1. CENTRES
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
Entrum Foundation: Pilots Evaluation Report
1. Context
Brief outline of context for this pilot activity in the partner location – ie why the programme was
considered necessary (eg education/curriculum context, employment for young people, work/life skills,
state of entrepreneurialism, actual/potential importance of creative industries. This will probably
relate to why your organisation is participating in the CENTRES programme.).
Estonia is a small country in Northern Europe with less than 1,4 m inhabitants. Nevertheless Creative
Industries (CI) have an increasing role in strengthening the state’s competitiveness and developing a
knowledge-based economy. Creativity is becoming the key component in several sectors and this has a
focal role in achieving not only economic objectives, but also improving our environment, quality of life,
innovation and competitiveness. As a result, creative industries play a considerable role in regional
development, tourism and increasing the state’s export capacity. A special study has shown that in 2007
over 5000 companies and institutions operated in the creative industries sector, amounting to 9,4% of
the total number of companies in Estonia. The total income of CI companies per year in 2009 amounted
to 1 146,42.- EUROs. The creative sector is growing constantly so that in 2011 the sector accounted for
3% of the Estonian economy1
.
To move forward Estonian Creative Industries needs highly motivated young people with an enterprising
mindset and well-developed social and business skills, as well as professional contacts. The main
challenge is that the alumnus of Estonian schools does not fit those requirements. So they experience
difficulties in fulfilling themselves as professionals, as well as establishing their own enterprises.
Nevertheless of the fact that Estonia already have Junior Achievement students company programme for
the last 20 years, as well some short-term project based initiatives around Estonia. We still had in 2009
more then 10 000 unemployed young people aged 16-24. That means young people in Estonia still
constitute serious challenge for country social system instead of creating additional value for the country.
2. Approach
What you decided to do (this should NOT be about the detail of what you actually delivered, that comes
in point 4. It should be about the broad approach you decided to take – eg using a qualification to
accredited work in creative entrepreneurship, developing a programme of events for teachers, etc)
In 2010 the Estonian Chamber of Commerce and Industry developed a concept of an ideal of a
personality with an enterprising mindset that became a basis for the framework document “National
Entrepreneurship Development Plan” that was signed by the Ministry of Education and the Ministry of
Economics of Estonia. In the same year the Youth Entrepreneurship Development Programme and
Contest ENTRUM was launched by Eesti Energia (Enefit). The programme was also based on the concept
of an ideal of a personality with an enterprising mindset mentioned above and this purpose was to create
a generation of young Estonians with an enterprising mindset and appropriative social and business skills,
as well as contacts among professionals and entrepreneurs, that will support youngsters’ self-fulfilment
in such economy sectors as IT, energy, engineering, social entrepreneurship and creative industries.
1
Creative Industries in Estonia (2011), Loov Eesti

2. CENTRES
2
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
CENTRES pilot activities helped the Entrum Foundation to test the “ENTRUM 4-steps enterprising mindset
creating” methodology2
on Creative Industries (CI) start-up’s, including creation of links and professional
contacts between youngsters and CI business-incubators and entrepreneurs by visiting business-
incubators and mentorship by CI entrepreneurs. Parallel to the abovementioned pilot activities we
decided to create a new methotodology for boosting youngsters immediate readinees to act, as well
improve their knowledge related to logic of creative industries functioning (production, post-production,
marketing) and launched “Music video production action” (limited time and resources approach). So
actually the Entrum Foundation has carried out two different pilot activities.
3. Rationale
the rationale for this approach (relating the work to the perceived ‘need’)
Why you took the approach outlined in 2, above, given the context you have outlined in 1.
The education system in general experiences a gap in providing to youngsters real life experience, where
youngsters can explore what it means to initiate, manage resources, take responsibility for decisions in
collaboration with concrete economy sector partners such as business-incubators, the regional
development sector, entrepreneurs. Creative industries are not an exception in this sense. That is it is so
important that the learning by doing process would be accomplished in cooperation with CI business-
incubators and entrepreneurs, who will explain and show in practice how creative industries work in
reality including business and production processes. So the main emphases was put on bringing 13-19
year old school students outside of their everyday environment (school and home) and giving them the
chance to taste real life.
