RESHAPE the future. Education and training for migrants and refugees

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1 THE WS THEME REPORT: Entrepreneurship education and training Host partner IFOA, Italy Workshop in Reggio Emilia, Italy Number of Ws participants Description of the theme A summary of the state of art in partner countries 27 participated in the partner meeting in Reggio Emilia, Italy. 20 people participated in all 5 days. The main focus of the workshop in Italy is entrepreneurship education and training and their role in the economy of the partners countries as entrepreneurs. Public and private measures to offer training and counselling services on entrepreneurship development Which challenges face migrants and refugees in establishing a business in the new countries and which are the measures to support entrepreneurship and selfemployment for this target group. Identification of good practices related to the development and promotion of entrepreneurship as a good option for the integration into the labour market in particular. FINLAND The purpose of the Entrepreneurship policies of the Ministry of Education and Culture is to direct, develop and steer the measures for promoting entrepreneurship and entrepreneurship education at different levels of education. The policies are part of the Ministry's steering through information. The Entrepreneurship policies support, in a concrete manner, the management and staff of educational institutions and other stakeholders of entrepreneurship education in evaluating and developing their activities. In addition, they provide tips and support for planning the practical work. The Entrepreneurship Education Guidelines have a broad target group, which includes stakeholders in the education and training sector at all levels of education, education providers and developers, local, regional and national policy-makers in the education and training sector as well as entrepreneurs and organizations that support entrepreneurship. Entrepreneurship and an entrepreneurial mind-set are something that can be learned. Their components are creativity, innovation ability, capabilities for risk management and taking responsibility as well as an ability to plan, set goals and manage activities in order to achieve the goals. The significance of entrepreneurial skills is highlighted by the transformation of the labour market.

2 Entrepreneurial education and introducing an entrepreneurial mind-set starts as early as in pre-school and goes through the whole education path. Grants for the entrepreneurial education projects have been a great support creating material and ideas for schools and institutions. With the help of national funds, entrepreneurial projects and organizations there are lot of materials, new methods and ideas available for pre- and primary school teachers. E.g. edu.fi the official education web-page (Board of Education maintains) includes lots of links to materials and even schemes for the lessons in different levels of education. In primary and secondary school entrepreneurship is included in all the subjects taught. It is one of the go-through skills of education. Teachers are encouraged to introduce entrepreneurial skills across the boundaries of their respective subjects. In vocational schools entrepreneurship is a natural part in all the subjects taught. DENMARK In the summer of 2002 the Danish government highlighted innovation and entrepreneurship. In Denmark it is important that all citizens from an early age learn to be creative and curious. It's part of being innovative to learn that mistakes are not always wrong because it teaches children that it's right to learn from mistakes. Therefore, Denmark has a significant focus on innovation already in kindergartens. The ability to work, play and think creatively is increasingly seen as the core competence to ensure development and growth in the coming decades. Innovation and entrepreneurship is cross-disciplinary in all the subjects of the Danish educational system. Primary and lower secondary schools will focus on developing fundamental personal competences in pupils, such as the desire and ability to investigate, experiment and invent, and producing things in groups. They will also focus on bringing schools into contact with the business community, including innovative environments in large and small businesses. The focus of the upper secondary school programmes will be to provide students with methodological competences in innovative and interdisciplinary processes. The vocational programmes for young people are often targeted at professions and crafts with entrepreneurial traditions. There is a genuine interaction between the programmes and the business community, and the students are in close contact with the business community throughout their courses.

