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In such a outline regarding thematic working group on entrepreneurship education final report november 2014.
Thematic Working Group on
Entrepreneurship Education
Final Report
November 2014
1
Final Report of the Thematic Working Group
on Entrepreneurship Education
Table of Contents
Executive Summary ............................................................................. 3
1 Introduction ................................................................................. 8
2 The Entrepreneurship Education Ecosystem ........................................ 12
2.1 Cross-cutting Policy Support for Entrepreneurship Education............... 16
2.2 Stakeholder Engagement: Working together to create change ............. 23
2.3 Entrepreneurial Curricula and Teaching Methods ............................. 30
2.4 Entrepreneurial Learning Outcomes and Assessment........................ 39
2.5 Supporting Educators and Leaders .............................................. 48
2.6 Pathways for Aspiring Entrepreneurs............................................ 57
2.7 Measuring Progress and Impact in Entrepreneurship Education ........... 64
3 Concluding Remarks..................................................................... 71
Annex 1: Learning Outcomes Tables ....................................................... 73
Annex 2: Examples of Entrepreneurial Learning in Member States ................... 80
Annex 3: Membership and Involvement in the Thematic Working Group............. 85
This report is intended as a contribution to the debate on policy development in
entrepreneurship education. It reflects the work of the Thematic Working Group
on Entrepreneurship Education, established in the framework of the Open Method
of Coordination under the work programme of ET2020.
It is provided for further dissemination among policy makers at national and
European level as well as social partners, civil society organisations and other
stakeholders.
The cover picture of the report is a word-cloud visually representing the
contributions from members of the Thematic Working Group, during a workshop
on “What is Entrepreneurship Education’ at the first meeting of the group in
December 2011.
2
Executive Summary
With this policy guidance document, the European Commission aims to support
improvements in the quality and prevalence of entrepreneurship education across the EU
Member States, providing direction for the next steps in the entrepreneurship education
policy agenda at EU and national level. This work has been driven by the Thematic
Working Group on Entrepreneurship Education (2011-2014), made up of representatives
from Member States, EFTA countries, partner countries and stakeholders and drawing in
expertise from across the continent1.
Based on the discussions, research and conclusions from this group, it identifies policy
success factors for entrepreneurship and illustrates these with examples of good practice
from Europe and beyond. The aim is to identify what needs to happen next, both at EU
level and in countries at different stages of development, building on previous reports by
the Commission and other European organisations, in particular Towards Greater
Coherence in Entrepreneurship Education in 2010
2
.
To help fight the impact of the economic crisis, most importantly youth unemployment,
Europe needs more entrepreneurial individuals. Education and Training policy has an
important role to play in ensuring that the necessary knowledge, skills and attitudes are
delivered through the educational system.
National governments are encouraged to step up their efforts to driving up the necessary
levels of creativity and innovation of Europe’s future work force by further intertwining
entrepreneurship and education. Using experiential pedagogies, solution-based learning
and real life challenges, i.e. practice-based learning, can help in developing a generation
of Europeans able to be creative, work together and turn ideas into entrepreneurial
action.
Calling for action, the document provides guidance to Member States to enhance their
efforts to develop and implement the most appropriate approach for their country
context. It does this through the following means:
? Gives rationale to embed entrepreneurship as a key competence into European
education and training
? Presents an overview on actions taken and results achieved in the Member States
? Outlines the policy success factors making up the entrepreneurship education
ecosystem
o Stakeholder engagement: working together to create change
o Entrepreneurial curriculum and teaching methods
o Entrepreneurial learning outcomes and assessment
o Supporting educators and leaders
1
See Annex 2 for a full list of nominated Member State representatives and contributors
2
European Commission 2010http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf
3
o Pathways for aspiring entrepreneurs
o Measuring progress and impact
? Provides practical ideas and frameworks for implementation, supported by
examples of successful practice
The concrete objective is to bring entrepreneurship into the mainstream of national
educational policy and practice in every country in the EU, to enhance the understanding
of education as growth-friendly investment and inspire long-term policy reform at
Member State level.
The ambition is for education to be entrepreneurial in its very thinking, for young people
to benefit from practical entrepreneurial experiences throughout their learning, and for
learners to be immersed in education delivered through entrepreneurial curriculum
across all subjects. This document hopes to support this ambition.
State of play in Europe
? Most EU Member States have yet to develop a cross-cutting policy or strategic
approach on entrepreneurship education.
? Stakeholders are not sufficiently engaged in the development and implementation
of entrepreneurship education in Member States. There is not enough coherence
between levels of education or existing partnerships that can address this
effectively.
? Entrepreneurial curricula and teaching methods are rarely embedded throughout
all age groups; where there is entrepreneurship education this is more commonly
found at higher levels and related primarily to business skills.
? Entrepreneurial learning outcomes remain an undeveloped area across the EU,
characterised by a piecemeal and fragmented approach and lacking a lifelong
learning perspective.
? Assessment of entrepreneurial learning is very under-developed, does not link to
entrepreneurial learning outcomes and generally follows traditional methods.
3
? Educators and education leaders in Europe are not sufficiently trained in
entrepreneurship education, which negatively impacts on the potential for
entrepreneurship to become embedded in education systems.
? There are significant challenges to our ability to evaluate and monitor
entrepreneurship education due to a lack of robust data and indicators at an EU
level and in most Member States.
? In many countries in Europe, business start-up (of any type including social
entrepreneurship or business for personal profit) is not recognised or included as a
career pathway, and there is little support for aspiring entrepreneurs in education.
?
The Way Forward
The Entrepreneurship Education Ecosystem
? Ensure a coherent ecosystem approach addressing all of the identified policy
success factors to maximise impact.
Eurydice report: Developing Key Competences at School in Europe. CF chapter 3:http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdf
4
3
? Foster the entrepreneurship ecosystem at institution level, stimulating
entrepreneurial teaching, learning and organisational change across all areas of
education and training.
? Promote and expand use of the HEInnovate online tool and resources for
universities to develop their entrepreneurial and innovative capacity.
? Encourage and support entrepreneurial schools and VET institutions, through the
development of Entrepreneurship360 as an online self-assessment tool assist
backed by practical guidance and case studies.
? Build the connection between practice and policy.
Cross-cutting policy support for entrepreneurship education and training
? Develop a cross-cutting strategy for entrepreneurship education in Member
States and/or regions to build political support, involving different policy areas of
government and starting with agreement on a clear joint vision.
? Promote the use of European funds (European Structural and Investment
Funds) & programmes such as Erasmus+ (especially strategic partnerships &
policy experimentations) as tools to support investment at national and local level.
Stakeholder engagement: working together to create change
? Involve stakeholders in designing, planning, implementing and evaluating policy
and activity at policy and institution level.
? Build stakeholder engagement via existing structures and organisations at
national and local level to make it more relevant to the local/national context.
? Identify individuals to be champions of entrepreneurship education and promote
the relevance and benefits of engagement in entrepreneurship activities. This is
particularly relevant at institution and student-to-student level.
? Ensure that stakeholder engagement is developmental and not static.
? Involve the end-user – learners - in the design of policy approaches and education
activity.
Entrepreneurial Curricula and teaching methods
? Introduce entrepreneurship as an explicit curriculum objective for formal and
non-formal education at national level, supporting this with implementation
guidelines.
? Ensure that curriculum frameworks are flexible enough to enable introduction
of more innovative teaching and assessment methods, giving educators and
education institutions the flexibility to choose the most appropriate approaches for
their teaching.
? Encourage interdisciplinary curriculum approaches to support and enhance
the introduction of entrepreneurial methodologies at education institution level.
? Make practical entrepreneurial experiences widely available throughout all
stages of education and training, with a minimum of one during compulsory
education for all learners.
? Make entrepreneurial learning relevant to the real-world through active
engagement between education, business and community, particularly in the
design and development of practical entrepreneurial experiences.
5
? Encourage the use of innovative ICT based learning in entrepreneurship
education.
? Share good practice and encourage collaboration between formal and non-formal
education environments.
Entrepreneurial learning outcomes and assessment
? Develop a competence reference framework for entrepreneurship at
European level to break down the entrepreneurship key competence into its
composite learning outcomes, relevant across all levels of education and
adaptable to fit local and national contexts.
? Collate a good practice guide at European level to demonstrate how the use of
entrepreneurial learning outcomes can embed entrepreneurship education into
new and existing curricula across Europe.
? Establish national guidelines on the assessment of entrepreneurial
learning, building on experiences and exemplars from Erasmus+ policy
experimentation actions where appropriate.
?
Supporting educators and leaders
? Introduce national programmes in entrepreneurial leadership for
managers and leaders in schools, VET and higher education to support them to
deliver curricular, institutional and cultural change.
? Establish policy-to-practitioner networks at national level, to ensure that
isolated or local practice informs national/regional policy development.
? Embed educator training in entrepreneurship education into initial teacher
training and continuous professional development, including development of
MOOCs at European level and national networks with peer-learning
opportunities for educators tailored to different education levels.
? Value educator skills, for example by establishing recognised national
certification for educators through evidence-based practice portfolio of
entrepreneurship education in their teaching.
? Involving partners in development and delivery of educator training at
national and institution level, including teachers themselves, education leaders,
trade unions, business and community.
Pathways for aspiring entrepreneurs
? Use national policy tools to reinforce the relevance of start-up as a career
path, such as including start-up within career destination surveys, or asking
publicly funded education and training providers to provide information on
provision for aspiring entrepreneurs as part of their annual plan or application for
public funding.
? Raise awareness through targeted national campaigns.
? Include business or social enterprise start-up as a career pathway in career
guidance at all levels of education and training. Support this with additional
training for career guidance professionals.
? Maximise resources through clustering education and training
institutions, to develop joint provision and signpost to external sources of
support for aspiring entrepreneurs seeking to start-up.
6
? Build close ties between education institutions and local economic
development bodies, to ensure that curriculum and start-up provision is linked
to local labour market needs and wider strategies.
? Promote entrepreneurship education to non-formal education, building on its
role in mentoring young people to achieve their potential in life.
Measuring progress and impact
? Establish new EU-level data and monitoring to broaden the evidence base
beyond existing reliance on start-up data and provide robust indicators on key
areas of entrepreneurship education.
? Create built-in monitoring frameworks as part of national action plans or
strategies for entrepreneurship education, linked to developments at EU level
and agreed by all relevant Ministries and stakeholders.
7
1 Introduction
For Europe to compete globally, we need future generations to have the mind-set and
skills to be entrepreneurial in society, in work and in business.
Europe needs citizens who are creative, socially responsible, can spot opportunities,
understand and take risks, and can work in teams and solve problems. This can not only
boost the number of start-ups and increase the number of people working as
entrepreneurs; entrepreneurial employees within an established business or
entrepreneurial start-up can help enhance productivity, increase adaptability, and ensure
that opportunities are fully realised.
Learning systems need to be entrepreneurial in their very design. Engaging with partners
should be a pre-requisite of a modern learning environment, while high quality and
effective training for both educators and educational leaders should be the rule rather
than the exception. Practical entrepreneurial experiences must become a reality for
every learner across all levels and disciplines. For aspiring entrepreneurs, a clear career
pathway to start-up is an important basis for a more entrepreneurial economy.
Entrepreneurship can be taught and must be learned, to enable society to benefit from
the full potential of its people. It can never be the only answer, but it provides a tangible
contribution by developing the knowledge, skills and attitudes important for
employability, active citizenship and new business creation.
Fig 1.1 Exploring the potential social and economic impact of entrepreneurship in education
8
The last ten years have seen policy progress, but there are still large gaps in provision
and severely fragmented approaches inside Member States. Bold action is now needed.
Europe has identified the policy priority for entrepreneurship education; national
governments must now step up efforts and raise levels of entrepreneurial creativity and
innovation within Europe’s future work force.
Putting ideas into action: emphasising the key competence
Entrepreneurship education is about learners developing the skills and mind-set to be
able to turn creative ideas into entrepreneurial action. This is a key competence for all
learners, supporting personal development, active citizenship, social inclusion and
employability. It is relevant across the lifelong learning process, in all disciplines of
learning and to all forms of education and training (formal, non-formal and informal)
which contribute to an entrepreneurial spirit or behaviour, with or without a commercial
objective.
4
At European level, it is defined within the 2006 European Key Competences
for Lifelong Learning framework
5
.
Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas
into action. It includes creativity, innovation and risk-taking, as well as the ability to
plan and manage projects in order to achieve objectives. This supports individuals, not
only in their everyday lives at home and in society, but also in the workplace in being
aware of the context of their work and being able to seize opportunities, and is a
foundation for more specific skills and knowledge needed by those establishing or
contributing to social or commercial activity. This should Include awareness of ethical
values and promote good governance.
A framework condition for employability, growth and jobs
The Europe2020
6
strategy identifies entrepreneurship education as a key driver for
growth and jobs,
7
focusing on supporting countries to bring entrepreneurship into the
mainstream of national educational policy and practice. Building on the Strategic
Framework for Education and Training 2020
8
objective to enhance creativity, innovation
and entrepreneurship, the 2012 Rethinking Education
9
policy communication sets out the
main messages for entrepreneurship education, calling for it to be embedded at a
systemic level and for all learners to receive at least one practical entrepreneurial
experience during their compulsory education. To support the delivery of these
ambitions, the new Erasmus+ programme has entrepreneurship education as a clear
priority theme across all fields of education, training and youth. This commitment is
reflected across European policy areas, with the Entrepreneurship2020 Action Plan
10
identifying entrepreneurship education as a key area for action at both EU and country
4
This is based on a framework definition agreed by an international working group on
entrepreneurial learning in Geneva on 18 January 2012. The working group comprised
representatives from ETF, GIZ, ILO, UNESCO and UNEVOC.
5http://ec.europa.eu/education/policy/school/competences_en.htm
6http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/index_en.htm
7http://ec.europa.eu/europe2020/index_en.htm
8http://ec.europa.eu/education/policy/strategic-framework/index_en.htm
9http://ec.europa.eu/languages/policy/strategic-framework/rethinking-education_en.htm
10http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0795:FIN:EN
DF
9
level
11
, and the 2013 Annual Growth Survey underlining its importance for both
employability and business creation.
Studies have shown that entrepreneurship education has a range of positive effects.
Training on entrepreneurship has positive effects on entrepreneurial awareness and self-
perception of skills for start-up.
12
In UK-Wales, activity inputs across schools, VET and
higher education coordinated through a strong Youth Entrepreneurship Strategy (YES)
has resulted in a steady rise in youth entrepreneurial activity (among 18-24 year olds)
3.5% in 2002 to 10.2% in 2011.
13
In Denmark, evaluation of the entrepreneurship
education strategy shows a strong impact on students' enterprising behaviour, with 78%
more of those students receiving entrepreneurship education in ninth grade becoming
leaders, and twice as many founding new activities or ventures outside school.
14
There
was a similarly strong impact at university level, where the number of students who
started their own company during their education increased by 50% if they had received
entrepreneurship education.
15
Danish studies have also shown the more
entrepreneurship training and education an individual has, the higher their income, even
when other factors are taken into consideration, such as gender, age, or other education
and employment.
16
It is vital that education, training and youth policy continue to bring entrepreneurship
into the mainstream of educational policy and implementation, to build impact of
education as growth-friendly investment and inspire long-term policy reform at Member
State level.
Europe's entrepreneurial potential is not fully developed
The recent economic crisis underlined that Europe struggles to respond to unexpected
shocks: unemployment rates have risen alarmingly in many Member States with the
youth and disadvantaged groups bearing the greatest cost. At the same time, employers
face difficulties in filling available job positions, with reasons including lack of experience
and lack of key competences.
17
However, there has been an overall increase in the level
of early stage entrepreneurship activity amongst 18-29 year olds since 2003, rising from
4.3% in 2003 to 6.7% in 2012
18
, with a slight dip during the crisis. This bucks the trend
of youth employment levels that have been decreasing steadily.
However on many measures of entrepreneurship, Europe lags behind other areas of the
world. The rate of total early stage entrepreneurial activity is only 8% in Europe
compared to nearly 13% in the USA and 14% in China.
19
According to a Eurobarometer
11
Entrepreneurship 2020 Action Plan; available at:http://ec.europa.eu/enterprise/policies/sme/entrepreneurship-2020/index_en.htm
12
Analysis of GEM data between 2003 and 2012.
13
GEM UK report2011 - links between strategy and business start-up outcomes.http://www.gemconsortium.org/docs/download/2425
14
The corresponding values for the students in the control group were 18% for leaders and 33%
for founders of new activities. FFE-YE, Impact of entrepreneurship education in Denmark, 2012http://eng.ffe-ye.dk/media/256547/effektm_ling_2012_eng_til_net.pdf p7.
15
Ibid p7
16
Impact of Entrepreneurship Education in Denmark, FFE-YE 2012http://eng.ffe-
ye.dk/media/256547/effektm_ling_2012_eng_til_net.pdf p8
17
Manpower Talent Shortage Survey, 2013.
18
Based on secondary analysis of GEM data
19
GEM survey 2013
10
survey on entrepreneurship in 2012, only 37% of Europeans said that they preferred
self-employment to being an employee. This compared to 82% in Turkey, 63% in Brazil
or 56% in China.
20
Available data suggests that European education systems have been less successful than
global competitors. As seen in fig 1.2, barely half of those surveyed felt that their
education helped develop entrepreneurial initiative, and they also feel less equipped with
the skills needed to run a business (less than half of them, in contrast to 72% in Brazil).
Education systems in Europe also have much work to do to make learners understand
the role of entrepreneurs in society (the lowest level among the benchmarking
countries). While the percentage of Europeans who have attended an entrepreneurial
course (about a quarter) equals or even exceeds the respective levels for the other
countries, only one in three Europeans has been inspired by school education to become
an entrepreneur.
Figure 1.2 Entrepreneurial activity, attitudes and perceptions
21
My school education is helping me/has helped
me to develop my sense of initiative and a sort
of entrepreneurial attitude
EU
COMPARISON
EU USA China Brazil
LOW 53% 59% 69% 80%
Have you ever taken part in any course or
activity about entrepreneurship? (turning ideas
into action and developing one’s own projects)
AVERAGE 26% 26% 18% 26%
My school education is helping me/has helped
me to better understand the role of
entrepreneurs in society
LOW 50% 59% 70% 78%
My school education is making me/has made me
interested in becoming an entrepreneur
LOW 32% 39% 63% 74%
My school education is giving me/has given me
skills and know-how to enable me to run a
business
LOW 46% 54% 61% 72%
Desire to become self-employed in the next five
years
LOW 36% 41% 68% 63%
Prefer being self-employed to employee, if they
could choose
LOW 38% 51% 56% 63%
% of early-stage entrepreneurial activity LOW 8% 13% 14% 17%
20
Eurobarometer 2012
21
Sources: “% of early-stage entrepreneurial activity” for EU-28 calculated based on 2013 GEM
Global Report results; in 2013, 23 EU countries participated in GEM Research:
BE/HR/CZ/EE/FI/FR/DE/EL/HU/IE/IT/LV/LT/LU/NL/PL/PT/RO/SK/SL/ES/SE/UK. Other indicators
from 2012 Flash Eurobarometer "Entrepreneurship in the EU and beyond". EU-28 average
calculated based on data from source. Average percentages unweighted.
11
2 The Entrepreneurship Education Ecosystem
State of play
? Most EU Member States have not addressed an ecosystem approach at policy or
institution levels.
Key conclusions
? Bringing together the different success factors for entrepreneurship education can
maximise impact and develop an ecosystem, to support the proliferation of
entrepreneurship education culture and practice.
The Way Forward
? Ensure a coherent ecosystem approach addressing all of the identified policy
success factors to maximise impact.
? Foster the entrepreneurship ecosystem at institution level, stimulating
entrepreneurial teaching, learning and organisational change across all areas of
education and training.
? Promote and expand use of the HEInnovate online tool and resources for
universities to develop their entrepreneurial and innovative capacity.
? Encourage and support more entrepreneurial schools and VET institutions, through
the development of Entrepreneurship360 as an online self-assessment tool assist
backed by practical guidance and case studies.
? Build the connection between practice and policy.
Building the ecosystem
The idea of an ecosystem originated from environmental sciences, but it is becoming
commonly used in to speak of the different areas that relate to the entrepreneurship
education
22
and the wider entrepreneurial economy.
23
It presents an entity consists of
multiple factors which are interlinked and together form a balanced whole. Changes in
one factor affect all the others, and hence impact on the entire ecosystem. The Thematic
Working group's findings identified these policy success factors, and emphasises the
importance of addressing these in a coherent approach, and closing the gaps between
policy and practice.
This document identifies seven contributing factors that together drive the development
of an entrepreneurship education ecosystem. These factors function together to deliver
an environment in which entrepreneurship education can flourish:
2.1 Cross-cutting Policy Support for Entrepreneurship Education & Training
If countries are to maximise the efficiency and impact of entrepreneurship education,
governmental strategies - which bring together different actors working in partnership -
to ensure coherence are essential.
22
World Economic Forum (2009), Educating the Next Wave of Entrepreneurs
23
Moore, James F. (1996). The Death of Competition: Leadership & Strategy in the Age of
Business Ecosystems. New York: Harper Business.
12
2.2 Stakeholder Engagement: Working Together to Create Change
Stakeholders should be recognised for their contribution to this work and involved closely
in the development of all actions, through a participatory approach involving agenda
setting and decision-making as well as in implementing, evaluating and reviewing
actions.
2.3 Entrepreneurial Curriculum and Teaching Methods
Entrepreneurship education is based on entrepreneurial curricula. An entrepreneurial
curriculum framework should allow flexibility and encourage educational institutions to
interact and engage with the wider social and economic environment, developing an
outward-facing approach in collaboration with stakeholders. Sticking to traditional
classroom teaching/lecturing) leaves out significant elements of entrepreneurship, such
as creativity, understanding risk, collaboration and problem-solving. Emphasis should be
on pedagogies and teaching methods that allow learners to develop a range of
entrepreneurial learning outcomes within one activity to maximise impact on their
entrepreneurial confidence. Practical entrepreneurial experiences should be introduced
for all, to allow learners to explore and feel entrepreneurial actions first-hand.
2.4 Entrepreneurial Learning Outcomes and Assessment
A logical next step is the development of knowledge, skills and attitudes related to
specific entrepreneurial learning outcomes at all educational levels, and the importance
of integrating them into curricula. But what is not assessed may not be taught nor
valued. Entrepreneurial learning outcomes must be appropriately assessed, ensuring that
entrepreneurial skills are encouraged throughout the learning process.
2.5 Supporting Educators and Leaders
Equipping educators and leaders at all levels with the skills and knowledge they need is
vital. They are the ones who ultimately ensure that entrepreneurship in education takes
place in practice.
2.6 Pathways for Aspiring Entrepreneurs
Entrepreneurial potential may be fulfilled within society or work. But for some of those
who experience entrepreneurship education, it will spark an interest or aspiration to start
their own business, social enterprise or community venture. This should be supported
from the career guidance perspective, and nurtured through local support pathways.
2.7 Measuring Progress and Impact
To ensure sustainable engagement in entrepreneurship education, there must be robust
monitoring and evaluation of the impact of strategies and actions at a Member State and
EU level.
A picture of the entrepreneurship education ecosystem
Figure 2.1 demonstrates this with the learner at the centre, surrounded by elements that
impact on the wider entrepreneurship education ecosystem. They combine to place the
13
learning system into the wider economic and social community, recognising the place
entrepreneurship education must hold as a framework condition for employability, social
well-being, workforce development and new venture creation.
Figure 2.1 – The Entrepreneurship Education Ecosystem
Engaging
Common
Government
Stakeholders
vision with
Involving
cross-cutting
business,
policy
community &
support &
others
resources
Progress &
Impact
Coherent
monitoring
framework
with EU links
Learner
Able to turn creative
ideas into
entrepreneurial action
Education
Institution
Entrepreneur
ial and
outward
facing in
ethos &
approach
Curricula
Career
teaching
Pathway
Guidance,
methods,
signposting &
Educators
learning
support for
outcomes &
and Leaders
entrepreneurs Supported,
assessment
trained
and
recognised
The Institution Perspective: moving towards the entrepreneurial school, VET
and university
The ecosystem works at multiple levels, and the institutional focus is fast emerging as a
driving force behind policy development in this area at EU level. If entrepreneurship in
education is to become an integral and embedded part of education and training, an
institutional approach is vital. This means that there is support for the teaching of
entrepreneurship, but also means that the education institution itself has an
entrepreneurial approach. This does not mean that schools become businesses, but
instead helps ensure that the whole ecosystem nurtures an entrepreneurial spirit and
that the institution is better placed to take advantage of opportunities or to adapt to
change.
14
Tools are needed to bring together the different areas that need to be addressed in order
to create a coherent approach to entrepreneurship education that is embedded and
sustainable. These tools enable the entrepreneurship ecosystem to be reflected at
institutional level, guiding education professionals on how to address key success factors
both separately and together to create and sustain truly entrepreneurial learning
environments. It results in the development of the entrepreneurial school, VET and
university.
The European Commission, in collaboration with OECD, is developing tools to enable the
self-assessment of European education institutions at all levels, to support improvement
and share good practices. This is the convergence of policy and practice to create real
change at implementation level, which can both feed into and embed reform at policy
level.
? HEInnovate
24
is a self-assessment tool for higher education institutions looking
for advice and inspiration to develop and improve as "entrepreneurial" and
innovative institutions. It gives higher education institutions the capability to
explore their entrepreneurial potential, providing advice, ideas and inspiration for
the effective management of institutional and cultural change. It is available
online but is also being rolled out through workshops in Member States.
? Entrepreneurship360
25
is a development tool for schools and VET institutions
currently being trialled and the pilot version will be available in 2015. The
objective is to enable institutions to assess the progress they are making, begin a
dialogue about entrepreneurship with different stakeholders, and access resources
to help them improve.
Entrepreneurship education is not just a module or a teaching method. The
entrepreneurial approach needs to be core to the way education operates. It is a stance;
a culture of leadership, learning and teaching. It can already be noticed in classrooms
across Europe, but is not systemic and is not supported by policy.
24http://www.heinnovate.eu
25http://www.oecd.org/site/entrepreneurship360
15
2.1 Cross-cutting Policy Support for Entrepreneurship Education
State of play
? Most EU Member States have yet to develop a cross-cutting policy or strategic
approach on entrepreneurship education.
Key conclusions
? A coherent approach drawing on a shared vision and goal across different policy
areas can increase the effectiveness and impact of an entrepreneurship education
strategy.
? An entrepreneurship education strategy should be multi-faceted and should have
evaluation built into it.
The Way Forward
? Develop a cross-cutting strategy for entrepreneurship education in Member States
and/or regions to build political support, involving different policy areas of
government and starting with agreement on a clear joint vision.
? Promote the use of European funds (European Structural and Investment Funds)
& programmes such as Erasmus+ (especially strategic partnerships & policy
experimentations) as tools to support investment at national level.
State of play: entrepreneurship education in policy
If countries are to maximise the efficiency and impact of entrepreneurship education,
governmental strategies - which bring together different actors, working in partnership -
to ensure coherence are essential. At the policy level, administrations can work to bring
together the different policy areas impacting on the successful introduction,
implementation and outcomes of entrepreneurship education. This consolidates efforts
and accelerates implementation, ensures continuity and engages partners both inside
and outside government to realise joint visions and outcomes. The state of play across
Europe shows different approaches to how entrepreneurship education is reflected in the
policy environment.
Data gathered through the Working Group and additional research
26
shows that 21 EU
countries have recognised and embedded entrepreneurship education in a policy
document. Fifteen countries have included this in education policy documents.
27
This
approach can ensure that entrepreneurship education is clearly recognised as an
objective within the learning environment, and is gradually embedded into the learning
experience. Eleven countries mention entrepreneurship education in a policy document
from the economic or innovation policy areas.
28
This can be important to make the links
between economic-related policy and entrepreneurship education as growth-friendly
investment.
26
Desk research and the 2012 Eurydice report on Entrepreneurship Education.http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
27
Austria; Belgium-NL; Czech Republic; Estonia; Finland; Greece; Spain; Hungary; Lithuania;
Latvia; Luxembourg; Malta; Poland; Slovakia; UK (N. Ireland, Scotland, Wales)
28
Belgium-NL; Denmark; Estonia; Spain; France; Netherlands; Portugal; Romania; Slovenia; UK-
Wales
16
Nine countries and a number of EU regions have developed a specific strategy
29
. Not all
address all education and training fields or levels, not all bring together different
Ministries and not all involve partners. In Italy, the strategy addresses solely the VET
environment, while in UK-Wales the strategy covers the whole age range of 5-25 years
with sector specific actions within it. Although many strategies do include a number of
different ministries such as education and economic development, informal feedback
highlighted that a common strategy may dilute responsibility and not result in real
engagement or buy-in from all. This can affect the design and implementation.
Therefore, active involvement and clear lines of responsibility for all relevant ministries
needs to be central from the start to ensure real engagement from the different policy
areas.
Different policy approaches across the EU
There are a range of approaches that can be taken when planning and implementing an
entrepreneurship education strategy. The table below outlines the different approaches
and considers their advantages and disadvantages.
Figure 2.1.1 – Overview of Policy approaches, advantages and disadvantages
POLICY
APPROACH
POLICY
ADVANTAGES
POLICY
DISADVANTAGES
EXAMPLES - list
not exhaustive
Specific Strategy
on
entrepreneurship
education
Common vision across
government
Outcomes and impact
reflect policy drivers for
all involved Ministries
Direct engagement
from stakeholders on
theme
Not embedded into
policies that directly
target education and
training audience
May not translate into
tangible engagement by
all Ministerial partners
Croatia; Italy
(national for VET,
some regions
have strategies);
Sweden
Education policy
explicitly
mentions
entrepreneurship
education as
objective
Entrepreneurship
education highlighted
as priority within
education policy
Directly embedded
within policies directed
at learning system
May not be recognised as
contributor to economic
and employment policies
or outcomes
Austria; Czech
Republic; Finland;
France; Greece;
Spain; Hungary;
Latvia; Malta;
Poland; Slovakia;
UK-Northern
Ireland; UK-
Scotland;
Portugal
29
Belgium-NL; Croatia; Denmark; Estonia; Finland; Italy (national for VET, some regions have
strategies); Luxembourg; Sweden; UK-Wales
17
Both specific
strategy AND
other policies
(education,
economic and/or
employment)
explicitly
mention
entrepreneurship
education
Comprehensive
approach reflecting
joined up government
policy
Specific strategy
translated into tailored
approaches in key
areas such as
education, careers,
employment and
economic growth
Not all policies may be
properly linked without
common vision
Belgium-NL;
Denmark;
Estonia; Finland;
Lithuania;
Luxembourg;
UK-Wales
Education policy
implicitly
mentions
knowledge, skills
and/or attitudes
associated with
entrepreneurship
Entrepreneurship
related knowledge,
skills and attitudes
included within
curricula objectives
Education and training
audience do not recognise
importance of
entrepreneurship
education as a thematic
priority
May not be recognised as
a contributor to economic
and employment agenda
Does not reflect key
competence approach
Belgium-FR;
Bulgaria; Cyprus;
Germany;
Ireland; UK -
England
Wider policy
(economic or
employment
policy) explicitly
mentions
entrepreneurship
education
Entrepreneurship
education recognised
as a framework
condition for economic
growth and
employment (as well as
social wellbeing)
Can be pre-cursor for
joined up approach
with education policy
Not directed at education
and training audience
Does not directly engage
education policy areas
Spain; France;
Netherlands;
Portugal;
Romania;
Slovenia
Strategic approaches are implemented in different ways across Europe:
? At regional or national level – depending on where responsibility for education
policy lies. Examples of regional approaches can be seen in the UK, Belgium and
Germany;
? Led by a ministry – such as Lithuania, Sweden and Finland;
? Led by an external body – such as the specially created Danish Foundation for
Entrepreneurship-Young Enterprise in Denmark;
? Involve different cross-ministerial collaborations e.g. with Ministries of Labour and
Social Affairs and/or Ministries of Economics and Innovation). However, Ministries
of Education hold a central role in the majority of countries with a strategy in
place. In Denmark, the strategy involves four Ministries and is implemented by an
external agency.
18
Different Ministries or departments bring different contributions to policy and strategy
approaches for entrepreneurship education. These are illustrated in Figure 2.1.2 below:
30
Figure 2.1.2 – Examples of Contributions of Different Ministries to Entrepreneurship Education
Education Ministries Enterprise/Economy/Trade
Ministries
Other Ministries
? Typically the lead
on entrepreneurship
education strategy
development
? Highly variable role in
strategy development, ranging
from initiator (though rarely),
partner or consultee.
? Ministry of Labour
or Employment –
entrepreneurship for
the unemployed
? Legal
responsibility for
education
? Development of
National Qualifications
Frameworks (learning
outcomes)
? Setting
standards,
performance
assessment,
monitoring and
evaluation
? Educator training
? Funding
development of
teaching resources
? Focus on business start-ups
and existing entrepreneurs
? Contributing to the definition
of the contents of
entrepreneurship education, and
to the production and
dissemination of pedagogical
material.
? Supporting complementary
activities, e.g. private associations
and organisations, practical
project based initiatives (extra-
curricula), academies,
foundations, trusts
? Promotional role, e.g. to
universities (link to innovation
strategies)
? Inputting business skills needs
into process
? Ministry for
Regional Development
– incorporation of
entrepreneurship
education into regional
strategies
? Ministry for Youth
– embedding of
entrepreneurship
education in strategies
for young people, e.g.
development of
creativity and
citizenship
? Conduit for EU structural
funds
It is important that, however entrepreneurship education is represented in policy terms,
there is coherence across the different policy Ministries/department leads and a common
vision of what needs to be achieved.
