This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

Leonardo Partnership project “PARTNERSHIP FOR ENTREPRENEURSHIP”

Teaching entrepreneurship at vocational level in Turkey

1. Please explain how entrepreneurship is presents in the school curriculum on vocational educational level ( is it obligatory subject, how many hours, what are the aims etc) in your country

Entrepreneurship is a module in professional development lesson and it is one of

the student club topics on vocational education high school level in Turkey. Lesson and

club are 2 hours a week.

Students who passed from the lesson can have some skills and abilities about

business creation and development also they can bring together workplace, employee,

equipment, and financing.

Steps of the module are...

1. Classifying firms according to their structure.

2. Preparing work program for starting a business.

3. Preparing a business plan for completing the process of establishing a business.

4. Preparing necessary plans for sustainable firm and developing of capacity.

5. Understanding legislation about business law.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

2. Please explain which entrepreneurship skills or competences are the most important as didactical achievement among students in your country.

1. Developing a business idea

Analyzing datas

Collecting feedbacks

Producing business ideas

Choosing the most suitable business idea

2. Financing Calculating the start up expense

Pricing

Preparing budget

3. Marketing Developing marketing strategies

Advertising and branding

Creating a web site

4. Management activities Deciding on basic business activities

Deciding on organizational structure

5. Work plan Developing work plan

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

3. Please describe the most popular educational tools for teaching entrepreneurship at vocational schools in your country. Please explain if they are limited to the theoretical background or also give sense of practice

Most popular educational tools are books and internet sites. They are theoretical

but teachers can want performance assignment from student according to the practice.

Government and non-government organizations support entrepreneurship in

Turkey. Some of these are very popular.

KOSGEB: Supporting and developing small and medium-sized enterprises

administration

Public institution that established for improving firms' role and the effectiveness

in the economy.

www.kosgeb.gov.tr

İŞKUR : Turkey business agency

The first formal human resources agency in Turkey established with the aim of

ensuring increased employment.

www.iskur.gov.tr

TÜBİTAK : The Scientific and Technological Research Council of Turkey

Organization that aims to promote science and technology.

www.tubitak.gov.tr

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

4. Please tell if exist in your country educational materials, which is based on enterprise simulation addressed to vocational schools (like on-line games, specific lessons scenarios, case studies etc.)

Turkcell akademi :

ABC of entrepreneurship

The foundations of entrepreneurship with videos.

http://www.turkcell.com.tr/akademi/kategori

Initiative factory :

Using a 5-week acceleration program creates opportunities for

entrepreneurs to test their ideas.

http://www.girisimfabrikasi.com/

young entrepreneurs :

It is belong to youth and sport ministry of Turkey and A total of 70 hours of training

. for entrepreneurs gencgirisimciler.gsb.gov.tr/

International entrepreneurship centre :

meeting place of the entrepreneurial university students in Istanbul

www.uluslararasigirisimcilikmerkezi.org/

Entrepreneurship council of Sabancı University :

continuously certified entrepreneurship education center for all university students girisimcilikkonseyi.sabanciuniv.edu/

Capitalism | Blogomi Entrepreneurship game on facebook based blogomi.net/kapitalizm/

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

5. Please explain in a short way, how you evaluate level of the entrepreneurship teaching at vocational schools ( what is good, what is the main problem, what is the % of the vocational school alumni, who start up own companies etc.)

As an educational concept entrepreneurship is characterized by lots of imbalances. One

of them is related to the course topics. Efforts are focused on answering questions like ...

who is an entrepreneur,

how his or her social,

psychological profile looks like,

what entrepreneurs do and the like.

Less attention is paid to ways of doing things. Often, the tools presented to the trainees are

brought in directly from the management theory and practice of large companies, without

taking into account.

the fact that such knowledge is difficult to implement in a small or medium-sized company. A

wider application of the case study method cannot compensate for the lack of a broader

methodological basis for entrepreneurial training.

Entrepreneurship education is thought to be offered primarily at vocational high

schools. Socially, a movement should be initialized within the transition economies.

