National Institute for Education – The Evaluation Report of

CENTRES Pilot Activity in the Czech Republic

1. Context

Based on the Recommendation of the European Parliament and Council on key

competences for lifelong learning1 (2006), the Strategy for Lifelong Learning in the Czech

Republic2 (2007) aims at the development of functional literacy and key competences such

as financial literacy. Entrepreneurship is not, however, explicitly mentioned. This strategy

was followed by the Strategy for Lifelong Learning Implementation Plan3, approved in 2009,

which supports curriculum reform with an emphasis on increasing the functional literacy of

students and the development of key competences. This can, for example, be done by the

implementation of larger student projects, such as the setting up of training firms. National

Institute of Education, a body of Ministry of Education, Youth and Sports, recognises the

importance of entrepreneurship education. It is hosting the National Centre of training firms

(also called practise or fictive firms), which is providing the methodological support for

schools decided to implement the programme. However, entrepreneurship education for all

categories of education is quite new concept in educational policy of the Czech Republic, so

the National Strategy of Entrepreneurship Education in the Czech Republic is still missing.

Being the Department of Career Guidance, we understand creativity and entrepreneurship in

a broader social context as a set of important skills for the successful transition to the labour

market and as important career management skills.

2. Approach

With this in mind, the pilot activity in the Czech Republic was focused on the e-learning

training for career counsellors and teachers in schools. The e-learning programme aimed to

introduce the entrepreneurship education with emphasis on career management, a new

approach of career guidance in the Czech Republic.

3. Rationale

As the Department of Career Guidance provides the methodological support for all career

counsellors in schools in the Czech Republic, it has wide experiences with e-learning

education of the career counsellors (distance learning is in some cases the only way to

reach counsellors from all regions of the Czech Republic). Besides, the counsellors who

went thought previous e-learning programmes gave us the feedback, that they lacked

information about entrepreneurship in terms of career guidance. Therefore, we decided to

1 http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF

2 http://www.msmt.cz/uploads/Zalezitosti_EU/strategie_2007_EN_web_jednostrany.pdf

3 Available only in Czech language: http://www.msmt.cz/vzdelavani/dalsi-vzdelavani/strategie-

celozivotniho-uceni-cr

CENTRES

www.centres-eu.org

With the support of the Lifelong Learning Programme of the European Union

participate in CENTRES project and design the e-learning programme with emphasis on

entrepreneurship and creativity as part of career management skills (CMS). CMS

encompass all the competencies needed to manage one’s own career: entrepreneurship,

sense of initiative and creativity, self-management, opportunity awareness, flexibility,

endurance, optimism, ability to take risks, teamwork and openness to learning.

4. Pilot Description

The pilot activity in the Czech Republic was divided into several parts:

1. The recruiting part of the pilot activity was realised by phone and e-mail. Out of 35

contacted schools from Central Bohemian region, 13 confirmed participation in the

meeting of focus group. We also contacted 68 employers and entrepreneurs from

Central Bohemian region and Prague, 10 of them confirmed participation in meeting

of focus group.

2. Focus group meeting (4th December 2012): this meeting was meant to be a basis

for designing the e-learning programme: 12 representatives of 11 vocational schools

and 7 representatives of employers and entrepreneurs form Central Bohemian region

were discussing specific requirements of employers on absolvents (theoretical

knowledge, practical skills, creativity and entrepreneurship) and need of the teachers

and counsellors (preparing the absolvents) and their possible incorporation into the

educational programme for career mentors and implementation into practice.

3. E-learning programme – was designed based on the results of the focus group

meeting. 10 career counsellors from Central Bohemian region successfully

completed the study of the programme in August 2013. The programme was divided

into 3 modules:

a) Introduction to creativity and entrepreneurship education - aims to introduce career

counsellors and teachers to the field of creative education and creative industries and

to present the latest trends and projects dealing with these topics.

b) Career guidance in schools as a creative process - represents an added dimension

to career guidance in primary and secondary schools. It is a process that can

significantly affect the attitudes of students towards acquiring useful skills for life with

the aim to encourage guidance practitioners to think about how to develop and

improve career education and turn their school into an innovative institution.

c) Practice firm - the practice firm is a subject bringing vocational element into an

increasing number of non-economic school programmes in the Czech Republic as

well as other European countries. The module was designed for upper secondary

school teachers who want to help students prepare for real life.

