entrepreneurship through education scheme · committed funding for an ‘entrepreneurship through...

Entrepreneurship through Education Scheme

2015

Guidance Notes

MINISTRY FOR THE ECONOMY, INVESTMENT AND

SMALL BUSINESS

MINISTRY FOR EDUCATION AND EMPLOYMENT

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A. Introduction

As part of the measures being undertaken by the Administration to promote the growth and

development of entrepreneurial spirit through the education system, Government has again

committed funding for an ‘Entrepreneurship through Education Scheme’ to enable schools

to implement projects that contribute towards this objective

B. Aims and objectives The project aims to address the promotion of entrepreneurship and entrepreneurial qualities through education by sponsoring projects submitted by educational institutions, through a competitive call for proposals.

The Ministry for the Economy, Investment and Small Business in collaboration with the

Ministry for Education and Employment is making available this financial assistance to all

primary and secondary education institutions (including State, Church and independent

schools) in Malta to fund projects related to Enterprise Education which can include the

provision of:

i. ‘Entrepreneurship’ teaching material and teacher training intended to enhance the latter’s ability to communicate the subject to students;

ii. Networking and joint initiatives with local & foreign schools, businesses, business representatives and other entities in the community such as local councils;

iii. The provision of training in entrepreneurship and related subjects; iv. Visits to local industrial & business organisations or similar venues meant to

illustrate the various economic activities; v. Entrepreneurial activity.

C. Background What does ‘entrepreneurship through education mean? There seems to be a general recognition of the importance of including two different elements or concepts within the definition of entrepreneurship teaching:

A broader concept of education for entrepreneurial attitudes and skills, which involves developing certain personal qualities and is not directly focused on the creation of new businesses; and,

A more specific concept of training in how to create a business. Entrepreneurship is a major driver of innovation, competitiveness and growth. The promotion of entrepreneurial attitudes and skills in our society through education at all levels has been on the political agenda and has recently been recognized as one of the new basic skills that should be provided through lifelong learning. The role of education institutions and universities in fostering an entrepreneurial mindset among young people, and in making the relevant skills available, is widely acknowledged and has also been emphasised in the European Commission’ Communication on the Small Business Act which encourages Member States to:

stimulate innovative and entrepreneurial mindsets among young people by introducing entrepreneurship as a key competence in school curricula, particularly in

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general secondary education, and ensure that it is correctly reflected in teaching material;

ensure that the importance of entrepreneurship is correctly reflected in teacher training;

step up cooperation with the business community in order to develop systematic strategies for entrepreneurship education at all levels.

The Communication promotes entrepreneurial skills and attitudes since these provide benefits to society even beyond their application to business activity. They are also a vehicle for personal development. In fact, learning about entrepreneurship should include developing personal qualities such as creativity, taking initiative and responsibility, which prove generally useful in life and in any working activity. Skills Development Therefore, Entrepreneurship Education should be seen in its broadest sense and should include developing those qualities needed to be an enterprising person. This Government initiative is intended to support and encourage educational institutions to come up with projects that will enable their students to develop their creativity and enthusiasm, enhance their self-confidence, learn how to work with others, become more willing to take responsibility and use their initiative. Students should also enhance their understanding of what entrepreneurship means, appreciate the skills and knowledge needed to start a business, learn how to market products and develop business plans. Acquiring these skills and attributes will contribute to preparing young people for their role as autonomous, participative and responsible members of society. Students will benefit from these projects to become more self-reliant, more proactive, more innovative and more likely to develop new products and new technologies.

D. Application Procedure

Applications must be type-written using the application form provided;

Applications can either be submitted online or else sent to the address indicated hereunder in hard copy format1 by not later than 4pm on Friday 20 February 2015;

Applications which are submitted later than the prescribed deadline will not be considered by the Evaluation Committee;

Applications [in hard copy format] are to be submitted via registered post to the following Directorate and address, by not later than the prescribed deadline as mentioned above;

Enterprise Policy & Schemes Directorate, Ministry for the Economy, Investment and Small Business, Millennia Building, First Floor Aldo Moro Road, Marsa MRS 9065

An acknowledgement receipt for the submission of the application form will be sent thereafter submission of project proposal;

Any queries may be sent by email on [email protected] or by phone on 22209828

1 Prior to sending application form in hard copy, firstly compile the application form print and scan and thereafter

send to the following email address: [email protected]

mailto:[email protected]

mailto:[email protected]

