8. Opportunities And Challenges In Promoting Entrepreneurship Education In Japan By Harada Kikuko

Opportunities and challenges in promoting entrepreneurship education in Japan

Mongolian Entrepreneurship Summit 2014.11.10 Ulaanbaatar, Mongolia

Kikuko Harada Center For Entrepreneurship Development

Mission: - Support young people to develop entrepreneurship and create innovative society

History: - Started in 1998 at Kyoto Research Park - Became independent as NPO in 2003

What we do: - Develop educational tools (textbook or programs) - Provide teacher training - Hold business competition or promotional activities - Research and policy proposal - Offer Business Seminar or entrepreneurship training

About US

Copyright @ Center for Entrepreneurship Development All rights reserved.

Teaching MaterialsText book with CD-ROM

On-line program


Pla>orm site for entrepreneurship projects

Project report

Like button

http://www.youthenterprise.jp/Copyright @ Center for Entrepreneurship Development All rights reserved.

Youth Enterprise Trade Fair


lReal Trade ExperiencelEvaluation from professionals

Global Enterprise Challenge An international online enterprise skills competition (12Hours)

Target: High school students (16-18 years old) Work as a team (up to 10 eligible students ) Submission :2 pages of A4 business plan Three-Minute Oral Video Presentation DateJune 13, 2015 8:00-20:00 (about 17 countries) Challenge: Provide solutions to issues emerging in the global community

InternaConal CompeCCon

http://www.globalenterprisechallenge.com/


GEC 2014 Winners Business Plan

Sisowath High School, Phnom Penh, CambodiaCopyright @ Center for Entrepreneurship Development All rights reserved.

https://www.youtube.com/watch?v=CVWD-c_iH7Q

GEC 2014 Winners PresentaCon Video


International Science Enterprise Challenge An international online enterprise skills competition (24 Hours)

InternaConal CompeCCon 2


Target: High school students (16-18 years old) Work as a team (up to 8 eligible students ) Submission :2 pages of A4 business plan Three-Minute Oral Video Presentation DateJuly 23-25, 2015 8:00-20:00 Challenge: Provide solutions to issues in emerging countries

http://isechallenge.com/

ISEC2014 Winners Business Plan


ISEC 2014 Winners PresentaCon Video

https://www.youtube.com/watch?v=3gkWOJ3FBqM

Japan team Tokyo Gakugei University International Secondary School and Aoyama Gakuin Senior High School


Course/Seminars for entrepreneurs

Womens participants are around 30-40%

Interests in social business are

increasing


Social Background How entrepreneurship educaCon

has been regarded important in Japan


Exit Rate exceeded Entry Rate

Source: 2012 White Paper on Small and Medium Enterprises in Japan p260, Japan Small Business Research Institute (JSBRI) http://www.chusho.meti.go.jp/pamflet/hakusyo/


Japan

Source: Global Entrepreneurship Monitor 2000 Global Report

Low Entrepreneurial ActivitiesGlobal Entrepreneurship Monitor 2000 Total early-stage Entrepreneurial Activity (TEA)

Percentage of 18-64 population who are either a nascent entrepreneur or owner-manager of a new business


Change of Labor Market


Transfer of manufacturing plants to overseas Decrease of working place& jobs in Japan Business Development in emerging countries Need entrepreneurial person to create new market Globalization of domestic working environment Abolition of seniority and lifetime employment

High demands for an entrepreneurial person who can make a job, rather than take a job in any fields of work.

Person with entrepreneurship, do not naturally grow many in a country like Japan

We need to invest in educaCon with the planned intenCon of developing entrepreneurship in youth

Entrepreneurship is like Music & Sports Through school educaCon or other training, we bring

up supporters as well as entrepreneursCopyright @ Center for Entrepreneurship Development All rights reserved.

Why Entrepreneurship at school ?

PoliCcal Measures


In order to recover from the economic downturn that started in the 1990s following the bursting of the economic bubble, Japanese government has seen creating new business as a prime task and implemented several policies to promote entrepreneurship. 1997 Angel Tax system was implemented Made possible to offer preferential tax treatment to private investors who have invested in venture companies. Investors who had capital losses by selling certain SME's shares, become able to receive tax deduction. 1999 Promotion of New Business Creationwas carried out Under this law, various measures to promote new business activities were conducted including awarding grants to business start-ups, creating a special debt guarantee scheme, foundation of new loan system, special exceptions to the stock option system and joint investment fund with private institutions to support smooth financing of SMEs, and providing an incubation facility and a comprehensive support system (platform) for the creation of new business in regional areas. 1999 Mothers market has been created in Tokyo Stock Exchange 2000 NASDAQ Japan (present JASDAQ) opened 2002 Special system of minimum capital regulation made possible to establish a limited company or corporation in 1 2005 Minimum capital regulation was abolished 2008 Expansion of Angel Tax system (Tax deduction has been enlarged including application of donation deduction)

