ENTERPRISE

THE RELEVANCE OF ENTERPRISE IN EDUCATION

Lord Young, June 2014
FOR ALL
THE THIRD PART OF THE REPORT ON ENTERPRISE AND SMALL FIRMS
Top row, L-R: Lauriston Primary School; Herringthorpe Infant School. Middle row, L-R: Kent
Business School; Seven Hills and Gazelle Group Coders Corner at SUMMIT; Premier League Enterprise. Bottom
row, L-R: Small Business Charter; Community Links; Young Enterprise Fiver Challenge at Lauriston Primary
School. Picture credits under Notes.
Crown copyright 2014
You may re-use this information (not including logos) free of charge in any format or medium, under the terms
of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the
Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected].
URN BIS/14/874
CONTENTS
Enterprise for All 1
Executive Summary 4
1. Education and Employability 7
Future Earnings and Employment Record 9
2. Enterprise Passport 11
The Range of Passport Activities 12
A Digitally-Enabled Passport 13
3. Enterprise in Schools 15
Primary School: Capturing the Imagination... the First Taste 16
Secondary School: Adopting Enterprising Attitudes 18
Enterprise Advisers 19
Teachers 23
Education in the Real World 24
Accountability 26
4. Further Education 27
Modules for Working for Yourself 27
Enterprise Societies 30
5. Higher Education 32
Enterprise E-Star Award for Universities 35
Enterprise Modules for All Students 36
Enterprise Societies 38
A Student Business Start-Up Programme 38
Social Enterprise 39
Acknowledgements 42
Lord Youngs Executive Group 42
Meetings and Engagements 43
Notes 47
ENTERPRISE FOR ALL
Prime Minister,
hen the internet reached critical mass it changed far more than
the social and shopping habits of the nation. Only a few years ago
the denition of a small rm was one employing fewer than 500:
today 95.5% of rms by number in this country employ fewer than ten. The
skills sought by large companies, invariably process-driven, were in those
days typied by team sports and conformity and that is what the school
system was encouraged to deliver. The world of those now leaving education
will be one in which self-reliance and creativity will be rewarded and the
education system will have to adapt. Nothing in this report will undermine
the present curriculum; indeed the most employable skills of all are the three
Rs but they, by themselves, may not be suicient unless accompanied by an
enterprising attitude.
Enterprise means more than just the
ability to become an entrepreneur. It is
that quality that gives an individual a
positive outlook, an ability to see the glass
as half full rather than half empty, and is a
valuable attribute for the whole of life. It is
a quality many bring with them on starting
primary school but far too many leave
secondary school without. This report looks
at fostering an enterprising attitude in both
formal and informal education, including
the desire to become an entrepreneur,
and encouraging more to enter self-
employment or start their own company.
It is not just the business world that has
changed. We are now asking young people
who leave the school system at 18 to make
a serious economic decision when they
choose a particular university and degree
course. By making a Future Earnings and
Employment Record available, as outlined
in my report, we will enable them to decide
if a particular course makes sense. I have
spent enough years in the higher education
sector to know how jealously universities
regard their reputations and how they
compare their results with their peers; the
availability of this kind of information will
be a powerful driver for raising standards
throughout the sector.
It is now well over 30 years since I played
a part in the introduction of the Youth
Training Scheme. The challenges we faced
then are similar to those we have today,
namely, the number of young people who
leave school demotivated with few or no
qualications. It is diicult for many young
people to connect what they are asked
to learn in school with the outside world
and that is why I am proposing that head
teachers have an Enterprise Adviser to
assist them by introducing speakers from
all walks of life to enthuse pupils in the
classroom. We must also make many of the
subjects learned in school more relevant to
the outside world, including encouraging
more pupils in STEM (Science, Technology,
Engineering and Maths) subjects. I
anticipate that the Local Enterprise
Partnerships may well wish to have a
coordinating role.
But people are more than just the sum
of their qualications. There are many
activities in and around school that help to
broaden the experience of the individual.
We have introduced a programme called
Fiver which is giving primary school pupils
5 for the month of June to see what
they can make of it and I look forward to
meeting those that have done best after
the summer. We have received 27,000
registrations for Fiver so far, far exceeding
the 20,000 target for this rst year, and we
will be looking to double this programme
over the next two years. There are many
other activities that take place in and
around schools. Quite apart from Outward
Bound and other similar programmes,
there are often school companies, work
experience, additional vocational courses
and enterprising summer and holiday
activities. That is why I am proposing
an Enterprise Passport that will follow
an individual throughout their time in
education. This passport will be digital,
will list all the extramural and other
activities and will, for example, enable an
employer to take a more rounded view of
that individual other than by assessing
academic qualications alone. I could
see it being a useful adjunct in university
entrance as well.
Teachers will have a key role to play if
we are to support the learning of young
people with the right mix of enterprise
and employability skills. I have met
many talented teachers up and down the
country who are already demonstrating
imaginative and enterprising approaches
to teaching and learning, and I want to
encourage them to go further to promote
their pupils enterprise capabilities. I have
therefore proposed that all teachers be
given the opportunity to spend a week with
a large organisation, public or private, on
a special course designed to bring out the
skills and attitudes required in tomorrows
world. I also propose that facilities be made
available to enable teachers to spend some
of their inset days with employers.
We have many excellent further education
colleges that produce hundreds of
thousands of young people with highly
employable skills, but my research has
found that only a small number of college
courses prepare their students for self-
employment or setting up a business. In
fact many graduates, be they plumbers,
plasterers, hairdressers or many of
the other skills acquired in a further
education college, may well want to start
working for themselves. That is why I am
recommending that all courses should
include a core module on starting a
business so that all graduates will leave
with the necessary skills.
The Rt Hon the Lord Young
of Graham PC DL graduated
from University College London
before becoming a solicitor. He
spent a year in the profession
before moving on to establish a
number of successful businesses.
He became Chairman of the
Manpower Services Commission
in 1982, entered the Cabinet in
1984, became Secretary of State
for Employment in 1985 and in
1987 became Secretary of State for Trade and Industry and President of the Board of Trade.
He was Executive Chairman of Cable and Wireless plc from 1990 to 1995 and thereafter
Chairman of Young Associates Ltd, which invests in new technologies.
Lord Young is an adviser to the Prime Minister on small business and enterprise. He
published a report on start-ups, Make Business Your Business, in May 2012. and a report on
growing micro businesses, Growing Your Business, in May 2013.
Last year we started working with
university business schools and as a result
many are now reaching out to small rms
in their vicinity. Business schools have, up
to now, devoted themselves to producing
executives for large companies and, as
a result of the steps we took last year,
we will see more entrepreneurs coming
from the schools themselves. However,
within the whole body of students at any
university, be they on courses as diverse
as archaeology to zoology, individuals may
wish to work for themselves or indeed
go into business to help others, as the
substantial growth of social enterprises in
recent years can attest. The steps outlined
in my report will enable many more
entrepreneurs to emerge from the general
body of students.
It is diicult to exaggerate the importance
of enterprise in all its forms in a modern
economy. This report outlines a number
of steps we can take over the next few
years but much more needs to be done. I
am reminded that many of the initiatives
I introduced in the 1980s as a Minister
evolved into stronger programmes that
were able to adapt over time, and I hope
that the proposals I set out in this report
can be seen as a foundation for us to build
on. We can no longer aord to be an island
in a globalised world and our competitors
will not wait for us.
EXECUTIVE SUMMARY
nterprise for All is about motivating young people to learn and excel
in their education and to see the relevance of their studies. Enterprise
is more than the creation of entrepreneurs, it is about a can-do and
positive attitude and equipping people with the condence to develop a
career and vocational interests. Enterprise therefore supports the development
of a wide range of work and professional skills and capabilities, including
resilience, risk taking, creativity and innovation, as well as a self-belief that
starting a business is a viable career choice and one of the most exciting and
challenging things a person will ever do.
This review covers the full breadth of education and is aimed at education leaders, teachers
and all those involved in policy, administration and delivery of teaching and learning in our
education system. This includes business champions such as business representative bodies
and the Local Enterprise Partnerships (LEPs) that have a key role to play in creating closer
links between education and the world of work and business.
This review looks at how we can create a lifelong experience of enterprise in education
which is:
Captive and meaningful to young people through real-life contact with business and
work, particularly for those put o by more theoretical or academic learning; and
made relevant in the way the curriculum and exams are designed and delivered.
Continuous, beginning with inspiration and a rst taste of enterprise in primary and
secondary education and then the application of that learning through further and
higher education, and later in life.
Coherent, rst as a strong and consistent government message to empower
educators to embed enterprise in their teaching; second, in the way we measure and
distinguish the impact of an institutions enterprise activity; and third, through better
coordination and consistency in what already exists, to ensure that all young people
are able to access enterprise-related programmes.
This report contains a number of
recommendations about how we can
achieve this:
The publication of a Future
Employment and Earnings Record
after leaving education. This would
be transformational to the way
young people assess which academic
institutions and subject areas oer
the best educational and career
prospects, including opportunities for
self-employment, and enable them to
make an informed choice ahead of
committing to tuition fees. Publishing
this information through league tables
would also promote competition and
improvement amongst educators in
their response to raising academic
standards and their relevance to work
and business.
Developing an Enterprise Passport
for young people to record and
demonstrate their enterprise learning
and work experience throughout their
education. This will be held digitally
and oer a pool of accredited enterprise
schemes and resources to educators, a
dierentiator for employers looking for
proven employability skills alongside
educational qualications in a young
persons CV, and an accessible tool for
Ofsted to assess the quality and level of
a schools enterprise commitment.
Inspiration about enterprise should begin
at an early age when children are open to
the ideas and inuences which will shape
their futures. A new Fiver programme is
oering primary school children 5 to
run a mini-business for a month, to help
cultivate enterprise as part of their early
learning and as an enduring taste of
enterprise and business.
This needs to continue through secondary
education and several excellent
programmes are already doing well,
reinforcing motivation to succeed. We need
to join up activity and seek to engage
all pupils. The new Careers Statutory
Guidance
1
stipulates that schools should
make an enterprise oer to pupils and this
could be reinforced in several ways:
A new national volunteer network of
Enterprise Advisers, coordinated by
the LEPs, to work closely with school
heads and enlist local businesses and
other occupations and professions to
give pupils real-life experience of the
world of work and business engagement,
including emphasis on STEM subjects
in order to improve industry and
employability skills.
Embedding enterprise avour into new
curriculum materials and examinations,
supported by a higher prole for and
greater attention given to enterprise
skills and activities in Ofsted school
inspections.
Providing teachers with experience in
business as part of their Continuous
Professional Development. An industry-
led business training programme
could oer trainees and teachers an
opportunity to understand and embed
the skills and attitudes that are required
in the world of work and business into
their teaching of the curriculum.
