will have for development of trade andindustry and society. Knowledge of working life, of enter-prise-founding, customer and market relations, ethics/envi-ronmental theory, economics and resource utilization willbe important elements in knowledge development. Studententerprises are a suitable pedagogical tool for learning howto establish and run an enterprise. That includes learninghow to draw up a business plan, identification and evaluati-on of business opportunities, as well as collaboration andinteraction with relevant external parties. Students mustalso work on thinking entrepreneurially in relation to othersubjects. The educational programme should encouragestudents to identify ideas, and do something with them.

Teacher training is particularly important to fulfill theintentions for entrepreneurship in primary, lower andupper secondary education and training, especiallythrough further and continuing education for teacherswithin this field.

5

3 www.gemconsortium.org

Developing entrepreneurship competence must beincluded as an integrated part of education and training atall levels.

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3.1 Entrepreneurship in the KnowledgePromotion Reform and subject curricula

A new curriculum for the primary, lower secondary andupper secondary education and training was introduced inautumn 2006. Report No. 30 (2003-2004) to the Storting,Culture for Learning, formed the basis for the KnowledgePromotion Reform. Here entrepreneurship is referred to asan instrument to renew education. Pedagogical considera-tions would indicate that training in entrepreneurshipshould be organized differently depending on the stage ineducation.4 The Government makes it clear that the fore-most characteristics of the multifarious school for all shallbe knowledge and skills, enjoyment of work and mastery,independence and solidarity. The Storting has endorsedthis. Pupils shall gain an improved basic competence, andclear requirements will be laid down for basic skillsconsisting of:1. ability to express oneself verbally2. ability to express oneself in writing3. ability to read4. ability to do mathematics5. ability to use digital tools

The Knowledge Promotion Reform places emphasis ongreater variation in forms of learning and learning arenas,more practical learning and greater freedom of choice inthe close interplay between education and society. TheGovernment wants pupils to be allowed to take part inpupil enterprises, find learning arenas outside the schoolgate and have entrepreneurship included as a part of theirbasic instruction in school.5

The Curriculum Model for the Knowledge PromotionReform consists of three parts: the Core Curriculum, TheQuality Framework and the Subject Curricula.

The Core Curriculum is unchanged in relation to the gene-ral part of the L97 curriculum. Here the value foundationand view of humanity that the instruction is based on arelaid out in greater detail. In several sections of the CoreCurriculum we find a basis for qualification in entrepre-neurial attitudes and competence. The Quality Framework makes clear the school-owner’sresponsibility for comprehensive instruction in accordancewith the regulations and adapted to local and individualprerequisites. The principles in the Quality Frameworkmention several areas that are promoted by entrepreneur-ship. These are areas such as:

• Social and cultural competence• Motivation for learning and learning strategies• Pupil participation• Adapted training and equal opportunities• The competence of teachers and instructors• Collaboration with the home• Collaboration with the local community

The Collaboration with the local community item placesemphasis on collaboration between local business life andsocial life on instruction when it comes to giving pupils aninsight into various work processes, practical work experi-ence and knowledge of working life. All this will contributeto work on entrepreneurship in school. It is emphasizedthat this will provide an insight into changes that occur inbusiness and social life and make visible the usefulness ofactive participation in entrepreneurship, innovation and

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C H A P T E R 3

Entrepreneurship in the KnowledgePromotion Reform

6

4 Report No. 30 (2003-2004) to the Storting, Culture for Learning, Ch. 11.3 The School and Co-players, pp. 112-1135 Government Declaration “Soria Moria” – Political Platform 2006-2009

CURRICULUM IN ARTS, CRAFT AND DESIGNThe purpose of the subject• The subject of arts, craft and design bears with it various

traditions, from the craftsmen’s solid knowledge ofmaterials and self-perpetuating work processes, via thedesigners’ concept development and problem-solving tothe artists’ free, creative work.

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reorientation. Such experiences will also contribute topupils achieving a better basis for the conscious choice ofeducation and occupation.

The “Learning Programme” which is included in TheQuality Framework contains 11 items that shall give thedirection and basis for teaching in schools, qualitativedevelopment and assessment. Here are seven of theseitems:• Give all pupils, apprentices and trainee candidates the

same opportunities to develop their abilities and talentsindividually and in collaboration with others

• Stimulate pupils’ and apprentices’/trainee candidates’desire to learn, stamina and inquisitiveness

• Stimulate pupils and apprentices/trainee candidates toextend their own learning strategies and critical thinkingability

• Stimulate pupils and apprentices/trainee candidates intheir personal development and identity, in developingethical, social and cultural competence and the ability tounderstand democracy and participate in democracy

• Pave the way for pupil participation, so that pupils andapprentices/trainee candidates can make consciouschoices of values and choices of education and futureoccupations

• Promote adapted education and training and varied workmethods

• Pave the way for the local community to be involved ininstruction in a meaningful way

Subject curricula. Entrepreneurship and entrepreneurialthinking are found at the base of many subject curriculafor primary and secondary school subjects and in the cont-inuing subject curricula. Examples of these are subjectslike Social Sciences, Design, Arts and Crafts, Nutrition,Health and Food and in preparation of local curricula inoptional programme subjects. For upper secondary 1 and 2vocational programmes (Norw. Vg1 and Vg2) we findentrepreneurship in: Arts, Crafts and Design, Electro andElectrical subjects, in Media and Communication, inProgramme for Agriculture, Fishing and Forestry and inService and Transport and communication. In program-mes for General Studies we find entrepreneurship in:Marketing and Management, Social Studies, Arts andDesign subjects, in Sports subjects and in BusinessEconomics

From autumn 2007 a new programme subject will beestablished within the education Programme forSpecialization in General Studies, Social Sciences andEconomics Studies, The programme will receive thedesignation Entrepreneurship and Enterprise Development.Other subject areas use words that semantically involve

entrepreneurship. Examples of this are: “innovation”,“competence for change”, and “partnership”. These termsare used to express the objective of the subjects, basicskills and competence-related goals.

The curricula at all levels of primary, lower and uppersecondary education and training give the individualschool-owner and teacher relatively great freedom todecide themselves how entrepreneurship should beorganized and implemented in instruction.

3.2 Important factors for promotingentrepreneurshipIn order to be able to concentrate on the objectives ofentrepreneurship in the education system, there are fourfactors that apply to all levels of the education system:• Entrepreneurship as an integrated part of education and

training: Entrepreneurship is defined as an objective ineducation, so it must be included in the instructionstrategy. This is a matter of attitudes and qualities ingeneral, whereas knowledge and skills are particularlyemphasized within specific subject areas mentioned inthe curricula.6

• Collaboration with the local community: Training inentrepreneurship prerequires close collaboration be-

7

CURRICULUM IN ARTS, CRAFT AND DESIGNThe purpose of the subject• Practical creative work in workshops which gives form to

experience and development of products has a centralplace in the subject.- The subject provides opportunities for development of

entrepreneurship and collaboration with enterprises,institutions and professionals.

- Aesthetic competence is a source of development atseveral levels, from personal growth, via influence onone’s own surroundings to creative, innovative thinkingin a larger societal perspective.

6 The Competence Reform. Curricula for the Basic School and Upper Secondary Instruction. The Ministry of Education and Research, June 2006

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tween schools and the local business and social sector.There is therefore a need for more arenas for contactbetween educational institutions and various players insociety. In such arenas educational institutions and thelocal social and business sectors will get to know oneanother better, and cultural barriers may be dismantled.This will result in mutual benefit inasmuch as it willincrease the quality and relevance of education andstrengthen recruitment to the local business sector anddevelopment of competence.