Various support to start-ups

Entrepreneurship promotion at academic fields

1998: A new law enactment which supports the establishment of Technology Licensing Office (TLO) (Now there are 38 approved and 3 certified TLOs in Japan) 2000: Industrial Technology Enhancement Act (Environmental Legal Assistance of technology development system for the creation of new businesses and new markets 2001:Priority Plan for the Creation of New Markets and New Jobs (Hiranuma Plan) -Creation of 1000 university venture companies for 3 years -10 times of patent number acquired by universities for 10 years

2002: Intellectual Property Basic Act (In relation to the handling of intellectual property, this law clarified the responsibilities of the country, local governments, universities and businesses. The Intellectual Property Strategy Headquarters was placed in the Cabinet, and it takes measures for the creation ,protection and ensuring utilization of intellectual property, etc.)

Legal development about the research results of universities and public research institutions was conducted in order to facilitate technology transfer to industry.

Number of Start-ups from university

2011

About half of them are in service business, and 35%are manufacturing. The largest in number was 2003,

2003

before 1990

Source:Teikoku Data bank http://www.tdb.co.jp/report/watching/press/pdf/p130803.pdf

Support to entrepreneurs at University

Division of University Corporate Relations Offers following services

Consulting LectureSeminar Incubation facility Research Support Intellectual Property and licensing Legal Issues Public Relations and promotion


The number of courses or lectures have increased in 2000s The number of the entrepreneurship course in 2000 has doubled in 2010, and the lectures were 3.5 times still 0.8% of total students)

Practice at university

http://jeenet.jp/entre22/ 22222010/12/01

Number of courses Number of subjects

2002 2010

National

Private

Municipal

2002 2010

http://jeenet.jp/entre22/ 22222010/12/01

Couse style

a)Lecture by university teaching staff

b)Lecture by non-university staff

National

Private

Municipal

c)Business Plan Presentation by students

d)Team based training

e)Lecture by teaching staff of other university

Under graduate

f) Others Number of course

Type of course


a)Specialized course for students of business major and interested in starting a business

b)Comprehensive management skill development

c)Entrepreneurship course for students in manor major

d)Basic course as general education for all types of students

f) Others

undergraduate

graduate

1998 u Ministry of Economy, Trade and Industry (METI) organized Entrepreneurship

Education Study Committee in 1997 and produced report on Toward development of entrepreneurial human resources in 1998

u Work experience for Junior high school students has started in Hyogo Spread to other prefectures (Now it is required education at junior high) 1999 u Need for career education was referred at the Ministry of Education, Culture

sports, Science and technology (MEXT) 2000 u MET I started a model program of Entrepreneurship education at school (from

primary to high school students) and funded development of teaching materials 2006 u Action Plan for youth Independent Challengehas been exercised and

career education became must in schools. Entrepreneurship education has also gradually been recognized its importance.

Entrepreneurship at school


Practice at school All Junior high school students have work experience activities, but not many schools implements entrepreneurship education, yet. NPO or Business Sector supports entrepreneurship activities after school Teachers are becoming more positive to entrepreneurship Most of commercial high school implement entrepreneurship education Comprehensive high school implements its concept partially in their Project Based Learning subjects Various business idea competition for high school students and it is becoming common for students

Do we have more entrepreneurs?


Japan

Source: Global Entrepreneurship Monitor 2013 Global Report

3.7%

TEA Rate 2013Percentage of 18-64 population who are either a nascent entrepreneur or owner-manager of a new business

Total early-stage Entrepreneurial Activity (TEA) Percentage of 18-64 population who are either a nascent entrepreneur or owner-manager of a new business

Source: Global Entrepreneurship Monitor 2013 Global Report, http://www.gemconsortium.org/visualizations

Transition of Japanes TEA

3.73.1

Percentage of 18-64 population (individuals involved in any stage of entrepreneurial activity excluded) who intend to start a business within three years

Entrepreneurship IntenCon


4.10.9

Percentage of 18-64 populaCon who agree with the statement that in their country, most people consider starCng a business as a desirable career choice

