Step 2: Develop curriculum framework

The second thesis pertains to flexibility required of innovation and training models of youth entrepreneurship. The demand for flexibility comes from both opportunities in the changing markets and technology, as well as from the individual participants. In other words, entrepreneurship cannot be cloned. This requirement influences curriculum as well as product/innovation development, ways of learning and working; as well as the entire outlook of what is being learned and developed beyond the obvious practical skills.

It is also good to remember that not everyone is entrepreneurial. The flexibility of any training or support mechanism should allow some participants, who may need more skills and experience, or who might discover that they are not entrepreneurial enough to launch their own startup, still get relevant training that will lead to meaningful job opportunities in the industry.

Another aspect of flexibility is that innovation may require a broad talent and skill-set — and staying relevant as an entrepreneur may mean encompassing several fields. This is obvious to GESCI-AKE participants: They defined themselves often along a continuum that included several areas (“I am not only a musician, but musician- sound designer -producer”). In addition, entrepreneurship requires more than skills and innovation. Participants have been encouraged to think about their skills and learning more holistically, by not only developing practical skills but rather “an attitude to our work, and ourselves”.