4. Mentoring in schools – all 10 teachers were invited to incorporate the contents and

methodologies gained through studying the e-learning programme into their teaching

methods. The core structure of the mentoring sessions in schools was the same for

all 10 school:

Introductory Session – presentation of the programme, baseline survey for students,

introduction to creative entrepreneurship, discussions.

The Visit of a Real Entrepreneur – every school had to invite at least one

entrepreneur from creative sector or related to their education programme to present

his / her experiences with entrepreneurship, to discuss with the students and to

inspire them.

Start Right Now! – the students shared their ideas, visions and learned about the

possibilities of starting right now – information and contacts to grant agencies, youth

programmes supporting entrepreneurship among young people.

Fictive firm – presentation of the programme Fictive firm. Brainstorming on the

content, subject, plan of their own fictive firm.

Final Session – summary of the project, evaluation, end point survey for students.

The schools directly involved in the pilot activity were:

SOŠ a SOU Beroun – Hlinky: a large upper secondary vocational school in Beroun (town in

Central Bohemian region, 19,000 inhabitants). Only 10 % of students have a statement of

special educational needs. The study programmes offered by this school:

Secondary technical education, 4 – year study programmes (finished by the “maturity

exam”): Operation and Economics of Transport, Building construction, Tourism, Business.

Secondary vocational education, 3- year study programmes (finishes by the apprenticeship

exam): Motor mechanic, Electrician, Pastry cook, Joiner, Plumber, Cook, Salesman, Window

dresser.

SOŠ a SOU Dubno: an upper secondary vocational school in Příbram (town in Central

Bohemian region, 34,000 inhabitants). The school has a very good partnerships with the

local employers. The study programmes offered by this school:

Secondary technical education, 4 – year study programmes: Industrial electronics and

security systems, Fire-fighting equipment and prevention.

Secondary vocational education, 3- year study programmes: Motor mechanic, Electrician,

Plumber, Locksmith.

SOŠ a SOU U Hvězdy: an upper secondary vocational school in Kladno (the biggest town of

Central Bohemian region, around 70,000 inhabitants). The study programmes offered by this

school:

Secondary technical education, 4 – year study programmes: Fashion design, Textile

industry, Furniture and wood production.

Secondary vocational education, 3- year study programmes: Cook, Pastry cook, Carpenter,

Joiner, Tailor, Mason.

SOŠ a SOU Nymburk: a large upper secondary vocational school in Nymburk (town in

Central Bohemian region, 15,000 inhabitants). The study programmes offered by this school:

Secondary technical education, 4 – year study programmes: Engineering, Electrical

engineering, Economics and Business.

Secondary vocational education, 3- year study programmes: Motor mechanic, Mechanic,

Plumber, Electrician, Painter, Pastry cook, Cook, Mason, Glassblower.

SŠ oděvního a grafického designu: an upper secondary school in Lysá nad Labem (a

small town in central Bohemian region with app. 9,000 inhabitants) has a long 120-year-old

tradition. In these days the school is focused on art and creative study programmes, such as

Fashion Design, Graphic Design and Interior Design.

SOŠ Český Brod – Liblice: a small upper secondary school located in the countryside of a

small Central Bohemian town Český Brod (app. 7,000 inhabitants). The school offers only

two 4 – year study programmes of secondary technical education: Economics and Business

and IT.

SOŠ a SOU stavební: with the capacity of 708 students, the school is one of the largest in

the region. This upper secondary vocational school is located in the city of Kolín, which has

35,000 inhabitants. The study programmes offered by this school:

Secondary technical education, 4 – year study programmes: Building construction, Technical

lyceum, Plumber and Electrician.

Secondary vocational education, 3- year study programmes: Electrician, Plumber, Painter

and Decorator, Carpenters, Plumber, Joiner, Mason.