Entrepreneurship education policy approaches should draw upon the vision and the goals
that each country or region aims to achieve, identify the competent authorities that
design and monitor the implementation of all agreed steps, and lay out procedures and
allocate funding based on need. Policy documents should create a joint vision across
departments and across educational levels, promote cooperation between government
and other stakeholders, provide visibility to entrepreneurship education, raise awareness
and bind all actors involved. Policy may have a national, regional or even local coverage,
depending on the governance structure of each country. At the core of any proposed
policy approach, is the concrete need to be cross-cutting.
Sourced in 'Towards Greater Cooperation and Coherence in Entrepreneurship Education' Report
and Evaluation of the Pilot Action High Level Reflection Panels on Entrepreneurship Education
initiated by DG Enterprise & Industry and DG Education and Culture. European Commission 2010
19
30
An entrepreneurship education strategy should:
31
? Involve all education levels and disciplines, including non-formal learning
? Engage across government - such as education, lifelong learning, employment and
economic development
? Consider a lead organisation and regular reviews of actions by all partners involved
? Engage stakeholders – developed in collaboration with education providers and
practitioners, as well as a range of wider stakeholders such as business and community
? Draw on experience from practice
? Encourage and develop partnerships between business, community and education at
all levels
? Have evaluation and monitoring built in, with links to internationally comparable
data to provide measure of progress.
? Identify resources and funding to be used from local, national and/or EU level
? Address curricula reform and innovation at all levels, including flexibility, pedagogies,
learning outcomes and assessment,
? Include practical entrepreneurial experiences for all learners
? Include training for educators and educational leaders receive sufficient training
and overall support
? Ensure career guidance is a focus at all levels and pre-start support is included to
support aspiring entrepreneurs
In Denmark, a coherent strategy was launched in 2009. The strategy was developed and signed
jointly by four ministries, the Ministry of Culture; the Ministry of Science, the Technology and
Innovation; the Ministry of Education and the Ministry of Economic and Business Affairs.
Denmark offers a unique example regarding the way the strategy is implemented, as it is under
the responsibility of a private organisation, the Danish Foundation for Entrepreneurship - Young
Enterprise (FFE-YE). The Foundation was established in 2010 and since then has promoted
collaboration between educational institutions and government organisations. This helps ensure
that the contribution of different ministries is made coherent and also ensures the involvement
of key stakeholders. FFE-YE ensures the integration of entrepreneurship education in all
education levels, and aims at “strengthening and creating a coherent national commitment and
initiative for promoting entrepreneurship”. Relevant educator training and teaching resources
are also administered by the Foundation. Denmark is also one of the few countries that have
embedded impact assessment in their strategy for entrepreneurship education: FFE-YE is also
the centralised, national knowledge and research centre for entrepreneurship education.http://europa.eu/legislation_summaries/education_training_youth/general_framework/n26111_en.
htm, cited 12/6/13, enriched with findings of TWG on Entrepreneurship Education
20
31
Creating longer-term commitment to support entrepreneurship education
through engaging stakeholders
A strategy cannot be developed overnight; there are clear steps that need to be taken to
ensure relevance, impact, and sustainability. Figure 2.1.3 provides an example of the
potential phases of development, outlining aspects such as the necessity of not only
involving a range of different ministries but also a broader range of stakeholders. The
Commission document Towards Greater Cooperation and Coherence in Entrepreneurship
Education: Report and Evaluation of the Pilot Action High Level Reflection Panels also
indicates a progression model for the development of entrepreneurship education
strategies.
32
Fig 2.1.3 moves this forward by providing an action-based perspective,
demonstrating the objectives, activities, results, products and who should be involved at
each stage. This model is a plan of action, which can provide inspiration for those
starting out on this journey, or for those seeking to identify gaps and weaknesses in their
current approaches.
It is clear that both developing and improving an entrepreneurship education strategy
takes time and effort, but it is essential in order to achieve a tangible, comprehensive
and sustainable impact on the learning system and results in terms of employability,
business development, and active citizenship.http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/education-training-
entrepreneurship/reflection-panels/files/entr_education_panel_en.pdf, p. 25
21
32
Figure 2.1.3 – The Phases of Development of an Entrepreneurship Education Strategy
PHASES I. EQUIPPING (INITIAL
PREPARATION &
BENCHMARKING)
II. ENGAGE PUBLIC SECTOR,
EDUCATIONAL
ORGANIZATIONS & EXPERTS
III. ENGAGE PRIVATE SECTOR
(PROFIT AND NON-PROFIT)
IV. EMPOWERING YOUNG
ENTREPRENERUSHIP AT THE
LOCAL LEVEL
V. MANAGEMENT, EVALUATION &
DISSEMINATION
OBJECTI ? Nomination of inter-ministerial ? Develop a platform with ? Prepare and execute the ? Provide guidance (capacity ? Develop a policy brief with actions for
VES
working group and lead partner for the
development of national strategy in
entrepreneurship education and
training
? Benchmark good practices from other
Member States;
representation from the key
entrepreneurship education &
training public entities
? Stakeholder consultation to
establish wide-ranging buy-in and
comprehension
? Develop high level strategic aims
and objectives
? Integrate strategy with identified
good practice
preliminary roll-out of national
strategy to share and discuss the
strategy with the private and non-
profit sector across all regions
? Revise strategy with private
sector and NGO input resulting
from national roll-out meetings
building) to public, private and
third sector entities on youth
entrepreneurship at a local level
? Engage municipalities to
promote pilot actions at the local
level targeted at specific issues of
local concern (e.g. highly
ambitious youth or economically
inactive/at-risk/unemployed)
future direction in line with changing
economic priorities & model in country
? Promoting management and ongoing
monitoring to ensure the efficiency and
effectiveness of the results
? Test evaluation framework that
allows analysis of processes, outcomes
and assessment presented by the
public – private partnership
ACTIVIT ? Engage a group of key stakeholders ? Build the national strategy from ? Presentation of National Strategy ? Develop a workshop run by ? Conducting coordination meetings
IES
(ministries and public entities) and
prepare the international exchange
? Possible visit to and exchange with
good practice countries
? Integrate previous actions
good practices and key documents
(e.g. Oslo Agenda; Rethinking
Education; Entrepreneurship 2020
Action Plan)
? Involve and consult with
Ministries that have a role for
entrepreneurship and education
on Entrepreneurship Education
? Share good practices from
International Partners
? Collect inputs/feedback for
improving the Strategy
lead national partner(s)
? Provide technical inputs for the
development of pilot actions
targeting at risk young at the
local level
? Follow-up on pilot actions
? Conducting partnership meetings
? Developing evaluation framework
? National symposium event
? Create policy brief
RESULTS ? Diagnosis of entrepreneurship
education Benchmark entrepreneurship
education developed
? Sharing experiences between
different countries
? Increased awareness of public and
private sector on the added-value of
developing a national strategy
? Increased knowledge
? Cross-ministry involvement of
key stakeholders
? Preliminary strategy from public
sector entities
? Co-development of national roll
out and NGO engagement plan
?
? An agreed definition for a
National Strategy on
Entrepreneurship Education
? Increased participation of NGOs
and the private sector on the
development and implementation
of public policies
? Municipalities and key local
stakeholders develop their
entrepreneurship agenda in their
region / local level
? Municipalities and key
stakeholders promote and deliver
entrepreneurial awareness,
experiences and opportunities for
young people
? National strategy endorsed at the
highest political level
? Capacity building of project partners
on management and evaluation
PRODUC ? Benchmark report ? Public sector platform for the ? Regional workshops around the ? Pilot actions reports ? Policy report
TS
? Diagnostic on national
entrepreneurship education
development of a national strategy
? Protocols established between
governmental entities
country
? “National Strategy on
Entrepreneurship Education and
Training” document
? Quarterly reports and Final report
? Follow-up report
? Communication materials
? Dissemination event
STAKE ? Public Entities (recommended) ? Recommended and possible ? Recommended and possible ? Actors at the local level ? Principally Responsible:
HOLDER
? Ministry of Education
? Ministry of Economy
Public Entities (see Phase I)
? National/international experts
Public Entities (see Phase I)
? National/international experts
community level of entities in
phase III
? Lead public entities
? Lead private entities
S
? Ministry of Employment / Social
Affairs
? Commission on Gender Equality
? Commission on Immigrant Affairs
? Public Entities (other possible)
? Ministry of Agriculture
? Ministry of Finance
? Regional governments
? Stakeholders & Governments in other
Member States
? Educational
Organisations/Institutions
? Teachers unions
? Associations of students & young
entrepreneurs
? Educational Institutions
? Teachers unions
? Parent groups
? Social partners:
? Trade unions & employer groups
? Entrepreneurs & companies
? Relevant NGOs & local
community organizations
? Associations of students & young
entrepreneurs
? Involve:
? All actors involved in national and
regional/local level roll out
22
2.2 Stakeholder Engagement: Working together to create change
State of play
? Stakeholders are not sufficiently involved and empowered across all EU Member
States in the development and implementation of entrepreneurship education.
There is not enough coherence between levels of education, and there are no
existing partnerships to effectively engage stakeholders as real partners in this
work.
Key conclusions
? Engaging stakeholders is the backbone of a sustainable policy or strategy for
entrepreneurship education and key to its success. Stakeholders can become
indispensable partners contributing to the implementation of strategies on the
ground.
? Stakeholders can be involved in designing, planning, implementing and evaluating
policy and activity at all levels.
? Give specific attention and funding to the creation of partnerships to ensure their
success, and partnerships should be regularly evaluated and reassessed.
The Way Forward
? Involved stakeholders in designing, planning, implementing and evaluating policy
and activity at all levels.
? Build stakeholder engagement for entrepreneurship education via existing structures
and organisations to make it more relevant to the local/national context.
? Allocate a specific individual to champion and promote the relevance and benefits of
engagement in entrepreneurship activities. This is relevant at all levels, particularly
for educators and students.
? Ensure that stakeholder engagement is developmental and not static.
? Identify individuals to be champions of entrepreneurship education and promote the
relevance and benefits of engagement in entrepreneurship activities. This is
particularly relevant at institution and student-to-student level.
? Involve the end-user - learners - in the design of policy and activity
Bringing together key actors for entrepreneurship education
Stakeholder engagement is more than just pitching the importance of this work or
consulting them on their views. They are those people, institutions or groups who are
affected by, have interests in or have the ability to influence the outcome of activities
33
.
But they need to see a real value from their engagement. Stakeholders can and should
play an important role in tailoring strategies and actions and supporting their
implementation. This can be done through building stakeholder engagement – with
stakeholders as partners in the design, planning, implementing and evaluating of
entrepreneurship education policy and activity at all levels.
Stakeholder Engagement: A Good Practice Handbook for Companies Doing Business in Emerging
Markets. IFC, 2007. Available online:http://www1.ifc.org/wps/wcm/connect/938f1a0048855805beacfe6a6515bb18/IFC_StakeholderEng
agement.pdf?MOD=AJPERES
23
33
State of play: stakeholders engagement is fragmented and insufficient
Although significant steps have been made, stakeholders are not sufficiently involved and
empowered across all EU Member States in the development and implementation of
entrepreneurship education.
34
Involvement is fragmented in most countries.
? Stakeholders are often consulted and involved in the development of strategies on
entrepreneurship education, but only anecdotally and on an ad hoc basis;
? There are only a few countries where the role of stakeholders is evidenced in the
national strategy for entrepreneurship education
35
or explicitly linked to
entrepreneurship education in wider policies
36
;
? Stakeholders are rarely involved in all levels of education, except in Austria,
Luxembourg, Sweden and UK-Wales;
? In most EU Member States, stakeholders are generally more actively engaged in
VET and higher education, while in other education levels they are not often
consulted or do not have a leading role;
? Stakeholders are involved in the training of VET educators only in about one third
of EU Member States;
? Representatives from the labour market have a more active role than other
stakeholders, such as parents or student organisations.
Who are the stakeholders in entrepreneurship education?
There is a range of potential stakeholders for entrepreneurship education (see Figure
2.2.1). In particular, it is recognised that educators, trainers and youth workers (and the
organisations which represent them) are crucial, because they are often ultimately
responsible for the approach to and implementation of entrepreneurship education at
grassroots level.
37
Figure 2.2.1 - Stakeholders and potential partners for entrepreneurship education
Learning Environment Employers and Business Wider Community and
Interest Groups
? Educators / trainers / youth ? Businesses & ? Students & student
workers business Associations organisations
? Education/VET institutions ? Employers & ? Parents & parent
? Training providers employer organisations associations
? Youth organisations ? Trade Unions ? Community / relevant
? Educational leaders ? And others NGOs
? Exam & Qualification Awarding ? Media
Bodies ? And others
? Research and academia
? Trade Unions
? And others
34
Based on data from country reports and European Commission (2011) Entrepreneurship
Education: Enabling Teachers as a Critical Success Factor
35
BE-nl, DK, EE, FI, LU, SE, UK-Wales
36
AT, CZ, SI
37http://www.etf.europa.eu/webatt.nsf/0/32FE9A69B45747F3C1257BA600329BD4/$file/INFORM_16.
pdf
24
It is important to not only focus on routes to engage business and employers. Other
types of organisations such as community organisations, NGOs or engagement with
parents can bring benefits and increase relevance to local social or economic contexts.
In Sweden stakeholders are involved in the provision of entrepreneurship education at
all levels of education. These are NGOs, foundations, associations, businesses and
working life organisations that promote entrepreneurship education through both
national and regional programmes
38
.
For the South East Europe Centre for Entrepreneurial Learning (SEECEL), based in
Croatia, parents and students are seen as a unit of change for the development of
entrepreneurial schools across the Western Balkan region. The SEECEL pilot school
"Murat Atilgan" in Turkey has an 'Entrepreneur Social Club' where both students and
parents work together to develop ideas.
Without the end-user as a stakeholder, policy may respond only to the perceived need
rather than the actual need. Therefore, learners must be engaged to help shape and
design strategies to achieve more impact in terms of the learner development of the
skills and attitudes associated with the entrepreneurship key competence.
Involvement throughout the implementation cycle
Identifying stakeholders and engaging them as partners is important and has an impact
in all stages of the policy and implementation cycle:
? Agenda-setting stage - stakeholders can be important drivers or lobby groups that
gain policy momentum and push the political agenda. They can help ensure a
common vision and agreement on the intended activity;
? Developing strategy/policy - stakeholders can be part of steering groups or task
forces to define the concept, the actions and the benchmarks of a strategy and
make it more representative and sustainable. They might have an instrumental
role in leading the strategy or national delivery;
? Implementation phase - stakeholders can support communications, give actions
added credibility and facilitate buy-in from wider groups. They can also contribute
resources and expertise to concrete activities such as educator training or
curriculum development, providing sustainable and more cost-effective solutions.
They might be involved in the delivery of methodologies, or road test the efficacy
of certain approaches. They can help support the link between educational
institutions and the wider social and economic environment, or be involved in the
validation and recognition of entrepreneurial learning outcomes;
? Evaluation stage – stakeholders can bring a wider perspective on outcomes and
access additional information. They can also provide expertise and rigorous
evaluation methods;
? Review stage –stakeholder experiences and opinions are valuable to help improve
strategies and actions.http://www.ee-wow.net/download/dos-
donts/english/EE%20&%20WOW%20Policies%20Strategies%20and%20Networks.pdf
25
38
Building engagement through concrete objectives
In order to ensure the participation of key stakeholders in a strategy to implement an
entrepreneurship education ecosystem, it is important to identify objectives and a sound
stakeholder engagement plan. Working in partnership with stakeholders can be effective
at all levels of governance, all stages of policy and implementation, and in all thematic
aspects of entrepreneurship education, such as educator development or defining
concrete learning outcomes. Partnership approaches should work and link across
education levels to ensure coherence and a clear sense of progression
39
.
In Andalucía in southern Spain, the regional entrepreneurship education plan creates
structured engagement with actions that are designed by and for Commission to
supervise implementation and evaluation of all activity, such as involving stakeholders in
a Monitoring and Coordination board.
The role of stakeholders should be recognised in national strategies on entrepreneurship
education or other policies:
In Finland, a broad range of stakeholders is engaged and involved in every part of the
national strategy. The national strategy was developed through collaboration between
education and employment authorities with stakeholders such as social partners, regional
representatives, youth NGOs, organisations entrepreneurship and entrepreneurship
education, as well as academics, teachers and trainers
40
. The Ministry of Education has
an Entrepreneurship Steering Group, comprised of different stakeholders from the
education system and organisations promoting entrepreneurship. The role of the group is
to ensure information exchange among experts and diffuse information within the
education system to promote entrepreneurship
41
. Employers and entrepreneurs also sit
in teacher training councils in all vocational teacher-training units
42
.
In Denmark, through the National Strategy on Entrepreneurship Education, the role of
social partners is explicitly expressed in policy and planning documents
43
. Social partners
are involved in the articulation of curricula and of educational planning, and they
promote the matching of skills acquired in education to those demanded from the labour
market.
44
Social partners create links between VET schools and the business world,
through participation in national trade committees and local training committees.
45
Each country or region has its own specific national context and there are different
challenges and opportunities at both policy level and at the level of the learning
environment; approaches may need to be tailored accordingly. Whilst in some countries
39
Gribben, A.A. (2013). Entrepreneurial learning: keystone to an entrepreneurial culture. INFORM
Policy Briefing. European Training Foundation. Issue 16. Turin. June 2013
40
GHK (2011) Order 121 - Study on Support to Indicators on Entrepreneurship Education
41
2009 National report on Key Competences - Finland
42http://www.nordicinnovation.org/Global/_Publications/Reports/2013/Entrepreneurship_Education_i
n_Nordics_web.pdf
43
European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor
44
CEDEFOP (2012) Towards the short term deliverables of the Bruges Communiqué. Country fiche
Denmark
45
CEDEFOP (2012) Towards the short term deliverables of the Bruges Communiqué. Country fiche
Denmark
26
there are deeply rooted traditions of collaboration between different sectors, in others
there is only a very basic level of cooperation. It is important that approaches are built
on existing structures. This will ensure efficacy and value of guidance developed to
policymakers.
For example, countries such as Germany and Austria have work-based learning as part of
the system while the UK already has a history of Education Business Partnership
organisations. Strong cooperation between education and business is already well-
established and may even be supported in law.
46
In other countries without established
structures, working with relevant channels that bring together business, employer or
community organisations can be effective routes.
Adding value through stakeholder engagement
Stakeholders can lend credibility to activities, and increase reach, interest and buy-in
with target audiences. Organisations like Child and Youth Finance International or Junior
Achievement-Young Enterprise (JA-YE) work at the governmental level but also can
leverage valuable relationships with a wider network of stakeholders in their policy and
implementation, particularly the private sector. This type of support can bring additional
visibility at all levels, and help reach critical mass and move entrepreneurship education
up the policy agenda.
In Luxembourg, Young Entrepreneurs Luxembourg is a public-private partnership that
coordinates the promotion of entrepreneurship education at all levels of education. It
coordinates activities in primary, secondary and university, such as mini-enterprise, job
shadowing, innovation camps and age-appropriate entrepreneurial games. It involves
partners to build and participate in these activities, creating strong links between the
world of work and education by bringing together representatives from schools and
business
47
.
The German region of Baden-Württemberg launched Ifex, an initiative for business
start-ups and business transfer, through the Ministry of Economic Affairs in 2001.
48
Ifex
includes over 1,800 partner organisations, such as chambers, associations, business
development bodies, universities, schools, authorities and representatives from private
businesses
49
. This is part of an entrepreneurship education strategy of working to
support new ventures from students as well as increasing the number of entrepreneurial
students, offering opportunities for practical entrepreneurial experiences and meet
entrepreneur role models. Through its partner organisations, Ifex runs campaigns and
competitions, coordinates projects and participates in regional and international projects.
Credibility is important at every level. The creation of a high profile European Network of
Envoys for Entrepreneurship in Education, working as national ambassadors for
entrepreneurship in education tasked with driving policy action and partnerships at
46
For example, in the German training regulations for VET:http://www.gesetze-im-
internet.de/bbig_2005/
47
National report on Key Competences Framework - Luxembourg, 2009http://jonk-
entrepreneuren.lu/
48
GHK (2011), Study on Support to Indicators on Entrepreneurship Education
49http://www.gruendung-bw.de/ifexwirueberuns/Seiten/Englishinformation.asp
27
national level, could be explored to champion the contribution of this work. Champions
could also be identified at institution or peer-group level, promoting the relevance of
entrepreneurship education and sharing information on teaching methods, classroom
speakers or simply student-to-student promotion of entrepreneurial activities that
learners can participate in.
Keeping stakeholder engagement dynamic
There should also be a sense of progression in the stakeholder engagement process, with
a focus on developing and evolving engagement rather than remaining static. A means of
looking at this process can be found below:
50
? Informing key stakeholders about the actors’ intentions and actions regarding
entrepreneurship education
? Consulting with relevant stakeholders as part of the process of enhancing and
developing entrepreneurship education
? Involving stakeholders to ensure that issues and concerns about entrepreneurship
education are understood and considered as part of the decision-making process
? Collaborating with entrepreneurial stakeholders to develop partnerships to
formulate options, provide recommendations and develop actions for
entrepreneurship education
? Empowering participant stakeholders in the decision-making process and to help
implement and manage change regarding entrepreneurship education
In Portugal stakeholders are connecting through a partnership between government and
civil society. The Portugal Entrepreneurship Education Platform (PEEP) is an NGO working
with stakeholders at all levels of education to: 1) further develop public policy and foster
systemic cooperation 2) focus on evidence-based research and impact assessment 3)
build capacity and develop educational experimentation.
Stakeholders need to perceive a clear benefit from their engagement. But while the
evidence gathered in the TWG showed that the majority of approaches do not go beyond
the ‘informing’ phase, meaningful involvement must mean stakeholders as partners and
collaborators. For policy makers, the drivers are most likely connected to their political
agenda and to strategic goals and benchmarks that are set with regard to the
overarching goal of building skills for the 21st century. Policy makers might want to
engage stakeholders to support the shape and design of their strategies and achieve
more impact for their actions regarding entrepreneurship education. However valid
arguments are needed to promote or 'sell' entrepreneurship education to each type of
stakeholder.
Working to increase stakeholder engagement with education institutions
Member States could use European Structural and Investment funds or Erasmus+
funding to promote partnerships between business, community and education to
maximise stakeholder engagement in entrepreneurship education design and delivery,
particularly at local level. This would increase educational links to local economic and
50
See, for example, literature by the International Association of Public Participation.
28
social environment, bringing education closer to real life. Education can identify a lead
organisation to promote and develop education-business partnerships to support
learning, as well as provide opportunities for educators to take up work experience in
local business or community organisations. This type of stakeholder engagement
increases the real-life relevance of education and training, in turn impacting on the
employability and entrepreneurial capacity of learners themselves.
Creating channels of engagement and sharing practice
Other suggestions to help with engaging stakeholders and partners include:
? Member States could use Erasmus+ funding to promote partnerships between
business, community and education to maximise the partner engagement in
entrepreneurship education design and delivery at all levels, and educational links
to local economic and social environment;
? Education institutions can identify a lead person to promote and develop
education-business partnerships, with an emphasis on bringing business and
community links into the design and delivery of entrepreneurial learning;
? The creation of a high profile European Network of Envoys for Entrepreneurship in
Education, working as national ambassadors for entrepreneurship in education
tasked with driving policy action and partnerships at national level;
? Share experience at policy level by partnering those countries who wish to
develop a strategy for entrepreneurship in education with countries who have an
existing strategy.
29
2.3 Entrepreneurial Curricula and Teaching Methods
State of play
? Entrepreneurial curricula and teaching methods are rarely embedded throughout all
age groups; where there is entrepreneurship education this is more commonly at
higher levels and related only to business creation.
Key conclusions
? Entrepreneurship education should be offered at all levels of education and in all
disciplines.
? An entrepreneurial curriculum requires a holistic approach to all elements of
entrepreneurship education, and the flexibility for education organisations and
educators to choose and work with the most appropriate teaching and assessment
methods.
? Entrepreneurial learning depends on the teaching methods and pedagogies used.
Learners should have a series of opportunities to develop and action their own ideas
– a practical entrepreneurial experience - through the curriculum, taking place across
the curriculum or through an interdisciplinary approach.
? Entrepreneurship should be introduced as an explicit element within curriculum for
formal and non-formal education, with national guidelines on good practice to
achieve this.
? Additional research is needed to understand how the key competence is reflected in
national curriculum approaches, alongside exploring small-scale good practice and
translating these into scalable models of embedded curriculum approaches.
The Way Forward
? Introduce entrepreneurship as an explicit curriculum objective for formal and non-
formal education, and support this with implementation guidelines.
? Ensure that curriculum frameworks are flexible enough to enable introduction of more
innovative teaching and assessment methods, giving educators and education
institutions the flexibility to choose the most appropriate approaches for their
teaching.
? Encourage interdisciplinary curriculum approaches to support and enhance the
introduction of entrepreneurial methodologies
? Make practical entrepreneurial experiences widely available throughout all stages of
education and training, with a minimum of one during compulsory education for all
learners.
? Make entrepreneurial learning relevant to the real world through active engagement
with and between education, business and community, particularly in the design and
development of practical entrepreneurial experiences.
? Encourage the use of innovative ICT based learning in entrepreneurship education
? Share good practice and encourage collaboration between formal and non-formal
education environments.
30
At all levels and in all disciplines
Studies show that entrepreneurship in education should be integrated from an early age
to develop entrepreneurial skills and attitudes
51
, with an increasing focus on
entrepreneurial knowledge and business creation for older age groups in both formal and
non-formal education. Crucially, it should be integrated at all levels and in all disciplines.
The TWG also identified the value of developing and testing entrepreneurial skills in
practical environments, such as through participation in business, social enterprises or
through community engagement. One means to drive up entrepreneurial capacity is to
intertwine entrepreneurship and education, using experiential pedagogies, solution-based
learning and real life challenges to shape student creativity, innovation and ability to turn
ideas into entrepreneurial action.
Entrepreneurship in the curricula: state of play in Europe
Entrepreneurship education is not yet taught nor embedded across all education levels in
EU Member States.
? In only a few countries is entrepreneurship as a key competence fully embedded
or used holistically
52
? Only Finland includes entrepreneurship education from a life-long learning
perspective: from pre-primary to adult education.
? In primary education, about one in three Member States does not include
entrepreneurship education as a compulsory component in its steering
documents
53
.
? Even in VET, entrepreneurship education is not compulsory in all countries: so, at
least some alumni may not have attended an entrepreneurship course/subject.
54
? In VET and higher education, entrepreneurship education is primarily linked to
business skills and knowledge.
? At primary and secondary education levels in particular, from the evidence
available
55
, it is not always clear which specific skills or learning outcomes are
addressed through entrepreneurship education curricula and whether these
address all aspects of the key competence.
? Practical entrepreneurial experiences are not available across all EU Member
States, nor are they mandatory. However broader experiential learning has been
evidenced in all Member States.
51
The Effect of Early Entrepreneurship Education: Evidence from a Randomized Field Experimenthttp://papers.tinbergen.nl/12041.pdf
52
Compulsory in t least ISCED1-3: AT, EE, FI, NO, PL, SE,SI, UK-SCO. UK-Wales For those in
bold, evidence shows is also compulsory at for initial VET.
53
Entrepreneurship education is not compulsory for ISCED 1 in BE-fr, BE-nl, BG, CY, DE, DK, EL,
ES, FR, HR, HU, IE, IT, LU, MT, NL, PT, RO, UK-Eng, UK-NI
54
Compulsory for at least initial VET in BG, CZ, DK, EE, ES, FI, FR, IT, PL, RO, SE, SI, UK-NI, UK-
SCO, UK-Wales
55
See the 2012 Eurydice survey – Entrepreneurship Education at School in Europe. This survey is
being done again in 2015 and will be expanded to include additional detail.http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
31
Entrepreneurial teaching methods: the state of play in Europe
In general, traditional teaching methods still prevail in the EU:
? Teachers in primary and secondary education mainly use conventional teaching
methods, irrespectively of the course, although they recognise the importance of
creativity in the classroom. Less traditional methods such as experimenting with
new ways of teaching and learning, multi-disciplinary work and play work are
‘always’ applied by only a few teachers (15%, 11%, and 5% respectively).
56
? Learning activities such as projects are used less frequently, compared to more
structured and traditional teaching methods.
57
? Analysing the working methods used in 50 entrepreneurship education
programmes from all education levels in Austria, Ireland and the UK, research
showed that traditional teaching methods were the most common, whilst “games,
competitions and practical training” were the least popular.
58
? ICT is not yet widely used in education and training.
59
Developing the entrepreneurial curriculum
The entrepreneurial curriculum aims at serving the specific learning needs and goals of
the individual. It facilitates entrepreneurship as a key competence and fosters all types of
teaching that promote this. Likewise, an entrepreneurial curriculum must link to
innovative assessment, suitable to the teaching methods used. Flexibility and space for
reflection and improvement should be central. Member States should empower educators
and schools with the flexibility to shift between teaching methods. In the context of
entrepreneurship education, this is of great importance, since the multiple elements of
entrepreneurship education cannot be addressed by just one method.
Flexibility within the curriculum is a key determinant of the autonomy of educators and
institutions in introducing entrepreneurial teaching methods and learning experiences.
This underlines the important role of policy makers in promoting and supporting
entrepreneurship education through policies on structure, content and methodology of
teaching.
The entrepreneurial curriculum facilitates the cross-subject perspective of entrepreneurship education,
and fosters all types of teaching that promote entrepreneurial competences. Likewise, an
entrepreneurial curriculum includes assessment suitable to the teaching methods used.
Due to its broad range of elements, entrepreneurship education can be included in
curricula through the adoption of new ways of teaching-, which will lead to new ways of
56
Joint Research Centre, European Commission (2010), “Creativity in Schools: A Survey of
Teachers in Europe”, Romina Cachia, Anusca Ferrari, JRC Scientific and Technical Reports, URL:http://ftp.jrc.es/EURdoc/JRC59232.pdf
57
Creating Effective Teaching and Learning Environments - Teaching and Learning International
Survey. OECD 2008. :http://www.oecd.org/dataoecd/17/51/43023606.pdf
58
Hytti & O’Gorman (2004), “What is enterprise education? An analysis of the objectives and
methods of enterprise education programmes in four European countries”, Education + Training,
Vol. 46, no.1
59
Opening up Education: Innovative teaching and learning for all through new Technologies and
Open Educational Resources COM/2013/0654http://europa.eu/rapid/press-release_IP-13-
859_en.htm
32
learning. This learning should be expressed in entrepreneurial learning outcomes, which
are assessed with appropriate methods.
An entrepreneurial curriculum follows a quality circle:
60
In Member States where reforms have not yet taken place, a holistic approach would be
beneficial. Curricula can be reformed to ensure transition between the levels and foster
lifelong learning, and representatives from all education levels can be involved in the
consultation and decision process. Such an approach allows insight into existing
entrepreneurial teaching methods and tools that could be implemented at a specific
education level or across levels. The contribution of higher education is important: higher
education institutions, due to their autonomy in designing and implementing their
curricula and teaching methods, are a great pool of information and know-how.
Flexible curricula and provision of relative freedom of action to educators does not mean
a lack of framework. Member States can identify curriculum objectives for
entrepreneurship education and agree a toolkit of teaching methods with stakeholders
(that include curricula and pedagogy experts). If methods are linked to specific
entrepreneurial learning outcomes and innovative assessment, governments can
systematically evaluate how the framework is used.
Linking entrepreneurship education goals to other policy areas - such as employment,
citizenship or economic development - can allow for the design and agreement on
content and teaching methods that serve both the learners' goals and national policy
goals. Entrepreneurship education can and should be used as a medium of achieving
short and long-term goals of Member States, and can be of relevance to the European
Semester.
60
Based on the idea of continuous improvement and a phased quality cycle, as described by the
Future of Learning sub-group of the TWG and based on the Kolb learning cycle.
33
Teaching methods for entrepreneurship education
Entrepreneurship education should be taught through methods that are connected with
entrepreneurial competences, adjusted to every education level and type of education.
Using a portfolio of teaching methods is better suited to entrepreneurship education,
rather the obligation to follow a lecture-based approach.
Some methods are easily implemented but some require more structural change and a
longer-term view. Educators and schools should be empowered to have the flexibility to
shift between teaching methods. The teaching of entrepreneurship education should
focus on the individual, an approach that is facilitated when the educator can adjust or
change the teaching method used.
Types of entrepreneurial teaching methods
The working group identified a wide range of teaching methods as being particularly
supportive of entrepreneurship education. These teaching methods can be grouped
based on their level of implementation and the subsequent practice and policy changes
they demand. Depending on the intensity of the approach used, some methods may
work at more than one level and entail different levels of input and investment.
Micro level:
Short interventions that can easily and immediately be included in existing lessons or
subjects can be categorised as micro level. The educator can implement them in their
classroom, within existing curricula and across all types of subjects. The table below
gives an overview:
61
Micro-level interventions for immediate inclusion in existing teaching
? More intensive use of ICT, e.g.
digital story-telling or blogging ? Problem-orientated teaching
? Real-life practice examples ? Provocation
? Action learning ? Creating learning posters
? Self directed learning ? Using metaphor
? Mind mapping ? Card structuring techniques
? Story-telling / role-play
? Podcasts and video/film
sequences
? Using objects for visualisation ? Question-based discussions
? Reflective practice ? Invention challenge
61
As identified by the TWG members during the Vienna meeting, 17-19 April, 2013
34
Meso level:
Methods and activities that require some adaptation of existing teaching approaches, that
can be agreed and implemented on a school basis. For example, creating a challenging
learning environment orientated at each student’s individual capabilities and previous
learning outcomes.
62
Some methods identified – for example, student mini-companies –
demand that schools have certain infrastructure in place. Teaching time needs also to be
dedicated to specific subjects where these projects or activities will be incorporated.
