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The JA Company Program connects the theoretical information included in the curriculum for upper secondary education with practice through genuine situations. The program offers versatile opportunities for expanding working life skills, developing an entrepreneurial attitude, gaining a wide-ranging understanding of entrepreneurship, and for creating cross-curricular study modules.

In the program, the participants establish, alone or as part of a group, a JA company that operates using real money.

The program provides upper secondary school teachers a turnkey solution for entrepreneurship education. The program includes competitions, a national teacher network, and the Twid learning platform, for example. The program has a registration fee, which is 25 euros per participating student.

Program and all of its material are available in Finnish, English and Swedish.

The contents of the program take into consideration the general learning requirements of the curriculum for upper secondary schools LOPS 2015 (p. 34–35). The program supports the cross-curricular themes specified by the LOPS, and it can be included among the offered courses as cross-curricular studies. The program is built on phenomenon-based learning. The students learn by actually working as a member of their own company.

In the Ministry of Education and Culture’s enterprise education policies (2017), the JA Company Program was identified as a tool for implementing entrepreneurship education in the upper secondary level in accordance with the new curriculums.

Program Phases

Step 1
Introduction to entrepreneurship, skills, and business idea
Step 2
Launching your company and refining your business idea
Step 3
Monitoring, developing, and reporting your business operations
Step 4
Winding up your company, evaluations, and the future

Program Implementation


If you are interested in the program, find a teacher at your school who would like to implement the JA Company Program. We will train the teachers to use the program and the provided learning materials. Thus, specific experience of the subject matter is not required.

The program provides an excellent tool for working with networks in your operational environment or even for marketing your school. Each year, the companies run by students are widely acknowledged in national media.


If you would like to become an instructing teacher for the JA Company Program, discuss the matter with your principal. The program must be included in the courses provided by your upper secondary school. Please contact us and take a look at our free training events. We can help you get started and will support you in implementing the program.


The school decides to implement the program and contacts JA Finland.


JA Finland contacts the school and provides instructions. The teacher can participate in free training.


The teacher creates their implementation on the Twid platform and invites the students. The program begins.


The JA companies are registered into the system. JA Finland invoices the school after registrations have been completed.


In the JA Company Program, the participating JA companies may have varying operating durations: The options include semesterschool yearcalendar year, and 12-month period. The program is always organized as part of the education provided by the educational establishment, and the JA companies may only operate when they have an instructing teacher.

Most commonly used operating periods within the JA companies in upper secondary schools are semester and school year. See the schedules HERE.

Teacher's Material

The program includes high-quality electronic materials for the teacher and the students. Teachers also receive a monthly newsletter that includes tips and instructions.

A pedagogical handbook based on Innovation Pedagogy has been created for teachers.

The teaching materials for the program can be found on the digital Twid platform. Teaching can be provided as contact instruction or partially as distance learning.

Ready-made teaching materials (PowerPoint presentations)

Ready-made teaching materials (PowerPoint presentations)

Presentations are available on this website after registration.

  • A program from the teacher’s perspective
  • Presentation of the program
  • An Introduction to Entrepreneurship
  • Competence
  • Schedule & Goals
  • Team
  • Business Idea 1
  • Business Idea 2
  • Name & logo
  • Innovation
  • Starting a JA company
  • Finance
  • Business plan
  • Pitching and presenting
  • Pitch deck

More Powerpoint presentations will be made during the school year and will be made directly available to teachers.

Teacher Trainings

We provide free training for teachers to use the program. The monthly training sessions are provided online. Typically, training takes place in Helsinki, but it can also be organized in other areas where necessary.

Training is available for teachers who use the JA Company Program or who are interested in the program. The duration of each training event is approximately 3–4 hours.

Training can be done in Finnish, English or Swedish.

Training topics:

  • Using the JA Company Program as part of teaching
    • Main components and methods of the JA Company Program
    • Using the Twid platform
  • Utilizing the JA camps
    • Minicamp and 24h camp
  • Circular economy and entrepreneurship game Circula


How is the program connected to the cross-curricular themes?

Active citizenship, entrepreneurship, and working life

In the program, the participants establish a JA company that operates using real money and take responsibility of its operation. The program allows the participants to become familiar with various sectors and their specialists in a versatile manner.

Sustainable way of life and global responsibility

The companies included in the program must operate in a responsible manner and the students are encouraged to consider the main issues of responsibility regarding their company. The students are encouraged to come up with business ideas that promote a sustainable way of life.

