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number of secondary schools offering these programmes represents less than 15 % of the total. This percentageshould be increased as well.A survey recently made here in Norway shows that around 20% of participants to these programmes create their owncompany afterwards. Students who participated in a mini-company activity are 4 times more likely to create their owncompany than the others.The Commission is strongly committed to the promotion of entrepreneurship education at all levels. Most of theaction in this area needs to be taken at national and local level, by public authorities, business associations, nonprofitorganisations, schools. However, the Commission has an important role to play in coordinating and stimulatingnational policies, promoting the exchange of experiences and good practice between the Member States, raising thegeneral awareness. Success in creating a more entrepreneurial culture in Europe will be obtained only thanks to acommon effort from all actors.In particular, strong cooperation between the different Ministries, like here in Norway, is an essential factor of successfor any strategy. Good examples of policies and programmes can be found in many European countries: theyneed to be widely disseminated.I really hope that this Conference will make it possible not only to exchange experiences and good practice, but alsoto decide together about next steps that should be taken, at different levels, to make real progress. The outcomes ofthis Conference should be a concrete instrument to be used by all involved stakeholders. At the European level, theymay also influence the distribution of funds through the Community programmes.15Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning
PERSPECTIVES FROM A SCHOOL HEADMASTER AND TEACHERChristiane Schönauer-Gragg, Head of Realschule Rockenhausen, GermanyImportance of entrepreneurship education embedded in career education:Present a realistic image of an entrepreneur (in theory and through hands-on)Increase numbers of graduates who choose the career of an entrepreneur (who then become employers)Thus decreasing unemployment, in an area of Germany stricken with high unemploymentExperience / Success FactorsContinuity (8 years of mini-enterprise “Flotter Euter” = “Smart/Racy Udder”)Hands-on experience must complement theoryReal-life competition (neighbouring school)“Going public” motivates• within school environment (selling stock, having special sales etc.)• within community (positive press, town administration support)• dissemination as good practiceObstaclesRegulatory landscape (minor)Problem-based learning through “trial and error” is tedious and requires time, but is exactly what enhancesstudents’ capacity for entrepreneurship and their personal/social and methodical skill16Entrepreneurship Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning
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Page 9: Ensuring support to schools and tea
Page 12 and 13: As already stated, we have an overr
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Page 18 and 19: HOW THE JA-YE MINI- COMPANY CHANGED
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Page 34 and 35: THE ENTREPRENEUR-SKILLS-CERTIFICATE
Page 36 and 37: «ENTREPRENDRE AU LYCEE»Robert All
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4. THEMATIC WORKSHOPS ON 26 OCTOBER
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STRATEGY FOR ECONOMIC LITERACY AND
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“THE STAIRS TO ENTREPRENEURSHIP
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WORKSHOP CONCLUSIONSRapporteur: Eli
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5. PLENARY SESSION ON 27 OCTOBER 20
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An overview was therefore provided
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ENTREPRENEURSHIP EDUCATION WITHIN T
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PANEL DISCUSSION AND CONCLUSIONSThe
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CLOSING SPEECHMaruja Gutierrez, Hea
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The objectives of teaching about en
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6. INFORMAL NETWORKING SESSIONS ON
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EUMember StatesEducational authorit
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EuropeanCommissionentr-conference-e
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Final report - European Commission - Europa

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