Meso-level activities to be agreed and implemented on a school basis
? Creation of business plans for own ideas,
up to budget
? Project-oriented lessons
? Self directed learning ? Case method/case studies
? Design based learning ? Group puzzle
? Exercises involving marketing and
selling
? Mini company or practice firm
? Shadowing entrepreneurs ? Complex business simulations
? Creative idea generation and
development
? Debate clubs / entrepreneurship
clubs
? Games or apps planning ? Reflective practice
Macro level
Entrepreneurial curricula can also involve teaching methods that demand implementation
on a macro level. This can mean that their adoption would require a certain amount of
structural change in most countries - either on school level or on policy level. The
implementation of these methods also demands specific circumstances or conditions that
must be permissible or promoted at the relevant national/regional/local policy level.
Examples include:
63
Macro-level activities to be agreed and implemented on a school or policy level
? 24 hour idea boot camps ? Project methodologies (class/small
group) with innovation accounting
? Inter-institution entrepreneurial
challenges
? Entrepreneurial internships in
start-ups / businesses / social
enterprises / NGOs
62
Ibid.
63
Ibid.
35
Macro-level activities to be agreed and implemented on a school or policy level
? Company simulation/ mini-company
integrated into learning &assessment
? Student start-up
project/business/social enterprise as
part of learning & assessment
? Real-life challenges set by companies
– accessed via national database
Entrepreneurship curricula should include teaching methods that develop entrepreneurial
learning outcomes that can be assessed both during and at the end of the learning
process. Entrepreneurial teaching methods do not need to evidence all the skill and
attitudes that can be seen in the entrepreneurship key competence. The portfolio
approach can enable the learner to develop a wide range of learning outcomes through
participation in curricula that uses a combination of different teaching methods. For
example, the micro level interventions may provide a small range of entrepreneurial
learning outcomes, but would not cover the full spectrum of the entrepreneurship key
competence. Therefore it is important to recognise that curricula may include micro,
meso and macro level teaching methods across all disciplines and at all levels, providing
a rounded entrepreneurship education experience.
Practical entrepreneurial experiences
The practical entrepreneurial experience is one where a wide range of entrepreneurial
learning outcomes could be mapped and assessed. The importance of practical
entrepreneurial experiences has been identified at European level through the 2012
rethinking Education Communication, which called on all Member States to provide at
least one such experience for all learners during their compulsory education. A practical
entrepreneurial experience is an educational experience where the learner has the
opportunity to come up with ideas, identify a good idea and turn that idea into action.
Importantly, a key feature is the involvement of external partners in the design and/or
delivery of this learning, to ensure relevance to the real world. Students need to be able
to use new skills and try out ideas in a supportive environment, where mistakes are
embraced and failure is a learning tool. This enables them to gain the confidence and
experience to turn their ideas into action in the real world. The experience should be a
student led initiative either individually or as part of a small team, involve learning-by-
doing and producing a tangible outcome. The aim of such an opportunity is for learners
to develop the skills, confidence and capability to spot opportunities, identify solutions
and put their own ideas into practice.
This type of learning would be more likely to happen at meso and macro level, as the
implications for adaptation of traditional approaches are significant. Concrete examples of
a practical entrepreneurial experience would be:
Meso:
? Doing project based work – where there is a clear ideas generation process and a
specific end product.
36
? Responsibility for coming up with new ideas for innovation and implementing the
change within an established business which is embedded into the education
environment. This could be a mini company that is handed on to the next cohort
of students, or a school/college-based business providing work experience to
learners.
? Creating a mini or junior company – having an idea for a business or social
enterprise, setting up and running it for a set period of time.
Macro:
? Taking part in a community challenge – using innovative ideas to develop
concrete solutions tackling local or community problems.
? Micro-financing student initiatives – concrete ideas to create profit and/or social
impact
64
? Being given a practical challenge – projects set by business or community
organisations to address a problem they face in their work.
? Projects emerging from entrepreneurial boot camps or hackathons – time-limited
environment where teams have to think of and develop ideas such as new
community projects or businesses.
Member States are encouraged to make practical entrepreneurial experiences a core part
of compulsory education. European policy experimentations are taking place from 2015
to pilot how methodologies can be scaled up to support mainstreaming, drawing on
Erasmus+ funding to support the development of these exemplar projects.
How can entrepreneurial curricula and teaching methods be developed and
embedded?
Recent studies show that all Member States have introduced at least some aspects of
entrepreneurship education into curricula in at least one education level
65
. However it is
not clear what specific skills are/are not being addressed, whether the approach is
comprehensive in terms of the key competence and the level of implementation. There
are nevertheless, many areas of excellent practice across Europe, demonstrating high
levels of effectiveness and providing templates for others to replicate.
EU funded projects can be a source of information, such as the JA-YE Virtual Guide to
Entrepreneurial Learning, part of The Entrepreneurial School project, providing practical
examples and inspiration for educators.
66
Erasmus+ funding is also available for the
piloting of new approaches in entrepreneurial learning.
ICT in education is an important channel to build upon. Entrepreneurial teaching methods
can easily be integrated with ICT methodologies. Teaching methods are increasingly
becoming digital and entrepreneurship education teaching methods can be facilitated and
expanded by the adoption of technology.
64
One example is the Tenner Challenge in the UK:http://www.tenner.org.uk/#/
65
Eurydice 2012 - Entrepreneurship Education at School in Europehttp://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
66http://theentrepreneurialschool.eu/the-entrepreneurial-school
37
A qualitative audit of what is already taking place is a resource-saving approach for
further expansion in all education levels. Innovative ways of teaching can be found
across Member States and across education levels. This underlines the possibilities of
adjusting entrepreneurial teaching methods for all age groups of learners. Identifying
pioneer educators will underline that entrepreneurship education already takes place, as
well as teaching methods that deviate from the traditional ones. These educators can
function as multipliers for other educators. Establishing or promoting educator networks
can help build confidence in other educators and allow for overcoming possible
resistance. Excellent practice can be an inspiration for innovation and change at policy
level.
Good practices and small-scale pilots should be taken to a broader scale at a pace that
suits local systems and norms. The implementation of these practices can be expanded
through communication campaigns, attribution of motives to schools or local authorities
that are responsible for education. At the same time, linking the adoption of such
practices to educator and institution evaluation could also be beneficial.
Examples of entrepreneurial learning techniques in different Member States can be found
in Annex 2.
38
2.4 Entrepreneurial Learning Outcomes and Assessment
State of play
? Entrepreneurial learning outcomes remain an undeveloped area across the EU,
characterised by a piecemeal and fragmented approach and lacking a lifelong
learning perspective
? Where learning outcomes are available, they demonstrate different interpretations of
the key competence definition and are usually defined in terms of either contribution
to business skills (market model) or contribution to employability and/or citizenship
(equity model).
? Assessment of entrepreneurial learning is underdeveloped generally follows traditional
methods, and entrepreneurial learning outcomes are not explicitly assessed.
Key conclusions
? Entrepreneurial learning outcomes, defined in terms of the entrepreneurship key
competence, should be an explicit part of national curricula and curricular
frameworks.
? Integration of entrepreneurship into national curriculum is complex and the resulting
implications for teacher development important to ensure that entrepreneurship
education is given due focus within the national entrepreneurship agenda.
The Way Forward
? Develop a competence reference framework for entrepreneurship at European level to
break down the entrepreneurship key competence into its composite learning
outcomes, relevant across all levels of education and adaptable to fit local and
national contexts.
? Collate a good practice guide to demonstrate how the use of entrepreneurial learning
outcomes can embed entrepreneurship education into new and existing curricula
across Europe.
? Establish national guidelines on the assessment of entrepreneurial learning, building
on experiences and exemplars from Erasmus+ policy experimentation actions where
appropriate.
A new emphasis on entrepreneurial learning outcomes and their assessment
The key competence is broad and multi-faceted, requiring innovative techniques and
methodologies for both teaching and assessment. Integral to this is the need for
learning outcomes to accurately identify what the learner knows, understands and is able
to do as a result of the learning process
67
, and what should be assessed. Entrepreneurial
learning outcomes – that is those dealing with entrepreneurship as a key competence -
are undeveloped at EU level, while limited data was found at country level. Exacerbating
this, there is little or no evidence of the any assessment of entrepreneurial learning
outcomes. Yet without assessment, very little importance may be placed on this in the
learning process or through formal recognition channels.
See key terms in Cedefop, 2014 ‘Terminology of European education and training policy: second
edition. A selection of 130 key terms.
39
67
A rationale for entrepreneurial learning outcomes and assessment
Learning outcomes in entrepreneurship education will:
? make learning explicit:
68
learning outcomes help to clarify the expectations
from each entrepreneurial learning activity and recognise what the learner will be
able to do at the end. Learners understand better how a learning activity will help
build their entrepreneurship competence, a fact that engages them more with
their learning and ensures focus on entrepreneurship as a key competence;
? empower educators as learning facilitators:
69
a learning-outcomes approach
facilitates the structuring and planning of a course of lessons aimed at enhancing
entrepreneurship, in terms of choosing appropriate instruction and assessment
methods and tools. It can give educators more direction and sense of an end-
point to work towards;
? enhance employability: employers are increasingly pointing to key
competences as the essential ingredient in the wider skillset to improve workforce
performance and productivity. The entrepreneurship key competence is critical to
fast-changing, innovative and entrepreneurial economies;
70
? enable a broader understanding of learning to include non-formal and
informal entrepreneurial learning: entrepreneurial learning experiences often
take place outside the classroom. They can be acquired through work experience
or participation in civic groups, or learning provided by a specialised external
organisation. These experiences expand people’s learning horizons and equip
them with skills, attitudes and knowledge that are essential in the current
economy. Entrepreneurial learning outcomes allow the individual to make sense of
the wider learning paradigm and to make the connections between formal, non-
formal and informal learning;
71
? facilitate labour market flexibility and career changes: a feature of the 21
st
century labour market is that the individual may need to change employment and
career direction regularly over his/her working life. Entrepreneurial learning
outcomes provide a basis for the individual to better manage their career choices
and, in particular, prepare for self-employment and business start-up.
72
Assessment is the proof of value for the learner, the labour market and the economy
73
.
For entrepreneurship education, it can:
? emphasise the importance of entrepreneurship as a key competence:
making it visible to learners and stakeholders. What is assessed is considered
important and thus a priority;
? act as a passport for learning transition: a model of lifelong entrepreneurial
learning outcomes can support transition of learners across education levels and
between education systems (e.g. VET to higher education);
? adapt teaching and learning to the learner’s needs: by providing feedback to
the educator and learner, allowing for improvements or adjustments to take
place;
68
Cedefop, (2009), The shift to learning outcomes; Using learning outcomes. European
Qualifications Framework Series: Note 4, 2011
69
Ibid.
70
Lasku, G. & Gribben, A. A. (2013). Creating competitive edge: promoting SME skills. INFORM
Issue 17, December 2013. European Training Foundation, Turin.
71
Council Recommendation on the validation of non-formal and informal learning (20/12/2012)
72
Cedefop, (2009), The shift to learning outcomes
73
European Commission (2012), Assessment of Key Competences in initial education and training;
Policy Guidance and input from the TWG.
40
? motivate the learner: a more developed entrepreneurial learning framework will
generate greater ownership of learners, particularly where young people see the
direct implications for entry to the labour market;
? measure impact: systematic assessment of learner achievement can
demonstrate the impact of entrepreneurship education, which in turn can allow
policy makers to take evidence-based decisions;
? promote non-formal and informal entrepreneurial learning: acknowledging
and assessing entrepreneurial skills gained outside formal education increases the
employability of individuals.
State of Play: entrepreneurial learning outcomes are fragmented and
underdeveloped
With little evidence or intelligence on entrepreneurial learning outcomes and assessment
readily available, the TWG administered a survey to all EU member states to capture the
level and extent of development. The survey addressed all levels and built on initial
research in primary and general secondary education by EURYDICE
74
. The findings
underline that, within the ongoing learning outcomes development process happening
across Europe, entrepreneurial learning outcomes are underdeveloped and fragmented.
The survey clearly highlighted that learning outcomes are not well articulated across
Europe, with onward implications for policy-makers, educators, assessors and learners.
There were differences between countries in terms of coherence across the levels. These
differences reflect the diversity in education systems and associated transition points
from one level to the next, but also highlight differing interpretations of the role and
purpose of entrepreneurship education. In particular, two distinct policy perspectives
were identified from the survey results.
a) Equity model - specific emphasis on learning outcomes for employability and civic
empowerment, as demonstrated in Portugal where entrepreneurial learning outcomes are
couched within a wider policy drive to develop citizenship and civic engagement;
b) Market model – learning outcomes were narrower in scope and business-focussed, as
demonstrated by Romania and Czech Republic where learning outcomes were marked by
market-driven principles.
Financial literacy was the most prominent theme in the survey returns, linked to the
market model. While financial literacy is an important element, it cannot be considered a
substitute or the only relevant learning outcome for entrepreneurship education.
The lack of development of learning outcomes for the broader more skills-based
European entrepreneurship key competence indicates that the definition provided at EU
level is not yet sufficient to support a coherent curriculum response. The
entrepreneurship key competence is being interpreted in different ways in different
countries, to the detriment of effective or coherent policy and practice.
74
EACEA (2012) Entrepreneurship education at school in Europe: national strategies, curricula and
learning outcomes.
41
Not all sectors of education and training were addressed, with no clear transition or
pathways between sectors, resulting in a fragmented approach. This undermines the
development of a lifelong entrepreneurial learning perspective. It also frustrates any
incremental learning impact for young people progressing through the education system,
and severely impacts on the potential for entrepreneurship education to contribute to
employment and growth at macro level.
The outcomes of the survey highlighted the need for a coordinated approach to
entrepreneurial learning outcomes, building on the involvement of relevant stakeholders
(see point 2.1), to form a learning progression through the different levels in a lifelong
learning model, and the need for a balanced consideration of both the market and equity
models.
Entrepreneurship as a key competence
The Entrepreneurial Skills Pass (ESP) is an international qualification that certifies that
students (15-19 years old), who develop their skills and competences through a real
entrepreneurship experience, and their learning outcomes assessed through an
international written exam. It includes a full-year in-school mini-company experience; an
examination of business, economic and ?nancial knowledge; the possibility to access
further opportunities offered by small and large businesses and international
organisations across Europe. A collaboration between European and Member State
organisations, it is being piloted by 29 countries including 22 Member States with the
support of European funding.
The South East European Centre for Entrepreneurial Learning (SEECEL) with
headquarters in Croatia provides concrete examples of how entrepreneurial learning
outcomes can be embedded into the secondary school curriculum (e.g. languages,
mathematics, sciences and the arts) as well as in tertiary education with particular
reference to non-business subjects. SEECEL’s breakdown of entrepreneurial learning
outcomes in terms of required knowledge, skills and attitudes reflects in broad terms the
structure of the European Qualifications Framework and against which further
developments in entrepreneurial learning outcomes could be modelled.
State of Play: if it is not assessed, it is not addressed
The survey reflected the findings of wider research
75
, and demonstrated that assessment
of entrepreneurial learning has followed traditional methods. Recurrent examples
included written essays, submission of business plans or other written work, alongside
oral and/or written examination and observation.
However, there were good examples of more innovative assessment methods including
self-assessment (Cyprus), peer assessment and ‘360’ feedback (UK-Northern Ireland),
and action-based portfolios (Romania). Assessment of entrepreneurship in higher
education was generally better developed, though with a greater emphasis on business
skills and less on the broader key competence. Other research illustrated small-scale
75
Pittaway, L. and Edwards, C. (2012) Assessment: examining practice in entrepreneurship
education, Education+Training, Vol. 54 Iss: 8/9, pp.778 - 800.
42
highly innovative case studies where a specific aspect of the key competence, such as
creativity
76
, is assessed.
In policy and institutional support terms, the UK’s Quality Assurance Agency for Higher
Education (QAA) stands out for its assessment framework (standards and code of
practice) that gives particular attention to the “entrepreneurial mind-set” with guidelines
for educators and practitioners
77
who are seeking to embed entrepreneurship across the
curriculum. The QAA approach also underlines the possibility of applying assessment
tools from diverse fields and topics ‘as long as they fit the entrepreneurial learning
outcomes’.
Overall, evidence showed that entrepreneurial learning, despite featuring in the
education process, is usually not subject to formal assessment, and subsequently not
given sufficient status in planning, resource allocation and development.
Designing new approaches to learning outcomes and their assessment
Commitment to the Europe2020 drive to develop entrepreneurship education will require
a more concerted effort across all member states. As EU countries move forward with
entrepreneurial learning, curricula reforms, learning outcomes and assessment
arrangements will need to be co-worked. Co-working learning outcomes and assessment
provides an opportunity to bring further innovation into the assessment process e.g.
involvement of non-school stakeholders (e.g. local businesses/community in the
assessment process) as well as ICT-based assessment tools. Examples of e-portfolio
assessment in Austria, Belgium, Bulgaria, France, Greece, Portugal and the UK in wider
key competences provide a reference point for developments.
78
Given that most countries do not have a comprehensive approach to entrepreneurial
learning outcomes or assessment, a number of considerations are provided here with
potential for follow-up.
The survey demonstrates three primary concerns that need to be addressed in future
development.
1. Entrepreneurial learning outcomes should balance both market and equity
models, reflecting the entrepreneurship key competence. This will support
the relevance of entrepreneurship education across society, life and
business. For example, while financial literacy was a recurrent theme in many of
the survey returns (particularly Romania for the VET field), learning outcomes
were defined primarily in market terms. This narrower perspective focused on
mathematical or computational skills to arrive at a cost-benefit analysis. With a
focus on equity, learning outcomes could encompass socio-economic issues that
impact on the individual, the family and the community.
76
Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural
Understandings: A Discussion and Case Study Analysis. Education + Training, Volume 52, Issue
8/9, pp. 660 – 678. Case study presented to TWG in Jan 2013.
77http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf
78
European Commission (2012). Assessment of Key Competences in initial education and training.
43
2. Entrepreneurial learning outcomes should take a lifelong learning approach
with a clear developmental progression across all levels of learning, and
not be limited to specific education levels. For example, evidence from the EU
survey demonstrated that while creativity (as a component of the European
entrepreneurship key competence) featured in a number of countries, these were
largely confined to specific levels e.g. invariably only associated with vocational
curricula.
3. The core ingredients of the entrepreneurship key competence
79
should be
identified and learning outcomes elaborated for each. More effort is
required to demystify the composite character of the entrepreneurship key
competence by defining its contents, including wider cognitive and behavioural
phenomena associated with the entrepreneurial character (e.g. resilience to
failure, competitive spirit etc.) not present in existing country approaches.
The step by step approach to developing entrepreneurial learning outcomes
Step 1: Defining Learning Outcomes
The first step is the definition of learning outcomes, addressing the knowledge, skills and
competences which learners can be expected to learn. This will help make
entrepreneurship more understandable and visible to learners, educators and those in
the world of work. The development of a European competence framework for
entrepreneurship, based on the 2006 key competence description
80
, would provide a
policy reference tool against which EU Member States, as well as other countries
following developments in EU entrepreneurship education, could develop specific
entrepreneurial learning outcomes within their own education environments.
As a precursor to this process, the TWG elaborated framework entrepreneurial learning
outcomes based on knowledge and skills requirements identified from the Member State
survey - see Annex 1. As framework learning outcomes, they would act as a reference or
example for the curriculum designers or schools to move forward with their own
developments on entrepreneurial learning. These three entrepreneurial learning
outcomes exemplars, developed by the Thematic Working Group (other areas for
development are proposed below), address:
? Financial literacy: this refers both to the business/economic facets of
entrepreneurship, but also includes skills and attitudes that assist individuals
throughout life.
? Creativity: this refers to an individual’s ability to use imagination, exploring
multiple solutions and determining innovative responses to problems.
? Risk and opportunity: this refers to spotting opportunities and managing risk as
cognitive and behavioural traits typically associated with being entrepreneurial. No
79
As defined in the 2006 European Framework of Key Competenceshttp://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.ht
m
80
2006 European Reference Framework on Key Competenceshttp://ec.europa.eu/education/policy/school/competences_en.htm
44
specific learning outcomes were articulated in this area, although related
phenomena were identified in various member states.
A more developed ‘unpacking’ and definition of the constituent elements of the
entrepreneurship key competence at EU level would allow for a final set of key
competence entrepreneurial learning outcomes to be developed. This would build on the
2006 European key competence framework definition
81
, and provide a clear reference
framework of learning outcomes to cover all the areas of the entrepreneurship key
competence. An outline of the wider list of potential skills and competences that could
be included in the reference framework can be found in a 2010 report from the European
Commission:
Fig 2.4.1 Entrepreneurial Learning Outcomes
82
Step 2: Interface between formal and non-formal entrepreneurial learning
Much innovative development in entrepreneurial learning takes place outside the formal
education systems, where non-governmental organisation, private and non-statutory
education and training bodies are instrumental in its design and delivery. In many
instances, non-formal entrepreneurial learning provision happens within the
school/training environment but is not subject to formal assessment arrangements. It is
important to note, however, that the acquisition of entrepreneurial skills might occur
outside formal system. Non-formal entrepreneurial learning provision can be more
flexible and respond more to the interests of the learner, engaging with different
81http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.ht
m
82
European Commission 2010http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf
45
methodologies to develop skills such as creativity and innovation
83
. Organisations such as
JAYE
84
function across both learning environments depending on the local context,
delivering practical entrepreneurial experiences in almost all EU Member States either as
part of the formal curriculum, as an add-on to formal learning or as out-of-school
activity. Other providers lie firmly outside the formal learning environment, but have
relevance to and can share expertise with formal education and training.
In line with the recommendations in Rethinking Education, the potential for more
developed cooperation between the formal and non-formal entrepreneurial learning
should be explored to determine how the non-formal entrepreneurial learning provision
could contribute to the development of learning outcomes within the proposed key
competence reference framework. Entrepreneurial skills and competences can be
developed through experiences outside formal education (for example, through volunteer
work, on-the-job-training, youth activities etc.). Developing learning outcomes of such
learning experiences will develop the skill sets of citizens, boosting their employability.
Recent developments at EU level on the recognition and validation of non-formal and
informal learning, and the extensive non-formal delivery in the area of entrepreneurial
learning, offers real opportunity for valuable interface. Both areas - development of
learning outcomes and their assessment - stand to gain from experiential and action-
based delivery often characterising non-formal entrepreneurial learning, creating a model
that works seamlessly across both areas.
Non-formal Learning
Assessing training firms
In Romania, training firms are embedded in curricula in VET. Assessment takes place
through a combination of formal and informal exams. Students participate with their
training firms in competitions, where they are observed and assessed by their teachers
and business stakeholder. The results of the informal exams are not documented, but
teachers take them in consideration for the final assessment of students.
ENACTUS
Working across Europe, Enactus is a global non-profit organization that brings together
student, academic and business leaders committed to using the power of entrepreneurial
action to improve the quality of life and standard of living for people in need. Guided by
academic advisors and business experts, students within the Enactus program create and
implement entrepreneurial community empowerment projects at their educational
institutions. Enactus students form a team at their respective higher education
institution (HEI), supported by an Enactus country operation and by their academic
institution. The students follow a criterion-focused approach to community empowerment
through entrepreneurial action and business skills, and build portfolios of community
outreach projects. They receive training and coaching throughout the year and compete
annually at a National Competition, presenting their results of the last academic year to a
jury of business representatives. The winner of the respective National Competition
competes at the annual Enactus World Cup, alongside up to 36 other countries. In 2013
Enactus operated in six EU countries involving 5771 students at 152 universities.
83
European Commission Youth Report: Developing the creative and innovative potential of young
people through non-formal learning in ways that are relevant to employability (November 2013)
84http://www.ja-ye.org/
46
YouthStart
Previously known as NFTE (Network For Teaching Entrepreneurship), YouthStart Belgium
is part of NFTE Global, a global organization offering training programs in
entrepreneurship to underprivileged youth and young adults. Focussing on interactive,
creative and practical courses that develop the social, professional and financial self-
confidence of young people, it has a high level of engagement from business, community
and social organisations, academia and government. The process follows the route from
taking first steps to forming an independent business, initially with a fictitious company
with the potential to create a real company later if they choose. YouthStart see the
quality of their trainers and mentors as one of the most important factors. There are six
European partners of NFTE Global in Belgium, Germany, France, Ireland, Austria and UK.
How can this be achieved?
At EU level, a competence reference framework for entrepreneurship to identify the
composite parts of the key competence, with learning outcomes defined at each level of
learning, should be developed building on the work of the TWG. The framework would
demonstrate how the entrepreneurship key competence could be integrated into curricula
design, and could be accompanied by a practical guide to support implementation.
Specific guidelines on how entrepreneurial learning can be innovatively assessed,
including large-scale pilots to identify innovative and effective good practice. The
development process should actively engage educators from across the formal and non-
formal education sectors, in recognition of complimentary expertise and to expand the
scope of the final tool.
A number of core principles should guide the process:
? Communication: effective communication on entrepreneurial learning outcomes
will be essential for all stakeholders (e.g. teachers/educators, learners, education
leaders, business, parents, curriculum specialists) to reach common
understanding, expectations and commitments in the learning environment;
? Comprehension: entrepreneurial learning outcomes should be articulated to
allow understanding by key stakeholders (e.g. policymakers, teachers/educators,
curriculum specialists, business and learners) as well as facilitating pedagogic
design, delivery and assessment;
? Cross-curricula: learning outcomes for the entrepreneurship key competence
should not be annexed to curricula but embedded within the existing curriculum;
? Continuity and coherence: learning outcomes should be sequenced up through
progressive levels of learning, with successive levels building on the learning
outcomes developed downstream;
? Coordination: given the cross-curricula nature of entrepreneurship as a key
competence, coordination of learning outcomes between subject specialisms
within the formal education environment is imperative as well as between the
formal education environment and the external entrepreneurial support structures
(e.g. business and community organisations);
? Consolidation: entrepreneurial learning outcomes should be subject to a
consolidated assessment drive comprising both formative and summative
assessment.
47
2.5 Supporting Educators and Leaders
State of play
? Educators in Europe are often not sufficiently trained in entrepreneurship
education.
Key conclusions
? Training is vital to embed entrepreneurship education in Europe's education
systems, building on the existing skills and expertise of educators. Educators need
to recognise the value that entrepreneurship education can bring to their own
teaching, and that any teacher can introduce this to their practice.
? Good practice exists at all levels, but may not be nationally recognised or
supported.
The Way Forward
? Introduce national and international programmes in entrepreneurial leadership for
managers and leaders in schools, VET and higher education to support them to
deliver curricular, institutional and cultural change.
? Embed training in entrepreneurship education into initial teacher training and
continuous professional development, and develop networks and peer-learning
opportunities for educators tailored to different education levels.
? Develop MOOCs for educator and leader training at European level
? Establish policy-to-practitioner networks at national level, to ensure that isolated or
local practice informs national/regional policy development.
? Value educator skills and recognise existing good practice, for example by
establishing recognised national certification for educators, through evidence-based
practice portfolio of entrepreneurship education in their teaching.
? Enhance quality of educator development by Involving partners in development
and delivery, including teachers themselves, education leaders, trade unions,
business and community (also see fig 2.2.1).
Educators are the facilitators of entrepreneurial learning. Enabling them through training
and the provision of support lays the groundwork and paves the way for thorough
implementation of entrepreneurship in education. Teacher educators should be familiar
with new and emerging practice in entrepreneurship education to provide guidance to
both new and established educators at all levels. Educational leaders, including
management, create the entrepreneurial learning environment and culture that
encourages and supports firstly the radical shift in teaching and learning, and secondly a
more learner centred and outward-facing organisation.
State of Play
Information drawn from members of the Thematic Working Group and additional
research identified that overall, educators and leaders are not sufficiently trained or
supported to embed entrepreneurship education in their approaches to teaching and
learning.
Development for educators and leaders:
? Often educators do not know enough about the aims, contents and work methods
of entrepreneurship education. At best, they know what they should implement
but not how, nor are they aware of how it links to their existing teaching practice.
48
? Some educators and leaders do not believe that entrepreneurship can be taught,
especially through mainstream subject disciplines. There can be a misconception
that it is about business or economic education rather than broader skills and
competences (see also
? Where it takes place, training on entrepreneurship education does not often cover
educators from all levels.
? In formal education, entrepreneurship education is not included in all educator
development except Finland and Poland (from primary to higher education).
? In initial teacher training (ITE), entrepreneurship education is included in very few
countries, such as Cyprus, Estonia, Finland, Luxembourg, Malta, Norway and
Sweden. It is rarely compulsory, except in three teacher colleges in Finland
? In continuous professional development (CPD), about half of EU Member States
offer educator training on entrepreneurship education at school level. Evidence
for training for entrepreneurship education is available for educators in primary
education in six Member States (Austria, Bulgaria, Denmark, Finland, and
Ireland), not all are systemic approaches embedded in policy.
? VET educators are given training in entrepreneurship in most EU Member States,
however the focus is often on business rather than development of wider
entrepreneurial skills.
? Higher education, with its increased level of autonomy in most countries, has very
limited educator development at national level. There are large numbers of
higher education practical training initiatives, but these are voluntary and attract
those with an existing interest in entrepreneurship education. Training relies on
the institution and is rarely systematic. Good examples can be found in UK-
Northern Ireland (St. Mary’s University College, Queens University Belfast) and
Denmark (School of Entrepreneurship at Aalborg University), while EU funded
trans-national programmes such as EFER
85
are also evident.
86
? In non-formal learning, little evidence has been found of professional development
on entrepreneurship education for those working in the youth field (in non-
specialist organisations), although entrepreneurial methodologies are rooted in
the more experiential approaches to learning supported by non-formal education
? In adult learning, very little information can be found nationally. However, a few
inspiring examples exist, for example the Latvian Adult Education Association
participated in an EU project to identify appropriate and efficient tools and
teaching methods that adult trainers can use to transmit entrepreneurship,
innovation and creativity to adult learners.
87
Guidance for educators on entrepreneurship education:
? Only one third of countries provide practical guidelines to help educators
implement entrepreneurship education in their curriculum. This is the case in the
Belgium-FR, Estonia, Ireland, Lithuania, and UK-Wales.
? Tailored material for entrepreneurship education is provided to educators in less
than half of the EU countries, such as in Belgium-NL, Ireland, Malta and Romania.
Online and interactive tools are provided in Slovakia and Sweden.
85
EFER provides training for university faculty - seehttp://www.efer.eu
86
Niras consultants, FORA, ECON Pöyry, (2008) Survey of Entrepreneurship of higher education in
Europe; European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor.
87http://web.spi.pt/cessit/objectives.htm
49
? Few countries develop teaching material on entrepreneurship education through
the joint partnership of ministries other than Education (e.g. Ministry of Finance)
and stakeholders, such as private NGOs, businesses and other organisations set
by the government. This is the case, for example, in Austria, Finland and Spain.
Developing educators – key success factors
Since 2000, there has been a growing momentum on the EU-level around equipping
educators with the knowledge, skills and attitudes they need for entrepreneurship
education. Significant work has been done to develop knowledge in this area, but this
has not yet translated into systemic approaches at national level.
88
Research, expert
input and group discussion has identified the following as factors as necessary
interventions to support this:
? Educators able to implement everyday entrepreneurial practice and reflection in
the classroom at all levels and in all disciplines;
? Teacher educators able to deliver effective and up-to-date training;
? Teacher education institutions active in the development and dissemination of
new and cutting edge practice in entrepreneurship education;
? Educator development programmes at all levels of education, built around
new entrepreneurial curricula and pedagogies and based both in initial teacher
education as well as in continuing professional development;
? National or regional guidelines to support educators to implement
entrepreneurship in education at every level;
? Support systems and networks for educators to support their delivery of
entrepreneurship education, and facilitate dissemination of methods and
experience;
? Strategies for institution wide implementation, with pilot education institutions
equipped for testing and experimentation;
? Involvement of partners including business, civil society, community and
representative organisations such as trade unions (see figure 2.2.1);
? Training targeting education management and leaders to support wider
entrepreneurial culture change.
Educator development necessarily varies at each level of education, because of different
(often compulsory) training requirements and the different learning stage of the learner.
However, there are common messages relevant to all areas of education, training and
youth fields:
? Include the requirement for training in entrepreneurship education at a strategic
level for both policy and educational organisations;
88
Towards Greater Cooperation and Coherence in Entrepreneurship Education, European
Commission, March 2010.http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf, p. 23. See also Entrepreneurship Education: a Guide for
Educators. Available online:http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/files/education/entredu-manual-fv_en.pdf.
50
? Ensure a broad offer of training in entrepreneurship education, both compulsory
and elective as appropriate, using entrepreneurial methodologies within the
training process;
? Promote the benefits of entrepreneurship education for both educator and learner,
and raise awareness of entrepreneurial career pathways;
? Identify and promote effective pedagogies and teaching methodologies;
? Provide entrepreneurial learning outcomes and effective entrepreneurial
assessment processes based on the European key competence, relevant to both
educator and student outcomes;
Place emphasis on the role of all educators to make links with the local community, such
as social enterprises, businesses and community organisation
? Reward and incentivise educators for excellent in this approach, as champions of
entrepreneurship education;
? Support networks and peer learning for educators at all levels, to disseminate and
share good practice.
Initial teacher training
The groundwork for the implementation of entrepreneurship education in schools and
VET should be laid in initial teacher education, ensuring that learning outcomes,
pedagogy and pedagogical content knowledge for entrepreneurship is included in the
study programmes of primary and secondary educators. This can happen in four
different ways:
89
1. Horizontal approach: Applied in various subjects and not limited to one single
module or course.
In the Group T. Leuven Educational College in Belgium-NL and the Avans University of
Applied Sciences in the Netherlands the horizontal approach is evident. The Group T.