Colleges focus on professional trades
and vocational careers makes them
fertile ground for self-employment and
entrepreneurship but currently there
is too little coverage in the curriculum
modules about working for yourself.
Students on vocational courses should
learn not only the skills of a trade but
also how to run and mange a business
in that profession Level 3 vocational
courses should include a module on
working for yourself and how to start
up a business as a core component.
All university students should have
access to enterprise and entrepreneurship,
including a growing ambition amongst
young people to develop their interest
in social enterprise. In higher education,
enterprise should extend to all areas of
faculty and study, and I am encouraging:
Universities to have an elective
enterprise module available to all
students.
An active and supported enterprise
society in every university and the
Department for Business, Innovation
and Skills (BIS)s funding to the
National Association of College and
University Entrepreneurs (NACUE)
for 2014/15 should be awarded on
the basis of targeted objectives about
supporting and measuring start-ups and
entrepreneurship.
A start-up programme in all
universities that have business schools
holding Small Business Charter
2

status. This should include specic
provision for starting and funding social
entrepreneurship.
Create an incentive and reward
structure for enterprise activity at
universities by developing an enterprise
E-Star award, under the patronage
of the Duke of York, to distinguish the
universities that are delivering the
strongest enterprise ethos and outcomes
for their students.
The issues and conclusions highlighted
in this report focus on the position
in England, accepting that other
arrangements apply in the devolved
administrations.
1. EDUCATION AND
EMPLOYABILITY
oung people today experience
a completely dierent economy
and labour market than previous
generations. There was a time when our
education system was predicated on
preparation for lifelong careers with large
companies and employers. Today, 95.5%
of rms in the UK employ fewer than
ten people
3
and the prospect of leaving
education and working for the same
employer for their entire career is no longer
a realistic option for most young people,
nor is it necessarily their rst choice.
Instead they are far more likely to have
multiple careers with various employers,
ranging from global multinationals to small
and micro employers.
The most striking dierence is that you are
more likely than ever before to run your
own business. This is due in large part to
the transformative nature of the internet
and other technological developments
which are facilitating an abundance of
new career and business opportunities for
all people, and at a rapid rate. We have
witnessed a staggering rise over the last
ten years in self-employment, which has
now reached 4.6 million, including an
increase of 10% in the period since my
report last year on Growing Your Business,
and is now at an all-time record high.
4
To
put this into context, self-employment has
contributed nearly half of the 780,000 new
jobs created in our economy over the last
year.
The rise in entrepreneurial activity
has amounted to 600,000 more
microbusinesses (rms with 09
employees) in existence than there were
when the recession rst began in 2008,
and 40% more than at the turn of the
century.
5
When we look into the individuals
involved, and the reasons for turning to
self-employment and small rms, we are
seeing a growing positive attitude and
motivation to start up a business. A recent
RSA/populous survey
6
found that 84%
agreed that being self-employed meant
they were more content in their working
lives (66% completely or strongly so). Of
those polled in this survey, 82% said the
work they do is more meaningful than that
found in a typical job, and 87% reported
that they have more freedom to do the
things they want.
. . . the growth in self-
employment is as much to do
with structural changes in
our economy and society as
with short-term economic
uctuations.
This surge in entrepreneurship is apparent
amongst all age groups not least for those
aged under 30. The RBS Youth Enterprise
Tracker reports that 55% of 18 to 30-year-
olds aim to start a business, compared to
35% of the total adult population. Fourteen
per cent of this age group said they
are actually in the process of starting a
business.
7
The aspiration and ambition
to work for yourself is also pronounced
amongst those at school leaving age
around one in eight young people aged
1619 think that they are likely to become
self-employed.
8
You are more likely than ever to work in a small rm
or start your own business.
Our education system and career advice
needs to adapt to this changing pattern of
work, including a better balance between
education and skills for employment,
and motivation and support to work for
yourself. The best way to drive changes in
the way schools, colleges and universities
respond to this changing labour market is
to create transparency about the economic
impact that these institutions and their
course subjects have on their pupils and
students.
A key recommendation in this
report is for the publication of an
employment and earning record
for the decade after leaving
education.
Government has made good progress
to ensure that everyone can understand
the benets of education from the 3Rs,
higher apprenticeships and degrees. This
includes improvements in the way we can
give people information about courses on
oer, but the system is less transparent
about the nancial and economic return
to an individual when they complete their
studies and what impact this will have on
future employment and career prospects.
I see the Future Earnings and Employment
Record (FEER) as a highly persuasive tool
to drive continuous improvement in the way
education institutions meet the needs of our
rapidly changing labour market, as well as
the increasing aspiration amongst young
people to be their own boss. I am proposing
that government take steps to publish both
employment rates and earnings over a
period of at least ten years post-completion
of every further and higher education course.
Making such outcomes visible can achieve
this in three important ways:
1. It provides incentives, through increased
competition between institutions, to improve
the quality and diversity of the courses they
oer and make sure their students are best
equipped for the world of work.
2. It can empower learners and their families
to make better informed choices about
which course will benet them the most
in terms of future career prospects
and earnings. This would include an
understanding of the earnings trajectory
of one occupation compared with another,
over the short, medium and longer term.
For instance an occupation that pays
handsomely in the rst few years after
graduation may well be surpassed in
later years by the likely earnings of other
professions and career paths, including
those that opt for self-employment and
starting a business. In addition, tuition
fees are likely to be one of the biggest
nancial commitments that a person will
make in their life and there is a duty on
us to enable young people to make fully
informed decisions about where they will
go to start and further their education.
3. It enables national government and
local and sectoral stakeholders to
draw comparisons between the
eectiveness of institutions. This could
include business start-up activity to
help understand the entrepreneurial
credentials of each education institution.
FEER would also provide information
about the way the institutions are
encouraging their pupils and students to
explore dierent patterns of education in
particular how the vocational pathways are
being utilised as an alternative to traditional
academic ones. I would expect key roles
for boards of governors, LEPs, the National
Careers Service and its advisers, and my
proposed Enterprise Advisers, to use FEER
as a resource to advise young people about
their future academic choices and as a
means to identify the optimal pathway to
achieving their chosen profession.
The opportunity already exists to publish
FEER in further education through
provision made under the Education and
Skills Act 2008; and some useful but
limited data is currently available by the
Higher Education Statistics Agency.
I have encouraged government to
publish information on further education
this year, as a rst step, and then use
additional legislation to bring together
HMRC data and statistical information
about destinations of leavers to track
employment and earnings for all education
sectors and long after a persons education
is completed. In addition I would like to use
this provision to publish and index future
employment and earnings data in a simple
and accessible format so that students can
assess the full costs and likely benets of
specic courses at specic institutions.
Publish and index future
employment and earnings.
2. ENTERPRISE PASSPORT
he second major change that I
am recommending will allow the
recognition of enterprise activity
throughout the education system, from
primary school through to college,
university and beyond. This will be an
opportunity to change the way we think
about what children and young people
learn beyond the curriculum and what
employers value; too much of which goes
unrecorded and unacknowledged.
Much of the extra-curricular enterprise
activity I describe in this report and
many other things pupils and students
do in education and beyond can go on to
make a substantial contribution to their
CVs later in life. These activities will be
of great interest to employers who are
looking for enterprising individuals. We are
good at valuing and recording academic
and vocational qualications using well-
established systems in school, further and
higher education. Now we must do more
to record the wider activities schools
and many other organisations deliver for
young people to increase their employment
prospects and recognise their enterprise
skills and experience.
I am grateful to Young Enterprise for the
idea of an Enterprise Passport, which I
would like to see rolled out throughout the
whole education system and form the basis
of my proposals to provide a step change
in recognising enterprising attitudes. I
would like to see this valued by parents,
employers and the community in the same
way we value community service and
sporting success.
We must do more to record
what schools and many other
organisations deliver for
young people to increase their
employment prospects and
recognise their enterprise skills
and experience.
This would have a strong motivational
eect on children and young people and
would be valuable to employers in helping
them judge a potential employee. At a time
when many employers report how diicult
it is to distinguish between applicants
on their educational qualications alone,
the Passport will be a valuable adjunct,
enabling a fuller picture of enterprise and
employability skills alongside academic
qualications.
There are hundreds of initiatives oering high-quality enterprise and careers inspiration
activities which are benecial. The Passport will record those which add value and might
include activities drawn from those below. This is an illustrative list only, and is not exclusive:
1. School, college and university-based
business programmes such as:
Fiver: gives Primary School children
a month to do something enterprising
with their 5 pledge.
Tenner: provides 10 seed capital for
secondary school pupils to start a
business and compete to make the most
prot.
Other Young Enterprise programmes:
these are available at all stages of
education.
Tycoons in school: gives students an
opportunity to experience running
a real-life business, from creating a
business plan to actually trading.
Enterprise societies: student-run,
university clubs that give all students
the chance to take part in enterprising
activities.
YES programme: provides learning
resources for primary school pupils to
teach how the skills they learn at school
relate to dierent careers.
MyBnk: gives students the chance to
run a bank amongst other enterprise
opportunities.
Locally run school/business
programmes and competitions: to make
links between young people and local
employers.
Duke of York and Nominet Trusts
iDEA award: accrediting digital badges
to support young peoples digital and
entrepreneurial skills.
2. Personal development:
Business Class, run by Business In the
Community: develops partnerships
between schools and businesses to
support disadvantaged young people.
National Citizen Service: provides
opportunities for 16 to 17-year-olds to
develop by taking part in a team project
to help their community.
Duke of Edinburghs Award: challenges
young people to spend their free time on
activities that contribute to their personal
development and their community.
Cadets: helps young people develop through
fun, exciting and challenging opportunities.
Barclays LifeSkills: provides resources
to help teachers develop their pupils
work, people and money skills.
Princes Trust: provides programmes and
support to vulnerable young people to help
them move into work, education or training.
Job Junction: provides school-based
careers advice and support.
Scouts or Guides: enables young people
to gain a range of skills and be part of a
community.
Peer mentoring or coaching: enables young
people to develop communication skills.
Outward Bound: outdoor and residential
leadership programmes for young people.
Volunteering: for a charity or another
community organisation.
Taking part in sport (outside of school
lessons): requires commitment and
resilience.
3. Careers education:
Speakers for Schools: runs events in
schools with talks from inspiring gures.
Founders4Schools: connects
entrepreneurs with schools.
Inspiring Women: provides female role
models to help girls engage with their
learning.
STEM speakers and events: promote
careers in Science, Technology,
Engineering and Maths.
Primary Futures: run events in primary
schools to teach young children about
the world of work.
The Skills Show: provides hands-on
experiences to inspire young people to
explore further education.
Workplace visits to a variety of
employers.
High-quality work experience such as
sustained company schemes.
