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Entrepreneurial Learning

About the Inspire project

The project is a joint initiative of a sport school, 2 universities, 2 public authorities responsible for education, and a private organization committed to promoting entrepreneurial learning and the link between education and business. The 6 partners represent 4 European countries: Bulgaria, Greece, Turkey and Cyprus.


Even though the project results may be useful for the wider youth work sector and other educational sectors, the project primarily addresses the needs of the following target groups:

-secondary school students

-secondary school educators in the sport-related disciplines and teachers in schools with sport profile

-regional/local educational authorities


Across Europe, there is a broad consensus that entrepreneurial education has a positive impact on the competences, problem-solving skills and employability of students. As a result, entrepreneurial learning is being increasingly integrated into a variety of disciplines, such as engineering and the arts. However, even though sport is taught at all levels of education, it has generally been excluded from these developments. This project is built on the rationale that sport has cultural, social and educational functions that provide plenty of opportunities for innovations and even business. If provided with supporting resources, schools and educators can utilize the enthusiastic student engagement with sport to teach students to identify opportunities, lead others, and develop sport ventures or sport organizations. The combination of sport and entrepreneurship learning in extracurricular activities can thus build students’ transversal entrepreneurial skills and create motivation, passion and awareness to get engaged in business or social activities in the field of sport.


The project’s overall objective is to contribute to integrating sport into entrepreneurial learning in secondary schools.

The specific objectives are to:

-Develop a training program on sport management, coaching and physical education that could build students’ technical and transversal competences for sport-based entrepreneurship and leadership;

-Develop challenge-based learning tools and WebQuests related to sports-based entrepreneurship to enable a more effective and engaging learning process;

-Develop methodological guidance for teachers on designing and delivering sport-based entrepreneurial learning.


At local level the project targets schools and educators, as well as students themselves. It will raise awareness that school sport activities can be utilized to build knowledge and skills.It will also provide guidance and resources for schools to experiment with the integration of sport into entrepreneurial learning and will train the first cohort of students and educators.

The desired long-term impacts are to improve entrepreneurial learning in secondary schools, to facilitate stronger involvement of low-performing students in entrepreneurial learning, to contribute to enhancing graduates’ employability, and to provide new professional development opportunities for physical education teachers.

At regional and national level, the project will target regional public bodies responsible for education. The desired short to medium term impact is to improve the strategies for supporting entrepreneurial learning and practical entrepreneurial opportunities through utilizing the multitude of sport activities currently being organized in schools, as well as to promote the use of challenge-based and experiential learning in physical education. The desired long-term impact is to support secondary schools in exploiting the educational impact of physical education and in utilizing sport’s contribution to skills building.


  3 Workshops for students
4 Dissemination conferences


3 Practical sports-based entrepreneurial activities with student participation
5 Trainings of trainers

The partnership will produce the following intellectual outputs:

1.    Methodological guidelines for educators.

2.    Challenges and WebQuests Toolkit on Sports-Based Entrepreneurship.

3.Extracurricular integrated training program on Sport-Based Entrepreneurship and Coaching.


IO1Extracurricular integrated training program on Sports-Based Entrepreneurship and Coaching


Sport is taught in every school and at all educational levels. Naturally, most of the teaching focuses on the fitness or physical activity components. However, this curricular focus does not allow students to grasp the social and business aspects of sport and to contemplate future employment in this area. Some aspects of sport management are taught in schools with a sports profile but the coverage is not enough to prepare students for successful entrepreneurial endeavours in the field, especially in view of the limited possibility for students to engage in practical sport management activities. Thus, high school students, whether in sport-profiled schools and in other schools, rarely receive combined training that allows them to build a comprehensive skillset including both entrepreneurial competences and the technical skills needed to lead and train sportsmen or to design and deliver effective sport or recreation activities. A comprehensive skillset would require the combination of entrepreneurial training and training in sport pedagogy. It would significantly increase the employability of sports graduates, both upon graduation and later in life, when many of them will retire from active sport. It would also provide non-sports graduates with the passion and awareness to get engaged in entrepreneurial or social activities in the field of sport. We believe extracurricular school activities should be exploited to enhance sport education in the directions described above.


INSPIRE partners will develop an Extracurricular Training Program on Sports-Based Entrepreneurship and Coaching, which has the following objectives:

– To provide learning resources that allow secondary school students to develop a critical and practical understanding of the links between sport management and development, coaching and physical education

– To provide teaching resources for teachers willing to experiment with innovative cross-curricular training combining sports and entrepreneurship.

The output will be suitable for individual learning but can also be used by teachers to design and deliver their own extracurricular activity.

