Enterprise education is a proactive learning process where participants apply creative ideas and innovation to practical situations. It aims to produce individuals with the mind-set and skills necessary to respond to opportunities, needs and shortfalls, and with well-developed key employability skills such as decision making, problem solving and personal effectiveness.
Employability and Higher Education: A review of practice and strategies around the world
By Pearson / University of Exeter
Soft skills are by far the most desired attributes in graduates around the world such as an individual’s ability to listen well, communicate effectively, be positive, manage conflict, accept responsibility, show respect, build trust, work well with others, manage time effectively and work under pressure.
Enterprise education provides individuals with the skills, tools and insights to enable them to create ideas and make them happen
Young Britons reflect on life after secondary school and college
By Education and Employers
Young adults who recalled taking part in career talks, enterprise competitions and work experience with employers at both pre and post-16 were significantly less likely to be NEET than comparable peers who had missed out on the activities whilst in school
Enterprise competition at 14-16 where respondent felt school had prepared them well for adult working life was associated with 11% higher wage premium (£1,739 in cash terms)
Ofsted recommend that the Department for Education (DfE) should re-visit Lord Young’s report from 2014 and promote the importance of well-defined enterprise education provision including the promotion of business understanding and financial capability.
Schools should ensure that there is a coherent programme to develop enterprise education, including the economic and business knowledge and skills of all pupils
Employers should support schools in offering a greater number of activities e.g. mock interviews, participation in careers fairs and talks
Student engagement of more than 100 hours over the course of the programme, correlated with statistically significant positive influence across factor related to transferable skills (project management, teamwork and self-efficacy) but also school motivation, attitude and performance.
No CP activity/ Low CP activity was associated with no influence, and in some cases, negatively influenced skills development.
Students in the high CP activity group had greater engagement in school following the programme with an increase in motivation and effort compared to the Low CP/No CP group.