MyKindaCrowd: allows young people to
respond to challenges set by businesses.
Ideas Foundation: provides work
experience in the creative industries.
Sorrell Foundation Saturday Clubs: Arts
and Design projects for young people
working with businesses.
Brightside Trust: arranges e-mentoring
for young people.
Mosaic Network: provides mentoring in
disadvantaged communities.
Other mentoring and coaching activity.
I am proposing that the Passport is
administered using an online record. A
digital record provides an accessible way
for young peoples enterprise activity to
be validated and recorded. I envisage that
scheme providers would input activity and
level of achievement into a young persons
Enterprise Passport, and the recipient
would be able to view and share the record
of attainment with prospective employers
as part of their CV or job applications.
There are already a number of passport
and reward models but none that cover
the entire enterprise and work experience
journey for young people. The Higher
Education Achievement Record (HEAR)
oers an electronic record of students
wider experiences and skills alongside
their academic achievements, and this
is joined by National Careers Service
Lifelong Learning Accounts, Further
Education accounts and other systems
which oer online CVs. The Duke of York
and Nominet Trusts iDEA award will use
digital badges to accredit young people
and we hope to collaborate with the iDEA
project and others to develop a platform
to support the passport. The purpose of
the Enterprise Passport is to harness all of
this into a coherent oer for young people,
schools and employers to recognise and
understand. I am proposing two key strands
of work to make this happen:
First, to convene a group, leading to an
Enterprise Passport Supervisory Board,
which will work with schools, head
teachers unions and other education heads,
programme providers and employers
representatives to determine how the
Passport might be operated and what it will
cover. This would determine: how an award
system might work, including a grade or
points system to record not just participation
but also attainment; and how the board
would authenticate the schemes to be
included on the Passport.
Second, to deliver the best technical solution
to host and administer the Passport online.
This will require capacity to accommodate
detail about validated schemes as well as
the information of many millions of young
people that I hope will use the Passport to
record their enterprise accomplishments.
A key imperative for this work will be to
enable teachers and those running enterprise
schemes to be able to input a young persons
activity into the Passport in an accessible
way; and to ensure that young peoples
personal information is safeguarded at all
times and only available to those that they
wish to share it with. I am already consulting
major technology companies to come up
with an online solution that can achieve this.
CASE STUDY
Premier League Enterprise is a Premier
League UK Community initiative in
which Premier and Football League Clubs
work with young people in their local
communities. Part of this is the Enterprise
Challenge in which thousands of 14 to
19-year-olds compete to generate the best
solution to a real-life business scenario.
Why is the Premier League Enterprise
Challenge so successful?
Sport is able to engage a diverse group
of people, often from very dierent
backgrounds, helping to build relationships
where before they could have been
nonexistent or had broken down. Partly it
is the power of our brand and our place
in communities we are able to use the
football clubs to really capture students
imaginations.
How does the scheme help young people?
By tasking students aged 1419 with
developing possible solutions to real-life
challenges that football clubs face it instils:
condence; communication skills; team
spirit; personable skills; aspiration; can-
do attitude; literacy and numeracy; and
broadens
horizons.
Participants
also often
gain new
skills like
presenting,
planning and problem solving.
How do you engage with the local
community and schools?
Our football clubs work with local
communities and schools all year round so
we are fortunate that good relationships
already exist. With schools we are mindful
of tting around the school timetable but
we have found that teachers recognise the
benets for their pupils and are keen for
them to take part.
What next?
The expanded 2014/15 Challenge launches
in September 2014. To nd out more, visit
www.premierleague.com/en-gb/creating-
chances/2013-14/west-ham-win-premier-
league-enterprise-challenge-2014-nal.
html
PREMIER LEAGUE ENTERPRISE CHALLENGE | Emma Joussemet,
Senior Community Policy Executive
3. ENTERPRISE IN
SCHOOLS
t is at school that you acquire the skills
that are the foundation of your future.
Literacy and numeracy are of course
essential, but so is the spirit of enterprise.
By this I dont just mean the enterprise
that creates entrepreneurs but also the
enterprise that creates a positive outlook
on life that enables you to succeed in any
endeavour.
Employers tell me they need enterprising
and motivated young people; teachers
know that many who dont see the
relevance of their lessons become
discouraged in the classroom. My concern
is to do as much for young people who
leave school with low aspirations that
blight the rest of their days as to broaden
the horizons of those who have done well.
My experience over many decades has
convinced me that, for many young people,
the fourth R is relevance and that many
only learn when they see the application of
the lesson. I hope that, wherever possible,
teachers adopt examples that relate to
the real world so in mathematics use the
illustration of a simple cash ow or other
practical application. The more that school
relates to their future life the more they
will relate to their lessons.
The delivery of enterprise in education
should begin in primary school and, as
the rest of the report shows, continue
throughout the education system. The
ideas in this chapter should apply to all
types of school regardless of how they are
funded. To meet the demands of the future
economy we need to give all schools the
means of preparing pupils for work.
I am grateful for the support of both head
teachers unions on this matter, as I am to
Ofsted for its positive response. They all
see, as I do, that leadership in this area
reects well on the school and benets
children and young people and is a mark
of a schools ethos. It will be a longer
journey for some schools than others, but I
am convinced it is one worth making.
These proposals are not intended to
change the curriculum or the way schools
operate, but to give their charges a view of
what awaits them after school, of all the
opportunities that are open to them in life.
At the same time I want to oer teachers
the chance to see how the world of work is
changing so that they are aware of what
will be required to help young people in
their future lives.
Many children bring enterprising attitudes
with them when they rst enter primary
school. The best schools maintain that
optimism and condence so that their
pupils see the link between learning and
their future lives. Some primary schools
do a great deal to keep the minds of their
charges open and I would commend
Rotherham Ready for the programmes
they have introduced into their primary
schools that make a game out of the world
of work, but broaden their charges minds
at the same time.
There are many examples of good
practice outlined later in this report and I
cannot over-emphasise the importance of
encouraging a positive outlook at the very
beginning of the school career. We have
just introduced a new programme called
Fiver that will give primary school children
5 to run a mini business for the month
of June to help cultivate enterprise as part
of their early learning and an enduring
taste of enterprise and business. Young
Enterprise, supported by Virgin Money,
have done an excellent job to promote Fiver
across the network of primary schools and
it has now exceeded its initial 20,000 target
for this rst year with 27,000 registrations
so far. We plan to double this programme
over the next two years.
Young Enterprises Fiver Challenge is
a free, fun and engaging initiative that
provides 5 to 11-year-olds across the
UK with a pledge of 5. Participants are
challenged to set up mini businesses with
their 5 in the month of June to create
products or services they can then sell or
deliver at a prot and engage with their
local community.
Supported by Virgin Money and BIS, Fiver
Challenge introduces young people to
the world of enterprise and helps build
important employability skills, such as risk
taking, team working, problem solving,
communication and nancial literacy,
which they can continue to develop in later
life.
Fiver Challenge is in its rst year, but
builds on the success of Young Enterprises
Tenner Challenge for secondary school
students. By 17 June, 417 Schools and
27,000 young people had registered.
www.verchallenge.org.uk
Lord Young launching the Fiver
Challenge at Lauriston Primary School.
CASE STUDY
READY UNLIMITED | Catherine Brentnall, Founder
Ready Unlimited is a not-for-prot social
enterprise that works with educators,
schools and local authorities to develop
enterprising curricula that are relevant
to the opportunities and challenges of
the 21st century. Rotherham Ready was
started in 2005 and now works with 449
schools across the UK.
How does Ready Unlimited work?
We help teachers understand the diverse
world of enterprise and business so they
are equipped and motivated to connect
classroom learning with the real world,
are condent to build links with external
partners, and can create enterprise-focused
learning experiences for pupils. We help
schools develop their knowledge and
understanding of the labour market, locally
and globally, so they can develop relevant
learning that connects children to these
opportunities.
What does this mean in practice?
A great example is Herringthorpe Infants
School which is in an area of deprivation
but harnesses enterprise to create a
culture of high expectations and challenge.
Foundation year children sell the eggs
laid by the chickens they look after, Year
1 children design packaging for the eggs
and Year 2 children calculate the costs
and prots of the enterprise. This brings
dierent elements of the curriculum to life
and encourages children to develop their
creativity, initiative and problem-solving
skills from their very rst day at school.
What are the benets to the school?
A recent review of Derbyshire Ready
in Ofsted reports highlights the impact.
Comments from inspectors show how an
enterprising
education
was
improving
teaching and learning through innovative
curriculum design and topics, impacting
on behaviour by engaging and motivating
pupils, improving attendance and raising
achievement. Comments included: Pupils
have excellent attitudes towards learning
and value the enterprise skills they learn
in school, such as working in teams and
trying new things. Derbyshire Ready
schools were twice as likely to have
improved (gone up an Ofsted grade), than
regular Derbyshire primary schools.
What do children think of it?
One Derbyshire Ready head teacher
described the turnaround in her school:
You see the impact on their behaviour; it
just ts with them, because children are
really involved. Its a privilege to be in the
classroom now. We had a child that kept
getting excluded, but now hes changed his
behaviour to get into the classroom. He
saw it was a privilege to be there and he
was missing out by being excluded.
What one thing would you recommend
to those who would like to embrace
enterprise education?
Understand that enterprise is a powerful
vehicle for school improvement. It isnt
a bolt-on activity, but a whole-school
approach that impacts on the culture and
curriculum of a school.
www.readyunlimited.com
Some young people do not enjoy such a
positive experience. Too many come out of
school without condence in themselves
and lacking a positive view of what
they are going to do later in life. They
also enter the world of work without the
understanding that a positive approach
may well make the dierence to getting a
job or success in work or in business.
When I look at enterprise activity in
secondary schools, I see great examples
like Tenner, Tycoons in Schools, and the
Premier League Enterprise Academy.
Community Links, through its enterprise
team, oers pupils and students
from a range of schools and colleges
in East London practical skills and
condence to enhance employability
opportunities, and provide support to those
wishing to set up a business or enterprise.
We need to join up activity and seek to
engage all pupils. Too often, and for far
too many, secondary school is where
demotivation begins. For many young
people the fourth R is relevance, for unless
they see the relevance of their lessons
to their life and their future, they switch
o and their education passes them by.
All too often I have seen young people in
later life, with little or no qualications,
quickly acquire knowledge when they see
the purpose of their lessons. That was the
great lesson of the Youth Training Scheme
in the eighties.
The Governments Careers Inspiration
Vision has already begun to alert
employers and schools to the importance
of working together. In addition I have
seen models like Ready Unlimited start
in Rotherham and spread to Hull, London
and Derbyshire. They are providing a
systematic and holistic approach to
enterprise, which embeds the ethos and
practice from head teachers, teachers,
schools and the wider local community.
