A UPI course project from the primary school Ob Dravinji resulted in placing an application to the Bauhaus competition for best business plan. As a result, the project was awarded financing which contributed to the rearrangement of the school foyer into a reading corner. Some stakeholders showed concerns over the ability to sustain the impact of a 24 hour extracurricular course. They believed the exposure was not long enough to make longer term impact. They noted the added value of UPI courses was primarily in the large degree of mobilisation of schools and students, in creating and strengthening partnerships between schools and local communities and parents as well as strengthening the business environment. On the negative side, stakeholders noted, that there was no evaluation of the UPI courses. These courses still follow a traditional model of entrepreneurship education which focuses on the development of a business plan – a more mixed or key competence approach should be followed. A current follow up study which was commissioned by the Ministry of the Economy and SPIRIT is building on the experience of UPI courses and trying to improve the teaching methods. It is also conducting impact measurement in 10 pilot schools. 6.3 Methodology of measurement Four separate samples were developed for the purpose of the study. The samples consisted of: 91 principals who completed the survey which was sent to 145 schools which were contacted randomly based on the database of Slovenian primary schools. The survey response rate was 62.7 per cent. 89 trained mentors who completed the survey. The survey was randomly sent to 92 trained mentors. 135 Presentation by the Chamber of Craft and Small Business about the UPI project for a conference in Brdo pri Kranju, 27 and 28 September 2012. 136 Interview with the Chamber of Crafts and Small Businesses, April 2014.
Entrepreneurship Education: A road to success. 13 Case studies. 93 146 students who regularly attended UPI or entrepreneurship clubs between 2010 and 2012. The randomisation was conducted at school level with 22 participating schools that were selected randomly. 12 students who had not attended UPI or entrepreneurship courses were part of the control group. Principles and mentors completed the survey once. Students attending the UPI courses or entrepreneurship clubs as well as students from the control group filled in the survey twice, before the beginning of the course in 2010 and after the end of the course in 2012. The survey questionnaires, which are also the basic indicators of the measurements, are listed in the tables and figures presented in Section 1.2 of this report. The measure was used as intermediate level analysis – basic counterfactuals allowing evidence to be attributed to the measures.
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