1.
CENTRES
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
“ENTRUM 4-steps enterprising mind- set creation” methodology
guidelines
1. Context
Estonia is a small country in Northern Europe with less than 1,4 m inhabitants. Nevertheless
Creative Industries (CI) have an increasing role in strengthening the state’s competitiveness
and developing a knowledge-based economy. Creativity is becoming the key component in
several sectors and this has a focal role in achieving not only economic objectives, but also
improving our environment, quality of life, innovation and competitiveness. As a result,
creative industries play a considerable role in regional development, tourism and increasing
the state’s export capacity. A special study has shown that in 2007 over 5000 companies and
institutions operated in the creative industries sector, amounting to 9,4% of the total number
of companies in Estonia. The total income of CI companies per year in 2009 amounted to 1
146,42 - EUROs. The creative sector is growing constantly so that in 2011 the sector
accounted for 3% of the Estonian economy1.
To move forward Estonian Creative Industries needs highly motivated young people with an
enterprising mind-set and well-developed social and business skills, as well as
professional contacts. The main challenge is that the alumnus of Estonian schools does
not fit those requirements. So they experience difficulties in fulfilling themselves as
professionals, as well as establishing their own enterprises.
Nevertheless of the fact that Estonia already has Junior Achievement students’ company
programme for the last 20 years, as well some short-term project based initiatives around
Estonia. We still had in 2009 more then 10 000 unemployed young people aged 16-24. That
means young people in Estonia still constitute serious challenge for country social system
instead of creating additional value for the country.
2. History of “4-steps enterprising mind-set creation” methodology
In 2010 the Estonian Chamber of Commerce and Industry developed a concept of
an ideal of a personality with an enterprising mind-set that became a basis for the
framework document “National Entrepreneurship Development Plan” that was signed by the
Ministry of Education and the Ministry of Economics of Estonia.
1
Creative Industries in Estonia (2011), Loov Eesti

2.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
The model became a basis for “ENTRUM 4-steps enterprising mind-set creating”
methodology2. The methodology is ideal for creating a generation of young people with an
enterprising mind-set and appropriative social and business skills, as well as contacts among
professionals and entrepreneurs, that will support youngsters’ self-fulfilment in such economy
sectors as IT, energy, engineering, social entrepreneurship and creative industries.
CENTRES pilot activities helped the Entrum Foundation to test the methodology on creative
industries start-ups.
3. The rationale for the approach
The education system in general experiences a gap in providing to youngsters real life
experience, where youngsters can explore what it means to initiate, manage resources, take
responsibility for decisions in collaboration with concrete economy sector partners such as
business-incubators, the regional development sector, entrepreneurs. Creative industries are not
an exception in this sense. That is it is so important that the learning by doing process would be
accomplished in cooperation with CI business- incubators and entrepreneurs, who will explain
and show in practice how creative industries work in reality including business and production
processes. So the main emphases was put on bringing 13-19 year old school students outside of
their everyday environment (school and home) and giving them the chance to taste real life.
4. Methodology description
The example of ENTRUM enterprising mind-set creation 4-steps methodology application was
used for creating ENTRUM creative industries start- up’s (17.10.2012 – 22.05.2013)
The participants of pilot activities: 13-19 year old students from different schools around
Saaremaa, Hiiumaa, Pärnumaa and Viljandimaa counties in Estonia. Students were selected on
the basis of preliminary registration via website. On-line forms were admitted by students
themselves. First they were invited to participate at the ENTRUM Opening Show in Pärnu
Concert Hall in October 2012, where they meet with the ENTRUM patrons / ambassadors
(Estonia’s most successful and famous celebrities), mentors (entrepreneurs), as well as
representatives of business-incubators and regional development centres. Youngsters got
inspiration and the opportunity to brainstorm with the help of the entrepreneurs on their first ideas
for start-up’s that they would like to launch. They also learned to use out-of-the-box thinking, skills
and interests self-assessment, identification of creative passion, other people needs (business
opportunity and market research).
____________________________________
2
ENTRUM 4-steps methodology: 1 step – bring youngster out from her/his everyday environment (school and
home), inspire and encourage, bring outside of everyday environment; 2 step – teach practical skills social and
business skills that will support enterprising mind-set (teamwork, goal setting, action plan, resources
management, business model generation); 3 step – integrate youngsters to the network of entrepreneurs, one-
to-one mentoring and collaboration with business incubators; 4 step – create entrepreneurial lifestyle (including
what to read, what events to visit) by socialising. Methodology was developed by Darja Saar in 2010. All rights
reserved.