Leuven College has been a pioneer in introducing entrepreneurship in teachers’ studies. A
‘portfolio-concept’ is included, allowing future teachers to reflect their personal vision and
mission. Project work is mandatory across the study programmes
90
. The curriculum of
teacher studies in the Avans University includes methods such as projects, events and
work placements to stimulate the entrepreneurial mind-set.
91
This approach aims at
creating a specific culture of teaching and an overall understanding of the teaching
profession along the lines of entrepreneurial thinking.
2. Compulsory training module: For instance, it could be mandatory to ask
student educators to implement a school project on entrepreneurship, get
acquainted with certain related teaching methods and be able to apply
assessment methods.
3. Elective courses and modules: Students choose. For example, the Pedagogical
College of Vienna, Austria includes an elective module ‘Understanding economy–
89
Mapping of teachers' preparation for entrepreneurship education. ICF-GHK report for DG
EDUCATION AND CULTURE. August 2011
90
ibid
91
Ibid
51
Shaping the future: Economic competence for teachers); and there is the
‘Enterprise in Education’ module in University of Strathclyde, Scotland.
92
4. Extracurricular activities: Some activities can be voluntary while others deliver
extra credits or count for a part of the required practical training. They are often
provided by NGOs and take place outside of the regular curriculum (for instance
summer universities or the activities of JA-YE). For example, the Initiative for
Teaching Entrepreneurship (IFTE) in Austria offers a summer school for educators
from VET and general secondary education.
93
In Finland, entrepreneurship education is incorporated across disciplines and is offered
in almost all teacher education institutions. However, institutions have full autonomy to
decide if entrepreneurship will be compulsory or optional in the teacher training curricula.
Entrepreneurship education for teachers is compulsory only in three teacher education
institutes (Kajaani Department of Teacher Education of the University of Oulu, crafts
teachers’ programmes in the Rauma Department of Teacher Education of the University
of Turku and the Vaasa Department of Åbo Akademi University). It should be noted that
in Finland, individuals with experience in entrepreneurship can be recruited as
educators/trainers under specific criteria. They are also eligible for teacher training in
entrepreneurship.
94
Continuing professional development
The majority of active teachers are already in the workforce. Relying only on actions in
initial teacher training would take time to have impact across the education system, and
training would soon be out of date. Established educators already have a wealth of
professional experience to draw on with an established style of teaching, which may be
either supportive of or resistant to change. The barriers faced may be higher with this
audience.
To encourage buy-in, CPD approaches should seek to recognise and build on existing
experiences, knowledge, skills and attitudes. This can be achieved through courses and
modules, but also through opportunities for reflection, observation or participation in
lessons and projects – for instance through team teaching.
National and international teacher networks are also available to complement centrally
provided CPD. At European level, e-twinning
95
provides a channel for schoolteachers to
connect, while transnational networks such as SEET
96
aim to provide a forum to
disseminate methods and tools for educators. Importantly, CPD should provide
opportunities for developing bridges between the school and the local (business)
community. This could be an integral part of each school action plan or comprehensive
programme, encouraging educators to go and observe work processes in businesses or
establish cooperation with local businesses. Business representatives, social
entrepreneurs and business entrepreneurs can be involved in active teaching in the
classroom, or participate as role models or speakers.
92
ibid
93
European Commission (2010) Towards Greater Cooperation and Coherence in Entrepreneurship
Education.
94
Ibid
95http://www.etwinning.net/en/pub/index.htm
96
SEET (Stimulating Entrepreneurial Education and Training) was a partnership project established
with European Commission funding – see www.seetnetwork.eu
52
In Ireland, Junior Achievement Ireland and city and county enterprise boards offer
teachers resources for entrepreneurship education as from ISCED 1. Support to teachers
is also offered by the Second Level Support Service. Regarding higher education, the
Irish Network of Teachers and Researchers of Entrepreneurship (INTRE), impacts
practices of entrepreneurship education. The engagement of higher education educators
is also the focus of the UK’s National Council for Entrepreneurship Education that
supports INTRE and promotes the International Entrepreneurship Educators' Programme,
with financial assistance from Enterprise Ireland.
The cycle of educator development
There is a need for continuity in educator and leader development. One-off actions
should be avoided, and the process should be seen as a continuum that builds on each
previous step. This is a process of development that is designed to work with the
educator and enhancing their personal experiences and existing skills, to develop their
current and future practice.
Figure 3.5.1 – the cycle of educator development in entrepreneurship education
Actions to support change
The Commission publication, Entrepreneurship Education: a Guide for Educators,
provides an outline of successful educator education in entrepreneurship education, along
with a rich and varied selection of case studies.
97
Building on the actions in this
document, further steps to support change could include:
1. Introducing specific training for entrepreneurship education into initial teacher
training and continuing professional development at all levels, or include explicitly
within existing training provision
European Commission 2013http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/files/education/entredu-manual-fv_en.pdf
53
97
For higher education professionals from across Europe, the European Entrepreneurship
Colloquium is a one-week programme specifically designed for and aiming at professors
and faculty staff.
98
The programme runs on annual basis and its goal is to improve the
way entrepreneurship is taught, through the adoption of more effective and interactive
teaching approaches. This is run by the European Forum for Entrepreneurship Research
(EFER) and supported through the CIP programme of the European Commission.
2. Initiate approaches to test and develop improved educator development
approaches in entrepreneurship education, and disseminate through networks
including schools, teacher education institutions and lead organisations/policy-
makers.
In Croatia, SEECEL, an entrepreneurship education centre leading policy and practice
actions in eight EU pre-accession countries, has recognised the pre-service and in-service
educator training on entrepreneurship education as one of the milestones of its overall
approach. The development of educators in entrepreneurial learning is the focus of a
trans-national laboratory, working with schools, VET and higher education. Pre-service
training is ensured thorough the collaboration of SEECEL with one university/teacher
college from each of the eight participant countries. The training focuses on
entrepreneurship as a key competence. Optionally, student educators can take a course
on the entrepreneurial school and the development of entrepreneurial characteristics in
students. In-service training is a responsibility of the education agencies of each country.
Those that have been trained in entrepreneurship test the taught methods in pilot
schools. In the school year 2011/2012, 32 schools were included in all eight participant
countries.
99
3. Facilitate peer learning through support of educator networks and channels to
disseminate good practice
In Hungary, the Young Enterprise Organisation promotes teachers’ networking and
exchange of experiences and good practices through a teachers' club.
100
In Finland, the Virtual Learning Environment for entrepreneurship education was
developed by the University of Turku.
101
In Poland, the Centre for Citizenship Education runs various activities to inform, train
and bring together educators to promote the use of formative assessment.
In Denmark, the Foundation for Entrepreneurship – Young Enterprise has established a
“network for primary and secondary educators in entrepreneurship education” (NEIS).
The network offers educators with a virtual platform, where knowledge and experience
can be exchanged. The platform also offers the possibility to find collaborators. NEIS
hosts annual conferences. An additional entrepreneurship portal exists for VET, created
by the Danish Institute for Educational Training of Vocational Teachers (DEL).
102
98http://www.efer.eu/pro/pro01_02.htm
99http://www.seecel.hr/default.aspx?id=4860
100
CEDEFOP (2011) Guidance supporting Europe’s aspiring entrepreneurs Policy and practice to
harness future potential
101
European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor.
102
CEDEFOP (2011) ibid
54
In Malta, networking opportunities are offered to teachers along with relevant training,
company visits and entrepreneurship teaching material.
103
In Slovenia, a network of teachers is to be developed aiming at supporting
entrepreneurship educators and promoting their communication and exchange of
experience.
104
4. Raise awareness of entrepreneurship education and provide clear understanding
of the aims, working methods and intended learner outcomes of these approaches
In Austria, the national strategy for teacher training was developed in 2010 and it
recognises pre-service and in-service training for secondary level entrepreneurship
education. Raising awareness of the rationale for entrepreneurship education is an
important part of the training embedded in initial teacher education. This work is
supported by the Entrepreneurship Education for School-based Innovation (EESI)
organisation, which provides assistance and materials to teachers, as well as works with
them to enhance their collaboration with businesses.
5. Embed entrepreneurial pedagogies and methodologies into all training for
educators at every level. This will develop entrepreneurial skills and mind-set as
well as understanding of how to include these approaches in their own teaching
and learning. There should be a focus on developing the expertise and capacity of
the individual teacher to deliver entrepreneurship education in their teaching,
rather than a uniform approach to training.
In Norway, the Sogn Og Fjordane University runs the REAL project, aimed at student
teachers. The project is deeply rooted in the Norwegian strategy on entrepreneurship
education. Student teachers are invited to set up entrepreneurial projects. The project
also tries to set up relations with the local business community and aims at creating new
ventures and jobs. At the end of 2012, about two thirds of teachers had been trained.
6. Equip educators with the knowledge of and access to the tools they need to
develop entrepreneurial skills, attitude and knowledge in the learners they work
with
Competento offers teachers a large database of materials on entrepreneurship education,
while functioning as an exchange platform between pedagogical supervisors, educators,
coaches in specific courses and business representatives. The platform “Knowledge
Sharing - Higher Education” is also available for higher education institutions in the
Flemish region. Participants can exchange experience, share knowledge and collaborate
through brainstorming initiatives. The platform is an initiative of the Flemish Ministry of
Education and Training, the Flemish Ministry of Work and Social Economy and of
Enterprise Flanders, which also oversees the platform management.
105
7. Develop courses to train education leaders and managers at all levels
103
EACEA (2012) Entrepreneurship education at school in Europe
104
European Commission (2010) Towards Greater Cooperation and Coherence in Entrepreneurship
Education
105http://www.competento.be/
55
The UK National Council for Entrepreneurship Education leads a consortium of partners
to provide the Enrepreneurial University Leaders Programme, a programme for senior
higher education leaders to develop their own entrepreneurial leadership skills and drive
forward an entrepreneurial ecosystem approach for their institutions. Participants come
from both Europe and globally.
106
106http://eulp.co.uk/
56
2.6 Pathways for Aspiring Entrepreneurs
State of play
? In many countries in Europe, business start-up (of any type such as social
entrepreneurship and business for personal profit) is not recognised as a career
pathway and there is little support for aspiring entrepreneurs in education.
Key Conclusions
? Education, in conjunction with other policy areas, can provide a crucial factor in
supporting aspiring entrepreneurs.
The Way Forward
? Use policy tools to reinforce the relevance of start-up as a career path, such as
including start-up within career destination surveys and using targeted campaigns
to raise awareness.
? Include business or social enterprise start-up as a career pathway in career
guidance at all levels of education and training. Support this with additional
training for career guidance professionals.
? Clusters of education and training institutions can maximise resources by
developing joint provision and signposting to external sources of support for
aspiring entrepreneurs seeking to start-up.
? Ask publicly funded education and training providers to provide information on
provision for aspiring entrepreneurs as part of their annual plan or application for
public funding.
? Build close ties between education and local economic development bodies, to
ensure that curriculum and start-up provision is linked to local labour market
needs and wider strategies.
? Promote entrepreneurship education to non-formal education, building on its role in
mentoring young people to achieve their potential in life.
Whilst the primary purpose of entrepreneurship in education is not just to encourage
start-ups or persuade every young person to be an entrepreneur, it is a critical factor in
supporting young entrepreneurs. It can contribute to and accelerate the development of
entrepreneurial potential, in conjunction with other key policy actions.
Closer collaboration between education, academia, business and community, can enable
a shared approach to exploiting entrepreneurial potential. Employment and enterprise
policy provide the next step in an individual's entrepreneurial journey through practical
support programmes, mentoring and access to finance for nascent entrepreneurs and
start-ups; collaboration across policy areas is necessary to ensure effective joint
approaches.
Young entrepreneurs in Europe
It is clear that starting a business is not a career choice for all learners. However, Europe
still has capacity to increase the numbers of learners who consider this as a serious
option. Positive trends in early-stage business start-up across Europe, and the wide gap
between start-up rates for this age group between Europe and other global regions,
57
demonstrate that there is capacity in the population for more young people to take this
career pathway.
107
Where structured support is provided and framework conditions have
been simplified, then start-up rates among targeted age groups can increase.
UK-Wales has focused heavily on supporting the next steps for aspiring and nascent
entrepreneurs in education. The Youth Entrepreneurship Strategy has been in place since
2004, and outlines specific actions being taken to equip young people with the knowledge
and support needed to take business ideas forward while still in education or as
graduates. There is a focus on
developing links between vocational
and higher and nationally available
business support, as well as providing
support within the institution to
nurture those with ideas. Workshops
tailored to young people are held
across the country led by
entrepreneurs themselves, designed
to inform young people to make an
informed decisions about starting a
business. European Structural Funds
have been used to support this work,
and results show early stage entrepreneurial activity rising from just over 3% in 2002, to
10.2% of all 18-29 year olds by 2011. The diagram above shows the variance in the
trend in Wales compared to the rest of the UK. In 2011, more young people in Wales
wanted to start a business of their own, and the percentage actually doing so was
significantly ahead of the EU average.
Guidance as part of the learner experience
One important role of education is to develop entrepreneurial young people who have the
skills and experience to turn ideas into action and an awareness of the economic and
business environment, then the logical next step must be to showcase business start-up
as a career option. This is not yet widespread across Europe. In many countries, business
start-up (of any type such as social entrepreneurship and business for personal profit) is
not recognised as a career pathway. Career guidance does not provide advice on what
next steps an aspiring entrepreneur should take, support mechanisms are not in place to
support business formation, and even career destination surveys in many countries do
not record starting a business as a valid or valued job. This is in contradiction to the
economic growth priorities of all Member States, where business start-up is encouraged
as a road to job creation, and entrepreneurs are seen as the lifeblood of an economy.
Guidance can occur in any area of the education or training environment, either directly
or indirectly.
107
For example seehttp://www.gemconsortium.org/docs/download/3106 p. 37.
58
Fig 2.7.1. Education and training support for Aspiring Entrepreneurs
108
1. Indirect - Learning Exposure
? Practical teaching methods, including assignments for companies or entrepreneurs
? Mini and virtual companies
? Engagement with entrepreneurs through workshops or meetings with successful
business owners
? Awareness raising activities, including dedicated days, meetings, weeks and
festivals on entrepreneurship, or enterprise awards and competitions
? Entrepreneurship ambassadors and entrepreneur role models
? Private sector interventions
? Community based holistic interventions for hard to reach groups and to promote
social inclusion
2. Direct - Formal Guidance
? Formal guidance offered or developed by trained guidance professionals working in
or for education
? Work placements, company visits and shadowing opportunities
? Involvement in embedding guidance into design of entrepreneurship education
3. Direct – Pre-Start Support
? Student or institution led entrepreneur clubs and networks
? Entrepreneurship centres
? Business start-up workshops
? Mentoring and business coaching
? Access to finance such as micro-finance loans, grants, spin-off funding
? Business incubators
? Virtual entrepreneur communities
1. Learning Exposure
Section 2.3 expands on entrepreneurship education pedagogies and teaching methods,
many of which can include a strong business focus. This embeds a more informal
guidance element into the learning experience itself – an indirect approach. It can take
place in both formal and non-formal education.
However, it is important to emphasise that through the learning environment, students
should be exposed to new venture creation (including the full range of venture creation,
not just traditional personal-profit businesses) or self-employment as a valid career
route. Such a learning experience should be accompanied by a process of reflection and
the recognition of the relevance or context of the learning.
Awareness raising is a crucial part of this indirect guidance. It is about promoting the
opportunities of starting a business and the valued place that an entrepreneur holds
Adapted from table Fig 2 P.33, Guidance supporting Europe’s aspiring entrepreneurs (CEDEFOP
2011)
59
108
within society. At national level, weeklong celebrations such as Global Entrepreneurship
Week or European SME Week, often led by stakeholder organisations, can provide a
platform on which to build awareness and engage education and training institutions.
National and regional governments can use these large-scale international events as a
means of working with partners to deliver efficient and effective promotion of common
messages, and encourage meaningful engagement from education. It can leverage
educational involvement by including campaigns targeting young people or institutions at
any level, while for the institution it can demonstrate levels of interest and be a catalyst
for further activity throughout the year.
2. Formal Guidance
Despite an increasing emphasis on entrepreneurship education, learners are not
sufficiently aware of business start-up as a career pathway.
109
For business creation in
particular, of any type, the role of formal guidance is not as strong as informal guidance.
In fact, role of formal career guidance should be used to normalise this option.
In research and analysis undertaken for this document, little evidence has been found of
strategic approaches to embrace entrepreneurship as a recognised career choice for
learners, and to ensure that guidance professionals have the skills and understanding to
include business creation in their guidance delivery. Training in this area needs to be
systematic, to develop the untapped potential amongst learners. There should also be
more effective links between guidance professionals and the local economic development
and start-up community, to increase knowledge of local labour market needs and make
links to support available for aspiring entrepreneurs.
At the simplest level, business start-up should be included within the menu of options
that are open to young people when they access formal sources of career advice.
National life-long guidance websites should provide easy to access information about
being an entrepreneur, case studies relevant to regional and sector-specific contexts, as
well as signposting to next steps support such as tailored websites, mentoring,
workshops or access to finance.
Involving entrepreneurs directly can bring a more realistic view of both the positives and
negatives of running a business. Available mechanisms include work placements in new
start-ups or entrepreneur-led businesses. Alternatively, there could be placements in
local businesses or NGOs, with a specific focus on gaining a holistic view of how the
organisation is run and spotting opportunities for development, measured through an
end-of-placement report. Shadowing entrepreneurs in their place of work can be a very
effective tool for extending understanding, though tailored work experience placements.
Workshops from entrepreneurs, discussing their own stories and analysing the skills or
support they have used, can provide useful insight for learners into what this career
really entails.
3. Pre-Start Support
Over the last decade, higher education in particular has started to develop tailored
support for aspiring entrepreneurs, identified within the current student pool or from
recent alumni. Universities have recognised the value of entrepreneurs to the social and
109http://ec.europa.eu/enterprise/policies/sme/facts-figures-analysis/eurobarometer/
60
economic fabric of their institutions, as they increasingly focus on exploiting student
innovation and creating real value for the university. There are numerous different
approaches being taken, between countries as well as between HEIs. Other education
sectors need to develop more tailored support, especially VET with its pool of sector-
focused aspiring entrepreneurs.
Bridging Education and Business Creation: Examples
In the Basque Country in Spain, all young people going through secondary level
vocational education are required to participate in a real enterprise project: they develop
a business idea around a concrete product or service to be commercialised, and they
create their own mini-company during the school year. Students are accompanied to the
creation of a real company by the end of their studies. Mentoring services and office
spaces for the new companies are provided. Thus, more than 40 new businesses every
year have been created in the Basque region since the inception of the programme in
2004, and the survival rate of these companies at September 2013 was 76%. The
ambition of the regional government is that between 100 and 200 new companies will be
started every year. Teachers in vocational schools are central to this initiative: as part of
their continuing education they are encouraged to work on entrepreneurial and
innovation projects, and they use the results of these projects to train their students.
Higher Education Institutions in Finland use mentoring as a form of enterprise start-up
support. More specifically, the Lahti University of Applied Sciences has created a
programme called ‘Business Succession School’, linking students with business owners
who are looking for a successor.
In Poland, the Polish Agency Enterprise Development launched capacity-building
programmes for two networks of financial engineering institutions operating in 2010:
non-banking loan funds and loan guarantee funds. Their purpose is to facilitate further
development and professionalisation of lending and guaranteeing services, especially in
the light of earlier capitalisation programmes that substantially strengthened the financial
capacity of the funds.
In Lithuania, Innovation Camps and Business Contests are organised for students. The
objective is to develop and promote entrepreneurship, creative ideas, teamwork, real-life
problem solving. The camps and business contests aim at encouraging students in
achieving their goals.
Student or institution led entrepreneur clubs and networks
Student-led clubs and networks provide a peer-led approach, directly engaging across
the learner population to bring together like-minded individuals. They aim to inspire their
members and support them to take the next step into business start-up, offering
signposting and sometimes direct access into support available either locally or within
their institution. Again, an important feature is the link to the local start-up community
to bring in entrepreneur role models and to signpost out to additional services such as
community incubator facilities or local grants provision.
61
Policy support is instrumental in driving up levels of activity. Financial resources can
support expansion, quality and effectiveness through adequate resourcing to overcome
the challenges of leader transition as learners graduate.
In two regions of the UK – Wales and Scotland - funding is provided for student-led
entrepreneurship networks in higher education, with VET also funded in Wales. This
supports a small salary or stipend for a student intern or champion to develop the club
and its membership, and ensure it links with wider institution and national activities
available for students and graduates interesting in developing entrepreneurial skills
and/or starting a business. In England, NACUE have now developed student-led
entrepreneurship societies in 80 of the 91 English HEIs. They have been given core
funding to provide central support for the development of societies across VET, with the
target of having student-led societies in 160 colleges in England by 2015. Peer to peer
promotion is an important tool at institutional level, to engage learners into business
start-up activities and increase the potential of start-ups both during and after
graduation.
JADE is an umbrella organisation of more than 280 student-run businesses (junior
enterprises) across 200 universities in 13 European countries. This network is run by the
students themselves with the objective of bridging the gap between academia and real
business world.
110
Entrepreneurship centres
Within education environments, entrepreneurship centres can form a focus for related
activity across institutions and a central point for developing links across the local
economic and start-up community. They can be based in different areas of the
institutions, such as business faculty, guidance section or student support/liaison.
Centres are more widespread in higher education, however this practice is spreading
across the VET environment. Non-formal education providers can make valuable links to
formal education-based centres, to promote the activity and support through these
channels. Alternatively, they can work with community-based centres where these exist.
Business start-up workshops, mentoring and coaching
Learning entrepreneurial skills within the curriculum is often a good baseline for aspiring
entrepreneurs, but more specialized workshops can offer detailed knowledge to support
the aspiring entrepreneur.
Access to finance such as micro-finance loans, grants, spin-off funding
Financing a new start-up can be hard for younger aspiring entrepreneurs who have no
financial resources of their own, particularly in countries with higher start-up costs. An
Ernst and Young survey of entrepreneurs
111
found that half emphasised the importance
of access to finance as the most effective way to accelerate entrepreneurial activity. This
provides a policy impetus for the entrepreneurship education effort to be more directly
110
JADE Net -http://www.jadenet.org/
111
Ernst & Young - EY G20 Entrepreneurship Barometer 2013
62
dovetailed with access to finance.
112
From a learning perspective, this builds on the early
inclusion of financial literacy.
Business incubators and accelerators
Dedicated environments for either hot-desking or more intensive incubation of new
businesses are springing up across Europe. These play a vital role in nurturing new start-
ups, and often provide a holistic environment where a number of different support
mechanisms can come together.
The Technical University of Munich (UnternehmerTUM) in Germany inspires and
empowers students, academics and professionals by providing practically oriented
training in entrepreneurship education, combined with innovation and start-up projects.
UnternehmerTUM identifies and evaluates promising technologies in science and industry.
In collaboration with start-ups and established companies, it develops and realizes
projects to successful new business creation. A systematic approach was developed for
the rapid establishment of start-ups, spin-offs and new business concepts.
UnternehmerTUM analyses the ideal financing alternatives for start-ups and corporate
innovations, and helps clients to acquire subsidies and venture capital.
112
Loughran, D. (2014). Empowering a next generation of young entrepreneurs. Inform Policy
Briefing. Issue 19. European Training Foundation. Turin, July 2014.
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2.7 Measuring Progress and Impact in Entrepreneurship
Education
State of play
? There are significant challenges to our ability to measure progress and impact of
entrepreneurship education due to a lack of robust data and indicators at an EU
level and in most Member States.
Key conclusions
? In order to ensure sustainable engagement in entrepreneurship education with
substantial and measureable impact, there must be robust monitoring and
evaluation of the impact of strategies and actions at a Member State and EU level.
The Way Forward
? Establish new EU-level data and monitoring to broaden the evidence base beyond
existing reliance on start-up data and provide robust indicators on key areas of
entrepreneurship education.
? Create built-in monitoring frameworks as part of national action plans or strategies
for entrepreneurship education, linked to developments at EU level and agreed by
all relevant Ministries and stakeholders.
The importance of evaluation and monitoring – the work of the Expert Group on
Indicators for Entrepreneurial Learning and Competence
To ensure sustainable engagement in entrepreneurship education, there must be robust
monitoring and evaluation of the impact of strategies and actions at a Member State and
EU level. Monitoring can help assess what is (or is not) working regarding the
achievement of goals. This allows for an assessment of outcomes and impact of
measures. Based on such data, authorities can better forecast expected outcomes of
entrepreneurship education programmes and initiatives. In that way, resources can be
invested in policies/programmes that are actually effective, and demonstrate areas for
improvement, allowing for:
? Effective policy planning, programme/initiatives design and implementation;
? Efficient choice of suitable tools (for example, teaching methods);
? Understanding of reasons of “underperformance” and act correctively;
? Understanding of what is feasible to achieve and accordingly accommodate
planning, programme designing etc.
Systematic monitoring of entrepreneurship education also provides the possibility to
compare between different programmes in the long term, allowing for the identification
of trends and areas for improvement.
Consequently, monitoring can positively affect all stages of the policy cycle, since it
provides specific data on all the above aspects of decision, planning, implementing and
reviewing.
113
Thus, by allowing for evidence-based policy making, monitoring can
support the development of suitable policies and initiatives, engage government
Evalsed (2012) The Resource for the Evaluation of Socio-Economic Development; available athttp://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/guide2012_evalsed.pdf.
64
113
authorities as well as all relevant stakeholders, and facilitate the attraction of
funding.
Collaboration between various Ministries and/or governmental agencies can be found in
Croatia, Denmark, Finland, the Netherlands, Sweden and UK-Wales.
A broad range of policy authorities, besides the Ministry of Education, is involved in
monitoring practices in Member States. For example in Croatia, entrepreneurship
education strategy and its monitoring is under the responsibility of various Ministries
(Entrepreneurship and Crafts, Science, Education and Sports, Agriculture etc.) and other
bodies, such as Chambers of Economy, Commerce, Crafts etc.
Besides monitoring on a country-level, acquiring a view on the state of play on a
European level can add significant value.
114
Given the focus on entrepreneurship education at European policy level, there exists a
key requirement to understand and develop the state of play of
entrepreneurship education across Europe. A monitoring framework and relevant
indicators on an EU level are a precondition to assess progress against strategic
objectives and targets (in this context, progress towards realisation of the EU2020
objectives). Based on the information regarding progress and effectiveness, monitoring
indicators can support evidence-based decisions on policy changes.
In December 2012, as a result of the interim conclusions of the Thematic Working Group
on Entrepreneurship Education, the European Commission created an Expert Group on
Data and Indicators for Entrepreneurial Learning and Competence. This expert group has
developed a set of main and sub-indicators for monitoring entrepreneurial learning and
competences at EU level, and identified how to deliver the data needed for these new
indicators. It also has provided recommendations of how data and monitoring can be
improved at national level, how it can be aligned to support work at EU level and
provided supporting case studies to demonstrate current approaches within at Member
States. This group has now made its final recommendations, which have been presented
to the European Standing Group on Indicators and Benchmarks, and pilots are now
planned to establish new data sources for entrepreneurship education. A summary of
relevant content is presented in this chapter, and more detailed information can be found
in the group's final report
115
.
State of Play: Few developed or advanced approaches
At Member State level:
Although interest in entrepreneurship education has grown significantly within the policy
agendas of Member States, there is room for improvement regarding measuring
progress, performance and the impact of relevant education policies, projects and
initiatives: for example, only about half of EU Member States monitor entrepreneurship
education at all. In countries that do, monitoring takes place either through an
114
European Commission (2012) Effects and impact of entrepreneurship programmes in higher
education
115http://ec.europa.eu/education/library/reports/2014/entrepreneurial-expert-report_en.pdf
65
established monitoring framework that promotes systematic evaluation or through the
collation of indicators from national or regional statistics offices (e.g. Regional Statistical
Bureaus in Germany), national/regional surveys, and international surveys (such as the
Global Economic Monitor (GEM) and Flash Eurobarometer). Overall, however, monitoring
and evaluation frameworks and associated indicators in Member States are, at best, “in
their infancy”.
116
Monitoring frameworks can be found in countries/regions that have a targeted strategy
on entrepreneurship education. More specifically:
117
? From the 11 EU countries that have such a strategy in place, about one third
(Belgium-NL, Croatia, Denmark and UK-Wales) monitor entrepreneurship
education in a systematic way. The methodology, focus and breadth of these
frameworks varies considerably;
? Another third of those countries collect relevant indicators on an annual basis.
This is the case, for example, in Finland and Sweden;
? The rest of the countries that have a strategy in place do not monitor
entrepreneurship education through any tool or framework;
? Approximately half of the EU countries that do not have an entrepreneurship
strategy in place collect indicators and/or run ad hoc evaluations and surveys on
specific education programmes and initiatives (for example, in Austria, England,
Poland and Slovenia).
? Most indicators used at national level focus on impact, with many linking
entrepreneurship education with new business creation outcomes using data from
the annual GEM survey
118
.
At EU level:
At EU level, key data gaps and monitoring challenges exist:
? Lack of coverage of the full set of entrepreneurship education activities taking
place – at all educational levels and in all learning environments;
? Current inability to report against a single individual or cohort of individuals
through the progression model of entrepreneurship education i.e. from education
through learning outcomes and assessment through to entrepreneurial activity;
? A key weakness that learning outcomes are self-reported though this provides
insight into perceived self-efficacy; and
? That no robust and credible impact indicator exists for entrepreneurship education
at the level of the population (although it exists at project level). International
data sources to support EU level indicators of entrepreneurship education were
identified:
o Eurydice Q&A on Entrepreneurship Education at School in Europe;
o Flash Eurobarometer;
o Global Entrepreneurship Monitor (GEM): Annual Population Survey;
o Global Entrepreneurship Monitor (GEM): Special Topic, 2008;
o OECD Programme for International Student Assessment (PISA).
116
GHK (2011)
117
The analysis for existing frameworks and indicators is from DG EAC country reports and GHK
study (2011).
118http://www.gemconsortium.org/docs/download/3106
66
Moving Forward at EU level – developing priority indicators for
entrepreneurship education
Aligning with the DG EAC Joint Assessment Framework methodology for regular
monitoring of indicators and benchmarks, the group identified a set of priority Main and
Sub-Indicators for EU-level entrepreneurship education (see Table below).
To achieve the Priority Indicators, the following developments in data sources are
required:
? An indicator on collaborative problem solving using results of OECD Programme
for International Student Assessment (PISA, 2015) to be published in 2016;
? A small expansion in the range of qualitative policy input indicators collected in
Eurydice (2012) and which is due to be repeated in 2015;
? A new indicator on educator development – to be explored through discussion
with OECD Teaching and Learning International Survey (TALIS) about the
potential to insert questions to teachers on entrepreneurship education training
for 2018;
? New indicators on entrepreneurial learning activity, entrepreneurial self-efficacy
and gain from entrepreneurial learning using data collected through a small
survey module for inclusion in an existing international survey vehicle.
Figure 3.6.1: A set of priority indicators for monitoring entrepreneurship education at EU level
Priority Indicators for Entrepreneurship Education for EU-level Monitoring
Main Indicator
% of population age 18-29 who have taken part in a practical entrepreneurial learning
activity (defined as turning ideas into action and/or developing your own project to
achieve a goal) as part of their primary/secondary/tertiary education
Data Source: New survey module that builds on existing international survey activity
(results expected 2015)
Qualitative Sub-Indicator Quantitative Sub-Indicator
There is a specific national (regional) strategy
for the implementation of entrepreneurship
education and/or objectives related to
entrepreneurship education as part of a
broader education strategy
Data Source: Eurydice analysis of
Entrepreneurship Education in Europe
(2014/15)
% of population age 18-29 who have
taken part in a practical entrepreneurial
learning activity (defined as turning ideas
into action and/or developing your own
project to achieve a goal) outside of their
primary/secondary/tertiary education
Data Source: New survey module that
builds on existing international survey
activity (pilot results expected 2015)
Learning outcomes (attitudes, skills, Educators’ training in entrepreneurship
knowledge) related to entrepreneurship education
education are explicitly stated in the national Data Source: OECD Teaching and
(regional) curriculum Learning International Survey (TALIS,
Data Source: Eurydice analysis of 2018)
Entrepreneurship Education in Europe (2015)
67
There is a policy and/or framework for
educator education in entrepreneurship
education
Data Source: Eurydice analysis of
Entrepreneurship Education in Europe (2015)
% of 15 year-olds below intermediate
proficiency level in collaborative problem
solving
Data Source: OECD Programme for
International Student Assessment (PISA)
assessment of “collaborative problem
solving” (2015)
Gain from entrepreneurial learning on
entrepreneurial activity of the population
age 18-29 years in the last 12 months
Data Source: New survey module that
builds on existing international survey
activity (pilot results expected 2015)
Supporting change at national level - key messages to Member States
Monitoring activity should be understood as a continuous development process
embedded in the education system. The lessons and recommendations put forward in
this document can hold relevance for countries at all stages of development in this area.
However, there is increased importance and relevance for those countries where this
work remains in its infancy.
Ideally, a monitoring framework should be forward-looking and recognise the long-term
nature of impacts within entrepreneurship education. This implies a long-term
developmental goal for countries/regions to include indicators/measures that cover all
stages of the logic model and a monitoring framework that can support a culture of long-
term improvement and increased efficiency and effectiveness of entrepreneurship
education policy and activity.
Countries/regions that do not have a existing monitoring framework should
firstly gather all relevant public authorities and stakeholders and agree on what will be
monitored i.e. an agreed definition of entrepreneurship education. This definition will
allow for the subsequent selection of meaningful indicators and measuring tools, which
should involve all levels and types of entrepreneurship education. This process can
highlight the links to policy areas beyond education.
In Spain, autonomous communities are responsible for implementing education policies.
Despite the highly devolved governance system of the country, the main education law
(Organic Law 2/2006) that refers to all education levels and describes national curricula
introduces the concept of entrepreneurship. The Regional Ministries of Education put in
practice the law in the different autonomous communities and base entrepreneurship
education initiatives/programmes on the common definition.
