About Youth Start

The Youth Start Entrepreneurial Challenges project was realised in a closecollaboration between the ministries of education of Austria, Luxembourg, Portugal and Slovenia between 2015 and 2018. The aim was to develop a flexible, innovative, transferable and scalable entrepreneurship programme and to assess the programme’s effects on students. Based on the project’s research results the education authorities involved will develop entrepreneurship education measures in their respective countries.

The Youth Start Entrepreneurial Challenges Programme developed during this project

  • regards learning as a holistic process

  • comprises smaller and bigger challenges for 18 different themes (challenge families);

  • is based on the “TRIO Model for Entrepreneurship” and offers challenges in 3 areas: basic tasks to promote entrepreneurial thinking, tasks to promote a culture of co-operation and tasks to increase awareness for citizenship and social responsibility;

  • teaches the entrepreneurial competences listed in the “Youth Start Reference Framework” and includes check lists for self- and peer-assessment;

  • provides descriptions and instructive video clips for physical activation and mindfulness exercises in addition to teacher and student materials;

  • wasdeveloped by a team of Austrian experts based on their experience with entrepreneurship education in Austrian schools;

  • is continually being further developed and complemented by new challenges. 

 

Preliminary research results:

The effects of the YouthStart Entrepreneurial Challenges Programme on students were assessed in the school years 2015/16, 2016/17 and 2017/18 in Luxembourg, Austria, Portugal and Slovenia. For this purpose about 20,000 students from 175 schools and 15 different school types were randomly organised in experimental and control groups and were then surveyed.

Preliminary research results show….

  • that the modular concept of the entrepreneurship programme is suitable for all participating school types from the primary to the higher secondary level and can be integrated into existing curricula;

  • that the programme can be taught by teachers of various subjects;

  • that students participating in the programme have greater planning skills and better economic, financial and entrepreneurial competences than students in the control group;

  • that, compared to the control group, students in the experimental group are more creative, have a higher intrinsic motivation, are better at managing uncertainty and are more engaged in school.

 

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