Opinion of the European Economic and Social Committee on Entrepreneurship mindsets and the Lisbon Agenda
Date: 2007-10-25
Institutions: European Economic and Social Committee
Subjects: EU programme, business policy, education policy, entrepreneurship, social economy

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Opinion of the European Economic and Social Committee on ‘Entrepreneurship mindsets and the
Lisbon Agenda’

(2008/C 44/20)

On 16 February 2007 the European Economic and Social Committee, under Rule 29(2) of its Rules of
Procedure, decided to draw up an opinion on Entrepreneurship mindsets and the Lisbon Agenda.

The Section for Employment, Social Affairs and Citizenship, which was responsible for preparing the
Committee's work on the subject, adopted its opinion on 2 October 2007. The rapporteur was Ms Sharma
and the co-rapporteur was Mr Olsson.

At its 439th plenary session, held on 24 and 25 October 2007 (meeting of 25 October 2007), the European
Economic and Social Committee adopted the following opinion by 109 votes to three with five abstentions.

1. Conclusions and Recommendations

efforts and strengthen social dialogue to find common ground
for holistic action.

1.1
Entrepreneurship in its broadest sense, which can stimu-
late and encourage innovative and creative mindsets, should be
highlighted in the Lisbon Agenda as one of the key tools to
generate more growth and better jobs as well as to achieve
social cohesion and combat social exclusion.

it

In our global society,
the entrepreneurial
is crucial
mindset is both nurtured and developed at macro, meso and
micro level, providing a holistic approach while respecting the
specific character of each level.

that

Education and training across all ages and abilities must
1.2
stimulate the creativity and potential of all individuals. The EESC
supports transfer of good practice and highlights the examples
of the Norwegian Government Strategy (1), and Junior Achieve-
ment Young Enterprise (JA-YE) for entrepreneurship in educa-
tion and training as valuable models which could inspire other
countries.

Public and private actors should be mobilised to develop
sense; within

1.3
the entrepreneurial mindset
communities, organisations and individuals.

in its broadest

1.6
The social economy and non-governmental organisa-
tions' role in developing the entrepreneurial mindset for societal
purposes and social innovations must be promoted. The specific
role of these enterprises should be recognised at European level
in the new Employment guidelines for 2008-10.

1.7
The EESC supports the DG Employment, Social Affairs
and Equal Opportunities initiative to launch an ‘Inclusive Entre-
preneurship Strategy’ and intends to participate in it actively.

1.8
Positive role models and activities within the Media and
the image they convey of business, entrepreneurs as well as of
educational strategies that promote creativity and innovation are
crucial to shape a Europe with an entrepreneurial mindset. To
shape a Europe with an entrepreneurial mindset it is crucial that
the media also publicises examples of activities that create a
positive image of schools and/or educational strategies that
promote the development of creativity and the foundations of
innovative behaviour, as well as a positive image of businesses
and entrepreneurs operating in this spirit.

1.4
The European Commission should develop a framework
for reviewing progress and disseminating best practice, as well
as promoting the value of the entrepreneurial mindset to EU
citizens in the context of the Lisbon Agenda. Exchange of best
practice is important and progress could be monitored through
annual ‘stock-taking’ conferences.

1.9
Entrepreneurial mindsets must be mainstreamed into as
many EU policies and programs as possible if it is to have an
impact on the Lisbon goals.

The social partners should consider

1.5
the benefits of
fostering an entrepreneurial mindset as one of the factors which
may lead to more and better jobs. They should intensify their

(1) ‘See opportunities and make them work!’ — Strategy for entrepreneur-
ship in education 2004-2008, Strategy Plan, Ministry of Trade and
Industry, Ministry of Education and Research, Ministry of Local Govern-
ment and Regional Development.

1.10
The EESC would encourage Commissioner Figel and
Commissioner Verheugen in a joint venture of DG Education
and Culture and DG Enterprise and Industry to promote the
benefits and value of the entrepreneurial mindset skills and atti-
tudes in the context of the Lisbon Agenda by making 2009 as
the ‘Year of Creativity,
Innovation, and the Entrepreneurial
Mindset’.

