Primary enterprise education
The role of primary enterprise education must be to instil as many of these character traits as possible. These traits are useful for everyone to possess, not just an aspiring entrepreneur. Character development is far more potent during our formative years so the sooner we get to work, the better.
We believe that introducing children to entrepreneurial role models that display these characteristics is part of this learning process and is especially beneficial for children who don’t necessarily have entrepreneurial role models in their immediate network.
We’re confident that by introducing children to positive entrepreneurial role models and giving opportunities to emulate their behaviour, enterprise education has the potential to not only inspire children to excel academically but empower them in their career choices later in life, whatever they may be.
Should enterprise be on the primary curriculum?
Enterprise education is still completely optional for primary schools, although many have adopted elements of it. This means there’s variance in the quality and quantity of enterprise education delivered to students in key stages 1 and 2.
Clever Tykes believes enterprise education should not be on the primary curriculum. We believe that campaigning for it to be on the curriculum is unnecessary and that our job is to simply make enterprise education and enterprise resources as accessible and appealing to teachers as possible. It must be an intentional decision for teachers and schools to deliver enterprise education.
Read Lord Young’s 2014 report “Enterprise for all”, in which enterprise education features heavily in the overall strategy to improve enterprise and increase the number of entrepreneurs in the UK.
Why is enterprise learning important?
Aside from the development of a wide range of important character traits, there are studies highlighting the value of enterprise education.
Enterprise education increases the likelihood of someone starting their own business and the likelihood of them being successful (and we know ‘success’ is subjective and involves many factors). We also know that children who grow up with an entrepreneurial role model (even in stories) are more likely to be prosperous in their business pursuits.
But why do we need more businesses?
Small businesses are fundamental to virtually every developed society. Entrepreneurs start businesses to provide people with valuable products or services, solve problems, and develop new technologies. Their businesses help to create jobs and wealth in our economy, so it’s important we inspire and empower people to act on their ideas.
Exactly how do you deliver enterprise education to primary school children? How do we encourage them to engage with what is, on paper, a very advanced concept and subject matter?
There is an important distinction to be drawn between encouraging children to be enterprising and teaching them to set up and run their own company.
Firstly, we need to ensure the idea of what a business person is and does is a positive one for children; the Clever Tykes books portray entrepreneurs in a different light to the traditional mean and greedy businessman in books and TV shows. Next, we must find effective ways of integrating enterprise learning in the school day, whether through discreet lessons or via other areas of the curriculum.
That’s why Clever Tykes developed resources to accompany the series, to ensure the effective delivery of enterprise to children through a variety of means including PSHE, guided reading and enterprise clubs. The books also give context to maths, IT and art and design projects, giving children an understanding of the practical application of these subjects. We believe that both a holistic and practical approach must be taken to inspiring enterprise in young children.