ENTREPRENEURIAL SCHOOL
The Scale of reference is a self-assessment practical tool that can be used as a reference for schools wishing to understand how they promote innovation and foster an entrepreneurial mindset in the school ecosystem.
COUNTRY AND CITY *
IDENTIFICATION *
Required
SCHOOL CONTEXT
In a context of rapid change that constantly poses new challenges for the school and the quality of education, it is essential to envisage the school as a dynamic learning community, with benefits for student learning, teacher practices and value-creating for the community. Schools are spaces for knowledge, research, knowledge creation, innovation promoters and student preparation for the labor market and agents of social and economic transformation.

The school must have an entrepreneurship education policy integrated into the School Vision and Mission, communicated to the entire educational community, and allocate specific resources to encourage and support entrepreneurship education.
SCHOOL POLICY *
Yes
No
Other
There’s a school a policy for entrepreneurship education
The school has its own concept developed for entrepreneurship education
The concept is understood by the different actors of the school community
Entrepreneurship and the promotion of an entrepreneurial attitude is referenced in the different school documents
The school vision for entrepreneurship is communicated to all students, staff and the wider community
SCHOOL ENGAGEMENT *
Yes
No
Other
School actors have the opportunity develop their entrepreneurial attitude (identify needs, problems or opportunities and present solutions, having also the opportunity to implement them)
The school encourages all different actors to have an entrepreneurial attitude
The school is open to the presentation and implementation of innovative solutions in different areas of school life
SCHOOL RESOURCES *
Yes
No
No answer
The school allocates specific resources to encourage and support entrepreneurship education programs
The school allocates specific resources to support entrepreneurship initiatives by the different school actors
The school allocates time from the normal curriculum for entrepreneurship education activities
There’s a specific budget identified and allocated to support entrepreneurship activities by the students, teachers or school staff
SCHOOL PARTICIPATION *
Yes
No
No answer
Different actors are regularly called upon to come up with solutions to the school's daily challenges.
Different actors are called to contribute to the strategic planning of the school
The school in its strategy promotes interdisciplinary teams
LEARNINGS
Entrepreneurs apply knowledge creatively and resourcefully, exploiting opportunities, developing creative solutions for everyday challenges. Entrepreneurship and new ways of thinking is recognized as a critical competence for the 21st century and entrepreneurial learning is critical to build a school culture in which students and teachers can explore new ways of thinking and answer to current school and societal challenges. These entrepreneurial skills can be learned, practiced and used every day, in every lesson, in every area of the education curriculum. Schools, as learning ecosystems, must promote and encourage that all school actors have the competences that allow them to intervein in the society.
METHODS AND METHODOLOGIES *
Yes
No
Other
The methodologies of the entrepreneurial activities are people (learner) centred
Entrepreneurship activities are adequately varied to allow for the preferred learning styles of different actors
The entrepreneurship activities have a practical dimension involving learners participation.
Entrepreneurship activities have an interdisciplinary dimension.
Activities are based on a project-based learning; experimental learning
Activities are developed outside the classroom or school, promoting the contact with local community or with businesses
LEARNING OUTCOMES *
Yes
No
Other
School promotes activities that requires decision-making skills
School promotes activities that requires to apply problem-solving skills
School promotes activities that require to work as part of a team
School promotes activities which allow involvement in supported risk-taking and incorporate the possibility of failure
School promotes activities which provide opportunities for learning about personal finance and develop financial capability
School promotes activities related to the development of communication and IT skills?
School promotes initiatives that develop entrepreneurial knowledge (knowing the entrepreneurial process; how to evaluate opportunities, the role of entrepreneurs in society, understand how goods and services are produced and provided)
The school develope initiatives that promote entrepreneurial skills (creativity, planning, financial literacy, resource management, uncertainty / risk management, teamwork)
The school develope initiatives that promote entrepreneurial attitudes (self-confidence and a sense of initiative)
LEARNING ASSESMENT *
Yes
No
Other
Learnings are regularly reviewed, assessed and recorded
There’s a clear identification of the knowledge and skills to be developed and how learning is assessed
Learners organize and have access to a portfolio with the learning outcomes
Learners are actively involved in the assessment of their learning
There are mechanisms and documents where learners can record their experiences and learnings.
STAKEHOLDERS INVOLVEMENT
To ensure the well-being and success of a school and its students, a committed stakeholder network and cooperation among all members must be ensured. Local schools educate future employees, business owners, and community leaders. This school network of stakeholders should consider all those who directly or indirectly benefit from the educational action and role of the school in the community: teachers, students, parents, policy makers, school administration, business community and other community members.