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2. Introduction

2.1
This own initiative opinion will focus on the need to
foster an entrepreneurial mindset in its broadest sense as one of
the key factor for social and economic development and thereby
on how human capital and creativity can contribute to the
Lisbon goals.

The European Commission has defined entrepreneurship

2.2
as follows:

‘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, employees 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
entrepreneurs establishing social or commercial activity’ (2).

2.3
According to the Lisbon Agenda it is the aim of the EU
‘to become the most competitive and dynamic knowledge-based
economy in the world’, most importantly ‘capable of sustainable
economic growth with more and better jobs and greater social
cohesion’.

2.4
Despite huge efforts to achieve the Lisbon objectives,
much more requires to be done. The promotion and application
of entrepreneurial mindsets at societal, community, organisa-
tional and individual
level plays one of the central roles of
driving forward European growth and competitiveness, together
with its social and environmental sustainability.

tasks: delivering stronger,

In February 2005, the Commission (3) proposed a new
2.5
start for the Lisbon Strategy focusing the European Union's
lasting
efforts on two principal
growth and providing more and better jobs. Among other
actions the Strategy stresses the importance of promoting a
more entrepreneurial culture and of creating a supportive envir-
onment for SMEs including through entrepreneurship education
and training at the appropriate level of education. Communica-
tion and media as well as the creative industry in general should
also play an important role in promoting entrepreneurship and
in encouraging people to decide for an entrepreneurial career in
particular women and young people (4).

(2) ‘Proposal for a Recommendation of the European Parliament and of the
Council on key competences for lifelong learning’ COM(2005) 548.
Annex point 7.

(3) ‘Communication to the Spring European Council — Working together
for the Lisbon Strategy’,

for growth and jobs — A new start
COM(2005) 24.

(4) ‘Presidency Conclusions’, Brussels European Council 23/24 March

2006, paragraph 31.

The entrepreneurial mindset is about important basic skills and
attitudes that can be stimulated through life long learning to
support all three elements of the Lisbon strategy:

1) To develop Europe and its regions to become a more attrac-

tive investment and employment market.

2) Prioritise knowledge and innovation.

3) Create more and improved employment opportunities.

2.6
This opinion follows upon a large number of important
EESC opinions that have focused on different aspects on entre-
preneurship, particularly ‘Fostering Entrepreneurial Mindsets
through education and Learning’ (5) and most recently the
opinions on Business potential, especially of SMEs to underpin
the Lisbon strategy and Entrepreneurship and on Employ-
ability (6).

Additionally,

2.7
elaborated several
the Committee has
opinions on the Lisbon strategy and the value of innovation and
creativity, key criterion of the entrepreneurial mindset, are high-
lighted as an essential competence to fulfil the Lisbon goals. The
latest opinions also point out the same (7).

2.8
This opinion will expand on the previous ones by
focusing on the added value to society of an innovative, creative
and entrepreneurial mindset and how this can be promoted by
different actors. It is essential that these skills and attitudes are
stimulated from an early age to release the potentials of all indi-
viduals, and be continued through the life long learning process
that begins at primary school while always respecting the
general development of the personality of very young pupils.

2.9
The opinion should also be seen in the context and focus
of the Programme of the present President of the Committee:
‘Entrepreneurship with a human face’, where entrepreneurship is
seen as the progress of the society as much as of the economy
and innovation rather than simply seeking profit. In this context
the EESC President envisages that the Committee will organise a
conference scheduled for 2008 and entitled ‘Entrepreneurship
with a Human Face’.

(5) See the EESC Opinion of 19.7.2006 on ‘Implementing the Community
Lisbon Programme: Fostering entrepreneurial mindsets through educa-
tion and learning’, rapporteur Ms Jerneck (OJ C 309, 16.12.2006).
(6) See the EESC Opinion on ‘Business potential, especially of SMEs
(Lisbon Strategy)’, (own initiative opinion), INT/324, rapporteur Ms
Faes, and ‘Employability and entrepreneurship — The role of civil
society, the social partners and regional and local bodies from a gender
perspective’, (exploratory opinion), SOC/273, rapporteur Mr Pariza
Castaños.