Proper interaction between schools and business and workinglife, art and culture and other parts of the local communitycan make training in the subject curricula. concrete andrealistic, thus increasing pupils’ ability and desire to learn.Local communities differ, and what pupils think as local willchange regardless of their age and development and ofchanges in society.Organized collaboration with the local business and worksector can give pupils an insight into different work proces-ses, practical work experience, knowledge of working life andcontribute to work on entrepreneurship in education andtraining.. Insight into the changes that occur in business and

working life can make visible the usefulness of active partici-pation in innovative activities and entrepreneurship.Experience from local business and working life may contri-bute to pupils getting a better basis for a conscious choice ofeducation and occupation.(The Knowledge Promotion Reform. The QualityFramework, the Ministry of Education and Research, June2006)• Teachers’ competence: Teachers are important role

models. A positive attitude among young people inschools toward entrepreneurship, innovation and reori-entation requires that teachers have knowledge of this. Itis therefore important to focus on entrepreneurship inteacher training, and also provide courses in competencedevelopment to working teachers. The teacher is the mostimportant prerequisite for solid, meaningful instruction.The teacher and the instructor can mean all the differenceto many pupils and apprentices.7

• The attitudes of school-owners and school mana-gers: School-owners must follow up the focus on entre-preneurship in curricula and management documents,and build competence and insight among schoolmanagers. It is important that educational institutionsare given legitimacy and motivation to work on entre-preneurship. School managers must be able to follow up,encourage and motivate teachers to be good role modelsand disseminators of knowledge. Both school-ownersand school managers must take the initiative in colla-borating with the business sector and other agencies inthe municipality. The school-owner is the best guarantor ofgood educational institutions.8

3.3 Criteria for pupils’ learning environmentThe criteria have equal status, but which of these shouldbe most strongly weighted in the various educationalsetups will vary. Active use of these criteria will contributeto quality assurance and programmes focused on entrepre-neurship and fulfillment of the curriculum.• Stimulation and development of creativityCreativity is having the ability to discover new contexts,find new solutions to problems or discover new methodsand procedures to arrive at exciting results. It is a matterof being curious, daring to say yes to new thoughts, asso-ciations and ideas that emerge, and developing these ininterplay with others. All human beings have a capacity forcreative innovation. Creative qualities are a part of whatmakes human beings special. The capacity for innovationcan be trained. Children and young people who areencouraged in this area also learn to see opportunitieswhere others first and foremost see limitations.• Pupil participation and active learningPupils shall be given the opportunity to participate indecisions that apply to their own learning situation. This

8

CURRICULUM IN SOCIAL SCIENCESWorking and business life (Vg1/Vg2) in uppersecondary education and trainingObjectives of the training are that the pupil shall be able to- reflect upon the value of having a job and what characte-

rizes a good working environment- explain reasons for unemployment and discuss ways to

reduce unemployment- discuss some ethical issues linked to working life- explain the place of organizations in working life and dis-

cuss factors that determine wages and working conditi-ons

- evaluate challenges linked to establishing an enterprise

7 Government Declaration, 13 October 20058 Government Declaration, 13 October 2005

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will contribute to greater awareness of their own learningprocesses, and to knowledge of planning, implementationand evaluation of their own and others’ work. The extent ofsuch participation will vary in relation to age and level ofdevelopment.Learning from experiences you have undergone yourself isvital to developing proper entrepreneurship competence. Itis important that pupils continually have arenas where theyare allowed to be active and make their own decisionsalong the way in the learning processes. Active and reflec-ted learning processes result in pupils gaining the feelingof owning the knowledge that they acquire. Thus, the lear-ning processes will be stored away as a significant part oftheir fund of experience. Through active learning pupilswill gain experience of both succeeding and failing in pro-jects. Both parts belong to entrepreneurship-related work.In addition, learning to tackle adversity constructively canbe of considerable value when transferred to other areas oflife.• Interdisciplinary work formEntrepreneurship is an interdisciplinary work form thatdevelops pupils’ knowledge, skills and attitudes. The verycore of competence in entrepreneurship lies in having theability to see solutions based on the breadth of one’s ownexperience and being able to utilize this in new contexts.By dissolving the dividing lines between subjects andencouraging pupils to seek wide knowledge in their ownproblem-solving activities, they will find creative solutionsto a greater degree and obtain results that they can makesubsequent use of. It is only when pupils have developedthe ability to think in an interdisciplinary manner and seethe connections between subjects that they will acquireknowledge that can be utilized in more connections. • Collaboration between schools and localcommunity and business lifeOne of the education system’s most important tasks is totrain children and young people for a future working life. Itis of significant importance that they receive fundamentalknowledge of the opportunities that are located in theirown local environment and in the work sector in general,so that they will make correct choices in relation to bothoccupation and business-founding. Society is changing sofast that the educational system alone has no possibility ofgiving children and young people the competence theyneed, without having close, reciprocal collaboration withboth the local business sector and other milieus in thelocal community. Entrepreneurship cultures are characteri-zed by an actively committed interaction between businessand community life, which takes children and young peo-ple seriously.• Productive workA vital part of competence in entrepreneurship is awa-reness of how one’s own and others’ actions take part in

creating lasting values and profitable working places for all.International studies indicate that there is a robust andpositive connection between entrepreneurhip and impor-tant factors like economic growth, innovation and the esta-blishment of new working places, technological change,growth in productivity and export. Entrepreneurship ineducation and training is important to create understan-ding for this and to contribute to establishing entrepre-neurship in reality.It is important to assign equal status to social, cultural andeconomic productive work. When you are to developpupils’ competence in entrepreneurship throughout theireducational career, it will be natural to focus on social andcultural productive work in the smallest children. In additi-on, later in their educational career come knowledge andunderstanding of how they can contribute to economicvalue creation. International studies indicate that there is apositive and robust connection between entrepreneurshipand important factors such as economic growth, enterprisesurvival, innovation, establishment of new workplaces,technological change, and growth in productivity andexports.9

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9 DB Audretsch, Entrepreneurship; A Survey of Literature, 2002

The CURRICULUM IN NORWEGIANThe objective of the subject- The subject of Norwegian is a central subject for cultural

understanding, communication, proper upbringing anddevelopment of identity

- The subject shall encourage development of good lear-ning strategies and the ability to think critically

- A primary objective of instruction in Norwegian throug-hout the 13-year programme is linguistic self-confidenceand a secure relationship with one’s own culture as abasis for developing one’s identity, respect for other cultu-res, active participation in society and lifelong learning.

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There is broad agreement that integration of entrepre-neurship thinking and practice in education could be ofimportance to the nation’s future and form. Thus, theschool as a learning arena cannot be alone in working onentrepreneurship. A comprehensive perspective in educat-ion and training demands more relevant players withcoinciding goals in a continual dialogue and interplay. Thebroad national concentration must be reflected locallywhere a number of players such as school-owners,educational institutions, business and community life,special interest organizations and others come together inthis work. In addition to entrepreneurship training beingcarried out and organized by public players, there aresome independent, private organizations at national and

local level. In order to achieve comprehensive, long-termconcentration on this area, the various players must act inconcert and coordinate their efforts.

Entrepreneurship in education lies in a field between twoaxes. This may be described as the middle field betweenlearning and earning, and in the tension between thepublic and private sector. The middle field also reflects themotives and reasons for focusing on entrepreneurship,which in the main are linked to general pedagogical prin-ciples, business development and regional development.The following model gives examples of the multiplicity oflocal and national players who are involved in the concen-tration on entrepreneurship.

