The project partners are currently working together on a Comenius project. This project concerns celebrating and promoting tourism in each of the countries particular region. All of the partners agree that this project has been extremely successful and the students and teachers have benefited enormously from it. It is believed that this new project idea complements the current Comenius project very well. Each of the schools teach their particular vocational specialism to a high standard and on completing the courses are well equipped with skills and knowledge in areas such as catering, hospitality, tourism and business management. The new project will then enable students to learn about and practice entrepreneurial skills which they can apply to their particular specialism. Many students will wish to go on to run their own restaurants, bars, farms and other businesses and to be successful they will need the entrepreneurial skills to complement their areas of expertise.
ISSEC Pigier school (France) is involved in a Leonardo project entitled “Jobs for Youth, skills for companies” (2013-2015). The project is based on the creation of a virtual company with all its functional areas. Each school from each country (7) is in charge of a specific functional area. These are : human resources, product and technology, financial statements, work council, events and press. France is in charge of the sales and customer service as the school is specialized in this field (administration, sale and commerce). This virtual company takes into account the concept of sustainable development, by promoting regional companies involved in sustainable development. Its name is the “Bluebot company” as it has to deal with the promotion and sale of a recycling robot. Therefore, this is a good example of a school that has experience and competences that will add value to our project.
The seven partner schools have worked together before but not involving a project devoted to entrepreneurship. Each of the different partners will be organizing meetings, workshops and visits to help develop the students’ business plans. This has been organized so that each partner can support the students in area where they have a strength or access to expertise. For example the Spanish partner has close links with the local banking sector and will therefore organize a meeting looking at the financial aspects of the business plan. The tasks and responsibilities will be distributed in the following way. Each school will focus on one area of the business plan:
1. French partner – Business aims and objectives. How have existing businesses been created and how are they organized.
2. Italian partner – How are new products/services developed? Methods to analyze a market and exploit gaps. How markets can be segmented.
3. Spanish partner – The importance of finance to a business. How can entrepreneurs attract finance to start their businesses? The importance of working capital and how it can be managed.
4. Portuguese partner – Methods of production. What different methods can be used to produce a product or service? How does a business decide on the best approach? How can a business maximize efficiency?
5. Croatian partner – How can products or services be promoted? Students will visit existing companies to see successful examples. How can technology be used to promote a product or service?
6. UK partner – The importance of price. Students will learn about different strategies and visit businesses to understand how they set their prices for products and services.
7. Romanian partner – The final business conference. Students will present their final business plans to an invited audience of fellow students, business people, members of the community and families.
All members of the project will also contribute to the website and production of the the guide book (Guide to being a successful entrepreneur) and ‘app’.