3 Short- and medium-cycle higher education programmes are business- and vocation-oriented, and the implementation in this area will focus on strengthening the interaction with the business community and developing the students innovative and entrepreneurial skills. The students are to work on practical problems in real companies and thereby gain greater insight into innovation and business management. Efforts to strengthen the spirit of innovation and entrepreneurship in university education should focus on making commercial use of academic knowledge. Apart from basic entrepreneurial skills, this requires concrete knowledge of patenting and licensing laws, innovation management, organizational transformation, and more. In Denmark we have no special option for employment and career development in the field of innovation/entrepreneurship for migrants and refugees particularly. We have a lot of options where they of course can participate in the same programme as native Danes. NETHERLANDS In the Netherlands entrepreneurship is not included in all national education and training programmes. Mainly in specialisation in economic subjects entrepreneurship is an important part. If we look at entrepreneurship in a wider perspective, such as being active and creating networks, activation is part of the education. In general entrepreneurs have never followed a specific education in how to become an entrepreneur. Entrepreneurship becomes a topic in Vocational education and post- secondary and partly in pilots in secondary education. In project based learning at secondary school specific in lessons of science and physics, such as developing or creating a product. There are some (financial) support programs organized by the municipalities/social services by organizing courses in how to become an entrepreneur, making a company plan and how to create and use a network. They also provide financial support for starting a company. This entails the possibility to use the financial support to start a company while still receiving social benefits for 6 months. There are some private or public funding organizations who offer (financial) support in encouraging entrepreneurship. Furthermore some large banks and mostly municipalities or provincial or national government give funding possibilities. SLOVENIA In primary and lower secondary education we have started with development of entrepreneurship in last few years through some projects. In vocational

4 education there are different activities fostering entrepreneurship training such are: a subject Entrepreneurship was implemented into secondary and upper secondary vocational education; implementation of entrepreneurship into professional modules, practical modules, project weeks; training company (učno podjetje); learning of entrepreneurship through extracurricular activities, - open curricula (20% of the national curriculum is open and is decided by the school itself) which gives opportunities for learning different shapes of entrepreneurship e.g. Entrepreneurship is not meant as ability of individual to fund his own company but to use different spectre of abilities such as creativity, innovation, selfconfidence, flexibility, risk taking, responsibility etc. in a process of realization of his ideas. Goals of teaching entrepreneurship, derived from its definition, are: promotion of development of personal characteristics, important for entrepreneurship as general human ability in terms of increased individual efficiency; developing awareness about self-employment opportunities as ability for continuing business carrier; to understand the meaning of entrepreneurship and to meet business through practice within companies; training for company funding. The entrepreneurship development is promoted through different national strategic documents. One of them is the Strategy of Smart Specialization of Republic of Slovenia. It includes: appropriate infrastructure and support mechanisms, financial support, educational programmes, mentoring, counselling, promotion of programmes. SWEDEN In Sweden there is a system for support of a new entrepreneurship. The state owned ALMI företag partners gives guidance and eventual loans to entrepreneurs. This is done by IFS which is a daughter organization of ALMI. Regarding education, Sweden has adapted national strategy which is managed by the National Education Agency. The strategy aims at developing an entrepreneurial mind-set in all stages. In upper and secondary school some programs teach Entrepreneurship as a separate subject. Some municipality, owned (KOMVUX) have the same program and VET. At universities there are

5 special business management courses at all levels. Some big companies give internships to new migrants. Unemployed persons are eligible to receive a start-up aid from the labour office once their business plan is verified. The aid goes on six months. ITALY Italy has not yet developed a specific national strategy on entrepreneurship education which, however, is incorporated as cross-curricular or integrated into primary and lower secondary curricula. In 2017, for the first time in Italy the Ministry of Education and Research in the framework of the National Operational Programme PON SCUOLA 2017 launched a call for schools (at secondary school level), introducing actions for the development of cross-cutting skills, with particular attention to those aimed at the development of a business culture. Funds allocated for the implementation of training actions focused on entrepreneurship account for 50 million EURO. The program will be implemented at upper secondary schools starting from 2018: training will be delivered in addition to regular lessons and students can attend on a voluntary basis. This program Enhancing Entrepreneurship Education is organised in four modules of 30 hours each. The main goals of the programme are: To provide students with training on entrepreneurship and selfemployment to improve their skills for their future life. Implementing entrepreneurship education means offering students the tools to develop a proactive approach and skills to translate them into individual and collective growth paths. Developing the autonomy and the spirit of initiative of students is a fundamental dimension in their growth path and their future perspective. In the framework of the Youth Guarantee Programme tackling NEET population, we can mention the Growing entrepreneurs project aiming at encouraging young people to approach entrepreneurship as an option for employment and career development. The initiative to support youth self-employment and entrepreneurship through training and counselling activities is promoted by the Ministry of Labour and Social Policies and implemented through the national network of the Italian Chambers of Commerce Unioncamere. These opportunities are available on equal terms to migrant students or young adults with migrant or refugee background.