In the case of the second pilot activity (music video production) it was important that youngsters get
production experience, where the final result will reach a much broader audience than just their own
school and family. It must be something that will reach a national TV channel audience and public. So that
young people can feel the connection between the initiation, production and delivery process of the
product that would be consumed by more then 30 000 people. So this will give them the feeling that they
do something real, something that other people really need, not just doing things as part of a study
process.
4. Pilot Description
brief description of what was undertaken
- general description of the programme as a whole – participants, how they were identified and
recruited, mentors, events, major milestones etc
- specific examples from individual schools/groups/settings, and individuals where relevant
- summary of data: table showing number of participants, direct/indirect beneficiaries [NB this
should all come from MONITORING FORMS]
NB this section should be useful for people outside your pilot to understand what you did.
2
ENTRUM 4-steps methodology: 1 step – bring youngster out from her/his everyday environment (school and home),
inspire and encourage, bring outside of everyday environment; 2 step – teach practical skills social and business skills
that will support enterprising mindset (teamwork, goal setting, action plan, resources management, business model
generation); 3 step – integrate youngsters to the network of entrepreneurs, one-to-one mentoring and colloboration
with business incubators; 4 step – create entrepreneurial lifestyle (including what to read, what events to visit) by
socialising. Methodology was developed by Darja Saar in 2010. All rights reserved.

3. CENTRES
3
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
Pilot activity 1: ENTRUM enterprising mind-set creation 4-steps methodology application to CI start-
up’s (17.10.2013 – 22.05.2014)
The participants of pilot activities: 13-19 year old students from different schools around Saaremaa,
Hiiumaa, Pärnumaa and Viljandimaa counties in Estonia. Students were selected on the basis of
preliminary registration. First they were invited to participate at the ENTRUM Opening Show in Pärnu
Concert Hall in October 2012, where they meet with the ENTRUM patrons (Estonia’s most successful and
famous celebrities), mentors (entrepreneurs), as well as representatives of business-incubators and
regional development centres. Youngsters got inspiration and the opportunity to brainstorm with the
help of the entrepreneurs on their first ideas for start-up’s that they would like to launch. They also
learned to use out-of-the-box thinking, skills and interests self-assesment, identification of creative
passion, other people needs (business opportunity and market research).
To participate in the 4-month incubation programme youngsters needed to electronically register their
idea and team. It was a compulsory condition to pass to the incubation programme that lasted from
November 2012 to February 2013 and had 3 one-day sessions and 1 Night Session:
One-day session “Define your idea!”
November 2012
Team-bulding, different types of business models, business
planning, introduction of Estonia’s entrepreneurship and
creative industries ecosystem.
Night session “Think smart!”
December 2012
Financial planing, budgeting, accounting, product costing
and pricing, start-up capital, sales pitching.
One-day session “Act wisely!”
January 2013
Marketing and communication planning
Marketing products (press-realise, video) contest.
One-day session “Take responsibility!”
February 2013
Analysis of business idea launching results, pitching
exercises, business ethics, collobration with Estonia’s
entrepreneurship development and creative industries
ecosystem.
Sessions took place one time per month. Each session had 3 different parts:
1. Hour of Inspiration (1 hour) – talk-show in a large Concert Hall with some famous entrepreneur
or celebrity on some particular topic related to the business model generation.

4. CENTRES
4
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
2. Entrepreneurship LAB (4 hours) – practical work on start-up’s development by economy sectors.
3. Quality time with mentor (1 hour) – start-up team used that time to agree with their personal
mentor the next steps or discuss any difficulties. Each team had their own personal mentor.
Altogether 177 youngsters and 61 start-ups entered the ENTRUM incubation programme in the field of
Creative Industries. Each start-up team could consist of 1-6 members.