(7) See the EESC opinions on:

— ‘Business potential, especially of SMEs (Lisbon Strategy)’

initiative opinion), INT/324, rapporteur Ms Faes

(own

— ‘Investment

in Knowledge and Innovation (Lisbon Strategy)’

(own-initiative opinion), INT/325, rapporteur Mr Wolf

— ‘Employment of priority categories (Lisbon Strategy)’ (own initia-

tive opinion) SOC/251, rapporteur Mr Greif

— ‘The definition of an energy policy for Europe (Lisbon strategy)’
(own-initiative opinion) TEN/263, rapporteur Ms Sirkeinen.

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3. General remarks

3.1
The EESC takes note of the definition of Entrepreneur-
ship as referenced by the European Commission and wants to
underline on one hand its broad approach and on the other the
need to mobilise public and private actors for it to become a
reality if the Lisbon goals are to be achieved.

Entrepreneurship must be looked at

3.2
from a broader
perspective than the traditional viewpoint of individuals creating
and developing businesses for economic purposes and profit.

3.3
Inventiveness, creativity and innovation at group, enter-
prise or society level does not come down to the simple sum of
the entrepreneurship mindset of the individuals they consist of.
Therefore the levels of development of entrepreneurship should
be differentiated.

3.4
Social and other driving forces behind entrepreneurship
must be fully recognised. The entrepreneurial mindset is a soci-
etal phenomenon ‘enacted on all scenes of human life’. Thus it
is an all-embracing cultural concept about social processes and
actions driven by human beings for individual, societal and
economic purposes. Looking at entrepreneurship in this way
will foster human and social capital, which is of utmost impor-
tance for an innovative society and economic competitiveness,
together with greater integration of disparate groups.

3.5
Education must support this perspective by stimulating
an entrepreneurial mindset and more of an entrepreneurial
culture.

lenges 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’.

2) ‘Skills relate to proactive project management

(involving
skills such as planning, organising, managing, leadership and
delegation, analysing, communicating, de-briefing and evalu-
ating and recording), and the ability to work both as an indi-
vidual and collaboratively in teams. The judgement to iden-
tify one's strengths and weaknesses, and to assess and take
risks as and when warranted is essential’.

3) ‘An entrepreneurial attitude is characterised by initiative,
independence and innovation in personal and
pro-activity,
social life, as much as at work. It also includes motivation
and determination to meet objectives, whether it concerns
personal goals or aims held in common with others, and/or
at work’.

3.8
The EESC would add the individual's knowledge and
understanding of the value of corporate social responsibility and
entrepreneurial activities — not always for profit purposes —
displayed by business as a means to support community capa-
city building, integration of vulnerable groups into the labour
market and other societal objectives. However it is essential to
create the appropriate conditions and skills for these groups to
develop their entrepreneurial mindset.

An innovative and creative mindset is needed for the
3.9
purposes of creating more and better jobs, achieving social
cohesion, combating social exclusion to meet the challenges of
globalisation, an ageing population, protection of the environ-
ment and stimulation of knowledge. It is therefore highly rele-
vant to the Lisbon agenda.

3.6
The social partners should intensify their efforts to find
common ground for holistic actions to promote creativity, inno-
vation and an entrepreneurial mindset that will lead to more
and better jobs. To inform about and strengthen social dialogue
should be natural part of their involvement.

3.10
Studies conclude that statistically there is a significant
connection between entrepreneurship and economic growth
and that it leads to a dynamic employment market with lower
unemployment (9). Entrepreneurship is also particularly impor-
tant for minority groups outside of the labour market.

The European Commission has highlighted the essential
3.7
knowledge, skills and attitudes related to the competence of an
entrepreneurial mindset (8).

However in order to realise this positive correlation it is
3.11
important that entrepreneurship is stimulated and channelled
into a sustainable process of wealth and job creation.

1) ‘Necessary knowledge includes 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 chal-

(8) ‘Proposal for a Recommendation of the European Parliament and of the
Council on key competences for lifelong learning’ COM(2005) 548.

