OPEDUCA BusinessClass promotes entrepreneurship inside education, for both students, teachers and school management. Developing entrepreneurial skills, attitude and behavior, can contribute significantly to the quality of education. BusinessClass focuses on behavior, the development of an entrepreneurial attitude and competences. The capability to transfer thinking into entrepreneurial action in a socially responsible way, is key. Entrepreneurship is essential to distinguish ourselves economically. That's why this theme is very important on the Dutch Innovation Platform's agenda. The innovative, self-conscious and responsible student of today, can consideraly determine the future of our society.
Competencies to shape the future:
It is about acting rather than to be acted upon, shaping rather than to be shaped
and choosing rather than to accept choices decided by others.
(OECD - Education 2030 - The Future we Want)


OPEDUCA builts on, challenges and feeds the creative talents of young people, for there is the core and essence of future entrepreneurship,
their ability to turn ideas into action.


Key to OPEDUCA BusinessClass is the (further) development of young people, while their are still in a student age, to be(-come) persons that can shape and built a sustainable future.
The development of these specific personal skills and competences is party complementoray and partly strengthening those already developed in OPEDUCA Flight for Knowledge.


To Do, to Act, to take Responsibility, pave a way, create, built, (re-)form - terms that all fit to the human ability to go from Ideas to Action. As from young age on (OPEDUCA BusinessClass starts in the first grades of upper Primary Education) students in OPEDUCA based schooling learn to see, understand and bring within their potential reach todays world and the shape and meaning it can have in the future - a future they design.


The various economic knowledge and skills youngsters, as future oriented entrepreneurial persons, need to make their actions work, be meaningfull and effective, are gradually brought within their reach. OPEDUCA BusinessClass thereto includes the whole economic spectrum from understanding markets and marketing, design, products and production, organisation, logistics, quality, service and CSR as well as a sound portion of book keeping.

OPEDUCA BusinessClass is about unleashing Youngsters' Creative Energy

OPEDUCA BusinessClass, with it's focus on personality development and citizenship, also addresses the more 'standard' skills and competences deliverd by entrepreneurship programs and alike. In fact, the curriculum of the higher levels of secondary-education is fully covered. The '3-piece-suite' aspect of 'business' is however a mere aspect of OPEDUCA BusinessClass.

“The most important kind of freedom is to be what you really are. You trade in your reality for a role. You trade in your sense for an act. You give up your ability to feel, and in exchange, put on a mask. There can't be any large-scale revolution until there's a personal revolution, on an individual level. It's got to happen inside first.”
Jim Morrison

Everything in OPEDUCA BusinessClass is done Live, performed, undertaken, done. From the first studies by teams of students up until their performance for a live-audience and Jury, the students learn and experience what it takes to grap a hold of themselves and be out there,

OPEDUCA BusinessClass if fun, students love the action and once the first steps are taken they take in the success - for in OPEDUCA, everyone's a Winner.

I have been a successful entrepreneur, since 1986 and have spent my career helping people discover their limitations and overcome them, which has been extremely rewarding...now taking it to a whole new level by putting this knowledge into the hands of students that are stuck in the "underemployment" of today's changed economy. Such a high percentage of young people cannot find work despite their degree and massive student debts....the missing link is to teach them to take control in their lives to combine their strengths, passions, degrees, and all the available options in technology to build their own businesses as self reliant entrepreneurs. One of the greatest gifts we can give people is to teach them to be self reliant....I am happy to play a role in that teaching...

Debbie Ruston

Preliminary research on the BusinessClass effects

An examination of the characteristic of the global “OPEDUCA Business Class” cluster shows that, after the business class, most of the students:

- Stay in touch with their friends
- listen to others
- don’t get annoyed quickly although they may get discouraged
- are less authoritarian and have less tendency to dominate
- are ready to make efforts to complete project
- are eager to answer to questions
- are more ambitious.
This means that the business class had the effect of developing a more open attitude to education, regardless of the school or the country, and of developing bridges between them inside their classes.

Salim Lardjane Maître de Conférences en Statistique / Université de Bretagne-Sud

Girl Power

In the course of having hundreds of students presenting for live audience in BusinessClass, it again and again became clear that girls excelled in terms of original concepts and well wrought presentations.
Entrepreneurial Learning in Education Preschool as a Take-Off for the Entrepreneurial Self

Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.

Karin Axelsson, Sara Hägglund, Anette Sandberg