EXTERNAL PARTNERS *
Yes
No
Other
School cooperate with external partners (Companies; Entrepreneurs; Civil Society Organizations)
External partners are invited to develop their activities inside the school
School Comunnity is challenged to solve problems of external partners or to research about their activity
External partners are invited to share their activity and experience
External partners are involved as tutors or mentors in the entrepreneurship education projects
Parents are invited to develop activities in the school and in the classrom
Parents and external partners are invited to participate in the entreprenurship initiatives promoted by the students and/ or teachers
School students and teachers are challenged to visit local organizations (Companies and Civil Society Organizations)
Students, Teachers and Staff are challenged to work together and to solve problems together
RELATIONS WITH THE INTERNATIONAL AND GLOBAL COMMUNITY *
Yes
No
Other
The school organizes, together with civil society, international activities
Students, teachers and staff have the opportunity to participate in international activities
The school is part of international networks or has international partners with whom actively develops activities
COMMUNICATION *
Yes
No
Other
There are specific channels for communicating with all stakeholders about entrepreneurship education (meetings, notices, newsletters, etc.)
School’s vision and purpose for entrepreneurial activities are fully explained to all stakeholders, whenever they are involved in such activities
All stakeholders are briefed before the entrepreneurship activity and are aware of the aims and objectives of particular programmes
GOVERNANCE
In order to ensure a school that promotes an entrepreneurial culture within the school, the existence of a governance model capable of ensuring and guaranteeing the integrated management of an entire educational action is fundamental.
GOVERNANCE MODEL *
Yes
No
Other
The school has an entrepreneurship education coordinator.
There’s a specific job description and objectives defined for the coordinator.
The coordinator is clearly identified, and his role is accepted and recognized throughout the school.
The coordinator involves in his planning the contributions of the different school actors and the needs of each of them
GOVERNANCE MINDSET *
Yes
No
Other
The knowledge and experience is shared across the organization
The school coordinator empower people to make their own decisions whenever they can
School actors are encouraged to look for new opportunities and rewarded when these opportunities are identified
People are encouraged to think big and to do things differently
A genuine debate is encouraged and welcomed
Decisions are made quickly and once they are made can they be acted on quickly
EVALUATION *
Yes
No
Other
All entrepreneurship activities are evaluated and results are shared
Entrepreneurship activities evaluation includes reporting documents
The entrepreneurship evaluation evidences provide a specific contribution to the school’s self evaluation process
Entrepreneurship activities are disseminated with outside community
The school undertakes a systematic monitoring results of the entrepreneurship initiatives
INCLUSION/ DIVERSITY
A culture of entrepreneurship must ensure that all actors in the school community have equal opportunities, that ethical and moral principles are upheld. A culture of entrepreneurship should respect and value the diversity within the school community. Special attention should be given to social entrepreneurship, as the school also has a mission to train agents of social transformation.
ENTREPRENEURSHIP CURRICULUM *
Yes
No
Other
People are encouraged to consider and reflect on moral and ethical issues in any entrepreneurship activity
The curriculum includes subjects and activities that address the issues of Inclusion, Human Rights, Social Entrepreneurship and Social Economy
Diversity is valued in the Entrepreneurship Education programs
On the Entrepreneurship Curriculum there’s a special topic about SDG - Sustainable Development Goals
Entrepreneurship activities promote experiential learning and learning by doing activities, enabling the various actors in the school community to deepen their knowledge of different needs and lifestyles by promoting relationships and intercultural learning
LEARNERS INCLUSION *
Yes
No
Other
The curriculum is developed taking into account the different social, economic and cultural contexts of students and other actors in the school community
All spaces where activities are developed are accessible for people with reduced mobility
Entrepreneurship activities have a multidisciplinary team that supports learners and families in addressing specific learning needs
EVALUATION *
Yes
No
Other
The school ensures that the entrepreneurial activities with and in the community accommodate the specific needs of all participants
The school supports minority groups to participate and organize entrepreneurship activities with and for the community
FOOD FOT THOUGTS
The following questions can be used by schools to deepen reflection about Entrepreneurship and the role of the school in fostering an Entrepreneurial Mindset:

• What is your school's understanding of: Entrepreneurship, Entrepreneurship Education, Entrepreneurial Mindset?
• How is Entrepreneurship and Innovation mirrored in school strategy documents? And how an entrepreneurial attitude is reflected in the internal regulations? How does this influence the entrepreneurial attitude in school?
• What connection do you find between how you understand the Entrepreneurship and an entrepreneurial attitude and the projects you develop by the school?
• In your opinion, what is the perception of the community about the way “How does the school understand and promotes an entrepreneurial attitude in the school ecosystem? How does this influence community dynamics and community participation in your school?
• What measures can be taken by the school to promote Entrepreneurship and a more entrepreneurial attitude between all school actors? Who can support you to develop that measures?
THANK YOU
For more information about this assesment tool or support to analize and discuss contact us: geral@dnacascais.pt
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