10

C H A P T E R 4

The state of play of entrepreneurship in education

Public-local Public-national Private-local Private-national

Players involved in entrepreneurship trainingExamples of players

The educational sector

Business and community life

Public PrivateEntrepreneurship in

education

• County governor • Min. of Educ. and Research • Junior Achievement-Young • Business sector• Municpalities • Ministry of Local Government Enterprise Norway • The Confederation of• Renate Centre and Regional Development • The National Institute of Norwegian Enterprise• Parents’ organizations • Min. of Trade and Industry Technology (TI) • Media• Local public work sector • Directorate for • First Lego League • The Norwegian Confederation • Local cultural and Education and Training • Venture Cup of Trade Unions

organizational life • The Research Council• Norwegian Entrepreneurship of Norway

Program • Innovation Norway• The Norwegian Association of

Local and Regional Authorities (KS)

In addition there are international players: The EU, collaborating Nordic bodies, UNESCO, JA-YE Europe, Junior Achievement Worldwide

75924-engelsk 20-10-06 12:14 Side 10

10 Competence in Entrepreneurship in the Norwegian Basic School, Kunnskapsparken Bodø A/S, Report No. 1 – 2005 11 NIFU Report Series, No. 3/28.04.2006

4.1 Primary, lower, and upper secondaryeducation and training.Entrepreneurship in primary, lower and upper secondaryeducation and training is emphasized differently in scho-ols, and its extent in individual counties varies greatly.What is understood by the concept of “training in entrepre-neurship” and is therefore included in it, varies betweeneach individual school and is often understood differentlyby individual teachers. The mapping of entrepreneurship carried out by Kunn-skapsparken (the Competence Park) in Bodø indicates that46 per cent of Norway’s primary and lower secondaryschools give the impression that the concept of entrepre-neurship is used to describe something of the pedagogicalactivity at the school. Further, the mapping indicates thatthere is an even distribution between understanding entre-preneurship in education more narrowly, merely asestablishing enterprises, developing active pupil-basedwork forms that can develop creative, independent andentrepreneurial pupils. The mapping indicated that 42 percent of the schools use pupil enterprises as a pedagogicalmethod.10

On a national basis the number of student, youth and pupilenterprises is continually increasing. Pupil enterpriseshave now been registered in all counties in Norway. JuniorAchievement-Young Enterprise Norway has initiated amajor effort for all levels of basic education in order todevelop new programmes for entrepreneurship in educati-on by 2009.A survey conducted by NIFU shows that 30 per cent ofpupils in vocational programmes and 5 per cent inProgrammes for General Studies drop out of school beforecompleting their education.11 The Government wishes tobreak this pattern by using measures financed by the StateBudget, and through a report from the Storting relating toeducation as an instrument to promote social equality.There are many reasons for drop-out in upper secondaryeducation and training. One of them is dissatisfactionbecause lessons are not felt to be sufficiently meaningful.Pupils complain that they cannot see how what they learnat school can be utilized in practice. The teaching methodsthat are used are not varied enough. This has a negativeeffect on the relationship between teacher and pupil, afactor that in itself is a very important factor for well-being.Bullying by fellow-pupils or teachers is also given as areason, likewise poor guidance and counselling and a lackof apprenticeships. Work on entrepreneurship in educationresults in more pupil activity and means that pupils partici-pate more in shaping their own learning processes. Thisresults in mastery, and will reduce drop-out frequency. Aprerequisite for this among other things is use of educatio-nal methods that link theory and practice more closelytogether.

Examples of Junior Achievement-Young EnterpriseNorway’s activitiesJunior Achievement-Young Enterprise Norway (JA-YE) isthe largest private supplier of entrepreneurship training inNorway. Junior Achievement-Young Enterprise Norwayhas a national administration and local branches in allcounties. JA-YE’s activity has grown considerably since theorganization was established in 1997, and today JA-YE pro-vides programmes for all stages of education.The object of the State subsidy to Junior Achievement-Young Enterprise Norway is to contribute to more youngpeople receiving an offer of training in entrepreneurship,and this leading to a stronger entrepreneurial culture.The Government sees the support for Junior Achievement-Young Enterprise Norway in the context of follow-up of theGovernment’s strategic plan for entrepreneurship in educa-tion. Their focus on the “Programme for Innovation andEntrepreneurship in Training and Education in Norway2006-2009” is in line with the Government’s strategic planfor entrepreneurship in education. The programme willcontribute to the primary objective of the strategic planbeing achieved. The concept of company programme, which is provided toupper secondary schools, is particularly widespread.Percentage-wise the concept is most widespread in Nord-

11

1000

800

600

400

200

02003 2004 2005 2006

119 pupil enterprises

* The student enterprise concept started in 2002/2003

A good 15,000 pupils have participatedn the activities and606 teachers have taken part in courses on pupilenterprises.

1800

1500

1200

900

600

300

01998 1999 2000 2001 2002 2003 2004 2005 2006

1846 youth enterprises (company programme)

Close to 11,500 pupils in upper secondary education andtraining have established their own enterprise - an increaseof 27 per cent from last year.

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Trøndelag, Oppland and Hedmark. In the 2005/2006school year around 12,000 pupils took part in 1,900 enter-prises at a good 300 upper secondary schools in Norway’s19 counties. Then over 3,000 teachers from upper seconda-ry schools were on courses at Junior Achievement-YoungEnterprise Norway. The pupil enterprise concept for lowersecondary school has also become more widespread.

Examples of other stakeholders’ activitiesSimuNor12 Organizes Simu enterprises (simulated enterpri-ses) linked to economic-administrative subjects in uppersecondary education and training. In the 2005/2006 schoolyear 333 upper secondary schools were linked to this con-cept. SimuNor supplies the products Simu-enterprise andSimu Business Games and administrates theSimuNorNetBy network portal.In Sogn og Fjordane the REAL NORGE (RuralEntrepreneurship through Action Learning)13 concept isused in the broad concentration on entrepreneurship in thewhole of primary, secondary and upper secondary educati-on and training.The concept has been adapted for use inprimary school – Mini REAL.FIRST LEGO League (FLL) is a technology tournament forchildren and youth aged 10 to 16 that is arranged through-out Norway.14 Creativity, collaboration, design, stayingpower, team spirit, enthusiasm, decisiveness, play andlearning are central elements in FLL.

INOVUS15, in Bodø, is a collaborative project involvingKunnskapsparken in Bodø, Nordland County Municipality,Innovation Norway, Junior Achievement-Young EnterpriseNorway, First Lego League, and Bodø Regional College.The target group is the educational system, potentialyoung enterprise creators, business founders, enterprises,providers of teaching/learning aids, financing institutionsand others who are interested in stimulation of entrepre-neurship in children and youth. The content is based onnational political guidelines for entrepreneurship in educa-tion. INOVUS arranges a major biennial conference. Theconference is tripartite and aimed at schools, the businesssector and young creativity, and at knowledge in practice.

Partnership with the business sectorThe business sector of the future will be created by thosewho are at school today. It is therefore important thatpupils and students should receive the opportunity to gainan insight into today’s working and business life. ThroughNHO’s (The Confederation of Norwegian Enterprise) part-nership agreements the way has been properly paved forpupils to get precisely this opportunity. Today more than3,500 partnership agreements have been signed, and inte-rest in this collaboration concept is steadily increasing.Partnership agreements are used at all stages of education,but are most used at lower secondary level. This is to dowith the fact that the fundamental choices in connectionwith pupils’ future places in working life are taken here.Around 75 per cent of all lower secondary schools inNorway have partnership agreements with the businesssector.16

Entrepreneurship in adult educationUnder certain preconditions, adults are entitled to educati-on and training in the primary, lower or upper secondaryeducation and training. The Ministry of Local Governmentand Regional Development (KRD) has prepared a new,comprehensive strategy for this instruction, which is parti-cularly aimed at immigrants. Instruction in entrepreneurs-hip will be largely focused on in this work. One new con-cept is Introductory Enterprises (I-enterprises). Throughlessons in Norwegian and civics, immigrants will get anopportunity to try out and develop their abilities in entre-preneurship under expert guidance. At the same time theywill establish contact with the local business sector andacquire a good, useful knowledge of Norwegian. I-enterpri-ses are modelled on youth enterprises. Currently the con-cept is being tried out with pilot projects in six differentmunicipalities.