The expected impact is to enable the delivery of a combined training in entrepreneurship and sport pedagogy that we believe is the basis of sports-based entrepreneurship. In the long run, this can enhance graduates’ employability. Depending on the autonomy of schools and teachers to introduce innovations in curricular entrepreneurial or physical education, the output can also be used to enhance curricular teaching. In any case, the program can provide students with additional knowledge that would enhance their performance in entrepreneurship and management subjects included in the curriculum. The last part of the output is directly applicable to improving physical education teaching and will enhance teachers’ pedagogical skills, which in turn would improve students’ coaching and sport pedagogy skills.


A: Sport event management

– Organizational principles in sport events

– Financial management of sport events

– Planning and managing professional collaborations and volunteers

– Managing fundraising, sponsorship and resource allocation in sport events

– Evaluating and assessing the impact of sport events

B. Managing amateur sport clubs

– Understanding sports policy and administration

– Managing people in amateur sport clubs

– Project management

– Financial management of amateur sport clubs

– Identifying opportunities for innovation in sport

C. Working with sport club members and athletes – coaching, physical education and performance analysis

– Understanding the relationship between sport, physical activity and health

– Managing physical training and understanding coaching pedagogy

– Understanding performance analysis.


The training program will be suited to the needs of upper secondary high school students and should provide introductory knowledge at an accessible level.


The output is intended for extracurricular teaching and learning, and its transferability does not depend on curricular limitations. Regarding its possible impact on curricular activities, it can be used to complement and enhance entrepreneurship subjects in countries where this is applicable. Within the INSPIRE consortium, in Bulgaria and Greece, entrepreneurship in upper secondary education is taught as a separate subject or as part of the social sciences curricula. In Turkey, it is an optional separate subject. A combination is these approaches is valid for all EU countries, so the relevance and transferability of the resource appear very good. In Cyprus, entrepreneurship is not yet recognized as part of the curricula, but INSPIRE could provide a good practice. The output will be available in 4 EU languages.


IO2 Challenges and WebQuests Toolkit on Sports-Based Entrepreneurship


Entrepreneurial learning benefits from the use of age-appropriate challenges in the learning process. Challenges promote personal engagement and growth on the learner’s part. They can encompass diverse types of tasks and hands-on activities, used as the basis of project-based learning sessions and aimed at introducing learners to a topic or a problem and allowing them to develop entrepreneurial awareness.

A WebQuest is a specific form of challenge that requires the learner to become engaged in implementing the quest task by discovering, researching, analyzing and building his/her own understanding of the issue while using information available on the web. In the spirit of entrepreneurship, students are not provided with the answers and solutions; instead, they are asked to come up with them on their own.

Both types of learning tools tend to be associated with fun and positive experiences, which, coupled with the higher level of engagement, makes learning more effective and long lasting.

Learning is experienced as an active, constructive process rather than as a passive and reproductive one. The tools are based on a methodology which puts the learner at the centre of the learning process, while the teacher becomes more of a facilitator.

In this project, we will develop challenges and WebQuests related to sports-based entrepreneurship. We believe these are relevant and innovative tools not just because of the methodology, but also because they relate to sport. Many students perceive sport as their strength and/or passion, and almost all of them perceive it as “fun”. Therefore, their level of engagement in an entrepreneurial learning process that relates to sport is likely to be higher than in conventional areas. In addition, sport itself can help develop or strengthen personal qualities that are vital for leadership skills and for entrepreneurial success, such as self-drive, perseverance, goal-orientated behavior, confidence, ability to handle stress and failure, mobilizing others and being part of a team.

The output will be based on the 15 entrepreneurial competences included in the EntreComp Entrepreneurship Competence Framework promoted by the EC in 2016, and will primarily target the foundation and intermediate levels of proficiency of these competences.


The output will consist of 5 challenges and 5 WebQuests that will provide educators with ready-to-use-or-remix interactive teaching/learning tools covering the sports-based entrepreneurship concepts included in IO1 in a way suitable for the young generation and empowering teachers to innovate in the delivery of entrepreneurial education.


If taken up by teachers, the challenges and WebQuests are likely to strengthen the impact of IO1 by ensuring higher engagement of the learners with the subject matter. They can strengthen students’ entrepreneurial skills and can create awareness and passion for sports-based entrepreneurship. In addition, challenges and WebQuests develop students’ transversal skills such as creativity, critical thinking, problem-solving abilities and digital competences. The tools can widen and diversify the learning experience and help teachers achieve student engagement and effective learning sessions.


