Project funded by the EU
Projekat finansira EU
A pr oj ec t implemented by
ABU C o n s u l t Berlin GmbH
Training and Advisory Services
worldwide
Team of authors:
Vesna Puratid – Ministry of Civil Affairs
Ljubisa Dosid – Ministry of Foreign Trade and Economic Relations
Jozo Bejid – Federal Ministry of Development, Entrepreneurship and Crafts
Maja Kneževid – RS SME development Agency
Alia – Remzo Bakšid – Association of Employers of BiH
Slavica Ivoševid – Agency for Pre-School, Primary and Secondary Education, VET Department
Azra Delid – Ministry of Education, Una Sana Canton
Haris Huskid – Federal Institute of Employment
Mate Križanovid - Ministry of Education, Canton Livno
Slavoljub Bašid – Department of Education, District Brčko
Technical consultants:
Oana Vodita, Key expert, IPA TA project
Prof. Perica Macura, PhD, Faculty of Economy, University of Banja Luka
Slobodan Markovic, Director, RS SME Agency
Special acknowledgements for the support to the elaboration of the present document to:
Jadranka Mihid, Task Manager, EU Delegation, Sarajevo
Esma Hadžagid, Assistant Minister, Department of Education, MoCA
Anthony Gribben and Pasqualino Mare, European Training Foundation
Adam Vernon, Amra Rustanovid, Seid Fijuljanin, Marija Naletilid, Hariz Agid, Samira Gorančid, Prof. Sait Kačapor,
„Entrepreneurial Learning in Education Systems in BiH“ project team
Note: the local language version of this document prevails over the English language copy
2
Table of Contents
1
LIST OF ABBREVIATIONS............................................................................................................................................. 5
2
INTRODUCTION .......................................................................................................................................................... 6
3
2.1
Background ........................................................................................................................................................ 6
2.2
Definition of Entrepreneurial Learning .............................................................................................................. 7
ENTREPRENEURIAL LEARNING IN THE EU .................................................................................................................. 8
4 CURRENT FRAMEWORK OF NORMATIVE AND STRATEGIC DOCUMENTS IN BIH, WITH RELEVANCE TO
ENTREPRENEURIAL LEARNING ........................................................................................................................................... 8
5
6
4.1
Strategic commitments of BiH in the field of SME promotion .......................................................................... 9
4.2
Relevant normative documents and Institutional set-up in the field of education ......................................... 10
STRATEGY FOR ENTREPRENEURIAL LEARNING IN BIH ............................................................................................. 11
5.1
Primary Strategic Goal ..................................................................................................................................... 11
5.2
Strategic Principles ........................................................................................................................................... 11
5.3
Specific Strategic Goals .................................................................................................................................... 13
STRATEGIC ACTIONS ................................................................................................................................................ 14
6.1. Strategic actions relating to priority 1. „To establish a state –level Partnership for entrepreneurial learning, as
well as promote the establishment of EL partnerships at all levels’’ .......................................................................... 14
6.1.1. Establishing a state-level “Partnership for Entrepreneurial Learning” .......................................................... 15
6.1.2.
Establish partnerships for Entrepreneurial Learning at all levels, by promoting links between education
and business and the community ............................................................................................................................ 16
6.2.
Strategic actions related to priority 2 „Raise awareness on EL at all levels“ ................................................... 17
6.3
Strategic actions related to priority 3 „Promote Entrepreneurial Learning in Primary and secondary
education including VET (formal education systems)“ ................................................................................................ 18
6.3.1
Embedding entrepreneurship as a key competence into existing curricula............................................ 18
6.3.2. Capacity building for teachers and school directors ..................................................................................... 20
6.3.3
6.4
Peer support............................................................................................................................................. 21
Strategic actions related to priority 4 „Promote Entrepreneurial Learning in Higher Education“ .................. 22
6.4.1.
Promotion of education-business links in HE .......................................................................................... 23
6.4.2.
Recommendations for introducing EL into the curriculum of HE, with a special focus on initial teacher
training 23
6.5
Strategic actions related to priority 5 „Promote Entrepreneurial Learning in non-formal education (adult
education and enterprise skills development)“ ......................................................................................................... 24
6.5.1. Promoting Entrepreneurial Learning in adult education ............................................................................... 25
6.5.2. Enterprise skills development: TNA, Quality Assurance, enterprise growth ................................................. 26
7 Strategic actions related to priority 6 “Capacity building for Strategy Implementation, Monitoring and
Evaluation“ ....................................................................................................................................................................... 28
3
8
9.
7.1
Institutional Structure for the Implementation of the Strategy for EL in BiH .................................................. 28
7.2.
Definition of indicators................................................................................................................................. 30
7.3
Responsibilities for monitoring ........................................................................................................................ 30
7.4
Regular review and amendments .................................................................................................................... 30
ACTION PLAN FOR STRATEGY IMPLEMENTATION ................................................................................................... 30
8.1
Define responsibilities and timeframes for implementation ........................................................................... 30
8.2
Resourcing the strategy ................................................................................................................................... 30
8.3.
Action plan for strategy implementation......................................................................................................... 31
LIST OF ANNEXES...................................................................................................................................................... 44
4
LIST OF ABBREVIATIONS
1
Abbreviation
Full Title
BiH
BIP
CCC
Bosnia and Herzegovina
Business Innovation Programs
Common Core Curricula
CEE
Central and Eastern Europe
CEFTA
Central European Free Trade Agreement
COM
EL
Council of Ministers
Entrepreneurial Learning
EQF
European Qualifications Framework
ETF
European Training Foundation
EUMS
European Union Member States
FBiH
Federation of Bosnia and Herzegovina
HE
Higher Education
HRD
Human Resources Development
IPA
Instrument for Pre-Accession
ISCED
International Standard Classification of Education
LLL
Life Long Learning
MoCA
Ministry of Civil Affairs
MoFTER
Ministry of Foreign Trade and Economic Relations
MTDS
Medium Term Development Strategy
NDP
NGO
National Development Plan
Non-governmental organisation
OVI
Objective Verifiable Indicator
PI
Pedagogic Institute
PPP
Public Private Partnership
PSC
Project Steering Committee
QA
Quality Assurance
QF
Qualifications Framework
RDA
Regional Development Agency
RS
Republika Srpska
SAA
Stabilisation and Association Agreement
SEE
South East Europe
SEECEL
South East European Centre for Entrepreneurial Learning
SME
Small to medium enterprises
SWG
Strategic Working Group
TA
Technical Assistance
TNA
Training Needs Analysis
ToT
VET
WG
Training of Trainers
Vocational Education and Training
Working Group
5
2
INTRODUCTION
Modern entrepreneurship supposes constant innovation and restructuring of social, economic and
especially education mechanisms, which will encourage the creation and development of SME’s. These
processes contribute to new business opportunities and changes in the labour market. This highlights the
major function of entrepreneurship and enterprise start-up, which enable entrepreneurs to achieve
positive results through good assessment of potential business opportunities.
Interest in EL is the result of a positive atmosphere and philosophy that nourishes knowledge, education,
creativity and initiative. The aim of the new entrepreneurial spirit is to achieve, through new ideas in EL
and creative thinking, considerable results. This implies two basic conditions: an entrepreneurial
environment (education infrastructure and environment) and young, ambitious and creative individuals
– potential entrepreneurs.
The need to introduce EL in education from an early development stage of young people is highlighted
by EU commitments like the “Oslo Agenda” and the “Small Business Act for Europe”, which focus on
small enterprises and entrepreneurial culture and spirit. This concept includes typical competences such
as: creativity, risk taking, team work, recognizing opportunities and sense of initiative. It helps in
preparation of young people for future life and work. If young people come out of the education system
well prepared and with good entrepreneurial spirit, not only will they be more aware of opportunities
and ready to start up a business, but they will also be more efficient workers and contribute to the
overall success of their company.
EL education is not always perceived and understood in a proper manner. That is not the problem only in
Bosnia and Herzegovina, but also in some other more developed European countries. Decision makers
and creators of educational policy need to realize that entrepreneurial education includes a lot more
than only basic disciplines that need to be mastered in order to run one's own business: accounting,
business planning, marketing and sales, etc.
The initiation of developments of a National Qualification Framework in BiH, based on the learning
outcomes approach of the European Qualifications Framework, offers the opportunity to enable the
design of progression of entrepreneurship education from primary through to tertiary (vocational and
non-vocational) education phases, by encompassing the whole education life cycle, with lifelong learning
and core competencies as a basis.
Entrepreneurial Learning is of utmost relevance in view of the SME sector development in BiH; if we take
a look at the profile of the average entrepreneur in BiH and the fact that a very high percentage (over
90%) of SMEs are micro-enterprises and family-owned companies and most entrepreneurs do not see
the need for skills development and training because of lack of time and resources This hinders
entrepreneurs in most of the cases to access the international market and promote their products and
services; a change in mindsets would be beneficial for the enhancement of the SME sector and creation
of better quality jobs.
Therefore, representatives from education, employment and the business sector of Bosnia and
Herzegovina, with the support of the private sector and civic interest groups joined forces and
elaborated a strategy at state level to bring forward Entrepreneurial Learning in the country’s education
systems.
2.1
Background
This document has been created as a result of the Technical Assistance project “Entrepreneurial
Learning in Education Systems in BiH”, with the purpose” to strengthen the institutional and human
capacity in order to establish State Partnership for Entrepreneurial Learning for policy action, and the
strategic development of entrepreneurial learning in Bosnia-Herzegovina and to introduce the
concept of lifelong learning in the entrepreneurial system of formal education and non formal
learning in BiH.”
6
According to the Terms of Reference, under Result 1, the project is expected to elaborate a “Strategy for
lifelong entrepreneurial learning in BiH and an implementation plan with budget agreed.”
Result 2 refers to the creation of a concept for the introduction of entrepreneurial learning, including
curricula for education levels ISCED 2 and ISCED 3, as well as a proposal for teacher training, based on
clearly defined results of entrepreneurship learning at the mentioned levels of education. Project Result 3
supposes the creation of models of partnerships for the introduction of entrepreneurial learning as part
of the lifelong learning process.
A Baseline Survey on current practices in EL in BiH and good practices identified in EU Member States has
been drafted to build upon by the present Strategy.
A Strategic Working Group has been set up within the framework of project implementation, entrusted
with the elaboration of a baseline survey on the state of play of Entrepreneurial Learning in BiH,
identification of good practices in the EU and the region, as well as of gaps and areas for strategic
intervention at all levels of education of BiH; the present strategy has been elaborated by the Strategic
Working Group (hereinafter named “Partnership for Entrepreneurial Learning” as a response to the gaps
identified. Members of the Strategic Working Group encompass representatives of education authorities
at all constitutional levels of BiH, the Ministry of Foreign Trade and Economic Relations as the safeguard
of SBA implementation, as well as key stakeholder organisations representing the business sector and
SME development bodies. A complete list of the SWG members, who authored the present document, is
to be found on page2.
2.2
Definition of Entrepreneurial Learning
The “ Strategy for EL in Education Systems in BiH for the period 2012-2015” encourages the
inclusion of Entrepreneurial Learning on a cross-curricular basis and within the existing curriculum at
all levels of the life-long learning process. The strategy follows the EU definition of Entrepreneurship:
“Entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity,
innovation and risk taking, as well as the ability to plan and manage projects in order to achieve
objectives. This supports everyone in day-to-day life at home and in society, makes employees more
aware of the context of their work and better able to seize opportunities, and provides a
foundation for entrepreneurs establishing a social or commercial activity”.
Therefore, the strategy reflects „sense of initiative and entrepreneurship“ as a key competence
acquired at all levels of education through experiential learning, i.e. those skills and competencies
enabling an entrepreneurial behaviour, introducing novelties into the process of learning at all levels of
education by encouraging problem identification, creativity, innovation, challenge, identification of
opportunities, generating of ideas for overcoming problems, rather than exclusively laying out steps for
promoting business skills.
In the case of BiH, there is a substantial deficit in the entrepreneurial spirit, indicating weaknesses in SME
set-up and performance. This has wider consequences for economic stability and direct impact on the
country’s economic prospects. Entrepreneurship weaknesses can be addressed by assisting BiH to better
integrate the entrepreneurial spirit within the education system. Creation of new companies brings not
only much needed capital but also creates real, good quality jobs, provides modern technology,
management and access to international markets.
A significant role in entrepreneurial learning in BiH is played by donor-funded projects, private
associations and organisations.
Therefore, the present strategy envisages to build on the expertise and know-how of NGO initiatives
and donor projects and make use of their outputs and results in the implementation of the strategy
and to involve them as advisors to the “Partnership for Entrepreneurial Learning”. Representatives of
these initiatives are advisory members of the ”Partnership for Entrepreneurial Learning”.
7
3
ENTREPRENEURIAL LEARNING IN THE EU
The European Commission presented in 2006 „The strategic recommendations of the European
Commission for the promotion of entrepreneurial learning, embedded in the “Oslo Programme“,
outline policies and practices in “fostering entrepreneurial mindsets of young people through
1
education at all levels” . The Agenda is an outcome of the Conference on "Entrepreneurship
Education in Europe: Fostering Entrepreneurial Mindsets through Education and Learning" – an
initiative of the European Commission jointly organised with the Norwegian government - held in
Oslo on 26-27 October 2006, which followed the Commission Communication on the same topic.
The aim of the "Oslo Agenda for Entrepreneurship Education" is to step up progress in promoting
entrepreneurial mindsets in society, systematically and with effective actions. The Agenda is a rich
menu of proposals, from which stakeholders can pick actions at the appropriate level, and adapt
them to the local situation.
Activities of the European Commission in 2008 have lead to adoption of the “Think Small First – A
Small Business Act for Europe (SBA)”. The SBA is the outcome of the Commission’s and Member
States policy achievements - a new policy framework which integrates existing policy instruments, and
builds in particular on the European Charter for Small Enterprises. The Western Balkan countries,
including BiH, have committed to the implementation of the SME Charter in 2003 and subsequently to
the Small Business Act in2008 and regularly monitor implementation. The SBA Coordinator for BiH is a
staff member of the MoFTER.
From the set of 10 principles outlined by the SBA, those of relevance to Entrepreneurial Learning are
Principle 1: “Create an environment in which entrepreneurs and family businesses can thrive and
entrepreneurship is rewarded”, and Principle 8: “Promote the upgrading of skills in SMEs and all forms
of innovation”.
In addition, EU Member States and the European Commission strengthened co-operation in 2009 with a
strategic framework for European cooperation in education and training ("ET 2020") a follow-up to the
earlier Education and Training 2010 work programme launched in 2001.
The approach recognises that high-quality pre-primary, primary, secondary, higher and vocational
education and training are fundamental to Europe's success. However, in a rapidly changing world,
lifelong learning needs to be a priority – it is the key to employment, economic success and allowing
people to participate fully in society.
4
CURRENT FRAMEWORK OF NORMATIVE AND STRATEGIC
DOCUMENTS IN BIH, WITH RELEVANCE TO ENTREPRENEURIAL
LEARNING
A number of strategic documents in BiH indicate the necessity of introducing changes in education
system for the benefits of combating unemployment, creating an environment for businesses to thrive
and promoting economic development. Special attention is dedicated to the importance of VET reform
and further improvement of Higher Education.
Education has to respond to the following questions and demands of the enterprise world:
1
„Commission’s Communication on „Fostering entrepreneurial mindsets through education and learning“, COM
(2006) 033 final
8



Necessary cognitive and theoretical knowledge which would allow for development of specific
professional skills which are getting more and more sophisticated in view of technological
changes in the working process;
A wide range of competences which are needed in modern production, not only for the current
demands of production processes but also for continuous lifelong learning and development;
Professional education which will enable a critical mass of self-employed people and strengthen
productivity of existing SMEs.
4.1 Strategic commitments of BiH in the field of SME promotion
Following strategic and normative documents of BiH with regard to SME development have been
considered for the purpose of strategy elaboration:
The following documents also refer to the promotion of SME at different levels of BiH:
State level:

Country Development Strategy of BiH 2010-2014 2

Strategy for Social Inclusion BiH3

Small Business Act

SME Development Strategy in BiH for the period 2009 – 2011, especially Chapter 7 on
“Education, Training and Consulting”
Entity level:
Republika Srpska:
 Strategy on Development of Small and Medium Enterprises in RS for the period 2006-2010

Action plan for supporting the establishment and development of business zones in RS 2009
– 2013.