Entrepreneurship as Desirable Career Choice

31

34


Percentage of 18-64 who see good opportunities to start a firm in the area where they live

33

Perceived Opportuni0es

87


Percentage of 18-64 populaCon who believe to have the required skills and knowledge to start a business

Perceived CapabiliCes

1311


Percentage of 18-64 populaCon who personally know someone who started a business in the past two years

Source: Global Entrepreneurship Monitor 2013 Global Report, http://www.gemconsortium.org/visualizations 35

Know Startup Entrepreneur

1716

Percentage of 18-64 population who have personally provided funds for a new business, started by someone else, in the past three years

Source: Global Entrepreneurship Monitor 2013 Global Report, http://www.gemconsortium.org/visualizations 36

Informal Investment

1.3

1.5

Percentage of 18-64 population with positive perceived opportunities who indicate that fear of failure would prevent them from setting up a business

Fear of Failure

49

22


Source :Entrepreneurship at a Glance 2013, OECD, http://www.oecd-ilibrary.org/industry-and-services/entrepreneurship-at-a-glance-2013_entrepreneur_aag-2013-en

38

Preference for self-employment

26http://www.chusho.meti.go.jp/pamflet/hakusyo/H26/h26/index.html

Low Rate for both Entry and ExitEntryRate

ExitRate

France UK USA Germany Japan

France UK USA Germany Japan

The Big Problem is


Decrease of number

26http://www.chusho.meti.go.jp/pamflet/hakusyo/H26/h26/index.html

Want to start a business

Preparing to start a business

EntrepreneursNo actions yet to start a business

From Global Entrepreneurship Monitor 2009 report

- Entrepreneur is not recognized as a good

career

- Lack of entrepreneurial skills

- Entrepreneurs are not familiar

- High fear toward for failure

- very low practice opportunities in school

education

What is problem of Japan


Source :Entrepreneurship at a Glance 2013, OECD, http://www.oecd-ilibrary.org/industry-and-services/entrepreneurship-at-a-glance-2013_entrepreneur_aag-2013-en

-Lack of teachers

-School system makes difficult to have a

teacher from outside

- No class time for entrepreneurship activities

- No budget to buy program or textbooks

-Difficult to assess -Extra work for teachers


Need to be in school guideline

Why school do not teach?

The national initiative to encourage entrepreneurship is expected to be further strengthened under the present Abe Cabinet with the aim of doubling Japans rate of business start-ups by 2020. Deregulation in key sectors such as energy, agriculture, medicine and labor market Tax reform to promote investment to venture fund Strengthen structural reform and the function of producing innovation of National University Provide various supports to promote entrepreneurship -Strengthen support of female, youth and seniors challenge by offering study sessions, seminars, consulting, financial services, net-working gatherings, business plan competitions or awards, etc. -Promote entrepreneurship education at university Global Entrepreneurship Training development projects13 universities were chosen and developing new curriculum .((900 million yen) -Promote Entrepreneurship Education at school

Further Entrepreneurship development

EducaCon at School is very important! To remove the fear or uncertainCes that are a major obstacle in Japanese entrepreneurs, we need to give young people opportuniCes repeatedly to experience real process of starCng a business and get training of operaCng it.


Teaching PracCces



Learn from a professionalLearn about local industry, and

decide theme of the project

Become interested in creating a

new product and business

New Product idea

Youth Project (G5) Youseiprimary school

Choose best idea and sell it!


Youth Project (G6) Partner: Ujibashi Shopping Street Promotion Association Bunkyo University

Make a new souvenir namacha caramel and sell

it in the mall!

Make a map for tourists to introduce shops in Uji with

University students

3days workshop became a

collaboration project with parents and

university students

Find out what are popular souvenir goods for tourists

TodouDaini primary school


This project has been conducted to have more young people interested in welfare industry

Lecture from

professionalWorking experience Teachers and

supporters workshop

Presentation What can we do to improve the social welfare services or

nursing home system?