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E. Selection Criteria Applicants should clearly demonstrate how their project will meet the objectives listed hereunder and how the expected results will be achieved. These objectives should be adapted according to the different levels of education. Personal Qualities: Promoting the development of personal qualities relevant to entrepreneurship such as creativity, spirit of initiative, risk taking and responsiblity. Awareness: Raising of students` awareness of self employment as a career option (the message being that as well as being an employee you can also empower yourself in becoming an entrepreneur. Business Skills: Providing the basic businssess skills which are required to start a new venture. Entrepreneurship and Innovation: The project proposal should highlight the innovative approach of the project in entrepreneurship learning. Holistic Approach: The project proposal should cover a comprehensive program on the entrepreneurship learning activities to cultivate a mindset for enterprise among the students and /or teachers. Experiential learning component (Hands-On): The project proposal will need to demonstrate the feasibility of the project and outilne the steps taken to ensure effective learning outcomes for students. Projects should also require students to put to practical use the lessons learnt. Thus projects should:

promote students’ ability to solve problems. This implies encouraging ability in the fields of planning, decision-making, communication and the willingness to assume responsibility. These are typical aspects of management competence;

enhance students’ ability to increasingly gain competence in fields such as the ability to cooperate, networking, learning to assuming new roles, etc. These aspects lie especially in the field of social competence;

help students develop self-confidence and the motivation to perform, learn to think critically and independently, and, particularly, gain the willingness and ability to learn autonomously. These are typically personal fields of competence;

encourage students to show personal initiative, pro-activity and creativity, as well as be prepared to confront risks in conjunction with implementing ideas. These are typical entrepreneurial qualities;

include an element of training for teachers to enhance their ability to understand and communicate the basics of entrepreneurial behaviour

Other Projects which shall include the Social Enterprise aspect shall be considered favourably. For this edition, a project/projects shall need to be incepted so as to complement any Entreprenuership Programme/s and such project/s shall also be considered favourably.

F. Selection Process

The interministerial Evaluation Committee is made up of representatives from the Ministry

for Education and Employment and from the Ministry for the Economy, Investment and

Small Business (Enterprise Policy & Schemes Directorate).

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This Evaluation Committee will evaluate all projects against the established criteria and will

approve a number of projects in order of merit until the available funds are taken up. It is

important to note that the decision of the Evaluation Committee is final and there is no

mechanism for contestation.

G. Allocation of Funds Seventy percent of the total costs will be disbursed upon approval of the project proposal. The remaining thirty percent will be disbursed upon the submission of the Final Report providing information on the implementation of the project illustrating results achieved together with related receipts/invoices and other relevant documentation. The Final Report will be subject to approval by the Evaluation Committee upon fulfilment of the project objectives. The Final Report including all the related documentation and receipts/invoices shall be submitted by close of business on Friday, 20 November 2015.

H. Administrative Procedure

i. Eligible Costs2

Items of expenditure shall have to be clearly identified and accompanied with a precise breakdown (of such expenditure) which is to be clearly indicated in the ‘Allocation of Budget’ section of the the application form;

Such items of expenditure are to include all costs directly related to the implementation of the project;3

Every effort should be made to ensure correct assessment of costs to be incurred.

Funds allocated cannot be utilised for items other than those specified;

These may also include the cost of staff assigned to the action/project comprising actual salaries plus social security charges and other statutory costs included in their remuneration – such costs must not exceed 20% of the total budget allocated for the implementation of the project;

In principle eligible costs will not cover the purchasing of equipment for the implementation of the project as the Evaluation Committee encourages the renting of equipment;

It shall be at the sole discretion of the Evaluation Committee to approve the funding of eligbile costs for the renting of equipment and even perhaps in the case of the purchasing of equipment (under exceptional circumstances);

Costs for travel from Malta will not be considered eligible unless the proposed project is innovative and relating to deliverables not available in Malta or through the internet.

ii. Administrative Rules o Capping per project is set at €5,000 per school; o Primary and secondary levels in the same school are considered as seperate

schools and can therefore submit separate projects; o Each school can only submit one project. The project may however include

various (preferably related) initiatives;

2 Applicants are expected to submit as accurate costs as possible to ensure fuller use of funds available.

3 Ideally and in the interest of more efficient verification, small items of expenditure should be met out of the school’s funds

while the larger items should be identified in the project application.