(9) See:

— The Global Entrepreneurship Monitor (GEM) 2004
— ‘Communication from the Commission to the Council, the Euro-
pean Parliament, the European Economic and Social Committee
and the Committee of the Regions on Implementing the Com-
munity Lisbon Programme: Fostering entrepreneurial mindsets
through education and learning’, COM(2006) 33

— ‘The Challenge to Inspire: Enterprise Education for Young People’,
Fourth Session of the Team of Specialists on Entrepreneurship in
Poverty Alleviation: Youth Entrepreneurship. Athayde, R. 2004,
Genève: United Nations.

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4. Specific remarks

4.1.3
summarised as:

Entrepreneurship

training

in

education

can

be

4.1 Entrepreneurial mindset in education

4.1.1
fostering entrepreneurship that was defined during 2006 (10):

The EESC reiterates its support for the key points for

— Primary Schools — help students to have more faith in
themselves,
through making and accepting responsibility,
exploring their creativity through trial and error and
learning about the resources of their local community.

1) Early start, with the basis for entrepreneurial training and

education.

— Lower Secondary School — students develop core skills
such as decision making, ability to work in a team, problem
solving and establishing networks.

2) Supplementary

entrepreneurial programmes within the
national curriculum from primary school to higher educa-
tion.

3) Positive and effective cooperation between schools/universi-

ties, businesses and governmental bodies.

4) Involvement of teachers benefits their personal development.

5) The drawing up of educational programmes for entrepre-
neurship should involve both employers and employees.

6) Strong involvement and presence of civil society in the

learning process.

7) The importance of female entrepreneurs must be taken into
fostering a positive

in schools with the aim of

account
balance between women and men.

8) Entrepreneurship must be fostered equally amongst disabled

persons and other disadvantaged groups.

Greater knowledge transfer between educational establishments,
including higher and further education, to share information
and streamline programmes aimed at university students.

4.1.2
education rests with the educational institutions.

The overarching responsibility for entrepreneurship in

(10) See:

— the ‘Communication from the Commission to the Council, the
European Parliament,
the European Economic and Social
Committee and the Committee of the Regions on Implementing
the Community Lisbon Programme: Fostering entrepreneurial
mindsets through education and learning’, COM(2006) 33

— the EESC Opinion of 19.7.2006 on ‘Implementing the Com-
munity Lisbon Programme: Fostering entrepreneurial mindsets
through education and learning’,
Jerneck
(OJ C 309, 16.12.2006)

rapporteur Ms

— the conclusions

from 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,
Oslo, 26-27 October 2006.

— Upper Secondary School — learning through doing and
applying practice and theory whilst incorporating resources,
finances, environment, ethics and working-life relationships
can be developed by establishing youth enterprises.

— Higher education — developing products, identifying busi-
ness opportunities, customer and market relationships, crea-
tivity and innovation are all part of business planning and
establishing and running a company.

The EESC also wants to highlight some conclusions
4.1.4
from different studies, which conclude that education in entre-
preneurship:

— contributes to a more entrepreneurial culture;

— is a strategy to develop young people's entrepreneurial quali-
ties, competence and attitudes towards entrepreneurship (11);

— can develop young people's creativity, ability to work as a

team, sense of responsibility and self confidence (12);

(11) See:

— ‘Entreprenørskap som strategi for regional utvikling’, Spilling, O.,
Roppen, J., Sanness, A., Simonsen, B., Steinsli, J. og Støylen, A.
2002, BI Discussion Paper 7/2002. Lillehammer: BI

— ‘Helping to create an entrepreneurial culture — A guide on
good practices in promoting entrepreneurial attitudes and skills
through education’, European Commission 2004
http://ec.europa.eu/enterprise/entrepreneurship/support_mea-
sures/training_education/doc/entrepreneurial_culture_en.pdf.

(12) See:

— ‘Helping to create an entrepreneurial culture — A guide on
good practices in promoting entrepreneurial attitudes and skills
through education’, European Commission 2004.
http://ec.europa.eu/enterprise/entrepreneurship/support_mea-
sures/training_education/doc/entrepreneurial_culture_en.pdf
skolen. Hovedkonklusjoner

fra
3 års
følgeforskning av Ungt Entreprenørskaps program:
Program for nyskaping og entreprenørskap i opplæring og
utdanning i Norge (2001-2005)’, Johansen, V. and Eide, T. 2006,
http://www.ostforsk.no/notater/pdf/132006.pdf

— ‘Entreprenørskapsopplæring i

— ‘Erfaringer fra deltakelse i studentbedrift. Hvordan opplevde de
tiden som etablerer av Studentbedrift og hva skjedde etterpå?’,
Johansen, V. and Eide, T. 2006,
http://www.ostforsk.no/notater/pdf/162006.pdf.