Monitoring means continuous improvement. So, even countries/regions that already have
a monitoring framework in place may be minded to go back to these “early steps” and
re-affirm the definition of entrepreneurship education and the basis of measurement and
monitoring.
68
Countries that are about to launch an entrepreneurship education strategy have
the opportunity to simultaneously develop a monitoring framework. Existing monitoring
practices, even on an ad hoc basis, can help to shape a broader framework. Thus, a
qualitative audit of how entrepreneurship education is already monitored (through
studies, evaluation of isolated programmes etc.) can identify useful tools, which are the
stakeholders at what education levels, what capacity and expertise for monitoring exists,
etc.
In Denmark, the effect of entrepreneurship education is measured by the Foundation
for Entrepreneurship –Young Enterprise (FFE-YE) through longitudinal surveys. Selected
samples of students from different levels of education are followed for a number of years.
This allows for the collection of solid data that can be used for identification of trends,
and facilitate forecasting of training needs. Most of all, the Danish approach allows for
the evaluation of the long-term effect of learning outcomes of entrepreneurship
education- although learning outcomes are not per se embedded in the national
curricula.
A long-term view is also recognisable in the monitoring approaches in Finland, Norway,
Sweden and UK-Wales.
Countries with an existing entrepreneurship education strategy/action plan, but
no monitoring framework should use their strategy as a compass for the monitoring
framework. Both should be based on the same definition and address all stakeholders.
Since the monitoring framework should be embedded in the strategy, developing or
improving the framework can support improvements in the strategy and vice versa.
Countries with a monitoring framework already in place can review the lessons
and recommendations of this report to support continuous improvement and improved
understanding of what works. Actions could include:
a. Strengthening links between entrepreneurship education and other strategies
and goals such as innovation, competitiveness, employment and
economic/regional development;
b. Develop a more mature monitoring position with the inclusion of additional
tools and measures that have been proved efficient in delivering additional
intelligence on entrepreneurship education; and
c. Consider extending the use of the monitoring framework as a performance
management measure for stakeholders.
A strong monitoring framework set out from the beginning that includes performance
indicators and development tools provides a strong signal of intent.
UK-Wales provides an inspiring example of engaging policy-makers.
The Youth Entrepreneurship Strategy and Action Plan (YES) was a joint initiative of the
Welsh Government Department for Economy, Science and Transport and the Department
for Education and Skills. All programmes and initiatives of YES involve local communities
and entrepreneurs as key players.
69
YES is evaluated by two sets of measures. The first one includes inputs, outputs and
impact indicators and the second monitors the progress of YES against quantified impact
indicators. The impact indicators underline that the Strategy aims at promoting
employment goals, as well, through monitoring start-up rates.
Most importantly, countries/regions at any stage of developing a monitoring
framework should ensure that their framework is not inward looking. Including
indicators from already existing sources (national, European and international) will allow
for benchmarking between regions (where relevant), with other EU Members and with
global competitors. In this way, the monitoring framework can function as a bridge
between evidence-based policy on entrepreneurship education and improved outcomes
and impacts.
European Training Foundation (ETF)
The ETF has developed a set of policy indicators to track developments on
entrepreneurial learning in the EU’s neighbouring regions (pre-accession, Eastern
Partnership and Southern Neighbourhood). The battery of indicators has a double
function: a) the indicators support policy-based evidence progress reviews every 24
months within each country, and b) allow for benchmarking between countries, including
networking and exchange of good practices. The indicators and assessment process form
part of a wider assessment of each country’s performance on the Small Business Act
for Europe. ETF’s regional partner organisation, SEECEL, cooperates and supports the
policy assessment drive in the pre-accession region.
It should be noted that there is no “best approach or monitoring model” put
forward here: the framework and the tools used should fit the relevant
national/regional structure, needs and culture. Nevertheless, the development of lessons
and recommendations undertaken here does assume that the benefits of benchmarking,
cross-country collaboration and an outward-looking perspective are part and parcel of
defined national/regional needs.
In Belgium, the Entrepreneurship Education Action Plan for the Flemish community is
monitored through various ways that try to grasp different forms of entrepreneurship
education. Monitoring takes place through:
? Collection of indicators concerning the outcomes of entrepreneurship education
activities, work placements and “performance” of relevant websites
(Competento);
? Studies that evaluate specific educational projects and/or entrepreneurship
attitudes of students, such the Effecto report; and
? Self-assessment tools, such as the ENTRE-mirror.
Although each Member State should adjust its monitoring framework to national/regional
specificities, recommendations can be provided to support Member States as to what a
framework for monitoring entrepreneurship education could entail and what should be
considered when creating such a framework and its constituent indicators.
70
3 Concluding Remarks
Embedding entrepreneurship into education is a challenging task, but one in which there
has been progress in the past few years. Member States are at different points on the
policy journey, and needs vary as a result. This report supports countries to identify
areas for further development, and provides examples of how they can take this work
forward.
As prominence of the policy area increases, so do the channels to support and drive
improvement. Working with Member States, social partners and wider stakeholders, the
ET2020 Working Group on Transversal Skills
119
is continuing to build on the work of the
previous TWG, exploring a European competence reference framework for
entrepreneurship, shaping Entrepreneurship360, disseminating HEInnovate and
considering how entrepreneurship can best learn from the successes of other transversal
skills.
Work will continue to develop robust data sources so that entrepreneurship education will
be more effectively monitored at both national and EU level, and results can be brought
to the centre of the political stage. Policy experimentations on the widespread
implementation of practical entrepreneurial experiences at regional and national level will
take place, yielding results that can act as European exemplars.
The Erasmus+ programme sees a significant emphasis on both increasing the quality and
efficacy of entrepreneurship education, as well as and ensuring that aspiring
entrepreneurs are nurtured within all fields of education, training and youth. This offers
clear opportunities for funding new and innovative approaches within teaching and
learning at all levels and in all fields:
Key Action One – This Action supports mobilities for learners and staff, to
undertake a learning and/or professional experience in another country, and
entrepreneurship education is relevant to the anticipated outcomes of these
mobilities.
Key Action Two – Cooperation for Innovation and the Exchange of Good Practices.
There are three areas of relevance in this Action including transnational Strategic
Partnerships, Knowledge Alliances and Sector Skills Alliances.
Key Action Three – Support for Policy Reforms includes opportunities for
Prospective Initiatives linked to entrepreneurship education, with Forward Looking
Cooperation Projects to try out new policy approaches or Policy Experimentations to
pilot up-scaled versions of proven methodologies
120
.
Bringing together this work at European and national level is vital for the development of
the entrepreneurship education ecosystem approach. It must be coordinated and
coherent, to create a fully embedded approach that maximises the outcomes for the
learners themselves. It is changing both policy and practice to drive the emergence of
119http://ec.europa.eu/education/policy/strategic-framework/expert-groups_en.htm
120
Such as the 2014 call for policy experimentations for Practical Entrepreneurial Experiences
71
truly entrepreneurial schools, VET and universities, embracing entrepreneurship across
culture, teaching, learning and community engagement.
There are positive signs that this progress will continue and will accelerate, as the
importance of entrepreneurship at a time of high youth unemployment and economic
crisis becomes all the more apparent. Efforts at European level need to be paired with
investment at national level, working in tandem to deliver tangible change in both policy
and practice. Only working together can we improve the quality and effectiveness of
entrepreneurship education, and ensure that this key competence becomes truly
European.
72
Annex 1: Learning Outcomes Tables
Framework Learning Outcomes - Financial Literacy
Rationale:
Financial literacy is considered important for ensuring the necessary knowledge and skills for managing personal finance. It also provides
the foundations for building finance skills for business operations. These learning outcomes work towards supporting an education
system in promoting financial literacy, particularly amongst young people, as they progressively move through the various levels of
education.
Level Knowledge Skills Competences
Learner understands The learner The learner
1 ? scarcity & choice in relation to money
? money as means of payment and
exchange
? the difference between saving,
sharing, spending and borrowing
? applies basic numerical and digital skills
in the use of money
? manages money with guidance
of others
2 ? the implications of the financial climate
for personal and career development
? the rewards of financial responsibility
and the risks of financial illiteracy
? an employment contract including
salary, remuneration, pension and
taxation.
? uses simple numerical and digital skills
applied to a financial problem;
? understands and interprets
? recognises factors contributing to wealth
creation, poverty and income inequality
? interprets notions as salary,
remuneration, pension and taxation.
? takes simple financial decisions
independently, based on
information and advice
3 ? the financial and regulatory context for
self-employment, small business and
? identifies finance options to support self-
employment, small business and projects
? takes independent financial
decisions relating to self-
employment, business
73
projects
? how businesses source finance for
their operations
? proposes and negotiates financing
support for self-employment or small
business
operations or projects
? is responsible for and justifies
his/her financial decisions and
actions
4 ? financial planning for commercial
and/or non-commercial projects
? plans, budgets, controls and reports on
financial performance of a project
(commercial and non-profit enterprises)
? advises others on most
appropriate course of action in
relation to a project’s finance
5 ? financial implications for the feasibility
of a new venture or growth within
existing business
? justifies the most appropriate financing
options for a business start-up or
development opportunity for existing
business
? undertakes financial planning and
administration related to new venture or
growth business scenarios
? seeks out advice and decide on
most appropriate financial option
in relation to business start-up
or existing business
6-7 ? the financial feasibility of a commercial
or non-commercial project
? financial and societal implications of a
financial decision
? undertakes financial planning and
administration related to a project
? maximises value from available financial
resources
? provides critical advice to others
on financial interests
7 & 8 ? the implications of macro-economic
environment for commercial and
financial decisions;
? the comparative strengths and
weaknesses of different financial
management instruments and
methodologies
? use appropriate financial and digital tools
to address difficult or non routine
problems relating to a project;
? assess the financial risks in making
investment decisions
? effectively communicate the finance of a
project
? independently plan, develop and
evaluate projects with a specific
focus on the financial dimension
74
Framework Learning Outcomes – Pursuing Opportunity and Managing Risk
Rationale:
Spotting opportunities and managing risk are cognitive and behavioural traits typically associated with an entrepreneurial person. These
learning outcomes work towards supporting an education system in developing these traits particularly amongst young peopl e as they
progress through different levels of education.
Level Knowledge Skills Competences
In assessing opportunity and risk, the
learner uses
The learner The learner
1 ? concrete, context specific information
? experience of his/her successes and
failures
? acts on explicit opportunities and risks
available to him/her
? draws on personal and others’
experience of success and failure to find
opportunities available to him/her, others
or his environment
? seeks support from others on
opportunities and risks to
him/herself, others’ or
environment
2 ? concrete and abstract information,
? experience of his/her, others’
successes and failures
? acts on implicit and explicit opportunities
for him/herself, others or his
environment
? seeks out possible opportunities for
him/her
? takes decisions in relation to
opportunities available but seeks
opinion of others particularly
where she/he deems there are
risks.
? defines hypothetical (‘what if’) outcomes
of his/her or others’ decisions in relation
to opportunities in his/her environment.
3 ? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. careers guidance
services)
? justifies opportunity-driven decisions and
associated risks
? proactively seeks out opportunities for
him/her, others and his/her
environment, including resources
(financial, material, intellectual) to
? makes responsible, risk-taking
decisions independent of others
in respect of opportunities
available.
75
realise opportunities
? demonstrates risk avoidance or
minimisation in relation to opportunities
sought
4 ? ideas, knowledge and feedback from
peers, teachers and other vocational
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? creates opportunities and success from
experience of personal and others’ failure
? in respect of a self-employment or start-
up opportunity (commercial or non-
commercial) can elaborate a business
plan and promote and defend the plan in
presence of business people, financing
agents or potential sponsors
? makes responsible, risk-taking
decisions independent of others
in respect of competing
opportunities and varying
degrees of risk.
5 ? theoretical knowledge acquired
through curriculum
? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? information and knowledge (web-
based, curriculum and social networks)
for developing opportunities
? demonstrates risk avoidance or
minimisation in relation to opportunities
sought
? assesses resource challenges to
opportunities sought and acts on those
opportunities for him/herself, others or
his environment
? creates opportunities and success from
experience of failure (personal and
others’)
? makes responsible decisions
independent of others in respect
of competing opportunities and
varying degrees of risk.
? advises fellow students on most
appropriate decision set against
a student’s or team’s risk
assessment
6-7 ? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? theoretical knowledge and primary
research undertaken as part of studies
? experience of his/her, others’
successes and failures
? with fellow students commits to and co-
creates opportunities resulting in
material, financial or intellectual
advantage
? leverages opportunities from web-based
knowledge and social networks
? in pursuit of opportunity, merges
information from a range of sources and
reconciles conflicting information to
? makes responsible decisions
independent of others in
respect of competing
opportunities and varying
degrees of risk.
? demonstrates entrepreneurial
leadership through constructive
advice and feedback to fellow
students on options (and
associated risks) in relation to
76
support decision-making; individual and team
opportunities.
7 & 8 ? experience of his/her, others’
successes and failures
? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors)
? primary and secondary research
? creates and realises high-value
generating opportunities;
? reconciles and chooses opportunities as a
function of quality, advantage and
associated risk
? on the basis of research results,
produces at least two business plans to
exploit market opportunities
? can make responsible decisions
independent of others in respect
of competing opportunities and
varying degrees of risk
? responds constructively to
feedback (supervisor) and wider
coaching support (e.g. careers
guidance, entrepreneurs) to
maximise commercial potential
research
77
Framework Learning Outcomes - Creativity
Rationale:
Creativity is as an integral part of an entrepreneurial mind-set, and is a pre-requisite for entrepreneurial success. It involves generating
new ideas, approaches and techniques individually or as part of a team. These learning outcomes work towards supporting an education
system in promoting creativity, particularly amongst young people, as they progressively move through the various levels of education.
Level Knowledge Skills Competences
The learner The learner The learner
1 ? has experience and understanding of
idea generation at the individual and
group level;
? understands why ideas can generate
value to the individual and community;
? identifies creative solutions to real life
challenges for (a) his/herself, and (b)
community
? has the confidence and motivation to
express diverse and divergent ideas;
? approaches problems creatively with a
positive attitude and perseverance to
resolve them
? participates in creative activities
facilitated by others.
? responds constructively to
alternative ideas and feedback.
2 ? has experience of different techniques
for generating ideas
? has learnt over time to use creative
ways to resolve individual and group
problems
? identifies creative solutions or proposals
to ‘what if’ situations
? formulate questions designed to generate
creative responses from others
? demonstrates original
approaches to enhance his/her
future employability
3 ? understands one’s creative capacity is
important for sustainable and quality
employment
? understands why creativity is
important for commercial or non-
commercial developments
? understands the regulatory
environment for protection of
? employs creative techniques to generate
innovative ideas in the learning
environment
? plans, implement and evaluate a creative
project (commercial or non-commercial)
? to foster and challenge creative ideas as
part of a group dynamic
? applies original approaches to
each stage of the job search
cycle: a) identification of
vacancies, b) compiling a job
application or CV submission, c)
interview process
78
intellectual property.
4 ? knows why his/her creativity is
important for employability in fast-
changing labour markets
? understands intellectual property
procedures as a part of a creative
process
? employs creative techniques, including
digital sources, to generate innovative
ideas;
? develops a creative product and writes a
model intellectual property application to
protect it.
? applies original approaches to
each stage of the job search
cycle: a) identification of
vacancies, b) compiling a job
application or CV submission, c)
interview process
5 ? knows why his/her creativity is
important for employability in fast-
changing labour markets
? has specialised knowledge for
protection of intellectual property
? to write a model intellectual property
application
? to advise others in defending their
intellectual property
? as part of personal career
planning, employs creative
approaches specifically for self-
employment or business start-
up.
? seek advice on issues related to
individual or group intellectual
property
6 ? uses primary research to develop
knowledge for creative applications
? specialised knowledge for protection of
intellectual property
? uses a range of skills (academic inquiry,
inter-personal, digital) to complete an
assignment requiring creative planning
and implementation.
? demonstrates capacity to facilitate others
in pursuing a creative process or creative
outcome.
? uses self-critical reflection to
complete individual assignments
requiring a creative process or
outcomes.
? maximises his/her creative
capacity through teamwork
7 & 8
? uses primary and secondary research
to creatively exploit his/her research
outputs
? has knowledge and experience to
protect the social and market value of
his/her intellectual property.
? exploits personal, professional and virtual
networks to source and integrate creative
capital within his/her research field.
? initiates, develops, manages and
completes a creative project
? completes a full-cycle patent application
(real or simulated) in respect of his/her
research objectives.
? demonstrates leadership in
advising and supporting others
resulting in a creative outcome.
79
Annex 2: Examples of Entrepreneurial Learning in
Member States
Primary education:
Entrepreneurial teaching through the use of technology – Belgium, Primary
education
“Dorp-op-School” (“Village at school”) is an advanced practical model, implemented in
the Flemish Community of Belgium.
121
According to the model, children study science and
technology in a realistic manner. It is based upon an open framework approach in which
it is important for children to take initiative, while also being supported and encouraged
by a teacher. During the project, children design a village, applying different
technological features, carrying out experiments, and consulting different information
sources. Children must be proactive: they have to decide themselves what to include,
how and where to place the various elements and, most importantly, they have to
manage the finances of the project themselves. To achieve this, children are provided
with 150 Euros, which should cover all expenses including the board on which the village
is placed. In order to work to this budget, pupils have to network and use negotiation
skills, find creative solutions, and utilise recovered or recycled materials.
Secondary education:
Entrepreneurial teaching through the use of technology – UK-Northern Ireland
In St Paul’s High School, in Bessbrook, Northern Ireland, learning experiences take place
through experimentation, supported by intensive use of ICT and social media. Group
work is encouraged, as well as the resourcefulness of students to use any source that will
facilitate their problem-solving exercises. Flipped classrooms are also used as learning
method: teaching takes place at home, through the school’s platform and internet
research and homework is developed during school classes. In this way, students take
ownership of their learning.
Schools on the Rise (‘Schule im Aufbruch’) - Germany
122
The model concept of ‘Schule im Aufbruch’ (Schools on the Rise) runs in around 150
model schools in Germany. It is based on the idea that in order to educate the workforce
21
st
of the century, schools should move away from the idea of transmission of
knowledge and should rather pursue an approach of unfolding the potential of students.
Students that participate in the model concept learn though three types of
projects/activities:
Challenge: For three weeks, students aged 13-14 years old, freely choose a challenge
that they will undertake, having to live with a specific amount of money (€150).
121http://www.dorpopschool.be/
122http://www.schule-im-aufbruch.de/; As presented during the meeting of the TWG in
Vienna, in 17-19/4/2013.
80
Accompanied by an adult they go sailing, hiking etc. Through this experience, students
are taught how to combine an activity with managing resources, and finding ways to
satisfy even their basic needs, such as accommodation;
Responsibility: Students are asked to choose community work. This may be for
example working as “language ambassadors”, i.e. teaching German to unprivileged
children that are usually of immigrant background. This project lasts for six months and
it develops a “can do” attitude to students, while developing a sense of community;
The sustainable classroom: In the participating schools, one week is completely
dedicated to a project on making each classroom sustainable, by using a small budget.
During that week, no basic subjects are taught. Through this project, students are taught
how to effectively use the specific budget, but also create links with research. Students
learn to use advanced science tools (3D printing, nano-experiments etc.) The results of
this project are encouraging - it has even led students to patents registration.
To Be Enterprising – Learning by Doing. Innovative programme for learning
entrepreneurship in senior secondary schools – Poland
123
The objective of the project is to shape and reinforce the entrepreneurial attitudes of
students in senior secondary schools by:
? Shaping their attitudes and characteristics, such as creativity, proper self-
assessment, openness, assertiveness, and self-improvement
? Developing planning and organisational skills – such as the ability to organise their
own work as well as the acquisition, collection and arrangement of data and
information
? Developing skills such as communication, teamwork, team building, negotiation
In the long run, it is anticipated that students participating in the project will be more
interested in studies in fields that are of key importance to a knowledge-based economy.
The project runs through an internet platform. Teachers take students through scenarios,
using an e-book. Teachers need to become familiar with the recommended set of
scenarios to be used during the classes, the set of proposed educational projects, and the
e-book. All the necessary resources can be found at the knowledge website
www.portal.bycprzedsiebiorczym.pl. The website contains a ‘self-learning’ section with
video tutorials on the use of the application and its resources, to include working with
students.
Classes are conducted in accordance with the curriculum, to include evaluation of
students’ work based on written assignments, verbal examinations, involvement of
students in the performance of projects and in the discussions, presentations of groups
and self-presentation, creation of professional portfolios, and participation in school
contests.
Various resources for teachers are available (lesson scenarios, presentations, interactive
exercises to be used during classes, descriptions of projects and supporting materials for
project, the e-book, the exercise book, business simulations, a module for work with
123
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
81
students and for checking students’ progress – their activity in the website) and for the
students (the e-book, exercises and games assigned by the teachers, exercises with a
knowledge self-testing module, and the communicator).
The project is co-financed by the European Union through the European Social Fund.
Upper-secondary / vocational:
Austria - Co-operative Open Learning (COOL)
124
Co-operative Open Learning (COOL) is a teaching concept developed in upper-secondary
vocational schools in Austria, sponsored by the Federal Austrian Ministry of Education. It
focuses on the promotion of self-organised learning strategies and the development of
personal qualifications for improving social skills.
Co-operative Open Learning is based on the principles of the Dalton Plan pedagogy:
freedom & responsibility, co-operation, budgeting time (self-organised working).
Teamwork among teachers as well as among students is one of the essential aspects of
the concept. The concept allows teachers to differentiate and individualise parts of their
lessons. Co-operative methods enable students to develop communicative and creative
skills while they are working on assignments. Regular class-meetings (chaired by
students) and regular teachers’ meetings are important elements of reflecting and
evaluating the process, as are seminars to support team development. Teachers are
trained on COOL training methods through on-the-job training. The centre involves
partners in networking-activities and continuously improves the concept. The centre
works with schools in Germany and Italy.
Business Plan Competition “Plan(k)gas”– Belgium
125
In the Flemish Community, Plan(k)gas competition students have to invent a good
business idea, and prove its feasibility through a realistic business plan (as if they want
to start tomorrow). A jury of experts will select the semi-finalists and finalists. Every
participant receives a document with feedback of the jury. Students are assessed based
on the originality of the idea, the logo and the business name, completeness and
feasibility of the plan (marketing plan, financial plan, and description of the idea) and
their communication skills. The competition lasts for one school year and students can
participate individually, in small groups of two to four students or with the whole class
(one business plan for the whole class). The competition promotes learning by doing, and
develops students’ creativity and research competences. Teachers act as coaches. They
are provided with relevant material and training, while they can be supported by experts
who visit schools on request.
124
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
125
www.plankgas.be; www.ondernemendonderwijs.be ; www.agentschapondernemen.be
82
Higher education - Under-graduate level:
Undergraduate level: Entrepreneurship Top-Up Degree Module – Malta
126
This undergraduate module is implemented in a VET/HE institution. The module is offered
as a compulsory core module to all students reading for a vocational top-up
undergraduate degree at the Malta College of Arts, Science and Technology (MCAST). It
is a hands-on entrepreneurship module offered across all Institutes including business
and commerce, electrical engineering, mechanical engineering, ICT, social care, art and
design and agribusiness.
Through mentoring, learners are guided into launching virtual mini-companies. Previous
business knowledge is not a prerequisite. The module is based on a self-directed
learning approach. Students are given a chance to create, innovate, take decisions and
learn from their mistakes in a controlled environment.
The module aims at instilling a spirit of enterprise, creativity and innovation in students
through the intra/entrepreneurial aspects of everyday life and of organisations and
businesses.
The following example displays the type of projects that students undertake, the teaching
methods and assessment used:
Step 1: Following 4-8 hours of idea generation, students are asked to shortlist their best
idea. Subsequently students need to prepare 3 PowerPoint slides. Slide 1: 5 keywords
related to the business idea; Slide 2: A brief description of the idea; Slide 3: Why is this
idea better than anything else in the market?
Step 2: In class, learners present Slide 1 and invite peers to guess what the idea is all
about based on the 5 keywords displayed. This exercise ensures that students are able to
explain their idea in a simple way.
Step 3: Students proceed to present slides 2 and 3 and after peers are invited to provide
feedback/critique on the idea which has just been presented. Team members take note
of such feedback. However, at that stage they are not allowed to answer questions
raised or engage in a debate. Instead students are invited to reflect on the feedback and
to develop a way forward.
Step 4: Once the feedback session is over, peers cast a vote as to whether they believe
the business idea will work.
Higher education- Post-graduate level:
Introduction to “Entrepreneuring”– Person and Process – Sweden
127
This Masters course for one/two year programmes at Jönköping International Business
School (JIBS) provides an understanding of different contents, roles and contexts of
entrepreneurship, and helps students to find their ‘entrepreneurial selves’ through critical
126
TWG meeting in Vienna, in 17-19/4/2013.
127
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
83
reflection and practical experimentation. The course covers various perspectives on the
following topics: entrepreneurship in new and existing organisations, entrepreneurial
creativity, business opportunities, feasibility of venture ideas, and preparing new venture
ideas.
Traditional lecturing is limited to create space for social interaction, both between peer
students and external stakeholders. Accordingly, group assignments dominate, whether
they concern pitching own venture ideas, where the students’ determination to enact a
venture or a game exercise, where their ability to deal with urgency and to improvise are
tested. Further learning offerings include conversations with experienced academics and
practitioners who visit the business school. More (inter)active encounters with external
stakeholders include short-term in-house projects with firms in the adjacent science park
or in the local business community. Further communities, such as the social and cultural,
are invited to create partnerships with students during the course.
Equally important as the different primary teaching tactics focusing on different subjects
is an intense blogging activity by the students in which these tactics are embedded and
which creates a foundation for advanced reflexivity.
A broad set of assessment procedures are adopted, associated with both the different
teaching tactics mentioned above. The overall blogging is, as many of the other
activities, based on the exchange in peer groups and evaluated accordingly.
Considering that several of the course components are co-constructed by the students
themselves, their competences, initiatives and interaction, only part of the teaching
efforts can be designed and prepared in advance. Instead the teachers have to be
prepared to deal with theoretical and practical problems as they arrive over the course
period. The staff accordingly must be both academically qualified and well acquainted
with different communities in the local/regional setting of the university.
84
Annex 3: Membership and Involvement in the Thematic
Working Group
Members of the Thematic Working Group on Entrepreneurship Education (as at
end 2013)
Ania Bourgeois EU
EURYDICE – Education, Audiovisual and Culture
Executive Agency
Anna Gethings IE AG Education Services Ltd
Anthony Gribben EU European Training Foundation
Brian Cookson EU ETUCE
Charlotte
Romlund
Hansen DK
The Education Agency, Department of General
Education
Dana Redford PT Portugal Entrepreneurship Education Platform
Danuta Pusek PL Ministry of National Education
Darko Belovi? HR Ministry of Science, Education and Sports
Ekim Sincer NL Ministry of Economic Affairs
Elin McCallum EU DG Education & Culture
Ernesto Villalba-Garcia EU CEDEFOP
Frank Hennessey UK St Mary's University College, Belfast
Friederike Sözen EU UEAPME
Friedrich Janko DE Hessisches Kultusministerium
Gaby Gopie NL Ministry of Education
Hans Isaac BE Ministère de la Communauté française
Ilda Figueiredo PT Ministry of Education
Isabelle Goudeseune BE Flemish Ministry of Education and Training
Johannes Lindner AT
eesi - Impulscenter of the Ministry of Education,
Initiative for Teaching Entrepreneurship (IFTE),
Department for Entrepreneurship Education at the
University Teacher College Vienna/Krems
Katharina Kiss AT Ministry of Education
Lukáš Hula CZ
National Institution of Technical and Vocational
Education
Maria
Grazia
Biggiero IT Ministry of Education, University and Research
Maryte Skakauskiene LT Ministry of Education and Science
Nadine Nerguisian FR Ministry of National Education
Pavlina Chatzitheodoulou CY Pedagogical Institute Cyprus
Rachel Curmi MT Ministry of Education, Employment and the Family
Rosa
María
Molina Martínez-
Riesco
ES Ministry of Education
Simone Baldassarri EU DG Enterprise
85
Tom Muller LU
Ministère de l'Education nationale et de la Formation
professionnelle
Zoica
Elena
Vl?du? RO Ministry of Education, Research, Youth and Sports
Speakers contributing to the work of the TWG through meetings and country-
based Peer Learning Activities (in order of involvement):
Hanna Dumont DE University of Tuebingen
Nick Henry UK GHK
Lene Vestergaard DK
Danish Foundation for Entrepreneurship - Young
Enterprise
Jonathan Levie UK University of Strathclyde
Paul Collard UK Creative Partnerships Programme
Ilse Boeykens BE Flemish Ministry of Economy
Efka Heder HR SEECEL
Inger
Karin Roe Odegaard NO Sogn OG Fjordane University
Paul Schram BE Flemish Ministry of Education & Training
Peter Coenen BE
Vlaamse Jonge Ondernemingen / Flemish Young
Enterprises
Petra Weininger DE
Ministry of Finance and Economics of Land Baden-
Württemberg
Andrew Penaluna UK University of Wales Trinity Saint David
Mihaela Ciuchi RO Colegiul Economic Ion Ghica Bacau
Ferre Laevers BE University of Leuven
Dáithí Murray UK St. Paul’s High School, Bessbrook
Caroline Jenner EU Junior Achievement Europe
Wim de Winter NL Jong Ondernehmen
Christian Vintergaard DK
Danish Foundation for Entrepreneurship – Young
Enterprise (FFE-YE)
Torben Laustsen DK NORDEA & Vice-Chairman of the Board for FFE-YE
Arnold Jullens DK YES! Delft
Jared Pennar NL Child and Youth Finance International
Christian Bason DK Mindlab
Sara
Green Brodersen DK Gate To Create
Lucia Velasco DK CSE Lab
Dorte Lange DK Danish Union of Teachers
Pernille Berg DK Copenhagen School of Design and Technology
David Rosendo ES Department for Entrepreneurship, Junta de Andalucía
Dieter Wicek AT Vienna Board of Education
Stephan Breidenbach DE Schule im Aufbruch
86
Sven Ripsas DE Berlin School of Economics and Law
Katarzyna Bordziuk PL Ppwn.pl – multimedia software for education
Erika Hammerl AT Schumpeter College
Clemens Ragl AT
Business Start-up Programme of the Public
Employment Service
Stuart Simpson AT
SMART seven-city hubs for innovation and
entrepreneurship training
Barbara Wimmer AT Center for Cooperative, Open Learning Steyr (COOL)
Monika Mott AT KulturKontakt
Bengt Johannisson SE Linnaeus and Jönköping Universities
Inge Koch-Polagnoli AT Commercial College Vienna
Katharina Kiss AT Federal Ministry for Education, the Arts and Culture
Catherine
Danielopol-
Hofer AT Federal Ministry for Education, the Arts and Culture
Clara Weiss AT Student - Schumpeter College
Valentin Mayerhofer AT Student - Schumpeter College
Members of the Expert Group on Indicators on Entrepreneurial Learning and
Competence (see section 2.6)
Ania Bourgeois EACEA-Eurydice
Efka Heder SEECEL
Nick Henry
ICF GHK (and Coventry University since September
2013)
Caroline Jenner JA-YE Europe
Gavril Lasku ETF
Jonathan Levie GEM
Maja Ljubi? SEECEL
MariaRosa Lunati OECD Statistics
Martino
Rubal
Maseda ETF - alternate member
Jim Metcalfe Carnegie Trust
Guillermo Montt* OECD Education (*attended first meeting)
Anthony Gribben ETF - alternate member
Kjartan Steffensen DG EAC
Elin McCallum DG EAC
Georgi Dimitrov DG EAC
Simone Baldassarri DG Enterprise
87
doc_557754270.pdf
In such a outline regarding thematic working group on entrepreneurship education final report november 2014.
Thematic Working Group on
Entrepreneurship Education
Final Report
November 2014
1
Final Report of the Thematic Working Group
on Entrepreneurship Education
Table of Contents
Executive Summary ............................................................................. 3
1 Introduction ................................................................................. 8
2 The Entrepreneurship Education Ecosystem ........................................ 12
2.1 Cross-cutting Policy Support for Entrepreneurship Education............... 16
2.2 Stakeholder Engagement: Working together to create change ............. 23
2.3 Entrepreneurial Curricula and Teaching Methods ............................. 30
2.4 Entrepreneurial Learning Outcomes and Assessment........................ 39
2.5 Supporting Educators and Leaders .............................................. 48
2.6 Pathways for Aspiring Entrepreneurs............................................ 57
2.7 Measuring Progress and Impact in Entrepreneurship Education ........... 64
3 Concluding Remarks..................................................................... 71
Annex 1: Learning Outcomes Tables ....................................................... 73
Annex 2: Examples of Entrepreneurial Learning in Member States ................... 80
Annex 3: Membership and Involvement in the Thematic Working Group............. 85
This report is intended as a contribution to the debate on policy development in
entrepreneurship education. It reflects the work of the Thematic Working Group
on Entrepreneurship Education, established in the framework of the Open Method
of Coordination under the work programme of ET2020.
It is provided for further dissemination among policy makers at national and
European level as well as social partners, civil society organisations and other
stakeholders.
The cover picture of the report is a word-cloud visually representing the
contributions from members of the Thematic Working Group, during a workshop
on “What is Entrepreneurship Education’ at the first meeting of the group in
December 2011.
2
Executive Summary
With this policy guidance document, the European Commission aims to support
improvements in the quality and prevalence of entrepreneurship education across the EU
Member States, providing direction for the next steps in the entrepreneurship education
policy agenda at EU and national level. This work has been driven by the Thematic
Working Group on Entrepreneurship Education (2011-2014), made up of representatives
from Member States, EFTA countries, partner countries and stakeholders and drawing in
expertise from across the continent1.