1.Introduction to the challenge/WebQuest, the “big idea” guiding it and key questions/issues that students should address

2.Clarification of the project to be implemented or task to be solved

3.Guidelines and resources

–For challenges: guidelines for learners (guiding questions and activities they may wish to engage in)

–For WebQuests: resources that can be used (websites, platforms, networks, videos, e-books)

4.Student worksheets and templates for presenting the solution and results.

The challenges/WebQuests will be designed to inspire learners to engage creatively with key entrepreneurial concepts by pursuing a project (e.g. planning a training session in a sports club, planning a sports event with a social purpose, finding a solution to conflicts within a sports club, etc.).
They will motivate learners to seek connections between different 
entrepreneurial concepts in order to weave them together in the challenge/WebQuest solution. They will also sensitize students to the real-world relevance of entrepreneurial concepts and competences.


The challenges/WebQuests will be designed to be easily adaptable for use in any sport management or entrepreneurship training. They will be transferrable to other learning environments (e.g. non-formal education) and moderately transferable to contexts where disadvantaged learners are targeted.
IO3 will provide methodological guidelines for these two 
types of transfer. Due to the universal
significance of  
sports-based entrepreneurship, the topic itself is relevant in many countries. IO2 will be available in 4 languages. The WebQuests/challenges will be available on the website in an interactive form.



IO3 Methodological guidelines for educators
“Experimenting with Cross-Curricular 
Entrepreneurial Education and Challenge-Based
Learning in the Field of Sport”


Despite the advantages of the cross-curricular approach to entrepreneurial education (with or without the additional tools offered by challenge-based learning), this is not a conventional form of teaching and learning, which is why many teachers and students may be hesitant to take it up. It requires longer time commitment and destroys the traditional lines of control within the classroom. It requires the teacher to take the role of facilitator and collaborator rather than someone who provides knowledge. It may even put the teacher in situations when students’ projects enter a subject domain in which the teacher does not have enough knowledge. Finally, conventional assessment methods are likely to be insufficient and/or inappropriate. For these reasons, teachers need guidance in implementing such innovations.


The Methodological Guidelines aim at facilitating the application of IO1 and IO2 in the classroom and at encouraging further innovation in the design and delivery of entrepreneurial learning at secondary school level.


A. Introduction to the methodology and benefits of cross-curricular entrepreneurial education and challenge-based learning

B. Planning and preparation for taking up IO1 and IO2 in extracurricular activities in secondary schools or in different learning contexts:

-resources and materials needed

-time-frame and duration

-technology-related or equipment-related issues

-organizational issues, logistics.

-necessary background knowledge and preparation

-understanding possible difficulties that the students may face and the evolving roles of the teacher

-combining cross-curricular and challenge-based entrepreneurial learning with other interactive learning tools, e.g. role-play games -exploiting synergies or integrating cross-curricular and challenge-based entrepreneurial learning into curricular learning

-guidelines for organizing cross-curricular and challenge-based entrepreneurial training for disadvantaged learners.

This section will serve to provide transferability guidelines. It will discuss possible or necessary changes in the ways IO1 and IO2 are used in case the learning environment or the target group changes (e.g. if the IOs need to be used for teacher training or for training in non-formal education contexts, such as NGOs, sport clubs, youth work, etc.)

C. Guidelines for designing and using different assessment mixes for learner performance assessment and evaluation; guidelines for mapping curricular knowledge and skills to learner achievements in extracurricular training.

D. Guidelines for educators on developing their own challenge-based learning tools (challenges or WebQuests)

-how to introduce the problem or the big idea

-types of tasks relevant to entrepreneurial learning around which challenges and WebQuests could be built (e.g. design, consensus building, analytical tasks, self-knowledge, persuasion, judgement, scientific inquiry, creative tasks, etc.)

-utilizing and maximizing the impact of different learning processes (listening, reading, learning by doing, interaction and communication, observing, etc.)

-how to choose effective and reliable resources (e.g. web-based sources)

-how to help learners find their own solutions and answers

-how to define learning outcomes and map them to curricular learning outcomes if relevant

-how to create assessment tools for measuring learner progress and performance


IO3 will:

-guide educators in particular on using IO1 and IO2 in the classroom and integrating them in their entrepreneurial education or sports education initiatives in various contexts, thus improving the exploitability and transferability of the developed IOs

-inspire and equip educators with the knowledge and skills to design, deliver and evaluate innovative cross-curricular entrepreneurial education, including by utilizing challenge-based learning

-motivate and empower educators to develop on their own custom challenge-based learning tools in order to respond to the particular learning needs of their students