Economy sector Number of participants and start-up’s
Creative industries:
design, theatre, movie, cross-media
35 start-ups (107 youngsters)
35 mentors
Creative industries:
music industry and events management
26 start-ups (70 youngsters)
26 mentors
Overview of pilot activities events:
After incubation programme altogether 10 “CI: design, theatre, movie, cross-media” start-ups and 6 “CI:
music production and events management” qualified for participation in the ENTRUM Superfinals in
March 2013 at Pärnu Concert Hall.
“Creative industries: disain, theatre, movie,
cross-media” finalists
»Creative industries: music industry and events
management« finalists
1. “Amberella” - Fashionable raincoats;
2. “Arting grupp” – Indoor painting service;
3. “E-Talentbank” – creative industries young
professionals labour exchange;
4. “Kenert Tamm Photography” – nature
photography service;
5. “MIREMBE kleepsud” – disian stickers;
1. “ArtJam” – Summer camp for artists;
2. “Hiiumaa Muusika- ja Tantsulaager” - creative
industries summer camp for youngsters on
Hiiumaa island;
3. “Kinu peab saama!” – 5D movie theatre;
4. “Stuudio MSN-I Musuikute võrgustik” – record
label;

5. CENTRES
5
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
6. “Noorte Avastamata Kunstnike; Näitused” –
young artists exhibitions and art sale;
7. “Põnev Tootsi Noortepark” – Free time and
Entertainment Park;
8. “Sierra” – Design Clothing to Martial Arts
Enthusiast with reasonable price;
9. “Tegude Päevik” – diaries for youngsters;
10. “Tervisliku toitumise ja spordi lehekülg” –
healthy lifestyle promoting webpage.
5. “Muusikabänd The True Smile” – music band;
6. “Ulatame käe läbi meloodia” – Charity Concert
with Estonia’a most famous pop singers
To qualify for the Superfinals it was necessary to present a prototype (min results) and first sale results
(max programme). Next you can find comparison of CI start-ups statistics to the others sectors of the
economy:
Sector of economy Number of participants and
launched start-ups
Number of finalists and
implemented ideas
%3
1. IT ja ingenuity 16 start-ups (39 youngsters) 5 start-ups (16 youngsters) 41%
2. Social entrepreneurship 29 start-ups (102 youngsters) 9 start-ups (35 youngsters) 34%
3. Service economy 55 start-ups (155 youngsters) 12 start-ups (51 youngsters) 32%
4. CI: music production 26 start-ups (70 youngsters) 6 start-ups (22 youngsters) 31%
5. CI: disain 35 start-ups (107 youngsters) 10 start-ups (33 youngsters) 30%
So, as we can see from the results CI are quite popular amoung youngsters. One third of all initiated ideas
(61) are under CI. The total amount of enterprising ideas (total 161 idea). At the same time start-ups
survival index show that CI start-ups are not so successful in creating a real product or service in a 4-
month period of time. “CI: music production” and “CI: design” are in the last places in start-ups rankings.
Nevertheless the strongest CI start-ups were awarded at the ENTRUM Awards Gala on 22 May 2013 in
Pärnu Concert Hall with the participation of Estonia President Toomas Hendrik Ilves:
1. Best Creative Industries: design, theatre, movie, cross-media start-up – “Tegude päevik” (diaries
for youngsters). Start-up “Tegude päevik” is now profitable enterprise, which produces calendars
and notebooks for school students and sells them over all Estonia.
2. Best Creative Industries: music production and event management start-up – “Ulatame käe läbi
meloodia” (Charity Concert with Estonia’a most famous pop singers).
All CI start-ups finalists have received a certificate certifying their skills to potential future employers, as
well as giving them the right to be entrepreneurial in their own right.
In the case of this particular pilot activity the following institutions can be considered as indirect
beneficiaries:
3
Start-ups survival % - how many youngsters started with their start-ups launching and how many of them qualified for
Superfinals (realised their idea).

6. CENTRES
6
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
Estonian Business Incubators and
institutions promoting CI(3):
1. Tallinna
Ettevõtlusinkubaatorid;
2. Tartu
Loomemajanduskeskus;
3. LOOV EESTI
Better awareness of youngsters about CI in general, as well as
about the role and services of business-incubators, including
conditions of incubation services, events.