OŠ podnikatelská Kolín: a small upper secondary school in Kolín. The school offers only 4-

year study programmes of secondary technical education: Economics and Business,

Packaging technology - Computer graphics, ICT - applications of PC, Reproductive graphics

for media, Applied Photography and Media, Fire protection and Business.

SOŠ a SOU Hořovice: an upper secondary vocational school located in Hořovice (a small

town in Central Bohemian region with only 7,000 inhabitants). The study programmes

offered by this school:

Secondary technical education, 4 – year study programmes: IT, Economics and Business,

Engineering, Ecology and Environment.

Secondary vocational education, 3- year study programmes: Toolmaker, Mechanic.

SZeŠ a SOŠ Poděbrady, p. o.: an upper secondary school focused on agriculture is located

in Poděbrady (a spa town with 14,000 inhabitants). The study programmes offered by this

school:

Secondary technical education, 4 – year study programmes: Agribusiness, Public

administration, Scientific lyceum, Food technology, Veterinary.

Summary of Beneficiaries Data

School Student

s

Teacher

s

Indirect

beneficiaries

SOŠ a SOU Beroun – Hlinky 17 1 18

SOŠ a SOU Dubno 18 2 16

SOŠ a SOU U Hvězdy 14 1 15

SOŠ a SOU Nymburk 11 3 11

SŠ oděvního a grafického

designu

50 1 51

SOŠ Český Brod – Liblice 23 1 43

SOŠ a SOU stavební 22 2 125

OŠ podnikatelská Kolín 12 1 13

SOŠ a SOU Hořovice 13 1 14

SZeŠ a SOŠ Poděbrady, p. o. 15 1 25

Together 195 14 331

5. Impact & Legacy

IMPACT

According to the evaluation data gathered in 10 participating schools, the pilot activity

increased the knowledge and understanding of creative entrepreneurship and creative

career guidance not only from the students’ point of view. The e-learning part of the pilot

activity was very beneficial also for the teachers. As the students claimed in the endpoint

surveys, they also improved some of their entrepreneurial skills: creative thinking,

presentation skills, team working, planning, “sticking to schedule” and problem solving.

The most problematic and the most interesting part at the same time seemed to be the

session with the real entrepreneur. According to the teachers’ comments, it was very

challenging to persuade entrepreneurs to come and share their experiences. Nevertheless,

they all managed to organise this meeting, and were very surprised with the positive effect of

this session on the students. So, as they said, “it was worth the effort” and they will definitely

continue with that kind of activities.

Impact: highlights by school

SOŠ a SOU Beroun – Hlinky

Students realized that their current skills were fairly superficial and that they would need

courage, confidence and flexibility, perseverance and hard work to come a successful

entrepreneur.

The teacher claimed that she learned how to better collaborate with students. The project,

according to her opinion, perceived as a diversification of teaching methods and contributed

as a mediated view from the practice, which is still missing in the schools.

SOŠ a SOU Dubno

The pilot activity was quite challenging for this group of students, as these were the only

students (in comparison with other participating schools) of apprenticeship type of vocational

education (the 3-year study programme). The project activities seemed to be difficult for

these students, because of high requirements on involvement and team work. The only skill

the students claimed they had improved during the pilot activity were the communication

skills.

The teacher found it very difficult to motivate students to involve more into project activities.

Despite the difficulties, the teacher decided to continue with entrepreneurship education,

especially with the implementing of the programme Practise firm, because she sees the

potential in that kind of learning methods.

SOŠ a SOU U Hvězdy

The students gained a better understanding of the creative entrepreneurship, they realised

that entrepreneurship is also about responsibility, hard work and planning. In the baseline

survey they didn’t think the school was teaching them entrepreneurial skills at all. Therefore,

they appreciated the project activities very much, because afterwards they felt much more

confident regarding their entrepreneurial skills and they gained very concrete information,

e.g. were the can find the support for their projects if they would like to start right now.