6 Practices and challenges identified in partner countries and partner organizations concerning the entrepreneurship education and training for migrants and refugees FINLAND Migrants are integrated in to the educational groups with native students as soon as they learn enough language. In Finland language is not a barrier to establish the business, we have a lot of materials to support entrepreneurship in English. Good practices in Finland: Startup Refugees ( is a life-changing social innovation founded in Finland in late spring Finnish Enterprise Agencies has provided an info guide in various languages (Guide to becoming Entrepreneur in Finland) in order to help people with immigrant background to build their own business. Good practices in Keuda: Entrepreneurial courses are organized together with Employment services and are available for all the applicants. Keuda is one of the education providers attending in the JA Company Program: the students establish an actual company during their studies using real money, program is available to all students also for immigrants - in upper secondary schools Challenges: Knowledge and background about business and entrepreneurial skills varies significantly among Keuda s teachers Main question is often lack of Finnish language skills, lack of specific business knowledge and education, lack of financial resources, poor knowledge about Finnish legislation and business culture. DENMARK Good practices in Denmark: Right now the political focus is that refugees and migrants must be able to, as fast as possible, provide for themselves after arrival in a municipality. Within 4 weeks they must be in an internship in a company. The teaching at Tietgen is therefore organized so that the students are in internships within 4 weeks and there is no focus on entrepreneurship. In addition, we can refer the refugees and migrants to the Star Ship. Inhabitants in Odense (with a residence permit) can seek one to one advice for free regarding entrepreneurship. Good practices at Tietgen: Unfortunately it is no longer a part of the curriculum in our course: Intro to the Danish labour market at Tietgen. Previously it was. Rules and regulations taking into consideration the municipalities decide what the curriculum in a course for refugees and migrants can be.

7 Challenges: We have no entrepreneurship particular. They can, according to rules and regulations, participate in Tietgen s courses (VET for adults), and the young students can participate in Tietgen s classes in the upper secondary school programme HHX and EUX/EUD. NETHERLANDS Migrants and refugees who are still following integration courses and follow reintegration programs can participate in entrepreneurship courses organized by the municipalities. We do not have a specific training programme but our school participates in the regional entrepreneurship academy where schools and companies cooperate in connecting future entrepreneurs with existing companies. Recently municipalities, university of applied sciences and VET-schools started specific support programs for refugees and migrants who want to settle as an entrepreneur. Both migrant and refugee groups can open a business but have to meet certain requirements and conditions from the government and municipalities such as language skills, an accepted proposal to start a business which is likely to succeed and the necessary financial support. The proposal also contains market research about the possible success of such a plan/company and they need financial guidance from a bank/companies. Because of the lack of language, no knowledge about Dutch requirements and rules in opening a business and not having the proper network migrants and refugees encounter more problems. The strength is their perseverance in really wanting to start a company and taking initiative. Municipalities do offer specific support for migrant or refugee entrepreneurs if their plan is accepted with the possibility to succeed and their own drive/perseverance in wanting to start their own business. SLOVENIA Good practices in Slovenia: Supporting of start up s companies; Migrants and refuges formally have equal opportunities to open their own business; Support of non-governmental organizations to migrants, also with coaching, when they would like to open their own business. Good practices at SIAE: Including the key competence sense of initiative and entrepreneurship in programmes for vulnerable groups, also for refugees groups.

