Page 78 - guidance-supporting-europe-s-aspiring-entrepreneurs-policy-and-practice-to-harness-future-potential

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

In Norway, the principles of job shadowing have been used to develop a
three-stage process, which takes into consideration the skill and maturity level of
students; the arrangement changes as the students get older and more familiar
with the world of work (see Example 5).
The Norwegian example reflects also on the importance of a chance for
reflection both pre- and post-shadowing, to produce results that have the best
chance of long term impact.
Finally, other approaches, such as those related to business competitions,
innovation camps and mini-companies are also involving ever greater numbers of
entrepreneurs and business professionals. These are discussed further in
Chapters 3.3 and 3.4.

3.2. Familiarising students with entrepreneurial

principles and thinking

Some entrepreneurship oriented activities introduced by IVET institutions focus
on ensuring that students embrace the fundamental principles behind
entrepreneurship: initiative, pro-activity, creativity, independence, confidence,
innovation and determination. Such activities are intended to stimulate
entrepreneurial attitude, rather than emphasise business mechanics like
accounting and marketing. It is hoped that students can build a solid foundation
for future entrepreneurial learning and activity by understanding and embracing
these fundamentals; they build the foundation for acquiring more specific skills
and knowledge needed to pursue social or commercial activity. These
enterprising principles are also useful skills for employability (useful for any work,
any occupation) and for the development of career management skills. For
example, creativity does not only help entrepreneurs in their ability to identify and
create new products, but also in their ability to find innovative solutions to
problems that other entrepreneurs and individuals in their careers and daily life
may face.
One example of an initiative that aims to build entrepreneurial characteristics
comes from Belgium where some city councils have teamed up with local schools
to encourage IVET students to think of possible economic, cultural and social
activities and events for their city. This activity is not linked to new business
creation as such. Instead it helps to promote basic entrepreneurial thinking
through creative thought.
In a similar manner, the Young social innovators programme (YSI) in Ireland
gets young people (15-18 years) involved in action which helps improve the lives

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