1. With the support of the Lifelong Learning Programme of the European Union
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CENTRES
www.centres-eu.org
INTRODUCTION TO CREATIVE LEARNING AND ENTREPRENEURSHIP
This paper is the first of three e-learning modules created under the auspices of the CENTRES project. The pilot activity in the Czech Republic was focused on the training of career counsellors in schools in the field of creative
entrepreneurship and creative career guidance.
Abstract
The module aims to introduce career counsellors and teachers to the field of creative teaching and creative industries and present the latest trends and projects dealing with these topics. The module is based on expert research published mainly via the RVP portal (www.rvp.cz). It draws from specific practical expert knowledge from several European countries, published on the CENTRES project website (Creative Entrepreneurship in Schools at www.centres-eu.org).
Keywords: Creativity, Creative learning, Creative and cultural industries, Art learning, Creativity, Creative entrepreneurship, Project-based learning.
Graduate profile
Graduate is familiar with the basic concepts related to creative learning and entrepreneurship. S/he understands the difference between art learning and creative approach to education in general. Graduate understands the reasons for supporting creative and innovative thinking along with the so-called "Career Management Skills". It is understood in the context of the cross-curricular theme called “Man and work”. Graduate is able to describe the basic characteristics of the so-called creative and cultural industries and their importance to the economy.
Introduction
In recent years, experts from various sectors of society expressed their concern about the lack of creative learning in schools and within the curricula. The issue is handled by the new strategic framework for European cooperation in education and training "Education and Training 2020" (ET 2020). One of the four strategic objectives set by the Council Conclusions

2. With the support of the Lifelong Learning Programme of the European Union
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
www.centres-eu.org
of 12 May 20091 is the goal to enhance creativity and innovation, including entrepreneurship skills, at all levels of education and training. The education system should therefore support attainment of transversal competences by all pupils and students. The functionality of the so-called knowledge triangle (education - research - innovation) should also be ensured. Furthermore, it is necessary to promote partnerships between businesses and schools and create a wider educational community with civilian representatives and other stakeholders. We are aware that the implementation of the strategic goals in the Czech Republic will not be easy due to the foreseen difficulties related to cross-sectoral cooperation. However, we must understand the growing importance of creative learning and adequately prepare for the challenges. In terms of career guidance, the development of creative and innovative thinking is very important in the context of vocational training in all fields. After all, employers too demand staff, which is creative and enterprising.
CREATIVITY AND CREATIVE LEARNING
Why is creative thinking important?
"Creativity has no limits." We´ve all heard this phrase in school or business meetings. It is quite common also when dealing with “uncreative" problems at work, when all of a sudden there is need to deal with it in an "unusual" or creative way. It could be argued that creative and innovative thinking can be used by everyone to solve any problem at work or in private life. It also requires the ability to take risks and accept possible failure. According to the leading Czech expert on social creativity, docent Valenta, "creativity of everyday life" is measured by how we are able to exceed the limits of our perception, thinking or feeling by a mere "half a step"; the way we are able to leave behind our time proven action algorithms in situations in which we find ourselves; how we manage, when the easy solution fails or how we can improve upon it; what we see from that which cannot be seen directly (how to go deeper beneath the surface of events or situations and see "opportunities", etc.); how we
react out of our usual box in completely ordinary events of our everyday life2.
1Závěry Rady ze dne 12. května 2009 o strategickém rámci evropské spolupráce v oblasti vzdělávání a odborné přípravy (ET 2020) (Úř. věst. C 119 ze dne 28.5.2009) [online]. 23. 10. 2009 (cit. 5. 4. 2013). Dostupné z: http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_cs.htm.
2 VALENTA, J. Sociální kreativita, osobnostní a sociální výchova. Metodický portál RVP [online]. 20. 4.
2010 (cit. 5. 4. 2013). Dostupné z: http://clanky.rvp.cz/clanek/c/Z/8481/socialni-kreativita-osobnostni- a-socialni-vychova.html/