Based on the discussions, research and conclusions from this group, it identifies policy
success factors for entrepreneurship and illustrates these with examples of good practice
from Europe and beyond. The aim is to identify what needs to happen next, both at EU
level and in countries at different stages of development, building on previous reports by
the Commission and other European organisations, in particular Towards Greater
Coherence in Entrepreneurship Education in 2010
2
.
To help fight the impact of the economic crisis, most importantly youth unemployment,
Europe needs more entrepreneurial individuals. Education and Training policy has an
important role to play in ensuring that the necessary knowledge, skills and attitudes are
delivered through the educational system.
National governments are encouraged to step up their efforts to driving up the necessary
levels of creativity and innovation of Europe’s future work force by further intertwining
entrepreneurship and education. Using experiential pedagogies, solution-based learning
and real life challenges, i.e. practice-based learning, can help in developing a generation
of Europeans able to be creative, work together and turn ideas into entrepreneurial
action.
Calling for action, the document provides guidance to Member States to enhance their
efforts to develop and implement the most appropriate approach for their country
context. It does this through the following means:
? Gives rationale to embed entrepreneurship as a key competence into European
education and training
? Presents an overview on actions taken and results achieved in the Member States
? Outlines the policy success factors making up the entrepreneurship education
ecosystem
o Stakeholder engagement: working together to create change
o Entrepreneurial curriculum and teaching methods
o Entrepreneurial learning outcomes and assessment
o Supporting educators and leaders
1
See Annex 2 for a full list of nominated Member State representatives and contributors
2
European Commission 2010http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf
3
o Pathways for aspiring entrepreneurs
o Measuring progress and impact
? Provides practical ideas and frameworks for implementation, supported by
examples of successful practice
The concrete objective is to bring entrepreneurship into the mainstream of national
educational policy and practice in every country in the EU, to enhance the understanding
of education as growth-friendly investment and inspire long-term policy reform at
Member State level.
The ambition is for education to be entrepreneurial in its very thinking, for young people
to benefit from practical entrepreneurial experiences throughout their learning, and for
learners to be immersed in education delivered through entrepreneurial curriculum
across all subjects. This document hopes to support this ambition.
State of play in Europe
? Most EU Member States have yet to develop a cross-cutting policy or strategic
approach on entrepreneurship education.
? Stakeholders are not sufficiently engaged in the development and implementation
of entrepreneurship education in Member States. There is not enough coherence
between levels of education or existing partnerships that can address this
effectively.
? Entrepreneurial curricula and teaching methods are rarely embedded throughout
all age groups; where there is entrepreneurship education this is more commonly
found at higher levels and related primarily to business skills.
? Entrepreneurial learning outcomes remain an undeveloped area across the EU,
characterised by a piecemeal and fragmented approach and lacking a lifelong
learning perspective.
? Assessment of entrepreneurial learning is very under-developed, does not link to
entrepreneurial learning outcomes and generally follows traditional methods.
3
? Educators and education leaders in Europe are not sufficiently trained in
entrepreneurship education, which negatively impacts on the potential for
entrepreneurship to become embedded in education systems.
? There are significant challenges to our ability to evaluate and monitor
entrepreneurship education due to a lack of robust data and indicators at an EU
level and in most Member States.
? In many countries in Europe, business start-up (of any type including social
entrepreneurship or business for personal profit) is not recognised or included as a
career pathway, and there is little support for aspiring entrepreneurs in education.
?
The Way Forward
The Entrepreneurship Education Ecosystem
? Ensure a coherent ecosystem approach addressing all of the identified policy
success factors to maximise impact.
Eurydice report: Developing Key Competences at School in Europe. CF chapter 3:http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145EN.pdf
4
3
? Foster the entrepreneurship ecosystem at institution level, stimulating
entrepreneurial teaching, learning and organisational change across all areas of
education and training.
? Promote and expand use of the HEInnovate online tool and resources for
universities to develop their entrepreneurial and innovative capacity.
? Encourage and support entrepreneurial schools and VET institutions, through the
development of Entrepreneurship360 as an online self-assessment tool assist
backed by practical guidance and case studies.
? Build the connection between practice and policy.
Cross-cutting policy support for entrepreneurship education and training
? Develop a cross-cutting strategy for entrepreneurship education in Member
States and/or regions to build political support, involving different policy areas of
government and starting with agreement on a clear joint vision.
? Promote the use of European funds (European Structural and Investment
Funds) & programmes such as Erasmus+ (especially strategic partnerships &
policy experimentations) as tools to support investment at national and local level.
Stakeholder engagement: working together to create change
? Involve stakeholders in designing, planning, implementing and evaluating policy
and activity at policy and institution level.
? Build stakeholder engagement via existing structures and organisations at
national and local level to make it more relevant to the local/national context.
? Identify individuals to be champions of entrepreneurship education and promote
the relevance and benefits of engagement in entrepreneurship activities. This is
particularly relevant at institution and student-to-student level.
? Ensure that stakeholder engagement is developmental and not static.
? Involve the end-user – learners - in the design of policy approaches and education
activity.
Entrepreneurial Curricula and teaching methods
? Introduce entrepreneurship as an explicit curriculum objective for formal and
non-formal education at national level, supporting this with implementation
guidelines.
? Ensure that curriculum frameworks are flexible enough to enable introduction
of more innovative teaching and assessment methods, giving educators and
education institutions the flexibility to choose the most appropriate approaches for
their teaching.
? Encourage interdisciplinary curriculum approaches to support and enhance
the introduction of entrepreneurial methodologies at education institution level.
? Make practical entrepreneurial experiences widely available throughout all
stages of education and training, with a minimum of one during compulsory
education for all learners.
? Make entrepreneurial learning relevant to the real-world through active
engagement between education, business and community, particularly in the
design and development of practical entrepreneurial experiences.
5
? Encourage the use of innovative ICT based learning in entrepreneurship
education.
? Share good practice and encourage collaboration between formal and non-formal
education environments.
Entrepreneurial learning outcomes and assessment
? Develop a competence reference framework for entrepreneurship at
European level to break down the entrepreneurship key competence into its
composite learning outcomes, relevant across all levels of education and
adaptable to fit local and national contexts.
? Collate a good practice guide at European level to demonstrate how the use of
entrepreneurial learning outcomes can embed entrepreneurship education into
new and existing curricula across Europe.
? Establish national guidelines on the assessment of entrepreneurial
learning, building on experiences and exemplars from Erasmus+ policy
experimentation actions where appropriate.
?
Supporting educators and leaders
? Introduce national programmes in entrepreneurial leadership for
managers and leaders in schools, VET and higher education to support them to
deliver curricular, institutional and cultural change.
? Establish policy-to-practitioner networks at national level, to ensure that
isolated or local practice informs national/regional policy development.
? Embed educator training in entrepreneurship education into initial teacher
training and continuous professional development, including development of
MOOCs at European level and national networks with peer-learning
opportunities for educators tailored to different education levels.
? Value educator skills, for example by establishing recognised national
certification for educators through evidence-based practice portfolio of
entrepreneurship education in their teaching.
? Involving partners in development and delivery of educator training at
national and institution level, including teachers themselves, education leaders,
trade unions, business and community.
Pathways for aspiring entrepreneurs
? Use national policy tools to reinforce the relevance of start-up as a career
path, such as including start-up within career destination surveys, or asking
publicly funded education and training providers to provide information on
provision for aspiring entrepreneurs as part of their annual plan or application for
public funding.
? Raise awareness through targeted national campaigns.
? Include business or social enterprise start-up as a career pathway in career
guidance at all levels of education and training. Support this with additional
training for career guidance professionals.
? Maximise resources through clustering education and training
institutions, to develop joint provision and signpost to external sources of
support for aspiring entrepreneurs seeking to start-up.
6
? Build close ties between education institutions and local economic
development bodies, to ensure that curriculum and start-up provision is linked
to local labour market needs and wider strategies.
? Promote entrepreneurship education to non-formal education, building on its
role in mentoring young people to achieve their potential in life.
Measuring progress and impact
? Establish new EU-level data and monitoring to broaden the evidence base
beyond existing reliance on start-up data and provide robust indicators on key
areas of entrepreneurship education.
? Create built-in monitoring frameworks as part of national action plans or
strategies for entrepreneurship education, linked to developments at EU level
and agreed by all relevant Ministries and stakeholders.
7
1 Introduction
For Europe to compete globally, we need future generations to have the mind-set and
skills to be entrepreneurial in society, in work and in business.
Europe needs citizens who are creative, socially responsible, can spot opportunities,
understand and take risks, and can work in teams and solve problems. This can not only
boost the number of start-ups and increase the number of people working as
entrepreneurs; entrepreneurial employees within an established business or
entrepreneurial start-up can help enhance productivity, increase adaptability, and ensure
that opportunities are fully realised.
Learning systems need to be entrepreneurial in their very design. Engaging with partners
should be a pre-requisite of a modern learning environment, while high quality and
effective training for both educators and educational leaders should be the rule rather
than the exception. Practical entrepreneurial experiences must become a reality for
every learner across all levels and disciplines. For aspiring entrepreneurs, a clear career
pathway to start-up is an important basis for a more entrepreneurial economy.
Entrepreneurship can be taught and must be learned, to enable society to benefit from
the full potential of its people. It can never be the only answer, but it provides a tangible
contribution by developing the knowledge, skills and attitudes important for
employability, active citizenship and new business creation.
Fig 1.1 Exploring the potential social and economic impact of entrepreneurship in education
8
The last ten years have seen policy progress, but there are still large gaps in provision
and severely fragmented approaches inside Member States. Bold action is now needed.
Europe has identified the policy priority for entrepreneurship education; national
governments must now step up efforts and raise levels of entrepreneurial creativity and
innovation within Europe’s future work force.
Putting ideas into action: emphasising the key competence
Entrepreneurship education is about learners developing the skills and mind-set to be
able to turn creative ideas into entrepreneurial action. This is a key competence for all
learners, supporting personal development, active citizenship, social inclusion and
employability. It is relevant across the lifelong learning process, in all disciplines of
learning and to all forms of education and training (formal, non-formal and informal)
which contribute to an entrepreneurial spirit or behaviour, with or without a commercial
objective.
4
At European level, it is defined within the 2006 European Key Competences
for Lifelong Learning framework
5
.
Sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas
into action. It includes creativity, innovation and risk-taking, as well as the ability to
plan and manage projects in order to achieve objectives. This supports individuals, not
only in their everyday lives at home and in society, but also in the workplace in being
aware of the context of their work and being able to seize opportunities, and is a
foundation for more specific skills and knowledge needed by those establishing or
contributing to social or commercial activity. This should Include awareness of ethical
values and promote good governance.
A framework condition for employability, growth and jobs
The Europe2020
6
strategy identifies entrepreneurship education as a key driver for
growth and jobs,
7
focusing on supporting countries to bring entrepreneurship into the
mainstream of national educational policy and practice. Building on the Strategic
Framework for Education and Training 2020
8
objective to enhance creativity, innovation
and entrepreneurship, the 2012 Rethinking Education
9
policy communication sets out the
main messages for entrepreneurship education, calling for it to be embedded at a
systemic level and for all learners to receive at least one practical entrepreneurial
experience during their compulsory education. To support the delivery of these
ambitions, the new Erasmus+ programme has entrepreneurship education as a clear
priority theme across all fields of education, training and youth. This commitment is
reflected across European policy areas, with the Entrepreneurship2020 Action Plan
10
identifying entrepreneurship education as a key area for action at both EU and country
4
This is based on a framework definition agreed by an international working group on
entrepreneurial learning in Geneva on 18 January 2012. The working group comprised
representatives from ETF, GIZ, ILO, UNESCO and UNEVOC.
5http://ec.europa.eu/education/policy/school/competences_en.htm
6http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/index_en.htm
7http://ec.europa.eu/europe2020/index_en.htm
8http://ec.europa.eu/education/policy/strategic-framework/index_en.htm
9http://ec.europa.eu/languages/policy/strategic-framework/rethinking-education_en.htm
10http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0795:FIN:EN
DF9
level
11
, and the 2013 Annual Growth Survey underlining its importance for both
employability and business creation.
Studies have shown that entrepreneurship education has a range of positive effects.
Training on entrepreneurship has positive effects on entrepreneurial awareness and self-
perception of skills for start-up.
12
In UK-Wales, activity inputs across schools, VET and
higher education coordinated through a strong Youth Entrepreneurship Strategy (YES)
has resulted in a steady rise in youth entrepreneurial activity (among 18-24 year olds)
3.5% in 2002 to 10.2% in 2011.
13
In Denmark, evaluation of the entrepreneurship
education strategy shows a strong impact on students' enterprising behaviour, with 78%
more of those students receiving entrepreneurship education in ninth grade becoming
leaders, and twice as many founding new activities or ventures outside school.
14
There
was a similarly strong impact at university level, where the number of students who
started their own company during their education increased by 50% if they had received
entrepreneurship education.
15
Danish studies have also shown the more
entrepreneurship training and education an individual has, the higher their income, even
when other factors are taken into consideration, such as gender, age, or other education
and employment.
16
It is vital that education, training and youth policy continue to bring entrepreneurship
into the mainstream of educational policy and implementation, to build impact of
education as growth-friendly investment and inspire long-term policy reform at Member
State level.
Europe's entrepreneurial potential is not fully developed
The recent economic crisis underlined that Europe struggles to respond to unexpected
shocks: unemployment rates have risen alarmingly in many Member States with the
youth and disadvantaged groups bearing the greatest cost. At the same time, employers
face difficulties in filling available job positions, with reasons including lack of experience
and lack of key competences.
17
However, there has been an overall increase in the level
of early stage entrepreneurship activity amongst 18-29 year olds since 2003, rising from
4.3% in 2003 to 6.7% in 2012
18
, with a slight dip during the crisis. This bucks the trend
of youth employment levels that have been decreasing steadily.
However on many measures of entrepreneurship, Europe lags behind other areas of the
world. The rate of total early stage entrepreneurial activity is only 8% in Europe
compared to nearly 13% in the USA and 14% in China.
19
According to a Eurobarometer
11
Entrepreneurship 2020 Action Plan; available at:http://ec.europa.eu/enterprise/policies/sme/entrepreneurship-2020/index_en.htm
12
Analysis of GEM data between 2003 and 2012.
13
GEM UK report2011 - links between strategy and business start-up outcomes.http://www.gemconsortium.org/docs/download/2425
14
The corresponding values for the students in the control group were 18% for leaders and 33%
for founders of new activities. FFE-YE, Impact of entrepreneurship education in Denmark, 2012http://eng.ffe-ye.dk/media/256547/effektm_ling_2012_eng_til_net.pdf p7.
15
Ibid p7
16
Impact of Entrepreneurship Education in Denmark, FFE-YE 2012http://eng.ffe-
ye.dk/media/256547/effektm_ling_2012_eng_til_net.pdf p8
17
Manpower Talent Shortage Survey, 2013.
18
Based on secondary analysis of GEM data
19
GEM survey 2013
10
survey on entrepreneurship in 2012, only 37% of Europeans said that they preferred
self-employment to being an employee. This compared to 82% in Turkey, 63% in Brazil
or 56% in China.
20
Available data suggests that European education systems have been less successful than
global competitors. As seen in fig 1.2, barely half of those surveyed felt that their
education helped develop entrepreneurial initiative, and they also feel less equipped with
the skills needed to run a business (less than half of them, in contrast to 72% in Brazil).
Education systems in Europe also have much work to do to make learners understand
the role of entrepreneurs in society (the lowest level among the benchmarking
countries). While the percentage of Europeans who have attended an entrepreneurial
course (about a quarter) equals or even exceeds the respective levels for the other
countries, only one in three Europeans has been inspired by school education to become
an entrepreneur.
Figure 1.2 Entrepreneurial activity, attitudes and perceptions
21
My school education is helping me/has helped
me to develop my sense of initiative and a sort
of entrepreneurial attitude
EU
COMPARISON
EU USA China Brazil
LOW 53% 59% 69% 80%
Have you ever taken part in any course or
activity about entrepreneurship? (turning ideas
into action and developing one’s own projects)
AVERAGE 26% 26% 18% 26%
My school education is helping me/has helped
me to better understand the role of
entrepreneurs in society
LOW 50% 59% 70% 78%
My school education is making me/has made me
interested in becoming an entrepreneur
LOW 32% 39% 63% 74%
My school education is giving me/has given me
skills and know-how to enable me to run a
business
LOW 46% 54% 61% 72%
Desire to become self-employed in the next five
years
LOW 36% 41% 68% 63%
Prefer being self-employed to employee, if they
could choose
LOW 38% 51% 56% 63%
% of early-stage entrepreneurial activity LOW 8% 13% 14% 17%
20
Eurobarometer 2012
21
Sources: “% of early-stage entrepreneurial activity” for EU-28 calculated based on 2013 GEM
Global Report results; in 2013, 23 EU countries participated in GEM Research:
BE/HR/CZ/EE/FI/FR/DE/EL/HU/IE/IT/LV/LT/LU/NL/PL/PT/RO/SK/SL/ES/SE/UK. Other indicators
from 2012 Flash Eurobarometer "Entrepreneurship in the EU and beyond". EU-28 average
calculated based on data from source. Average percentages unweighted.
11
2 The Entrepreneurship Education Ecosystem
State of play
? Most EU Member States have not addressed an ecosystem approach at policy or
institution levels.
Key conclusions
? Bringing together the different success factors for entrepreneurship education can
maximise impact and develop an ecosystem, to support the proliferation of
entrepreneurship education culture and practice.
The Way Forward
? Ensure a coherent ecosystem approach addressing all of the identified policy
success factors to maximise impact.
? Foster the entrepreneurship ecosystem at institution level, stimulating
entrepreneurial teaching, learning and organisational change across all areas of
education and training.
? Promote and expand use of the HEInnovate online tool and resources for
universities to develop their entrepreneurial and innovative capacity.
? Encourage and support more entrepreneurial schools and VET institutions, through
the development of Entrepreneurship360 as an online self-assessment tool assist
backed by practical guidance and case studies.
? Build the connection between practice and policy.
Building the ecosystem
The idea of an ecosystem originated from environmental sciences, but it is becoming
commonly used in to speak of the different areas that relate to the entrepreneurship
education
22
and the wider entrepreneurial economy.
23
It presents an entity consists of
multiple factors which are interlinked and together form a balanced whole. Changes in
one factor affect all the others, and hence impact on the entire ecosystem. The Thematic
Working group's findings identified these policy success factors, and emphasises the
importance of addressing these in a coherent approach, and closing the gaps between
policy and practice.
This document identifies seven contributing factors that together drive the development
of an entrepreneurship education ecosystem. These factors function together to deliver
an environment in which entrepreneurship education can flourish:
2.1 Cross-cutting Policy Support for Entrepreneurship Education & Training
If countries are to maximise the efficiency and impact of entrepreneurship education,
governmental strategies - which bring together different actors working in partnership -
to ensure coherence are essential.
22
World Economic Forum (2009), Educating the Next Wave of Entrepreneurs
23
Moore, James F. (1996). The Death of Competition: Leadership & Strategy in the Age of
Business Ecosystems. New York: Harper Business.
12
2.2 Stakeholder Engagement: Working Together to Create Change
Stakeholders should be recognised for their contribution to this work and involved closely
in the development of all actions, through a participatory approach involving agenda
setting and decision-making as well as in implementing, evaluating and reviewing
actions.
2.3 Entrepreneurial Curriculum and Teaching Methods
Entrepreneurship education is based on entrepreneurial curricula. An entrepreneurial
curriculum framework should allow flexibility and encourage educational institutions to
interact and engage with the wider social and economic environment, developing an
outward-facing approach in collaboration with stakeholders. Sticking to traditional
classroom teaching/lecturing) leaves out significant elements of entrepreneurship, such
as creativity, understanding risk, collaboration and problem-solving. Emphasis should be
on pedagogies and teaching methods that allow learners to develop a range of
entrepreneurial learning outcomes within one activity to maximise impact on their
entrepreneurial confidence. Practical entrepreneurial experiences should be introduced
for all, to allow learners to explore and feel entrepreneurial actions first-hand.
2.4 Entrepreneurial Learning Outcomes and Assessment
A logical next step is the development of knowledge, skills and attitudes related to
specific entrepreneurial learning outcomes at all educational levels, and the importance
of integrating them into curricula. But what is not assessed may not be taught nor
valued. Entrepreneurial learning outcomes must be appropriately assessed, ensuring that
entrepreneurial skills are encouraged throughout the learning process.
2.5 Supporting Educators and Leaders
Equipping educators and leaders at all levels with the skills and knowledge they need is
vital. They are the ones who ultimately ensure that entrepreneurship in education takes
place in practice.
2.6 Pathways for Aspiring Entrepreneurs
Entrepreneurial potential may be fulfilled within society or work. But for some of those
who experience entrepreneurship education, it will spark an interest or aspiration to start
their own business, social enterprise or community venture. This should be supported
from the career guidance perspective, and nurtured through local support pathways.
2.7 Measuring Progress and Impact
To ensure sustainable engagement in entrepreneurship education, there must be robust
monitoring and evaluation of the impact of strategies and actions at a Member State and
EU level.
A picture of the entrepreneurship education ecosystem
Figure 2.1 demonstrates this with the learner at the centre, surrounded by elements that
impact on the wider entrepreneurship education ecosystem. They combine to place the
13
learning system into the wider economic and social community, recognising the place
entrepreneurship education must hold as a framework condition for employability, social
well-being, workforce development and new venture creation.
Figure 2.1 – The Entrepreneurship Education Ecosystem
Engaging
Common
Government
Stakeholders
vision with
Involving
cross-cutting
business,
policy
community &
support &
others
resources
Progress &
Impact
Coherent
monitoring
framework
with EU links
Learner
Able to turn creative
ideas into
entrepreneurial action
Education
Institution
Entrepreneur
ial and
outward
facing in
ethos &
approach
Curricula
Career
teaching
Pathway
Guidance,
methods,
signposting &
Educators
learning
support for
outcomes &
and Leaders
entrepreneurs Supported,
assessment
trained
and
recognised
The Institution Perspective: moving towards the entrepreneurial school, VET
and university
The ecosystem works at multiple levels, and the institutional focus is fast emerging as a
driving force behind policy development in this area at EU level. If entrepreneurship in
education is to become an integral and embedded part of education and training, an
institutional approach is vital. This means that there is support for the teaching of
entrepreneurship, but also means that the education institution itself has an
entrepreneurial approach. This does not mean that schools become businesses, but
instead helps ensure that the whole ecosystem nurtures an entrepreneurial spirit and
that the institution is better placed to take advantage of opportunities or to adapt to
change.
14
Tools are needed to bring together the different areas that need to be addressed in order
to create a coherent approach to entrepreneurship education that is embedded and
sustainable. These tools enable the entrepreneurship ecosystem to be reflected at
institutional level, guiding education professionals on how to address key success factors
both separately and together to create and sustain truly entrepreneurial learning
environments. It results in the development of the entrepreneurial school, VET and
university.
The European Commission, in collaboration with OECD, is developing tools to enable the
self-assessment of European education institutions at all levels, to support improvement
and share good practices. This is the convergence of policy and practice to create real
change at implementation level, which can both feed into and embed reform at policy
level.
? HEInnovate
24
is a self-assessment tool for higher education institutions looking
for advice and inspiration to develop and improve as "entrepreneurial" and
innovative institutions. It gives higher education institutions the capability to
explore their entrepreneurial potential, providing advice, ideas and inspiration for
the effective management of institutional and cultural change. It is available
online but is also being rolled out through workshops in Member States.
? Entrepreneurship360
25
is a development tool for schools and VET institutions
currently being trialled and the pilot version will be available in 2015. The
objective is to enable institutions to assess the progress they are making, begin a
dialogue about entrepreneurship with different stakeholders, and access resources
to help them improve.
Entrepreneurship education is not just a module or a teaching method. The
entrepreneurial approach needs to be core to the way education operates. It is a stance;
a culture of leadership, learning and teaching. It can already be noticed in classrooms
across Europe, but is not systemic and is not supported by policy.
24http://www.heinnovate.eu
25http://www.oecd.org/site/entrepreneurship360
15
2.1 Cross-cutting Policy Support for Entrepreneurship Education
State of play
? Most EU Member States have yet to develop a cross-cutting policy or strategic
approach on entrepreneurship education.
Key conclusions
? A coherent approach drawing on a shared vision and goal across different policy
areas can increase the effectiveness and impact of an entrepreneurship education
strategy.
? An entrepreneurship education strategy should be multi-faceted and should have
evaluation built into it.
The Way Forward
? Develop a cross-cutting strategy for entrepreneurship education in Member States
and/or regions to build political support, involving different policy areas of
government and starting with agreement on a clear joint vision.
? Promote the use of European funds (European Structural and Investment Funds)
& programmes such as Erasmus+ (especially strategic partnerships & policy
experimentations) as tools to support investment at national level.
State of play: entrepreneurship education in policy
If countries are to maximise the efficiency and impact of entrepreneurship education,
governmental strategies - which bring together different actors, working in partnership -
to ensure coherence are essential. At the policy level, administrations can work to bring
together the different policy areas impacting on the successful introduction,
implementation and outcomes of entrepreneurship education. This consolidates efforts
and accelerates implementation, ensures continuity and engages partners both inside
and outside government to realise joint visions and outcomes. The state of play across
Europe shows different approaches to how entrepreneurship education is reflected in the
policy environment.
Data gathered through the Working Group and additional research
26
shows that 21 EU
countries have recognised and embedded entrepreneurship education in a policy
document. Fifteen countries have included this in education policy documents.
27
This
approach can ensure that entrepreneurship education is clearly recognised as an
objective within the learning environment, and is gradually embedded into the learning
experience. Eleven countries mention entrepreneurship education in a policy document
from the economic or innovation policy areas.
28
This can be important to make the links
between economic-related policy and entrepreneurship education as growth-friendly
investment.
26
Desk research and the 2012 Eurydice report on Entrepreneurship Education.http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
27
Austria; Belgium-NL; Czech Republic; Estonia; Finland; Greece; Spain; Hungary; Lithuania;
Latvia; Luxembourg; Malta; Poland; Slovakia; UK (N. Ireland, Scotland, Wales)
28
Belgium-NL; Denmark; Estonia; Spain; France; Netherlands; Portugal; Romania; Slovenia; UK-
Wales
16
Nine countries and a number of EU regions have developed a specific strategy
29
. Not all
address all education and training fields or levels, not all bring together different
Ministries and not all involve partners. In Italy, the strategy addresses solely the VET
environment, while in UK-Wales the strategy covers the whole age range of 5-25 years
with sector specific actions within it. Although many strategies do include a number of
different ministries such as education and economic development, informal feedback
highlighted that a common strategy may dilute responsibility and not result in real
engagement or buy-in from all. This can affect the design and implementation.
Therefore, active involvement and clear lines of responsibility for all relevant ministries
needs to be central from the start to ensure real engagement from the different policy
areas.
Different policy approaches across the EU
There are a range of approaches that can be taken when planning and implementing an
entrepreneurship education strategy. The table below outlines the different approaches
and considers their advantages and disadvantages.
Figure 2.1.1 – Overview of Policy approaches, advantages and disadvantages
POLICY
APPROACH
POLICY
ADVANTAGES
POLICY
DISADVANTAGES
EXAMPLES - list
not exhaustive
Specific Strategy
on
entrepreneurship
education
Common vision across
government
Outcomes and impact
reflect policy drivers for
all involved Ministries
Direct engagement
from stakeholders on
theme
Not embedded into
policies that directly
target education and
training audience
May not translate into
tangible engagement by
all Ministerial partners
Croatia; Italy
(national for VET,
some regions
have strategies);
Sweden
Education policy
explicitly
mentions
entrepreneurship
education as
objective
Entrepreneurship
education highlighted
as priority within
education policy
Directly embedded
within policies directed
at learning system
May not be recognised as
contributor to economic
and employment policies
or outcomes
Austria; Czech
Republic; Finland;
France; Greece;
Spain; Hungary;
Latvia; Malta;
Poland; Slovakia;
UK-Northern
Ireland; UK-
Scotland;
Portugal
29
Belgium-NL; Croatia; Denmark; Estonia; Finland; Italy (national for VET, some regions have
strategies); Luxembourg; Sweden; UK-Wales
17
Both specific
strategy AND
other policies
(education,
economic and/or
employment)
explicitly
mention
entrepreneurship
education
Comprehensive
approach reflecting
joined up government
policy
Specific strategy
translated into tailored
approaches in key
areas such as
education, careers,
employment and
economic growth
Not all policies may be
properly linked without
common vision
Belgium-NL;
Denmark;
Estonia; Finland;
Lithuania;
Luxembourg;
UK-Wales
Education policy
implicitly
mentions
knowledge, skills
and/or attitudes
associated with
entrepreneurship
Entrepreneurship
related knowledge,
skills and attitudes
included within
curricula objectives
Education and training
audience do not recognise
importance of
entrepreneurship
education as a thematic
priority
May not be recognised as
a contributor to economic
and employment agenda
Does not reflect key
competence approach
Belgium-FR;
Bulgaria; Cyprus;
Germany;
Ireland; UK -
England
Wider policy
(economic or
employment
policy) explicitly
mentions
entrepreneurship
education
Entrepreneurship
education recognised
as a framework
condition for economic
growth and
employment (as well as
social wellbeing)
Can be pre-cursor for
joined up approach
with education policy
Not directed at education
and training audience
Does not directly engage
education policy areas
Spain; France;
Netherlands;
Portugal;
Romania;
Slovenia
Strategic approaches are implemented in different ways across Europe:
? At regional or national level – depending on where responsibility for education
policy lies. Examples of regional approaches can be seen in the UK, Belgium and
Germany;
? Led by a ministry – such as Lithuania, Sweden and Finland;
? Led by an external body – such as the specially created Danish Foundation for
Entrepreneurship-Young Enterprise in Denmark;
? Involve different cross-ministerial collaborations e.g. with Ministries of Labour and
Social Affairs and/or Ministries of Economics and Innovation). However, Ministries
of Education hold a central role in the majority of countries with a strategy in
place. In Denmark, the strategy involves four Ministries and is implemented by an
external agency.
18
Different Ministries or departments bring different contributions to policy and strategy
approaches for entrepreneurship education. These are illustrated in Figure 2.1.2 below:
30
Figure 2.1.2 – Examples of Contributions of Different Ministries to Entrepreneurship Education
Education Ministries Enterprise/Economy/Trade
Ministries
Other Ministries
? Typically the lead
on entrepreneurship
education strategy
development
? Highly variable role in
strategy development, ranging
from initiator (though rarely),
partner or consultee.
? Ministry of Labour
or Employment –
entrepreneurship for
the unemployed
? Legal
responsibility for
education
? Development of
National Qualifications
Frameworks (learning
outcomes)
? Setting
standards,
performance
assessment,
monitoring and
evaluation
? Educator training
? Funding
development of
teaching resources
? Focus on business start-ups
and existing entrepreneurs
? Contributing to the definition
of the contents of
entrepreneurship education, and
to the production and
dissemination of pedagogical
material.
? Supporting complementary
activities, e.g. private associations
and organisations, practical
project based initiatives (extra-
curricula), academies,
foundations, trusts
? Promotional role, e.g. to
universities (link to innovation
strategies)
? Inputting business skills needs
into process
? Ministry for
Regional Development
– incorporation of
entrepreneurship
education into regional
strategies
? Ministry for Youth
– embedding of
entrepreneurship
education in strategies
for young people, e.g.
development of
creativity and
citizenship
? Conduit for EU structural
funds
It is important that, however entrepreneurship education is represented in policy terms,
there is coherence across the different policy Ministries/department leads and a common
vision of what needs to be achieved.
Entrepreneurship education policy approaches should draw upon the vision and the goals
that each country or region aims to achieve, identify the competent authorities that
design and monitor the implementation of all agreed steps, and lay out procedures and
allocate funding based on need. Policy documents should create a joint vision across
departments and across educational levels, promote cooperation between government
and other stakeholders, provide visibility to entrepreneurship education, raise awareness
and bind all actors involved. Policy may have a national, regional or even local coverage,
depending on the governance structure of each country. At the core of any proposed
policy approach, is the concrete need to be cross-cutting.
Sourced in 'Towards Greater Cooperation and Coherence in Entrepreneurship Education' Report
and Evaluation of the Pilot Action High Level Reflection Panels on Entrepreneurship Education
initiated by DG Enterprise & Industry and DG Education and Culture. European Commission 2010
19
30
An entrepreneurship education strategy should:
31
? Involve all education levels and disciplines, including non-formal learning
? Engage across government - such as education, lifelong learning, employment and
economic development
? Consider a lead organisation and regular reviews of actions by all partners involved
? Engage stakeholders – developed in collaboration with education providers and
practitioners, as well as a range of wider stakeholders such as business and community
? Draw on experience from practice
? Encourage and develop partnerships between business, community and education at
all levels
? Have evaluation and monitoring built in, with links to internationally comparable
data to provide measure of progress.
? Identify resources and funding to be used from local, national and/or EU level
? Address curricula reform and innovation at all levels, including flexibility, pedagogies,
learning outcomes and assessment,
? Include practical entrepreneurial experiences for all learners
? Include training for educators and educational leaders receive sufficient training
and overall support
? Ensure career guidance is a focus at all levels and pre-start support is included to
support aspiring entrepreneurs
In Denmark, a coherent strategy was launched in 2009. The strategy was developed and signed
jointly by four ministries, the Ministry of Culture; the Ministry of Science, the Technology and
Innovation; the Ministry of Education and the Ministry of Economic and Business Affairs.