A process of engagement has already
begun between some LEPs and their
local authorities to propagate the Ready
Unlimited model in their areas and I hope
this can extend to more schools across all
LEP areas.
For many young people the
fourth R is relevance.
Young people from Community Links
come into N.10 to share their ideas about promoting
enterprise in education.
CASE STUDY
SUPA TUCK | Bejay Mulenga, Founder
Bejay Mulenga came up with the Supa
Tuck model at the age of 14 while studying
for his GCSEs.
Where did the idea for Supa Tuck come
from?
While at school, I was frustrated by the
lack of practical experience in my GCSE
Business Studies course. Without any outlet
to put theory into action, the lack of hands-
on projects created an environment where
innovation was stied. At the same time,
I noticed that in the playground students
were selling snacks to each other under the
radar of teachers and realised there was a
market for a student-run tuck shop, where
business students could put what they
were learning into practice.
How does Supa Tuck
help students?
Practical experience
allows students
to develop many
business and enterprise skills such
as communication, customer service,
organisation, stock control and market
research. These skills also interlink with
their current GCSE Business courses
and help bring the curriculum to life.
More importantly, all seven students who
initially engaged with the Supa Tuck
model achieved A*B grades, proving the
importance of gaining practical enterprise
experience.
www.supatuck.com
I would like head teachers and their sta to
be able to call on inspiring and successful
people in all walks of life, to oer a strong
link to the local business community
including social enterprises, and support
them in navigating and getting the most
from the array of enterprise schemes and
speakers into schools programmes.
I am proposing a new programme of
Enterprise Advisers which will be a
national volunteer network of motivated
people, coordinated by the LEPs. This will
be optional for schools and head teachers
but I am convinced that a large majority
will see the benets and want to take up
this additional support, and am encouraged
that the Association of School and College
Leaders and the National Association
of Head Teachers have signalled their
enthusiasm.
The Advisers would be drawn from local
business and occupations from the public
and private sector. This presents these
employers and businesses with a huge
opportunity to invest in the attitudes and
capabilities they need to employ a skilled
and productive workforce. For too many
decades business has complained about
the quality of education in our country
and from the many discussions I have held
over the last few months with business
organisations and companies I have met,
I believe that there will be no shortage of
volunteers for this rewarding role.
I propose that Enterprise Advisers would
advise head teachers and teachers on the
ways employers can engage with the school
drawing on advice from key local partners,
including those that oer careers advice. I
would envisage that the Advisers are drawn
from all sectors of the economy and not
only restricted to entrepreneurs. What they
will all have in common is an enthusiasm
and dedication for helping young people to
realise their potential by using opportunities
that enterprise can oer.
The Advisers would be volunteers who
understand this landscape and the
opportunities for schools and employers to
come together. I propose that the Advisers
have two principal roles:
1. To call on a pool of speakers, coaches,
mentors and trainers who can work with
children and young people in school or
in the workplace. This would include
forging links between the school and local
businesses, including social entrepreneurs,
facilitating visits or work experience and
shadowing opportunities.
I want these speakers to be inspiring
and relevant. They should not be remote
from the lives of the young people they
are addressing; a former pupil with a
successful local small rm would be more
eective than a great captain of industry.
All too often speakers who already come
into schools speak to classes of those
in their last years. If we really want to
motivate, then it is important that we get
to those in their early years in school with
their lessons still ahead. There are already
many organisations like Primary Futures,
Speakers for Schools, Founders4Schools
and many others that I have highlighted
in my Enterprise Passport proposal, that
are helping schools bring in speakers
and promote business and professional
engagement, and they do valuable work; I
am inviting them to a meeting to see how
we can coordinate their work and spread
good practice.
2. Oer head teachers practical ideas
and support about delivering enterprise
in education in their schools. This should
include how they and their sta can
respond positively to the Careers Statutory
Guidance.
A key way they could do this is by
advising head teachers to nd, and
encouraging them to use, the enterprise
programmes available, including those to
be recorded in my proposed Enterprise
Passport.
Another way we can help the Advisers and
the schools they engage is by enabling
them to identify the resources and the
schemes that are most relevant to the
needs of the pupils in the school. This
requires help to navigate their way through
the hundreds of enterprise programmes
and schemes. I have asked BIS to extend
its Growing Ambitions tool, initially focused
on manufacturing, to provide an online
marketplace tool for the Advisers and
teachers to identify schemes that provide
curriculum supported materials and visits
that contribute to lessons and careers
advice. This tool will become available later
in the year.
In the course of my review, I have
been asked repeatedly to send a clear
message about the importance of science,
technology, engineering and mathematics
(STEM) in school. Young people nd out,
often far too late, that success in these
subjects in school is necessary for progress
to a host of interesting, exciting and
very well paid jobs. The quality of STEM
education in schools is a key factor to
our economic growth and I am proposing
that the Enterprise Advisers, aided by the
LEPs, are focused on how we can bring in
speakers who can help young people in
their learning of STEM subjects.
I would like to invite each LEP area to
take a key coordinating role in making
Enterprise Advisers available to school
leaders. I also believe it is important that
the LEP has a role judging if the activity in
their area between schools and enterprise
advisers meets the local economic needs.
LEPs are best placed to do this. They
might also oer links to other schools or
former head teachers who can advise on
how a school delivers enterprise activity.
I envisage that each LEP will need one or
two full-time paid Enterprise Coordinators,
to recruit and manage the Enterprise
Advisers. These coordinators might:
Help recruit Enterprise Advisers
working with school head teachers and
leaders.
Manage the network of Advisers in their
area, building links between them and
overseeing performance.
Equip the Advisers with the resources
and contacts they need to full the role.
I am encouraged that the LEPs have
shown enthusiasm to take on this role,
which will give this network national
coverage and strong links with local
businesses right from the outset.
As I publish this report I am inviting a
panel of experts to come together and
determine how this arrangement could
best work for schools it is most important
that we give schools exibility in how they
access this help. This panel will be made
up of school leaders, speakers into schools
and enterprise programmes, employer
representatives, and chaired by Paul
Drechsler, Chairman of Teach First and
Business in the Community. I will also be
inviting in the LEPs for a further meeting
to discuss their key coordination role.
Students enjoying listening to a
business speaker in The Job Junction.
The Job Junction was born to bring business
and education together to build a stronger
workforce and increase aspiration in young
people.
Why did you create The Job Junction model?
Businesses constantly say that young people
leaving school, college or university do not
have the skills they are looking for, and lack
an enterprising attitude. When schools took
control of careers advice, I saw this as an
ideal opportunity to do things dierently
and consider how we bring work and
entrepreneurship to life, in schools, on a daily
basis and from an earlier age.
How is The Job Junction dierent?
Firstly, constantly being on the premises
(having a dedicated, branded space in the
heart of the building) means we are part of
the school and not just a visitor, so we form
an integral part of their career strategy. Most
importantly, our model involves students
supporting students with employability
skills, CVs, mock interviews and career
exploration. Delivery is managed by our
professional Coaches and we have recruited
over 50 students so far to work in the DREAM
team DREAM reminds them of the skills
and attributes they need to demonstrate:
Dedication, Reliability, Enthusiasm, Adaptability
and Motivation.
How do you build relationships between
businesses and schools?
The DREAM team role requires our student
representatives to continuously engage
with local businesses, inviting them into the
school to share their expertise, experiences
or demonstrate their products. One particular
way that businesses get involved is by
allowing us to advertise their live vacancies
within the school and run a mock recruitment
process. This gives students the chance to
experience the
application
process,
including an
interview,
and receive valuable feedback. This develops
competence, resilience and builds condence,
whilst connecting them with businesses
directly. Winners receive a prize but in one
recent case a student about to leave school will
actually be oered the job!
How do you know The Job Junction is
working?
I think this is summed up by Mike Tull,
Headmaster of Marsden Heights Community
College, who said The Job Junction has had
a signicant impact in inspiring our students
and raising their awareness as to the value
and opportunities aorded by the world of
work. It is preparing them to access this
world full of condence, equipped with the
skills of enterprise, independent working
and underpinned by the highest aspirations
for achieving their full potential in life. We
discover natural talent and work with the
students to instil a rm belief that their talent
has signicant value, whilst highlighting
opportunities to apply that talent in the future.
What next for The Job Junction?
We have established in four secondary
schools so far with eight more in the process
(North West and the Midlands) via our
licensing model. We plan to expand this
licensing model so it reaches as many young
people as possible. In September 2014 we
are starting a pilot in primary schools to
see how The Job Junction can be adapted to
reach younger children when they rst begin
thinking about their future.
www.thejobjunction.co.uk
CASE STUDY
THE JOB JUNCTION | Lesley Burrows, Founder
Teachers have many responsibilities in
school and I want to oer them help to
ensure that they are up-to-date in their
understanding of the world of work, which
has changed so much in the internet era.
Then they will be better able to relate
the attitudes and talents of pupils to the
needs of life after school and crucially
be better able to make the link between
the curriculum and the kind of problem
solving demanded of people having to
work in the private or public sector.
Ofsteds Enterprise Education Training
resources
9
are unequivocal about the key
factors promoting successful enterprise
education, and this highlights:
Encouraging teachers in all areas of the
curriculum to develop more enterprising
approaches to teaching and learning
in order to promote pupils enterprise
capabilities.
Having an eective programme
of training to develop teachers
understanding of enterprise education
and their expertise in delivering it.
I have the support of the Confederation of
British Industry (CBI), Institute of Directors
(IoD) and other large businesses I have
spoken to, to propose they oer a ve-
day course to any teacher, which could
be stand alone or part of their Continuing
Professional Development. The course
would not be specically about the host
business but provide insight into the
principles of running a business and the
skills looked for by todays employers.
In addition, I would like to suggest that
Enterprise Advisers can work with head
teachers and teachers to ensure that best
use is made of their inset days.
Over time I would envisage head
teachers will nd business awareness and
understanding a useful part of a teachers
skill set and recruit accordingly. These skills
are some of the most valuable a teacher
can have in preparing young people for the
world of work. I know large employers, with
capacity to run the courses, will recognise
this and ultimately benet from it.
Relevance for all types of schools
It would be wrong to assume only certain
types of schools should emphasise this link
with employers and entrepreneurship. All
young people need it and, from what I have
seen, they have a growing appetite for it.
There are over 3,400 Academies in
England. Academies get money directly
from the government, not the local council.
Theyre run by an academy trust which
employs the sta. Some academies have
sponsors such as businesses, universities,
other schools, faith groups or voluntary
groups. Sponsors are responsible for
improving the performance of their
schools. There is a wealth of variety
in these schools and not all are set up
with enterprise as a priority but I would
like Academies to be able to benet
from the oers which we are making to
maintained schools: Enterprise Advisers
should be readily available to help all
schools, including Academies, nd links to
local business which will enrich schools
enterprise ethos. The Enterprise Passport
will also be available to all pupils to ensure
their achievements on enterprise are
rewarded.