A large part of IO3 provides transferability guidelines for IO1 and IO2 which would make them suitable to be used in different educational sectors, notably in youth work and non-formal education, as well as in learning activities targeted at disadvantaged learners. However, the output will provide also more generic guidance about the introduction of cross-curricular approaches and challenge-based learning in education that could be applicable to other interdisciplinary subject areas (e.g. the combination of STEM with Arts –STEAM, and the combination of STEAM with Entrepreneurship – ESTEAM), and even traditional curricular disciplines, where challenge-based learning is gaining popularity. The output will be made available in 4 European language


We are going to share news about the forthcoming activities and events within the project. Stay tuned


The INSPIRE project is a joint initiative of a sports school, two universities, 2 public authorities responsible for education, and a private organization committed to promoting entrepreneuriallearning and the link between education and business. The 6 partners represent 4 European countries: Bulgaria, Greece, Turkey and Cyprus.The partners have merged their collective experience in the field of school education and at the same time, they share the same necessities and a common goal.
  1. Coordinator:57th Sports School “St. Naum Ohridski“ is a public sports school. It has approximately 450 students from fifth to twelfth grade, profiled in 10 different sport disciplines (basketball,volleyball, football, athletics, wrestling, boxing, kick boxing, judo, sambo, weight lifting). Each discipline has its own sports club. Among the teachers there are highly qualifiedspecialists in the field of sports, with significant achievements in Bulgaria and abroad. The teaching process focuses on innovative approaches to learning and training in sport, coupledwith sound preparation of students in the basic curricular subjects. The main areas of specialized sports-related learning are the nature and functions of modern sport, the system ofsports training, the methodological foundations of modern sports training as an adaptation process, the structure of the training load in relation to the processes of fatigue and recovery,as well as the principles, means and methods of sports training. Teaching at the school is focused on actively involving the students in the learning process. Theoretical lessons arecombined with practical activities.Graduates receive a third degree of professional qualification „Assistant coach“ and leave the school equipped with the basic knowledge, skills andcompetences necessary to pursue a career in sports organizations.
  2. European Center for Quality Ltd is a modern consulting company founded in 2001.The company is specialized in 4 main fields:–Management consulting in the field of EU-funded projects
    –Design and delivery of training programmes for business entities, low skilled people and people from vulnerable groups
    –Implementation of various initiatives linking the worlds of business and innovation with the education and training sectors
    –Development and implementation of international standards for quality management.As an organization possessing varied expertise, strong creative potential and a large collaborative network spanning both the field of education and research and the business sector, ECQ undertakes different initiatives to encourage and facilitate collaboration and knowledge exchange between education (both formal and non-formal) and the world of work.In the frame of these initiatives ECQ has acquired both expertise and a lasting interest in adult and youth work, particularly as it pertains to employability, support for active labour market policies and non-formal education aimed at young adults.Among its key areas of the current projects of the organisation are the design and delivery of training programmes for business entities and employees and the design and delivery of training programmes aimed at building the employability skills of NEETs in general.The company works in close cooperation with a number of foreign partners, among which are educational institutions and universities, research institutes, qualification centers, NGOs, chambers of commerce, SMEs, municipalities, etc.Since its establishment, ECQ has built a strong track record in coordinating and implementing numerous projects and initiatives on a European and international level.
  3. . The Directorate of Secondary Education in Chania (DSEC)
    The Directorate of Secondary Education in Chania (DSEC) is a public body educational organization, under the Regional Directorate of Primary and Secondary Education of Crete and
    the Greek Ministry of Education, Research and Religious Affairs. It is responsible for the administration and supervision of all secondary education schools, both public and private, in
    the Prefecture of Chania, one of the four prefectures that form the region of Crete, Greece.
    It is in charge of 55 secondary schools:
    27 junior high schools (student ages 11-14)
    17 high schools, (student ages 15-17)
    11 vocational schools (student ages 15-17)
    Some of the above mentioned schools are special purpose schools:
    1 music school (ages 11-17)
    1 ecclesiastical school (ages 11-17)
    1 special needs junior high school (ages 11-14)
    1 vocational special needs junior high school (ages 14-22)
    4 evening schools (1 junior high school/1 high school /2 vocational schools) for adult students and working teenagers
    The above mentioned schools currently employ 1 142 full-time teachers in all disciplines, including 357 VET teachers and 76 Physical Education teachers. The total number of
    students is 10 661, including 2 328 VET students and 1 411 adult students.
  4. Muğla Provincial Directorate of National Education
    Muğla Provincial Directorate of National Education is one of the Provincial National Education Directorates which is established to plan, program, manage, supervise, develop and