Regional and municipal development programmesThe majority of Norway’s counties are prioritizing entre-preneurship by promoting entrepreneurship culture as

12

12 www.simunor.no/13 www.gareal.org14 www.hjernekraft.org

15 www.inovus.no16 Figures given by NHO in June 2006

• Junior Achievement-Young Enterprise Norway (JA-YENorway) has a large international network with bothEuropean and global events and services for pupils andteachers. A special test arranged by the University ofCambridge is carried out for pupils in upper secondaryeducation and training. In the 2005/06 school year 2,500pupils from Norway participated.

• JA-YE Norway is a member of Junior Achievement – YoungEnterprise Europe (JA-YE Europe) and JA Worldwide, andhas received two international awards for the quality of thework the organization submits and the research it does.

• The graduate programme has been designated as the“Best Practice” by the EU.

• NHO (The Confederation of Norwegian Enterprise), theNational Insurance Administration’s Working Life CentreØstfold, and the JA-YE Norway have set up a collaborationon inclusive working life (IA) as a part of the youth enter-prise concept. Here emphasis is placed on creation of atti-tudes related to reduction of sick leave in working life.

• The collaboration forum against the black economy,consisting of the tax authority, KS (The NorwegianAssociation of Local and Regional Authorities), and LO(The Norwegian Confederation of Trade Unions), carriesout preventive work. In 2006 35 youth enterprises hadtheir accounting ethics examined with the assistance ofthis collaboration forum.

75924-engelsk 20-10-06 12:14 Side 12

important in their strategic plans for regional development.In the reports to the Ministry of Local Government andRegional Development for 2005 about 10 per cent of thefunds for regional development were used for paving theway for entrepreneurship and the establishment of newenterprises. The funds have been allocated to partnershipbetween other stakeholders such as the business sector,providers of teaching/learning aids, organizations, educati-onal institutions and municipalities. Entrepreneurship ineducation is included in the regional partnerships by forexample Junior Achievement-Young Enterprise Norwaybeing financed through several county municipalities.

4.2 Higher educationUniversities and university colleges play an important rolein developing and contributing to necessary and relevantcompetence in entrepreneurship.A number of colleges and universities provide both com-pulsory and elective subjects of study within entrepre-neurship, especially linked to education in economics andtechnology. At some institutions in addition there is greaterfocus on entrepreneurship in humanistic and social sciencesubjects. In 2005 there were 13 municipalities/countymunicipalities that had entered into collaboration agree-ments with teacher training institutions that provided studymodules or courses in entrepreneurship. A number of thecourses/modules combine theory and practice, and colla-boration/partnership agreements are entered into withlocal businesses. Universities and colleges collaborate withenterprises, business organizations and local and nationalauthorities in development of courses and educational pro-grammes.

Entrepreneurship programmes at Nordic collegesand universitiesA survey has been carried out to investigate what characte-rizes entrepreneurship programmes in higher education inthe Nordic countries.18 The following main features arehighlighted:• Most of the programmes have a strong focus on manage-

ment of small enterprises, not on entrepreneurship and

13

17 www.trondheimkommune.no18 Entrepreneurial learning & academic spinoffs – Project report to Nordic Innovation Centre 2005

In Nordland there is an agreement of intention betweenthe County Governor, the county municipalities, localcolleges and Junior Achievement-Young EnterpriseNorway. The parties to this Declaration of Intention arecommitted to collaborating on creating and further deve-loping a general entrepreneurship service at all stages ofeducation. Their vision is “A Nordland that is boiling overwith activity, initiative, creativity … in schools, in the busi-ness sector and in local environments ... with innovationas the goal”. This common focus is due to recognition ofthe fact that there are many players with common goals,and that therefore there is a need for interaction and acommon arena.In Telemark the county municipality, County Governor,Innovation Norway, the municipalities, regional councils,NHO, LO, Aetat (NAV, since July 1, 2006)) and the local busi-ness sector collaborated on focusing on entrepreneurshipin the county. The goal is to increase the establishment ofnew enterprises in the short term. In the longer term thegoal is beneficial innovation and business development.The vision is “In a 10-year perspective Telemark shall leadNorway with regard to entrepreneurship”. This will be achi-eved by reinforcing and coordinating entrepreneurship inTelemark, by involving more innovative enterprises andwith the assistance of an educational system that is basedon entrepreneurship as a pedagogical platform.In Sogn og Fjordane there has been a broad focus onentrepreneurship in schools since 2003. This work is coor-dinated by the County Governor in collaboration withmunicipal regions, the county municipality, Sogn ogFjordane University College (HSF), Innovation Norway andJA-YE Norway. All upper secondary schools and most pri-mary and lower secondary schools have received fundsto encourage initiation of entrepreneurship schemes.Over a number of years decentralized upper secondaryservices in entrepreneurship have been implemented atHSF.Since 2005 Trondheim Municipality has given all teachersin the primary and lower secondary school a non-compul-sory offer of training in entrepreneurship. The study pro-gramme has been prepared in close collaboration withschool managements and NTNU (the NorwegianUniversity of Science and Technology), and Skole-laboratoriet (the School Laboratory), which is in charge ofthe scheme.The title of the programme is Technology andEntrepreneurship, and it gives 7.5 credits. On completionof the programme each teacher is paid NOK 1000 percredit (NOK 7,500). In 2007 an opportunity will be given tobuild on the programme so that it will give a total of 15credits. Networks have also been established between theschools under the auspices of the municipality. In thenetworks teachers will have the opportunity to developconcrete ideas for work in the classroom.17

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ørsk

ap, N

orge

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75924-engelsk 20-10-06 12:14 Side 13

establishment of new enterprises in particular.• Although many of the programmes have elements of

experimental learning, it is still traditional pedagogicallearning strategies that dominate.

• Many of the programmes have a strong focus on place-ment of students in already established enterprises.Thus, there is a risk that these students will largely beengaged in activities of an administrative nature. Thisagain reflects the problem of distinguishing managementfrom entrepreneurship.

• Few teachers of entrepreneurship have their own experi-ence of starting a new enterprise. A possible way ofdealing with the lack of teacher competence would be tobring in more teaching resources from the businesssector.

Europrise is a concept for practical entrepreneurship trai-ning which has been developed within the EINET network.(EINET is a European network for education in entrepre-neurship, partly financed through the Leonardo da Vinciprogramme. The network has 34 partners in 17 countries.)The primary target group is children and young adultsaged 19 to 35. 75 per cent of the target group should befrom the primary target group. The remaining 25 per cent

can be over the age of 35. The programme lasts for 9months and includes practical experience of founding in anexisting enterprise. The Europrise network has its ownadvisors who follow up students in the period of study. Theprogramme qualifies for higher education studies andprovides practical implementation of competence in entre-preneurship. The programme of study is now provided at anumber of colleges, in collaboration with InnovationNorway, county municipalities and regional trade andindustry throughout Norway.

Junior Achievement-Young Enterprise Norway providesthe concept of “Graduate programme” to universities andcolleges. The scheme is both in Norwegian and Englishand has an international dimension where 8 Europeancountries are involved in a collaborative project. StudentEnterprise can be run for 12 months, and gives credits atmost of the colleges that use the concept. In 2005 117 stu-dent enterprises were registered with a total of 446 stu-dents at 24 colleges, which is a considerable increase from2002. Many colleges take part in “InnovationNet” – a networkestablished by the colleges. The objective of the network isto strengthen the competence of colleges by developingand providing courses for employees and students insubjects such as product development, innovation tech-nique, entrepreneurship, industrial rights and qualitymanagement. In addition to developing entrepreneurialmilieus at the colleges, the network has set as a target thatat each college there shall annually be established acertain number of enterprises based on ideas fromemployees and students.