8 Developing tools, materials and promotional films for teacher, how to address these key competence with adults from vulnerable groups. Developing guidance and validation of prior learning to find out the abilities for entrepreneurship among migrants and refugees. Developed a Model of regional/local partnership in developing programmes for vulnerable groups of adult. Three training programmes, all of them are aimed to promote entrepreneurship. They were not developed especially for refugees and migrants, but they can also benefit from them. The most challenging is to develop more positive culture regarding entrepreneurship implementation in education and in business. The language is a big challenge and also the legislation that doesn t allow migrants and refugees to start study language and work immediately when they arrive in a new country. SWEDEN To establish a company you need much more time than what is given by the state. This is especially true for the migrants because first they don t have enough venture capital to stay long until they make a profit. Regulations are also difficult to understand, that s why many migrant companies went bankrupt. There is also a shortage of innovative ideas. Many migrants will open restaurants, barbershops or grocery stores while there are already many established ones. We notice a trend among the new asylum seekers especially from Syria to startup and statistical studies confirm that trend. There are differences. There are new regulations that allow an asylum seeker to start up, however the business should be closed if the asylum application is rejected. There are differences between native and migrants Entrepreneurs. They are a result of different motivations: migrants start up to become self-employed because they are unattractive in the labour market while the native ones start a business because it is an opportunity to realize their ideas. Migrants start family companies where all the members of the family work at the business. ITALY Best practices in Italy: Multinational companies are contributing to training and integration of migrants and refugees as part of their social responsibility effort. Growing entrepreneurs project : as part of the Youth Guarantee programme offers 60 hours training and 20 hours consultancy services for the development of the business plan. This opportunity is offered on equal terms to NEET up to 29 years both nationals and migrants.

9 Selfiemploment is the measure financing the enterprise start-up of those NEETs who completed the entrepreneurship training. The fund makes available a 7 year loan (up to EURO) to those business plans which received a positive feasibility scoring. Best practices at Ifoa: the CISCO Networking Academy : to improve digital skills at all levels of education and strengthen the relationship between school and work; among the key competencies it includes entrepreneurship in the field of new digital technologies and computer sciences. A Smart Kit to provide migrants and refugees with a set of tools to support them increasing their labour market integration opportunities; the Smart Kit also includes a chapter dedicated to entrepreneurship as an option. Entrepreneurship counselling to be an integral part of the guidance and employment services offered by our organisation to unemployed; Develop Mentoring Schemes for Migrant Entrepreneurs: one-to-one meetings with an experienced entrepreneur who will share the expertise and provide guidance and support. Challenges: We deem important to ensure regularity and stability to financing instruments dedicated to the introduction of entrepreneurship education at school; at the same time it is important to continue financing training, consultancy and possibly the start-up phase of new would be entrepreneurs. This is important in general terms and is even more significant having a good entrepreneurial spirit, in order to facilitate their integration and let them contribute to the wealth of their new country. Foreseen solutions from partner countries and organizations perspective FINLAND Ministry of Education has launched the Entrepreneurship Education Guidelines in March 2017 to target, develop and direct measures for promoting entrepreneurship and entrepreneurship education at different levels of education. In Keuda we have to make sure that we follow the guidelines in each level. In Keuda there is a need to concentrate to update teachers skills towards entrepreneurship and education for migrants, to enlarge the cooperation with the working life and to develop learning environments and materials. It is important to understand that entrepreneurial skills mean more than just building a business, it is a mind-set for each individual.