Denmark offers a unique example regarding the way the strategy is implemented, as it is under
the responsibility of a private organisation, the Danish Foundation for Entrepreneurship - Young
Enterprise (FFE-YE). The Foundation was established in 2010 and since then has promoted
collaboration between educational institutions and government organisations. This helps ensure
that the contribution of different ministries is made coherent and also ensures the involvement
of key stakeholders. FFE-YE ensures the integration of entrepreneurship education in all
education levels, and aims at “strengthening and creating a coherent national commitment and
initiative for promoting entrepreneurship”. Relevant educator training and teaching resources
are also administered by the Foundation. Denmark is also one of the few countries that have
embedded impact assessment in their strategy for entrepreneurship education: FFE-YE is also
the centralised, national knowledge and research centre for entrepreneurship education.http://europa.eu/legislation_summaries/education_training_youth/general_framework/n26111_en.
htm, cited 12/6/13, enriched with findings of TWG on Entrepreneurship Education
20
31
Creating longer-term commitment to support entrepreneurship education
through engaging stakeholders
A strategy cannot be developed overnight; there are clear steps that need to be taken to
ensure relevance, impact, and sustainability. Figure 2.1.3 provides an example of the
potential phases of development, outlining aspects such as the necessity of not only
involving a range of different ministries but also a broader range of stakeholders. The
Commission document Towards Greater Cooperation and Coherence in Entrepreneurship
Education: Report and Evaluation of the Pilot Action High Level Reflection Panels also
indicates a progression model for the development of entrepreneurship education
strategies.
32
Fig 2.1.3 moves this forward by providing an action-based perspective,
demonstrating the objectives, activities, results, products and who should be involved at
each stage. This model is a plan of action, which can provide inspiration for those
starting out on this journey, or for those seeking to identify gaps and weaknesses in their
current approaches.
It is clear that both developing and improving an entrepreneurship education strategy
takes time and effort, but it is essential in order to achieve a tangible, comprehensive
and sustainable impact on the learning system and results in terms of employability,
business development, and active citizenship.http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/education-training-
entrepreneurship/reflection-panels/files/entr_education_panel_en.pdf, p. 25
21
32
Figure 2.1.3 – The Phases of Development of an Entrepreneurship Education Strategy
PHASES I. EQUIPPING (INITIAL
PREPARATION &
BENCHMARKING)
II. ENGAGE PUBLIC SECTOR,
EDUCATIONAL
ORGANIZATIONS & EXPERTS
III. ENGAGE PRIVATE SECTOR
(PROFIT AND NON-PROFIT)
IV. EMPOWERING YOUNG
ENTREPRENERUSHIP AT THE
LOCAL LEVEL
V. MANAGEMENT, EVALUATION &
DISSEMINATION
OBJECTI ? Nomination of inter-ministerial ? Develop a platform with ? Prepare and execute the ? Provide guidance (capacity ? Develop a policy brief with actions for
VES
working group and lead partner for the
development of national strategy in
entrepreneurship education and
training
? Benchmark good practices from other
Member States;
representation from the key
entrepreneurship education &
training public entities
? Stakeholder consultation to
establish wide-ranging buy-in and
comprehension
? Develop high level strategic aims
and objectives
? Integrate strategy with identified
good practice
preliminary roll-out of national
strategy to share and discuss the
strategy with the private and non-
profit sector across all regions
? Revise strategy with private
sector and NGO input resulting
from national roll-out meetings
building) to public, private and
third sector entities on youth
entrepreneurship at a local level
? Engage municipalities to
promote pilot actions at the local
level targeted at specific issues of
local concern (e.g. highly
ambitious youth or economically
inactive/at-risk/unemployed)
future direction in line with changing
economic priorities & model in country
? Promoting management and ongoing
monitoring to ensure the efficiency and
effectiveness of the results
? Test evaluation framework that
allows analysis of processes, outcomes
and assessment presented by the
public – private partnership
ACTIVIT ? Engage a group of key stakeholders ? Build the national strategy from ? Presentation of National Strategy ? Develop a workshop run by ? Conducting coordination meetings
IES
(ministries and public entities) and
prepare the international exchange
? Possible visit to and exchange with
good practice countries
? Integrate previous actions
good practices and key documents
(e.g. Oslo Agenda; Rethinking
Education; Entrepreneurship 2020
Action Plan)
? Involve and consult with
Ministries that have a role for
entrepreneurship and education
on Entrepreneurship Education
? Share good practices from
International Partners
? Collect inputs/feedback for
improving the Strategy
lead national partner(s)
? Provide technical inputs for the
development of pilot actions
targeting at risk young at the
local level
? Follow-up on pilot actions
? Conducting partnership meetings
? Developing evaluation framework
? National symposium event
? Create policy brief
RESULTS ? Diagnosis of entrepreneurship
education Benchmark entrepreneurship
education developed
? Sharing experiences between
different countries
? Increased awareness of public and
private sector on the added-value of
developing a national strategy
? Increased knowledge
? Cross-ministry involvement of
key stakeholders
? Preliminary strategy from public
sector entities
? Co-development of national roll
out and NGO engagement plan
?
? An agreed definition for a
National Strategy on
Entrepreneurship Education
? Increased participation of NGOs
and the private sector on the
development and implementation
of public policies
? Municipalities and key local
stakeholders develop their
entrepreneurship agenda in their
region / local level
? Municipalities and key
stakeholders promote and deliver
entrepreneurial awareness,
experiences and opportunities for
young people
? National strategy endorsed at the
highest political level
? Capacity building of project partners
on management and evaluation
PRODUC ? Benchmark report ? Public sector platform for the ? Regional workshops around the ? Pilot actions reports ? Policy report
TS
? Diagnostic on national
entrepreneurship education
development of a national strategy
? Protocols established between
governmental entities
country
? “National Strategy on
Entrepreneurship Education and
Training” document
? Quarterly reports and Final report
? Follow-up report
? Communication materials
? Dissemination event
STAKE ? Public Entities (recommended) ? Recommended and possible ? Recommended and possible ? Actors at the local level ? Principally Responsible:
HOLDER
? Ministry of Education
? Ministry of Economy
Public Entities (see Phase I)
? National/international experts
Public Entities (see Phase I)
? National/international experts
community level of entities in
phase III
? Lead public entities
? Lead private entities
S
? Ministry of Employment / Social
Affairs
? Commission on Gender Equality
? Commission on Immigrant Affairs
? Public Entities (other possible)
? Ministry of Agriculture
? Ministry of Finance
? Regional governments
? Stakeholders & Governments in other
Member States
? Educational
Organisations/Institutions
? Teachers unions
? Associations of students & young
entrepreneurs
? Educational Institutions
? Teachers unions
? Parent groups
? Social partners:
? Trade unions & employer groups
? Entrepreneurs & companies
? Relevant NGOs & local
community organizations
? Associations of students & young
entrepreneurs
? Involve:
? All actors involved in national and
regional/local level roll out
22
2.2 Stakeholder Engagement: Working together to create change
State of play
? Stakeholders are not sufficiently involved and empowered across all EU Member
States in the development and implementation of entrepreneurship education.
There is not enough coherence between levels of education, and there are no
existing partnerships to effectively engage stakeholders as real partners in this
work.
Key conclusions
? Engaging stakeholders is the backbone of a sustainable policy or strategy for
entrepreneurship education and key to its success. Stakeholders can become
indispensable partners contributing to the implementation of strategies on the
ground.
? Stakeholders can be involved in designing, planning, implementing and evaluating
policy and activity at all levels.
? Give specific attention and funding to the creation of partnerships to ensure their
success, and partnerships should be regularly evaluated and reassessed.
The Way Forward
? Involved stakeholders in designing, planning, implementing and evaluating policy
and activity at all levels.
? Build stakeholder engagement for entrepreneurship education via existing structures
and organisations to make it more relevant to the local/national context.
? Allocate a specific individual to champion and promote the relevance and benefits of
engagement in entrepreneurship activities. This is relevant at all levels, particularly
for educators and students.
? Ensure that stakeholder engagement is developmental and not static.
? Identify individuals to be champions of entrepreneurship education and promote the
relevance and benefits of engagement in entrepreneurship activities. This is
particularly relevant at institution and student-to-student level.
? Involve the end-user - learners - in the design of policy and activity
Bringing together key actors for entrepreneurship education
Stakeholder engagement is more than just pitching the importance of this work or
consulting them on their views. They are those people, institutions or groups who are
affected by, have interests in or have the ability to influence the outcome of activities
33
.
But they need to see a real value from their engagement. Stakeholders can and should
play an important role in tailoring strategies and actions and supporting their
implementation. This can be done through building stakeholder engagement – with
stakeholders as partners in the design, planning, implementing and evaluating of
entrepreneurship education policy and activity at all levels.
Stakeholder Engagement: A Good Practice Handbook for Companies Doing Business in Emerging
Markets. IFC, 2007. Available online:http://www1.ifc.org/wps/wcm/connect/938f1a0048855805beacfe6a6515bb18/IFC_StakeholderEng
agement.pdf?MOD=AJPERES
23
33
State of play: stakeholders engagement is fragmented and insufficient
Although significant steps have been made, stakeholders are not sufficiently involved and
empowered across all EU Member States in the development and implementation of
entrepreneurship education.
34
Involvement is fragmented in most countries.
? Stakeholders are often consulted and involved in the development of strategies on
entrepreneurship education, but only anecdotally and on an ad hoc basis;
? There are only a few countries where the role of stakeholders is evidenced in the
national strategy for entrepreneurship education
35
or explicitly linked to
entrepreneurship education in wider policies
36
;
? Stakeholders are rarely involved in all levels of education, except in Austria,
Luxembourg, Sweden and UK-Wales;
? In most EU Member States, stakeholders are generally more actively engaged in
VET and higher education, while in other education levels they are not often
consulted or do not have a leading role;
? Stakeholders are involved in the training of VET educators only in about one third
of EU Member States;
? Representatives from the labour market have a more active role than other
stakeholders, such as parents or student organisations.
Who are the stakeholders in entrepreneurship education?
There is a range of potential stakeholders for entrepreneurship education (see Figure
2.2.1). In particular, it is recognised that educators, trainers and youth workers (and the
organisations which represent them) are crucial, because they are often ultimately
responsible for the approach to and implementation of entrepreneurship education at
grassroots level.
37
Figure 2.2.1 - Stakeholders and potential partners for entrepreneurship education
Learning Environment Employers and Business Wider Community and
Interest Groups
? Educators / trainers / youth ? Businesses & ? Students & student
workers business Associations organisations
? Education/VET institutions ? Employers & ? Parents & parent
? Training providers employer organisations associations
? Youth organisations ? Trade Unions ? Community / relevant
? Educational leaders ? And others NGOs
? Exam & Qualification Awarding ? Media
Bodies ? And others
? Research and academia
? Trade Unions
? And others
34
Based on data from country reports and European Commission (2011) Entrepreneurship
Education: Enabling Teachers as a Critical Success Factor
35
BE-nl, DK, EE, FI, LU, SE, UK-Wales
36
AT, CZ, SI
37http://www.etf.europa.eu/webatt.nsf/0/32FE9A69B45747F3C1257BA600329BD4/$file/INFORM_16.
24
It is important to not only focus on routes to engage business and employers. Other
types of organisations such as community organisations, NGOs or engagement with
parents can bring benefits and increase relevance to local social or economic contexts.
In Sweden stakeholders are involved in the provision of entrepreneurship education at
all levels of education. These are NGOs, foundations, associations, businesses and
working life organisations that promote entrepreneurship education through both
national and regional programmes
38
.
For the South East Europe Centre for Entrepreneurial Learning (SEECEL), based in
Croatia, parents and students are seen as a unit of change for the development of
entrepreneurial schools across the Western Balkan region. The SEECEL pilot school
"Murat Atilgan" in Turkey has an 'Entrepreneur Social Club' where both students and
parents work together to develop ideas.
Without the end-user as a stakeholder, policy may respond only to the perceived need
rather than the actual need. Therefore, learners must be engaged to help shape and
design strategies to achieve more impact in terms of the learner development of the
skills and attitudes associated with the entrepreneurship key competence.
Involvement throughout the implementation cycle
Identifying stakeholders and engaging them as partners is important and has an impact
in all stages of the policy and implementation cycle:
? Agenda-setting stage - stakeholders can be important drivers or lobby groups that
gain policy momentum and push the political agenda. They can help ensure a
common vision and agreement on the intended activity;
? Developing strategy/policy - stakeholders can be part of steering groups or task
forces to define the concept, the actions and the benchmarks of a strategy and
make it more representative and sustainable. They might have an instrumental
role in leading the strategy or national delivery;
? Implementation phase - stakeholders can support communications, give actions
added credibility and facilitate buy-in from wider groups. They can also contribute
resources and expertise to concrete activities such as educator training or
curriculum development, providing sustainable and more cost-effective solutions.
They might be involved in the delivery of methodologies, or road test the efficacy
of certain approaches. They can help support the link between educational
institutions and the wider social and economic environment, or be involved in the
validation and recognition of entrepreneurial learning outcomes;
? Evaluation stage – stakeholders can bring a wider perspective on outcomes and
access additional information. They can also provide expertise and rigorous
evaluation methods;
? Review stage –stakeholder experiences and opinions are valuable to help improve
strategies and actions.http://www.ee-wow.net/download/dos-
donts/english/EE%20&%20WOW%20Policies%20Strategies%20and%20Networks.pdf
25
38
Building engagement through concrete objectives
In order to ensure the participation of key stakeholders in a strategy to implement an
entrepreneurship education ecosystem, it is important to identify objectives and a sound
stakeholder engagement plan. Working in partnership with stakeholders can be effective
at all levels of governance, all stages of policy and implementation, and in all thematic
aspects of entrepreneurship education, such as educator development or defining
concrete learning outcomes. Partnership approaches should work and link across
education levels to ensure coherence and a clear sense of progression
39
.
In Andalucía in southern Spain, the regional entrepreneurship education plan creates
structured engagement with actions that are designed by and for Commission to
supervise implementation and evaluation of all activity, such as involving stakeholders in
a Monitoring and Coordination board.
The role of stakeholders should be recognised in national strategies on entrepreneurship
education or other policies:
In Finland, a broad range of stakeholders is engaged and involved in every part of the
national strategy. The national strategy was developed through collaboration between
education and employment authorities with stakeholders such as social partners, regional
representatives, youth NGOs, organisations entrepreneurship and entrepreneurship
education, as well as academics, teachers and trainers
40
. The Ministry of Education has
an Entrepreneurship Steering Group, comprised of different stakeholders from the
education system and organisations promoting entrepreneurship. The role of the group is
to ensure information exchange among experts and diffuse information within the
education system to promote entrepreneurship
41
. Employers and entrepreneurs also sit
in teacher training councils in all vocational teacher-training units
42
.
In Denmark, through the National Strategy on Entrepreneurship Education, the role of
social partners is explicitly expressed in policy and planning documents
43
. Social partners
are involved in the articulation of curricula and of educational planning, and they
promote the matching of skills acquired in education to those demanded from the labour
market.
44
Social partners create links between VET schools and the business world,
through participation in national trade committees and local training committees.
45
Each country or region has its own specific national context and there are different
challenges and opportunities at both policy level and at the level of the learning
environment; approaches may need to be tailored accordingly. Whilst in some countries
39
Gribben, A.A. (2013). Entrepreneurial learning: keystone to an entrepreneurial culture. INFORM
Policy Briefing. European Training Foundation. Issue 16. Turin. June 2013
40
GHK (2011) Order 121 - Study on Support to Indicators on Entrepreneurship Education
41
2009 National report on Key Competences - Finland
42http://www.nordicinnovation.org/Global/_Publications/Reports/2013/Entrepreneurship_Education_i
n_Nordics_web.pdf
43
European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor
44
CEDEFOP (2012) Towards the short term deliverables of the Bruges Communiqué. Country fiche
Denmark
45
CEDEFOP (2012) Towards the short term deliverables of the Bruges Communiqué. Country fiche
Denmark
26
there are deeply rooted traditions of collaboration between different sectors, in others
there is only a very basic level of cooperation. It is important that approaches are built
on existing structures. This will ensure efficacy and value of guidance developed to
policymakers.
For example, countries such as Germany and Austria have work-based learning as part of
the system while the UK already has a history of Education Business Partnership
organisations. Strong cooperation between education and business is already well-
established and may even be supported in law.
46
In other countries without established
structures, working with relevant channels that bring together business, employer or
community organisations can be effective routes.
Adding value through stakeholder engagement
Stakeholders can lend credibility to activities, and increase reach, interest and buy-in
with target audiences. Organisations like Child and Youth Finance International or Junior
Achievement-Young Enterprise (JA-YE) work at the governmental level but also can
leverage valuable relationships with a wider network of stakeholders in their policy and
implementation, particularly the private sector. This type of support can bring additional
visibility at all levels, and help reach critical mass and move entrepreneurship education
up the policy agenda.
In Luxembourg, Young Entrepreneurs Luxembourg is a public-private partnership that
coordinates the promotion of entrepreneurship education at all levels of education. It
coordinates activities in primary, secondary and university, such as mini-enterprise, job
shadowing, innovation camps and age-appropriate entrepreneurial games. It involves
partners to build and participate in these activities, creating strong links between the
world of work and education by bringing together representatives from schools and
business
47
.
The German region of Baden-Württemberg launched Ifex, an initiative for business
start-ups and business transfer, through the Ministry of Economic Affairs in 2001.
48
Ifex
includes over 1,800 partner organisations, such as chambers, associations, business
development bodies, universities, schools, authorities and representatives from private
businesses
49
. This is part of an entrepreneurship education strategy of working to
support new ventures from students as well as increasing the number of entrepreneurial
students, offering opportunities for practical entrepreneurial experiences and meet
entrepreneur role models. Through its partner organisations, Ifex runs campaigns and
competitions, coordinates projects and participates in regional and international projects.
Credibility is important at every level. The creation of a high profile European Network of
Envoys for Entrepreneurship in Education, working as national ambassadors for
entrepreneurship in education tasked with driving policy action and partnerships at
46
For example, in the German training regulations for VET:http://www.gesetze-im-
internet.de/bbig_2005/
47
National report on Key Competences Framework - Luxembourg, 2009http://jonk-
entrepreneuren.lu/
48
GHK (2011), Study on Support to Indicators on Entrepreneurship Education
49http://www.gruendung-bw.de/ifexwirueberuns/Seiten/Englishinformation.asp
27
national level, could be explored to champion the contribution of this work. Champions
could also be identified at institution or peer-group level, promoting the relevance of
entrepreneurship education and sharing information on teaching methods, classroom
speakers or simply student-to-student promotion of entrepreneurial activities that
learners can participate in.
Keeping stakeholder engagement dynamic
There should also be a sense of progression in the stakeholder engagement process, with
a focus on developing and evolving engagement rather than remaining static. A means of
looking at this process can be found below:
50
? Informing key stakeholders about the actors’ intentions and actions regarding
entrepreneurship education
? Consulting with relevant stakeholders as part of the process of enhancing and
developing entrepreneurship education
? Involving stakeholders to ensure that issues and concerns about entrepreneurship
education are understood and considered as part of the decision-making process
? Collaborating with entrepreneurial stakeholders to develop partnerships to
formulate options, provide recommendations and develop actions for
entrepreneurship education
? Empowering participant stakeholders in the decision-making process and to help
implement and manage change regarding entrepreneurship education
In Portugal stakeholders are connecting through a partnership between government and
civil society. The Portugal Entrepreneurship Education Platform (PEEP) is an NGO working
with stakeholders at all levels of education to: 1) further develop public policy and foster
systemic cooperation 2) focus on evidence-based research and impact assessment 3)
build capacity and develop educational experimentation.
Stakeholders need to perceive a clear benefit from their engagement. But while the
evidence gathered in the TWG showed that the majority of approaches do not go beyond
the ‘informing’ phase, meaningful involvement must mean stakeholders as partners and
collaborators. For policy makers, the drivers are most likely connected to their political
agenda and to strategic goals and benchmarks that are set with regard to the
overarching goal of building skills for the 21st century. Policy makers might want to
engage stakeholders to support the shape and design of their strategies and achieve
more impact for their actions regarding entrepreneurship education. However valid
arguments are needed to promote or 'sell' entrepreneurship education to each type of
stakeholder.
Working to increase stakeholder engagement with education institutions
Member States could use European Structural and Investment funds or Erasmus+
funding to promote partnerships between business, community and education to
maximise stakeholder engagement in entrepreneurship education design and delivery,
particularly at local level. This would increase educational links to local economic and
50
See, for example, literature by the International Association of Public Participation.
28
social environment, bringing education closer to real life. Education can identify a lead
organisation to promote and develop education-business partnerships to support
learning, as well as provide opportunities for educators to take up work experience in
local business or community organisations. This type of stakeholder engagement
increases the real-life relevance of education and training, in turn impacting on the
employability and entrepreneurial capacity of learners themselves.
Creating channels of engagement and sharing practice
Other suggestions to help with engaging stakeholders and partners include:
? Member States could use Erasmus+ funding to promote partnerships between
business, community and education to maximise the partner engagement in
entrepreneurship education design and delivery at all levels, and educational links
to local economic and social environment;
? Education institutions can identify a lead person to promote and develop
education-business partnerships, with an emphasis on bringing business and
community links into the design and delivery of entrepreneurial learning;
? The creation of a high profile European Network of Envoys for Entrepreneurship in
Education, working as national ambassadors for entrepreneurship in education
tasked with driving policy action and partnerships at national level;
? Share experience at policy level by partnering those countries who wish to
develop a strategy for entrepreneurship in education with countries who have an
existing strategy.
29
2.3 Entrepreneurial Curricula and Teaching Methods
State of play
? Entrepreneurial curricula and teaching methods are rarely embedded throughout all
age groups; where there is entrepreneurship education this is more commonly at
higher levels and related only to business creation.
Key conclusions
? Entrepreneurship education should be offered at all levels of education and in all
disciplines.
? An entrepreneurial curriculum requires a holistic approach to all elements of
entrepreneurship education, and the flexibility for education organisations and
educators to choose and work with the most appropriate teaching and assessment
methods.
? Entrepreneurial learning depends on the teaching methods and pedagogies used.
Learners should have a series of opportunities to develop and action their own ideas
– a practical entrepreneurial experience - through the curriculum, taking place across
the curriculum or through an interdisciplinary approach.
? Entrepreneurship should be introduced as an explicit element within curriculum for
formal and non-formal education, with national guidelines on good practice to
achieve this.
? Additional research is needed to understand how the key competence is reflected in
national curriculum approaches, alongside exploring small-scale good practice and
translating these into scalable models of embedded curriculum approaches.
The Way Forward
? Introduce entrepreneurship as an explicit curriculum objective for formal and non-
formal education, and support this with implementation guidelines.
? Ensure that curriculum frameworks are flexible enough to enable introduction of more
innovative teaching and assessment methods, giving educators and education
institutions the flexibility to choose the most appropriate approaches for their
teaching.
? Encourage interdisciplinary curriculum approaches to support and enhance the
introduction of entrepreneurial methodologies
? Make practical entrepreneurial experiences widely available throughout all stages of
education and training, with a minimum of one during compulsory education for all
learners.
? Make entrepreneurial learning relevant to the real world through active engagement
with and between education, business and community, particularly in the design and
development of practical entrepreneurial experiences.
? Encourage the use of innovative ICT based learning in entrepreneurship education
? Share good practice and encourage collaboration between formal and non-formal
education environments.
30
At all levels and in all disciplines
Studies show that entrepreneurship in education should be integrated from an early age
to develop entrepreneurial skills and attitudes
51
, with an increasing focus on
entrepreneurial knowledge and business creation for older age groups in both formal and
non-formal education. Crucially, it should be integrated at all levels and in all disciplines.
The TWG also identified the value of developing and testing entrepreneurial skills in
practical environments, such as through participation in business, social enterprises or
through community engagement. One means to drive up entrepreneurial capacity is to
intertwine entrepreneurship and education, using experiential pedagogies, solution-based
learning and real life challenges to shape student creativity, innovation and ability to turn
ideas into entrepreneurial action.
Entrepreneurship in the curricula: state of play in Europe
Entrepreneurship education is not yet taught nor embedded across all education levels in
EU Member States.
? In only a few countries is entrepreneurship as a key competence fully embedded
or used holistically
52
? Only Finland includes entrepreneurship education from a life-long learning
perspective: from pre-primary to adult education.
? In primary education, about one in three Member States does not include
entrepreneurship education as a compulsory component in its steering
documents
53
.
? Even in VET, entrepreneurship education is not compulsory in all countries: so, at
least some alumni may not have attended an entrepreneurship course/subject.
54
? In VET and higher education, entrepreneurship education is primarily linked to
business skills and knowledge.
? At primary and secondary education levels in particular, from the evidence
available
55
, it is not always clear which specific skills or learning outcomes are
addressed through entrepreneurship education curricula and whether these
address all aspects of the key competence.
? Practical entrepreneurial experiences are not available across all EU Member
States, nor are they mandatory. However broader experiential learning has been
evidenced in all Member States.
51
The Effect of Early Entrepreneurship Education: Evidence from a Randomized Field Experimenthttp://papers.tinbergen.nl/12041.pdf
52
Compulsory in t least ISCED1-3: AT, EE, FI, NO, PL, SE,SI, UK-SCO. UK-Wales For those in
bold, evidence shows is also compulsory at for initial VET.
53
Entrepreneurship education is not compulsory for ISCED 1 in BE-fr, BE-nl, BG, CY, DE, DK, EL,
ES, FR, HR, HU, IE, IT, LU, MT, NL, PT, RO, UK-Eng, UK-NI
54
Compulsory for at least initial VET in BG, CZ, DK, EE, ES, FI, FR, IT, PL, RO, SE, SI, UK-NI, UK-
SCO, UK-Wales
55
See the 2012 Eurydice survey – Entrepreneurship Education at School in Europe. This survey is
being done again in 2015 and will be expanded to include additional detail.http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
31
Entrepreneurial teaching methods: the state of play in Europe
In general, traditional teaching methods still prevail in the EU:
? Teachers in primary and secondary education mainly use conventional teaching
methods, irrespectively of the course, although they recognise the importance of
creativity in the classroom. Less traditional methods such as experimenting with
new ways of teaching and learning, multi-disciplinary work and play work are
‘always’ applied by only a few teachers (15%, 11%, and 5% respectively).
56
? Learning activities such as projects are used less frequently, compared to more
structured and traditional teaching methods.
57
? Analysing the working methods used in 50 entrepreneurship education
programmes from all education levels in Austria, Ireland and the UK, research
showed that traditional teaching methods were the most common, whilst “games,
competitions and practical training” were the least popular.
58
? ICT is not yet widely used in education and training.
59
Developing the entrepreneurial curriculum
The entrepreneurial curriculum aims at serving the specific learning needs and goals of
the individual. It facilitates entrepreneurship as a key competence and fosters all types of
teaching that promote this. Likewise, an entrepreneurial curriculum must link to
innovative assessment, suitable to the teaching methods used. Flexibility and space for
reflection and improvement should be central. Member States should empower educators
and schools with the flexibility to shift between teaching methods. In the context of
entrepreneurship education, this is of great importance, since the multiple elements of
entrepreneurship education cannot be addressed by just one method.
Flexibility within the curriculum is a key determinant of the autonomy of educators and
institutions in introducing entrepreneurial teaching methods and learning experiences.
This underlines the important role of policy makers in promoting and supporting
entrepreneurship education through policies on structure, content and methodology of
teaching.
The entrepreneurial curriculum facilitates the cross-subject perspective of entrepreneurship education,
and fosters all types of teaching that promote entrepreneurial competences. Likewise, an
entrepreneurial curriculum includes assessment suitable to the teaching methods used.
Due to its broad range of elements, entrepreneurship education can be included in
curricula through the adoption of new ways of teaching-, which will lead to new ways of
56
Joint Research Centre, European Commission (2010), “Creativity in Schools: A Survey of
Teachers in Europe”, Romina Cachia, Anusca Ferrari, JRC Scientific and Technical Reports, URL:http://ftp.jrc.es/EURdoc/JRC59232.pdf
57
Creating Effective Teaching and Learning Environments - Teaching and Learning International
Survey. OECD 2008. :http://www.oecd.org/dataoecd/17/51/43023606.pdf
58
Hytti & O’Gorman (2004), “What is enterprise education? An analysis of the objectives and
methods of enterprise education programmes in four European countries”, Education + Training,
Vol. 46, no.1
59
Opening up Education: Innovative teaching and learning for all through new Technologies and
Open Educational Resources COM/2013/0654http://europa.eu/rapid/press-release_IP-13-
859_en.htm
32
learning. This learning should be expressed in entrepreneurial learning outcomes, which
are assessed with appropriate methods.
An entrepreneurial curriculum follows a quality circle:
60
In Member States where reforms have not yet taken place, a holistic approach would be
beneficial. Curricula can be reformed to ensure transition between the levels and foster
lifelong learning, and representatives from all education levels can be involved in the
consultation and decision process. Such an approach allows insight into existing
entrepreneurial teaching methods and tools that could be implemented at a specific
education level or across levels. The contribution of higher education is important: higher
education institutions, due to their autonomy in designing and implementing their
curricula and teaching methods, are a great pool of information and know-how.
Flexible curricula and provision of relative freedom of action to educators does not mean
a lack of framework. Member States can identify curriculum objectives for
entrepreneurship education and agree a toolkit of teaching methods with stakeholders
(that include curricula and pedagogy experts). If methods are linked to specific
entrepreneurial learning outcomes and innovative assessment, governments can
systematically evaluate how the framework is used.
Linking entrepreneurship education goals to other policy areas - such as employment,
citizenship or economic development - can allow for the design and agreement on
content and teaching methods that serve both the learners' goals and national policy
goals. Entrepreneurship education can and should be used as a medium of achieving
short and long-term goals of Member States, and can be of relevance to the European
Semester.
60
Based on the idea of continuous improvement and a phased quality cycle, as described by the
Future of Learning sub-group of the TWG and based on the Kolb learning cycle.
33
Teaching methods for entrepreneurship education
Entrepreneurship education should be taught through methods that are connected with
entrepreneurial competences, adjusted to every education level and type of education.
Using a portfolio of teaching methods is better suited to entrepreneurship education,
rather the obligation to follow a lecture-based approach.
Some methods are easily implemented but some require more structural change and a
longer-term view. Educators and schools should be empowered to have the flexibility to
shift between teaching methods. The teaching of entrepreneurship education should
focus on the individual, an approach that is facilitated when the educator can adjust or
change the teaching method used.
Types of entrepreneurial teaching methods
The working group identified a wide range of teaching methods as being particularly
supportive of entrepreneurship education. These teaching methods can be grouped
based on their level of implementation and the subsequent practice and policy changes
they demand. Depending on the intensity of the approach used, some methods may
work at more than one level and entail different levels of input and investment.
Micro level:
Short interventions that can easily and immediately be included in existing lessons or
subjects can be categorised as micro level. The educator can implement them in their
classroom, within existing curricula and across all types of subjects. The table below
gives an overview:
61
Micro-level interventions for immediate inclusion in existing teaching
? More intensive use of ICT, e.g.
digital story-telling or blogging ? Problem-orientated teaching
? Real-life practice examples ? Provocation
? Action learning ? Creating learning posters
? Self directed learning ? Using metaphor
? Mind mapping ? Card structuring techniques
? Story-telling / role-play
? Podcasts and video/film
sequences
? Using objects for visualisation ? Question-based discussions
? Reflective practice ? Invention challenge
61
As identified by the TWG members during the Vienna meeting, 17-19 April, 2013
34
Meso level:
Methods and activities that require some adaptation of existing teaching approaches, that
can be agreed and implemented on a school basis. For example, creating a challenging
learning environment orientated at each student’s individual capabilities and previous
learning outcomes.
62
Some methods identified – for example, student mini-companies –
demand that schools have certain infrastructure in place. Teaching time needs also to be
dedicated to specific subjects where these projects or activities will be incorporated.
Meso-level activities to be agreed and implemented on a school basis
? Creation of business plans for own ideas,
up to budget
? Project-oriented lessons
? Self directed learning ? Case method/case studies
? Design based learning ? Group puzzle
? Exercises involving marketing and
selling
? Mini company or practice firm
? Shadowing entrepreneurs ? Complex business simulations
? Creative idea generation and
development
? Debate clubs / entrepreneurship
clubs
? Games or apps planning ? Reflective practice
Macro level
Entrepreneurial curricula can also involve teaching methods that demand implementation
on a macro level. This can mean that their adoption would require a certain amount of
structural change in most countries - either on school level or on policy level. The
implementation of these methods also demands specific circumstances or conditions that
must be permissible or promoted at the relevant national/regional/local policy level.
Examples include:
63
Macro-level activities to be agreed and implemented on a school or policy level
? 24 hour idea boot camps ? Project methodologies (class/small
group) with innovation accounting
? Inter-institution entrepreneurial
challenges
? Entrepreneurial internships in
start-ups / businesses / social
enterprises / NGOs
62
Ibid.
63
Ibid.
35
Macro-level activities to be agreed and implemented on a school or policy level
? Company simulation/ mini-company
integrated into learning &assessment
? Student start-up
project/business/social enterprise as
part of learning & assessment
? Real-life challenges set by companies
– accessed via national database
Entrepreneurship curricula should include teaching methods that develop entrepreneurial
learning outcomes that can be assessed both during and at the end of the learning
process. Entrepreneurial teaching methods do not need to evidence all the skill and
attitudes that can be seen in the entrepreneurship key competence. The portfolio
approach can enable the learner to develop a wide range of learning outcomes through
participation in curricula that uses a combination of different teaching methods. For
example, the micro level interventions may provide a small range of entrepreneurial
learning outcomes, but would not cover the full spectrum of the entrepreneurship key
competence. Therefore it is important to recognise that curricula may include micro,
meso and macro level teaching methods across all disciplines and at all levels, providing
a rounded entrepreneurship education experience.