The teacher also was positively surprised how motivated the students were after completing

the pilot activity. The students also started to think about entrepreneurship in terms of active

citizenship.

SOŠ a SOU Nymburk

In the beginning of pilot activity students didn’t recognise the importance of creativity and

innovation in entrepreneurship. Based on the information, their understanding of

entrepreneurship as a creative process and an attitude of life has broaden. The students

thought they improved their creative thinking thanks to the project, even though they haven’t

used it in other subjects yet.

The teacher agreed with the students that their entrepreneurial skills had improved. She

liked that the project brought new information and a new perspective on business. She

thinks that the students acquired new knowledge of entrepreneurship, improved their

teamwork and mutual communication.

Střední škola oděvního a grafického designu

The school of fashion and graphic design focuses also on creativity and innovation learning.

The students did have some basic information about entrepreneurship. They benefited from

the project mainly the concrete guidelines how to start their business projects right now. Two

of them also received a grant from O2 Think Big programme to renovate the interior of the

Youth Home in Lysá nad Labem.

The teacher was pleasantly surprised by the students’ attitude to realisation of the project

activities. She definitely wants get on with cooperation with creative entrepreneurs to

achieve better understanding of creative entrepreneurship among all their students.

SOŠ Český Brod – Liblice

The students of the schools were relatively active and entrepreneurial in the community life

even before the pilot activity (they have been leading a project aimed on development of

active citizenship and community life in Český Brod – they often communicate with the

mayor, deputy mayor and the representatives of Youth Information Centre). That’s why the

students evaluated their entrepreneurial skills as ‘good’ even in the baseline survey.

Anyway, the students stated that the project had developed their creativity and organisation

skills.

The teacher was very surprised to see that even students that hadn’t seemed as active and

creative before started to act more creatively and they were more involved in the ongoing

activities.

SOŠ a SOU stavební

The understanding of entrepreneurship among the students was on very basic level in the

beginning of the pilot activity. The students saw entrepreneurs as very rich businessmen

whose main goal is to gain profit and manipulate with people. Entrepreneurship as a concept

doesn’t really have a good reputation in media and society as a whole.

Students now understand the hard work, skills and attitude hidden behind the success. They

have improved communication skills, teamwork, and tolerance for others’ opinions.

OŠ podnikatelská Kolín

Given the focus of school (business academy), students had a fairly good basic knowledge

of the entrepreneurship even in the beginning of the pilot activity. At the end of the pilot

activity the students themselves realised that they improved teamwork, communication skills,

they also worked on the “harder” skills, such as budgeting and planning. The learned how

important it is to have a goal and meet deadlines as well. They have already used the new

skills in other subjects: in economics, marketing and management.

SOŠ a SOU Hořovice

In comparison with other participating schools, the students of this school had a

considerable understanding of entrepreneurship already in the beginning of the pilot activity.

At the same time, they also did have the feeling that the schools is teaching them the

entrepreneurial skills. However, in the end of the pilot activity they stated that they learned

the following skills thanks to the project: among the “harder” entrepreneurial skills such as

planning, budgeting, marketing, also some soft skills such as presentation skills, solving the

problems creatively, and listening and respecting also the unconventional and controversial

opinions of their schoolmates.

SZeŠ a SOŠ Poděbrady, p. o.

Students now have better understanding of what entrepreneurship means. They had

previously focused more on the “business” side of entrepreneurship and didn’t realised

which skills were needed to become a successful entrepreneur.

The students especially liked the session with real entrepreneur as she was of their own age

(a student form their school). They found her story and experiences very inspirational. They

also liked that the project activity gave them opportunity to think about how their hobbies and

passions could become their occupation.

LEGACY AND SUSTAINABILITY

The structure of the pilot activity was meant to provide the project legacy by training the

multiplicators of the philosophy of entrepreneurship education with special emphasis on

creativity so they can reach the target audience even after the project ends by applying new

teaching methods and new approach of career education.

Every participating school claimed that they will continue especially with the cooperation with

external entrepreneurs as they found it really important for the students to have as many

contacts with the real world of work as possible. They were generally very pleasantly

surprised how motivated and involved the students were during the discussions with the

entrepreneurs.