Thus, the entrepreneurship education should be offered at earlier stages and

taken up on a broader scope. The coordination of the different organizations

working on the entrepreneurship education in Turkey was realized especially

after 1990. Hence, the communication between schools, public and

private sectors flourished.

6. Please explain how teachers could develop their professional skills according teaching entrepreneurship in vocational schools ( any special post-graduated studies, in-service training)

In recent years, the entrepreneurship and the education of the entrepreneurs are

the life sources of any economies. The reason for this fact is the

entrepreneurs’ position as the corner stones within the economic system. As

regards the transition economies, the entrepreneurship is located on a much

more significant point.

Turkey has an aim to 2023. This year is going to be 100th establisment anniversary

of republic of Turkey. Country wants to be in biggest 10 economy of world. Traditional

society must become much more competitive society to achieve the goal. having entrepreneur

economy is the only way of possession a competitive society . In this case, educating

entrepreneurs is the primary target.

in 2012 january of 21th a deal is signed with Turkish education ministry, intel

technology firm and tubitak. According deal ministry selected some vocational branch

teachers from every city of Turkey (according to the populations). Number of the teachers

was 130. Teachers have taken technology ,entrepreneurship and innovation education for 2

weeks in Ankara in 2012.

Afterwards When teachers went back to the their cities. They have trained the

teacher groups from their cities. This was kind of dissemination. Information and methods

that said are applied in the clubs in vocational high schools of Turkey.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

7. Please tell how real companies could contribute and be involved in the entrepreneurship teaching process on vocational school level in your country ( like review of the curriculum, project lessons based on the real problems given by the real company, providing some lessons etc.)

1. Entrepreneurship teaching may be at the private education institutes as a branch. These

teachers can take office all part of country.

2. Some responsible companies may organize a contest with money prize every year so they

may give some opportunities to winners for realizing their dreams.

3. Most famous entrepreneurs lives is printed and deliver to the students with no money.

4. Some dominant firms can give entrepreneurship education some teacher groups.

5. Students can prepare work plan in entrepreneurship lessons. After teacher approval, they

can deliver to the firms which give grant.

6. Some firms may give grants to the teachers who want to take graduate education.

7. Companies may provide support to changing entrepreneurship lessons from theory to

practise.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

8. Please choose at least one good practice of the teaching entrepreneurship at vocational

schools in your country and describe it in more detailed way

Students divide in to groups. They apply from the beginning to the end all

entrepreneurship rules and steps to their ideas. At last all groups present their ideas with

official file and show other groups.

Step 1: Find one that fits

My class mates Interests Skills Future targets

1..... .....

2.... ....

Step 2: Every group consists 4 student

One student is executive

One student is scribe (secretary)

One student is spokesman

The last one is member

Step 3 : Every subject of entrepreneurship is discussed in 4 section.

Planning

Performing

Reviewing

Sharing

Step 4: Choosing role models

entrepreneurial role

models

The name of the

business

the qualities that

make successful

1..... .....

2.... ....

Step 5: Generate business ideas with using mind maps and

generate ranking chart with mind maps.

At last they choose 2 business idea.

step 6: Implementing a survey

Each group prepare a survey for market research, customers, rivals, market

. conditions and then decides last one idea.

Step 7 : Analyzing of idea that selected

Each group prepares rival analysis and swot analysis

Step 8 : Calculating start-up costs

each group prepares start-up cost table and chart.

This project has been funded with support from the European Commission. This publication

[communication] reflects the views only of the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

step 9 : Pricing

Groups decide cost price and sales price for each unit.

Step 10 : Budget

groups prepares budget for first year.

Step 11 : Marketing Strategy

Groups decide product, price, place or distribution and promotion strategies.

Step 12 : Branding and advertising

Groups decide name, logo, slogan for potential customers interest

Step 13 : Creating web site

Groups decide color, easy to use web site.

Step 14: The basic business activities and organization

Groups decide how the manage the firm management stages.