In particular I would highlight the work of
University Technical Colleges and Studio
Schools as places where enterprising
pupils have many opportunities:
University Technical Colleges
specialise in subjects like engineering
and construction and teach these
subjects along with business skills
and using IT. Pupils study academic
subjects as well as practical subjects,
leading to technical qualications. The
curriculum is designed by the university
and employers, who also provide work
experience for students. University
technical colleges are sponsored by
universities, employers or further
education colleges.
Studio Schools are small schools
usually with around 300 pupils
delivering mainstream qualications
through project-based learning. This
means working in realistic situations
as well as learning academic subjects.
Students work with local employers
and a personal coach, and follow a
curriculum designed to give them the
skills and qualications they need in
work or to take up further education.
My nal proposal for schools is not a
change to the curriculum but a change
to how it is taught. Young people engage
in learning more readily when the subject
matter has a practical or recognisable
nature and I would ask teachers to look to
the growing set of teaching resources that
put the curriculum in real-world context. I
have seen in primary schools an excellent
example of how this is being done in
childrens reading through Clever Tykes
books, which provide examples of setting
up an enterprise for children.
We are also becoming increasingly
aware of how engaged children are with
technology, including online games and
apps. This provides an opportunity to
apply this technology for the purpose of
engaging young people about enterprise
and I have asked the Technology Strategy
Board to fund the development of an
interactive Start Your Own Business App,
oering business challenges and exercises
for dierent age groups and abilities. This
will be made available individually or by
teams and class groups.
I hope that in time this approach to
teaching and learning will feed through to
examination questions. A greater emphasis
on real life will engage those who do not
respond to the abstract challenges of, for
example, mathematics. I have seen how
quickly young people will respond to learning
when they know a job depends on that
learning I would like this realisation to be
made in the classroom, not in the Job Centre.
I would like this realisation to
be made in the classroom not in
the Job Centre.
Business mentors involved with Ready
Unlimited enterprise learning programmes support
young people with their ventures.
The success of Jodie Cooks rst business,
JC Social Media, led to her being asked to
be a Start-Up Loans young ambassador.
This experience provided the inspiration
for her second business, Clever Tykes,
which produces books for children that
introduce them to enterprise.
Why is introducing children to enterprise
so important to you?
For many years we have seen
entrepreneurs reected as villains
within childrens lms, programmes and
books. I wanted to change this negative
attitude and show you dont need to be
an unpleasant person to run your own
business, while making self-employment
seem much less of a big step.
How did you realise there was a gap for
this with children?
When I was an ambassador for Start-Up
Loans, James Caan asked a group of us
whether any of our parents had started their
own business and all but one hand shot
up. Seeing my mum running her business
made me realise it was something I could
do. I want my books to give all children that
inspiration and ambition, even if they do not
know anyone who is self-employed.
Why books?
Books are part of everyday school life and
children love stories. They can imagine
being that character and so can relate to
what is being written, while at the same
time the story itself is planting the seed of
enterprise. Books are a fun way to support
and complement the essential basics of
education, the three Rs.
Why did you choose such dierent
characters?
We knew we had
to provide a range
of role models
for children, to
demonstrate
that a range of
personality and
character types can
succeed in business
and to increase the chance of children
relating strongly to at least one character.
Providing a range of business models was
also crucial to aid childrens understanding
of what an enterprise or venture entails.
Why should schools use your books?
The books have been designed for
seamless integration with the PSHE
curriculum and therefore carry messages
far beyond enterprise. Where the books are
in use weve had fantastic feedback from
teachers, parents and children. Parents
have commented at the almost instant
change in the way their children view
opportunities, as well as their business
awareness. Teachers have indicated
how important they believe enterprise
education is at a primary level and
both parents and teachers believe the
Clever Tykes books provide the perfect
introduction.
How do schools obtain the books?
Schools can purchase the books directly
from www.clevertykes.com/print or sign
up to our sponsors waiting list on the site
and we will match them up with a sponsor
in due course. Any businesses wishing to
sponsor these books for their local school
can also register on our website.
www.clevertykes.com
CASE STUDY
CLEVER TYKES | JODIE COOK (NE COLE)
I have discussed these matters with Sir Michael Wilshaw, Chief Inspector of Schools in
England, and I am grateful to him for his support and the support of Ofsted. In the fullness
of time, their inspectors will look at all of these factors in inspections, especially in support
of the Careers Statutory Guidance which has been recently published and I extract below.
21. Schools should oer pupils the opportunity to develop entrepreneurial skills for
self-employment and make it clear to them that working for themselves is a
viable option (in fact it will be necessary for many). Pupils should receive the
advice and support necessary to build and develop their own jobs, and have a clear
understanding of potential barriers whether real or perceived.
25. Schools should create a learning environment which allows and encourages pupils
to tackle real life challenges which require them to manage risk and to develop their
decision making, team building and problem solving skills. Schools should have
high expectations of all pupils. Facilitating access to a range of inspirational role
models can instil resilience, goal setting, hard work and social condence in pupils,
encouraging them to overcome barriers to success. This approach can particularly
benet pupils from disadvantaged backgrounds who may get less support from
family and social networks. Work experience plays an important role for post-16
pupils.
I believe that the adoption of these measures will make a very real dierence to the futures
of many in the school system.
Business Students running their own
shop via the Supa Tuck year programme.
4. FURTHER EDUCATION
urther education is becoming an
increasingly popular destination for
school leavers and those returning
to education; more young people go into
further education than sixth forms. Further
education can encompass a diversity of
learning through colleges, independent
training providers, traineeships and
apprenticeships, and these can cover
academic and vocational courses and
qualications including entry level through
to higher level skills and higher education
qualications
10
.
My concern is how further education
colleges best enhance the skills and
qualications they teach to enable young
people to develop a trade or profession
and to progress in the world of work.
This makes colleges vital places in local
economies and valuable contributors to
our economic growth but I think we can go
further by not only teaching their students
the skills of a trade but also how to run
and manage a business in that trade.
I am convinced that those who are being
trained in a trade should be taught how
to operate that trade as a business.
Hundreds of thousands of students are
taught vocational trades, for example a
hairdresser, a plumber or a painter, but
not how to work for themselves, which
many are likely to do at some point in their
careers.
11
Those being trained in a trade
should be taught how to trade.
I see a growing need for this sector to
include a core business module in all
vocational qualications at level 3. I am
delighted that through discussions with the
Awarding Organisation, Pearson, moves
will be made to include a business start-up
module in appropriate level 3 qualications
within the next two years. I hope the other
The Gazelle
Colleges Group
The Gazelle Vision is: To build a
recognisable cluster of Entrepreneurial
Colleges where the ethos, values and culture
of learning are distinctively geared towards
the task of business formation and growth,
wealth creation and employment outcomes.
This begins with recognition that
students are more likely to value and
embrace enterprise and business start-
up in a college which is itself investing
in being entrepreneurial and is behaving
entrepreneurially in the way it teaches, in
the way it develops business and in the
way it celebrates enterprise.
Gazelle Colleges design and participate
in enterprise and social enterprise
competitions that demonstrably involve
students in building businesses, launching
products and pitching for success.
The Gazelle Colleges also develop
companies within colleges which dont
just employ students but encourage
them to lead and manage these
enterprises. Examples include a tness
company and a garage at New College
Nottingham, a beauty and spa salon
at Warwickshire College and a fashion
retailing outlet at City College Norwich.
www.gazellecolleges.com
Awarding Organisations will follow suit.
I also welcome the approach taken by
City and Guilds to embed the necessary
entrepreneurial business skills across all
vocational qualications. I would like these to
include essential learning and understanding
for students about what is required in
areas like business planning, cash ow and
marketing, and to encourage these students
to train and use their skills as self-employed
professionals or to start a business.
This is an opportunity for further
education to use whats on oer from
these Awarding Organisations, to deliver
attractive and practical enterprise
propositions to students, using successful
business mentors and entrepreneurs, and
I believe they should be based on real
experience and not knowledge driven.
I would also not like to conne this
opportunity only to students of further
education, but to make it available to a
wider group, perhaps in the evenings.
This will challenge many colleges to
approach their teaching and course delivery
in new ways, but for some it will only
complement an existing range of excellent
activities. These include the Gazelle Colleges,
which have developed an enterprising
ethos throughout everything they do,
including how the college is run. This was so
apparent at Barking & Dagenham College
that I visited earlier in the year it puts
Enterprise, Innovation and Creativity at the
heart of every course and everything it does.
The lead taken by the Gazelles is
welcome but they remain small in number
compared to the wider population of
colleges. It is up to all colleges to decide if
membership of the Gazelle Group is right
for them but I would like to see the essence
of what they do permeate the sector.
Lord Young visiting a leading Gazelle,
Barking & Dagenham College.
CASE STUDY
BARKING & DAGENHAM COLLEGE | Cathy Walsh, Principal and CEO
Enterprise, innovation and creativity are at
the heart of Barking & Dagenham College
(BDC)s Strategic Plan; they are passionate
about instilling a culture of enterprise and
entrepreneurship.
As one of only 23 Gazelle Colleges in
the UK, BDC focuses on developing new
commercial learning models, innovative
partnerships with business and equipping
students with the skills they will need to
create their own work opportunities.
How easy do BDC sta nd it to make
enterprise part of their teaching?
The majority of our tutors come from
the relevant sector, and are often still
running their own businesses, bringing
with them passion and knowledge. This
means they naturally instil in students an
understanding of how business works and
the motivation to enter the labour market
or to progress to higher education.
What enterprising activities are students
able to take part in?
The college has a number of commercial
and training opportunities including in a
garage, beauty and hair salons, a tness
centre, and the Chefs Hat restaurant. Here,
students studying those vocations develop
the specic business skills they will need
whilst gaining valuable experience of
working with customers.
Our Entrepreneurs Academy works with
local businesses to create opportunities
for students to undertake a project for
a real business this also supports the
local economy by oering business a
cost-eective solution. The Academy has
delivered hundreds of commissions to date,
from website design to the refurbishment
of a local day
care centre.
How do you
support students looking to start their
own business?
Our POD area (Pitch On Demand) is a
free business incubation zone for use by
student entrepreneurs and local micro
businesses to help them get their ideas o
the ground.
We also have retail units at the front of
our main campus we call it Start-up
High Street. Student teams pitch their
ideas to a Dragons Den comprising
local business leaders and College sta.
The winners receive a one-year tenancy
and seed funding to get their business
o the ground. Current tenants include
2 Fix Solutions, oering IT products and
support, and Blooming Delicious orists.
How has this benetted students?
For students that participate in the
entrepreneurial programme, progression
into higher level study or work is 10%
higher than for those students who
participate in the same course but do not
engage so actively.