3.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Opening show was followed by incubation programme. To participate in the 4-month incubation
programme youngsters needed to electronically register their idea and team. It was a compulsory
condition to pass to the incubation programme that lasted from November 2012 to February
2013 and had 3 one-day sessions and 1 Night Session:
One-day session “Define your idea!”
November 2012
Team-building, different types of business models,
business planning, introduction of Estonia’s
entrepreneurship and creative industries ecosystem.
Night session “Think smart!”
December 2012
Financial planning, budgeting, accounting, product
costing and pricing, start-up capital, sales pitching.
One-day session “Act wisely!”
January 2013
Marketing and communication planning
Marketing products (press-realise, video) contest.
One-day session “Take responsibility!”
February 2013
Analysis of business idea launching results, pitching
exercises, business ethics, collaboration with
Estonia’s entrepreneurship development and
creative industries ecosystem.
Sessions took place one time per month. Each session had 3 different parts:
1. Hour of Inspiration (1 hour) – talk-show in a large Concert Hall with some
famous entrepreneur or celebrity on some particular topic related to the
business model generation.
2. Entrepreneurship LAB (4 hours) – practical work on start-up’s development by
economy sectors.
3. Quality time with mentor (1 hour) – start-up team used that time to agree with
their personal mentor the next steps or discuss any difficulties. Each team had
their own personal mentor.
Altogether 177 youngsters and 61 start-ups entered the ENTRUM incubation programme in
the field of Creative Industries. Each start-up team could consist of 1-6 members.

4.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
E Economy sector N Number of participants and start-up’s
Creative industries:
design, theatre, movie, cross-media
35 start-ups (107 youngsters)
35 mentors
Creative industries:
music industry and events management
26 start-ups (70 youngsters)
26 mentors
Overview of pilot activities events:
After incubation programme altogether 10 “CI: design, theatre, movie, cross-media” start-ups
and 6 “CI: music production and events management” qualified for participation in the
ENTRUM Super-finals in March 2013 at Pärnu Concert Hall.

5.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
Creative industries: design, theatre, movie,
cross-media” finalists
Creative industries: music industry and
events
management« finalists1. “Amberella” - Fashionable raincoats;
2. “Arting grupp” – Indoor painting service;
3. “E-Talentbank” – creative industries young
professionals labour exchange;
4. “Kenert Tamm Photography” – nature
photography service;
5. “MIREMBE kleepsud” – disian stickers;
6. “Noorte Avastamata Kunstnike; Näitused” –
young artists exhibitions and art sale;
7. “Põnev Tootsi Noortepark” – Free time and
Entertainment Park;
8. “Sierra” – Design Clothing to Martial Arts
Enthusiast with reasonable price;
9. “Tegude Päevik” – diaries for youngsters;
10. “Tervisliku toitumise ja spordi lehekülg” –
healthy lifestyle promoting webpage.
1. “ArtJam” – Summer camp for artists;
2. “Hiiumaa Muusika- ja Tantsulaager” -
creative industries summer camp for
youngsters on Hiiumaa island;
3. “Kinu peab saama!” – 5D movie theatre;
4. “Stuudio MSN-I Musuikute võrgustik” –
record label;
5. “Muusikabänd The True Smile” – music
band;
6. “Ulatame käe läbi meloodia” – Charity
Concert with Estonia’a most famous pop
singers
To qualify for the Super-finals it was necessary to present at least a prototype or/and first sale
results. Next you can find comparison of CI start-ups statistics to the others sectors of the
economy:
Sector of economy Number of participants and
launched start-ups
Number of finalists and
implemented ideas %3
1. IT ingenuity 16 start-ups (39 youngsters) 5 start-ups (16 youngsters) 41%
2. Social entrepreneurship 29 start-ups (102 youngsters) 9 start-ups (35 youngsters) 34%
3. Service economy 55 start-ups (155 youngsters) 12 start-ups (51 youngsters)32%
4. CI: music production 26 start-ups (70 youngsters) 6 start-ups (22 youngsters) 31%
5. CI: design 35 start-ups (107 youngsters) 10 start-ups (33 youngsters)30%
So, as we can see from the results CI are quite popular among youngsters. One third of all
initiated ideas (61) are under CI. The total amount of enterprising ideas (total 161 idea). At the
same time start-ups survival index show that CI start-ups are not so successful in creating a
real product or service in a 4- month period of time. “CI: music production” and “CI: design” are
in the last places in start-ups rankings.
Nevertheless the strongest CI start-ups were awarded at the ENTRUM Awards Gala on 22
May 2013 in Pärnu Concert Hall with the participation of Estonia President Toomas Hendrik Ilves:
3
Start-ups survival % - how many youngsters started with their start-ups launching and how many of them
qualified for Super-finals (realised their idea).