StartNorge (Start Norway) is an organization for studentswho are interested in enterprise-founding and innovation.The organization is organized in 10 local associations at’ asupreme national level. The objective of StartNorge is tocreate a power centre around entrepreneurship and innova-tion for students in Norway.

14

Examples of various initiativesAt a number of colleges and universities various coursesof study in entrepreneurship are provided.The Centre for Entrepreneurship at the University of Osloprovides a number of such progammes and courses inentrepreneurship and innovation, such as the followingoptions:• The Norwegian Entrepreneurship Program (30 credits),

which is a collaborative project involving a number ofuniversities and colleges, provides a scheme wherestudents first gain basic skills in start-up of enterprises.Then they spend three months with a start-up enterprisein San Francisco, Boston, Singapore, Shanghai,Johannesburg or London.

• Master of Science in Innovation and Entrepreneurship(120 credits – 2 years). The programme gives a fullmaster’s degree within research-based innovation andentrepreneurship for students with bachelor’s degreeswithin informatics or molecular science.

• “From Idea to Enterprise” (5 credits) is a programme forall maths and science students at master’s level. Theprogramme is also given as a post and further educationoption in collaboration with Oslo Municipality.

• HUMSAM- Course in how to establish a business (10 credits) is an offer aimed at stimulating students fromthe Humanities and the Social Sciences` subjects to esta-blish businesses based on their education.This measure isa collaboration project between the University of Oslo,IKADA and Kulturell Dialog (Cultural Dialogue)

120

100

80

60

40

20

02002 2003 2004 2005

117 graduate programme

* The graduate programme startet in 2002/2003

446 students ran student enterprises in 2005.

75924-engelsk 20-10-06 12:14 Side 14

A number of colleges also participate in “Næringsrettetskoleprogram” (Business-oriented EducationalProgramme), which is a programme established by TheResearch Council of Norway. Through closer interplay andreciprocal competence development between small andmedium-sized enterprises and the state colleges, the pro-gramme shall contribute to a better innovative ability andregional development capacity, both in enterprises and incolleges.

Universities and colleges with educational programmeswithin culture, art, design and graphic forms of expressioncan play an important part in cultural entrepreneurship. Itis crucial that the collaboration with cultural and businesslife be further developed. In Report to the Storting No. 18(2001-2002) The Quality Reform – Concerning ArtEducation it is stated that it is an expressed goal that artcolleges shall turn out graduates who can stand on theirown feet as active or creative artists. Report to the StortingNo. 22 (2004-2005) Culture and Business refers to the needfor collaboration between art and cultural education pro-grammes and culture and business life. The need for theart and culture sector to be able to communicate its com-petence needs, and what is important to increase professio-nalism and productive work in the value chains in the vari-ous business sectors, is pointed to.

4.3 Teacher trainingIn teacher training entrepreneurship is emphasized both inbasic education and in further and continuing education ofeducational personnel. The framework plans for all teachertraining programmes describe the necessity for developinglearning strategies that encourage pedagogical use ofentrepreneurship in the training.

Colleges are obliged to ensure that entrepreneurship beco-mes an interdisciplinary subject in teacher training by pre-paring a special curriculum for this. However, entrepre-neurship is not a separate obligatory subject in teachertraining, but the new programme model makes it possibleto provide entrepreneurship or working life theory as anelective subject in the general teacher training programmefor teachers of general subjects.19

In 2005/2006 about 20 teacher training institutionsprovided post and further education programmes for up to30 credits.

4.4 Research and entrepreneurshipAt several universities, colleges and research institutesresearch is being carried out on innovation and entrepre-

neurship. The University of Oslo, Norwegian School ofManagement BI, Norwegian School of Economics andBusiness Administration, NTNU and among others Bodøand Buskerud University Colleges, STEP-SINTEF; NORUTand NIBR are examples of such institutions. The NordlandResearch Institute, Estern Research Institute (ENRI) andNord-Trøndelag Research Institute are also milieus thatwork on entrepreneurship in education.

Many of the institutions have special units for commerciali-zation and/or incubators. An incubator is a developmentenvironment for new enterprises. Normally an incubatorwill have a physical link to a professional milieu whereorganized access to competence, experience, advice, gui-dance and capital is given. The incubator will often havepremises that are leased out free to innovation enterprisesor start-up enterprises. Here students and employees canimplement their knowledge of entrepreneurship and ideasfor new products in practice.

There are also student-run units of this type at variousinstitutions, which arrange courses and provide guidancein connection with start-up of one’s own enterprise. Withthe amendments to the Act relating to EmployeeInventions, institutions have been given greater responsibi-lity for commercializing research results. As a result of thisamendment, now so-called Technology Transfer Offices(TTOs) are being developed at the Universities of Bergen,Oslo and Tromsø as well as at NTNU (NorwegianUniversity of Science and Technology) and the NorwegianUniversity of Life Sciences at Ås. In the time to come therewill therefore be a greater focus on entrepreneurship, andthe milieus that have a central position in this work will bestrengthened. These milieus may also contribute practiceand knowledge to teaching and education.

Provisional evaluations and comparative studiesA study initiated by the Directorate for Education andTraining and carried out by Kunnskapsparken in Bodø in2004 indicates that the concept of entrepreneurship to aparticular degree is linked to pupil participation andcreativity, and among activities it is especially collaborationwith the local business sector that is connected withentrepreneurship.20

The survey was carried out among teachers in the primaryand lower secondary school and mapped the extensivenessof competence in entrepreneurship. It contained both focuson entrepreneurial qualities (personal qualities and atti-tudes) and knowledge and skills linked to developing anidea into a concrete result. Further, knowledge of thestrategic plan concerning entrepreneurship in educationwas mapped. In addition an attempt was made to find out

15

19 In autumn 2003 a new programme model was introduced that made a greater part of teacher training elective.20 Competence in entrepreneurship in the Norwegian basic school, Kunnskapsparken Bodø A/S, Report No. 1-2005

75924-engelsk 20-10-06 12:14 Side 15

how far schools had got with regard to reaching thosegoals that the Government has set for entrepreneurship inthe education system. Questionnaires were sent to allprimary and lower secondary schools in Norway, and theresponse percentage was 32.1

In the survey three main questions are asked:• To what degree are entrepreneurial qualities stimulated

in the Norwegian primary and lower secondary school?• To what extent are entrepreneurship knowledge and

skills prevalent in the Norwegian primary and lowersecondary school?

• To what extent have the Government’s objectives beenachieved in the Norwegian primary and lower secondaryschool?

The sample survey points in the direction of the following:• The objectives that have been set for entrepreneurship

in primary, lower and upper secondary education andtraining have generally been achieved only to a smalldegree in the Norwegian primary and lower secondaryeducation.

• 74.2 per cent know of the strategic plan, but it is onlyutilized to a small degree (10.1 per cent).

• 44.8 per cent of the schools have entrepreneurship firm-ly based on the enterprise plan.

• 43.6 per cent of the schools gave teachers the option ofincreasing competence in entrepreneurship when thiswas introduced at the school.

• Among the goals for all levels of education it is the goalof collaboration between educational institutions andbusiness life that has been achieved to the greatest

degree. This is taking place through a large proportionof schools using local resources in teaching, and throughabout 1/3 of schools having partnership agreementswith the business sector. The goal of collaborating withother schools has only been achieved to a small degree.