Programme for encouraging the development of clusters in the RS (2010 – 2013)

The Law on Enticement of Small and Medium Enterprises – Revised text4
Federation of BiH


State of development and measures for growth and development of SMEs 2007 –2010
Law on Stimulation of Small Business Development5,

Project for development of Small and Medium Enterprises in FBiH and Action Plan

Implementation of Labour Strategy in FBiH
Brcko District

Law on Stimulation of Business Development in Brcko District BiH6
2
Adopted in FBiH and District Brcko, in the process of adoption in RS
Adopted in FBiH and District Brcko, in the process of adoption in RS
4
Official Gazette RS 23/09
5
Official Gazette FBiH 19/06 and 25/09
3
6
Official Gazette 13/06, 19/07 and 2/10
9
4.2 Relevant normative documents and Institutional set-up in the field of
education
As of 2003, Ministry of Civil Affairs has initiated for adoption (within its competences) in the Sector of
education 5 framework laws at state level: Framework Law on preschool education in BiH (Official
Gazette 88/07), Framework Law on Primary and Secondary Education in Bosnia and Herzegovina“,
Official Gazette 18/03, Framework Law on VET education and training in BiH (Official gazette
63/08), Framework Law on High Education in BiH (Official gazette 59/07), „Law on the Agency for PreSchool, Primary and Secondary Education“, Official Gazette 88/07
On the basis of adopted laws at the level of BiH, three agencies for education have been created:
Agency for development of Higher Education and Quality Assurance; Agency for Pre-school, primary and
secondary education; Centre for information and recognition of documents in Higher education.
Within the mentioned organization of education, there are 8 pedagogic Institutes and Pedagogic
Institution of Brčko District. They are professionally monitoring activities of education institutions,
namely development of curricula, implementation of new approaches and working methods,
organization of trainings for teachers and school directors in general and performing other
duties within their competence.
As the highest ranking advisory bodies in the field of education, following have been established:
Rector's Conference of BiH, Conference of Ministers of Education in BiH and Councils for general
education in BiH, in 2010.
The “Associations of School Directors” at state levels, both for primary and secondary schools, have been
established late 2010.
Within EU VET project and with EU support, the qualification framework process has been initiated in the
period 2008 and 2009, based on the EQF framework.
The work on the document has been continued in 2010 and the document called “The basis of
Qualification Framework” in BiH has been drafted. Adoption of “The basis of Qualification Framework in
BiH” is of particular importance for the country, given the fact that qualifications and competences for
certain work position are poorly linked. In addition to that, BiH suffers from the lack of coherence in
systems of existing qualifications. Therefore, BiH should be constantly open for further upgrading and
elaboration of qualification framework.
The document titled "The Strategic Directions in Development of Education in BiH, with
Implementation Plan for 2008 - 2015" (Official Gazette of BiH, no. 63/08) emphasizes that at
vocational schools, special emphasis shall be placed on developing entrepreneurship and on
acquisition of practical experience and skills among students, through the establishment of school- based
companies and centres for career development. Also, in order to strengthen the link between the
education and the labour market, training for entrepreneurship shall be introduced as a
developmental content within the existing subject matters at all levels of the educational system,
including targeted career education and support to teachers and educational institutions in
implementation of these contents. Vocational schools shall open actual and virtual companies with
young people to foster the entrepreneurial spirit and facilitate the acquisition of practical experience in
the market economy.
Adult Education is mentioned in the “Development Strategy for Vocational Education and Training
in Bosnia and Herzegovina , as well as in the document “Strategic Directions of Education in Bosnia
and Herzegovina with implementation plan (2008-2015)”, adopted by the Council of Ministries on June
3rd, 2008, where adult education is mentioned under the medium-term goals with the aim to adopt a
framework Law on Adult Education in BiH; a Law on Adult Education has been adopted in RS in 2009, an
Institute for Adult Education has also been established. Cantons are covering this area with laws which
regulate primary and secondary education.
10
With regard to partnership establishment and setting up links between schools and local actors, Article
37 of the “Framework Law on Primary and Secondary Education in Bosnia and Herzegovina” mentions:
“In scope of all issues that are important for the realisation of the school’s function, interests and
students’ needs, the school promotes and develops permanent and dynamic partnerships between
school, parents and the local community”.
5
STRATEGY FOR ENTREPRENEURIAL LEARNING IN BIH
The present strategic document is a result of a wide consultation process within the Partnership for
Entrepreneurial Learning, who carefully examined best practices from the EU and the Western Balkan
region, as well as the current situation in BiH and built upon the conclusions drawn to elaborate
strategic goals, principles, priorities, and define the necessary actions. However, the present strategy
has been tailor-made to reflect and respond to the particular constitutional set-up of BiH and respond
to the agendas of all relevant stakeholders, both from the education and business sectors, while
defining joint and several goals, priorities and responsibilities for implementing strategic actions.
The Strategy for Entrepreneurial Learning supports the process of vitalizing the human capital in BiH, in
order to enhance its contribution to the creation of a competitive economy with the SME sector as a
main pillar, sustainable economic growth and the development of a sound employment and social
services environment, to respond to the needs of society in BiH within a European perspective.
Final beneficiaries of this strategy are young people from all over BiH, teachers, parents, education
providers and, to a larger extent, existing and potential entrepreneurs and their employees.
5.1
Primary Strategic Goal
The primary goal of the “Strategy for Entrepreneurial Learning in BiH” is “to foster and promote
entrepreneurial mindsets which positively impact upon social and economic development in BiH, in
line with existing strategic commitments of BiH, and taking into account global economic progress”.
5.2
Strategic Principles
In order to achieve this goal, implementation of the strategy is to be guided by following principles:

Building on existing good practices
The strategy is integrated and enhanced with good practice identified within the „Baseline Survey“. Good
practice is key as an effective way of demonstrating practical and hands-on solutions for effective
implementation of the strategy.

Establishing a platform of communication between all actors
Early consultation with representatives from NGOs, teachers, the business community and donor
projects has been crucial to strategy preparation. The experience of all actors as well as feedback from
schools including teachers and pupils has been incorporated into the strategic work and shall be taken
into account

Cross-ministry involvement as main stakeholders
The state strategy for EL is supported by a Partnership agreement between the Ministry of Foreign Trade
and Economic Relations and the Ministry of Civil Affairs at state level, with well- defined responsibilities
for each partner, as well as on a cooperation network of Ministries and Agencies at entity, district and
canton level as highlighted under 7.1 “Institutional Structure for the Implementation of the Strategy for
EL in BiH”.

Awareness Raising
Raising awareness with all stakeholders on the relevance of embedding entrepreneurial spirit and
changing mindsets across the whole education system in BiH is a key element of strategy
implementation and shall consider effective and efficient dissemination channels which do not
11
necessarily require major investments.

Role of teachers
The strategy acknowledges the key role of teachers in embedding entrepreneurial learning as a key
competence throughout the education system in BiH. Implementation of the strategy shall be centred
around both awareness raising on EL with teachers in order to commit them to become most prominent
advocates for EL, as well as focus on promotion of EL in initial and continuous in-service teacher training.

Role of school Directors
School Directors are a key category of „champions“ of Entrepreneurial Learning; their role is
acknowledged within the strategy and strategic action is needed to promote commitment and
willingness of school Directors to drive forward with new initiatives in an entrepreneurial manner, to act
as prime movers to enable and encourage EL developments in schools and ensure effective liaison with
parents and the wider community.

Education-business links
A warrant for successful EL strategy is an effective communication and networking between
education providers and enterprises, especially at the level of schools and local communities. The
strategy lays the ground for encouraging communication and establishing partnerships and links
between education and the business sector. This requires committed involvement by both education
and business sector – as partnerships shall be ideally school-based to position schools as centres of
competence and initiative, the strategy also encourages the business community to act in a pro- active
manner in taking initiative and supporting partnerships with schools and establishing links with the
education system at all levels.

Link with Qualification Framework
Through the development of a Qualifications Framework initiated in BiH and adopting a learning
outcomes approach of the European Qualifications Framework, in parallel to embedding entrepreneurial
learning throughout the curriculum, it is key to develop progression models by developing bridges
between different levels of education, in order to encompass the entire education life cycle, centred
around lifelong learning and key competencies.

Peer support
Peer support occurs when people provide knowledge, experience, emotional, social or practical help to
each other. Peer support is also used to refer to initiatives where colleagues, members of self help
organizations and others meet as equals to give each other support on a reciprocal basis. Peer in this
case is taken to imply that each person has no more expertise as a supporter than the other and the
relationship is one of equality.
Therefore, Peers are persons (or organisations) who work in a similar environment and have specific
professional expertise and knowledge of the evaluated subject. They are "persons of equal standing"
with the persons whose performance is reviewed.
Considering the definition above, Peer support can take place between:

Pupils (and pupils)
Teachers (and teachers)
School directors (and school directors)
Schools (with other schools)
Ministries of Education
PIs
Establishing clusters and families of schools
The strategy encourages school clustering and setting up families of schools to become centres of
expertise and support within the cluster and for other education providers, as well as collaborative
coordination of Entrepreneurial Learning activities and liaison with the local business community.
12

Sustainable action
The strategy is subject to consultation of key actors in EL who contribute to the elaboration of a
realistic and sustainable implementation plan and engage themselves in supporting implementation of
the strategy. In this respect, the strategy defines actions to ensure sustainability both within a bottom-up
approach involving schools, teachers and local partnerships with businesses and the community, as well
as top-down, driven by the state level “Partnership for Entrepreneurial Learning”. A third dimension of
sustainability is given on a horizontal level by the participation of BiH in the activities of SEECEL, the
South East European Centre for Entrepreneurial Learning.
5.3
Specific Strategic Goals
The Strategy for Entrepreneurial Learning in BiH pursues the following specific goals which have been
identified to respond to the agendas of both education sector and the business community, jointly
and severally:
Specific Goals for Education at all levels
-
-
-
-
-
To encourage the acquisition of
entrepreneurial skills throughout the
education system
To increase the level of awareness and
knowledge on entrepreneurial spirit in
the process of education at all levels
To introduce “sense of initiative and
entrepreneurship” as a key competence
in the education system
To promote effective links between
education and the community (local
authorities, NGOs, social partners
including enterprises)
To strengthen cooperation between
education
system
and
business
community in BiH
Specific Goals for the SME Sector
-
-
-
To create and sustain links between
schools and the business sector
To promote measurable growth in the
number and quality of SME start-ups
To induce attitudinal changes in the
existing SMEs structure of BiH with
regard to entrepreneurial thinking
To foster entrepreneurial interest and
talent and create an environment within
which entrepreneurs
and family
businesses can thrive
To promote local economic growth and
reduce unemployment
13
Further, the specific goals referring to introducing Entrepreneurial Learning in Education systems in BiH
have been detailed into following goals corresponding to the different levels of education:
Goals of primary and secondary education and training
-
-
To increase awareness on entrepreneurial spirit in primary and secondary education
To introduce “sense of initiative and entrepreneurship” as a key competence throughout the
curriculum in primary and secondary education
To acknowledge the central role of teachers in promoting Entrepreneurial Learning and
gradually introduce entrepreneurship education as an integral part of pre-service and
continuous in-service teacher training.
To promote school-based partnerships for Entrepreneurial Learning
Goals of Higher Education
-
To promote effective links between HE institutions and the business community
To embed Entrepreneurial Learning across the curriculum of HE institutions in appropriate
disciplines
To increase the level of involvement of persons with Higher Education degrees in the
business sector
Goals of non-formal/ adult education
-
6
To encourage adult persons to pursue self-employment and business start-up
To encourage skills development within SMEs
To ensure adult learners have access to appropriate quality Entrepreneurial Learning training
STRATEGIC ACTIONS
Considering the strategic goals and priorities identified above, following strategic actions are to be be
pursued to ensure an effective implementation of the Strategy:
6.1. Strategic actions relating to priority 1. „To establish a state –level
Partnership for entrepreneurial learning, as well as promote the
establishment of EL partnerships at all levels’’
Research carried out for the purpose of elaborating the baseline survey, as well as interviews with key
stakeholders and reflection sessions at both bottom-up and top-down levels carried out within the
TA initiative showed that initially there w a s little or no communication between main stakeholders
from the education sector and the business community in BiH with regard to the establishment of formal
or informal partnerships for the promotion of Entrepreneurial Learning.
In order to successfully promote EL throughout all educational levels, it is crucial to improve cooperation
and networking between competent education authorities and business organizations, institutions at
local, entity and state level, and also regional and international level in order to use capacities and
experiences of all stakeholders.
Through the establishment of a Qualifications Framework in BiH, in line with the European Qualifications
Framework, building of partnership between education authorities and institutions, statistics systems,
employers, trade Unions, training providers, academic community, civil society and others will be
encouraged. The Qualifications Framework is expected to ensure strengthening links between labour
14
market and education; acquired qualifications should reflect contemporary needs and demands of the
labour market.
6.1.1. Establishing a state-level “Partnership for Entrepreneurial Learning”
Through the TA intervention, the basic structure for a state-level „State-level Partnership for
Entrepreneurial Learning“ has been established, through setting up the Strategic Working Group
encompassing representatives of education, business and employment at state, entity and cantonal
level, as well as a wider advisory structure representing the civil society, donor initiatives and education
providers, both public and private, who are involved in entrepreneurial learning initiatives at all levels of
education.
In this respect, a platform for communication between main stakeholders with responsibilities for EL in
BiH has been successfully established; constant cooperation and exchange of know-how and expertise
led to a common strategic development effort.
Main responsibilities of the “State level Partnership for Entrepreneurial Learning” would consist in (but
not be limited to) following:







Regularly review the state of play of Entrepreneurial Learning at all levels of education in BiH
and latest developments in the EU and the WB region and update the baseline survey
Monitor implementation of strategic actions and issue recommendations for improvement
Design awareness-raising actions and suggest them for implementation
Advise Council of Ministers, relevant ministries at state, entity and canton levels, Conference of
Education Ministers, Rectors’ Conference, with regard to necessary strategic actions and
measures to coordinate between implementing bodies
Report to relevant authorities for the purpose of EU and regional (SEECEL) assessment
exercises
Suggest policy actions with regard to entrepreneurial learning to be included in strategic
documents
Identify sources of funding for the promotion of Entrepreneurial Learning (pilot projects,
private and donor funding, combined funding
The advisory bodies (NGOs, donor projects, local administration bodies, training providers), initially
attached as “advisors” to the Partnership have committed in the course of the TA intervention to
promote Entrepreneurial Learning in their activities, through a „Common Accord for Entrepreneurial
Learning“7(see Annex 2), through which the signatories pledged to promote Entrepreneurial Learning in
the sense of the European Reference Framework and raise awareness on its relevance throughout their
activities.
Following strategic actions are envisaged to be pursued under this priority:



Formally establish the “State level Partnership for Entrepreneurial Learning”, (based on the
structure of the Strategic Working Group enlarged with advisory members) as an advisory
body to the “Forum for Development and Promotion of Entrepreneurship”, established by
Decision of the BiH Council of Ministers within its 143rd regular session on 9th February 2011
and link the activities of the two bodies (see Action plan under 8.3. below)
To organise capacity building for decision-makers and key stakeholders in order to introduce
Entrepreneurial Learning into all development policies and programmes
To organise a conference at state level to inform key stakeholders, the media and the public
about the set-up, role and responsibilities of the “State Partnership for Entrepreneurial
7
Pledge through which a number of organisations (NGOs, donor initiatives and training providers) have agreed to promote the message of
Entrepreneurial Learning in order to have unanimous and consistent message and understanding of Entrepreneurial Learning in BIH
15