Steven Upton, studying for a BTEC
Subsidiary Diploma in Business Level 3
said: The type of enterprise education
Ive had at Barking & Dagenham College
means that Ill leave not only with a
qualication but also with life skills; skills
that will help me in the workplace. The
College has given me the condence to
make mistakes knowing that I can learn
from them and move on.
www.barkingdagenhamcollege.ac.uk
Enterprise societies are a major part of my
proposals for the higher education sector
but play a vital role in further education
too. To date, NACUE, working with colleges,
have created and supported 110 enterprise
societies in colleges, but we need many more.
All colleges would benet from developing
a more enterprising college culture for their
students and in particular would improve the
oer for their students by giving them the
opportunity to develop enterprise societies.
Students come into colleges with dierent
expectations and attitudes and colleges
operate in a dierent way to universities
but the goals of building up an enterprising
culture and of developing enterprise skills
in students remain key for both. Enterprise
societies thrive in colleges. There are tried
and tested models which show how they
can be introduced and embedded into the
institution. Enterprise societies operate
across all subjects, drawing students from
dierent disciplines together through
a grassroots approach. This peer-led
introduction to enterprise stimulates and
engages them through a collaborative,
learning-by-doing approach, which
ultimately complements their mainstream
learning and the institutions enterprise oer.
Moreover we have seen that a national
network of college enterprise societies
provides students with opportunities to
engage with likeminded individuals. I
consider that this peer-to-peer engagement
works to further open up opportunities
for our students in colleges to develop
new skills and have a go at enterprise,
whichever career pathway they may be on.
One approach to building enterprise
societies in colleges is through providing
a exible framework for learning by doing
enterprise activity. This is built into weekly
college enrichment study time over 36
weeks. It incorporates numerous real-life
enterprise challenges such as a market fair,
but critically this structured programme
recognises that the student-led enterprise
society model can adapt to the varying
needs of the institution and indeed its
students. NACUE led this programme
with 50 Maths and English students at
Basingstoke College, where students
engaged with the concept of enterprise,
developed tangible business skills, and
gained critical condence and team working
skills in their allotted enrichment time.
The Going for Gold Enterprise Programme Basingstoke College of Technology and
NACUE
Basingstoke College of Technology in Hampshire has over 6,000 students and caters to
ages 14 plus. With the introduction of the Study Programme in September 2013, the college
decided to work with NACUE to create a 36-week enterprise curriculum to empower
their learners and expose them to enterprise. The resulting Going for Gold Enterprise
Programme encourages students to gain practical experience in building their own
enterprise projects alongside their college courses. This year, approximately 50 students
participated in the scheme for three hours a week.
CASE STUDY
CENTRAL SUSSEX COLLEGE | Anahita Henry Programme Area
Manager for Enterprise Education
At Central Sussex College, students who
study a wide range of subjects at Levels
1-4, including Media, IT, Public Services,
Business, Construction and Performing
Arts, study a Start Your Own Business, or
Working as a Freelancer module as a core
part of their course.
Why did you decide to make these
enterprise modules core in a number of
qualications?
We wanted to encourage all students to
develop enterprising skills, and decided
that delivering these two modules as part
of the course would mean we reached
a much wider group of students than
simply relying on extracurricular activities.
It allows students to learn about what
it means to work for yourself or as a
freelancer in the context of their vocational
study, and often brings to life a number of
the other topics such as Health and Safety,
or nancial planning.
How have the subject-specic lecturers
met the challenge?
As I have responsibility for enterprise, I took
a lead role to provide support to lecturers
and to facilitate links with local employers.
I also selected faculty champions; receptive
and condent sta who are willing to deliver
and mentor others in the process. The
teaching body have risen to the challenge
and have devised exciting and creative
delivery methods, in some cases linking
with local employers and institutions for
assessment. For example, we worked with
ve Credit Managers from Lombard (a local
employer) to deliver business plan speed
mentoring for students ahead of a Dragons
Den-style event judged by Lombard, RBS,
KPMG and Inspiration Enterprises senior
sta. The
results of this
contributed to the students assessment in
this module.
What do students think of having to study
the module?
Students enjoy these modules because they
feel as if they are in control of the subject
of study it is dierent to other subjects as
it is all about them and their ideas. Some
students who do not study business can be
initially intimidated by the nancial part, but
this is easily overcome with good teaching
methods that use concrete examples and
help them see the relevance of their learning.
What skills have your students developed
as a result?
Among those who take these modules, we
have identied increased attendance rates,
progression, and a deep connection to the
college. Students see us as a useful partner
in achieving their life ambitions. They
adopt a more professional demeanour and
gain condence, as well as developing
planning and leadership skills.
How easy would it be for other colleges to
bring these modules in to their vocational
courses?
Very easy it is a timetabled class and the
teaching and learning standards already
exist. It does require the right sta mind-
set, and having a dedicated person with
responsibility for enterprise is necessary to
bring all the learning together and support
lecturers. My top tips would be to allow
time for curriculum planning and have a
central area where resources and contacts
can be shared between sta.
www.centralsussex.ac.uk
5. HIGHER EDUCATION
here was a time when universities
considered themselves divorced
from outside life. Research was
pure rather than applied and education
was there for its own sake. That has
completely changed and when I go to
universities today I nd many looking for a
commercial application for their research.
Similarly, in the general body of students,
there are those who wish to combine their
time at university with making active
preparation for when they leave and work
on a business idea. You only have to look
at the rise of enterprise societies, now
ourishing amongst the students in a
majority of universities, to appreciate the
change in attitudes.
Schools that oer inspiration and practical
experience about enterprise will provide
young people with the motivation to
succeed in their academic qualications,
as well as skills and condence that they
can usefully apply in further education
or to nd work. For those that go on to
higher education, I see enormous potential
for students to harness these newly-
acquired skills and knowledge and seize
opportunities as undergraduates and post-
graduates to develop entrepreneurial ideas
and start a business venture.
Young people have the
strongest ambition to work for
themselves.
Today, the belief amongst many students
at university is that starting a business is
a viable career choice and one of the most
exciting and challenging things you can do.
Young people aged 18-24 are nearly twice
as likely as other age groups to aspire to
start a business. This aspiration amongst
young people has been increasing over
time and has virtually doubled between
2002 and 2012.
12
Universities are perfectly placed to
respond to this growing interest in
entrepreneurship amongst their students.
They have a wealth of expertise through
their professors and sta, often drawn
from distinguished industrial backgrounds.
Our universities today boast world-class
facilities and resources, cutting-edge
research and development, knowledge
transfer partnerships and close
relationships with business and technology
networks. Many have access to sources of
seed funding for early-stage businesses.
We know the majority of overall business
start-ups are low cost and low or no-tech
enterprises. In my experience the majority
of start-ups emerging from universities
to-date have been science based and
from within the research facilities. The
challenge now for universities is to
respond to a rapidly increasing cohort
of students with strong aspirations to do
something entrepreneurial in all types
of business, including social enterprise
ventures. This requires all parts of the
university to collaborate on their enterprise
outputs and this should include stronger
partnerships with small businesses and the
wider business community. This chapter
proposes several ways in which we can do
this.
CASE STUDY
UNIVERSITY OF LEEDS | Professor Nigel Lockett, Director of the Leeds
Enterprise Centre
The University of Leeds promotes its
distinctive Enterprise at Leeds message
to all students, to encourage them to
engage with its wide range of enterprise
activities and courses including elective
modules and programmes, the latest being
Biotechnology with Enterprise, and Music
with Enterprise. It also oers a Masters in
Enterprise.
What made the university realise that it
was important to embrace enterprise?
Oering a rich and varied student
experience and a strong research agenda
is no longer enough; enterprise is fast
becoming the dierentiator. Students are
more aware of the likelihood of a portfolio
career and know that they will need to
understand how to work for themselves as
well as be more employable.
How do the with Enterprises courses
work?
By spending at least 25% of their time
learning about business and enterprise,
alongside their core subject, students
gain comprehensive knowledge and
understanding of a specialist subject along
with a foundation in how businesses work
in their chosen sector.
Tell us about how your alumni contribute
to the Enterprise at Leeds oer.
Alumni play a signicant part in the
enterprise oering by giving time and
their generosity has enabled us to oer
Enterprise Scholarships (which includes
a 5,000 support package for starting
a business), and an integrated Year in
Enterprise with oice space, stipend
and business advice. We also have an
Enterprise
Incubation
Programme with oice space in the
universitys Innovation Centre and Spark
business advisers oering free support to
graduates.
How have you embedded enterprise across
the university?
It is very important that enterprise is not
seen as a separate structure but as part
of the university itself. To demonstrate
high-level engagement, we have set up
an Enterprise Board that reports into
the Vice Chancellors Executive Group.
Board members include external experts
in social enterprise, business start-up and
corporate venturing. Enterprise, by its
very nature, should be student-centred not
organisational-centred and all activities
should reect that.
How successful is Enterprise at Leeds?
With a 30% growth year-on-year in
the numbers of students engaging in
enterprising activities, there is much to
be proud of. Over 900 students engage
with specialist modules, either elective or
as part of their degree. Also 800 students
have taken advantage of Spark, our
business start-up service, or sought advice
regarding developing enterprise skills.
More graduates are coming back to the
university for business advice, with support
and mentoring available for up to eight
years after graduation. Forty businesses
started during the last academic year and
80% of businesses started by graduates are
still in operation three years later.
www.leeds.ac.uk/enterprise
The business school response to the Small
Business Charter makes it clear to me how
much universities respond to recognition
about the work they do to encourage and
support entrepreneurship. I welcome the
leadership of the University of Leeds in
this area and the approach they have
adopted, to market and embed enterprise
in the name and content of subject specic
courses from Biotechnology to Fashion
Design. They believe that this will be a key
dierentiator for applicants so they will
choose the University of Leeds over others.
I think we can go even further to
distinguish and incentivise universities in
the way they approach enterprise and the
impact it has on their students. I have asked
the organisers of the National Business
Awards (NBA) to add an Enterprise E-Star
Award to its programme to celebrate
the universities that are recognised
for doing and delivering the most for
entrepreneurship in the UK. I am delighted
that the Duke of York has agreed to be
patron of the Enterprise E-star Award and
this will bring enormous prestige to what
I hope will become a hugely sought-after
accolade for universities.
The award will deliver a number of
features aimed at inspiring and measuring
university entrepreneurship:
It will assess university commitment to
entrepreneurship, based on the level and
quality of their enterprise societies, use
of alumni entrepreneurs, small business
internships, as well as the extent to
which the careers service oers small
business and setting up your own
business as career options. Most of all
it will assess on the number of students
and graduates choosing to start their
own business.
