Europe’s competitiveness, innovation and economic growth depend on being able to produce future leaders with the skills and attitudes to be entrepreneurial in their professional lives, whether by creating their own companies or innovating in larger organizations. For this reason, entrepreneurship education is currently being promoted in most European countries as it is the first and arguably the most important step for embedding an innovative culture in Europe (Wilson, 2008). In order to make a success of the Lisbon strategy for growth and employment, Europe needs to stimulate the entrepreneurial mindsets of young people, encourage innovative business start-ups, and foster a culture that is friendlier to entrepreneurship and to the growth of small and medium-sized businesses (European Commission. Final Report of the Expert Group, 2008). The important role of education in promoting more entrepreneurial attitudes and behaviours, starting even at primary school, is now widely recognized. This great emphasis on the field of entrepreneurship education in the educational systems of the most European countries (Vestergaard, Moberg, & Jørgensen, 2012) has created several different educational approaches in the corresponding field. Specific strategies/action plans focused exclusively on the integration of entrepreneurship education; broader educational or economic strategies which incorporate objectives for entrepreneurship education; individual or multiple initiatives related to entrepreneurship education (Education, Audiovisual and Culture Executive Agency, 2012) are only some examples. In Greece, entrepreneurship education is part of the strategy for the New School since 2010, which follows the educational strategic objectives common to the EU, among which is improving innovation, creativity and entrepreneurial spirit. However, yet, there are no subjects integrated in the school curriculum directly connected to entrepreneurship. A question that might occur is if educational approaches like the ones mentioned above are effective on achieving educational goals. For this reason, in recent years a number of evaluation studies have addressed whether entrepreneurship education is effective in reaching its stated goals (Huber, Sloof, & Van Praag, 2012). Results show that efforts already being done in primary education in Greece are not enough and more long-lasting plans coherent with the future goals of entrepreneurship education should be considered, (Tsakiridou & Stergiou, 2012). This study aims to examine if an educational program, like the program of the Educational Non-profit organization, Junior Achievement “JA More than Money” can be useful and effective in succeeding the National goals on entrepreneurship education, if applied in the Primary Education schools in Greece. The program has been successfully implemented in Greece by the Greek organization “Somateio Epiheirimatikotitas Neon” who is the official representative of JA Worldwide in Greece. In this study, we explore opportunities for such educational programs to have a positive effect on aspects of an educational system aimed at achieving specific goals such as preparing children to be skilled members of the workforce and to be informed and productive citizens (Zapata-Rivera & Bauer, 2012). More specifically the study focuses on the evaluation of how JA More than Money can affect student knowledge, behaviours, and attitudes on the topics of financial literacy, entrepreneurship, and workforce readiness.