6.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
1. Best Creative Industries: design, theatre, movie, cross-media start-up – “Tegude päevik”
(diaries for youngsters). Start-up “Tegude päevik” is now profitable enterprise, which
produces calendars and notebooks for school students and sells them over all Estonia.
2. Best Creative Industries: music production and event management start-up – “Ulatame käe
läbi meloodia” (Charity Concert with Estonia’a most famous pop singers).
All CI start-ups finalists have received a certificate certifying their skills to potential future
employers, as well as giving them the right to be entrepreneurial in their own right.
In the case of this particular pilot activity the following institutions can be considered as
indirect beneficiaries:
Estonian Business Incubators and
institutions promoting creative industries
(3):
1. Tallinna Ettevõtlusinkubaatorid
(http://inkubaator.tallinn.ee/eng/);
2. Tartu Loomemajanduskeskus
(http://www.loovtartu.ee/en/) ;
3. LOOV EESTI
(http://www.looveesti.ee/en.html)
Better awareness of youngsters about CI in
general, as well as about the role and services of
business-incubators, including conditions of
incubation services, events.
Regional Entrepreneurship Development
Centres (4):
1. Hiiumaa MAK
2. Saaremaa MAK
3. Pärnumaa MAK
4. Viljandimaa MAK
Better awareness among youngsters of
entrepreneurship in general, as well as about the
role and services of regional entrepreneurship
development centres, including conditions of
incubation services, events.
Ready to use methodology that could be adopted
for county needs.
Creative industries SME-s and
entrepreneurs
Better understanding among entrepreneurs of
methodology re: how to develop necessary skills
for a successful professional life among young
people.
Overview of current situation with school students’
readiness to join labour market as employees or
entrepreneurs. Contacts with talented youngsters
they would like to cooperate.
with further.
Local (48) and regional (4) governments Local and regional governments have got
experience, motivated young people, who will soon
become leading members of local communities as
professionals, entrepreneurs and responsible
citizens.

7.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
4. Methodology impact
According to the evaluation forms4, as well as start-ups public pitches5 in the ENTRUM Super-
finals on 22
March 2013 the “ENTRUM 4-steps” methodology impact was very serious
1. Instant “infection” by enterprising mind-set “virus” – mind-set and lifestyle. Even those
youngsters (CI start-ups members) who dropped out admitted a direct impact of methodology
on their mind-set. Some of the CI alumni continued their activity as legally registered
enterprises.
2. Direct connection of ENTRUM CI start-ups to creative industries business-incubators and
entrepreneurs helps avoid “putting students in the bubble” and created direct links between
students and all the
creative industries ecosystem.
3. The “ENTRUM 4-steps” methodology has a similar effect (creation of enterprising mind-
set, social and entrepreneurial skills) on creative industries’ start-up members as to
youngsters launching start-ups in high technology, social entrepreneurship and the service
economy. At the same time the number of students who drop out is higher in comparison to
other economy sectors start-ups.
4. The “ENTRUM 4-steps” methodology’s successful implementation in CI start-ups
development requires support for youngsters from their school administration, teachers, local
governments, regional entrepreneurship development centres.
5. The impact of the “ENTRUM 4-steps” methodology was really remarkable if we speak
about mentors and business-incubators: 1/3 of the entrepreneurs were ready to contribute on
a regular basis next year. Most of them admitted revitalising energy of young people that
motivated entrepreneurs to make changes in their own businesses.
6. Creative industries business-incubators expressed readiness to continue and intensify
collaboration in the field of creative industries start-ups training by contributing their own
resources already next season.
7. Results assessment
According to the feedback of participants and partners the “ENTRUM 4-steps” method is
perfect to inspire and empower youngsters to get started, discover creative industries inside
life and with people around, take responsibility for the project success.
4
16 start-up hard copy diary with section identifying start point of the team, final results and progress
evaluation by participants themselves, mentors, regional and professional evaluation commissions.
5
3-minute pitch, where participants speak about their results, study experience and insights. You can find example
here: www.youtube.com/watch?v=KubMiO2bvR4