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o Applications submitted should be supported by the relevant documentation

clearly highlighting the implementation stages undertaken for the results to

be achieved;

o State schools should obtain endorsement from the College Principal, whilst

in the case of other schools/colleges the project proposal/s shall need to be

endorsed by the person legally responsible for the school/college;

o State Schools should abide by the relevant procurement procedures when

acquiring materials and services for the implementation of projects

approved under the scheme (all purchases up to €2,500 without VAT,

require three quotations whilst in terms of minor purchases, no quotations

are required);

o Where programmes to be delivered to individual classes entail the capping

for number of participants, it is to be ensured that at least a minimum of

seventeen (17) students shall need to participate (including where identical

programme/s are to be delivered to a number of classes) and if such

threshold is not achieved then such programme/s will not be considered for

funded;

o Final Report is to include relevant dates for individual activities and names

of all participants;

o The Evaluation Committee at its discretion may ask the applicant/s to deliver

a presentation so as to describe better the initiatives implemented and/or

to detail further information of the project proposal;

o Subject to satisfying technical criteria, the Evaluation Committee at its

discretion may visit the school/college concerned so as to seek further

clarification on the initiatives implemented and the school/college

concerned will be given notice of the planned visit in advance.

iii. Reporting Interim Report The purpose of the interim report is to briefly inform the Evaluation Committee with regards to the progression of the project, achievement of milestones so as to that the project is proceeding on schedule. The following are to be taken into consideration:

The project leader must highlight any difficulties that he/she is encountering so that these difficulties can be addressed before the finalisation of the project;

The interim report can also serve to inform the Evaluation Committee of any minor deviation from plans submitted and seek approval thereof;

No particular standard and/or format is required and such report is not to exceed three pages in length;

It is important to delineate the status of each objective and/or milestone and that such status is reported in a concise and precise manner;

The interim report needs to be endorsed and acknowledged by the Assistant Head and/or

Head of School/College or by the person legally responsible for the school/college.Final

Report The purpose of the Final Report is to provide the full review of the project and the achievement of its deliverables. The Final Report should primarily concentrate on the results and impacts of the activities undertaken throughout the various stages of the implementation of the project.

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The Final Report should:

be approximately a minimum of five pages in length (inclusive of the Executive Summary but not including the required photos) and there is no requirement to adhere to a particular standard and/or format;

commence with an Executive Summary as this provides the opportunity to briefly summarise the Final Report. The Executive Summary should be a maximum of 1xA4 page and it should cover the purpose, activities and final results of the project;

clearly indicate how the objectives and/or milestones of the project were attained and to also indicate the impact of these results emanating from the realisation of such objectives and milestones;

include pictures of events and/or activities that were undertaken during the project and/or during various stages of the project. In this case, at least three of the project photos should include a photo of the project group/project co-ordinator and two pictures that are symbolic or representative of the project;

in the case of training sessions and similar programmes, the names of [all] participants (students and teachers) shall need to be provided by way of an attendance sheet (dated as when the sessions/training programmes took place) including a reference to the relevant invoice. Furthermore, such attendance sheet will need to be duly verified as correct and duly signed by the Head/Principal or Assistant Head of School/College/the person legally responsible for the school/college as well as including the signature of the project leader;

in the case where a service shall be provided by a member/s of the school/college staff, the member/s of staff is/are to issue a receipt to the school/college of which receipt will indicate their personal details (such as name and designation) as well as detailing the nature of the service/s provided;

in view of the receipt issued to the school/college (by the staff member for in-house service/s rendered) thereafter a declaration (type written) on the school/college letterhead is to be issued by the Head/Principal or Assistant Head of School/College/the person legally responsible for the school/college and duly verified as correct by both the Head/Principal or Assistant Head of School/College/the person legally responsible for the school/college and the project leader. To duly verify such declaration as correct, [such declaration] will need to be signed by both the Head/Principal or Assistant Head of School/College/the person legally responsible for the school/college and project leader and the receipt will need to be attached to this declaration;

in the case where fiscal receipts are not warranted, an invoice is to be included showing the VAT paid (if applicable);

group invoices as per item of expenditure as submitted under ‘Allocation of Budget’;

explain and justify any substantial under utilisation of allocated funds;

be submitted to the Committee Secretary of the Evaluation Committee by the prescribed deadline and any submissions beyond such deadline shall not be considered for evaluation/refund.