Cultural competence and transnationality

The program provides the opportunity for international cooperation with students participating in the program in other countries. For example, the participants can market each other’s products and meet each other. The transnational nature of the JA Company Program concept can also be utilized with twin schools if your twin school has implemented the same model (the program is used in 38 European countries and more than 100 countries around the world).

Technology and society

During the program, reports, presentations, and international cooperation will be conducted electronically. The course does not have a textbook and all study materials are provided in an electronic format. The course work completed during the course is prepared and submitted electronically.

How does the program connect with different subjects?

The program can be easily realized with different subjects. In the program, the students utilize their theoretical knowledge and skills in practice. The contents of the program are diversely connected to the following subjects, for example:

Mother tongue

During the program, the students write reports, prepare and make presentations, and participate in various interactions. The students learn to produce oral and written texts as required in working life.

ÄI2                 Language, culture, and identity

Course objectives: writing as a process: ideation, planning, outlining your topic and choosing a point of view, structuring, providing and receiving feedback, editing, refining your style, headlining, and finalization

ÄI4                 Texts and influencing

Course objectives: the student is able to provide reasoning for their views as both a writer and speaker.

ÄI7                 Expanding rhetorical and communication skills

Course objectives: the student develops their ability to function in various communication situations and builds and maintains interactions. The student becomes more courageous as a communicator and improves their presentation and teamwork skills.

Social studies

During the program, the students become familiarized with forms of enterprise, entrepreneurship, and current economic and societal events. The students understand the effect companies and entrepreneurship have on the welfare state. The students’ knowledge and skills regarding self-employment are improved.

YH2                Economics

The course based on economics guides the students to understand the operating principles of the economy and the current discussion on economic policy. The course discusses both microeconomic and macroeconomic issues from the points of view of citizens, enterprises, and states. During the course, the students become familiarized with the connections between economics and politics, as well as the significance of work and entrepreneurship in financing the welfare state. In addition, the relationship between economics and the environment is studied from the perspective of sustainability.

Guidance counselling

The student improves their working life skills and increases their knowledge of working life. The contents of the program help improve career and life planning skills. The student’s job search skills are improved. The changing and diverse working life will become familiar during the course.

OPO2             Further studies and working life

The aim of the course is to ensure that the student continues to develop their self-knowledge and life-planning and life-management skills further. The student familiarizes themselves with such themes that are central for further studies and working life that will support their career and life-planning skills and prepare them to move on to further studies and working. The student improves their working life skills and expands their knowledge of the working life.

Languages (Swedish and English + B3 language)

The importance of foreign language competence continues to grow in working life. During the program, the students have the opportunity to utilize the languages they have learned in school in the operation of their company (for example, sales pitches, marketing a product/service, producing reports, presentations and online content). During the program, the students are encouraged to use the foreign languages they have learned and the threshold for participating in international activities is lowered.

RUA5              Science and the future

The course expands the students’ skills of interpreting and producing texts as well as acquiring information by researching branches of science and information that interest the students. The students practice sharing their viewpoints based on information or opinions. Different visions of the future are discussed from the perspectives of technology and digitization in particular.

RUA6             Studies, work, and livelihood

The course expands the students understanding of language skills as a working life skill and social capital. The students become familiarized with text types they may encounter in further studies or working life. The students discuss their plans for future studies or careers as well as working using the Swedish language inside and outside of Finland. Economic issues that are relevant to a young person becoming independent and entering working life as well as broader economic matters are discussed on the course.

RUB3             Culture and media

The course reinforces multiliteracy and the skills of interpreting and producing various text types using different media. The students are introduced to Finland-Swedish and other Nordic cultural phenomena and media from a perspective that is current and relevant to young people.

RUB5             Verbal communication for studies and working life

During the course, the students practice communication skills required in working life and discuss future studies and plans for the future. Opportunities for studying and working using the Swedish language are explored.

RUB6             Verbal communication and influence

ENA2              People in networks

During the course, the students practice operating in communication situations with varying degrees of linguistic and cultural difficulty using various communication channels, including international contexts. The course expands the student’s skills as active conversationalists and language users who listen to others. The course exercises the students’ skill of forming opinions and engaging in negotiations of meaning

ENA4              Society and the surrounding world

During the course, the students develop their skills of acquiring data and critical reading, and practice active agency in English.