    evaluate the provincial-level tasks of the Ministry of National Education. The duties were determined by a regulation prepared by the Ministry of National Education.
    The Directorate is a local authority that provides services in the fields of:
    – Management Services
    – Staff Services
    – Education Services
    – Investment Services
    – Research Planning and Statistics Services
    – Inspection Guidance and Investigation Services
    – Civil Defense Services
    There are 23 departments under these main services and the related business and operations are carried out under the supervision and coordination of 3 Provincial National Education
    Directors, 3 Assistant Principals and 10 Branch Audits.
    There are 13 Provincial Directorates of National Education, 13 Public Education Centers, 6 Vocational Training Centers, 6 Art Schools, 3 Guidance and Research Centers, 1 Special
    Education Center, 1 Science Art Center and 786 schools under the directorate. The total number of personnel of the institution is 13 093. A total of 153 293 students are studying and
    13 621 teachers are carrying out educational activities in the affiliated institutions.
    Muğla Provincial Directorate of National Education is the top institution responsible for the administration of the official and private education institutions and all the teachers who are
    serving in these institutions.
  5. Tekirdağ Namık Kemal University
    Tekirdağ Namık Kemal University is a public university offering associate, bachelor’s, master’s and doctoral degrees in a wide variety of programs including but not limited to
    agriculture, engineering, medicine and health sciences, natural and applied sciences, social sciences, economics and administrative sciences, foreign languages and literature,
    theology, sport education, fine arts and architecture. Currently, it has about 36.150 national and 690 international students and more than 1500 academic and administrative staff.
    Founded in 2006, Tekirdağ Namık Kemal University can be regarded as a relatively young institution though its history dates back to 1982 with the establishment of Faculty of
    Agriculture as the oldest academic unit succeeding Çorlu Faculty of Engineering. 10 faculties, 3 undergraduate schools, 11 vocational schools, 3 graduate schools, a music
    conservatory and 11 research and implementation centers have been affiliated to the university. Internationally, the university takes part in mobility and exchange activities under
    Erasmus Plus agreements with 116 institutions from 26 countries and 48 bilateral cooperation agreements with various research institutions in 23 countries worldwide. 413 outgoing
    and 47 incoming students have benefited from mobility activities within Europe in the period between 2007-2018.
    The province of Tekirdağ, where the university is situated, is a crossroad zone for agriculture, industry, tourism and commerce. Being located on the northern coast of the Marmara
    Sea and to the west of Istanbul, Tekirdağ is gradually improving its economic and social status. It is also close to the Greek and Bulgarian borders, which makes the location
    internationally more attractive for both students, joint research initiatives and industry-university cooperation.
    Due to its location in an economically developed area, Tekirdağ Namık Kemal University gets easily involved in small- or large-scale research projects funded by national and
    international grant schemes. Since its foundation in 2006, the university has hosted or co-financed 856 national and international projects in total. The distribution of projects is as
    follows: 731 institutional scientific projects, 14 EU-funded projects (9 of which are institutional projects) in addition to 86 research projects with TUBİTAK (Turkish Scientific and
    Research Foundation) grants, 8 projects with Trakya Development Agency grants, 7 projects funded by TAGEM (Ministry of Agriculture-Directorate for Agricultural Development
    Centre) nationally granted research projects, 9 research projects on university-industry collaboration and 2 youth projects granted by the Turkish Ministry of Youth and Sports.
    The School of Business and Management places academic research at the core of its strategic mission and aspires to become one of the leading local business schools; a researchoriented
    institution of international repute. More specifically, our research strategy builds on five strands: advancing theoretical and conceptual thinking; broadening our expertise in
    terms of research methodologies; informing on best practice; contributing to the policy debate; and building partnerships across networks of stakeholders representing university
    research centres; business associations, professional bodies; and enterprise development agencies.
    Currently, there are five research clusters in the school:
    • Governance and Finance, covering topics such as: financial and management accounting systems; governance and performance; capital structure of growing firms, and
    entrepreneurial finance.
    • Entrepreneurship, The Entrepreneurship Cluster is a research group of UCLan Cyprus aiming to advance and promote research-related activities in the field of entrepreneurship and
    family businesses. The goals of the Entrepreneurship Cluster are aligned with the purpose and goals of CEDAR [Centre for Entrepreneurial Development Alliance & Research)
    • Hospitality and Tourism, covering topics such as: sustainable and green tourism, dark tourism, and sports tourism.
    • International Business, covering topics such as: multicultural management paradigms; leadership, sustainable business, CSR, innovation networks, and consumerism.
    • Education and Linguistics, covering TESOL methodologies, educational leadership and innovation in education
    The School in collaboration with CEDAR is very active locally, regionally and internationally, in terms of research cooperation, knowledge transfer and engagement with industry,
    SMEs, family firms, and entrepreneurs across the business life cycle.