Learning”
To involve members of the “State Partnership for Entrepreneurial Learning” in the elaboration
of policy and strategic directions with regard to entrepreneurship development, education and
employment
To foster capacity building and institutional strengthening of the “State Partnership for
Entrepreneurial Learning” , through involvement of its members in training actions at the level
of BiH, SEECEL, ETF, other TA initiatives
6.1.2. Establish partnerships for Entrepreneurial Learning at all levels, by
promoting links between education and business and the community
Best practices analysed for the purpose of strategy development show that the most successful
approaches to promoting entrepreneurial learning in EU member states and other countries of relevance
are bottom-up driven and base on the development of strong local school-based partnerships, while
benefitting of top-down strategic support from key stakeholders.
The main focus of driving the process of introduction of EL in education systems at all levels in BiH has
to be the creation of the necessary legal and institutional framework to encourage and support
education institutions to cooperate with private organizations and companies in the promotion of
innovation and entrepreneurship.
Initiating effective local partnerships including community and business partners is a crucial factor and
school directors need to develop models that will become examples which should then be shared
through the Director’s Associations to encourage cascading of good practice.
Examples of entrepreneurial scenarios citing effective employer and community engagement should be
shared through the Peer Support system within and between schools and develop a resource of good
practice.
Enterprises are expected, in their turn, to approach schools and initiate common actions to promote
entrepreneurial learning while involving teachers, pupils and parents.
A key part in this process is to be played by school boards ; members of these bodies, including local
employers, parents, representatives of the local community, once becoming aware of the relevance of
entrepreneurial learning, are expected to become key players in establishing strong and active
partnerships for entrepreneurial learning at local level.
A further crucial aspect of creating partnerships between schools and the local business community is
the involvement of social partners in the form of tripartite advisory bodies in defining the needs of local
economy and labour market with regard to skills needs and qualified staff and thus influence the
development of curricula and the organisation of the learning process towards a labour market-driven,
practical training-oriented approach, especially in VET.
An important role in partnership creation will be awarded to the civil society – thus local NGOs and
associations may become facilitators and promoters of such partnerships.
Following strategic actions have been defined in order to support strong education-business links for the
promotion of Entrepreneurial Learning in BiH:



To raise awareness and build capacity of key stakeholders (local employers, school directors,
employment agencies, local authorities) through promotion of EL and its benefits for the local
community
To build capacity of school boards, tripartite advisory bodies, Association of School Directors to
promote school-based partnerships
To promote good practices of partnerships already established in BiH and in the Western Balkans
region, through regular update of the baseline survey, and cascade such good practices through
16







peer support initiatives and through Association of School Directors, Federation of Employers
and other bodies at all levels
To establish local platforms of communication (at canton and/or municipality level), involving
local authorities, social partners, education representatives, the civil society and the media, in
order to identify existing barriers to the creation and operation of education-business
partnerships and initiate common recommendations on how to overcome these barriers
To foster initiative on behalf of local entrepreneurs, through employers' associations, Chambers
of Commerce, local authorities, social partners, tri-partite advisory bodies, to link education
programmes to the economy needs and establish a dialogue with education authorities
To promote active involvement of parents in entrepreneurial learning, through parents' boards
To organise regular meetings between Entrepreneurial Learning teams in schools and local
stakeholders to develop and promote common projects and ideas
To create opportunities for pupils and teachers to get practical experience in enterprises and
businesses/entrepreneurs be invited into schools and work with pupils
To encourage school-business cooperation for in-school training of SME staff
To involve local media to present successfully established partnerships to the wider public
6.2. Strategic actions related to priority 2 „Raise awareness on EL at all
levels“
Fostering and encouraging positive attitudes with no prejudices in the development of private sector
in BiH, including the role of businesses and entrepreneurs, should be the starting point in promotion
and awareness raising on the importance of EL (self employment and SME took the leading position in
reform and economic growth in countries which have now joined EU).
It is crucial that not only actors from the education systems are involved and benefit from awarenessraising actions, but also, to an important extent, SMEs and the wider business community, as well as
unemployed persons, local community, the wider public. Therefore, the main drivers in awarenessraising are expected to be the business and employment sectors.
In this respect, key players from within the “Partnership for Entrepreneurial Learning” have defined
following strategic actions for raising awareness on Entrepreneurial Learning with the wider public:






Organize and conduct media campaigns aimed at all target groups from both education
and business sectors to raise public awareness and develop positive attitudes about
entrepreneurship and entrepreneurial learning
Provide information and education on entrepreneurial learning for decision-makers in
education, principals and representatives of educational institutions, enterprise
managers and media representatives.
Produce and distribute an “Entrepreneurial Info Magazine” (MoFTER)
Present benefits of entrepreneurial learning and good practices identified through the
web portals of Federation of Employers at state and entity levels and their members.
Organise conferences and visibility events for the promotion of entrepreneurial learning
with support from employers and the civil society with involvement of signatories of the
“Common Accord for Entrepreneurial Learning”
Raise awareness on Entrepreneurial Learning with Association of Employers, Association
of school directors, Universities, Chambers of Commerce, the media
17



Constant promotion of entrepreneurial learning by employers through their public
appearances and through websites of enterprises and web site of Association of
Employers
Organisation of annual conferences with presentation of awards to educators, teachers,
and students for their achievements in the implementation of entrepreneurial learning.
Promotion of Entrepreneurial Learning through Employment institutes and employment
agencies; awareness raising on benefits of entrepreneurial learning for combating
unemployment
6.3 Strategic actions related to priority 3 „Promote Entrepreneurial
Learning in Primary and secondary education including VET (formal
education systems)“
The inclusion of entrepreneurial learning within primary and secondary education will be best
addressed through the implementation of a cross curricular approach which is embedded into
existing subjects rather than creating additional modules which stand alone from other areas. The
existing modular approach already introduced in VET and some secondary schools shall be
acknowledged and supported. However, in order to give the entrepreneurial learning activity an
identifiable profile within the curriculum it is necessary to award it special attention.
Following strategic actions shall be followed to achieve this objective in a sustainable manner:
6.3.1 Embedding entrepreneurship as a key competence into existing
curricula
The effective use of entrepreneurial learning has the purpose of primarily focusing on developing
entrepreneurial skills, knowledge and attitudes of pupils.
The European Reference Framework sets out eight key competences which combine knowledge, skills
and attitudes appropriate for the education of all individuals in terms of personal fulfilment and
development, active citizenship, social inclusion and employment. Young people should develop these
competences during their initial education and training, and adults should be given the opportunities to
learn, maintain and update these competences in the course of lifelong learning.
The eight key competences are:
1.
2.
3.
4.
5.
6.
7.
8.
Communication in the mother tongue;
Communication in foreign languages;
Mathematical competence and basic competences in science and technology;
Digital competence;
Learning to learn;
Social and civic competences;
Sense of initiative and entrepreneurship;
Cultural awareness and expression.
Key competence number 7, „Sense of initiative and entrepreneurship“, refers to an individual’s ability to
turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and
manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives
at home and in society, but also in the workplace in being aware of the context of their work and being
able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those
establishing or contributing to social or commercial activity. This should include awareness of ethical
values and promote good governance.
18
A range of knowledge, skills and attitudes are related to this key competence. Therefore, entrepreneurial
learning in formal education need to focus on the essential knowledge, skills and attitudes within ‘sense
of initiative and entrepreneurship’, with the intention of embedding good practice throughout the
curriculum in both primary and secondary education.
Entrepreneurial spirit in BiH has often been connected with poverty. It is known that those who haven't
got enough money are finding ways to achieve certain goals in a creative manner. In BiH this competence
is often called 'resourcefulness'.
The official curriculum does not treat the contents in this area but the part which talks about methods
can underpin development of entrepreneurial competences with pupils.
Existing formal education curricula in BiH do not contain entrepreneurship as a value or principle,
although elements such as creativity and innovation are greatly present in the segment of monitoring,
assessment and evaluation of pupils’ achievements, especially in competitions. There are also indicators
in teacher assessment which refer to the level of their creativity and foster their imagination.
The same is the case with text books in the process of their revision. They are going through assessment
in order to check if their contents are influencing independent and entrepreneurial work of the pupils.
The very term ‘learning’ from the phrase ‘entrepreneurial learning’ shifts the focus from teaching to
learning. Teachers should concentrate on creating an environment for creative learning. The overall
result is having pupils who develop entrepreneurial skills through organized learning processes.
In order to follow these methods, teachers have to, in addition to regular goals, set the goal to achieve
entrepreneurial outcomes within framework structure of regular curriculum. In this way they will foster
development of entrepreneurial forms of behaviour. A teacher has the role of moderator, someone who
directs and encourages pupils in their creative work.
The involvement of Pedagogic Institutes (PIs) is indispensable when it comes to introduction of any kind
of changes into education system in BiH.
PI-s of competent ministries8 should definitely be involved in the process of introducing EL as a key
competence into the curriculum. Responsible Ministries of Education need to support Pis with
appropriate staff and material resources in order to strengthen their capacity to be fully involved in the
process and support its implementation.
The Agency for Pre-Primary, Primary and Secondary Education must take responsibility to drive forward
with future developments of entrepreneurial learning and has to take into consideration embedding
Entrepreneurial Learning as a key competence into the Common Core Curricula (CCC).
There is a need to establish a Core team to include; teachers, directors, Pedagogic Institute and Ministry
of Education representatives, specialists of the Agency for Pre-School, Primary and Secondary Education
(that have been intimately involved in the piloting phase within the TA intervention) to maintain and
develop skills, knowledge and attitudes within a pool of key individuals to further develop and promote
the expansion of entrepreneurial learning across BiH.
It is recommended that the Entrepreneurial team should comprise selected members of the Consortium
Working Groups set up in the framework of the „Entrepreneurial Learning“ TA project , who can add
expertise and practical know-how to the curriculum work related to the introduction of the key
competence „sense of initiative and entrepreneurship“ into the curriculum.
In conclusion, as a result of the gap analysis performed within the various workshops carried out in the
framework of the TA intervention with the Curriculum Consortia, the following strategic actions are
recommended for embedding entrepreneurial learning as a key competence into the existing curriculum:
8
Pedagogic institutes can organize trainings for their advisors in order for them to help the teachers to come to grips with new
developments in the area of entrepreneurial learning.
19

To further develop the Qualifications Framework in BiH at the level of primary and secondary
schools (drafting of specific descriptors which define knowledge, skills and competences) and
constantly link entrepreneurial learning with these developments;

to draw upon the results achieved during the testing phase of EL scenarios and the experience of
pilot schools and develop a mechanism to replicate them;

to revise and enhance existing modules „Basis of Entrepreneurship“ in VET and secondary
education;

to draw upon expertise and know-how of donor initiatives and non-formal education providers
(NGOs) and enhance cooperation between the formal and non-formal education sector with
regard to entrepreneurial learning;

To set up an „entrepreneurial learning core team“ made up of specialists from Ministries of
Education, Agency for Pre-School, Primary and Secondary Education, Pis, pilot schools involved in
testing of entrepreneurial scenarios;

To carry out consultations with decision-makers at all levels of education and develop guidelines
for introduction of EL as a key competence in the curricula of primary, secondary and VET
schools, while coordinating actions with developments at regional level through SEECEL
activities;

To revise the assessment and examination system in order to incorporate the knowledge, skills
and attitudes relating to key competence no. 7 „Sense of initiative and entrepreneurship“ and
define the expected learning outcomes;

To adapt and develop curricula which contain entrepreneurship as the key competence;

To strengthen capacity of Pedagogic Institutes for the identification of training needs for inservice teacher training with regard to EL as a key competence and design and implement
appropriate training for teachers.
6.3.2. Capacity building for teachers and school directors
Teachers and school directors are considered to be the „driving force“ in the process of introducing
entrepreneurial learning throughout the different levels of the education systems in BiH.
A comprehensive training and education programme is necessary in order to support teachers enhance
their own entrepreneurial competences and foster entrepreneurial spirit in the classroom environment.
This refers not only to in-service training of teachers but also to pre-service training of incumbent
teachers within Higher Education Institutions.
With the support and encouragement of the directors, teachers have clearly been able to make notable
changes in the style and method of learning with pupils of all ages. It is essential that school directors are
well informed about the requirements and potential benefits of an inclusive school approach which
embraces entrepreneurial learning in all aspects of the curriculum.
Therefore, it is necessary to provide an ongoing capacity building programme to develop the core team
mentioned in 6.3.1.above and enable them to develop and establish a plan to include entrepreneurial
learning as a key competence within the education system.
The complete support to teacher training (including training of school management)would be channelled
through Pis which would, through annual teacher training programme, introduce new modules for
teacher support, according to the needs identified.
Pedagogic Institutes need to proactively develop a capacity building programme for their staff to fully
appreciate the required skills, knowledge and attitudes necessary in order to effectively support schools
and teachers to develop the most appropriate entrepreneurial learning experience for pupils.
20
Continuous professional education of teachers should be based on TNA and establishment of the
Training Catalogue. Ministries of Education at all levels, as well as Pis, should agree on deadlines for
planning, organization and implementation and evaluation of EL trainings for teachers and directors.
The newly established Association of School Directors will play an important part in the assessment of
training needs and design of training programmes, tailor-made for the needs identified in relation to the
school management and partnership development aspects.
Following strategic actions are recommended in connection to the training of teachers and school
directors for the introduction of Entrepreneurial Learning across the existing curriculum in primary,
secondary and VET education:
-
Based on the outcomes of activities carried out under 6.3.1. above “Introducing EL as a key
competence throughout the existing curricula in primary, secondary and VET education”, carry
out a comprehensive Training Needs Analysis by identification of additional skills of teachers and
school directors for implementing the measures identified. The analysis will be carried out by
the core Entrepreneurial Learning team

Intensive consultations with members of the “Partnership for Entrepreneurial Learning” and
associations of school directors with regard to prioritising the training needs according to
existing resources and update the “Training Catalogue” accordingly;

To strengthen capacity of the recently established associations of school directors at state level,
in order to encourage its members to advocate Entrepreneurial Learning in education and raise
awareness within their schools;

To support PIs in the design and delivery of training for educators and teachers to apply modern
teaching methods in training for entrepreneurship;

To conduct analysis and review of existing teaching and methodical materials;

To involve teachers in the development of manuals, textbooks and other teaching and
methodical materials for entrepreneurial learning;

To involve teachers in the definition of learning outcomes in order to assess knowledge, skills
and attitudes acquired by the pupils in relation to the key competence “sense of initiative and
entrepreneurship” ;

To promote involvement of school staff into school development, defining of responsibilities
for innovation, rewarding of entrepreneurial initiatives.
6.3.3 Peer support
Peer support between schools is a most effective way of cascading positive experience in introducing
Entrepreneurial Learning into their teaching and learning process and of benchmarking achievements
towards those of peer schools, thus being able to identify gaps and needs for improvement. Peer support
is also a useful approach to exchange know-how in the field of modern teaching processes and teacher
development needs. Previously established good practices within pilot schools having tested EL scenarios
can be used.
By establishing “peer groups” in schools which interact at regular intervals, it is possible to plan human
resources development at school level, formalize and explain to teachers the requirements related to
embedding EL into the teaching process. Through the organisation of seminars and joint projects, schools
that are newly entering the process of EL can get assistance from experienced schools, as well as acquire
information and knowledge regarding curricula, teaching methods and learning materials.
Peer support between teachers is highly beneficial as often teachers work in isolation and rarely get to
see other colleagues teaching in the classroom or even get to talk about teaching and learning
techniques. Peer support is also used to refer to initiatives where colleagues, members of self help
organizations and others meet as equals to give each other support on a reciprocal basis.
21
Moreover, peer support has been initiated and is ongoing between Entrepreneurial Learning specialists
from Western Balkans countries and EU member states, through participation in regional networks as
SEECEL and thus be continuously informed about recent developments in Entrepreneurial Learning in the
education systems of neighbouring countries.
Following strategic actions are to be considered in the framework of peer support to promote
entrepreneurial Learning in formal education:












To organise common workshops on Entrepreneurial Learning in peer schools, following the
“Training of Trainers” principle;
To establish peer groups on Entrepreneurial Learning in pilot schools;
To initiate and implement joint pilot projects between peer schools;
To organise joint awareness raising actions and draft common promotion materials (all primary
or secondary schools in certain area or region);
To organise entrepreneurship fairs in schools;
To initiate new projects/EL scenarios in schools, with support of the local community or donors;
To organise workshops for know-how exchange between teachers;
To organise demonstration lessons (teachers of pilot schools);
To organise presentation of successful projects (pupils to pupils);
To exchange experiences with schools in other cantons, entities and state level;
To elaborate models to attract financing from municipalities, canton, federation, parents, pupilsschools, ministries of education;
To attract NGOs and other stakeholders at local level.
6.4 Strategic actions related to priority 4 „Promote Entrepreneurial
Learning in Higher Education“
The baseline survey identified some good practices in selected Higher Education Institutions in BiH with
regard to across-campus links between HEI and the business community, especially in economic
disciplines. However, this is not a general approach and entrepreneurial learning has not been
identified as an element of the curriculum in graduate courses. Another issue of relevance is the initial
training of teachers within HE institutions, where intensive strategic action is needed to initiate the
changing of mindsets of future pedagogues to enable them become “champions” of EL upon their
involvement in class. Therefore, promotion of EL throughout HE is crucial, both from the point of view of
HEI being poles of know-how, research and development to set up strong links with the business
community, but also with regard to training future teachers to adopt and promote the entrepreneurial
spirit throughout their teaching career.
Employers in BiH are generally satisfied with the level of theoretical knowledge which is acquired after
graduating from the universities in BiH. At the same time, some specific knowledge and practical
professional skills which are required for a good performance are not developed sufficiently with this
population. It is a widely spread opinion that these methods, old-fashioned programmes, non
compliance of technologies which students encounter at faculties with new, modern achievements and
separated education from business sector cause some gaps in skills of HE graduates, thus not enabling
them to be prepared for entering the employment market in a proper manner.
The relation between the business sector and Higher Education institutions was traditionally based on a
one-way communication where a HEI, on demand of a company, recommends the best students who get
employed or offered a scholarship, without any return information on the company needs or
performance of graduates employed. Such information would enable HEIs to pro-actively adapt their
teaching approach to the needs of the companies.
22
The recommendation from the side of the business sector is therefore to involve and/or increase the
weight of lectures on entrepreneurship within the overall HE curriculum and improve exchange of
information and knowledge between private sector and universities aiming at promotion of EL in HE and
thus education of a skilled workforce.
Therefore, the main priority for EL promotion in HE are is development and establishing of links between
business community and Higher Education institutions, by


strengthening cooperation and communication between representatives of the business
sector and the academic community and
raising awareness on the benefits of introducing Entrepreneurial Learning into Higher
Education.
This process is expected to be enhanced with the creation of the “Forum for development and
promotion of Entrepreneurship” as an advisory body to the Council of Ministers, as representatives of
the academic community in BiH will be standing members of the Forum.
Following strategic actions should be pursued in order to promote Entrepreneurial Learning within
Higher Education in BiH within the timeframe given by the strategy:
6.4.1. Promotion of education-business links in HE

To promote models of EL good practice identified in BiH in promoting cooperation between the
business sector and Universities (baseline survey) and the WB region (SEECEL) and
disseminating them within the academic community;

To organise a peer review action for HE institutions in BiH with one of the models identified as
“good practices”;

To set up a platform of discussion between key stakeholders (Partnership for EL, Forum for
Development of Entrepreneurship, Agency for the Development of HE and Quality Assurance,
wider business community) and elaborate a policy discussion paper on the value of EL for
students, HE institutions and the business and research community in BiH ;

To organise focus meetings within the “forum for development and promotion of
entrepreneurship” on the future role of HE institutions as “competence centres for
entrepreneurial learning”;

To analyse models of “Entrepreneurial Universities” proposed at regional level within SEECEL
actions and benchmark with examples from the region ;

To draft guidelines for introducing EL within the curriculum of HE institutions within selected
study programmes and subjects and test pilot curricula within selected Universities.
6.4.2. Recommendations for introducing EL into the curriculum of HE, with a
special focus on initial teacher training
While kick-starting the process of introducing “sense of initiative and entrepreneurship” into the
curricula of primary, secondary and VET education and initiating measures to adapt the assessment and
examination system and in-service teacher training within formal education in line with these
developments, it is expected from the Higher Education system in BiH, especially the faculties dealing
with pre-service training of teachers , to respond to these developments in an “entrepreneurial” manner,
while rapidly reacting to the needs for additional skills and competencies of incumbent teachers. It is a
well-known fact that young teachers, who just graduate University, are more prepared and open to
accept changes and embrace modern teaching methodologies. Therefore, Higher Education Institutions
are expected to adapt pedagogic modules and programmes directed at pre-service teachers’ training in
parallel to the developments in schools.
23
Following strategic actions are recommended for introducing EL into university and faculty programme
and activities pertaining to training of teachers at faculties:
-
-
To set up a “focus group” at the level of the “Partnership for Entrepreneurial Learning”, to include
teaching staff from pedagogic faculties, specialists of the Agency for HE Development and Quality
Assurance, core group for Entrepreneurial Learning including specialist staff of the Agency for PreSchool, Primary and Secondary Education, specialists from PIs
To inform about the developments in introducing EL within primary and secondary education
curricula and jointly identify skills needs for future teachers
To encourage participation of groups of students from faculties of educational sciences in piloting of
entrepreneurial scenarios within selected schools
To involve students from faculties of educational sciences in drafting entrepreneurial scenarios and
innovative teaching methods during their practical work at University
6.5 Strategic actions related to priority 5 „Promote Entrepreneurial
Learning in non-formal education (adult education and enterprise skills
development)“
The “Framework Law on primary and secondary education in BiH” defines Adult education as
“education of adults in special subjects and for their professional and individual development. Adult
education includes professional training, earning additional qualifications, prequalification and other
activities which ensure lifelong learning”. Adult education is regulated more specifically by the laws of
the entities, cantons and Brcko District of BiH, according to the principles of the Framework Law
mentioned above.
As part of its assistance to BiH for the reform of education systems, the EU shall support BiH through IPA
2009 in drafting of the Framework Law on Adult Education which is expected to address some of the
challenges posed by the uneven landscape in adult education in BiH.
Adult education with relevance to entrepreneurship in BiH is mostly carried out within the non-formal
sector, especially by NGOs and donor-funded projects, with a focus on:
-
Skills development and retraining for unemployed persons, especially young unemployed
(aged 18-35)
Training for managers and staff of enterprises, especially SMEs,
Focussed training on business set-up, elaboration of business plans, accessing micro-credit
schemes, etc.
Key players and trendsetters in adult education in BiH have been acknowledged and in their vast
majority committed as advisers to the SWG.
Skills development for adults in the field of entrepreneurial learning is geared towards three distinct
directions:
 First, to promote entrepreneurial spirit within the adult learners, in order to encourage target
groups as unemployed, rural population, returnees, people from structurally weak areas, to
become entrepreneurial, venture self-employment or become creators of initiatives within
the local community
 Second, to support those who have business start-up initiatives by counselling, incubation
and easier access to financial support (subsidies, loans, grants, etc.)
 Third, to assist existing enterprises and their staff to enhance their skills within the context of
life-long learning actions
The strategy encourages actions to promote Entrepreneurial Learning in non-formal education in BiH
along following lines:
24
6.5.1. Promoting Entrepreneurial Learning in adult education
Adult education has as its goal continuous skills development of adults with a view to enable them to
respond to the requirements of the employment market and should create conditions for further
education and training through prequalification, continuous professional education throughout the
whole working period and acquisition of competences and skills which are commensurable with personal
capabilities of every individual and in every stage of a person’s life.
The present strategy is pursuing promotion of EL in adult education in BiH through following actions:

To identify the main target groups for entrepreneurial learning in adult education (eg.
Unemployed graduates of secondary/tertiary education, rural youth, etc.)

To include “entrepreneurial learning” and “enterprise skills development” into the normative,
strategic and policy framework for Adult Education to be developed within IPA 2009
interventions

To establish a catalogue of adult training providers in the field of Entrepreneurial Learning and a
database of current training modules and participants, by updating the baseline survey

To organise focus meetings within the Partnership for Entrepreneurial Learning, key providers of
adult courses, and the Entrepreneurial Learning team to be established, in order to harmonize
curricula for adult EL education according to state-of-the art recent developments

To link adult training programmes to the “ Qualifications Framework in BiH”

To promote training of trainers for Entrepreneurial Learning programmes in adult education

To promote entrepreneurship training as an incentive to unemployed people in order to
encourage and support them to become self-employed, based on already identified good
practices

To draw upon the existing infrastructure of VET schools and establish links between employment
services and other funding bodies (eg RS SME Agency, Federal Ministry of Entrepreneurship and
Crafts, donors) to train target groups on the premises of the schools and/or Universities, using
resources of education

To strengthen capacity of the “Agency for Pre-School, Primary and Secondary Education” (VET
Department), the RS Institute for Adult Education and employment agencies in establishing links
between the education system (especially VET) and training programmes for adults in
entrepreneurship

To raise awareness of employers on the relevance of further professional development of their
employees in the field of entrepreneurship

To enhance cooperation between existing initiatives (NGOs, donor projects) in the field of
entrepreneurial learning and strengthen the “Common Accord for Entrepreneurial Learning”
established between these organisations

To coordinate actions with SEECEL and other initiatives at EU level and regionally
Adoption of “‘The basis of Qualifications Framework in BiH’’ will secure equal integration of all types of
learning into education system in BiH. The framework was conceived as a description for various
qualifications in BiH regardless of teaching programmes and methods in different education institutions,
training centres, work places, private life etc. It means that “The basis of Qualification Framework in BiH’’
describes learning outcomes which were achieved through formal, informal and non-formal learning.
The framework helps in interconnecting these various forms of learning through evaluation of learning
outcomes.
25
6.5.2. Enterprise skills development: TNA, Quality Assurance, enterprise
growth
In order to promote SME development as a backbone of overall economic development, a
comprehensive policy and support framework is required to ensure a better match between supply and
demand for training in SMEs, as public and private investment is more cost-effective when the training
offer reflects the specific demands of the market and tailor its offer to the priority demands of the SME
sector.
 Training Needs Analysis
Taking into account the particular constitutional and institutional set-up of BiH, it is important to induce
a dialogue between the relevant stakeholders with a view to establish a systematic TNA framework to
respond to the needs of the small business community.
A first step has been performed by the “Strategy for Development of SMEs in BiH 2009-2011”, initiated
by the MoFTER, which contains a chapter on “education, training and consulting”. The present strategy
enhances the strategic commitments mentioned by adding an established platform for cooperation in
the form of the “State Partnership for Entrepreneurial Learning”, which also includes key stakeholders
from the education sector; thus, the identification of skill weaknesses in the existing workforce, skill gaps
and especially future skill requirements in the business sector can be linked with education policies.
Through permanent communication of SME development support institutions with the business
community, by observing and defining the needs for variety of trainings and courses for company
employees in line with company development strategies and plans, a well-established Training Need
Analysis (TNA) system becomes a basic tool for local community and respective knowledge providers to
plan and enhance their competences to deliver appropriate, recognized and certified trainings.
TNA is relevant not only for defining the training needs of an enterprise, but also the commitments and
plans of local communities and training providers in offering skills development programmes and making
them available and accessible to a wide range of companies and their employees.
Analysis results should be communicated back to SME-s, to be used as decision tool for the companies
which do have capacities to become provider of such trainings for unemployed jobseekers, not only for
its own purposes but for third parties as well.
Analysis should be distributed to job-brokering institutions and organizations, to be communicated with
jobseekers in term to introduce them needs and trends for specific skills companies are looking for.
 Access to training
A second issue related to enterprise skills development to boost the SME sector is related to the
existence of a well-developed training market to ensure accessibility of SMEs to training, as well as the
availability of a territorial evenly spread network of training providers in order to facilitate easy access of
SMEs to training and minimize the time and financial investment for training. In this respect, the creation
of a register of training providers is a most relevant strategic action to be pursued in this sense.
 Quality Assurance
In order to ensure confidence of SMEs in the training market, boost further demand for training and
create a more competent workforce, the existence of a transparent Quality Assurance system for
enterprise training (especially with regard to management and trade skills) is crucial. The baseline survey
identified a number of training programmes and training providers accredited by international bodies
(especially with regard to donor initiatives), but there is no framework for quality assurance of training
delivered to SMEs in BiH.
 Assistance to start-ups
26
Training and advisory services for start-ups encourage new SME creation and survival rate of start-ups.
Training and mentoring services for start-ups are available in BiH on an ad-hoc basis and mainly driven
donor-funded initiatives within incubators. The “Strategy for the Development of SMEs in BiH for the
period 2009-2011” (Chapter 7, “Education, Training and consulting”) recommended the introduction of
training and consultancy vouchers for SMEs and individuals interested to start up a business, based on
good practices identified in EU member states, but there has been little progress in the implementation
of these strategic recommendations.
It is quintessential that every local community creates preconditions for their citizens (regardless of their
age, level and type of education, ethnic background or gender) to get advice and support on how to start
up a business and access business support services.
 HRD policy for enterprise growth
Knowledge and skills development for enterprise growth adds to overall competitiveness and economic
development. In this respect, it is key that strategic commitments at all levels in BiH, both within
education and business sectors, make enterprise HRD a strategic priority backed up with a financial
support framework. In order to respond to the issues raised above, following strategic actions are
necessary:










To commence consultations at the level of the “State Partnership for Entrepreneurial Learning”
and “Forum for the Development of Entrepreneurship” to establish a systematic TNA framework
for the small business community;
To link identification of future skills needs within the TNA framework to the policy planning in
education, especially in the VET system;
To initiate the set-up of a register of training providers for SMEs;
To initiate, within local communities, advisory services to encourage citizens to start up new
businesses;
To provide, at the level of local communities, training and consultancy services for business startups;
To enhance implementation of a voucher scheme to enable SMEs access consultancy and business
support services;
To promote good practices and reward successful entrepreneurs and SMEs;
To analyze the principles of operation of the European Quality Assurance Framework with regard
to trade skills development and draft recommendations for establishing a framework quality
assurance system for enterprise training in BiH;
To enhance the existing legal and normative framework for accreditation of providers and
certification of courses, including recognition of certificates on the labour market;
To include enterprise HRD as a strategic priority into economic development policy planning and
as a priority for donor assistance;
Annex 4 to this strategic document provides a comprehensive set of recommendations related to
strategic measures for enterprise skills development, in line with Principle 8 of the “Small Business Act
for Europe”
27
7
Strategic actions related to priority 6 “Capacity building for
Strategy Implementation, Monitoring and Evaluation“
7.1 Institutional Structure for the Implementation of the Strategy for EL
in BiH
The bodies presented in the chart below were identified as being the main stakeholders at all levels in
BiH to be entrusted with responsibilities in the implementation, monitoring and evaluation of the EL
strategy:
28
Main Stakeholders involved in Entrepreneurial Learning in BiH
MINISTRIES
STATE LEVEL
MoFTER (Ministry of Foreign Trade and Economic Relations)
MoCA (Ministry of Civil Affairs)
BODIES AT Agency for development of Higher Education and Quality Assurance; Agency for
STATE LEVEL Preschool, primary and Secondary Education;
Centre for Information and Recognition of documents in the field of higher Education
Association of Employers
Forum for development and promotion of Entrepreneurship (advisory body to the
Council of Ministers in the process of being established)
FIPA (Agency for promotion of foreign investments).(to be awarded entrepreneurship
prerogatives at state level after amendments to the FIPA Law).
Associations of School Directors (for primary and secondary education)
Republika Srpska
-
Federation of BiH
SME Agency in RS
Ministry of Education and Culture
Institute for Adult Education
Republic Pedagogic Institute
Universities
RS Employment Agency
-
Federal ministry of development,
entrepreneurship and crafts
- Federal ministry of Education and
Science
Entity
FBiH Institute
- Canton
level of Employment
- Cantonal ministries of Education
- Pedagogic Institutes and Institutes
for Schools
Govt. of - Department of Education
- Pedagogic Institution
- Universities
District Brcko
- Employment agency
- Canton employment agencies
Municipalities/Local administrations
Directors
Local
Pupils
SCHOOLS
Teachers
Parents
Enterprises/Employers
Local Chambers of Employers
Facilitators
Non-Government Organisations
Donor Projects
29
7.2. Definition of indicators
The Strategy shall adopt an Intervention Logic for EL according to the most recent EU strategic
developments in the field, to be adapted to local conditions and respond to the agenda of both
education and SME sector. A set of qualitative and quantitative objectively verifiable indicators to
enable monitoring of strategy implementation are to be found in Annex 3 and shall follow the SBA
indicators with a view to harmonize the implementation of the strategy with the strategic
commitments of BiH towards the „Small Business Act for Europe“ and related regular assessment of
BiH performance by the EC.
The chart in Annex 3 reflects the level of indicators at the moment of the strategy adoption and the
expected level to be achieved at the point of time the strategy has been implemented (2015).
7.3
Responsibilities for monitoring
Monitoring of strategy implementation shall be carried out:
- At institutional level, by the implementing organisations as mentioned in the action plan
and
- On a cross-sector level, by a joint group of experts entrusted with monitoring of
implementation. Ideally the monitoring of strategy implementation shall be carried out
by a joint group of experts from both education and business sector, based on the setup of the “ Partnership for Entrepreneurial Learning”
- Horizontally, benchmarking actions will be carried out by regular exchange with the
neighbouring countries on the status of EL strategy implementation through SEECEL and by
monitoring of SBA implementation in the Western Balkans through the European Union
monitoring teams.
7.4
Regular review and amendments
It is recommended to carry out yearly reviews of strategy implementation, in order to be able
to be able to react and update the implementation plan in a pro-active manner.
8
ACTION PLAN FOR STRATEGY IMPLEMENTATION
8.1
Define responsibilities and timeframes for implementation
The present strategy is consolidated by a detailed action plan for implementation, with clearly
defined responsibilities and implementation timeframes (see action plan under 8.3. below).
8.2
Resourcing the strategy
To date, funding resources for entrepreneurship education in BiH have tended to be outside the
mainstream, taking the form of support from private organisations and NGOs, or the funding of
time- limited donor projects. Such funding streams are prone to instability as sustainability is
usually not secured when the funding stops. A state-level strategy for EL requires a large increase in
activity and commitment from relevant stakeholders and, although embedding principles of
entrepreneurial learning within the curriculum may be performed without additional
investment, the necessary adjustments triggered by such a commitment (training teachers,
teaching and learning materials, etc.) may call for a larger and more identifiable need for resources
in this area. In this respect, more stable and long-term funding streams will be needed to support
the scale of activity required to make entrepreneurial education available in every school. It is
30
therefore a key requirement to raise the visibility of EL on state level political stage in order to
trigger commitment for investment and at the same time identify potential roles for local
communities and the private sector to identify potential PPP or match-funding models.
There is also the need for the bodies entrusted with implementation of the strategy to act in an
“entrepreneurial” manner to identify sources of funding for the different strategic actions
prioritised within the present document for all levels of implementation, not only relying on
budgetary sources or donor contributions.
8.3. Action plan for strategy implementation
The following Action plan has been drafted by the Strategic Working Group members (hereinafter
SWG) complying with the methodology applied in the strategy.
The methodology for strategic development has been elaborated on the basis of the findings of the
“baseline survey on the state of play of EL in BiH and good practices in the European Union”.
The contributors to the action plan (SWG members) issued their recommendations according to their
specific domain of expertise and according to the policy directions and budgetary projections of the
institutions they represent (ministries at state, entity and canton level, agencies, employment
institutes, etc.); they endeavoured to propose activities which can bring about visible results in EL
without imposing an additional burden on the activity of their institutions and at the same time give
the opportunity to network with other relevant institutions.
The template given below is commensurable with other common forms which are regularly used in
strategic documents. Clear and straightforward activities in the present form are the basis for
development and implementation of feasible projects with visible results.
The action plan is structured as follows: a number of 13 “generic” actions to respond to the 6
strategic priorities; goals of each action have been harmonized with the strategic goals; each action is
broken down into “sub-activities”, as they have been suggested by the Strategic Working Group
members. Indicators for monitoring follow the “Small Business Act for Europe – Human Capital
Indicators for the Pre-Accession Region 2010-2011” and the respective levels mentioned under each
action represent the projected levels of indicators to be achieved at the end of the strategic
intervention in 2015, if the action is implemented as planned.
It is to be noted that the Strategy itself contains a range of actions suggested to be implemented
under each priority; however the actions envisaged (projected) in the framework of the present
Action plan represent realistic actions which are recommended to be implemented with priority as
they have been identified by implementing bodies as the most feasible within the given timeframe.
The action plan does not contain the section on resourcing (exact budgets) for carrying out
activities/projects identified. Budgetary resources (projections) shall be agreed within the
“Partnership for Entrepreneurial Learning” subsequent to the adoption of the action plan; however,
possible sources of funds are mentioned for each of the actions.
31
Strategic actions relating to priority 1: 6.1. „To establish a state –level “Partnership for
entrepreneurial learning”, as well as promote the establishment of EL partnerships at all
levels
Action # 1
1
Goals
2
Description
3
Target group
Implementer
Partners
4
5
6
Expected
outcomes
7
Implementing
period
Resourcing
Monitoring
8
9
10
6.1.1
Establishing a state – level “Partnership for entrepreneurial learning”
Building upon the existing working structure which authored the “Strategy for
Entrepreneurial Learning in Education System in BiH”, create an institutional
platform to foster Entrepreneurial Learning in all relevant policies and
strategies for education and economic development in BiH
6.1.1.1. Upon future agreement between MoCA and MoFTER, set up the
“Partnership for Entrepreneurial Learning” as a sub-group of the “Forum for
development and promotion of entrepreneurship”
6.1.1.2. Organise capacity building for decision-makers and key stakeholders
in order to introduce Entrepreneurial Learning into all development policies
and programmes
6.1.1.3. Organise a conference at state level to inform key stakeholders, the
media and the public about the set-up, role and responsibilities of the “State
Partnership for Entrepreneurial Learning”
6.1.1.4. Involve members of the “State Partnership for Entrepreneurial
Learning” in the elaboration of policy and strategic directions with regard to
entrepreneurship development, education and employment
6.1.1.5. Capacity building and institutional strengthening of the “State
Partnership for Entrepreneurial Learning” , through involvement of its
members in training actions at the level of BiH, SEECEL, ETF, other TA
initiatives
Policy-making institutions in BiH at all levels, enterprises
MoFTER and MoCA
Other public and civil society institutions represented in the Forum for
development and promotion of entrepreneurship and Partnership for EL
 MoFTER and MoCA submit “Strategy for Entrepreneurial Learning in
Education Systems in BiH” for endorsement of CoM as common
proponents
 Memorandum of understanding for formal establishment of
“Partnership for Entrepreneurial Learning”
 Partnership advises on policies and strategies for education and
economic development in BiH
 A wide range of actions emanating from Partnership to promote
Entrepreneurial Learning at all levels
 Education budgetary commitments include funds allocated for
systemic entrepreneurial learning development
2011 - 2015
MoCA, MoFTER budgets, donor funding
SBA Principle I, Indicators “Policy framework for EL/Policy partnership”, Levels
3 – 5 and “Policy support resources”, Levels 3-5
32
6.1.2.: Establish “Partnerships for entrepreneurial learning” at all levels, by promoting
links between education and business and the community
Action # 2
1
6.1.2.1.
Promoting school-based partnerships for Entrepreneurial Learning
Goals
2
Description
3
Promotion of effective links between education and the community (local
authorities, NGOs, social partners including enterprises)
6.1.2.1.1. Organise regular briefings of the Conference of Ministers of
Education on the benefits of school-based partnerships
6.1.2.1.2. Build capacity of school boards, tripartite advisory bodies,
Association of School Directors to promote school-based partnerships
6.1.2.1.3. Create a database of school-based partnerships and other forms of
cooperation between school and enterprises within Ministries of Education at
all levels
6.1.2.1.4. Promote active involvement of parents in entrepreneurial learning,
through parents' boards
6.1.2.1.5. Initiate “Entrepreneurial Learning focus meetings” within
municipalities
6.1.2.1.6. encourage further development of “students’ enterprises” and
“virtual companies” as successfully established by donor projects and NGO’s
(eg. BIP, Kulturkontakt)
6.1.2.1.7. Invite entrepreneurs into schools to work on entrepreneurial
scenarios with pupils, teachers and school directors
Target group
Implementer
4
5
Partners
Expected
outcomes
6
7
Implementing
period
Resourcing
Monitoring
8
6.1.2.1.8. Encourage “partnerships in leadership” between school directors
and SME managers
6.1.2.1.9. Involve local media to present successfully established partnerships
to the wider public
6.1.2.1.10. Reward schools for establishing successful partnerships
Pupils, teachers, parents, school directors, local communities
Ministries of Education at all levels, Associations of School Directors, PI’s
school boards, parents’ and pupils’ associations, teachers, NGOs,
municipalities
Associations of employers, Chambers of commerce, Universities
 Enhanced number of school-based partnerships for entrepreneurial
learning established successfully and functioning
 A database established to record good practices in partnership
establishment
 A number of schools rewarded for fostering successful partnerships
Starting 2011
9 Budgets of schools and municipalities, PI’s, sponsorships
10 SBA Indicators Principle I, “Policy framework for EL”, Monitoring and
Evaluation Levels 3-4, Good practice exchange, Level 4
33
Action # 3
1
Goals
2
Description
3
6.1.2.2.
Encouraging enterprise-based partnerships for Entrepreneurial Learning
- To create and sustain links between schools and the business sector
- To make use of the creative potential of pupils and students
- To foster entrepreneurial interest and talent and create an
environment within which entrepreneurs and family businesses can thrive
6.1.2.2.1. Association of Employers to organise regular information sessions
with their members to encourage them initiate partnerships with schools
6.1.2.2.2. To elaborate models for enterprise-based partnerships with
education providers and financing models
6.1.2.2.3. To disseminate good practices of partnership models established
6.1.2.2.4. To create a proper environment within enterprises for pupils from
local schools and their teachers to use company premises for experiential
learning and practical work/internships
Target group
4
Implementer
5
Partners
Expected
outcomes
6
7
Implementing
period
Resourcing
Monitoring
8
6.1.2.2.5. To encourage companies use the potential of schools for resourcing
information, transfer of knowledge and know-how and implementation of
common projects
Enterprise management and staff, local communities, pupils, teachers and
school directors
MoFTER, Association of Employers, Chambers of Commerce, municipalities,
RS SME Agency, Federal Ministry of Development, Entrepreneurship and
Crafts
Ministries of education at all levels, Local education authorities
 Enhanced number of enterprise-based partnerships for
entrepreneurial learning established successfully and functioning
 Success stories recorded and disseminated within entrepreneurial
community
 Reduced unemployment rate with school graduates at different levels
of education
2012 - 2015
9 Public-private partnership funding models
10 SBA Indicators Principle I, “Policy framework for EL”, Monitoring and
Evaluation Levels 3-4, Good practice exchange, Level 4
34
Strategic actions – priority 2: 6.2. “Raise awareness on EL at all levels“
Action # 4
1
Goals
2
Description
3
Target group
Implementer
4
5
Partners
Expected
outcomes
6
7
Implementing
period
Resourcing
Monitoring
8
6.2.1.
Media and communication campaign for awareness-raising on
entrepreneurial learning
To increase the level of awareness and knowledge on entrepreneurial spirit
in the process of education at all levels
To induce changes in attitude in the existing SMEs structure of BiH
with regard to entrepreneurial thinking
To raise awareness of the wider public on the relevance of Entrepreneurial
Learning
6.2.1.1. Publish and distribute an “Entrepreneurial Info Magazine” to
disseminate success stories from the SME sector from all over BiH, as well as
good practices in establishing partnerships between schools and enterprises
and joint education-business projects
6.2.1.2. TV series “My Business”, broadcast since 2010 by the RSRTV in the
form of a reality show, to be broadcast countrywide to young entrepreneurs,
to school projects
6.2.1.3. Stakeholder organisations at state, entity, canton and local level from
both education and business sectors to dedicate their time to promote good
practices of partnerships of Entrepreneurial Learning on TV or radio.
Population of BiH
MoFTER BiH, Association of Employers, Chambers of Commerce,
municipalities, RS SME Agency, Federal Ministry of Development,
Entrepreneurship and Crafts, Ministries of Education at all levels, Agency for
Pre-School, Primary and Secondary Education
TV and radio stations, print media
 Increased awareness of the wider audience about the philosophy of
Entrepreneurial Learning as an approach to change mindsets and
create an environment to foster entrepreneurial spirit
 Enhanced visibility of school-based initiatives
2012 - 2015
9 MoFTER budget, Public-private partnership funding, sponsorships
10 SBA Indicators Principle I, “Policy framework for EL”, Monitoring and
Evaluation Levels 3-4, Good practice exchange, Level 4
35
Action # 5
1
6.2.2.
Promotion of Entrepreneurial Learning through existing stakeholders’ Web
sites, publications and visibility events
Goals
2
Description
3
- To increase awareness within the business community as the added value of
Entrepreneurial Learning
- To ensure ownership of various stakeholders from the business community
of Entrepreneurial Learning initiatives
- To create a pool of information and know-how on Entrepreneurial Learning
initiatives and make it available to all relevant stakeholders
6.2.2.1. The Association of Employers in BIH committed to promote EL on its
website, as well as through its member enterprises by means of their
individual electronic media
Internal electronic network for communication between the Association of
Employers, its member enterprises and education providers with regard to
the promotion of EL
A sub-site entitled ‘’Entrepreneurial learning’’ as consisting part of web sites
of local employers
This will allow better communication and raise awareness between education
providers and enterprises and encourage the establishment of partnerships
for entrepreneurial learning It will also help in bringing in new ideas and
projects that are related to EL.
6.2.2.2. Entrepreneurial Learning scenarios developed within schools and
joint initiatives between schools and businesses will be presented within the
“Global Week of Entrepreneurship”
6.2.2.3. Signatories of the “Common Accord for Entrepreneurial Learning”
(NGOs, donor projects, education providers, the civil society) will present
successful stories and good practices via their websites and within
dissemination events
Population of BiH
Association of Employers in BiH and its member enterprises, RS SME Agency,
Federal Ministry of Development, Entrepreneurship and Crafts, Agency for
Pre-School, Primary and Secondary Education, other signatories of “Common
Accord for Entrepreneurial Learning”.
Education providers, NGOs, local communities
Increased awareness on EL at the level of enterprises, the local community
and education providers
2011-2015