10 DENMARK The Danish government's new business and entrepreneurship agreement (November 2017) will give present ethnic and newcomer citizens with strong entrepreneurship and desire and willingness to become self-employed, easier and more attractive conditions for establishing and running enterprises. At Tietgen we are part of a large project, which aims to get refugees and migrants in ordinary employment/entrepreneurship within the next three years. In this project Tietgen is part of tailoring the curriculum according to the needs we experiences working with refugees and migrants participating in the project along with the employers. It gives the opportunity to make entrepreneurial training part of the curriculum of Intro to the Danish labour market. The private sector are most likely to be involved, as the money the municipalities receive from the government is reduced by 50 %. NETHERLANDS In the Netherlands we do not have the possibilities in regular educational programs to offer specific part time programs for refugees or migrants, they can only follow a complete economic studies in VET or university. There are as mentioned before support programs organized by the municipalities. In some regions municipalities and welfare organizations have started preparation and support programs for those refugees and migrants who are thinking of starting their own business. For example in Groningen the welfare organization Humanitas started the project PIP, Project Inspiration Program, where participants learn the basics of what is necessary in the Netherlands to be able to become an entrepreneur and they try to connect future entrepreneurs with funding possibilities and Dutch entrepreneurs who can function as a free consultant. We think that learning the right skills, not only language, but also what does running your own company entail in the Netherlands and what skills do you need for that, could enlarge the chances of a refugee/migrant, for example if they could follow some kind of internship in a company and receive practical guidance in learning the differences between the Dutch company style and in their own country. By supporting themselves their actual integration through participating actively in society by making their own money would be enlarged. SLOVENIA From the monitoring of different pilot projects derives, that for the successful implementation of entrepreneurship into formal educational programmes, certain conditions has to be fulfilled.

11 These are the challenges: There should be right organization and school culture: right climate and culture developed in a way of encouraging values, good relationships etc. Teachers should be creative, innovative; they have to enjoy testing new approaches and ideas and they have to be capable of team working. They should be motivated and self-confident and be capable of dealing with uncertainty. They should not be afraid of challenges and looking for new solutions. When developing entrepreneurship key importance, the methods of learning and teaching are important. The focus should be on problem learning, teamwork, project work and summarizing. Partners outside school are important for implementation of entrepreneurship competence into formal educational programmes in a right way: entrepreneurs, chambers, development agencies, local communities. SWEDEN Include the entrepreneurial mind-set as soon as the refugees arrive; Integrate Entrepreneurship in language training; More public funds to create networks, workshops at practical tools. It needs coordination role of regional authorities; Recognition of migrants and refugees competences; To let the migrant associations to play a role in civil society. ITALY At country level: Include entrepreneurship in the education programmes not only in VET or business and economics schools but in all kind of schools, possibly starting from primary education with the purpose to foster individual entrepreneurial spirit and develop creativity, innovation, problem solving and decision taking competences; Give continuity to funding those projects focused on the development of entrepreneurial competences as well as those addressed to the development of new enterprises; At Ifoa level: Reinforce the partnerships with large companies who are interested in the implementation of projects addressed to vulnerable people (like migrants and refugees) to fulfil their social responsibility commitment; Enlarge the training offer on entrepreneurship and business start-up and promote it at regional level to better reach some of the target groups: young people, women, migrants and refugees.

12 Good ideas and practices learned / shared in the WS FINLAND The vital role of Chambers of Commerce and the third sector were interesting and different from the Finnish system. We found the role of Chamber of Commerce as a coordinator very practical and useful for the region. Using role models and success stories as an example and inspiration in order to find the courage and self-confidence to find the individual entrepreneurial path. Using mentor or business angels in order to promote entrepreneurship. The example of Madre Maria Teresa was a fine example of a social enterprise. The idea of social enterprise among migrants or asylum seekers can be a way to integration. It could also shape the opinions in a positive way towards migrants and change the common atmosphere more acceptable. DENMARK Chamber of Commerce coaching Madre Teresa institutions both The network of Impact Hub Mentors and business angels NETHERLANDS There is a very important cooperation between Local and regional government and VET in the province of Reggio Emilia; Governmental organizations in Reggio Emilia have a good overview of all statistics of all kind of migrants; Governmental organizations in Reggio Emilia have a good overview of all statistics of migrants available jobs; Chambers of Commerce know which sectors need more people, like nurses for example. Madre Teresa was absolutely a good practice. They have two laboratories: one for tailoring and the other making pasta. (Mani in Pasta) Using success stories as an example and inspiration in order to find the courage and self-confidence to find the individual entrepreneurial path. Impact HUB, it is an international entrepreneurial network with a possibility for international exchange. They showed the community and it was very nice to see how they are focusing on empowerment for starting entrepreneurs. At the HUB there are possibilities to provide for your own income, but HUB provides with a supporting network and access to institutions. Learn from bad practices too. What we learned from the Scandinavian countries is to start as soon as possible with the entrepreneurial attitude (e.g. kindergarten, primary school & high School)