Youth Project (G4-9)

Discussion


Set up a virtual company

Professional Advise Selling

product development

Report to Shareholders

Youth Project (G7-9)Harada junior high school


Research & Planning Interview at shops

Report what they learned

How we can revitalize

shopping street

After School Activities 2009/8/1-3 (3days) Partner: Teramachi and Ebisugawa Shopping Street Promotion Associations


Youth Project (G10-12) Kyoto Fushimi Technology highPartner:Fushimi Inari Shopping Street Promotion Association Banboo and Green,NPO

Develop new products

Promote new products

Make a web site

The school has become the

important activator in the community


Promotion of Kyoto culture

Produce a new wedding plan using an old temple where a famous author wrote her book

College/University Doshisha Womens College Partner: TNC Bridal Servic Rakuten, KimonoKyoKomachi

Create a web site to sell a set of Kimono on line


In cooperation with the city tourist office and the shopping district association, develop a new souvenir or service that utilize the local resources

College/University Doshisha Womens College

College/University Maebashi Kyoaigakuen University

1kg)


Made a new product using Yamato potato a

special product in Gunma

Various Competition for YouthBusiness Sponsor

Social Project Support to start a

real business

University sponsored Presentation Competition

Ryukoku University Kyoshu University

Various Competition for Youth

Hackathon a gathering where programmers collaboratively code in an extreme manner over a short period of time

Various types of innovation gatheringInnovation Hub

a habitat which provide a place where people with a strong desire to change society and the world can gather, learn from each other and find new solutions.

New Drive for Entrepreneurship

KeioUniversity Social Innovator Course graduates


TokyoUniversity Entrepreneurship Training Seminar For Social Business

Social Innovation

Crowd Funding

Ready For

Just Giving

Faavo

Competition for high school students

Bank Sponsored University sponsored

Business Idea competition

Japan Finance Corporation (JFC) a public corporation wholly owned by the Japanese government

Osaka University of Commerce

Learning Outcome



Survey Results Kotoura-minami primary school 6 graders (50) Ability to work as a team 42 76%Computer skill 41 75%Knowledge of how to develop a new product 38 69%Knowledge of how to sell a product on line 38 69%Ability to produce new idea 37 67%Ability to express my own opinion in a group 36 65%Understanding of how to promote and sell a product 35 64%Understanding of what we study at school can be utilized in the real society 34 62%Understanding of how a company works 32 58%Understanding of how we can contribute to the society by our work 30 55%Ability to talk in front of many people 29 53%Understanding we need to act ourselves to solve a social problem as part of society member 29 53%I came to think what I can do to solve a problem more than before 24 44%I came to think what kind of work I would like to do in the future 11 20%I came to think about a familiar social problem 10 18%Knowledge about local company or industries 7 13%

Q:Wha kind of abilities do you think you could get from the activities?

Attitude toward entrepreneurs


Q: Have you changed your idea toward entrepreneurs after this project? Outcome

number %a)I came to respect entrepreneurs more than before. I also became more interested in business and would like to start a business on my own in the future.

13 24% I became more interested in business than before, and may like to start a business on my own in the future if there is a chance. an entrepreneur became one of my professional choice)

8 15% I came to respect entrepreneurs more than before , but I do not think I would start a business on my own. It is still not part of my profession in the future.

30 55% I became interested in running a business independently, but I do not think I would like to do it myself.

5 9%e There were no influence to my idea. I am not interested in starting a business on my own.

0 0%


University Students who set up a virtual company and experienced simulated business

Survey Results 87 university students

a. Team work

b. Leadership

c. Supportership

d. Creativity

e. Finding Problem

f. Solving Problem

g. Negotiation

h. Presentation

i. Communication

J. Challenging Spirit

k. PC skills

Q: What kind of skills have you gained through entrepreneurship projects?


Q: Have you changed your idea toward entrepreneurs after this project?

Outcome number %a) Although I have been interested in starting a business, but I became more interested in it than before. 18 21% I became more interested in starting a businss and company management than before, and I come to think one day I would like to start a business on my own. 20 23%Starting a business looks interesting, and I added it to my professional choices. 23 26% I came to respect entrepreneurs than before, but I do not think I would like to start a business on my own.

17 20%e I learned a difficulties through my project, and I do not think I am cut for an entrepreneur. 8 9%eOther

1 1%

Eect of training


International Competition output Business Plan: First 0me



Business Plan : Third Times

Challenges in education 1. Strengthen practice in primary and secondary

education Acquisition of skills and knowledge from repeated learning opportunities confidence reduces fear become one of the professional choices 2. Reform university entrance examination Value comprehensive skills and knowledge 3. Train teachers/ instructors Add entrepreneurship education in teachers training course at

universities and also develop system to utilize a teaching staff outside of educational institutions

Build Strategic System in local govement Develop a system of budget and support that interested school can

flexibly use


Thank you for listening


8. Opportunities And Challenges In Promoting Entrepreneurship Education In Japan By Harada Kikuko

Small Business & Entrepreneurship

entrepreneurship training

entrepreneurship education

entrepreneurship educacon

japan copyright

business competition

us copyright

social business

high school students