Regional Entrepreneurship
Development Centres (4):
1. Hiiumaa MAK
2. Saaremaa MAK
3. Pärnumaa MAK
4. Viljandimaa MAK
1. Better awareness among youngsters of
entrepreneurship in general, as well as about the role
and services of regional entrepreneurship
development centres, including conditions of
incubation services, events.
2. Ready to use methodology that could be adopted for
county needs.
Creative industries SME-s and
entrepreneurs
Better understanding among entrepreneurs of methodology
of how to develop necessary skills for a successful
professional life among young people. Overview of current
situation with school students’ readiness to join labour
market as employees or entrepreneurs. Contacts with
talented youngsters they would like to cooperate with
further.
Local (48) and regional (4)
governments
Local and regional governments have got experience,
motivated young people, who will soon become leading
members of local communities as professionals,
entrepreneurs and responsible citizens.
Pilot activity 2: Night Music Video Action (8th
- 9th
December 2013)
Altogether 300 participants were selected to participate in the Night Music Video Action. The ages of
participants were 13-19 year old. There was no any previous experience or special knowledge required.
The synopsis of the music video was created and conducted by ENTRUM youngsters themselves under
supervision of a professional production team High Roller Films. The aim was to develop the youngsters’
creativity and raise their awareness and practical skills in the field of the production process in creative
industries, including event management, music production, video production and marketing. The main
feature of the “Music video production” methodology is stressful conditions: constraints of time and
limited resources: one location and specific technical equipment (camera Phantom FLEX), as well as a
special condition – all 300 participants must be involved in the production process of the music video.

7. CENTRES
7
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
Before the action the youngsters organised a public poll with the purpose of choosing most popular pop
song to produce a video for. As results of the public survey the Teele Viira, Tuuli Rand and ULA – song
“Ring the Alarm” was chosen to make the music video.
The music video produced by the youngsters was broadcast on the national TV channel ETV2 and stayed
in the music charts for 3 weeks. The video has been viewed more than 30 000 times on YouTube and
shared 200 times on Facebook.
TV interview http://etv2.err.ee/videod/eestitop7/35505947-fcc8-4593-81ac-79abd64a6780 starting
27:01
5. Impact & Legacy
Clear articulation of the impact of the pilot as evidenced by the data gathered through the evaluation
forms – comparing start point and end point, outcomes, unexpected outcomes (ie impact on the
students/teachers/schools/mentors). [NB this all comes from EVALUATION FORMS]
Include any information about legacy/ sustainability of the project – eg schools adopting the
approach/part of the approach to continue in future work, etc.
Pilot activity 1: ENTRUM enterprising mind-set creation 4-steps methodology application to CI start-
up’s (17.10.2013 – 22.05.2014)
According to the evaluation forms4
, as well as start-ups public pitches5
in the ENTRUM Superfinals on 22
March 2013 the “ENTRUM 4-steps” methodology impact was very serious:
1. Instant “infection” by enterprising mindset “virus” – mindset and lifestyle. Even those youngsters (CI
start-ups members) who dropped out admitted a direct impact of methodology on their mindset. Some
of the CI alumni continued their activity as legally registered enterprises.
4
16 start-up hard copy diary with section identifying start point of the team, final results and progress evaluation by
participants themselves, mentors, regional and professional evaluation commissions.
5
3-minute pitch, where participants speak about their results, study experience and insights. You can find example
here: www.youtube.com/watch?v=KubMiO2bvR4

8. CENTRES
8
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
2. Direct connection of ENTRUM CI start-ups to creative industries business-incubators and entrepreneurs
helps avoid “putting students in the bubble” and created direct links between students and all the
creative industries ecosystem.
3. The “ENTRUM 4-steps” methodology has a similar effect (creation of enterprising mind-set, social and
entrepreneurial skills) on creative industries’ start-up members as to youngsters launching start-ups in
high technology, social entrepreneurship and the service economy. At the same time the number of
students who drop out is higher in comparison to other economy sectors start-ups.
4. The “ENTRUM 4-steps” methodology’s successful implementation in CI start-ups development requires
support for youngsters from their school administration, teachers, local governments, regional
entrepreneurship development centres.
