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Guidance supporting Europe’s aspiring entrepreneurs
Policy and practice to harness future potential

companies: real-life student companies, business simulations and virtual
companies. In a similar manner to other enterprise familiarisation activities, mini-
companies have guidance embedded in the process itself as they allow students
to experience how companies are actually launched and operated.
Finally, there is recognition of the need for effective training, guidance and
support for teachers delivering entrepreneurship education. Ensuring that
teachers and guidance professionals involved in entrepreneurship education are
fully trained and supported, and have access to guidance materials to enhance
their training, is essential. Chapter 3.5 examines the availability of training and
support for teachers delivering entrepreneurship education in the study countries.
It also examines the availability of support for guidance professionals within
IVET.

3.1. Involving entrepreneurs in the guidance offer

Choosing a career can be a daunting task for a young person still at school.
While studying, most students may not have the time to consider various aspects
of career planning such as interests, attitudes, skills, training, economic climate
and the availability of work. The growing number of education and training
pathways can also add to the sense of confusion. The career guidance process,
therefore, needs to be supportive and take into consideration the pressures faced
by young people, rather than adding to its complexity. With respect to career
guidance in entrepreneurship, it is critical that a process that seeks to familiarise
young people with the ‘world of entrepreneurship’ involves entrepreneurs
themselves. Entrepreneurs are in the best position to explain and show what life
as an entrepreneur involves and how young people can go ahead and pursue
such a career.
It is, however, not an easy task to involve entrepreneurs, small business
owners in particular, who rarely have time to dedicate to such activities, or do not
see any benefit in cooperating with schools (European Commission, 2010a). It is
also difficult for schools and training institutions to reach out to small business
owners. This section of the report examines some of the approaches that either
authorities or individual IVET schools have used to involve entrepreneurs in the
guidance offer in a more systematic manner. These approaches include:
• work placements and company visits;
• role models;
• job shadowing.

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