Implementation, dissemination and effects of entrepreneurship education in Norway Beate Rotefoss

1. Implementation, dissemination and effects of entrepreneurship education in Norway Beate Rotefoss Kunnskapsparken Bodø AS Bodø Graduate School of Business E-mail: br@kpb.no

2. Agenda • The Norwegian government’s definition of entrepreneurship in education and training • The school system’s understanding of entrepreneurship • Implementation of entrepreneurship education • Dissemination of entrepreneurship education • The effect of entrepreneurship education • Suggestions for the future Sources: Evaluering av regjeringens strategiplan for entreprenørskap i utdanningen (KPB-rapport 4/2008) Entreprenørskap på høygir! En evaluering av satsningen på entreprenørskap i grunnopplæringen i Sogn og Fjordane (KPB-rapport 1/2009) Et solid løft! En evaluering av satsningen på entreprenørskap i skolen i Nordland (KPB-rapport 1/2010)

3. The Norwegian government’s definition of entrepreneurship in education and training Entrepreneurship in Education and Training (Competence in entrepreneurship) • Develop personal qualities and attitudes: • Ability and willingness to • take the initiative • Innovation and creativity • Willingness to take risks • Self-confidence • Ability to collaborate • Social skills Learn subjects and basic skills through the use of entrepreneurial working methods • Learn knowledge and skills concerning: • Business development • Innovative processes

4. The school system’s understanding of entrepreneurship (Other elements; establishing new firms, innovation, stimulating independent pupils, risk willingness) The school system focuses on developing personal qualities and attitudes

5. Implementation of entrepreneurship education • Implemented entrepreneurship in primary schools’ operating plans: • 2005: 44,8 % (national study) • 2007: 41,4 % (national study) • 2009: 63,0 % (Nordland), 74,5 % (Sogn og Fjordane) • Entrepreneurship involves several external actors from industry, public sector and cultural life • Primary schools offering teachers skills upgrading within entrepreneurship: • 2005: 43,6 % (national study) • 2007: 51,9 % (national study) • 2009: 75,3 % (Nordland), 66,7 % (Sogn og Fjordane) • Still, entrepreneurship competence among teachers is rated as the single most important obstacle for implementing entrepreneurship in Norwegian schools. • A story from Sogndal…

6. Dissemination of entrepreneurship education • There are regional differences with regard to the number of pupils and teachers involved in entrepreneurship activities. Common for the “leading counties”; 1) They have higher education institutions with formalized entrepreneurship studies/courses, 2) Entrepreneurship education involves several local stake holders. • The key actor is Young Enterprise. In 2009, 133 483 pupils and students participated in programmes offered by Young Enterprise. • Approx 50 % of Norwegian primary schools have pupil enterprises • Increasingly important for the dissemination of entrepreneurship in the school system are actors like FIRST Scandinavia, Gründerfrø (“entrepreneurial seed”) and Sogn and Fjordane University College (they provide REAL – Rural Entrepreneurshp through Action Learning) • New curriculum for general teacher education • ).

7. Young Enterprise - Other programmes New curriculum for general teacher education Young Enterprise - pupil/student enterprise REAL • Gründerfrø: • Stimulating innovation • Idea generation • Gründerfrø: • Stimulating innovation • Idea generation • FIRST Scandinavia • Newton • FIRST Lego League • (science and technology) • FIRST Scandinavia • Newton • FIRST Lego League • (science and technology) REAL REAL

8. The effect of entrepreneurship education • 20 % of the pupils participating in Young Enterprise’s company program (ungdomsbedrift), establish their own business after graduation. • Entrepreneurship activities are important and effective means for the schools in order to stimulate basis skills among the pupils. However, there is room for improvement… • Entrepreneurship activities have resulted in increased cooperation between the educational institutions and the business community, cultural life and public sector (Approx 70 % of the basic education institutions in Nordland and Sogn og Fjordane have experienced increased cooperation due to entrepreneurship activities) • Teachers state that working with entrepreneurship increases the learning outcome • School owners state that pupils, when working with entrepreneurship, experience new possibilities in their local environment.

9. The effect of entrepreneurship education We asked the pupils (10 grade, 16 years) in primary schools in Sogn and Fjordane; What are your plans for the future?

10. The effect of entrepreneurship education We then asked the pupils (10 grade, 16 years) in primary schools in Sogn and Fjordane; How has working with entrepreneurship influenced your plans for the future?

11. Suggestions for the future (in Norway) • Continue the co-operation between the three involved ministries when it comes to entrepreneurship in education • School-owners (county municipalities and local government) must acknowledge the importance of entrepreneurship in education • Acknowledge the nuance between the concept of pedagogical entrepreneurship and the “traditional entrepreneurship concept” (personal skills/attitudes vs business) • Strengthen the entrepreneurship competence of teachers/lectures and school managers • Include entrepreneurship in the teacher training (also for continuing education) • Continue to financially support JA-YE Norway • Acknowledge other organizations working with entrepreneurial training and activities (i.e., REAL, FIRST Scandinavia and Gründerfrø). We need the variety! • Widen the knowledge-base through research