• School-owners are showing positive attitudes to entrepre-neurship as a part of instruction, but this is not beingfollowed up with practical organization and resources.

The Nord-Trøndelags Research Institute has carried outtwo national evaluations of youth enterprises in uppersecondary education and training.21 One was carried out in2002, the other in 2005. The latter survey had a responsepercentage of 31.8 per cent for the pupil survey and 27.2per cent for the teacher survey. Evaluation shows a num-ber of positive results. A large majority of pupils said thatparticipation in a youth enterprise had strengthened theirself-confidence and their problem-solving qualities and hadled to a more interesting school career.

Almost two thirds felt that the joint activity betweenteachers and pupils had been influenced in a positive way.Moreover, it turns out that those who have participated ina youth enterprise start up their enterprise to a greaterextent. Surveys in the over 29 age group show that the per-centage who start their own enterprise is four times higheramong those who have participated in youth enterprisesthan the average otherwise.

The results of the survey are:• Of all those asked, 16.6 per cent of those who have parti-

cipated in youth enterprises in upper secondary educati-on and training have established an enterprise. Here theaverage among the population otherwise is 7.5 per cent(Kolvereid and Alsos 2003).

• 30.8 per cent of those who have established an enterpri-se say that the enterprise established is of the same typeas the youth enterprise.

• Those business sectors that have seen most enterprisesestablished are the retail trade, IT/consultancies and pri-mary production.

• 62.3 per cent of the enterprises have not been closeddown.

• The lifetime of enterprises that have closed down wouldseem to be about two years.

• 74.8 per cent of pupils say that the youth enterprise hasmade their school career more interesting and exciting.

• 80.6 per cent of teachers feel that it is a positive thing toteach in youth enterprises, and a somewhat larger pro-portion wish to continue this instruction. At the sametime a large proportion of teachers think that it is profes-sionally and pedagogically demanding to provide lessonsin youth enterprises. In addition many think that youth

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21 Youth Enterprises and Entrepreneurship – 2005, Nord-Trøndelagsforskning, Steinkjer

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In 2006 Bodø University College, Nesna University Collegeand Narvik University College will jointly implement aprogramme of entrepreneurship for teacher trainers at thethree colleges. Courses of study will also be given in thebasic education programmes at the same colleges. For manyyears Sogn og Fjordane University College has had coursesboth in its basic programme and in further education.

75924-engelsk 20-10-06 12:14 Side 16

enterprises improve collaboration abilities among pupils,which influences the pedagogical approach.

• 40 per cent of the managers of youth enterprises aregirls.

Next Generation – Enterprise 201022

The study was carried out by the Eastern ResearchInstitute (ENRI) and had 10,000 participants from 25European countries. The age group was 15-20 years, andthe young people were asked about a number of themeslinked to the Lisbon strategy (see below). A number ofthese pupils had previously taken part in JA-YE program-mes, but a number of others also took part.

• 62 per cent of those who replied thought that entrepre-neurship could be learned, and that anyone can becomean entrepreneur. Only 20 per cent thought that it wouldbe easy to start their own business, at the same time as50 per cent felt that they themselves could easily do so.

• European youth would seem to be willing to take therisk that is necessary to make the effort. 63 per cent ofall those asked confirmed they had planned to becomeself-employed. Among those who had taken part in JA-YE programmes, 77 per cent answered positively. This isin contrast to an average start-up rate in Europe of 5.1per cent (GEM Report 2004).

• Over 50 per cent of the respondents look upon entre-preneurs as people with good abilities to solve problems.

4.5 Entrepreneurship in education in an EUperspectiveIn the EU, as in Norway, entrepreneurship in education isrecognized as a central element in entrepreneurship policy.It is expressly pointed out that a culture that supportsentrepreneurship will contribute to innovation and produc-tive work in society.In the spring of 2000 the EU decided upon the so-calledLisbon Strategy. The strategic goal is that by 2010 the EUshall be “the most competitive and dynamic knowledge-basedeconomy in the world, an economy that can create sustai-nable economic growth with more and better workplaces andgreater social equality with respect for the environment”.23

Entrepreneurship in education has a central place in theEU’s follow-up of the Lisbon Strategy. This is reflected inthe primary objectives of education policy which wereapproved by the meeting of ministers in Stockholm inspring 2001. In 2003 the European Commission added afurther follow-up, the so-called “Green Paper onEntrepreneurship in Europe”. Here growth and develop-ment opportunities are emphasized among other thingsthrough knowledge and innovation.

Norway also participates in a number of fora on trade andindustry policy under the auspices of the EU. Exchange offindings with other European countries provides usefulinformation on public sector investment in training inentrepreneurship.

In its latest report, Fostering entrepreneurial mindsetsthrough education and learning, the European Commissionpresents an overview of the state of play of the wholeeducational pathway.24 This report emphasizes what iscrucial in the future work ,e.g.coherent and regional plans,teacher training and collaboration between school and thelocal community.

Against the background of surveys and “good practices” inEurope the European Commission has proposed thefollowing recommendations for paving the way forentrepreneurship in education and an entrepreneurialculture:

• A comprehensive approach, among other things collabo-ration between various interested parties with clear goalsand curricula that include entrepreneurship at all levelsof education.

• Support from schools and pupils; among other thingsschools shall receive practical support and incentives toinclude entrepreneurship in training as well as pavingthe way for training teachers.

• Participation by external parties and trade and industry,including collaboration between educational institutionsand local communities and businesses, as well as use ofpupil, youth and student enterprises.

• Encourage entrepreneurship in higher education, includ-ing integrating entrepreneurship in training – especiallyin natural science and technical studies – good-qualityinstruction and networks for teaching staff where theycan exchange “best practices” and increase the mobilityof teaching staff between educational institutions and thebusiness sector.

These are recommended proposals for schemes that to alarge extent have been implemented by differentinterested parties in Norway.

International collaboration within professional andvocational trainingThe EU Leonardo da Vinci programme, which is in its finalphase, is intended to promote innovation and entrepre-neurship in Europe through modification schemes linkedto professional and vocational training in individual partici-pant countries. Altogether about 4000 major projects forthis purpose have been financed since 1995. Of these therehave been about 100 Norwegian-led projects.

17

22 www.ja-ye.org23 The EU’s Lisbon Strategy in a Norwegian perspective, NHD 200624 http:/eur-lex.europa.eu/LexUriServ/site/en/com/2006/com2006_0033en01.pdf

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Further challenges are to:

…improve the basis for knowledgeThere is a need to increase research on entrepreneurshipin education at all levels. Research will bring in knowledgeof the subject area and thus an important and necessaryfoundation for further development and implementation ofentrepreneurship practices.

…expansion of the geographical areaTo ensure the broad foundation of entrepreneurship it willbe important to encourage widespread dissemination ofinstruction in entrepreneurship to all parts of the country.

…enhance awarenessTo reinforce entrepreneurship in education key personssuch as teachers, students, pupils, school managers andschool-owners must develop conscious attitudes regardingthe value of entrepreneurship. Establishment andmaintenance of networks within and between the variousgroups will be an important contribution to raisingawareness and developing competence and disseminationof knowledge.

…reinforce international collaborationIn order to ensure that entrepreneurship is also viewed inan international perspective, it will be necessary toexchange experiences with other countries and oftencollaborate on concrete projects.

…establish a broader baseManagers and owners of educational institutions mustestablish, integrate and quality assure entrepreneurship ineducation. Active work on local curricula that have all partsof the Knowledge Promotion Reform as their point ofdeparture is fundamental to incorporating entrepreneur-ship in education.

…develop more competenceCompetence must be raised both in students in teachertraining and in teachers who already have jobs. To achievethis, competence in entrepreneurship must also be raisedin the providers of training.