SOŠ a SOU Dubno, SOŠ a SOU U Hvězdy, SOŠ a SOU Hořovice a SZeŠ a SOŠ

Poděbrady, p. o. incorporated the program Fictive firm into their school plans.

6. Quality

According to the information from evaluation forms, the pilot activity can be considered

successful. Students increased their knowledge and understanding of creative

entrepreneurship, they improved their skills such as communication and presentation skills,

ability to solve the problems in a creative and innovative way and team work. The pilot

activity demanded the proactive attitude not only from the students, but also from the

teachers. They had to study the e-learning programme and then to prepare interesting and

valuable sessions for the students. However, this approach enabled to reach many other

students even after the completing the pilot activity.

The most difficult to deliver but at the same time the most successful part of the mentoring

part of the pilot activity was the session with entrepreneurs. Almost every school reported

that they have problems to find and persuade the entrepreneurs to cooperate with the

school. Anyway, once they achieved that, the session was beneficial for all of them.

SUCCESSES:

The e-learning programme with introductory information turned out to be a good

starting point for that teachers and career counsellor who aren’t familiar with the

holistic concept of entrepreneurship education.

Giving teachers the responsibility to establish cooperation with the local

entrepreneurs was challenging but also very beneficial for them at the same time.

Students were very pleasantly surprised that they had the opportunity to start to think

about the possibilities of “creating” their own jobs based on their interests and

hobbies.

CHALLENGES:

The concept of creative entrepreneurship was challenging to understand not only for

the students, but also for the teachers, especially for the teachers from business

academy programmes.

Some students were difficult to get involved, especially during the activities based on

their proactive attitude, like discussions, brainstorming, etc. They lacked teaching

materials.

The delivery of the session with the real entrepreneur turned to be very time-

consuming for the teachers.

WHAT COULD HAVE BEEN IMPROVED?

Better communication and controlling strategy: the teachers didn’t communicate

some challenges (e.g. problems with motivating the students, lack of time for the

delivery), especially that which could be easily solved by the coordinator before the

delivery.

More emphasis on the meetings with creative entrepreneurs. Every school invited

only one entrepreneur, even thought they were invited to arrange as many meetings

as possible.

WHAT MIGHT BE CHANGED/ADAPTED?

Regarding the training of teachers, at least one interactive workshop or seminar

could be add to an e-learning programme to strengthen and widen the knowledge

gained through e-learning.

Regarding the mentoring part of the pilot: it is recommended to extend the time

allocation especially for the meetings with entrepreneurs and for the session

dedicated to presentation of fictive firms.

7. Insight

Awareness on the importance of entrepreneurship education in the Czech Republic is very

small. Educational institutions still understand entrepreneurship education as an acquisition

of basic business and economic knowledge by students in business academies, while the

concept of entrepreneurship education for all categories of education, as a part of career

education, isn't much known. The Czech educational system and its Framework educational

programmes do include the career education, which is demonstrated with the cross

curriculum theme »The Man and world of work«, mandatory for primary, lower secondary

and upper secondary education. Even though we understand entrepreneurship education as

a part of career education, this concept still isn’t recognised by the teachers of career

education. Therefore, the first step for policymakers in terms of promoting the

entrepreneurship education in the Czech Republic should be the creation and

implementation of the National strategy for entrepreneurship education. That would be a

very good starting point to implement the activities proved by the pilot to a wider audience.

Overall, this pilot can be considered as successful as every participating school

demonstrated the willingness to continue with these activities with other students of their

school. That is possible also due to the fact, that they can easily implement these activities

into the curriculum, even though the time allocation for the whole career education is very

low.

Findings:

As the concept of creative entrepreneurship is unknown among teachers, it is crucial

to put an emphasis on the trainings for teachers.

Students and teachers found the activities undertaken very motivating and

refreshing, especially the meetings with entrepreneurs.

Even though the activities were incorporated into the curriculum, teachers found

them very time consuming, particularly the preparation phase of the activities.