How to teach student entrepreneurship in Britain
By Jessica KrawczynskiPublished June 06, 2018 12:37:22For a start, it’s important to start off with a sense of humility.
You may not be able to get a university degree, but the chance to get an apprenticeship to start your own business is worth its weight in gold.
Students from across the UK have written to me from across Europe, sharing their experiences of starting their own business.
The UK has the highest number of apprenticeships in Europe, with around half of the country having a full-time apprentice, according to the National Skills Development Agency.
The opportunities available to graduates are huge, with an estimated 1,400 apprenticeships open for each of the UK’s 2.3 million people aged 16 to 64.
Many apprenticeships have an apprenticeships scheme, which means students can access funding for up to 12 weeks and start up a business.
The majority of apprentices also get a salary.
For some, the challenge is the high cost of apprenticeship: the average apprenticeship cost in the UK is £24,000.
For a start that is quite a steep price tag, especially when compared to the average monthly salary in the country.
The first step is finding the right person to mentor you, but this can be difficult.
Some start-ups have an established mentor network.
I met a former IT professional who had been mentoring a student for about a year.
This is the person I spoke to, who told me the problem of not having a mentor was partly the student’s fault.
She said: “I think that when students are starting out, they don’t know enough about what they need to do to be successful, and also they don ‘ve been taught too much about entrepreneurship, and so they don [think] it’s too easy, so they’re too eager to try and get the first deal.”
The student said that in her experience, students often “don’t have a plan for success, and it’s not really that they are not working towards their goals, they just don’t think they should.”
She continued: “They [students] come in and [try] to learn everything about it, they learn everything they can about marketing, they’re learning about business, and they’re just really just starting out.”
But I think it’s a really important point that I think is missing from students’ thinking, is they need guidance.
They don’t need mentors.
They need guidance from someone who knows what they’re doing, and can help them.
So the key is to get that first step right, and then start to get to know the student, get to understand them, and find out what they want to do, because it’s going to be so much harder than they expect.
“I asked students to share their experiences and how they got there.
Here’s what they had to say:I met this student in my first year of university who was doing a research project.
She was really excited to be part of this project and had the chance for a free trial.
She asked me about my career goals and what I wanted to do after I graduated, and we started talking.
I told her that I wanted a job in finance, and she was interested.
I didn’t have much money to spend on myself, so I was really struggling with what to do with the money, but she encouraged me to look at other things that were on offer, and I realised that I really wanted to work in finance.
She suggested I look into becoming a lawyer.
The student had a passion for law and wanted to be a lawyer, but wasn’t sure if she wanted to get married and have kids.
I wanted to take a chance and take a risk, so she told me I could apply to Law College London, and if I got in, I could work as a lawyer for the rest of my life.
I was nervous, but it was the right thing to do.
I ended up going to London and getting a full time job, and now, I’m a lawyer working for a law firm.
I’m not sure what to tell people, because I’ve been mentored so much and I haven’t been able to say to them, ‘Oh, this was a bad idea, or this was too hard.
I should have gone for this more’.
But if people ask, then I know that there’s a lot of people out there who want to get into this.
I was mentored by a young lady who was very experienced, and really helped me to learn a lot.
She had the same aspirations as I did.
She went to university, and was also really keen on taking up the apprentice scheme, and started out in a position of power.
She had been working as a sales associate at a fashion retailer, and wanted more experience in the business.
She was very interested in working as an assistant, and said that she’d like to take the opportunity to