8.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
“The participation in the ENTRUM programme “Creative Industries: design LAB” gave
impetus to starting action, as well as knowledge of how to act. It gave us so much self-
confidence”. Start-up “Arting group”, CI: design.
“We already had the “enterprise virus”, when we joined the ENTRUM programme “Creative
Industries: design LAB”, but ENTRUM was a real opportunity and gave us the courage to
start do real things. Thanks to “Creative Industries: design LAB” we can face the challenges
and find creative and sensible solutions. We have got very important experience. We believe
that this experience is the foundation of our success in the future. Start-up “Mirembe
stickers”, CI: design.
8. What do you need to pay attention to?
1. The quality of mentors. Entrepreneurs involved in mentoring must understand
their responsibility and be determined. Mentors selection and scholarship is very
important to guarantee the quality.
2. Very important is collaboration of mentors and students between the sessions. It is
much more effective when a mentor is able to supervise the work of a start-up
between one-day sessions once a month. Continuous contact between mentor and
students is necessary.
3. The number of “Creative industries LAB-s” must be as small as possible, so
supervisors can pay more attention to each start-up.
4. Sessions must be accomplished by working visits to Creative Industries business-
incubators and regional development sectors, as well as creative industries
enterprises.
5. Creative industries start-up members needs environment, where they meet their
teams and develop their products, services – hubs designed for creative industries
youngster’s start-ups needs.
9. Insights and lessons we learned
The “ENTRUM 4-steps” approach implementation to development of creative industries
start-ups demonstrates that creative industries can be successfully learned and practiced
by 13-19 year old youngsters outside of school. At the same time it requires intense
collaboration between institutions of the educational sector (schools), local communities,
regional development centres, a neutral platform (ENTRUM programme), as well as
creative industries business-incubators and entrepreneurs to make it happen. That model
and approaches could be implemented in other countries. Direct reference to the necessity
of particular initiatives can be found in the European Commission action plan
“Entrepreneurship 2020”6. To make the above mentioned approach continuously work
in Estonia and other countries in future there are a number of measure that must be
implemented:
6
http://ec.europa.eu/enterprise/policies/sme/entrepreneurship-2020/index_en.htm (pp 5-7; 21-22)

9.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
The policy issue The best policy option
The high level of unemployment
among young people in Europe
(young people, who prefer to stay in
their comfort zone or do not have
enough entrepreneurial and social
skills).
Entrepreneurial formal and informal education must
become an important and compulsory part of every
member-state educational system. “Entrepreneurship” or
“Entrepreneurial Learning” including development of
entrepreneurial mind-set and appropriate skills, as well as
contacts in the system of the national entrepreneurship
development ecosystem must become a mandatory part of
the secondary school curriculum from 7th grade (12-13
year old youngsters).
Every secondary school student must participate in at least
one non-formal educational programme or contest
directed to develop practical skills (mini-company
programme, ENTRUM start-up programme, Aflatun). It
must be a mandatory condition for graduation.
Insufficient number of teachers
with entrepreneurial mind-set
Entrepreneurial education must became a mandatory
part of high school education for all teachers (please see
European Commission action plan page no 7)
Insufficient number of teachers, who
are specialised in Entrepreneurship
education
Universities must start to prepare “Entrepreneurship
teachers” for secondary schools. To guarantee young
teachers’ practical education all teachers must pass
practice in non-formal national entrepreneurship
educational programmes.
Lack of cooperation between
educational system and
entrepreneurship development
systems:
-Youngsters have no idea how
national entrepreneurship
development system works and
what kind of services can be
provided to them;
- Formal entrepreneurship
education does not create links
to a national entrepreneurship
development system (business-
incubators,
Regional development centres,
HUB-s, accelerators).
Funds for business-incubators to provide to schools
and non-formal education programmes additional
assistance and consultants on how to coach young people
and introduce them to the work and services of business-
incubators.
Funds for national mentors network consisting of
active entrepreneurs with purpose to recruit and
educate entrepreneurs-mentors.
Funds to regional entrepreneurship development centres
to recruit additional consultants, who will provide
consultancy and assistance to school students as part of
their participation in mini-company programme, ENTRUM
or Aflatun.

10.
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication 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.
www.centres-eu.org
With the support of the Lifelong Learning Programme of the European Union
We do not have a high enough
number of active entrepreneurs, who
are motivated to contribute their
personal time and efforts to coaching
secondary school students
Tax reductions for entrepreneurs volunteering as mentors.
Lack of private sector financial
contribution to youngsters
creative entrepreneurship
development activities
To make financial contribution to entrepreneurship
education more attractive to big corporations’ CSR
activities it is necessary to implement tax reductions and
fiscal regulation at an EU and a national level.
Lack of infrastructure for
youngsters with an
entrepreneurial mind-set
Create youngsters’ HUB-s and business-incubators, which
will provide mentorship and funding for kids and youngsters-
entrepreneurs.
For example: http://businessincubatorforkids.org/
10. Contact
If you would like to get more information about “ENTRUM 4-steps enterprising mind-
set creation” methodology please contact Ms Darja Saar, Entrum Foundation,
darja.saar@entrum.ee or +372
55656392.