3. With the support of the Lifelong Learning Programme of the European Union
CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
www.centres-eu.org
Certain Anglo-American experts´ pessimistic views suggest that up to 60 % of jobs that today's students will one day perform have not yet been invented. We hope this estimate is a little exaggerated from the point of view of the Czech environment. However, we cannot ignore the fact that many graduates do not use their qualifications at work and perhaps they never will. This phenomenon can be tackled by several measures, such as by providing quality career guidance and emphasizing lifelong learning. One of the most important prerequisites for mastering the mentioned situation is innovative thinking, ability to take risks and taking responsibility for own decisions.
What is creativity?
Let's start completely uncreatively, with definitions. Creativity, the need to develop it and learn to think creatively has been until very recently the domain of the arts. However, creativity can be seen not only as a quality feature of exceptional individuals, but also as one of the basic life skills, through which people develop their potential, use their imagination to express themselves and make unique and valuable life decisions. The basic definition of creativity says that creativity (from latin. Creo = I create) or invention is a special set of skills that allow artistic, scientific or other creative activities to take place. This is manifested by inventiveness, the creation of something new, original, or by creative problem solving3.
Harvard Business School Professor, Teresa Amabile, identified three basic components of creativity:
• knowledge
• imagination
• self- motivation, which starts with an interest in a subject and may turn in to passionate devotion4.
According to Robert Sternberg, creativity was given to people mainly because they wanted to. He defined 12 basic procedures that influence creativity:
3 Průcha, J., Walterová, E., Mareš, J. Pedagogický slovník, Vyd. 4., aktualit., Portál, Praha 2003, p. 151.
4 AMABILE, T. Creativity in context, CO.: Westview Press, Boulder 1996, s. 31. IN: BRDLIČKA, B., Co je podstatou kreativity? Metodický portál RVP [online]. 7. 12. 2009 (cit. 5. 4. 2013). Dostupné z: http://clanky.rvp.cz/clanek/s/Z/11651/CO-JE-PODSTATOU-KREATIVITY.html/

4. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
• ability to define the problem differently
• analysis of own ideas
• presentation of ideas
• understanding of knowledge in a context
• overcoming obstacles
• acceptance of acceptable risks
• will to improve
• belief in oneself
• acceptance of ambiguity
• finding own interests
• finding time to work
• tolerance for errors5
Food for thought:
Please read the following somewhat controversial opinions on the topic of creative learning in schools and listen to the lecture by the famous popularizer of creative learning, Mr. Ken Robinson. Think about the validity of these statements! Can you find a parallel with the environment that you know? Has education in the Czech Republic changed in this respect during the course of your practice or in comparison with your student days?
A French scientist and teacher, François Taddei, operating in the Centre for Research and Interdisciplinarity, Medicine Faculty, Paris Descartes University, said: "Rapidly changing and less predictable environments lead to the need to change jobs repeatedly in the course of a lifetime and learn something new. It requires a great deal of creativity and self-initiative. Yet our schools continue to prepare students for a rather static world. "Where it is necessary to collaborate on multi-subject problem solving, the student is usually led to compete with classmates in one single subject. Where it is necessary to develop critical thinking, the student rarely gets the opportunity to argue with the view of the teacher. Where today's students take real risks (games, internet), they should be led via safe and creative form of
work towards learning about existing hazards and risks. Where we should teach our students
5 STERNBERG, R. Handbook of creativity. Cambridge University Press 1999, s. 34. IN: BRDLIČKA, B., Co je podstatou kreativity? Metodický portál RVP [online]. 7. 12. 2009 (cit. 5. 4. 2013). Dostupné z: http://clanky.rvp.cz/clanek/s/Z/11651/CO-JE-PODSTATOU-KREATIVITY.html/

5. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
about adaptability and ability to take opportunities in the digital age, children are often introduced to modern technology outside of the school."6
Creativity as part of career management
Creativity and innovative thinking from the perspective of career guidance is extremely important, especially in the process of career management. In Czech, the term has not settled in quite yet, nevertheless in the rhetoric of career counselors it is beginning to emerge. Career management can be defined as a lifelong process of career planning, in which monitoring and management is one´s own responsibility. This process includes:
• selection of personal goals
• specific setting of personal goals
• definition of strategies to achieve the goals
The outcome of successful career management can be:
• personal satisfaction, fulfillment
• balance between work and private life
• achieving goals
• financial security7
Career Management Skills
The specific content of career management is defined by "career management skills" (hereinafter referred to as CMS), which are all the skills needed to manage one´s own career.
According to one of the definitions, these skills include:
• an understanding of one´s own strengths, weaknesses, needs and requirements
• ability to identify relevant opportunities in life
• access to information relating to decisions about career
• ability to plan and make decisions regarding career
• ability to effectively present oneself when applying for a job
6 TADDEI, Franҫois. Training creative and collaborative knowledge-builders: a major challenge for 21st century education, OECD Innovation Strategy, 28. February 2009. IN: BRDLIČKA, B., Co je podstatou kreativity? Metodický portál RVP [online]. 7. 12. 2009 (cit. 5. 4. 2013). Dostupné z: http://clanky.rvp.cz/clanek/s/Z/11651/CO-JE-PODSTATOU-KREATIVITY.html/
7 E-learning module Kariérový management v průběhu života [online]. Dostupné z:
http://ekariera.nuov.cz/ (nutné přihlášení)

6. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
• ability to cooperate and build a network of contacts
According to ELGPN (European Lifelong Guidance Policy Network), basic CMS skills include reading, writing, mathematics, showing initiative and creativity, ability for self-leadership and searching for opportunities, flexibility, perseverance, optimism, ability to take risks, teamwork and openness to learning.
Career management is introduced into teaching by schools via the cross-curricular theme “Man and work”. The knowledge and skills students acquire in the vocational education component is augmented by the ever so important knowledge and skills related to success in the world of work. These skills should help students make decisions about career and education orientation when entering the labour market, in the application of labour rights and resolving problems arising from the ever-changing situation on the labour market8.
CREATIVE LEARNING
Creative versus art learning
The concepts of creative and art learning are frequently misunderstood and confused. While the term creative education and learning has not yet been stabilized in the Czech Republic, in the European education circles it is used quite commonly in a variety of forms. In the Czech Republic, it is used particularly within European projects. Unlike art learning, which is known as the development of the artistic world view9 and artistic creativity using expressive activities, sometimes even the development of creative skills, the concept of creative learning is defined in a more general way. In this case, creativity can be both the method and the aim of educational activities.
One of the most interesting achievements in this area is the introduction of the British program Creative Partnerships in the Czech Republic by the NGO Society for creativity in education (Spolecnost pro kreativitu ve vzdelavani o.p.s.). This effort is currently supported by a number of experts from the education and culture sectors. The program is viewed as a
systemic pathway towards higher visibility of the school, increase of creative potential and
8 E-learning module Kariérový management v průběhu života [online]. Dostupné z:
http://ekariera.nuov.cz/ (nutné přihlášení)

7. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
direct increase of school leavers´ employability on the labour market. Although it operates with concepts of art and creativity, the impacts of this program go much deeper than objects of art do.
Creative Partnerships is the first opportunity for Czech schools to adopt a system, which combines creative education with community involvement as well as that of artistic and professional community. The advanced system has been piloted in the UK on ¾ million of children and thousands of schools that participated in the program. Presently, preparations are underway for pilot testing in several schools in the Czech Republic.
Brief description of the Creative Partnerships program
Phase 1: A team of creative managers contact schools, which specify their requirements regarding the area and topic of cooperation.
Phase 2: A team of creative managers along with teachers and students choose the best concept for solving the requirement defined by the school. Subsequently, specialists (scientists, artists, managers and other professionals) are involved in the preparation and implementation of the program. Possible areas of cooperation are:
A) "Creativisation" of teaching
Specialists cooperate with teachers in the preparation and implementation of teaching in creative ways. Specific examples of activities leading to creative solutions about issues set by the school:
For VET, e.g.:
i an expert in a technical discipline introduces students to practical software and students invent new innovative ways of using it
ii. a graphic designer and students together create promotional materials for agricultural products and technology and through the process understand the entire product development cycle until it reaches the end consumers
B ) "Creativisation” of internal processes and school activities
9 Průcha, J., Walterová, E., Mareš, J. Pedagogický slovník, Vyd. 4., aktualit., Portál, Praha 2003, s. 263.

8. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
Specialists look for, in cooperation with the school, creative solutions to internal processes and activities.
Phase 3: Creative managers help the school in preparing a system, which will ensure sustainability of "creativisation".
Phase 4: The school is able to continue working on creative solutions independently, cooperating with parents, local cultural organizations and other entities10.
Project-based learning
A very good example of a creative approach to education is the so-called project-based learning, which is a teaching method in which students are taught how to handle certain projects and gain practical work experience and experimentation skills. The project is seen as a complex work assignment in which students solve a particular problem independently (a problematic task, problematic situation,... ). Projects may take the form of integrated topics, practical problems from real life or practical activities leading to the creation of a product, a visual or verbal product11. They can also attempt to solve the current problem of the school, such as lack of contacts with local employers, underutilized areas of the school or the problem of financing "improvements" that the students came up with. As we can see, this method can be very useful for the school itself and may also establish better cooperation between the school and the local community, with local employers and thereby improve the overall school climate.
The positive effects of project-based teaching
Students:
• project-based teaching allows student involvement based on their individual capabilities;
• student acquires strong motivation for learning;
• student takes responsibility for the result of the work;
• independency is developed;
• student learns to work with a variety of information sources;
10 Stručný popis programu Creative Partnerships [online]. Dostupné z: http://www.crea- edu.cz/sites/default/files/popis_programu_creative_partnerships.pdf

9. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
• student learns to solve problems;
• student constructs his/her knowledge (constructivism);
• student uses his/her acquired knowledge and skills and gains new ones;
• student acquires organization, management, planning and evaluation skills;
• student acquires a global viewpoint of problem solving;
• student learns to cooperate;
• student develops his/her communication skills;
• student learns about mutual respect;
• student develops his/her creativity, activity and imagination.
Teachers:
• teachers learn a new role, the role of advisers;
• teachers learn to perceive the child as a grown person. There is a change in his/her thinking
about students;
• teacher expands upon his teaching strategy repertoire;
• teacher uses new ways of evaluation and self-evaluation;
• teacher expands upon his/her organizational skills.
Constraints, difficulties of the project-based method
Students
• project-based work is very time consuming;
• often, students are not equipped with the necessary competences.
Teachers
• project-based work is very time consuming;
• the work is difficult to evaluate12.
The methodology for working with social creativity
The key methodological principles for the development of social creativity skills, according to doc. Valenta, are as follows:
11 Průcha, J., Walterová, E., Mareš, J. Pedagogický slovník, Vyd. 4., aktualit., Portál, Praha 2003, s. 184.

10. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
a) the deliberate creation of learning situations or b ) the use of naturally occurring situations,
i.e. intentionally directing or using existing social (interaction) situations, which force the student to learn about / search for:
Creative solutions to any situation – e.g. as follows: "Is there another way?" - We tell students why we are doing an activity. They split into pairs. They discuss at least one situation, in which they participated and which they perceived to be unpleasant. They choose one and act the situation out as it unfolded, like in the theater. After rehearsing the scene, they look for other possible and usable alternative solutions to the situation. This can be done in pairs or in front of the class. Solutions are then discussed13.
• creative solutions to a relationship on the one hand (e.g. relationship issues in a group "the boys are really annoying, they fight and make a mess")
• but also common (non-personalized) solutions to any problem that the group is facing (e.g.
"technical and aesthetical" problem about “how to decorate the classroom").
The important thing is to get the students in to a real situation (!!!), in which they have to solve something (!). They should not just talk about it or learn how to define social creativity based on examples they haven´t experienced14.
An interesting note: A useful method for working creatively with students may be brainstorming. It is a technique stimulating creative thinking used to solve specific problems in a group, using intuition and random thought components. This is an activation method used in teaching. Each student in the group proposes a solution, an idea, which is not assessed in the first phase. All ideas are written down one by one. Evaluation, analysis, specification, finalizing – all this is done in the second phase when searching for the best and
12 Zormanová, L. Projektová výuka. Metodický portál RVP [online]. 21. 5. 2012 (cit. 5. 4. 2013).
Dostupné z: http://clanky.rvp.cz/clanek/c/S/14983/PROJEKTOVA-VYUKA.html/
13 DUBEC, M. Tvořivě řešíme mezilidské situace. Odyssea, Praha 2007. Dostupné z:
http://www.odyssea.cz/soubory/c_lekce/5_2.pdf
14 VALENTA, J. Sociální kreativita, osobnostní a sociální výchova. Metodický portál RVP [online]. 20. 4.
2010 (cit. 5. 4. 2013). Dostupné z: http://clanky.rvp.cz/clanek/c/Z/8481/socialni-kreativita-osobnostni- a-socialni-vychova.html/

11. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
optimal solution. This method is quite suitable and useful in the context of project-based learning15.
ENTREPRENEURSHIP LEARNING
Europe is currently facing challenges that can only be met if it can raise innovative, educated and enterprising citizens who will be able to think in new ways and have the courage to adapt to the challenges. Our dynamic economy, which aims to become innovative and able to create jobs, will require a greater number of young people who are willing and able to become entrepreneurs. Being enterprising means not only starting and developing own successful business, it is also about becoming innovative under standard employment conditions. Given that education is the key to shaping the attitudes and skills of young people, it is very important that learning about entrepreneurship begins at an early age.
Entrepreneurship learning is vital not only for shaping the minds of young people, but also for the transfer of skills and knowledge crucial to the development of an entrepreneurial culture. Entrepreneurship learning has long been studied and practiced primarily by the Nordic and Baltic countries. For years, the topic has been the focus of the CENTRES project partner, the researchers from Aalto University. In 2009, under the auspices of the Finnish Ministry of Education, they published an extensive monograph on the subject of entrepreneurship learning: Guidelines for Entrepreneurship Education. Entrepreneurship learning is a much broader concept than just providing information about the possibilities and ways of doing business. As a concept, it comprises, in addition to classroom entrepreneurship, training components such as “active and enterprising individual”, “entrepreneurial learning environment” and “active policy for encouraging cooperation between businesses and the education sector”16.
Why entrepreneurship?
Entrepreneurship and the entrepreneur in the Czech Republic have a bad reputation. The entrepreneur is often perceived as a greedy person trying to get rich in devious ways. But we
do not want our kids to think this way! To try and rectify the situation, we can take a look at
15 Průcha, J., Walterová, E., Mareš, J. Pedagogický slovník, Vyd. 4., aktualit., Portál, Praha 2003, s. 28.
16 Ministry od Education: Department for Education and Science Policy, Finland. Guidelines for Entrepreneurship Education. Helsinki University Print, Helsinky 2009. Dostupné z: http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2009/liitteet/opm09.pdf?lang=fi

12. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
the various qualities and skills, which we would like our students to learn in the context of entrepreneurship. The following definitions suggest that the term entrepreneur is, quite contrary to the belief, a bearer of positive attributes.
EU Definition: Entrepreneurship refers to an individual's ability to turn ideas in to action. It includes creativity, innovation and ability to bear risk, as well as the ability to plan and manage projects in order to achieve objectives. This is beneficial for everyone in their everyday lives, both at home and in society. Entrepreneurship helps employees understand the context of their work and allows them to seize opportunities. Obviously, entrepreneurial thinking is also the foundation for entrepreneurs involved in social or commercial activities.
CENTRES definition: Entrepreneurship takes place while discussing with partners about possibilities and ideas that create value for others. The value can have an economic, cultural or social character.
Teaching entrepreneurship and entrepreneurship in the Czech Republic
The lifelong learning strategy of the Czech Republic (2007) aims to develop literacy, key competences and financial literacy. The development of entrepreneurship, however, is not explicitly mentioned. This strategy was later augmented by the Implementation Plan of the Lifelong Learning Strategy (2009), which supported a curricular reform with emphasis on literacy of students and the development of key competences. The birth of the educational program framework, however, changed the situation and developing entrepreneurship is now included (albeit quite briefly) in the cross-curricular theme "Man and work"17. Teachers can use existing and functioning instruments in implementing the subject into teaching, such as practice firms, which are discussed in detail in a separate module, or the detailed educational programs of the Junior Achievement organization.
17 Entrepreneurship Education in School in Europe. National Strategies Curricula and Learning Outcomes. Eurydice 2012. Dostupné z: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf

13. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
Exercises
The need to encourage young people's initiative and entrepreneurship has been championed for several years in particular by multinational companies and initiatives and there´s been a lot of work done in the Czech Republic as well. One of the most interesting projects are foundation and grant programs of large telecommunications companies, such as O2 (Think Big) and Vodafone (Vpohybu). We must not forget international operations of the non-profit organization Junior Achievement. Its Czech branch was founded in 1992.
Exercise no. 1: Go to the websites of the abovementioned organizations and try to think how you could motivate your students to participate in the project, how you could help them with their potential projects, or how the realization of the projects could directly help your school.
http://nadacevodafone.cz/programy/vpohybu/
http://www.o2thinkbig.cz/
http://www.jacr.cz/o-nas/kdo-jsme/
Exercise no. 2: Try to find two other similar grant programs or organizations on the Internet that provide financial support to business projects for young people and students or that provide guidance services in this area free of charge.
Creative entrepreneurship
Creative entrepreneurship is a concept closely linked to the actual business, which in this case is within creative and cultural industries. The name comes from an English term - Creative and Cultural Industries (CCIs). Creative and cultural industries (CCI) in the Czech Republic are consistently developed by the Institute of Arts – the Theatre Institute. Currently, it is engaged in a research project mapping creative and cultural industries and is funded by the Ministry of Culture until 2015. The main objective of this project is to obtain complete and detailed information about the status of all CCI sectors in the Czech Republic, including information about the effects of the global environment on this sector.
Definition of creative and cultural industries
The term CCI encompasses the entire subject, however, it can be divided into creative industries and cultural industries, depending on the area of focus.

14. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
Creative industries include advertising, architecture and design, i.e. activities in which art and culture become "creative" investment in the production of "non-cultural" goods. Functionality of outputs and the prevailing commercial nature of the activities involved are significant in their substantial influence on economic performance.
Cultural industries include film and video, television and radio broadcasts, video games, music, books and printing. Cultural industries are defined as industries that produce cultural products aimed at mass reproduction and mass distribution of exports. Compared to creative industries cultural industries are more intertwined with art. A typical example is the area of music, in which commercial and non-commercial activities involving both products consumed locally (concerts) as well as products for mass production (CD, etc.) are most clearly intertwined18.
Contribution of CCI
According to studies produced by the European Commission during the period between 2006 and 2011, the value added of CCI grew much faster than the economy in general. The added value to the European economy can be described in terms of the share of revenue (2.6 % of the European GDP), which represents a greater benefit than that of food, beverages and tobacco (1.9 %), textiles (0.5 %) and chemical and rubber industry and the production of plastics (2.3 %).
The values are confirmed by majority of studies on employment in the cultural sector:
• Employment in the cultural sector is growing faster than overall employment.
• Employment in the cultural sector is "atypical". It is argued that in some ways, it anticipates the development of the future labour market: it is more flexible, often tied to specific projects, requires mobility and high qualifications19.
18 ŽÁKOVÁ, E. a kolektiv autorů. Kulturní a kreativní průmysly v ČR. Institut umění – Divadelní ústav, Praha 2011. Dostupné z: http://www.idu.cz/media/document/kulturni-a-kreativni-prumysly-v- ceske-republice.pdf
19 Expertní pracovní skupina členských států EU, Otevřená metoda koordinace KKP. Pracovní plán pro
kulturu na období 2011-20014. Strategická příručka. Český překlad byl vydán v rámci výzkumného projektu Mapování kulturních a kreativních průmyslů v ČR 2011 – 2015, Institut umění – Divadelní ústav, Ministerstvo kultury ČR, Praha 2012.

15. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union
www.centres-eu.org
CONCLUSION
Currently, a lot of discussion is taking place about the need for schools to provide students with not only general and vocational knowledge, skills and competences, but also the support for developing initiative and entrepreneurship. Schools should offer inspiration for using such knowledge, skills and competences in independent entrepreneurship. It is very difficult to achieve in the current school environment without the help from outside, simply because most educators don´t have any business experience. However, entrepreneurship can be taught by other entities: businesses, entrepreneurs, non-profit organizations or foundations, which may also provide financial assistance.
There are things that educators can influence directly. They can create the desired creative climate in schools, an environment that offers students stimulation, inspiration and incentives to develop their skills. In essence, pedagogical work is incredibly creative and active. Teachers do not necessarily have to impart only general and vocational knowledge; they should be passing on to their students their own active and creative approach to work. This can be achieved in small steps in that students are allowed to express themselves in school, they are provided information about programs in which they can participate and last but not least, offered support and assistance in implementing their plans.
If you are interested in more information, examples of good practice or methodologies, please visit the CENTRES project website (www.centres - eu.org). Its database is constantly expanding.
USEFUL LINKS:
 www.centres–eu.org
 http://rvp.cz/
 www.nuv.cz
 www.crea-edu.cz
 http://www.ted.com/talks/lang/cs/ken_robinson_says_schools_kill_creativity.html
 http://nadacevodafone.cz/programy/vpohybu/
 http://www.o2thinkbig.cz/
 http://www.jacr.cz/o-nas/kdo-jsme/
 http://elgpn.eu/elgpndb

16. CENTRES (Creative Entrepreneurship in Schools) project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
With the support of the Lifelong Learning Programme of the European Union