13 Combine the HUB and Madre Teresa Don t do the talk, but also the walk. The entrepreneurial journey. Create conditions to help the migrants to grow to sustainability through entrepreneurship. SLOVENIA Good ideas and practices: Coaching monitoring that the Chamber of Commerce is delivering to people who start their own businesses; The regional model of cooperation of different stakeholders in developing strategic plans; The professional team approach to dealing with very difficult stories of refugees, mothers with children, as we have seen at Madre Teresa institution. A project of Eataly: a very good example of promoting regional and national entrepreneurs. A word wide network of Impact Hub, especially social oriented projects that we could see at the Impact Hub of Reggio Emilia. SWEDEN Start from an early age to introduce the children to entrepreneurial mind set using own models and success stories; Project trainings companies; Increase teachers and trainer s competence and entrepreneurial skills; Follow the Finnish model of Me and My City, Develop mentor practices; Emphasize the role of the Chambers of Commerce and the Third Sector Arrange study visits to companies. ITALY Same as for the previous meetings, the workshop offered the opportunity to understand practices in use in other partner countries and organizations on measures supporting education and training. As far as entrepreneurship education is concerned, it is evident how the development of entrepreneurship as a key competence is acknowledged in all the countries while the actual implementation and connected actions vary on a case by case. Among the most interesting practices and ideas highlighted during the workshop we mention: Me and My City: the Finnish programme for children presented by Keuda is really a fantastic initiative which every country should endeavour to adopt in their schools;

14 Building stable and long lasting partnerships among training organisations, business institutions and local agencies is desirable to match needs and build the most effective answer suitable to individuals, society and economy. Evaluation of the WS Questions/Answers Describe your expectations for the workshop? Learn practices, in other countries, share problems and solutions from other countries experience in entrepreneurship education; Tools and practical materials to use in delivery of services and training at home; I waited for the visit, to see in real life the implementation of activities; Interactive activities; Enrich our knowledge, skills and abilities on entrepreneurship education; Learn practices in social integration and possibilities of migrants and asylum seekers to establish a business in each country. Learn how entrepreneurship is notified in the school system; Networking with partners, new ideas for training materials; Create networks of education institutions; Organisation of entrepreneurial training for migrants; Visit organisations where activities are implemented; Promotion of entrepreneurship; Difficulties and solutions for a migrant/refugee to open a business. Did your expectations realize? Please, explain in what ways they did or did not realize? Yes (18) I learned which are the obstacles/forces that refugee/migrant have in all countries. The financial situation is a problem and also the lack of language/cultural understanding. You have provided us with the programme that covered all the topics I expected. And we met a lot of new people, new partners, exchanged practices even after the programme. And this is the purpose of these seminars too. I got a lot of experiences about migrants needs and how to develop our countries tools to improve their conditions in the country. It was very professional oriented WS, with the visits that explained and opened the state of the art; The role of the Chambers of Commerce was interesting and very different for Finland.

