1. Why should students be made aware of entrepreneurial culture?
Entrepreneurial culture can be described as a way, shared by a group, to discover, encourage or contribute to individual and group initiatives that change the world around us. Among other things, it translates into greater acceptance of risk, awareness of the importance of buying locally, encouragement given to project initiators, and openness to innovation and all things new. Strong entrepreneurial culture provides fertile ground that stimulates community pride and involvement, regional vitality, different forms of collaboration and the influence of groups that are under-represented in positions of power, such as women, young people and immigrants. This culture is developed in young people when they see it in our families, our behaviour, when meeting an entrepreneur, when visiting a business, etc.
2. What has been observed in favour of student perseverance and educational success?
By carrying out a project alongside education professionals in which they are at the heart of the action, students change their world. Entrepreneurial experimentation is a powerful tool for motivation and success that helps students by placing learning in context (what is it for), building their identity (who am I), developing a feeling of competence (what I’m good at), providing career guidance (what I like to do) and creating a sense of belonging.
Entrepreneurial experimentation acts directly upon several principles that foster student perseverance (Reducing the Dropout Rate at the End of Secondary School, Ministère de l’Éducation, du Loisir et du Sport, 2013):
- Affective and cognitive engagement of students: As part of their projects, the students interact with many people, be it to convince, collaborate or create. Moreover, they are able to give practical meaning to their learning and consolidate their knowledge.
“The students are so interested that they surpass expectations. Their focus on and motivation for the work increases exponentially, despite the magnitude of the task. I have also noticed that some students have reached their potential and gained self-confidence thanks to their peers and the tasks they choose.”–Secondary school teacher
- Student-teacher relationships: Building on the students’ competencies in a stimulating environment contributes to the development of healthy student-teacher relationships.
“Things could not go on as they were. I had to find a new way of teaching that would capture my students’ interest, motivate them and help them to learn in their own way. Entrepreneurship proved to be a revelation for my classroom.”–Special needs teacher
- Sense of belonging to the school: By carrying out an entrepreneurial project, students discover their living environment (class, school, community). They discuss needs in order to take concrete action, thereby contributing to their sense of belonging to both their school and their community.
“Every time I carry out a project with my students, a collective action takes place around us, originating from both school and community stakeholders.”–Elementary school teacher
- The parents’ contribution: When they are passionate about their initiatives, students are more inclined to discuss their school projects and accomplishments with their parents and to ask them for ideas. Parents often see a new side of their child at the same time.
“The students are definitely motivated by this type of project. We start with their ideas, set everything in motion and they are commended. And the parents get just as involved, which creates some fabulous school memories.”–Secondary school teacher
3. How does the acknowledgement of initiatives contribute to personal satisfaction and fulfillment?
Acknowledging the accomplishments of young people who put themselves at the heart of the action allows them to be fully conscious of their experience and journey. Through acknowledgement from their teacher, peers, family and community, the students’ own perception of themselves is reinforced, at a time when their identity is undergoing a rapid change. This phenomenon can be particularly significant for students who progress further through action taken than through formal learning, those who have difficulty placing learning in context, those with high development potential and those with self-esteem issues.
4. Career planning and, for some, the entrepreneurial spirit
“When schools encourage a broad range of experiences and projects that challenge and involve students, they give students the tools to find a path that corresponds to their aspirations, interests and aptitudes. . . These challenges provide opportunities for students to discover their strengths, to strive to surpass themselves and to become aware of the career and entrepreneurial possibilities available to them.” (Québec Education Program, Cycle 2)
