Page 87 - 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

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study countries ( ). In 2005, the European Commission recognised JA-YE’s mini-
company programme as a Best practice in entrepreneurship education. Another
organisation offering similar services is EuroPEN International, a worldwide
network of virtual companies. They run about 5 500 virtual practice firms around
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the world out of which nearly nine out of 10 (4 864) are in Europe ( ).
Earlier studies show that during the academic year 2003-04 in most
European countries less than 1% of upper secondary school students were
involved in mini-company programmes. Only five countries recorded levels above
2%: Austria, Ireland, Lithuania, Norway and the UK (European Commission,
2005b). In most countries the participation rate of secondary schools in mini-
company programmes is between 3% and 15%. In three countries estimates
recorded participation rates of 30%: Belgium, Luxembourg and Norway. The
highest levels of participation can be seen in Ireland and the UK; estimates
suggest that between 40% and 50% of all secondary schools participate in
student company activities.
However, our research suggests that participation of both IVET students and
schools in mini-company programmes is increasing. For example, 20 out of 78
Lithuanian IVET establishments operate the Practical training firm programme
(see Example 10). In Norway every fifth upper secondary student engages in
mini-company activities; around two-thirds come from vocationally oriented
schools. In Denmark 79 out of 115 VET schools are involved. In Sweden, the
mini-company programme is available in about 500 IVET institutions, and they
are supported by 2 000 teachers and 6 600 advisers.
Participation in a mini-company programme has the potential to equip young
people with a full-range of skills and competences that can, in turn, be transferred
to both their private and professional lives. Evidence strongly suggests that mini-
companies play an important role in developing young people’s entrepreneurial
mindsets, knowledge, understanding and skills. For many, this will be their first
taste of entrepreneurial activity and can ultimately broaden their horizons to
include the possibility of starting-up their own business.
The skills and competences gained through mini-company programmes are
normally grouped into two distinct but interconnected categories, encompassing
transversal competences and business (entrepreneurial) skills. In addition to
impact on transversal, personal and business competences, mini-companies

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( ) Austria, Belgium, Bulgaria, Czech Republic, Denmark, Estonia, Finland, France, Germany,
Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands,
Norway, Portugal, Romania, Slovakia, Spain, Sweden and the United Kingdom.
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( ) Austria, Belgium, Bulgaria, Czech Republic, Denmark, Finland, France, Germany, Italy,
Lithuania, Luxembourg, the Netherlands, Norway, Poland, Romania, Slovakia, Slovenia, Spain,
Sweden and the UK.

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