Entrepreneurship at school: a springboard for students 'self-confidence and teachers' professional motivation

QUEBEC, March 30, 2011 / CNW Telbec / - The Quebec Entrepreneurship Contest is proud to release today the full report on the analysis of the spinoffs and success factors of entrepreneurial projects carried out in elementary and secondary schools in Quebec located in underprivileged areas1, as part of the Valoris project. More than 800 young people and 50 teachers, from five regions of Quebec (Capitale-Nationale, Chaudière-Appalaches, Estrie, Mauricie and Montreal), took part in this process during the 2009-2010 school year.

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QUEBEC, March 30, 2011 / CNW Telbec / - The Quebec Entrepreneurship Contest is proud to release today the full report on the analysis of the spinoffs and success factors of entrepreneurial projects carried out in elementary and secondary schools in Quebec located in disadvantaged areas1, as part of the project Valoris. More than 800 young people and 50 teachers, from five regions of Quebec (Capitale-Nationale, Chaudière-Appalaches, Estrie, Mauricie and Montreal), participated in this process during the 2009-2010 school year.

The findings from this survey are very revealing. As stated by the President and CEO of the Competition, Natacha Jean: “  Although we are privileged witnesses of entrepreneurship in schools, we are positively impressed with the results of Valoris. These data confirm the extent of the benefits of entrepreneurial projects, both for young people and their teachers. "

Young people more confident, motivateds and having regained their power d'action
" I know nowwhile I canux go far in life. "- 16-year-old student in special education

During the entrepreneurial project, students are encouraged to make decisions, take responsibility and come up with ideas. They then become aware of their skills, sometimes even going so far as to change their perception of themselves. Besides, 95 % of teachers observed that the entrepreneurial project enabledto increase the self-confidence of a student with learning difficulties, 82 %of students said the project made them proud of themselves and 77 % of students say they are more confident as a result of this experience.

Also, the school motivation is part of the positive impact of entrepreneurship on students. Indeed, 97 % of teachers believe that the entrepreneurial project has increased the motivation of students to be in class, 99 %of teachers say that students' sense of belonging to school has increased and 66 % of students said the project motivated them to go to school.

In addition, the entrepreneurial project made it possible to develop the entrepreneurial profilestudents, according to 98 % teachers. the sense of responsibility, perseverance and team spirit are the qualities most frequently mentioned by the students themselves when asked the question. The pupils also got to know each other better through the project and to discover each other from new talents (according to 96 % teachers).

Teachers who are happier in their work and able to adapt to their students
"  Carrying out the project reminded me why I left for teaching.
This is what motivates me to keep both feet in the business! "- secondary school teacher

The benefits of entrepreneurial projects are also evident among the teachers themselves. Indeed, all the teachers surveyed claimed to haveappreciated their entrepreneurial experience and 91 % of them claimed that this spawned their pleasure of teachingEight teachers interviewed on tenspontaneously underlined the extent to which entrepreneurship motivated in their practice.

Also, according to 94 % teachers, the entrepreneurial project allows them to renew their teaching practices and all those interviewed affirmed integrate their disciplinary content to the project, whatever the discipline. It is indeed, for these teachers, a different way of teaching, in order to adapt to their students and to give more meaning to the learning. Several of them confided in us that they would no longer be taught otherwise, since their students are mobilized around a common goal (94 %) and that carrying out an entrepreneurial project allows them to achieve new challenges (95 %).

All in all, considering the current issues in education, entrepreneurship at school is a factor favoring the engagement of students and teachers.

Key elements maximizing these positive spinoffs
Ten success factors were raised as being elements facilitating the realization of entrepreneurial projects in the classroom and maximizing their benefits.

  1. Motivation and conviction of the teacher;
  2. Appropriation of the project by the pupils;
  3. Equitable participation of all students involved;
  4. Realistic challenge for all… both for students and teachers;
  5. Visibility of the project outside the classroom;
  6. Feedback with students;
  7. Adequate planning;
  8. Frequency of entrepreneurial projects in their course;
  9. Support from the community;
  10. Access to resources.

A detailed report available online
The explicit presentation of the results of Valoris is available online at concours-entrepreneur.org under Targeted entrepreneurship.

You will find all the benefits and success factors identified byValoris during the 2009-2010 school year, as well as a promotional videohighlighting students and their teachers, involved in the realization of an entrepreneurial project in the classroom.

Recall that the project Valoris is initiated by the Quebec Entrepreneurship Contest and its mission is to encourage the realization of entrepreneurial projects in elementary and secondary schools in Quebec located in disadvantaged areas. Valoris is financially supported by the Youth Secretariat, the Ministry of Employment and Social Solidarity and the Youth Forum of the Capitale-Nationale.

1 According to the socio-economic background index of the Ministère de l'Éducation, du Loisir et du Sport.

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