5. The impact of the “ENTRUM 4-steps” methodology was really remarkable if we speak about mentors
and business-incubators: 1/3 of the entrepreneurs were ready to contribute on a regular basis next year.
Most of them admitted revitalising energy of young people that motivated entrepreneurs to make
changes in their own businesses.
6. Creative industries business-incubators expressed readiness to continue and intensify collaboration in
the field of creative industries start-ups training by contributing their own resources. Already next season
“Tallinna Ettevõtlusinkubaatorid” (Tallinn Business Incubators) and LOOV EESTI (Creative Estonia) will
become ambassadors and supervisors of the appropriative entrepreneurial LAB-s:
- Tallinna Ettevõtlusinkubaatorid – Creative industries: design, printed and digital media, advertising.
- LOOV EESTI – Creative industries: music production, event management, theatre, movie, broadcasting.
Under supervision of the institutions mentioned above the curriculum of the incubation programme was
revised and improved taking into consideration needs of the creative industries.
7. Viljandimaa Regional Entrepreneurship Development Centre launched its own county
programme based on the “ENTRUM 4-steps” methodology.
8. Saaremaa Regional Entrepreneurship Development Centre improved its existing programme for
school students taking as the example the “ENTRUM 4-steps” format and methodology.
Pilot activity 2: Night Music Video Production Action (8th
- 9th
December 2013)
1. Youngsters respond well to
actions, where they can create
value in a very short time and on a
large scale – visible results in a
very short time and having a real
impact not only in their own
network, but on a national level;
2. Youngsters, in the opposite way to
perceptions in Estonian society,
are ready to take initiative and
responsibility for projects they
really care about. This means that
study activities must be
meaningful for them, not just for
the aim of fitting a curriculum;

9. CENTRES
9
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
3. Creative industry production process must be learned via practical activities and followed by
seminar, where youngsters can analyse what they have done and how they have done it6
.
4. Youngsters created CI products are a valuable contribution to market diversity and the different
client age groups needs satisfaction (Justin Bieber efect).
5. Night music video action is also organised for next season in Tallinn.
6. Tallinn city is planning to organise their own teenagers’ Night Music Video action in September
2014.
9. Quality
Brief assessment of the quality of delivery of the project - what went well, what could have been
improved, what might need to be changed/adapted if the programme was used more widely in the
same country or trialled by a partner country/elsewhere. Potential pitfalls. [NB useful info here could
come from MONITORING or EVALUATION FORMS]
I.e. this was a pilot – what would you change next time to get it to be even better.
According to the feedback of participants and partners the “ENTRUM 4-steps” and “Night Music Video
action” approaches are perfect to inspire and empower youngsters to get started, discover creative
industries inside life and with people around, take responsibility for the project success.
“The participation in the ENTRUM programme “Creative Industries: design LAB” gave impetus to starting
action, as well as knowledge of how to act. It gave us so much self-confidence”. Start-up “Arting group”,
CI: design.
“We already had the “enterprise virus”, when we joined the ENTRUM programme “Creative Industries:
design LAB”, but ENTRUM was a real opportunity and gave us the courage to start do real things. Thanks
to “Creative Industries: design LAB” we can face the challenges and find creative and sensible solutions.
We have got very important experience. We believe that this experience is the foundation of our success
in the future. Start-up “Mirembe stickers”, CI: design.
“When you learn how a music video is made and at the same time are contributing into this process
yourself, it gives way more than listening to yet another boring lecture and taking a test. This definitely
motivated me to put more effort into my own business project.” Magnus Liir, Night Music Video Action
participant.
What might be improved?
1. The quality of mentors. Entrepreneurs involved in mentoring must understand their responsibility
and be determined. Improvement of mentors selection and scholarship.
2. Very important is collaboration of mentors and students between the sessions. It is much more
effective when a mentor is able to supervise the work of a start-up between one-day sessions once a
month. Continuous contact between mentor and students is necessary.
6
Impact and insights summary is based on 300 youngsters electronic questionnaires before action and after action.

