Hernando de Soto, the Peruvian economist whose research work on the importance of the informal economic sector has attracted worldwide attention and in the meantime led to practical political measures in a growing number of developing countries, argues that relevant portions of economic income are produced in the informal sector, and that in order to release economic potential, legal barriers must be removed (dismantling administrative obstacles in founding companies and awarding property titles), and a decisive change made in the education system. The entire structure and program of colonialstyle schools counteract the entrepreneurial potential of the majority of the population. As it is, one could argue with de Soto that aspiring countries on the development threshold can just bear this sort of education system, because the learning opportunities of the economic environment are large enough that graduates can complete their actual apprenticeship out in the world. Aware of this chance, they don’t run much of a risk of becoming permanent youths at some pedagogical institution. De Soto’s vision of converting schools and universities into business enterprises and making entrepreneurship the decisive criterion for educational reform is finding increasing acceptance.
Still the few countries that have recently made entrepreneurship a matter of educational policy usually begin at the university level. In the USA many professorships for Entrepreneurship have been set-up, and business schools – foremost Babson College – are now offering Entrepreneurship programs. In Europe, such initiatives are represented by facilities such as the Centre des Entrepreneurs der Ecole Superieur de Commerce in Lyon, the British Durham University Business School, or the Laboratory for Entrepreneurship at the Free University of Berlin.
The School for Life closes this gap and offers entrepreneurship education throughout all tuition levels – qualifying a new generation that is ready to face the challenges of tomorrow’s world.
Furthermore, evaluations show that children educated based on the Situational Approach are more independent, resolve problems better and are more intrinsically motivated than their counterparts.
In addition, the requirements for urban schools set by the OECD as shown below are all met – and in many cases exceeded – by the School for Life.