Target group
Implementer
4
5
Partners
Expected
outcomes
Implementing
period
Resourcing
Monitoring
6
7
8
9 Budgets of implementing organisations, donor funds, sponsorships
10 As per SBA Indicators Principle I
Non-formal Learning Level 4
36
Strategic activity – priority 3: 6.3. Promote Entrepreneurial Learning in Primary
secondary education including VET (formal education systems)
Action # 6
1
Goals
2
Description
3
Target group
Implementer
4
5
Partners
Expected
outcomes
6
7
Implementing
period
Resourcing
Monitoring
8
and
6.3.1.
Introducing “sense of initiative and entrepreneurship” as a key
competence9 into the existing school curricula (primary schools, secondary
including gymnasiums and VET schools)
“Sense of initiative and entrepreneurship” reflected as a key competence
in the formal education systems in BiH within the existing curricula
6.3.1.1. To set up a “core team for entrepreneurial learning”, comprises of
individuals who have been actively involved in the testing phase of
entrepreneurial learning scenarios during the TA Project in 20 pilot schools
across BiH
6.3.1.2. To build capacity of the core team and its cooperation with staff from
the Agency for Pre-Primary, Primary and Secondary Education in order to
further develop ways of delivering the existing curriculum and replicate good
practices set up by testing Entrepreneurial Learning scenarios in pilot schools
6.3.1.3. To further develop the Qualifications Framework in BiH at the level of
primary and secondary schools (drafting of specific guidelines which define
knowledge, skills and competences) and link entrepreneurial learning with
these developments
6.3.1.4. To revise the assessment and examination system in order to
incorporate the knowledge, skills and attitudes relating to key competence
no. 7 „Sense of initiative and entrepreneurship“ and define the expected
learning outcomes in line with latest developments in the region through
SEECEL activities
6.3.1.5. To make effective use of the „Handbook for Teachers and Schools“
and develop teaching and learning tools (aids ) to support introduction of
Entrepreneurial Learning into the existing curricula
Pupils, teachers, school directors, parents
Ministries of Education at all levels, Agency for preschool, primary and
secondary education, PIs, core team members, Partnership for
Entrepreneurial Learning
Donor projects, Universities with pedagogic specialisation
Full support from relevant education authorities to provide flexible teaching
and learning arrangements leading to promoting “sense of initiative and
entrepreneurship” as the key competence within primary and secondary
education
Entrepreneurial learning comprises key competence provisions as an integral
feature of the curricula of lower and upper secondary education
2011 – 2015 (core team established in February 2011)
9 Budgets of implementing institutions, EU funds and other donors
10 According to SBA Indicators Principle I
Upper Primary Education (ISCED 2):
Organisation – Level 4; Entrepreneurship key competence- Level 3
Learning environment – Level 2
9
Key competence No. 7 „sense of initiative and entrepreneurship“ out of 8 key competencies defined by
European Reference Framework
37
Secondary Education (ISCED 3):
Organisation – Level 2/3; Entrepreneurial learning – Level 3
Learning environment – Level 2
Action # 7
1
Goals
2
Description
3
Target group
4
Implementer
5
Partners
6
Expected
outcomes
7
Implementing
period
Resourcing
Monitoring
8
6.3.2
Capacity building for teachers and school directors
- To encourage the acquisition of entrepreneurial skills throughout the
education system
- To acknowledge the central role of teachers in promoting Entrepreneurial
Learning and gradually introduce entrepreneurship education as an integral
part of pre-service and continuous in-service teacher training.
6.3.2.1. carry out a comprehensive Training Needs Analysis to identify
additional skills needed by teachers and school directors
6.3.2.2. design modular training programmes for teachers and school
directors for promoting Entrepreneurial Learning in formal education, based
on the “Handbook for Teachers and Schools”
6.3.2.3. strengthen capacity of the recently established „Associations of
School Directors“ at state level, in order to encourage its members to
advocate Entrepreneurial Learning in education and raise awareness within
their schools
6.3.2.4. support PIs in the design and delivery of training for educators and
teachers to apply modern teaching methods in training for entrepreneurship
6.3.2.5. involve teachers in the definition of learning outcomes in order to
assess knowledge, skills and attitudes acquired by the pupils in relation to the
key competence “sense of initiative and entrepreneurship”
Teachers, school directors and other actors who are involved in knowledge
dissemination
Ministries of education at all levels, PI’s and Agency for preschool, primary
and secondary education, core team for Entrepreneurial Learning
Associations of school Directors, HEIs offering pre-service teacher training,
donor projects
Upon integrating key competence of EL into school curricula and training of
teachers, school management and directors, school-driven bottom-up
developments should lead to the process of strategy implementation
Continuous capacity building of teachers and school management is carried
out under the leadership of PIs
2012-2015
9 Budgets of the implementing institutions, EU funds and other donors
10 SBA Principle I
Upper Primary Education (ISCED 2):
Organisation – Level 3; Learning environment – Level 3
Secondary education (ISCED 3):
Organisation – Level 4; Learning environment – Level 3
38
Action # 8
1
6.3.3.
Peer support
Goals
2
Description
3
Target group
Implementer
4
5
Partners
6
Expected
outcomes
Implementing
period
Resourcing
7
To initiate and consolidate peer support actions between education
institutions in order to build on good practices established within testing
phase and disseminate them to other education providers
6.3.3.1. Under guidance of Core Team for Entrepreneurial Learning
implement (at least) one peer support event yearly to cascade good
practices of testing entrepreneurial scenarios to a large number of schools
6.3.3.2.Initiate peer support action at regional level under SEECEL
coordination
Education providers and teachers who want to operate in the area of EL
Ministries of Education at all levels, schools, PIs, Agency for Pre-school,
primary and secondary education, core team for entrepreneurial learning
Pilot schools, Associations of School Directors, media, Association of
Employers, local enterprises
At least one yearly peer support event to disseminate good practice
8
2010 - 2015
Budgets of implementing institutions, EU and other donor funding,
sponsorships
10 SBA Principle I Indicator “Good practice exchange”, Level 4
9
Monitoring
Strategic actions related to priority 4: 6.4. „Promote Entrepreneurial Learning in Higher
Education”
Action # 9
1
6.4.1.
Promotion of links between education and employers in Higher Education
Goals
2
Description
3
To promote effective links between HE institutions and the business
community
To integrate key competence „Sense of initiative and entrepreneurship“
across the curriculum of HE institutions in appropriate disciplines
To increase the level of involvement of persons with Higher Education
degrees in the business sector
6.4.1.1. Initiate discussion within “Forum for the development and promotion
of entrepreneurship” and include “Partnership for Entrepreneurial Learning” to
promote the “across-campus” concept of entrepreneurial learning, by
presenting good practices from EUMS and neighbouring countries/SEECEL
actions
6.4.1.2. Elaborate first draft of policy discussion paper
Target group
Implementor
4
5
Partners
6
6.4.1.3. Initiate support programmes for employers to accept HE students for
practical internships in their enterprises
Students of HEI in BiH, wider academic community, entrepreneurs
Forum for development and promotion of Entrepreneurship, Partnership for
Entrepreneurial Learning, Rectors’ Conference, Agency for Development of HE
and QA, Federal Ministry of Development, Entrepreneurship and Crafts, RS
SME Agency
Ministries of Education at all levels, students, enterprises, the media, SEECEL
39
Expected
outcomes
7
A HE policy discussion paper elaborated to promote understanding amongst
key stakeholders of the value of „across campus“ EL for students and the local
economy
Exchange of good practices has been initiated within a dissemination event
Increased number of HE students performing internships in SMEs
2012 – 2015
Implementing 8
period
Resourcing
9 Budgets of implementing institutions, donor funds
Monitoring
10 SBA Principle I, Tertiary Education (ISCED 5&6)
HEI Policy on EL – Level 2/3
Good practice in HE – Level 3
Action # 10
1
Goals
2
Description
3
Target group
Implementer
4
5
Partners
Expected
outcomes
6
7
6.4.2.
Recommendations for introducing EL into the curriculum of HE, with a special
focus on initial teacher training
To encourage the acquisition of entrepreneurial skills throughout the education
system
To acknowledge the central role of teachers in promoting Entrepreneurial
Learning and gradually introduce entrepreneurship education as an integral
part of pre-service and continuous in-service teacher training.
6.4.2.1. Core team for Entrepreneurial Learning to present good practices
established in pilot schools to representatives of faculties of educational
sciences, within a dissemination event
6.4.2.2. Introduce “Handbook for Teachers and Schools” to faculties of
educational sciences
Students of HEI in BiH, wider academic community
Forum for development and promotion of Entrepreneurship, Partnership for
Entrepreneurial Learning, Rectors’ Conference, Agency for Development of HE
and QA, Federal Ministry of Development, Entrepreneurship and Crafts, RS
SME Agency
Ministries of Education at all levels, students, enterprises, SEECEL, the media
- A HE policy discussion paper elaborated to promote understanding amongst
key stakeholders of the value of „across campus“ EL for students and the local
economy
- Exchange of good practices has been initiated within a dissemination event
Increased number of HE students performing internships in SMEs
2012 – 2015
Implementing 8
period
Resourcing
9 Budgets of implementing institutions, donor funds
Monitoring
10 SBA Principle I, Tertiary Education (ISCED 5&6)
HEI Policy on EL – Level 2/3
Good practice in HE – Level 3
40
Strategic activity – priority 5: 6.5. Promote Entrepreneurial Learning in non-formal
education (adult education and in- company skills development)
6.5.1.: Promote Entrepreneurial Learning in adult education
Action # 11
1
Goals
2
Description
3
Target group
Implementer
4
5
Partners
6
Expected
outcomes
7
Implementing 8
period
Resourcing
9
Monitoring
6.5.1.1.
To define “Entrepreneurship Education” as a priority within the Strategy for
Adult Education to be developed with support of IPA 2009 TA
Enhance adult education policies in BiH with a focus on the development of
entrepreneurial spirit and skills with adult learners, both within formal and
non-formal education ( this is an important issue as we wish to encrease
employability)
6.5.1.1.1.Initiate discussion within “Forum for development and promotion of
entrepreneurship” and the “Partnership for Entrepreneurial Learning” on the
relevance of entrepreneurial learning within the overall Human Resource
Development policies in BiH
6.5.1.1.2.Develop and issue a joint policy recommendation to the Strategic
Working Group to be established within IPA 2009 TA
6.5.1.1.3. Provide assistance and support to the SWG to define strategic actions
related to the priority identified
Adult population engaged in Life Long Learning
“Forum for development and promotion of entrepreneurship”, sub-group
“Partnership for Entrepreneurial Learning”
Policy-makers involved in drafting and adoption of Strategy for Adult Education
for BiH
Entrepreneurship Education identified as strategic priority within the future
“Strategy for Adult Education of BiH” and realistic measures included in the
Action plan
2012 – 2014
Budget allocated to “Forum for Entrepreneurship”, IPA TA budget
10 SBA indicators Principle I,
“Policy framework for entrepreneurial learning”, Indicator “Policy partnership”,
Level 5
Action # 12
1
6.5.1.2.
Entrepreneurship Education of unemployed persons as an Active Employment
Measure
Goals
2
Human capacity development in the area of entrepreneurship
Reduce unemployment through promoting self-employment and business
start-up
To promote measurable growth in the number and quality of SME start-ups
and in the quality of new jobs created
41
Description
3
Target group
Implementer
4
5
Partners
6
Expected
outcomes
7
6.5.1.2.1. Institutes for Employment at entity level and cantonal employment
services initiate implementation of the project of entrepreneurship training by
a ToT action, in order to create a pool of professional trainers, counsellors and
advisors for entrepreneurship education with unemployed persons and other
interested people.
6.5.1.2.2. Upon completion of training, advisors will assess the feasibility of
business plans, advise potential applicants for subsidies for business start-ups
on skills needs and sources of know-how and funding. A pre-condition for all
applicants for subsidies and grants for business start-up shall be to undergo and
successfully finalise capacity building and training measures before being able
to access funding.
6.5.1.2.3. Employment services will organize regular (monthly) seminars and
workshops, depending on the rate of interest for self employment. Seminars
are going to be conducted in groups of 15 people, while advisory work is
envisaged for one- on -one meeting.
It is expected that approximately 1 400 unemployed persons shall benefit from
training and advisory services a year.
Unemployed persons throughout the territory of BiH
Institutes of Employment at entity level and Cantonal Employment Services, RS
SME Agency, Federal Ministry of Development, Entrepreneurship and Crafts, RS
Institute for Adult Education
Employers; Municipalities, local and cantonal decision-making bodies
Development agencies; NGOs and non-formal education providers
Unemployed persons benefit from counselling and training services on selfemployment and business start-up
Unemployed persons have become more competitive on the labour market
Beneficiaries of Active self-employment measures are enabled for starting up
their independent businesses
An increased number of jobs as a result of successful start-ups
Continuous activity throughout strategy implementation
Implementing 8
period
Resourcing
9 Public employment services budget
Monitoring
10 Reports on seminars, number of participants, specific target groups, start-ups
established and maintained within a year, amount in grants and subsidies
Action # 13
1
6.5.1.3.
Link VET modules on “Basis of Entrepreneurship” with non-formal adult
education
Goals
2
To promote effective links between education and the community (local
authorities, NGOs, social partners including enterprises, employment services)
To create a solid VET school-based entrepreneurship adult training network to
comply with Quality Standards of the formal education system
To establish a qualified pool of entrepreneurship trainers to respond to
Quality Assurance needs of HRD
42
Description
3
Target group
4
Implementer
5
Partners
6
Expected
outcomes
7
Implementing 8
period
Resourcing
9
Monitoring
The module “Basis of Entrepreneurship” has been introduced into VET
education as a result of EU TA. By enhancing the module to respond to the
needs of the adult training market, VET schools can become pools of
competence and capacity in entrepreneurship training for selected target
groups of adult education and develop tailor-made training courses for adult
learners while following Quality standards of formal education systems.
Sub-actions include:
6.5.1.3.1. Focus group meetings of members of “Partnership for
Entrepreneurial Learning”, Core team, signatories of “Common Accord for
Entrepreneurial Learning”, other stakeholders, to define skills needs of adult
learners in the field of entrepreneurship and target groups of adult learning
6.5.1.3.2. Revise VET module “Basis of Entrepreneurship” according to the
needs identified
6.5.1.3.3. Select a group of VET teachers and train them as adult trainers
(“andragogy training”); set up a pool of trainers including experienced trainers
from non-formal education providers (NGOs, private agencies, donor
initiatives)
6.5.1.3.4.Pilot modular training for groups of adult learners within selected VET
schools
6.5.1.3.5.Initiate Memoranda of Understanding between VET education
providers and relevant education and employment authorities. Provide
recognition of certificates which are demanded on the labour market
6.5.1.3.6.Assess pilot results and cascade throughout other VET schools
Various target groups in adult education (training providers and trainers,
unemployed, people undergoing retraining measures, rural population,
returnees, unemployed graduates, etc.)
Ministries of Education at all levels, Agency for Pre-School, Primary and
Secondary Education, RS Institute for Adult Education, selected VET schools ,
Core team for Entrepreneurial Learning, employment services, NGOs
specialised in adult education
Employers, Municipalities, local and cantonal decision-making bodies
Development agencies, NGOs and non-formal education providers
A pool of adult trainers set up and accredited by relevant education bodies
VET-school based adult training courses based on the module “Basis of
Entrepreneurship” piloted in selected schools
Memoranda of understanding on recognition of certificates on the labour
market
VET schools establish “centres of competence for entrepreneurship education”
Pilots to start 2012; from 2013 continuous measure
Public employment services budget, contributions of training participants,
donor funding
10 SBA indicators, Principle I, “Non formal learning”, Level 3
43
9.
LIST OF ANNEXES
Annex 1: Terminology
Annex 2: “Common Accord for Entrepreneurial Learning”
Annex 3: Indicators for monitoring strategy implementation
Annex 4: Recommendations for Strategic Actions on Enterprise Skills Development according to
Principle 8 SBA
44
Annex 1
Terminology
Following definitions are used for the purpose of the present strategy elaboration:
Formal education is learning with a clear intention of the trainees to increase their knowledge
and skills within an education system, conducted at various education institutions and serving to
acquire recognized diplomas and qualifications.
Non-formal education is conducted independently from the official education system and it may
be organized at the work place or through activities of various associations or training
providers, such as youth organisations, trade unions, or political parties.
Informal learning is an everyday phenomenon. Unlike the formal and non-formal education,
informal learning does not have to take place consciously, due to which individuals do not
recognize it themselves immediately as a factor contributing to their knowledge and skills.
Life-Long Learning is defined as “All learning activities throughout life aimed at improvement of
one’s knowledge, skills, competences and/or qualifications for personal, social or professional
reasons”.
Two strategic materials, adopted by the Council of ministers of BiH, underlined the importance of the
adoption of a “Qualifications Framework” in BiH: The Strategy for VET development in BiH for the
period 2007-2013 (Official Gazette No 65/07); Strategic directions of BiH development with
implementation plan 2008-2015 (Official Gazette BiH No 63/08).
The “Qualifications Framework” in BiH is “an instrument for establishing of qualifications acquired in
BiH which provide grounds for accession, practicability, acquisition and quality of qualifications”. If
we refer to the document itself, we talk about the “Baseline of the Qualifications Framework in
B&H (Osnove kvalifikacijskog okvira u BiH)”.
Qualification signifies a formal result of the evaluation and validation process acquired when a
competent body determines that an individual accomplished learning outcomes according to the
anticipated standards.
Learning outcomes represent the statement about what a learner/student knows, understands and
can do on the basis of completed learning process, defined through knowledge, skills and
competences.
Knowledge signifies the result of information adoption through the learning process. Knowledge is a
collection of facts, principles, theory and practice related to the area of work or study. In the context
of the European Qualification Framework for the Lifelong Learning, knowledge is described as
theoretical and factual knowledge.
Skills represent the possibility of applying knowledge and use of the “know-how” principle to
conduct certain task and solve a problem. In the context of the European Qualification Framework,
skills are defined as cognitive (including use of logical, intuitive and creative thinking) and practical
(including manual proficiency and use of methods, materials, devices and tools).
Competences signify the proven ability of application of knowledge, skills and personal, social and
methodological skills, on the working place or during learning, as well as in private and professional
growth. In the context of the European Qualification Framework, competences are defined as
responsibility and autonomy.
Learn to be Entrepreneurial
A Common Accord for Entrepreneurial Learning
Learning to be Entrepreneurial is good for everyone!
Learning to be more entrepreneurial is a very important part of
personal development. Children have a great imagination which
enables young people to be very creative in all sorts of ways. They
learn a lot about life by doing and learning new things as they explore
life with a fearless excitement in a world that provides numerous
opportunities for them.
That boundless creativity of the young mind is a very important life
skill that is often dampened or suppressed as we grow up.
However the way people develop skills, knowledge and attitudes can
be greatly affected by the influences around them at home, in school
and at work.
A society with a healthy and strong entrepreneurial spirit can have very positive benefits for all
concerned. Thinking in an entrepreneurial way can help with all sorts of positive outcomes in
both social and business development.
An entrepreneurial society can reap considerable benefits such as:







Greater innovation and creativity, and being at the forefront of new technologies
Having a ‘can do’ attitude and a desire to find solutions to challenges
A strong belief and genuine desire to stimulate improvements in society and work
Improved business growth and economic performance
Enhanced community and social wellbeing
Raising self esteem and confidence to stimulate new opportunities
A believe that positive cultural change can be influenced by a strong entrepreneurial spirit
An essential competence for all
Having an entrepreneurial spirit is about an individual’s ability to turn ideas
into action. It includes creativity, innovation and risk-taking, as well as the
ability to plan and manage projects in order to achieve objectives. This
supports individuals, not only in their everyday lives at home and in society,
but also in the workplace in being aware of the context of their work and
being able to seize opportunities, and is a foundation for more specific skills
and knowledge needed by those establishing or contributing to social or
commercial activity. This should include awareness of ethical values and
promote good governance.
There is great commitment to ensure that people develop their entrepreneurial skills, knowledge and
attitude through ensuring emphasis in teaching and learning programmes by including a key
competence called Sense of Initiative and Entrepreneurship.
This means that people will develop essential knowledge, skills and attitudes related to this
competence which will have a positive impact on developing their entrepreneurial spirit.
Do something different today - everyday!
A Common Accord for Entrepreneurial Learning
Knowledge, Skills and Attitude
This knowledge includes the ability to identify available opportunities
for personal, professional and/or business activities, including ‘bigger
picture’ issues that provide the context in which people live and work,
such as a broad understanding of the workings of the economy, and
the opportunities and challenges facing an employer or organisation.
Individuals should also be aware of the ethical position of enterprises,
and how they can be a force for good, for example through fair trade
or through social enterprise.
Skills relate to proactive project management (involving, for example the ability to plan, organise, manage, lead
and delegate, analyse, communicate, debrief, evaluate and record), effective representation and negotiation,
and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s
strengths and weaknesses, and to assess and take risks as and when warranted, is essential.
An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal
and social life, as much as at work. It also includes motivation and determination to meet objectives, whether
personal goals, or aims held in common with others, including at work.
The approach in Bosnia and Herzegovina
There is considerable commitment in Bosnia and Herzegovina to the
development of the entrepreneurial spirit with strong ministerial support
at the highest levels in both education and economy. The Ministry of Civil
Affairs and the Ministry of Foreign Trade and Economic Relations are
actively working together to promote the importance of entrepreneurial
thinking in BiH.
Numerous projects supported from a wide range of sources are having an impact on entrepreneurial
developments within the education and economic sectors and much good work has been initiated. Fundamental
attitudinal change is needed if there is to be a shift in thinking and there is already a genuine desire, through this
project work, to have a positive impact on the way people think and the approach they have to life challenges.
Entrepreneurial Learning in the Education System in Bosnia and Herzegovina
EuropeAid/128078/C/SER/BA
Project funded by the EU
The entrepreneurial learning project in BiH is actively working to promote the importance of developing a society
that stimulates and endorses entrepreneurial thinking in all walks of life. The project team is working with a wide
range of organisations and individuals throughout BiH who are committed to embedding entrepreneurial thinking
into education and training programmes to have a positive impact on work and society.
The project is working with ministries and other high level organisations to develop a strategy that will enable the
implementation and sustainability of entrepreneurial learning in BiH. At the same time the project team are
working with a wide range of schools , social and business partners to develop ways in which teaching can include
entrepreneurial learning as a key competence at all levels.
Entrepreneurial Learning in BiH, ABU Consult Berlin, Project Office, Cekalusa 2, 71000, Sarajevo
Tel/fax +387.33.200.950 email: [email protected]
Key stakeholders make a pledge
The following organisations have agreed to promote this Common Accord in order to have a unanimous
and consistent message in relation to Entrepreneurial Learning in Bosnia and Herzegovina.
Agency for Pre-primary, Primary and Secondary Education
The Agency fully supports the development of
entrepreneurial learning in the education
system in BiH and is pleased to endorse the
Common Accord.
Association for Employers
A road to developed European post-industrial
economy can only be accomplished with
investments into new entrepreneurs.
Republic Agency for the Development of SME delivers support in
founding and developing small
and medium enterprises in RS
and generates the overall
system of support to SME.
We are here to provide our help for the
development of a flexible system of adult
education in RS which will meet demands of
labour market, principles of LLL and best
practices from EU member states.
Faculty of Economy Banja Luka is pleased to endorse a common
understanding of entrepreneurial
learning in BiH and fully supports
the need for ongoing educational
development.
Business through education.
International and local
promotion of business
and entrepreneurship.
We have to overmaster the new
knowledge in entrepreneurship and
be able to cope with competition in
the foreign market.
From Idea to Business – Empower
young people through acquiring
entrepreneurial skills.
Association LiNK Mostar works in public-private partnerships with
all relevant key stakeholders. Our goal is to
identify the entrepreneurial skills and attributes
that enable an individual in the local community
to be innovative and successful.
Systematic approach in the field
of delivering knowledge, training and counselling to small and
medium enterprises.
Your Regional Partner on the Road to
European Union.
REPUBLIC OF SRPSKA,
MINISTRY OF EDUCATION AND CULTURE,
INSTITUTE FOR ADULT EDUCATION
Entrepreneurial skills are the strategic
assets of communities responding to
change and attractive to investors and
employers, in what is now a global skills
race.
Business Service Centre in Zenica-Doboj
Canton is special department of the
Government which delivers business ideas
and implements trans-regional projects.
Advancement of society development
through entrepreneurial education of
young people and adults within various
projects.
Business support on your doorstep.
Labour and Employment Agency of Bosnia and
Herzegovina Sarajevo
Entrepreneurship...it might be your path to
success!
Association for development – NERDA has continually worked on
the strengthening of competitive
entrepreneurship through its projects,
constant learning and development,
and working with young people.
Sarajevo University Faculty of Pedagogy
This way of learning is extremely important in
modern educational-developmental trends and
requirements.
TALDi has identified that the most successful outcomes are in the
changed attitude of our beneficiaries, who have realized that the
entrepreneurship is about being proactive
thinkers, innovative, and an entrepreneurial
mindset that is simply a lifestyle!
Youth Employment Project
Entrepreneurial spirit is about making more
opportunities than one can find. The Youth
Employment Project advocates that, sooner or later,
BiH youth will need to work more on their
entrepreneurial spirit development.
Learn to be Entrepreneurial
Entrepreneurial Learning in the Education System in Bosnia and Herzegovina
EuropeAid/128078/C/SER/BA
There is outstanding enthusiasm and commitment from school directors, teachers and pupils in relation to the
introduction of entrepreneurial learning scenarios into the curriculum following the series of developmental
workshops.
Pupils have developed a plethora of scenarios including such topics as;
measures to improve flood protection, developing the first school newsletter,
making and selling jewellery to support a home for special needs children,
improving the school yard, professional orientation, making and selling soap to
get school books, submitting a bid for project funding, encouraging healthy
eating, and planning and organising the school excursion. In one school alone
the pupils had twelve different scenarios all being worked on simultaneously in
a very innovative and creative manner.
Pupils have grasped the entrepreneurial scenario concept very quickly and have shown
great eagerness to contribute to ideas and discussions. In many cases the pupils
confirmed that this way of working at school is completely new to them and they really
enjoy the opportunity to take initiative and to be responsible for their own work.
A local employer at one of the schools said that learning is like rowing a boat – if you
stop rowing, you stop moving – and it is imperative that young people seek out
opportunities and look for positive solutions in life. Young people are full of ideas and
using entrepreneurial learning scenarios is an effective method of releasing creativity
and stimulating a proactive approach to life and work.
Through the introduction of entrepreneurial learning scenarios pupils have shown great talent for innovation
and creativity. Their confidence and self esteem has been visibly enhanced in a very short space of time and one
student proudly stated - we now know that we can be entrepreneurial too! Pupils have cited numerous
motivational factors as a result of this style of learning including;

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
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