In shortlisting top performers and
singling out a single university for
outstanding achievement, it will
place a strong onus on universities to
continually improve or maintain their
standard of excellence.
Supported by corporate sponsorship, the
award will attract media coverage as
part of a year-long PR and marketing
campaign culminating in the National
Business Awards ceremony in November
2015. Top universities will also benet
from additional support and mentoring
from the eco-system of judges, partners
and alumni supporting the National
Business Awards.
The NBA will launch the award
competition in 2015 and it will be
judged by a panel of investors, business
representatives and the university sector.
Over time I would like this award to
develop into a ranking index, by using the
spirit of competition amongst universities
to drive continuous improvement in their
commitment to student entrepreneurship
and for them to be assessed against their
peers annually. In addition, the Future
Earnings and Employment Record, when it
becomes available, can be used as part of
the assessment for this award which will
enable us to track the value of university
enterprise initiatives and what impact
these have on creating entrepreneurs.
I would like to see students of all subjects,
from Archaeology to Zoology, have access
to elective enterprise modules, as part of
or alongside their degree programme, for
this is knowledge that will serve them
well whatever they decide to do in life. All
too often this activity is conned to the
entrepreneurship programmes run by the
university business school and conned
to business students. This is wrong; those
people who are innovative and enterprising
come from diverse academic backgrounds
and only think of working for themselves
once they are engaged in their academic
studies.
I have visited business schools across
the country and am impressed by those
that are making an elective enterprise
module available to the wider student body.
In Kent Business School, its enterprise
module is the most over-subscribed
elective across the university, while
Durham University oers the incentive
of an Enterprise Certicate for students
who elect enterprise as a module in each
year of their studies. These examples will
reect the ambition of students to apply
their studies in a way that will prepare
them for the world of work, including self-
employment.
CASE STUDY
DURHAM UNIVERSITY | Professor Ian Stone Director, Centre for
Entrepreneurship, Durham University Business School
Professor Stone has created an
entrepreneurship programme that is
available for students of all subjects to
take as part of their degree.
What led you to create the
entrepreneurship modules?
We understand that students wish to
focus on a particular subject area at
university, but strongly believe knowledge
of entrepreneurship and new venture
creation processes is relevant in any
subject area. Providing all undergraduates
with the chance to explore how they
might commercialise ideas in their
subject is a key part of our aim to develop
an enterprise culture right across the
university.
What do
the modules
oer
students?
The three new modules (New Venture
Creation, Entrepreneurship and Corporate
Entrepreneurship, oered respectively
in years 1, 2 and 3) individually and
collectively oer students the chance to
systematically develop their enterprise
skills and enhance their employability. The
modules also complement competitions
and activities designed to allow students to
explore their potential as entrepreneurs
and even to begin the process of starting
up a business while at Durham.
www.dur.ac.uk/business/research/
management/entrepreneurship
Kent Business School has put enterprise
at the heart of its mission it aims to
equip students with the knowledge, skills,
condence, inspiration and business
connections to enable them to start their
own business.
Why did you decide to make enterprise a
priority?
We take our role in supporting the local
economy very seriously, particularly small
businesses, which are the majority of
businesses in Kent. To grow the regional
economy requires skilled graduates to
work for those small businesses in helping
them move to the next stage of growth.
So linking our students with business
during their time here is vital. Similarly,
if we are to grow the future economy, we
need to equip our students to be the next
generation of business owners.
How do you embed enterprise?
The school runs two very successful
elective modules Enterprise and
Business Start-up which are available
to all second and third-year university
undergraduates; they have now become
two of the most popular elective modules.
The Enterprise module combines lectures
and seminars to introduce the concept of
entrepreneurship via relevant case studies of
successful businesses those that start small
and grow. The Business Start-Up module
contains interactive programmes focusing on
specic areas of business planning such as
NPD, marketing and nance.
What do you oer outside of formal
courses?
Our annual Enterprise Day, open to all
university students, provides a range of
activities,
including the
opportunity
to test
out initial
business ideas via our Ideas Hotbed
sessions. This is often the spark for
students to consider enterprise whilst still
at university. To embed this, our Business
Insider sessions invite guest speakers
from varying professions and industries
to provide an overview of their sector and
the Dos and Donts in setting up your own
enterprise. We also run a Pitch it! scheme
to introduce the concept of pitching ideas
and solutions to potential customers.
How do you support new businesses?
The university has an incubation support
team The Hub which provides exible
oice space and, if required, laboratory
accommodation. Companies also get
access to university expertise, planning,
mentoring and networking opportunities
with the wider business community.
What tip would you give to other
universities looking to embed enterprise?
There are two key areas. First, have
modules in place that cover the range of
enterprise learning, and within these set
projects where students start planning
and testing out their own enterprise ideas.
Second, develop good links with external
business to inspire students, to develop new
connections and put in place projects that
allow students to work on real-life business
challenges set by your business partners.
www.kent.ac.uk
CASE STUDY
UNIVERSITY OF KENT | David Williamson, Director of External Services,
Kent Business School
The rise of university enterprise societies,
student-led and voluntary in nature, have
provided networks for bringing like-minded
individuals across all disciplines together to
share their ideas. NACUE and others have
done very well to get over 80 of the societies
o the ground, sometimes with limited buy-
in and funding from university management.
I would like to see every university supporting
an enterprise society by the end of 2015
and I also want to embed a stronger focus
within the societies on direct help for
student and graduate start-ups. I have
come across some excellent examples of
enterprise societies in universities like Exeter,
Plymouth and Newcastle, which attract
many hundreds of enterprising students, but
it strikes me how so few of their members
convert their enterprising spirit into business
ventures, despite a strong aspiration to do
so. Furthermore, the reliance on student
leadership alone, which changes year on year,
can make enterprise societies fragile over
time. That is why I have asked BIS to target
its funding for NACUE on a specic set of
objectives about supporting and measuring
start-ups and entrepreneurship and on
ensuring the long-term sustainability of
enterprise societies in universities.
When I look further into a universitys
commitment towards enterprise, it puzzles
me how there can often be little obvious link
between the enterprise interest stimulated
by the enterprise society and other societies;
the university business school with its focus
on business; and other sources of enterprise
opportunity such as the Student Union and
University Careers Service. A way to close
that gap is to encourage the newly-formed
group of Small Business Charter Business
Schools to extend their reach across the
entire body of the university.
The Small Business Charter for business
schools already contains key elements about
student-facing start-ups and entrepreneurial
support. Business schools can oer much help
to students across the university campus, for
they often have incubators to house student
start-ups, give business and early-stage
advice and have the ability to bring together
business students with students from dierent
course disciplines to work together to create a
new venture.
I have seen how this can work in
Loughborough where the Glendonbrook
Centre for Enterprise Education at the
business school has a full-time oicer
embedded in the Loughborough Student
Union with responsibility for enterprise; and at
Nottingham Trent where the HIVE Centre for
entrepreneurship and enterprise is deliberately
positioned across the university campus so
that students and graduates from all facilities
can use it to help create a business.
There are many other universities doing
similar things and many others supporting
a diverse range of activity to develop a
culture of entrepreneurship on campus. UCL
is an example of a university that does not
have a business school but has a strong
commitment to student enterprise, through
a package of entrepreneurship training for
all its students, as well as student business
advisers, investment funds, incubation space
and support for social enterprise.
I want to see models like these replicated
in all universities across the UK, with a
clear focus on practical help for students
that want to develop a business idea or
work for themselves but dont know how. I
am proposing a Student Business Start-Up
Programme, initially in those universities
holding Small Business Charter Awards,
funded by a joint bid to the Higher
Education Funding Council for England
(HEFCE) from the business schools and
NACUE. This programme would focus on
capability and practical support to start a
business and act as a key source of referral
into sources of nance such as Start-Up
Loans (www.startuploans.co.uk).
The programme could sit within the
enterprise societies which can often be strong
magnets for attracting budding entrepreneurs.
This should not undermine the status of
enterprise societies as a student-led body, but
a more formal footing with business schools
would impart continuity and structure in the
way they oer start-up help, in particular for
enterprise societies and during the periods of
ux when their presidents step down. Most of
all, it will provide professionalism and eicacy
in the way enterprise societies deliver start-up
help to students, in key areas such as nance,
mentoring, business skills and the experience
of working in small business. In time I would
like to see this spread to all universities,
at long last following long-accepted US
practice. Indeed I would go further and
suggest that Student Unions should consider
creating a hot desk area in their premises in
those universities where there is no student
business start-up programme.
A Student Business Start-Up Program would target practical
help for students that want to develop a business idea or work for
themselves but dont know how.
I also want to reect on the rising
movement toward social entrepreneurship
among students and graduates, alongside
the growth of social enterprise across
the general business population. This is
an area that is becoming increasingly
prevalent in how universities approach
enterprise. Not long ago I visited the Social
Enterprise University Enterprise Network,
led by Plymouth University, and I am
seeing many more examples of this activity
where undergraduates are combining an
ambition to succeed in business with a
strong desire to deliver positive social and
environmental benet.
Unltd are at the forefront of this activity
and are working with HEFCE to support
over 59 HE institutions to embed social
entrepreneurship programmes within the
general mix of student enterprise, and this
is supported by over 50 social enterprise
societies as part of the UK Enactus
programme. These are delivering positive
results to strengthen and broaden support
for social entrepreneurship and social
enterprise in universities and I want this
to continue and increase with a stronger
emphasis on incubation and investment
for students looking to develop and fund
a social enterprise. I would expect the
NACUE bid for BIS funding and the bid to
HEFCE for a Student Business Start-Up
Programme to be fully inclusive of support
for social enterprise.
UnLtds Social Entrepreneurship Education programme is working with 59 universities to
help mainstream and embed social entrepreneurship support within the HE sector. The
aim is to build knowledge, expertise, capacity and resources to enable a self-sustaining,
university-led ecosystem of support for social entrepreneurs.
The latest phase of this programme delivers a strategic national awards programme with
social leadership development, systems development and knowledge exchange at its core,
including cross-sector Innovation Partnerships and Growth Support for High Potential
Social Entrepreneurs.
unltd.org.uk/seechange
CASE STUDY
THE UNIVERSITY OF HUDDERSFIELD | Dr Kelly Smith, Head of
Enterprise
Students at the University of
Hudderseld engage with enterprise and
entrepreneurship in subject areas across
the whole university.
How do you bring enterprise in to
academic studies?
usiness plan for
an online magazine, including design,
marketing and costs. For their assessment,
they pitch this to a panel of industry
professionals.
What about those students who want to go
further?
Any student can start a business during
their undergraduate studies with help from
the Enterprise Team, who provide a safe
environment in which to plan and launch a
business. One way is through an Enterprise
Placement
Year, which
gives 20 students the chance to take
a year out from their studies to focus
on starting a business. The businesses
created so far have been very diverse,
from providing animations to demonstrate
industrial products, through to breeding
queen bees!