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SPECIMEN OF APPLICATION FORM

Entrepreneurship through Education Scheme 2015Application Form

A SCHOOL/COLLEGE DETAILS Name of School/College: Mailing Address:

Name of Head of School/College: Type of School/College: (choose where applicable)

Public Independent Church

Level: (choose where applicable)

Primary Secondary

Email Address: Contact Number:

B PROJECT LEADER DETAILS Name of Project Leader: Contact Number: Work Tel:

Mobile: Email Address:

C PROJECT DETAILS Name of Project:

Commencement Date: Date of Completion: Funding Total (€):

D DESCRIPTION OF PROJECT Indicate a summary of the project proposal followed by and including the explanations listed hereunder:

Explain how the project shall improve the participants mindset towards entrepreneurship;

Explain the entrepreneurial and innovative elements of the project and also highlighting the Hands-On learning component/s;

Describe the direct benefits the participants shall gain through the implementation of the project;

Indicate how the objectives [as listed under the Selection Criteria of the Guidance Notes] shall be achieved through the implementation of the project.

Entrepreneurship and Innovation & Experiential Learning (hands-on) The following are important areas for which the development of the skillsets and mindset are necessary in order to make a person “entrpereneurial” of which students should acquire and thereafter apply. Kindly provide the details based on the following:

1. Entrepreneurship and Innovation Learning – e.g. how and what are students learning?

2. The activities to be carried out and state the platforms that shall be utilised – e.g. school

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competition, national level competition, promotion/marketing/selling to real potential users, business partners or clients to sharpen their skills.

E. CHARACTER DEVELOPMENT Recognising Opportunity (Innovativeness) - (Compulsory)

How and What will the students learn? Activities envisaged to apply skills

Ethics


Innovation (Compulsory)


F. RELATIONSHIP MANAGEMENT Communication (Compulsory)


Leadership/Teamwork


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G. BUSINESS AND TECHNICAL SKILLS Risk Taking (Compulsory)


Financial Acumen


H. TIMEFRAME ESTIMATE

No Activity Deliverables Timeframe

1

E.g. Innovation product workshop

10 teams creating 10 Innovative products

May – July 2014

2 E.g. Marketing activity

5 teams approaching potential clients/partners to market their product

September – November 2014

3 E.g. Competition

3 teams participating in Poster competition

June 2014

4 Visits to Enterprises 2 classes (total 50 students) visiting Manufacturing Company and & Catering company

March 2014 (Manufacturing Company visit)

April 2014 (Catering company

visit)

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I. ALLOCATION OF BUDGET (Indicate the cost/s and a breakdown of such cost/s in the implementation of the project)

No Description of Item Cost (estimated)

1 E.g. Remuneration of teachers for staying 2 hrs after school hours for Live-in activity. The breakdown of the costings are as follows: - maximum rate for Scale 10 x 1.5 divided by (52 x hrs per week) - therefore maximum rate for Scale 10 (€ 19,113) and a 40hr week = €19,113 x 1.5 = 28669.5 - 52x40 = 2080 - 28669.5/2080 = €13.78 per hourly rate

E.g. €500

2 E.g. Materials for craft’s activity - Buttons: 50x€1 = €50 - Labels: 4x25 = €100 - Acrylic Paint (Black, yellow, green, blue red) 30x€6.50 = €195 - Craft Glue 2x€15 = €30

E.g. €375

3 Innovation Workshop Seminar - Seminar for 250pax (use of venue, equipment, 2 coffee breaks) = €500 - Remuneration for Lecturers = €400

o €40 per hour x2.5hrs =€100 per session x 4sessions

E.g. €900

4 Transport costs relating to Entrepreneurial Visits 4 Visits @ €18.75 each (return trip) 2 classes (total 50 students) visiting 2 Manufacturing Companies and 2 Catering Companies

E.g. €300

TOTAL €2075

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I hereby declare that the facts stated are true and should this project be selected, such project/s shall be implemented as stated in this application form and in line with the relevant Guidance Notes. I also understand that I may be required to present the project to the Evaluation Committee as described in Guidance Notes. _______________________________ __________________________ Name & Surname of Project Leader Date (Block letters) _______________________________ __________________________ Name & Surname of Head of School/College Principal Date (Block letters)

DECLARATION

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EXPLANATORY NOTES FOR THE COMPILATION OF THE APPLICATION FORM

Sections A to C are the necessary formal details to be submitted.

Under Section D - Description of Project, the project leader is to indicate a

summary of the project proposal as well as including the explanations indicated by

the [4] bullet points.