being responsible for our own ideas
working as a team
learning from each other
doing something positive and useful
being able to express our own ideas
understanding that everyone’s opinions are equally important
knowing we can make a difference,
and showing people that we can do it!
Due to the positive impact that the introduction of entrepreneurial
learning scenarios has had with the teachers and pupils a number
of schools have already notified their ministry of education that
they are intending to integrate entrepreneurial learning scenarios
into the curriculum from now on. Other schools have commented
that they will continue using this method of learning with or
without the project support as the benefits are clear and it has
been so successful in motivating pupils into action.
For further information please contact:
Entrepreneurial Learning in BiH, ABU Consult Berlin, Project Office, Cekalusa 2, 71000, Sarajevo
Tel/fax +387.33.200.950 email: [email protected]
Annex 3
Tentative list of indicators for monitoring the implementation of the “Strategy for Entrepreneurial Learning in BiH for the period 2012 – 2015, according to
the “Small Business Act for Europe” Human Capital Indicators for the Pre-accession Region 2011
Note: The first column indicates the expected level at the start of the intervention; the second column the expected level after completion of the strategic
intervention (2015); however, the levels might be corrected by means of regular SBA assessment for BiH and benchmark to the rest of the Western Balkans
countries
Principle 1: Create an environment in which entrepreneurs and family businesses can thrive and entrepreneurship is rewarded.
Policy framework for entrepreneurial learning
Starting level for strategic intervention
Level expected to be reached after completion of strategic
intervention
Policy
Level 3 A state-level entrepreneurial learning partnership has Level 5
An entrepreneurial learning partnership advises on a
partnership
been established between public, private and nonrange of state-level strategies (education, employment,
governmental sectors to promote entrepreneurial
SME, R&D) and action plans.
learning.
Policy
Level 2 Entrepreneurial learning is recognised as a
Level 3
Policy instruments specific to each level of the education
and training system clearly identify entrepreneurial
elaboration
developing feature within education and training
learning as a priority development area with due
process
policy instruments.
reference to curriculum, teacher/trainer training and
school governance.
Policy support
Level 2 Pilot projects funds available (public and/or private)
Level 3
Dialogue ongoing between state authorities, private sector
and philanthropic society for coordinated financial support
resources
for entrepreneurial learning developments (e.g.
for systemic lifelong entrepreneurial learning.
teacher training, teaching materials).
Monitoring and
Evaluation
Level 2
Baseline data is being collected on entrepreneurial
learning projects and is registered within a
countrywide database.
Level 4
Good practice
exchange
Level 2
A network of lifelong entrepreneurial learning
providers meets on a regular basis to exchange good
Level 5
An annual report is published and made available on-line
detailing key developments in entrepreneurial learning in
the country, including lessons learnt and identification of
good practice.
Within the reporting period, at least one domestic good
practice has been transferred to another education and
1
practice.
Non-formal
learning
Level 1
Examples of actions to promote non-formal
entrepreneurial learning (privately and/or publicly
supported).
Lower Secondary Education (ISCED 2)
Organisation
Level 2 Some evidence of more flexible teaching and learning
arrangements conducive to promoting
entrepreneurship as a key competence (e.g.
opportunity identification, initiative, creativity,
innovation and risk taking by pupils) within primary
schools.
Evidence in some primary schools of school
cooperation with local communities and enterprises
reported in baseline data (Monitoring and evaluation
sub-indicator).
Entrepreneurship Level 2 Entrepreneurial learning in primary education is
key competence
confined to school-based individual initiatives which
are known to the education authorities.
Learning
Level 2 Evidence of development of entrepreneurial learning:
environment
a) teaching materials; b) teacher training which
includes entrepreneurship as a key competence; and
c) school-enterprise cooperation agreements.
Level 3
training environment in a neighbouring country, European
Union or beyond. (through participation of BiH to SEECEL)
Examples of agreements established between public
authorities, enterprise, community groups or
philanthropic organisations to develop entrepreneurial
spirit and skills across society with particular reference to
children and young people.
Level 4
Support from relevant education institutions to provide for
flexible teaching and learning arrangements which
promote entrepreneurship as a key competence (e.g.
opportunity identification, initiative, creativity, innovation,
and risk taking by pupils) within primary schools. This
includes cooperation between primary schools, local
communities and local enterprises.
Level 3
Entrepreneurial learning in primary education comprises
entrepreneurship key competence provisions as an
integral feature of the Common Core Curricula
Level 3
At least 5% of primary schools have: a) entrepreneurial
learning teaching material; b) staff knowledge and skills
for teaching entrepreneurship as a key competence; and
c) school-enterprise cooperation agreements.
2
Secondary Education (ISCED 3)
Organisation
Level 2 Some evidence of more flexible teaching and learning
arrangements conducive to promoting
entrepreneurship as a key competence (e.g.
opportunity identification, initiative, creativity,
innovation, risk taking by pupils) and more specific
business skills within secondary schools.
Evidence in some secondary schools of school
cooperation with local communities and enterprises
reported in baseline data (Monitoring and evaluation
sub-indicator).
Entrepreneurial
Level 2 Entrepreneurial learning in secondary education
learning
(entrepreneurship key competence and business
skills) is confined to school-based individual initiatives
which are known to the education authorities.
Learning
environment
Level 2
Entrepreneurial learning teaching materials and
teacher training under development by way of
strategic pilots and which include structured
cooperation between secondary schools and local
enterprise.
Level 4
Support from relevant education authorities provides for
flexible teaching and learning arrangements conducive to
promoting entrepreneurship as a key competence (e.g.
opportunity identification, initiative, creativity, innovation,
risk taking by pupils) and more specific business skills. This
includes direct cooperation between the schools, local
communities and local enterprises.
Level 3
Entrepreneurial learning (entrepreneurship key
competence and business skills) is an integral feature of the
Common Core Curriculum which specifies
entrepreneurship key competence and elective
entrepreneurial learning subjects.
Level 3
At least 25% of secondary schools are employing
entrepreneurial learning teaching material, with staff
trained for entrepreneurship key competence and business
skills. The schools have structured partnerships with
enterprises.
3
Principle 8: Promote the upgrading of skills and all forms of innovation.
Enterprise Skills
Starting level for strategic intervention
Training Needs
Analysis (TNA)
Level 2
Government, social partners and business community
are in dialogue with view to establishing a systematic
TNA framework for the small business community.
Access to
training
Level 1
No on-line public register of training providers and
training programmes is available
Quality
Assurance
Level 1
Start-ups*
Level 2
Enterprise
growth
Level 1
There is no state level framework for quality
assurance of training delivered to the small business
community.
Some cases of accreditation of training programmes
and training providers by international bodies.
20% of newly registered start-ups in last 24 months
have benefited from training and business advisory
services in the reporting period (including e-training).
No systematic approach to develop small enterprise
human resources (knowledge and skills) for growing
businesses.
Level expected to be reached upon completion of strategic
intervention
A TNA framework has been agreed between governments
Level 3
at all levels, social partners, and business community with
particular reference to economic growth sectors.
The TNA framework identifies a) skill weaknesses in the
workforce, b) skill gaps and c) future skill requirements.
Standard data collection instruments and a data
management system are in place as part of a wider national
economic development plan.
Level 2
Register of training providers and training programmes
broken down by regions, available on a recognised
website.
Level 3
Dialogue ongoing between training providers, employers
and Government regarding quality, standards and
accreditation of training provision for enterprises. This is
linked to wider European quality assurance networks.
Level 3
Level 2
40 % of newly registered start-ups in last 24 months
have benefited from training and business advisory
services in the reporting period (including e-training).
Knowledge and skills development for enterprise growth
has been agreed as a priority between business
community and government and is registered in
economic development plans at all levels.
Public finance agreed to support training and advisory
services for growth enterprises.
* Start-up training comprises management, basic finance and basic marketing skills supported by public and/or private funds.
4
Annex 4
Strategic recommendations for the promotion of „entreprise skills development“ as per Principle 8 of
SBA
(A summary)
This paper has been elaborated in the framework of the TA project to respond to the requirements of
Result 3 to produce a set of recommendations, proposals and suggestions on the method and form of
needs assessment in connection with entrepreneurship when it comes to adult education with regard to
training needs analysis (TNA), access to training services, support to start-ups and Quality Assurance in
enterprise skills development in BiH. A summary of recommendations for strategic actions are included
into the core text of the Strategy; this annex further outlines the concept paper.
In periods of transition, individuals who have entrepreneurial mindsets need to be encouraged and
fostered by society, in order to enable them use their genuine potential to adopt new techniques and
create added value in already existing social and economic relations.
BiH (and the whole SFRJ) was just before the war in the phase when the political and administrative elite
realised that changes have to be urgently introduced and private initiatives should be supported in order
to alleviate already perpetuated social and economic crises.
The war which broke out was in itself destroying human activity, but on the other hand it offered the
chance to proceed with 'resetting' of human relations.
In the process of Post-war rehabilitation, modern technologies1 have been used, which have led to
economic recovery and refreshments in terms of human capital. Unfortunately, BiH was in a situation
where it was impossible to start first with classical rehabilitation and then proceed towards
development, due to the fact that the post-war period was marked by rebuilding the country in a
bottom-up, consumer-oriented style/approach and not geared towards investing into Human Resources
Development and promotion of entrepreneurial members of the population, who had abilities to create
new values and upgrade existing ones, by setting up new production capacities.
The process of constitutionally establishing the country (state, entity, canton and municipality) has
absorbed to a large extent the capacities of the most educated members of the society.
1
Advanced technologies were being produced and developed for army purposes and therefore unavailable,
carefully kept and inaccessible for enemy and domestic people alike. When wars finish these technolgies can no
longer remain as top secret, they would start to be applied in commercial economy and every day life.
Entrepreneurs would very fastly find ways to generate new work places and new commercial products.
1
If we go back to the very beginning and observe the basic characteristics of an 'entrepreneur' and the
fact that every nation has a limited number of these people (some surveys say maximum 5%) and that
entrepreneurs are the ones who are ready to identify an opportunity, find solutions and take necessary
steps, we can agree that they were amongst the first people to leave this country, even before the war
broke out2. Institutional building of the BiH capacity and constant pressures from the international
community have forced institutions to engage the rest of the educated population3 to put in function
state administration. Offering the people relative security and stable salaries, state, entities and cantons
have consciously withdrawn the rest of the 'inventive' population, and by engaging them into this
process, impeded upon their own potential for development.
At the same time, the situation was not followed by development of education institutions (education
reform). BiH needed the reform of the teaching approach and introduction of the new education
environment to facilitate identification of “potential entrepreneurs” and enhancing the value of human
capital dimension.
The EU Member States have, in the meantime, recognized the importance of entrepreneurial mindset
and created the environment to promote, within their own strategic documents and in a concerted
manner at the level of the EU, Entrepreneurial Learning as an elementary prerequisite for transitions
and overcoming the post-industrial crisis which emerged as the consequence of technological revolution
in the latest 20 years of the 20th century that continued well into 21st century.
This is one of the most important missions of each country and many international projects in BiH,
independently and non-coordinated by anyone4, have identified this domain as very interesting and
attractive for their activities in the period of post war rehabilitation and development in BiH.
It is doubtless that these activities of international players are welcomed in BiH, but it would have been
more useful if local authorities and administration had recognized in time these facts themselves and
2
The first waves of refugees from BiH were entrepreneurs and people with certain capital who were able to
survive wherever they go. The second waves were intellectuals who could count on getting a job in many
countries. The third wavewere educated people who knew that they won’t get a job here and they didn’t want to
fight in the war. These three waves of refugees happened before the war in BiH and those people are in their full
strength with newly established families (age 35-45); the most productive part of population and logically the most
inventive.
3
Most of the institutions in BiH have been established with benevolent financial help for operative functioning,
salaries and sometimes even through loans which will, upon expiry of the grace period, pose additional burden on
our already underdeveloped economy.
4
Projects were primarily created by international experts, NGO-s and lead by the fact that donor community had
found it attractive at particular moment. Foreign donors and NGO community have generally showed in BiH a very
low level of willingness to exchange information and coordinate activities. Especially it was impossible to exchange
of experiences and consolidate working methodologies, and also acknowledging of requests from the field.
2
taken over the initiative, which could later be followed by foreign donor support. Now, we have the
situation where a variety of projects act as an ''unsynchronised orchestra, without conductor and with
every musician playing in a different tone''.
Local stakeholders have noticeably changed their attitude towards EL, but activities in this field are still
not coordinated, random and not systematically established.
The situation is especially sensitive at the local level (municipality level), due to limited budget
potentials. Administration is under a huge pressure and currently not in the position to answer to longterm needs of investing into entrepreneurship development.
Although there is a visible evidence that in the former system, there was interaction between local
authorities and local enterprises5, presently companies are not planning properly6 and the local
community is not interested in their development plans7. It is all happening despite the fact that
everyone assertively and indisputably agrees on the fact that these enterprises, regardless of their scope
or number of employees, are the cornerstone of the socio-economic development in their local
community.
Entrepreneurship education and recommendations for establishing a permanent entrepreneurial
initiative support system
We are talking here primarily about enterprise skills development, which is strictly related to knowledge
and skills development in order to start up, maintain and run an enterprise. These activities are divided
into two different groups: ''start-up'' support activities and support to existing enterprises in order to
prevent the risk of failure. Every local community, institutions of cantons and Brcko District, entity
governments and common bodies should launch media and other forms of campaigns in order to
promote activities and initiatives which give a positive feeling to potential entrepreneurs that ''there are
people and organizations who are ready to help and they won't be alone in their great business
5
In the former period we had a practice of monthly ‘briefings’ of local executive political authorities and
enterprises which included discussions and synchronizations of development planning, the need for education of
new workforce and plan realization. There were the cases where local policy factors used to get actively involved in
lobbing at republic or state level on behalf of certain development plans, and also other entrepreneurs were
helping in development of other sectors in the form of loans, installment credits and expert help.
6
An average entrepreneur in BiH plans only on a daily basis and he doesn’t communicate his action to the wider
local community.
7
The average municipality mayor in BiH finds that private companies are the matter of consideration exclusively
for their owners and that mayor is not entitled to meddle into their business. They do not want to deal with
enrolment policy in schools because it is under the jurisdiction of ministries. They do not have a clear vision on
how to invest into non formal education of adults, prequalification of unemployed and similar “costly activities”’.
3
venture”. Permanent (not ad-hoc) support programmes and mechanisms need to be developed as
follows:
TNA for SME staff, constant monitoring and analysis of the state in this sector; yearly performance
analyses, planning and creation of incentive measures
The starting point for support to the process of employment and economy growth is the mechanism of
continuous communication, monitoring and analyses of HRD needs in the SME sector. Regular reports
on TNA and needs assessment in the field of SMEs are the main condition and tool for local
administration and higher authority levels to enable them design supporting measures.
It is very important to define questions for the purpose of monitoring. Such questions would provide
precise information tocompanies on the necessary new workforce, directions of development
andassessments of the need for HRD capacity development.
TNA (Training Need Analysis) is the activity which not only defines the needs of an enterprise but also
the commitments and plans of the local community in delivering of training and courses and making
them available and accessible for all companies and their employees.
The SBA (Small Bussiness Act), which is the successor of the EU SME Charter, clearly defines
commitments of business communities to permanently monitor the situation in SME and enable,
through strategic and policy actions, accessibility to training and additional incentive measures and
methods of co-financing, in order to facilitate access for everybody and under equal conditions.
Support to „Start-up“ businesses
It is quintessential that every local community creates preconditions for its citizens (regardless of their
age, level and type of education, ethnic or gender disposition) where they can, upon request, get the
chance to access information and advisory services on ''How to start up a business''. This should be done
in line with a methodology which is equal for all and applicable to all age and education background
groups and with elementary literacy as being the only prerequisite. 8
Smaller local communities9 which don't have resources for such activities have to communicate with
neighbouring, larger municipalities and secure access of their citizens to services offered by these
municipalities.
8
There are some debates on what is considered nowadays as “basic literacy”. Many developed countries insist on computing
literacy too. The level of IT literacy is still very low in BiH due to prevailing opinion that IT skills would influence decrease of the
human potential. There are still some domains where new values can be created without computing skills but their lifetime is
very short.
9
Some local communities and municipalities in BiH have a small number of residents and they don’t have conditions for
organizing of trainings because the overall potential is very small and there are only one or two individuals who could start up a
business. There are even municipalities with less than 1000 residents.
4
-
How to articulate a business idea
-
How to turn an idea into a business plan
-
How to examine the market potential for a business idea
-
How to define the target group of customers/buyers of a product/service.
-
How to define costs and prices of products/services
-
How to promote-sell and charge a product/service
-
How to access the basic capital for a business start up.
These modules can vary in the sense of duration and teaching method but the most important is to
define basic terms and tools which are used to achieve certain results (same with all students), and
especially for the reason of having mixed groups of various ages and education backgrounds.
Support to new business ventures
Following completed courses, local communities have to provide resources for the implementation of
business plans to those participants whose business ideas (according to expert assessment10) have
potential for further development.
This support has to be defined and available to all entrepreneurs, under the same conditions and at all
times.
The most transparent method for financing of expert assistance is establishing of so called “voucher
scheme”.
It is the way to secure a systematic model of financing where the assistance provider is conditioned by
the result of provided assistance, i.e. confirmation of the client on the completed task. Criteria for using
''vouchers'' define the conditions of financing/co-financing and the mechanism for controlling expenses.
Such mechanisms, if set up in a correct manner, provide conditions for a great confidence between
start-up entrepreneur and the consultant-advisor and opens the possibility of long term cooperation. It
also encourages potential of local community for future projects.
This support entails:
-
Assistance for turning of a business plan into investment plan or loan application
-
Assistance in the identification of financial resources
-
Assistance in the process of SME registration
-
Assistance in initiating business activities
10
Development agency, trainers or consultants who have delivered training submit reports to the organizer on the rate of
success of the training initiatives and which ideas have potential of new business ventures.
5
It is very important to define what is not envisaged by this type of support. The most common mistakes
in relation between the consultant and theclient are reflected in the client's (entrepreneur's) high
expectations. They are asking for favours which simply do not fall under obligations of the consultant. A
consultant is not expected to:
-
Negotiate with a bank or another investor on behalf of an entrepreneur
-
make decisions in the name of an entrepreneur
-
negotiate with customers or suppliers on behalf of an entrepreneur.
-
negotiate, lobby or advocate interests of an entrepreneur before the local administration or
other levels of authority.
Support to existing enterprises in order to reduce the risk of failure
Local, cantonal and entity communities are expected to provide different models of support to existing
enterprises, aiming at increasing the employment rate and preventing the risk of bankruptcy, especially
for SMEs. The critical factor of success is the lack of specific knowledge and skills of entrepreneurs who
don't have the time or are not ready to learn or are not aware of their weaknesses.
The most important risk in BiH relates to the lack of so called “business mentality”11 in the sense of
understanding of the real world/market functioning.
Notorius is the fact that within a competition and globalisation environmentthere is no horizontal
'balance line''. There is no possibility that an entreprise which has accomplished a certain level of
performance and services can continue in the same pace and do business (equally successfully) in the
forthcoming years.
Unless the owner recognises the state of low performance of his/her own company, the company very
fastly outgrows capacities of its owner and inevitably fails because new competition is emerging and
incessantly growing.
A major risk is the fact that the owner or management of a company have no clear perception about the
lifetime of a product or service and they don’t invest into development of new products and services.
This primarily emerges out of people's ignorance and of them not being aware of elementary economic
and market regulations, which require entrepreneurs to be constantly in quest for knowledge, to pursue
acquisition of new information in their specialist area of operating, as it is the only way to have a clear
11
An average businessman in BiH is a 55 years old male with secondary education background who has nothing to do with the
business he is currently running. He is the owner of the company, its executive director, financial and sales director and the
main staff member. He is in charge of everything. An average BiH businessman holds exclusive ownership over the company, he
neglects the future prospects of the firm and he also neglects labour market demands and needs. Due to his attitude and
inconsistent behaviour, development and destiny of the company become his hostage and its disaster is imminent.
6
perception about trends and potential prospects of their own business in the short and long-term
prospect.
We shall mention a number of additional risks which influence development and increasing chances for
failure of a company, and along with that, the loss of jobs.

Lack of involvement of the family into planning and managing or the lack of competent
successors to run the business when the owner is no longer capable to run the
company.

A low level of knowledge in the field of corporate management

Insufficient knowledge and inappropriate integration of marketing in companies;
illiteracy in ICT and languages

Non existence of strategic development plans

Complete ignorance of the developments on the capital market
All these shortfalls, along with others not mentioned in this paper, significantly decrease the possibility
of development and growth of a company and, inevitably, increase the risk of failure. The public
authorities and local community need to find ways to help and assist those entrepreneurs who have
identified their weakness and request professional assistance.
Therefore, administration needs to introduce permanent and easily accessible services for
entrepreneurs who need help and at the same time to ensure that they acquire real knowledge and
skills instead of superficial help in the form of theoretic lessons which are not applicable in practice. The
state is obliged to set up institutions and mechanisms of lifelong adult learning and acknowledge
(certify) individuals and institutions (public and private) who are training providers in this area. A serious
approach to this problem envisages also financial help to enterprises (beneficiaries of these services and
trainings) because it all leads to fuelling of the budget and is not considered as an expense but as an
investment in human capital of society.
It is very important to establish and verify public rules and procedures for utilizing subsidies and to
establish criteria of territorial and sectoral policy of development stimulation. In other words,
prioritising in terms of policy intervention needs will lead to a more evenly developed socio-economic
territory and avoid unnecessary workforce migration.
After the support mechanisms, rules and procedures for using this form of training have been defined, it
is necessary to design appropriate modules of training and determine obligatory level of information
and knowledge required from an entrepreneur and his knowledge requirements towards the quality of
the services offered by the training provider.
7
Modules have to be compatible with trends and new technologies in the world because entrepreneurs
have to follow the latest developments and changes in the market competition. Along with these
strivings, providers become more and more competent and their services have to be 'up to date’’.
Training programmes for enterprise skills development are traditionally divided into 4 major areas of
expertise which needs to be provided by the system:
-
Management and strategic planning
-
Technology and product development
-
Financial management
-
Marketing and sales
In order to increase confidence of entrepreneurs towards training providers and thus develop the
training services market, Quality Assurance plays an important role in creating further training demand
on behalf of entreprises and lead to a more competent workforce. Therefore, it is necessary to enhance
the dialogue between training providers, employers and Government with regard to quality, standards
and accreditation to training provision for enterprises, ideally linked to quality assurance networks
existing at European level.
Constant awareness-raising campaigns and promotion of good practice examples, awards to
performant individuals and companies.
Simultaneous to the process of establishing the permanent support to SME support and training, local
communities, cantons and entities have to organize public information campaigns on available support
mechanisms and on their attitude towards entrepreneurship as an approach to address unemployment.
Authorities have to show that successful individuals are respected members of society, regardless of the
scope of their enterprise.
It is essential to underline in the awareness campaign that entrepreneurs are cornerstones of
development; the SME sector is expected to become a main pillar of progress and economic
development.
It is also significant to run an awareness campaign in favour of LLL because technological changes occur
every day, so that each individual is required to follow trends and upgrade their knowledge in order to
counteract the risk of unemployment. It is necessary to influence citizens, regardless of them being
employers or employees.
8