ENA6              Studies, work, and livelihood

The course expands the students understanding of language skills as a working life skill and social capital. The students become familiarized with text types they may encounter in potential further studies or working life. The students discuss their plans for future studies or careers as well as working in an international context as well. Economic issues that are relevant to a young person becoming independent and entering working life as well as broader economic matters are discussed on the course.

ENA8             Verbal communication and influence

During the course, the students expand their skills of producing language verbally, understanding spoken language, and creating a dialog.


During the program, the students are introduced to mathematical concepts used in working and economic life. The JA Company established during the course operates using real money. Therefore, the benefits of mathematics play a key role in the program. During the program, the students perform calculations and create reports on the financial situation of their company. Mathematical concepts unfold themselves to the students through their companies and its finances. The student’s perception of the value of money becomes clearer.

MAB6             Economic mathematics

The objective of the course is to gain an understanding of the concepts used in economic life, develop the mathematical capacity required to plan personal finances, and reinforce basic mathematical skills for studying entrepreneurship and economics.

Visual arts

During the program, the students apply means of visual communication as part of the operation of their company. In the program, the students design a graphic identity for their company (logos, color schemes, and typography, for example). Visual arts are significant for the company’s sales and marketing (ads, websites, packaging, and business cards, for example). The students learn about the visual aspects’ significance as part of the operation of a company.

KU3                Involvement in media

The objective of the course is to have the students explore media’s connections to other environments, their images, art, and cultural heritage expanding their visual communication and ICT skills, as well as increasing their understanding of the significance of visual aspects in media communication, media environments, and media presentations as well as their planning and production.

Other subjects

The program can also be utilized with other subjects that support the student’s business idea. If, for example, the business idea is related to welfare, program, and sports and fitness services or foodstuffs, the program could easily be connected to health, music or physical education.

What type of course description can be created for the program?


In the JA Company Program, the students establish, alone or in groups, their own JA company for the duration of a semester or school year. Business ideas are formed based on the student’s personal interests.

The students get to experience various aspects of entrepreneurship from creating products to establishing a company and engaging in actual sales work. This allows the students to test the viability of their ideas without risks. At the same time, the students learn to network, are introduced to the rules of working life, and can earn actual money!

During the year, JA Finland organizes national competitions where the JA companies have the chance to compete with each other.

The program has a registration fee of 25 euros. The fee includes insurance coverage, learning materials, and national competitions during the school year.


The objective of the program is the reinforce teamwork, communication, and self-management skills and to understand the significance of networking in the future. By working themselves, upper secondary school students gain superior knowledge and skills related to working life and an understanding of managing finances. Meaningful action reinforces self-confidence and supports career planning.

In which languages is the program available?

At the moment, the JA Company Program and the related materials are available in Finnish, English and Swedish.

What does the program cost?

The program has a registration fee of 25 euros per student. JA Finland will send an invoice to the educational institution after the registration period has ended.

JA Finland will invoice the institution based on the number of students registered into the system. If a student is registered into the system, they will be subject to the fee. The fee is based on JA Finland acquiring insurance coverage for the program’s participants, among other things.

How many course credits can be gained from the program?

Typically, upper secondary schools have granted 1–3 course credits for the program. If a student completes 38 hours of work, they receive 1 course credit. A student may receive 3 course credits if they have actively participated in the operation of the company and its development.

Who can teach the program? Does the teacher require extensive knowledge of entrepreneurship or business development?

In the program, the teacher’s role is to facilitate learning and act as a coach and mentor. The teacher does not have to be a specialist in the subject. Practically any teacher can implement the program as part of their teaching.

What is a JA Company?

  • The JA companies are not considered actual businesses, and thus do not have business IDs.
  • The JA companies are not registered with the Finnish Patent and Registration Office (PRH).
  • The operation of the JA company is not considered economic activity.
  • If the JA company sells products or services during the program, the generated income is considered personal income for the students.

The JA Company operates using real money. How are the JA companies taxed?

  • The JA companies are not taxable for VAT purposes if their turnover remains below 10,000 euros.
  • The JA company in itself does not pay taxes, and instead the revenue generated by the company is divided amongst the members of the company as the operation is wound down.
    • The divided revenue constitutes taxable income for the members, which must be reported on the personal tax return under other income.

JA Finland has acquired instructions for the JA companies from the Finnish Tax Administration. The Finnish Tax Administrations instructions regarding the taxation and operation of the JA companies can be found here (in Finnish).


Leave us your contact information and we’ll tell you more about the JA Company Program and how to implement it.

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