…increase contact with business and community lifeLocal enterprises and other players in community life mustbe brought in as collaborating partners. Encouragement ofsuch collaboration will increase knowledge about whatcollaboration on entrepreneurship would mean for bothschools and business and community life, and increasemotivation for establishment of partnerships.

…coordinate efforts, identify and follow up responsibilityA successful concentration on entrepreneurship ineducation will demand long-term thinking and a coordina-ted effort by the County Governor, county municipalities,municipalities, school managements, teachers, employees’and employers’ organizations and the local business sector,with clear assignment of responsibility among the variousstakeholders

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C H A P T E R 5

Challenges

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Primary goalThe education system shall contribute to productive workand innovation by encouraging acquisition of knowledgeand skills, enjoyment and mastery of work, independenceand community feeling in pupils, students and teachers atall levels, and development of a culture propagatingentrepreneurship.

6.1 Goals at all levels of education and training• A comprehensive and well-founded focus on entrepre-

neurship that includes public and private sector parties• Increased collaboration between educational institutions

and business and community life• Entrepreneurship focus in regional development policy• Increased contact with education systems in other

countries, increased contact with international networksand greater opportunities for pupils and students to gaininternational experience, a training that providesvariation and challenges in various learning arenas

6.2 Goals of primary, lower and uppersecondary education and training• School-owners who pave the way for entrepreneurship in

training• Pupils with social and professional subject curricula

skills and attitudes that promote creativity andinnovation

• Increased competence in teachers in schools concerningproviding entrepreneurship training

• Schools that develop and utilize varied work forms andnew methods

• More pupil and youth enterprises at lower secondarylevel and in upper secondary education and training, andmore pupils taking part in this

• Increased use of partnership agreements and similarcollaboration with local businesses

6.3 Goals of higher education• Increased extent and breadth of entrepreneurship provi-

sion for students• More student enterprises and more students partici-

pating in these• An increased degree of collaboration between

universities/colleges and the business sector• Doctoral scholars in the fields of entrepreneurship and

innovation• Training in entrepreneurship provided in more program-

mes of study• An increased range of entrepreneurship courses for

teachers

6.4 Goals of teacher training• Increased competence in entrepreneurship in providers

of teacher training• Reinforcement of work on entrepreneurship in the

general teacher training programme • Increased collaboration between teacher training and

local business life• More teachers and school managers who take courses in

entrepreneurship

C H A P T E R 6

Goals

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7.1 Measures that apply to all levels of education

7.1.1 Better knowledge baseFacts concerning the extent and practice of entrepreneurship training at all levels ofeducation will be collected through research-based work. Reports from research-based findings are an important part of the material that will provide an opportunityto measure progress, identify areas of focus and disseminate information. Existingknowledge will be included in this mapping.

7.1.2 Entrepreneurship conferencesAnnual national conferences will be arranged with a view to developing knowledgethrough subject-related lectures, presentations of good examples and disseminationof experience. The conferences will be nationwide and aimed at all levels ofeducation in the education system. The conferences will have to exploit experiencesfrom other countries’ work on entrepreneurship in education. Collaboration withother players in implementation of the annual entrepreneurship conference must beconsidered each time.

In addition to the national conference, regional conferences will be arranged wherethe main target group will be teachers and school managers. These conferences willbe initiated and organized by regional agencies and may be financially supported byKD/the Directorate for Education and Training, NHD and KRD. The Directorate forEducation and Training will arrange special seminars for limited target groups.

7.1.3 Exchange of experiences and dissemination of good practiceThe information collected about entrepreneurship shall be disseminated to playersthrough existing networks. A description of good national and internationalexamples is included in this information dissemination. A good knowledge baseconcerning various methods and models of entrepreneurship will strengthen thisdevelopment in both basic education and the university and college sector.Knowledge and experience of entrepreneurship will be disseminated to playersthrough existing networks and via the Directorate for Education and Training`swebsite under the menu item “areas of focus”.

7.1.4 Collaboration with organizations and networksAgainst the background of the draft of an action plan throughout a number of years,KD/the Directorate for Education and Training, KRD and NHD have given supportto Junior Achievement-Young Enterprise Norway’s work. The support has beenrenewed for a new period. Other nationwide organizations/associations and goodlocal or regional initiatives can be supported on the basis of applications. The initiati-ves are a matter of efforts to develop competence in entrepreneurship in training.This can for example take place through establishment of networks.

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C H A P T E R 7

Measures

Those responsible: KD/ TheDirectorate for Education andTraining, KRD, NHDTime frame: 2006-2008Financing: The Directorate forEducation and Training

Those responsible: KD/ TheDirectorate for Education andTrainingTime frame: annually in theperiod allotted to the schemeFinancing: KD/ The Directoratefor Education and Training,NHD and KRD

Those responsible: KD/ TheDirectorate for Education andTrainingTime frame: continuallyFinancing: The Directorate forEducation and Training

Those responsible: KD/ TheDirectorate for Education andTraining, KRD and NHDTime frame: Annually in theproject periodFinancing: KD/ The Directoratefor Education and Training, KRDand NHD

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7.1.5 Reinforcing international collaborationInternational collaboration on entrepreneurship shall be reinforced and encouraged.It is particularly desirable to further develop collaboration with the EU’s existingeducation programmes, the new Lifelong Learning Programme and programmes forentrepreneurship and innovation, and to strengthen Norwegian efforts and partici-pation. In autumn 2006 in collaboration with the European Commission, KD andNHD will arrange an international conference on entrepreneurship in education.

7.1.6 Inter-ministerial reference group for follow-up of the strategyCollaboration between the ministries takes place in an inter-ministerial referencegroup. This group has a broad range of contacts with State players within the waysand means system, players and institutions in the education sector, as well as privateorganizations. The group can contribute to cross-sector networks and creation ofcontact between various interests and players.

The many players and great activity place heavy demands on supervision and theability to coordinate on those who are to shape policy. Stable frameworks aroundinter-ministerial collaboration are necessary to maintain continual focus on the field.

7.2 Measures in primary, lower, and upper secondary educationand training

7.2.1 Collaboration between school and cultural lifeIn some regions pilot projects concerning cultural communication will be initiated incollaboration with primary and lower secondary schools and cultural education insti-tutions. The pilot projects may also include collaboration with various parties, inclu-ding Junior Achievement-Young Enterprise Norway, in development of pupil enter-prises in upper secondary education and training. This may for example be relevantfor the Programme for Music, Dance and Drama. For both primary, lower seconda-ry and upper secondary education and training collaboration with cultural educati-on institutions and other cultural life will have a central position. Good examples ofthis type of collaboration may be encouraged by provision of project funds.

7.2.2 Collaboration between schools and local business and industryIt is important both to develop and carry on networks between the business andindustry sector, higher education and primary, lower and secondary education andtraining in order to enhance the competence in and about entrepreneurship.

Good practice of this type of work can be stimulated by separate project fundingmeans.

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Those responsible: KD/theDirectorate for Education andTraining and NHDTime frame: 2006-2008Financing: KD/The Directoratefor Education and Training andNHD

Those responsible: KD, NHDand KRDTime frame: 2006-2008Financing: KD, NHD and KRD

Those responsible: KD/TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: The Directorate forEducation and Training

Those responsible: theDirectorate for Education andResearchTime frame: 2006-2008Financing: The Directorate forEducation and Research andJunior Achievement-YoungEnterprise Norway, in thoseprojects where the EU is acollaborative party

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7.2.3 Development of active pupil working methods withinentrepreneurshipIncreased awareness, continuity and motivation in education in entrepreneurshipare important. For this reason the Directorate for Education and Training wishes tofocus on quality control of work on entrepreneurship in schools by encouragingdevelopment of tools for this. Development of more working methods with a broadapproach to entrepreneurship will be stimulated by project funding.