Section E – Character Development, encompasses three areas that relate to:

o Recognising Opportunity (Innovativeness) – (Compulsory) – the project

leader in the How and What is to indicate what the learning outcome/s shall

be in the ability to identify issues and/or the ability to see the opportunities

in these issues. Under the Activities envisaged to apply skills the project

leader is to indicate the proposed activity/activities which shall be linked to

Recognising Opportunity... so for example, activities for students at Primary

level can be those that are linked to Case Studies and/or Brain Storming

whilst in the case of students at Secondary level, such activities can relate to

Brain Storming;

o Ethics – the project leader in the How and What is to indicate what the

learning outcome shall be in the understanding of ethics in

entrepreneurship. Under the Activities envisaged to apply skills the project

leader is to indicate the activity/activities which shall be linked to Ethics... so

for example, in the case of Primary students such activity/activities can be

those which are linked to Role Play whilst in the case of students at

Secondary level, such activity/activities can relate to Case

Studies/Discussion/Debates;

o Innovation (Compulsory) – the project leader in the How and What is to

indicate what the learning outcome shall be in recognising that there are

different ways to solve problems/lateral thinking skills. The Activities

envisaged to apply skills can encompass exposure to innovation

activities/problem solving and/or those activities geared towards the

development of innovative ideas...these are mainly geared for students at

Primary level. For the How and What for students at Secondary level, the

project leader is to indicate what the learning outcome shall be in the ability

to brainstorm solutions/ideation and product design the Activities envisaged

to apply skills can encompass exposure to innovation activities/problem

solving (brain storming) and/or those activities geared towards developing

innovative solutions.

Section F – Relationship Management , encompasses two areas that relate to:

o Communication (Compulsory) – the project leader in the How and What

is to indicate what the learning outcome shall be relating to the ability of

students ability to think and express themselves confidently. The

Activities envisaged to apply skills can encompass activities relating to

Speaking to the Group/Selling mock products to potential

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customers...such activities are geared for students at Primary level. For

the How and What for students at Secondary level, the project leader is

to indicate what the learning outcome shall be in the ability to think and

express themselves confidently through the utilisation of writing,

speaking and presentation skills and/or the ability to harness the power

of communication into an effective sales pitch. As design the Activities

envisaged to apply skills such activity/activities can relate to the selling

of products/presentation of a business plan.

o Leadership/Teamwork – the project leader in the How and What is to

indicate what the learning outcome shall be relating to the ability to

understand leadership qualities in self-management and the Activities

envisaged to apply skills can encompass Role Playing. Section G – Business and Technical Skills encompasses two areas that relate to:

o Risk Taking (Compulsory) – ) – the project leader in the How and What is to

indicate what the learning outcome shall be relating to the ability to accept

and come back from failure/ability to identify risk relating to students at

Primary level and the Activities envisaged to apply skills can encompass

those activities that include the identification of risks. In terms of students

at Secondary level, in the How and What, the project leader is to indicate

the learning outcome relating to risk measurement and management as well

as including the ability to accept and come back from failure/ability to

identify risk. The Activities envisaged to apply skills can encompass those

activities that aim to identify and measure risk and rewards.

o Financial Acumen – the project leader in the How and What is to indicate

what the learning outcome shall be relating to knowing simple financial

concepts such as profits, overhead as well as understanding costing and

pricing relating to students at Primary level; the Activities envisaged to apply

skills can encompass those activities that relate to Budget for project and/or

Close for project example, simple financial statement, profit etc. In terms of

students at Secondary level, in the How and What, the project leader is to

indicate the learning outcome relating to Basic Accounting and Finance; the

Activities envisaged to apply skills can encompass those activities relating to

Budget and Financial projections for project/Closing accounts for

project/Setting up a business.

Under Section H – Timeframe Estimate, the project leader shall need to indicate the

activity and/or number of activities to be implemented, the deliverables and also to

provide the timeframe in which to complete the envisaged activities.

Under Section I – Allocation of Budget; it is important the project leader provides

the costs but more importantly to also clearly indicate a breakdown of all the costs

involved in the procurement of all goods and services.

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N.B. In those areas denoted as Compulsory under Section E, F and G, it is important that

these are duly compiled as these are the most important elements of being

“entrepreneurial”. It is important to note that these Explanatory Notes are meant as

suggestions so as to facilitate the compilation of the application from for the Project Leader.

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