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— leads students to more frequently become entrepreneurs (13).

The

that

the Youth

EESC regrets

in Action
4.1.5
programme (14) makes no reference to entrepreneurship. Entre-
preneurial mindsets and entrepreneurship will play a key role in
developing and improving career opportunities for the youth of
tomorrow.
is therefore imperative that its value is main-
streamed into as many EU policies and programmes as possible.

It

4.2 Society's case for entrepreneurial mindsets

A broad approach to entrepreneurship makes

it
4.2.1
possible to develop the creativity of all people,
including the
most underprivileged. The creativity and potential in everyone
therefore has to be recognised and promoted. An entrepre-
neurial mindset can be seen as a force for individual empower-
ment, generating collective purpose and social change. Europe
must fully take advantage of the creativity of workers and citi-
zens to encourage a culture that will make Europe both social
and competitive. Citizens' participation in society will be
enhanced by the spirit of entrepreneurship.

4.2.2
If programmes are to be effective it is essential that all
stakeholders are involved in the process of entrepreneurship
education. A successful example where civil society actors have
worked together to achieve the objectives of enterprise educa-
tion is the Norwegian Strategy. In the example attached (15) the
Norwegian Government, both Education and Enterprise Minis-
tries, worked very closely with JA-YE (16) as well as the social
level, utilising the combined
partners from local to national
skills and commitment of employers,
trade unions, public
administration and also parents.

4.2.3
An entrepreneurial mindset within the public sector
with the intention of delivering more user-friendly and effective
services must be encouraged. But this cannot be achieved by
introducing market philosophies and mechanisms alone. These
have to be offset by the public sector goal of pursuing the
general
interests of citizens and possibilities for workers to
increase the quality of work by releasing their entrepreneurial
spirit in new forms of organisations.

(13) See:

— ‘Hva hendte siden? Ungdomsbedrifter i den videregående skolen’,
Luktvasslimo, M. 2003. NTF-notat 1/2003. Steinkjer: Trøndelag
Forskning og utvikling AS.

— ‘Ungdomsbedrifter og entreprenørskap — 2005’, Haugum, M.
2005. NTF-notat 4/2005. Steinkjer: Trøndelag Forskning og
utvikling AS.

— ‘Entrepreneurship in Education: The Practice in OECD Coun-
tries’, Stevenson, L. 2005, document at the conference ‘Fostering
Entrepreneurship — The Role of Higher Education’, Italy: 2005.
— ‘Erfaringer fra deltakelse i studentbedrift. Hvordan opplevde de
tiden som etablerer av Studentbedrift og hva skjedde etterpå?’,
Johansen, V. and Eide, T. 2006,
http://www.ostforsk.no/notater/pdf/162006.pdf
(14) http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_327/

l_32720061124en00300044.pdf.

(15) See Appendix 1, document from Junior Achievement Young Enter-

prise (JA-YE) Norway.

(16) Junior Achievement Young Enterprise (JA-YE) Norway,

http://www.ja.org/near/nations/norway.shtml, www: http://www.ue.
no.

4.2.4
DG Employment has suggested a strategy for ‘Inclusive
Entrepreneurship’ (17), which takes up the broad approach and
will follow up the particular strand of inclusive entrepreneurship
and social enterprise of the Equal programme within the new
structural funds 2007-2013. The EESC supports this initiative
and intends to participate in it actively but underlines that it
must be supported by a permanent
structure within DG
Employment endowed with appropriate financial resources.

4.2.5
The EESC wishes to pick up on its suggestion made in
its earlier opinion (18) with the promotion of the European Year
of Entrepreneurship for 2009. However, as the EESC now under-
stands 2009 is to be set aside for the Year of Innovation and
Creativity by DG Education,
it would therefore suggest and
encourage the Commission in a joint venture of DG Education
and DG Enterprise to also promote the benefits and value of the
entrepreneurial mindset skills and attitudes in the context of the
Lisbon Agenda by making 2009 as the ‘Year of Creativity, Inno-
vation, and the Entrepreneurial Mindset’.