7.2.4 Establishment of the new programme subject Entrepreneurship andEnterprise DevelopmentFrom autumn 2007 a new programme subject will be established in upper secondaryeducation and training within the Programme for Specialization in General Studiesstudies, in the programme area for Social Sciences and Economics Studies . Thesubject will receive the designation Entrepreneurship and Enterprise Developmentand comprise 140+140 teaching hours per year. The programme subject shall beavailable to all pupils in Vg2. The provision of this subject is a response to increasedinterest among young people in starting their own enterprises, and it shall contri-bute to linking school and working life even more closely together. Work onentrepreneurship is a suitable instrument for increasing motivation in pupils andtheir experiencing mastery of subjects.

7.2.5 Measures to reduce drop-out in upper secondary education andtrainingGood school projects with a broad entrepreneurship-related approach can bestimulated with the help of project funding. Work on entrepreneurship is a suitableinstrument for increasing educational motivation and improving experience of mas-tery among pupils in everyday life.

7.3 Measures in higher educationUniversities and colleges have a large degree of academic autonomy, and it willtherefore to a large extent be up to the individual institution how it wishes to relateto various measures and to the establishment of various courses of study.

7.3.1 Better collaboration between the business sector and the universityand college sectorAmong other things through amendments to the Act relating to Universities andColleges, these institutions have received clearer responsibility for collaborationwith community life and working life, for dissemination of knowledge and forspreading understanding and utilization of scientific findings and commercializationin public administration, cultural life and business life. The Ministry of Educationand Research wishes to encourage development of this collaboration, among otherways by superintending agencies in the HE sector.

7.3.2 The “Doctorate in Business” schemeIn Denmark there is a scheme involving a PhD in Business Studies where doctoraldissertations are written in a collaborative project between universities and thebusiness sector. The objective is to foster researchers with an insight into thebusiness-related aspects of research and development, to build personal networks tostrengthen the interplay between enterprises and Danish/foreign enterprises, aswell as promoting developmental opportunities for trade and industry. The ResearchCouncil of Norway has been given the task of preparing a proposal for such ascheme. The proposal shall be ready on 1 December 2006.

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Those responsible: TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: KD/ The Directoratefor Education and Training

Those responsible: KD/ TheDirectorate for Education andTrainingTime frame: 2007Financing: KD/ The Directoratefor Education and Training

Those responsible: KD/ TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: KD/ The Directoratefor Education and Training

Those responsible: KD/TheResearch Council of NorwayTime frame: 2006-2008Financing: KD

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7.3.3 Research on entrepreneurship in educationThe survey on entrepreneurship in the primary and lower secondary school, reportfrom Kunnskapsparken in Bodø 2005, will be followed up in the remaining period ofthe Strategic Plan’s period of function by a new survey that will deal with entrepre-neurship in upper secondary education and training. Along with the report from 2005this sub-report will provide a broad basis for evaluation of the status of entrepreneurs-hip in the primary, lower and upper secondary education and training.

7.3.4 Collaboration with studentsEfforts are being made to get public sector enterprises to link up with students atmaster’s level to shed light on various academic issues connected with entrepreneurs-hip. This will improve the level of knowledge in ministries and authorities, and it willincrease interest and expertise in entrepreneurship in future academics.

7.3.5 Collaboration between higher education institutions within culture/artsubjects and cultural institutions/business.Universities and colleges with educational programmes within art, culture andgraphic forms of expression can contribute within cultural entrepreneurship anddesign of products. In the Act relating to Universities and Colleges these institutionshave a clear responsibility for collaboration with community and working life, fordissemination of knowledge of the enterprise, and for spreading understanding andutilization of scientific methods and findings in public administration, cultural life andbusiness life. Today we see a positive development within this area, both in that thetraditional art and culture education programmes are assimilating subjects linked toentrepreneurship, and in that new study programmes in the territory betweenculture/business/economics/innovation are being established. It is also importantthat the higher education institutions communicate the competence they have tocultural and business life.

7.4 Measures in Teacher Training7.4.1 Establishment of courses of study within entrepreneurshipEach year applications are invited for a further and continuing education course ofstudy arranged by the municipalities/county municipalities and commit themselvesto participating with funds, and assume responsibility for collaboration with a colle-ge/university. The target groups of the course of study are teachers, school managersand student teachers. Within the same scheme special courses/seminars for teachertrainers can also be developed.

7.4.2 Development of competence in the general teacher training programmeThrough initiatives by school managers, training institutions are developing post andfurther and continuing education programmes and pilot projects where instruction inentrepreneurship is being developed as an interdisciplinary subject focusing on peda-gogical principles and suitable tools. In addition, colleges are obliged to work onentrepreneurship as a result of the framework plan. This should take place within thecollege’s economic framework.

7.4.3 Competence development for teachers in the primary, lower andsecondary education and trainingFunds are being advertised for the raising of competence of teachers in primary,lower and upper secondary education and training organized by universities andcolleges. This may be organized as post-education courses, but may also include trai-nee schemes and exchange of experience.

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Those responsible: KD/ TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: The Directorate forEducation and Training

Those responsible: KD/ TheDirectorate for Education andTraining, NHD, KRD etc.Time frame: 2006-2008Financing: KD, NHD, KRD

Those responsible: KD/ TheDirectorate for Education andTraining, NHD, KRDTime frame: 2006-2008Financing: KD, NHD, KRD

Those responsible: TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: KD

Those responsible: TheDirectorate for Education andTrainingTime frame: 2006-2008Financing: The Directorate forEducation and Training

Those responsible: KD/ TheDirectorate for Education andTraining, NHD, KRD etc.Time frame: 2006-2008Financing: KD, NHD, KRD

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8.1 Further follow-upIt is important that stable frameworks for the policysurrounding the Strategic Plan and follow-up of it becreated. Entrepreneurship in education is a fieldcharacterized by many interested parties. Over time KD,KRD and NHD have developed well-functioning collaborat-ion in this field. The inter-ministerial reference group has acentral role in following up the plan. The Directorate forEducation and Training is responsible for the practicalimplementation of the plan.

8.2 FinancingAs far as possible the annual budgetary framework of thethree ministries will ensure the financing of the work. Inrecent years the KD, NHD and KRD have allocatedconsiderable sums to work on entrepreneurship in educa-tion. This means that within existing frameworks there isroom for many of the measures in the plan. In the work ofquality development in education and the KnowledgePromotion Reform it will be important for schools andschool-owners to see various areas in context. In this wayfunds for competence development and other developmentwork will also benefit work on entrepreneurship. Work onentrepreneurship has been encouraged, and will also be inthe period covered by this Strategic Plan.

8.3 EvaluationIn order to be able to assess the effects of the strategy forentrepreneurship in education, it will be necessary to carryout evaluation. The results of this evaluation will beimportant for further efforts and for the extent and firmestablishment of entrepreneurship in education.

The Strategic Plan and the effect of the proposed measureswill be measuredAn independent research institute will be given the task ofevaluating the concentration on entrepreneurship ineducation. In order to be able to conduct a meaningfulevaluation there will be a need for extended knowledge ofthe current situation. At the same time the findings amongother things from the report by Kunnskapsparken in Bodø2005 must be built upon. The new study should includeentrepreneurship in upper secondary education and trai-ning. The sub-report should, with the inclusion of thereport from 2005, give a broad foundation for evaluation ofthe the state of play of entreprenusrhip in primary andsecondary education and training. The evaluation shallconstitute a support for the reference group in assessmentof the work while the Strategic Plan is still in effect. Theevaluation must assess the quality of entrepreneurshipinstruction both in the formal educational system and inschemes that are provided by external organizations.

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C H A P T E R 8

Evaluation and follow-up

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