External organizations offer schools projects with different content, so-called external school projects. This type of external projects is mainly implemented by people or an organization outside of the school. The projects may be within the framework of a nation's political aspirations. The educational goals of the projects are often far-reaching, focusing on personality or attitudes. This article questions whether external school projects can achieve such far-reaching goals. The aim of the research is to explore the views of young adults regarding how participating in an external project influenced them. In-depth interviewing were used when eleven young adults, at the time 25 years old, were asked about their opinions of an external project in entrepreneurship , implemented as an optional course, ten years after taking part. They were asked how they considered the course have influenced them, their choices and their attitudes. The statements of the informants show that the project had some long-term impact. The results of the research provide insight into whether an external temporary school project may have long-term educational values.

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The inclusivity of all students in the University Economics programme is in danger due to a high failure rate in the first-year mathematics course. This study investigates whether participation in a bridging course, and what aspects of it, can contribute to equal opportunities and increased inclusivity in the Mathematics for Economists course, and henceforth reduce the failure rate. It adds to the meager European literature on remedial course effectiveness. Through the use of ordinary least square regression analyses, a significant positive effect of participation in the bridging course was found for the student group as a whole. Furthermore, the results indicated that participation was particularly valuable for the least mathematically prepared students.