How has enterprise at Hudderseld been
recognised?
www.hud.ac.uk
CASE STUDY
LOUGHBOROUGH UNIVERSITY | Julie Holland, Glendonbrook Centre for
Enterprise Education
The Glendonbrook Centre, housed in the
universitys School of Business & Economics,
works with the Students Union to make
enterprise activities available and attractive
to all students at the university.
How does working with the Students Union
improve student engagement?
For many rst year students, the Students
Union is their rst port of call in university
life they are introduced to the extra-
curricular enterprise options before they even
set foot in a lecture theatre.
Since 2010, we have had a Student
Enterprise Oicer in the Students Union,
who is normally a Loughborough student on
a year-long placement or a recent graduate.
Working with the Universitys Student
Enterprise Manager, Marina Pickles, their role
is to organise and promote a programme
of events and enterprise support to help
students build entrepreneurial skills needed
for future employment and self-employment.
What options do interested students have to
learn about enterprise?
Like many other universities, we have
followed the familiar route of oering a
mixture of formal and informal enterprise
education. Many student societies are
registered in the Students Union and there
are a number that encourage enterprising
skills. These include Enactus, the Finance
Society and the Consulting Society. We also
have a number of formal taught enterprise
modules that are open to business and non-
business students from across the university.
What about
students who already know they want to set
up a business?
They are supported through a series of
events, workshops, competitions and personal
mentoring. A number of our formal modules
also enable students with real business ideas
to research and produce a business plan.
Through our Startup Point meet-ups, like
minded students can network and draw
on the expertise of our Entrepreneurs in
Residence. Mentoring support is also provided
for students who wish to run their own
businesses as a placement option.
The Studio, managed by our Enterprise
Oice, provides a start-up facility for
graduate entrepreneurs.
Why would you encourage other universities
to adopt your approach to promoting
enterprise?
The demand for enterprise is increasing it
is about developing skills that can increase
a students employability, whatever their
career aspirations. Our joined-up approach
to student enterprise has ensured that more
students than ever are engaged in this
important activity in particular a presence
in the Loughborough Students Union means
that enterprise is not just seen as something
for students studying business.
www.lboro.ac.uk/departments/sbe/
enterprise
ACKNOWLEDGEMENTS

would like to acknowledge the enthusiastic help that I received from the
many people and organisations listed in this report; and the even greater
help and advice from those with whom I worked and whom convention
dictates that I cannot name. Needless to say the mistakes are mine alone and
although I would like to take personal credit for any good idea contained in
the report it is a collective eort of many contributors.
To ensure that his review represented strong interest and input from the grass roots
and delivery of enterprise education activity, Lord Young appointed a strong sector-led
Executive Group.
The Executive Group operated as a steering board and also organised as sub groups to
develop analysis and ideas in each of the reviews designated work streams. Lord Young
regularly consulted the Department for Business, Innovation and Skills Enterprise in
Education Expert Groups.
The Executive Group was comprised of:
Ali Golds, Operation Enterprise
Gary Durbin, Enterprise in Schools Network
Catherine Brentnall, Ready Unlimited
Sandra Donnelly, Economics, Business and Enterprise Association
Dick Palmer, Transforming Education in Norfolk
Teresa Frith, Association of Colleges
Dawn Whitely, National Enterprise Network
Cathy Walsh, Barking & Dagenham College
Richard Beresford, Centre for Creativity and Enterprise Development
Dave Jarman, Bristol University and Enterprise Educators UK
Dr Sarah Underwood, University of Leeds
Nigel Culkin, University of Hertfordshire
Emily Thomas, University Alliance
Ed Hughes, Higher Education Funding Council for England
Will Evans, Find Invest Grow
William Akerman, MyKindaCrowd
Paul Beesley, Princes Trust
Doug Richard, School for Startups
Anthony Mann, Education and Employers Taskforce
Malcolm Hoare, Centre for Education and Industry, University of Warwick
Benedict Dellot, The RSA
Karl Belizaire, Unltd
Oicials from the Department of Business, Innovation and Skills and No.10
HRH The Duke of York
Rt Hon Michael Gove MP, Secretary of State for Education, and Education Ministers
BIS and Cabinet Oice Ministers
The Rt Hon The Lord Heseltine CH
The Rt Hon The Lord Baker of Dorking CH
All Party Parliamentary Group on Micro Businesses
Representatives of the LEP network and 39 LEPs
Activate Learning www.ocvc.ac.uk
The Aldridge Foundation www.aldridgefoundation.com
AQA www.aqa.org.uk
Ark www.arkonline.org
Association of Business Schools www.associationofbusinessschools.org
Association of Colleges www.aoc.co.uk
Association of School and College Leaders www.ascl.org.uk
Aylesham High School www.aylshamhigh.com/about-ahs/business-and-enterprise-
specialism
Barclays Bank www.barclayslifeskills.com
Barking & Dagenham College www.barkingdagenhamcollege.ac.uk
Business in the Community www.bitc.org.uk
Career Academies UK www.careeracademies.org.uk
Centre for Entrepreneurs www.centreforentrepreneurs.org
Clever Tykes www.clevertykes.com
City and Guilds www.cityandguilds.com
City College Norwich www.ccn.ac.uk
Coca-Cola Enterprises www.cokecce.co.uk
Confederation of British Industry www.cbi.org.uk
Cumbria County Council www.cumbria.gov.uk
Deloitte UK www.deloitte.co.uk
Durham University www.dur.ac.uk
E2Exchange www.e2exchange.com
Education and Training Foundation www.et-foundation.co.uk
Education and Employers Taskforce www.educationandemployers.org
Entrepreneurs and Education Programme www.schoolforstartups.co.uk/eep
Enterprise Education Trust www.enterprise-education.org.uk
Enterprise Foundation www.enterprisefoundation.net
Enterprise Nation www.enterprisenation.com
Federation of Small Businesses www.fsb.org.uk
Goldman Sachs www.goldmansachs.com/citizenship/10000-small-businesses/UK
Harris Academies www.harrisfederation.org.uk
HE Academy www.heacademy.ac.uk
Herringthorpe School www.herringthorpejuniors.com
Higher Education Funding Council for England (HEFCE) www.hefce.ac.uk
HTI Academies www.htiacademies.com
Independent Academies Association www.iaa.uk.net
InspirEngage International www.inspirengage.com
Institute for Learning (IfL) www.i.ac.uk
Institute of Directors www.iod.com
Job Junction www.thejobjunction.co.uk
Kent Business School, University of Kent www.kent.ac.uk/kbs
Learndirect www.learndirect.com
Loughborough University www.lboro.ac.uk/enterprise
National Association of College and University Entrepreneurs (NACUE) www.nacue.com
National Careers Council www.gov.uk/the-national-careers-council
National Careers Service www.direct.gov.uk/NationalCareersService
National Centre for Entrepreneurship in Education (NCEE) www.ncee.org.uk
National Centre for Universities & Business www.ncub.co.uk
National College for Teaching and Leadership www.nationalcollege.org.uk
National Enterprise Network www.nationalenterprisenetwork.org
National Governors Association www.nga.org.uk
OCR www.ocr.org.uk
Oice of Qualications and Examinations Regulation www.ofqual.gov.uk
Ofsted www.ofsted.gov.uk
Ovens & Co www.ovensandco.com
Peace Child International www.peacechild.org
Pearson www.pearsoned.co.uk
Peter Jones Enterprise Academy incl. Tycoons in Schools www.peterjonesfoundation.org/
about-us/our-work/tycoon-schools
Premier League Enterprise Academy www.premierleague.com/page/EnterpriseAcademy
Ready Unlimited www.readyunlimited.com
Real Ideas Organisation www.realideas.org
Seven Hills www.wearesevenhills.com
SimVenture www.simventure.co.uk
Skills Funding Agency www.gov.uk/government/organisations/skills-funding-agency
Small Business Charter www.smallbusinesscharter.org
Social Enterprise University Enterprise Network www1.plymouth.ac.uk/
enterprisesolutions/Solutions/EBSU-solutions/Pages/Social-Enterprise-University-
Enterprise-Network-.aspx
Studio Schools Trust www.studioschoolstrust.org
Supa Tuck www.supatuck.com
TeachFirst www.teachrst.org.uk
Technology in Enterprise www.technologyinenterprise.com
Technology Strategy Board www.innovateuk.org
University College London www.ucl.ac.uk/enterprise
University of Hudderseld www.hud.ac.uk/enterpriseandentrepreneurship
University of Leeds www.leeds.ac.uk/homepage/409/enterprise
University of Ulster www.ulster.ac.uk
Unltd www.unltd.org.uk
Vitae www.vitae.ac.uk
Young Chamber UK www.youngchamber.com
Young Enterprise www.young-enterprise.org.uk
As well as the above organisations, Lord Young met with MPs, Peers, executive agencies and
policy oicials across Government departments.
NOTES
1. www.gov.uk/government/publications/careers-guidance-for-young-people-in-schools
2. The Small Business Charter recognises business schools with exceptional levels of engagement with small
rms. To qualify, business schools must demonstrate that they: actively support the growth of small rms;
actively engage with other stakeholders in the growth agenda; and provide their students with relevant start-up
support. www.smallbusinesscharter.org
3. BIS Business Population Estimates for the UK and Regions, 2013.
4. BIS ED Analysis of ONS Labour Force Survey, seasonally adjusted.
5. BIS Business Population Estimates for the UK and Regions, 20002013.
6. Salvation in a start-up? The origins and nature of the self-employment boom, RSA, May 2014. www.thersa.
org/publications
7. Populus (2013) RBS Youth Enterprise Tracker Q3, www.inspiringenterprise.rbs.com/sites/default/les/
resources/populusrbsenterprisetracker3rdquarter2013report-nal.pdf
8. Cabinet Oice (2013) internal analysis of Understanding Society Wave 2: 2009 to 2011 unpublished.
9. www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/economics-business-and-enterprise
10. Further Education now delivers 8% of Higher Education qualications.
11. Looking at Pearsons Level 3 vocational qualications, there are around 37 Level 3 qualications available. Of
them, only 5 or 6 had either a Working for Yourself and/or Working As A Freelancer module. Of those, only one
was core Beauty Therapy.
12. BIS ED Analysis of 2010-2012 Global Entrepreneurship Monitoring Adult Population Surveys.
Photos have been used with the kind permission of:
Barking & Dagenham College
Community Links: Mark Bourdillon
Herringthorpe Infant School/Ready Unlimited: Shaun Flannery, Shaun Flannery Photography Ltd
The Job Junction
Premier League Enterprise
Seven Hills and Gazelle Group Coders Corner at SUMMIT: Seven Hills
Supa Tuck: Jordan Huggins