4.3 Business case for the entrepreneurial mindset

According to the European Commission (19) encoura-
4.3.1
ging new business is a central factor in creating employment
opportunities
and growth
and improving competitiveness
throughout Europe.

4.3.2
Entrepreneurial qualities such as creativity, ability to
work in a team and self confidence are important in an employ-
ment market where job changes are common, where business is
frequently undergoing organisational changes and where there is
rapid technology development. Employers are always looking
for flexible, innovative, decisive and adaptable workers (20).

4.3.3
Female entrepreneurs in business and those considering
self-employment face particular barriers — economic, practical,
social and cultural as a result of long term unfounded discrimi-
nation. Through equal participation in education and com-
munity programmes to encourage entrepreneurial activity these
barriers can be reduced,
leading to not only more woman
owned businesses but additional to gender equality in the work-
place.

(17) Intervention by the General Director M. van der Pas at the EQUAL
Policy Forum Entrepreneurship organised by the German EU Presi-
dency, Hannover, 5.6.2007.

(18) See the EESC Opinion of 19.7.2006 on ‘Implementing the Com-
munity Lisbon Programme: Fostering entrepreneurial mindsets
through education and learning’, rapporteur Ms Jerneck (OJ C 309,
16.12.2006).

(19) ‘Communication from the Commission to the Council, the European
Parliament, the European Economic and Social Committee and the
Committee of the Regions on Implementing the Community Lisbon
Programme: Fostering entrepreneurial mindsets through education
and learning’, COM(2006) 33.

(20) ‘The Challenge to Inspire: Enterprise Education for Young People’,
Fourth Session of the Team of Specialists on Entrepreneurship in
Poverty Alleviation: Youth Entrepreneurship. Athayde, R. 2004,
Genève: United Nations.

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4.3.4
Entrepreneurs are motivated by a wide range of ambi-
tions, such as financial gain, independence, or job satisfaction.
Whatever their motivation,
it is essential that potential and
existing entrepreneurs recognise the social responsibilities that
are integral to business ownership (21).

4.4.4 With a demographic shift towards an aging population
in Europe, an environment which enables opportunities for
transfer of skills, management capabilities and business owner-
ship must be provided for Europe's highly talented older genera-
tion (23).

4.3.5
New migrants, critical to any economy, provide a work-
force and entrepreneurial base for economic activity. These indi-
viduals are entrepreneurial (by virtue of migration) but are also
most likely to work in the informal sector. The challenge is to
integrate these individuals into the workplace through economic
integration and recognition of their entrepreneurial activities.
This subsequently leads to greater acceptance of diverse commu-
nities and more effective integration.

4.4 Entrepreneurial mindsets in the context of Employee representation

4.4.1 Modern working patterns encourage engagement in the
economy and allow people to switch between employment and
self-employment. Entrepreneurship should be viewed therefore
as a long or short term option, encouraging more people to
consider business owner-management as a positive option.
Bureaucratic procedures should be minimised to allow this flex-
ibility, however the authorities must ensure that
facilitating
interchange between these various work statuses is not abused.
It is important that employees and the unemployed, are not
cajoled or compelled into self-employment or that less scrupu-
lous employers are not allowed to relinquish their responsibil-
ities to employees.

An important aspect of fostering an entrepreneurial
4.4.2
mindset inside the enterprise is to stimulate innovative ways of
organising work, good management and flexible working time
arrangements in accordance with the needs of both enterprises
and employees (22).

Therefore a culture of independence and responsibility
4.4.3
must be developed at the workplace. Greater participation of
employees in defining and enhancing the quality of work are
prerequisites for such a culture of independence. In this context
it should be noted that most business entrepreneurs were origin-
ally employees.

(21) See the EESC Opinion of 15.9.2004,

‘Communication from the
Commission to the Council and the European Parliament, the Euro-
pean Economic and Social Committee and the Committee of the
Regions — Action Plan: The European agenda for Entrepreneurship’,
rapporteur Mr Butters (OJ C 74, 23.3.2005).

