The Edu-Mat project (Project Number: 2023-1-IT02-KA220-SCH-000157934) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Entrepeneurship market

Institution
Agrupamento de Escolas Miguel Torga
Institution Typology
School
Country
Portugal
Stakeholders involved
Parents' association
School Community
Polytechnic Institute of Bragança
Summary
The Entrepreneurship Market activity is transdisciplinary practice that promotes positive reinforcement through a school currency system, the "Torga", a name inspired by the Portuguese poet, Miguel Torga, who gives his name to the institution. Students earn Torgas for good deeds, associated with positive behaviors (help, sharing, collaboration, social and environmental concerns...), accumulating coins throughout the year. The accumulated amounts are then used by students to invest in a business that they themselves create (goods or services) or to make investments and purchases in their colleagues' businesses. They promote marketing actions, fix prices, sell and manage change. At the end of the school year, the amounts accumulated individually are deposited on a credit card and delivered to the school for use in the following year.
The activity combines financial literacy, mathematics, citizenship, creativity and STEAM skills.

CONTEXT AND OBJECTIVES

Problem addressed or learning needs
• Cognitive: marketing, price calculation, change, planning and organization.
• Metacognitive: reflection on sustainable ethical consumption and behavior.
• Collaborative: group work, negotiation, communication

Types of enhanced competences
• Mathematical and financial literacy
• Social and civic competences
• Entrepreneurial spirit
• Creativity and problem-solving
• Autonomy and responsibility

METHODS, STRATEGIES AND TOOLS

Subjects involved
Humanities, Technologies\Engineering, Math, Natural Science, Civic education, Arts

Duration and timeline of implementation
Throughout the school year 2024/2025
Preparation: 3 weeks (creation and design of individual businesses or societies, marketing operations on the created businesses.
Entrepreneurship market: 1 market per semester
Evaluation and closure: last week of th

Strategies and activities
• Creation of 3D coins and custom paper banknotes
• Creation of credit cards
• Attribution of "Torgas" for good deeds
• Business planning (products and services) with family support
• Construction and assembly of stalls and market simulation
• Exchange of goods for "Torgas" during the fair
• Reflection on consumption, efforts and rewards

Material Sources
• 3D printers for coin minting
• Printed paper for banknotes
• Piggy banks built with recyclable material
• Mats/towels for stalls
• Calculation material (paper, pencil, simple calculator)

Methodology
Team Work, Cooperative Learning, Storytelling, Learning By Doing, Inquiry-Based Learning, Flipped Classroom, Technology-Enhanced Active Learning (Teal), Debate

IMPACT AND RESULTS

Impact
n. of students involved – 312
n. of teachers involved: 30
n. of schools involved – 2 of the same institution

Observed Benefits
• Increased student motivation and engagement
• Development of calculation and financial management skills
• Strengthening civic attitudes and responsibility
• Strengthening the relationship between school and families
• Fostering a culture of merit and effort

Challenges Faced
• Ensure equity in the allocation of coins
• Involve all staff consistently
• Standardization of evaluation criteria to assess behaviors for the attribution of currency
• Logistical difficulty in some materials (e.g. coin printing)

LESSONS LEARNT AND RECOMMENDATIONS

Key Success Factors
• Active involvement of the school community (parents, teachers and students)
• Visible and immediate positive reinforcement
• Students' autonomy and creativity
• Integration of STEAM skills
• Consolidate the presence of the Parents' Association in the school

Future Improvements
• Use of digital platforms to register "Torgas"
• Introduction of simple coding tools (Scratch, shop simulators)
• Expansion to other educational levels
• Training for teachers on STEAM project management

Recommendations
• Reinforce the STEAM approach as a work methodology
• Create a clear and shared regulation with all stakeholders