10. CENTRES
10
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
3. The number of “Creative industries LAB-s” must be smaller, so supervisors can pay more attention to
each start-up.
4. Sessions must be accomplished by working visits to Creative Industries business-incubators and
regional development sectors, as well as creative industries enterprises.
5. Creative industries start-up members needs environment, where they meet their teams and develop
their products, services – hubs designed for creative industries youngster’s start-ups needs.
10. Insight
Summary of lessons learnt: impact, potential for future roll-out in your country or elsewhere
Recommendations  to feed into policy recs.
The “ENTRUM 4-steps” approach implementation to development of creative industries start-ups and
“Night Music Video Action” demonstrate that creative industries can be successfully learned and
practiced by 13-19 year old youngsters outside of school. At the same time it requires intense
collaboration between institutions of the educational sector (schools), local communities, regional
development centers, a neutral platform (ENTRUM programme), as well as creative industries business-
incubators and entrepreneurs to make it happen. That model and approaches could be implemented in
other countries. Direct reference to the necessity of particular initiatives can be found in the European
Commission action plan “Entrepreneurship 2020”7
. To make the abovementioned approaches
continuously work in Estonia and other countries in future there are a number of measure that must be
implemented:
The policy issue The best policy option
The high level of unemployment
among young people in Europe
(young people, who prefer to stay
in their comfort zone or do not
have enough entrepreneurial
social skills).
Entrepreneurial formal and informal education must become
an important and compulsory part of every member-state
educational system. “Entrepreneurship” or “Entrepreneurial
Learning” including development of entrepreneurial mind-set
and appropriate skills, as well as contacts in the system of the
national entrepreneurship development ecosystem must
become a mandatory part of the secondary school curriculum
from 7th grade (12-13 year old youngsters).
Every secondary school student must participate in at least
one non-formal educational programme or contest directed to
develope pratical skills (mini-company programme, ENTRUM
start-up programme, Aflatun). It must be a mandatory
condition for graduation.
Insufficient number of teachers
with entrepreneurial mind-set
Entrepreneurial education must became a mandatory part of
high school education for all teachers (please see European
Commission action plan page no 7)
Insufficient number of teachers,
who are specialised in
Entrepreneurship education
Universities must start to prepare “Entrepreneurship teachers”
for secondary schools. To guarantee young teachers’ practical
education all teachers must pass practice in non-formal
7
http://ec.europa.eu/enterprise/policies/sme/entrepreneurship-2020/index_en.htm (pp 5-7; 21-22)

11. CENTRES
11
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European
Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
www.centres-eu.org
national entrepreneurship educational programmes.
Lack of cooperation between
educational system and
entrepreneurship development
systems:
-Youngsters have no idea how
national entrepreneurship
development system works
and what kind of services can
be provided to them;
- Formal entrepreneurship
education does not create
links to a national
entrepreneurship
development system
(business-incubators,
regionaldevelopment centres,
HUB-s, accelerators).
1. Funds for business-incubators to provide to schools
and non-formal education programmes additional
assistance and consultants on how to coach young
people and introduce them to the work and services of
business-incubators.
2. Funds for national mentors network consisting of
active entrepreneurs with purpose to recruit and
educate entrepreneurs-mentors.
3. Funds to regional entrepreneurship development
centres to recruit additional consultants, who will
provide consultancy and assistance to school students
as part of their participation in mini-company
programme, ENTRUM or Aflatun.
We do not have a high enough
number of active entrepreneurs,
who are motivated to contribute
their personal time and efforts to
coaching secondary school
students
Tax reductions for enterpreneurs volounteering as mentors.
Lack of private sector financial
contribution to youngsters
creative entrepreneurship
development activities
To make financial contribution to entrepreneurship education
more attractive to big corporations’s CSR activites it is
necessary to implement tax reductions and fiscal regulation at
an EU and a national level.
Lack of infrastructure for
youngsters with an
entrepreneurial mind-set
Create youngsters HUB-s and business-incubators, that will
provide mentorship and funding for kids and youngsters-
entrepreneurs.
For example: http://businessincubatorforkids.org/