15 The visits at organisations and institutions supported well the topic of the seminar; Surely they realised we had wide presentation of each country s best practices and challenges and information when and how the entrepreneurship is introduced to pupils and students; The programme covered all the topics expected; Yes, all the countries have presented their experience and I got a good insight in all. SIAE is a slightly different organisation (not a school) so some of the experiences will not be directly transferable to our work however it will help/contribute to our development work. Got a good insight, good combination of presentations and visits; Good practices we can use at home; Good discussions about the topics; Many new ideas; Met new people, new potential partners; New tools to improve migrants conditions. Suggestion for future seminars: many countries make wide presentation from their immigration situation, very much what is heard in earlier seminars too. Somehow we can give instructions how to do it (example chart where put numbers before seminar and give to every participants). Yes partly (2) I had expectations about more active workshops. But in the end, I heard a lot of new things we can use useful at our school; The meeting were very good ad informative, according to the guidelines. We met Esther, Peace and Mani in Pasta (i.e.: Madre Teresa Social Cooperative), so that. How useful you found the seminar? Scale 1-5 (1=poor, 2=not very useful, 3= rather interesting, useful for some extent, 4=interesting, useful, 5=very interesting and useful) Grade 5: 8 Participants; Grade 4: 11 Participants; Grade 3-4: 1 Participant; Comment: this is not a value for the organisers but for the contents which I m not involved in at my working place. What where the most useful and interesting sessions/discussions during the workshop? Interesting visits and presentations: The visit at Madre Teresa Social Cooperative (11x): o It was really emotional, touchy; o Very interesting and opening the eyes;

16 o o o Example of teamwork of educators, psychologists and social workers how they arrange work to provide psychological support to refugees It was very interesting to visit the places where women worked. We could use that kind of thing in Denmark. The visits at the Union of Chambers of Commerce and ER Regional Authority (8x): o These presentations clearly showed that we could do a lot more if we could make the regional cooperation work. Also the importance of including all the stakeholders in your work. o The presentation of a model to connect in strategic planning different stakeholders in a region o It is very interesting to see how schools can get Chambers of Commerce involved much more than in Finland. o Show how to implement regional cooperation The visit at Impact HUB and presentations (4x): o It was very inspiring o Impact Hub was really interesting and we will bring it back to our starship. The visit at FICO Eataly (5x): o Idea of a permanent market The presentation by Davide Orlandini (5x) Intercomprehension and Interculturality : o very interesting; o It was very inspiring The presentation made by Giovanni Bursi o It is a very interesting topic to me giving a new perspective: we have to change our minds and start helping the countries that refugees are coming from to solve the problems of migration. Other interesting presentations: The presentation on training support to enterprise start-ups; Presentations which included examples of students /persons entrepreneurial paths; Start entrepreneurship from Kinder Garden. Interesting topics and ideas: The E-Portfolio

17 Doing a company in a Day Discussion about foreseen strategies of entrepreneurship education in different countries How similar experience partners have of the entrepreneurial mindset of refugees. I was very interested in the presentations on the level of the country or the system, it was very interesting how (in your region at least) you manage to integrate the different EU funds and work with different stakeholders. Other countries lend money to new entrepreneurs to get started. Other comments: All country sessions were interesting, but every country work quite the same way. I was confronted to be in a role of a refugee In what ways you can use the new information and knowledge at your work / in your organization? New training products which can be adopted within RESHAPE partners organisations: o Finnish guide of becoming an entrepreneur in Finland; o The idea of entrepreneurship and intrapreneurship; o We got ideas which can be implemented in our activities almost immediately such as mentors for entrepreneurship; o Intercomprehension; To improve and widen training offer: o Introduce entrepreneurship education short courses in our school; o Using the entrepreneurial training; o Use the new ideas and share them with entrepreneur pilot groups (Smart Kit tool, Cisco links, etc.); o Focus on the need to have the right information about the importance of entrepreneurship education; o We can implement new knowledge in the training programs for adult educators that work with migrants and refugees; o I will take into consideration the topics presented when planning of yearly curricula and teachers development and education; o I will include the information I got to make my lessons more interesting; o We can use the information acquired to arrange better services; o Plan new services on entrepreneurial learning; o I got a lot of weblinks to video and other tools I m sure useful for my training activities;