(22) See the current EESC opinion on ‘Promoting sustainable productivity
(own-initiative opinion), rapporteur

in the European workplace’
Ms Kurki (SOC/266).

4.5 Entrepreneurial mindsets and capacity building through the Social

economy, NGOs and social enterprises

The specific role and characteristics of

4.5.1
the social
economy has been high lighted in other EESC opinions (24).
Social economy enterprises are fundamental to entrepreneurial
pluralism and economic diversity.

The role of entrepreneurship in the non-profit sector
4.5.2
has been highlighted in recent research.
It has been clearly
shown that this sector is based on an entrepreneurial mindset.
The entrepreneurial process is linked to group dynamics and
social movements of different kinds (25).

4.5.3
Dedicated social/societal entrepreneurs act to find inno-
vative solutions to problems related to major issues like environ-
mental challenges, poverty, human rights,
social exclusion,
education and culture through organised activities offering new
ideas for wide-scale change. Democracy and solidarity are values
that underpin these initiatives.

4.5.4
Socially responsible entrepreneurship supports sustain-
able development, democracy and citizen participation, involve-
ment of workers in enterprises, combating social exclusion and
revitalising local communities. Additionally, they promote an
entrepreneurship culture for women, young people, immigrants
and ethnic minorities.

4.5.5
Social enterprises have a particular role in the social
and professional integration of groups on the margins of the
labour market. They often provide tailor-made paths of integra-
tion into the labour market for the most disadvantaged persons,
a task which they, on the basis of their approach, are better
suited to than other actors. As a result of their focus on empow-
erment of the individual through personal responsibility they
have a good record on social integration.

(23) See the EESC Opinion of 15.9.2004,

‘Communication from the
Commission to the Council and the European Parliament, the Euro-
pean Economic and Social Committee and the Committee of the
Regions — Action Plan: The European agenda for Entrepreneurship’,
rapporteur Mr Butters (OJ C 074, 23.3.2005).

(24) See the EESC opinions of:

— 27.10.2004 on ‘Ability of SMEs and social economy enterprises
to adapt to changes imposed by economic growth’ (exploratory
opinion), rapporteur Ms Fusco

— 1.4.2004 on ‘Economic diversification in the accession countries
— role of SMEs and social economy enterprises’, rapporteur
Ms Fusco, co-rapporteur Mr Glorieux.
(25) Gawell 2004 ‘Entrepeneurial Process in Civil Society’.

C 44/90

EN

Official Journal of the European Union

16.2.2008

4.5.6
The notion of social enterprise continues to spread in
Europe. The specific role of these enterprises should be recog-
nised at European level in the new Employment guidelines for
2008-10.

4.6 Role of the media

an important

The media have

to play in
4.6.1
promoting the image of small business and micro-enterprises,
of specialised trades, services and traditional and craft activities
and their role in society. Additionally it should highlight best
practices and the effects of an entrepreneurial mindset on
growth and jobs.

role

4.6.2
Greater emphasis on diverse nature of businesses and
entrepreneurship, and the use of positive role models, particu-
larly from those in under represented fields, women, ethnicity,
disability and migrants, needs to be highlighted further in a
wide varieties of media

4.6.3 More recently in some Member States,
television
programmes have raised awareness of entrepreneurship and the
value of new ideas. Two examples from the UK are Dragons
Den, where entrepreneurs and inventors pitch their ideas to a
team of funders on The Apprentice where a leading business
personality searches for his ‘apprentice’ (BBC). Both programmes
have raised students' interest in starting their own businesses as
well as demonstrating how an idea is turned into an enterprise.

4.6.4
Promotion and profile of events such as those listed
below, would also raise awareness of the benefits of entrepre-
neurship and its impact on society:

— Entrepreneurship in Education European Summit, organised

by JA-YE Europe 5-7 September 2006

— 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, Oslo,
26-27 October 2006

The media should pass on role models and activities that
convey a positive image of schools and educational strategies
promoting creativity and the prerequisites of innovation.

— European Enterprise Awards

(new Annual Competition
launched by the Commission, which recognises and rewards
initiatives to support entrepreneurship).

Brussels, 25 October 2007.

The President

of the European Economic and Social Committee

Dimitris DIMITRIADIS