18 o I realise how important it is to have the entrepreneurial aspect in the curriculum when teaching to migrants and refugees. I will be doing what I can to make that happen. To improve networking and cooperation: o Create new or better network / cooperation with similar partners as associations, Hub, etc. o The cooperation between Ifoa and Madre Teresa is very inspiring and it should be carried out in every organisation whenever possible o We have to develop networking. Especially when dealing with migrants, there are so many parties working around this issue and we need more coordination and common development work o The new approaches presented at the seminar can be used in every organisation o Develop cooperation between training organisations and associations dealing with migrants and refugees o Interview our entrepreneurs o Sharing ideas we collected with other colleagues and parties who work with entrepreneurs Impact at managerial level: o The insight on the experience in other countries will help with the development in our country o Working with funds from Chambers of Commerce o From a managerial point of view, to implement a systematic plan to promote and organise the education and training for entrepreneurship How did you find the workshop arrangements (venue, schedule, program)? It was well organised, we had no difficulties, everybody was very helpful. Everything was arranged well. It s good we stick to the plan and didn t go over the hours that was planned in schedule. Perfect I think it was well planned the venue, schedule and programme It was an alternately programme, that was good Schedule was successful, we managed to follow the timetable properly Venue peaceful and easy to reach Programme was well planned, possibly a bit less sitting in one place in the future

19 All things goes fine. Only class was little tiny. Thanks for all interesting places where we had visits possible Super good. Schedule was hurry sometimes, but we are used to hard work. In every case Italian staff was very helpful Very good, visits were extremely interesting, everything well organised These WS weeks are very heavy with all the information and knowledge, discussions and visit. And the schedule is tight. But: it really should be like this! So we have chance to get everything possible from the week Very good to see the laboratories, well organised It was well planned and it was interesting things Very good. Thank you for choosing Madre Teresa for catering services and then presenting us their organisation and people behind it (migrants and professionals) The workshop arrangements, the venue, the programme were OK. The organiser had the ability to do flexible arrangements if they were needed during the week Everything was well organised, nothing to complain, intensive days Very well done Italy Arrangements were Ok and always with smile; programme was tight but everything managed well together; FICO was nice with a guide Really good; every day was different, locations were good and food was really good. Open feedback I think the information of Cisco (the open course) could be very useful. Probably we can take some topics the next time to discuss and read the powerpoint at home. So we will be more effective. Thank you it was nice meeting everybody and visit Italy Well done Italy Thanks for the organizers and for the hosts of visiting places. We had a lot of discussion around interesting topics. Thanks for all the arrangements, especially for the visits, which all were interesting. Also thanks for the visit to Madre Teresa house: there is a lot to think about, a lot to understand of the background and situations of the vulnerable refugees. Thank you for an interesting week. Nice town, nice people and very nice hosts It was a very nice week and such nice atmosphere Thank you very much for lovely week at winter Reggio Emilia. It was great to have enough time for individual walks and arrangements as well

20 Thank you very much for the hospitality and also for organising a very interesting programme. I felt very well during the week and I take home a lot of things to think about. This week enriched me, my professional development Thank you very much for everything, we are satisfied Thanks for a very useful week. Very well done and I had a very nice time and I get a lot of useful information that I m going to have in ever in my own life again. Thanks for the good arrangements Great! As a teacher I can t use all information in a practical way but I found this workshop very interesting I really enjoyed and I think we ve learnt a lot. I will discuss what to implement Lot of new ideas came, useful network too. Warm thank to you Experiences etc. the host want to add We were very pleased to organise the Workshop on the Entrepreneurship education and training at Ifoa. In planning the organisation of the workshop we wanted to offer a thorough picture of the Italian context and the experience at Ifoa both related to entrepreneurship training as well as presenting good practices, measures at national level and tools meant to support the establishment of new enterprises in particular those of migrants and refugees. Indeed the programme of the Workshop resulted quite full of meetings and the schedule a bit tight which may have been in some cases a bit demanding. Nevertheless all participants attended all the sessions. Although we cooperate with Madre Teresa Social cooperative on regular basis, it was also for us the first time to visit their laboratories where they work with the refugee girls and women and hear their stories told with their words and voices. This visit represented a very strong experience, it s been a very hard feeling to imagine the journey the young refugee girls had to go through to arrive in Europe. I believe our imagination is not enough to get not even close to what was the reality of what they experienced.