Practical entrepreneurial experiences
The practical entrepreneurial experience is one where a wide range of entrepreneurial
learning outcomes could be mapped and assessed. The importance of practical
entrepreneurial experiences has been identified at European level through the 2012
rethinking Education Communication, which called on all Member States to provide at
least one such experience for all learners during their compulsory education. A practical
entrepreneurial experience is an educational experience where the learner has the
opportunity to come up with ideas, identify a good idea and turn that idea into action.
Importantly, a key feature is the involvement of external partners in the design and/or
delivery of this learning, to ensure relevance to the real world. Students need to be able
to use new skills and try out ideas in a supportive environment, where mistakes are
embraced and failure is a learning tool. This enables them to gain the confidence and
experience to turn their ideas into action in the real world. The experience should be a
student led initiative either individually or as part of a small team, involve learning-by-
doing and producing a tangible outcome. The aim of such an opportunity is for learners
to develop the skills, confidence and capability to spot opportunities, identify solutions
and put their own ideas into practice.
This type of learning would be more likely to happen at meso and macro level, as the
implications for adaptation of traditional approaches are significant. Concrete examples of
a practical entrepreneurial experience would be:
Meso:
? Doing project based work – where there is a clear ideas generation process and a
specific end product.
36
? Responsibility for coming up with new ideas for innovation and implementing the
change within an established business which is embedded into the education
environment. This could be a mini company that is handed on to the next cohort
of students, or a school/college-based business providing work experience to
learners.
? Creating a mini or junior company – having an idea for a business or social
enterprise, setting up and running it for a set period of time.
Macro:
? Taking part in a community challenge – using innovative ideas to develop
concrete solutions tackling local or community problems.
? Micro-financing student initiatives – concrete ideas to create profit and/or social
impact
64
? Being given a practical challenge – projects set by business or community
organisations to address a problem they face in their work.
? Projects emerging from entrepreneurial boot camps or hackathons – time-limited
environment where teams have to think of and develop ideas such as new
community projects or businesses.
Member States are encouraged to make practical entrepreneurial experiences a core part
of compulsory education. European policy experimentations are taking place from 2015
to pilot how methodologies can be scaled up to support mainstreaming, drawing on
Erasmus+ funding to support the development of these exemplar projects.
How can entrepreneurial curricula and teaching methods be developed and
embedded?
Recent studies show that all Member States have introduced at least some aspects of
entrepreneurship education into curricula in at least one education level
65
. However it is
not clear what specific skills are/are not being addressed, whether the approach is
comprehensive in terms of the key competence and the level of implementation. There
are nevertheless, many areas of excellent practice across Europe, demonstrating high
levels of effectiveness and providing templates for others to replicate.
EU funded projects can be a source of information, such as the JA-YE Virtual Guide to
Entrepreneurial Learning, part of The Entrepreneurial School project, providing practical
examples and inspiration for educators.
66
Erasmus+ funding is also available for the
piloting of new approaches in entrepreneurial learning.
ICT in education is an important channel to build upon. Entrepreneurial teaching methods
can easily be integrated with ICT methodologies. Teaching methods are increasingly
becoming digital and entrepreneurship education teaching methods can be facilitated and
expanded by the adoption of technology.
64
One example is the Tenner Challenge in the UK:http://www.tenner.org.uk/#/
65
Eurydice 2012 - Entrepreneurship Education at School in Europehttp://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/135EN.pdf
66http://theentrepreneurialschool.eu/the-entrepreneurial-school
37
A qualitative audit of what is already taking place is a resource-saving approach for
further expansion in all education levels. Innovative ways of teaching can be found
across Member States and across education levels. This underlines the possibilities of
adjusting entrepreneurial teaching methods for all age groups of learners. Identifying
pioneer educators will underline that entrepreneurship education already takes place, as
well as teaching methods that deviate from the traditional ones. These educators can
function as multipliers for other educators. Establishing or promoting educator networks
can help build confidence in other educators and allow for overcoming possible
resistance. Excellent practice can be an inspiration for innovation and change at policy
level.
Good practices and small-scale pilots should be taken to a broader scale at a pace that
suits local systems and norms. The implementation of these practices can be expanded
through communication campaigns, attribution of motives to schools or local authorities
that are responsible for education. At the same time, linking the adoption of such
practices to educator and institution evaluation could also be beneficial.
Examples of entrepreneurial learning techniques in different Member States can be found
in Annex 2.
38
2.4 Entrepreneurial Learning Outcomes and Assessment
State of play
? Entrepreneurial learning outcomes remain an undeveloped area across the EU,
characterised by a piecemeal and fragmented approach and lacking a lifelong
learning perspective
? Where learning outcomes are available, they demonstrate different interpretations of
the key competence definition and are usually defined in terms of either contribution
to business skills (market model) or contribution to employability and/or citizenship
(equity model).
? Assessment of entrepreneurial learning is underdeveloped generally follows traditional
methods, and entrepreneurial learning outcomes are not explicitly assessed.
Key conclusions
? Entrepreneurial learning outcomes, defined in terms of the entrepreneurship key
competence, should be an explicit part of national curricula and curricular
frameworks.
? Integration of entrepreneurship into national curriculum is complex and the resulting
implications for teacher development important to ensure that entrepreneurship
education is given due focus within the national entrepreneurship agenda.
The Way Forward
? Develop a competence reference framework for entrepreneurship at European level to
break down the entrepreneurship key competence into its composite learning
outcomes, relevant across all levels of education and adaptable to fit local and
national contexts.
? Collate a good practice guide to demonstrate how the use of entrepreneurial learning
outcomes can embed entrepreneurship education into new and existing curricula
across Europe.
? Establish national guidelines on the assessment of entrepreneurial learning, building
on experiences and exemplars from Erasmus+ policy experimentation actions where
appropriate.
A new emphasis on entrepreneurial learning outcomes and their assessment
The key competence is broad and multi-faceted, requiring innovative techniques and
methodologies for both teaching and assessment. Integral to this is the need for
learning outcomes to accurately identify what the learner knows, understands and is able
to do as a result of the learning process
67
, and what should be assessed. Entrepreneurial
learning outcomes – that is those dealing with entrepreneurship as a key competence -
are undeveloped at EU level, while limited data was found at country level. Exacerbating
this, there is little or no evidence of the any assessment of entrepreneurial learning
outcomes. Yet without assessment, very little importance may be placed on this in the
learning process or through formal recognition channels.
See key terms in Cedefop, 2014 ‘Terminology of European education and training policy: second
edition. A selection of 130 key terms.
39
67
A rationale for entrepreneurial learning outcomes and assessment
Learning outcomes in entrepreneurship education will:
? make learning explicit:
68
learning outcomes help to clarify the expectations
from each entrepreneurial learning activity and recognise what the learner will be
able to do at the end. Learners understand better how a learning activity will help
build their entrepreneurship competence, a fact that engages them more with
their learning and ensures focus on entrepreneurship as a key competence;
? empower educators as learning facilitators:
69
a learning-outcomes approach
facilitates the structuring and planning of a course of lessons aimed at enhancing
entrepreneurship, in terms of choosing appropriate instruction and assessment
methods and tools. It can give educators more direction and sense of an end-
point to work towards;
? enhance employability: employers are increasingly pointing to key
competences as the essential ingredient in the wider skillset to improve workforce
performance and productivity. The entrepreneurship key competence is critical to
fast-changing, innovative and entrepreneurial economies;
70
? enable a broader understanding of learning to include non-formal and
informal entrepreneurial learning: entrepreneurial learning experiences often
take place outside the classroom. They can be acquired through work experience
or participation in civic groups, or learning provided by a specialised external
organisation. These experiences expand people’s learning horizons and equip
them with skills, attitudes and knowledge that are essential in the current
economy. Entrepreneurial learning outcomes allow the individual to make sense of
the wider learning paradigm and to make the connections between formal, non-
formal and informal learning;
71
? facilitate labour market flexibility and career changes: a feature of the 21
st
century labour market is that the individual may need to change employment and
career direction regularly over his/her working life. Entrepreneurial learning
outcomes provide a basis for the individual to better manage their career choices
and, in particular, prepare for self-employment and business start-up.
72
Assessment is the proof of value for the learner, the labour market and the economy
73
.
For entrepreneurship education, it can:
? emphasise the importance of entrepreneurship as a key competence:
making it visible to learners and stakeholders. What is assessed is considered
important and thus a priority;
? act as a passport for learning transition: a model of lifelong entrepreneurial
learning outcomes can support transition of learners across education levels and
between education systems (e.g. VET to higher education);
? adapt teaching and learning to the learner’s needs: by providing feedback to
the educator and learner, allowing for improvements or adjustments to take
place;
68
Cedefop, (2009), The shift to learning outcomes; Using learning outcomes. European
Qualifications Framework Series: Note 4, 2011
69
Ibid.
70
Lasku, G. & Gribben, A. A. (2013). Creating competitive edge: promoting SME skills. INFORM
Issue 17, December 2013. European Training Foundation, Turin.
71
Council Recommendation on the validation of non-formal and informal learning (20/12/2012)
72
Cedefop, (2009), The shift to learning outcomes
73
European Commission (2012), Assessment of Key Competences in initial education and training;
Policy Guidance and input from the TWG.
40
? motivate the learner: a more developed entrepreneurial learning framework will
generate greater ownership of learners, particularly where young people see the
direct implications for entry to the labour market;
? measure impact: systematic assessment of learner achievement can
demonstrate the impact of entrepreneurship education, which in turn can allow
policy makers to take evidence-based decisions;
? promote non-formal and informal entrepreneurial learning: acknowledging
and assessing entrepreneurial skills gained outside formal education increases the
employability of individuals.
State of Play: entrepreneurial learning outcomes are fragmented and
underdeveloped
With little evidence or intelligence on entrepreneurial learning outcomes and assessment
readily available, the TWG administered a survey to all EU member states to capture the
level and extent of development. The survey addressed all levels and built on initial
research in primary and general secondary education by EURYDICE
74
. The findings
underline that, within the ongoing learning outcomes development process happening
across Europe, entrepreneurial learning outcomes are underdeveloped and fragmented.
The survey clearly highlighted that learning outcomes are not well articulated across
Europe, with onward implications for policy-makers, educators, assessors and learners.
There were differences between countries in terms of coherence across the levels. These
differences reflect the diversity in education systems and associated transition points
from one level to the next, but also highlight differing interpretations of the role and
purpose of entrepreneurship education. In particular, two distinct policy perspectives
were identified from the survey results.
a) Equity model - specific emphasis on learning outcomes for employability and civic
empowerment, as demonstrated in Portugal where entrepreneurial learning outcomes are
couched within a wider policy drive to develop citizenship and civic engagement;
b) Market model – learning outcomes were narrower in scope and business-focussed, as
demonstrated by Romania and Czech Republic where learning outcomes were marked by
market-driven principles.
Financial literacy was the most prominent theme in the survey returns, linked to the
market model. While financial literacy is an important element, it cannot be considered a
substitute or the only relevant learning outcome for entrepreneurship education.
The lack of development of learning outcomes for the broader more skills-based
European entrepreneurship key competence indicates that the definition provided at EU
level is not yet sufficient to support a coherent curriculum response. The
entrepreneurship key competence is being interpreted in different ways in different
countries, to the detriment of effective or coherent policy and practice.
74
EACEA (2012) Entrepreneurship education at school in Europe: national strategies, curricula and
learning outcomes.
41
Not all sectors of education and training were addressed, with no clear transition or
pathways between sectors, resulting in a fragmented approach. This undermines the
development of a lifelong entrepreneurial learning perspective. It also frustrates any
incremental learning impact for young people progressing through the education system,
and severely impacts on the potential for entrepreneurship education to contribute to
employment and growth at macro level.
The outcomes of the survey highlighted the need for a coordinated approach to
entrepreneurial learning outcomes, building on the involvement of relevant stakeholders
(see point 2.1), to form a learning progression through the different levels in a lifelong
learning model, and the need for a balanced consideration of both the market and equity
models.
Entrepreneurship as a key competence
The Entrepreneurial Skills Pass (ESP) is an international qualification that certifies that
students (15-19 years old), who develop their skills and competences through a real
entrepreneurship experience, and their learning outcomes assessed through an
international written exam. It includes a full-year in-school mini-company experience; an
examination of business, economic and ?nancial knowledge; the possibility to access
further opportunities offered by small and large businesses and international
organisations across Europe. A collaboration between European and Member State
organisations, it is being piloted by 29 countries including 22 Member States with the
support of European funding.
The South East European Centre for Entrepreneurial Learning (SEECEL) with
headquarters in Croatia provides concrete examples of how entrepreneurial learning
outcomes can be embedded into the secondary school curriculum (e.g. languages,
mathematics, sciences and the arts) as well as in tertiary education with particular
reference to non-business subjects. SEECEL’s breakdown of entrepreneurial learning
outcomes in terms of required knowledge, skills and attitudes reflects in broad terms the
structure of the European Qualifications Framework and against which further
developments in entrepreneurial learning outcomes could be modelled.
State of Play: if it is not assessed, it is not addressed
The survey reflected the findings of wider research
75
, and demonstrated that assessment
of entrepreneurial learning has followed traditional methods. Recurrent examples
included written essays, submission of business plans or other written work, alongside
oral and/or written examination and observation.
However, there were good examples of more innovative assessment methods including
self-assessment (Cyprus), peer assessment and ‘360’ feedback (UK-Northern Ireland),
and action-based portfolios (Romania). Assessment of entrepreneurship in higher
education was generally better developed, though with a greater emphasis on business
skills and less on the broader key competence. Other research illustrated small-scale
75
Pittaway, L. and Edwards, C. (2012) Assessment: examining practice in entrepreneurship
education, Education+Training, Vol. 54 Iss: 8/9, pp.778 - 800.
42
highly innovative case studies where a specific aspect of the key competence, such as
creativity
76
, is assessed.
In policy and institutional support terms, the UK’s Quality Assurance Agency for Higher
Education (QAA) stands out for its assessment framework (standards and code of
practice) that gives particular attention to the “entrepreneurial mind-set” with guidelines
for educators and practitioners
77
who are seeking to embed entrepreneurship across the
curriculum. The QAA approach also underlines the possibility of applying assessment
tools from diverse fields and topics ‘as long as they fit the entrepreneurial learning
outcomes’.
Overall, evidence showed that entrepreneurial learning, despite featuring in the
education process, is usually not subject to formal assessment, and subsequently not
given sufficient status in planning, resource allocation and development.
Designing new approaches to learning outcomes and their assessment
Commitment to the Europe2020 drive to develop entrepreneurship education will require
a more concerted effort across all member states. As EU countries move forward with
entrepreneurial learning, curricula reforms, learning outcomes and assessment
arrangements will need to be co-worked. Co-working learning outcomes and assessment
provides an opportunity to bring further innovation into the assessment process e.g.
involvement of non-school stakeholders (e.g. local businesses/community in the
assessment process) as well as ICT-based assessment tools. Examples of e-portfolio
assessment in Austria, Belgium, Bulgaria, France, Greece, Portugal and the UK in wider
key competences provide a reference point for developments.
78
Given that most countries do not have a comprehensive approach to entrepreneurial
learning outcomes or assessment, a number of considerations are provided here with
potential for follow-up.
The survey demonstrates three primary concerns that need to be addressed in future
development.
1. Entrepreneurial learning outcomes should balance both market and equity
models, reflecting the entrepreneurship key competence. This will support
the relevance of entrepreneurship education across society, life and
business. For example, while financial literacy was a recurrent theme in many of
the survey returns (particularly Romania for the VET field), learning outcomes
were defined primarily in market terms. This narrower perspective focused on
mathematical or computational skills to arrive at a cost-benefit analysis. With a
focus on equity, learning outcomes could encompass socio-economic issues that
impact on the individual, the family and the community.
76
Penaluna, A., Coates J. and Penaluna K., (2011) Creativity-Based Assessment and Neural
Understandings: A Discussion and Case Study Analysis. Education + Training, Volume 52, Issue
8/9, pp. 660 – 678. Case study presented to TWG in Jan 2013.
77http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf
78
European Commission (2012). Assessment of Key Competences in initial education and training.
43
2. Entrepreneurial learning outcomes should take a lifelong learning approach
with a clear developmental progression across all levels of learning, and
not be limited to specific education levels. For example, evidence from the EU
survey demonstrated that while creativity (as a component of the European
entrepreneurship key competence) featured in a number of countries, these were
largely confined to specific levels e.g. invariably only associated with vocational
curricula.
3. The core ingredients of the entrepreneurship key competence
79
should be
identified and learning outcomes elaborated for each. More effort is
required to demystify the composite character of the entrepreneurship key
competence by defining its contents, including wider cognitive and behavioural
phenomena associated with the entrepreneurial character (e.g. resilience to
failure, competitive spirit etc.) not present in existing country approaches.
The step by step approach to developing entrepreneurial learning outcomes
Step 1: Defining Learning Outcomes
The first step is the definition of learning outcomes, addressing the knowledge, skills and
competences which learners can be expected to learn. This will help make
entrepreneurship more understandable and visible to learners, educators and those in
the world of work. The development of a European competence framework for
entrepreneurship, based on the 2006 key competence description
80
, would provide a
policy reference tool against which EU Member States, as well as other countries
following developments in EU entrepreneurship education, could develop specific
entrepreneurial learning outcomes within their own education environments.
As a precursor to this process, the TWG elaborated framework entrepreneurial learning
outcomes based on knowledge and skills requirements identified from the Member State
survey - see Annex 1. As framework learning outcomes, they would act as a reference or
example for the curriculum designers or schools to move forward with their own
developments on entrepreneurial learning. These three entrepreneurial learning
outcomes exemplars, developed by the Thematic Working Group (other areas for
development are proposed below), address:
? Financial literacy: this refers both to the business/economic facets of
entrepreneurship, but also includes skills and attitudes that assist individuals
throughout life.
? Creativity: this refers to an individual’s ability to use imagination, exploring
multiple solutions and determining innovative responses to problems.
? Risk and opportunity: this refers to spotting opportunities and managing risk as
cognitive and behavioural traits typically associated with being entrepreneurial. No
79
As defined in the 2006 European Framework of Key Competenceshttp://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.ht
m
80
2006 European Reference Framework on Key Competenceshttp://ec.europa.eu/education/policy/school/competences_en.htm
44
specific learning outcomes were articulated in this area, although related
phenomena were identified in various member states.
A more developed ‘unpacking’ and definition of the constituent elements of the
entrepreneurship key competence at EU level would allow for a final set of key
competence entrepreneurial learning outcomes to be developed. This would build on the
2006 European key competence framework definition
81
, and provide a clear reference
framework of learning outcomes to cover all the areas of the entrepreneurship key
competence. An outline of the wider list of potential skills and competences that could
be included in the reference framework can be found in a 2010 report from the European
Commission:
Fig 2.4.1 Entrepreneurial Learning Outcomes
82
Step 2: Interface between formal and non-formal entrepreneurial learning
Much innovative development in entrepreneurial learning takes place outside the formal
education systems, where non-governmental organisation, private and non-statutory
education and training bodies are instrumental in its design and delivery. In many
instances, non-formal entrepreneurial learning provision happens within the
school/training environment but is not subject to formal assessment arrangements. It is
important to note, however, that the acquisition of entrepreneurial skills might occur
outside formal system. Non-formal entrepreneurial learning provision can be more
flexible and respond more to the interests of the learner, engaging with different
81http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.ht
m
82
European Commission 2010http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf
45
methodologies to develop skills such as creativity and innovation
83
. Organisations such as
JAYE
84
function across both learning environments depending on the local context,
delivering practical entrepreneurial experiences in almost all EU Member States either as
part of the formal curriculum, as an add-on to formal learning or as out-of-school
activity. Other providers lie firmly outside the formal learning environment, but have
relevance to and can share expertise with formal education and training.
In line with the recommendations in Rethinking Education, the potential for more
developed cooperation between the formal and non-formal entrepreneurial learning
should be explored to determine how the non-formal entrepreneurial learning provision
could contribute to the development of learning outcomes within the proposed key
competence reference framework. Entrepreneurial skills and competences can be
developed through experiences outside formal education (for example, through volunteer
work, on-the-job-training, youth activities etc.). Developing learning outcomes of such
learning experiences will develop the skill sets of citizens, boosting their employability.
Recent developments at EU level on the recognition and validation of non-formal and
informal learning, and the extensive non-formal delivery in the area of entrepreneurial
learning, offers real opportunity for valuable interface. Both areas - development of
learning outcomes and their assessment - stand to gain from experiential and action-
based delivery often characterising non-formal entrepreneurial learning, creating a model
that works seamlessly across both areas.
Non-formal Learning
Assessing training firms
In Romania, training firms are embedded in curricula in VET. Assessment takes place
through a combination of formal and informal exams. Students participate with their
training firms in competitions, where they are observed and assessed by their teachers
and business stakeholder. The results of the informal exams are not documented, but
teachers take them in consideration for the final assessment of students.
ENACTUS
Working across Europe, Enactus is a global non-profit organization that brings together
student, academic and business leaders committed to using the power of entrepreneurial
action to improve the quality of life and standard of living for people in need. Guided by
academic advisors and business experts, students within the Enactus program create and
implement entrepreneurial community empowerment projects at their educational
institutions. Enactus students form a team at their respective higher education
institution (HEI), supported by an Enactus country operation and by their academic
institution. The students follow a criterion-focused approach to community empowerment
through entrepreneurial action and business skills, and build portfolios of community
outreach projects. They receive training and coaching throughout the year and compete
annually at a National Competition, presenting their results of the last academic year to a
jury of business representatives. The winner of the respective National Competition
competes at the annual Enactus World Cup, alongside up to 36 other countries. In 2013
Enactus operated in six EU countries involving 5771 students at 152 universities.
83
European Commission Youth Report: Developing the creative and innovative potential of young
people through non-formal learning in ways that are relevant to employability (November 2013)
84http://www.ja-ye.org/
46
YouthStart
Previously known as NFTE (Network For Teaching Entrepreneurship), YouthStart Belgium
is part of NFTE Global, a global organization offering training programs in
entrepreneurship to underprivileged youth and young adults. Focussing on interactive,
creative and practical courses that develop the social, professional and financial self-
confidence of young people, it has a high level of engagement from business, community
and social organisations, academia and government. The process follows the route from
taking first steps to forming an independent business, initially with a fictitious company
with the potential to create a real company later if they choose. YouthStart see the
quality of their trainers and mentors as one of the most important factors. There are six
European partners of NFTE Global in Belgium, Germany, France, Ireland, Austria and UK.
How can this be achieved?
At EU level, a competence reference framework for entrepreneurship to identify the
composite parts of the key competence, with learning outcomes defined at each level of
learning, should be developed building on the work of the TWG. The framework would
demonstrate how the entrepreneurship key competence could be integrated into curricula
design, and could be accompanied by a practical guide to support implementation.
Specific guidelines on how entrepreneurial learning can be innovatively assessed,
including large-scale pilots to identify innovative and effective good practice. The
development process should actively engage educators from across the formal and non-
formal education sectors, in recognition of complimentary expertise and to expand the
scope of the final tool.
A number of core principles should guide the process:
? Communication: effective communication on entrepreneurial learning outcomes
will be essential for all stakeholders (e.g. teachers/educators, learners, education
leaders, business, parents, curriculum specialists) to reach common
understanding, expectations and commitments in the learning environment;
? Comprehension: entrepreneurial learning outcomes should be articulated to
allow understanding by key stakeholders (e.g. policymakers, teachers/educators,
curriculum specialists, business and learners) as well as facilitating pedagogic
design, delivery and assessment;
? Cross-curricula: learning outcomes for the entrepreneurship key competence
should not be annexed to curricula but embedded within the existing curriculum;
? Continuity and coherence: learning outcomes should be sequenced up through
progressive levels of learning, with successive levels building on the learning
outcomes developed downstream;
? Coordination: given the cross-curricula nature of entrepreneurship as a key
competence, coordination of learning outcomes between subject specialisms
within the formal education environment is imperative as well as between the
formal education environment and the external entrepreneurial support structures
(e.g. business and community organisations);
? Consolidation: entrepreneurial learning outcomes should be subject to a
consolidated assessment drive comprising both formative and summative
assessment.
47
2.5 Supporting Educators and Leaders
State of play
? Educators in Europe are often not sufficiently trained in entrepreneurship
education.
Key conclusions
? Training is vital to embed entrepreneurship education in Europe's education
systems, building on the existing skills and expertise of educators. Educators need
to recognise the value that entrepreneurship education can bring to their own
teaching, and that any teacher can introduce this to their practice.
? Good practice exists at all levels, but may not be nationally recognised or
supported.
The Way Forward
? Introduce national and international programmes in entrepreneurial leadership for
managers and leaders in schools, VET and higher education to support them to
deliver curricular, institutional and cultural change.
? Embed training in entrepreneurship education into initial teacher training and
continuous professional development, and develop networks and peer-learning
opportunities for educators tailored to different education levels.
? Develop MOOCs for educator and leader training at European level
? Establish policy-to-practitioner networks at national level, to ensure that isolated or
local practice informs national/regional policy development.
? Value educator skills and recognise existing good practice, for example by
establishing recognised national certification for educators, through evidence-based
practice portfolio of entrepreneurship education in their teaching.
? Enhance quality of educator development by Involving partners in development
and delivery, including teachers themselves, education leaders, trade unions,
business and community (also see fig 2.2.1).
Educators are the facilitators of entrepreneurial learning. Enabling them through training
and the provision of support lays the groundwork and paves the way for thorough
implementation of entrepreneurship in education. Teacher educators should be familiar
with new and emerging practice in entrepreneurship education to provide guidance to
both new and established educators at all levels. Educational leaders, including
management, create the entrepreneurial learning environment and culture that
encourages and supports firstly the radical shift in teaching and learning, and secondly a
more learner centred and outward-facing organisation.
State of Play
Information drawn from members of the Thematic Working Group and additional
research identified that overall, educators and leaders are not sufficiently trained or
supported to embed entrepreneurship education in their approaches to teaching and
learning.
Development for educators and leaders:
? Often educators do not know enough about the aims, contents and work methods
of entrepreneurship education. At best, they know what they should implement
but not how, nor are they aware of how it links to their existing teaching practice.
48
? Some educators and leaders do not believe that entrepreneurship can be taught,
especially through mainstream subject disciplines. There can be a misconception
that it is about business or economic education rather than broader skills and
competences (see also
? Where it takes place, training on entrepreneurship education does not often cover
educators from all levels.
? In formal education, entrepreneurship education is not included in all educator
development except Finland and Poland (from primary to higher education).
? In initial teacher training (ITE), entrepreneurship education is included in very few
countries, such as Cyprus, Estonia, Finland, Luxembourg, Malta, Norway and
Sweden. It is rarely compulsory, except in three teacher colleges in Finland
? In continuous professional development (CPD), about half of EU Member States
offer educator training on entrepreneurship education at school level. Evidence
for training for entrepreneurship education is available for educators in primary
education in six Member States (Austria, Bulgaria, Denmark, Finland, and
Ireland), not all are systemic approaches embedded in policy.
? VET educators are given training in entrepreneurship in most EU Member States,
however the focus is often on business rather than development of wider
entrepreneurial skills.
? Higher education, with its increased level of autonomy in most countries, has very
limited educator development at national level. There are large numbers of
higher education practical training initiatives, but these are voluntary and attract
those with an existing interest in entrepreneurship education. Training relies on
the institution and is rarely systematic. Good examples can be found in UK-
Northern Ireland (St. Mary’s University College, Queens University Belfast) and
Denmark (School of Entrepreneurship at Aalborg University), while EU funded
trans-national programmes such as EFER
85
are also evident.
86
? In non-formal learning, little evidence has been found of professional development
on entrepreneurship education for those working in the youth field (in non-
specialist organisations), although entrepreneurial methodologies are rooted in
the more experiential approaches to learning supported by non-formal education
? In adult learning, very little information can be found nationally. However, a few
inspiring examples exist, for example the Latvian Adult Education Association
participated in an EU project to identify appropriate and efficient tools and
teaching methods that adult trainers can use to transmit entrepreneurship,
innovation and creativity to adult learners.
87
Guidance for educators on entrepreneurship education:
? Only one third of countries provide practical guidelines to help educators
implement entrepreneurship education in their curriculum. This is the case in the
Belgium-FR, Estonia, Ireland, Lithuania, and UK-Wales.
? Tailored material for entrepreneurship education is provided to educators in less
than half of the EU countries, such as in Belgium-NL, Ireland, Malta and Romania.
Online and interactive tools are provided in Slovakia and Sweden.
85
EFER provides training for university faculty - seehttp://www.efer.eu
86
Niras consultants, FORA, ECON Pöyry, (2008) Survey of Entrepreneurship of higher education in
Europe; European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor.
87http://web.spi.pt/cessit/objectives.htm
49
? Few countries develop teaching material on entrepreneurship education through
the joint partnership of ministries other than Education (e.g. Ministry of Finance)
and stakeholders, such as private NGOs, businesses and other organisations set
by the government. This is the case, for example, in Austria, Finland and Spain.
Developing educators – key success factors
Since 2000, there has been a growing momentum on the EU-level around equipping
educators with the knowledge, skills and attitudes they need for entrepreneurship
education. Significant work has been done to develop knowledge in this area, but this
has not yet translated into systemic approaches at national level.
88
Research, expert
input and group discussion has identified the following as factors as necessary
interventions to support this:
? Educators able to implement everyday entrepreneurial practice and reflection in
the classroom at all levels and in all disciplines;
? Teacher educators able to deliver effective and up-to-date training;
? Teacher education institutions active in the development and dissemination of
new and cutting edge practice in entrepreneurship education;
? Educator development programmes at all levels of education, built around
new entrepreneurial curricula and pedagogies and based both in initial teacher
education as well as in continuing professional development;
? National or regional guidelines to support educators to implement
entrepreneurship in education at every level;
? Support systems and networks for educators to support their delivery of
entrepreneurship education, and facilitate dissemination of methods and
experience;
? Strategies for institution wide implementation, with pilot education institutions
equipped for testing and experimentation;
? Involvement of partners including business, civil society, community and
representative organisations such as trade unions (see figure 2.2.1);
? Training targeting education management and leaders to support wider
entrepreneurial culture change.
Educator development necessarily varies at each level of education, because of different
(often compulsory) training requirements and the different learning stage of the learner.
However, there are common messages relevant to all areas of education, training and
youth fields:
? Include the requirement for training in entrepreneurship education at a strategic
level for both policy and educational organisations;
88
Towards Greater Cooperation and Coherence in Entrepreneurship Education, European
Commission, March 2010.http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/education-training-entrepreneurship/reflection-
panels/files/entr_education_panel_en.pdf, p. 23. See also Entrepreneurship Education: a Guide for
Educators. Available online:http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/files/education/entredu-manual-fv_en.pdf.
50
? Ensure a broad offer of training in entrepreneurship education, both compulsory
and elective as appropriate, using entrepreneurial methodologies within the
training process;
? Promote the benefits of entrepreneurship education for both educator and learner,
and raise awareness of entrepreneurial career pathways;
? Identify and promote effective pedagogies and teaching methodologies;
? Provide entrepreneurial learning outcomes and effective entrepreneurial
assessment processes based on the European key competence, relevant to both
educator and student outcomes;
Place emphasis on the role of all educators to make links with the local community, such
as social enterprises, businesses and community organisation
? Reward and incentivise educators for excellent in this approach, as champions of
entrepreneurship education;
? Support networks and peer learning for educators at all levels, to disseminate and
share good practice.
Initial teacher training
The groundwork for the implementation of entrepreneurship education in schools and
VET should be laid in initial teacher education, ensuring that learning outcomes,
pedagogy and pedagogical content knowledge for entrepreneurship is included in the
study programmes of primary and secondary educators. This can happen in four
different ways:
89
1. Horizontal approach: Applied in various subjects and not limited to one single
module or course.
In the Group T. Leuven Educational College in Belgium-NL and the Avans University of
Applied Sciences in the Netherlands the horizontal approach is evident. The Group T.
Leuven College has been a pioneer in introducing entrepreneurship in teachers’ studies. A
‘portfolio-concept’ is included, allowing future teachers to reflect their personal vision and
mission. Project work is mandatory across the study programmes
90
. The curriculum of
teacher studies in the Avans University includes methods such as projects, events and
work placements to stimulate the entrepreneurial mind-set.
91
This approach aims at
creating a specific culture of teaching and an overall understanding of the teaching
profession along the lines of entrepreneurial thinking.
2. Compulsory training module: For instance, it could be mandatory to ask
student educators to implement a school project on entrepreneurship, get
acquainted with certain related teaching methods and be able to apply
assessment methods.
3. Elective courses and modules: Students choose. For example, the Pedagogical
College of Vienna, Austria includes an elective module ‘Understanding economy–
89
Mapping of teachers' preparation for entrepreneurship education. ICF-GHK report for DG
EDUCATION AND CULTURE. August 2011
90
ibid
91
Ibid
51
Shaping the future: Economic competence for teachers); and there is the
‘Enterprise in Education’ module in University of Strathclyde, Scotland.
92
4. Extracurricular activities: Some activities can be voluntary while others deliver
extra credits or count for a part of the required practical training. They are often
provided by NGOs and take place outside of the regular curriculum (for instance
summer universities or the activities of JA-YE). For example, the Initiative for
Teaching Entrepreneurship (IFTE) in Austria offers a summer school for educators
from VET and general secondary education.
93
In Finland, entrepreneurship education is incorporated across disciplines and is offered
in almost all teacher education institutions. However, institutions have full autonomy to
decide if entrepreneurship will be compulsory or optional in the teacher training curricula.
Entrepreneurship education for teachers is compulsory only in three teacher education
institutes (Kajaani Department of Teacher Education of the University of Oulu, crafts
teachers’ programmes in the Rauma Department of Teacher Education of the University
of Turku and the Vaasa Department of Åbo Akademi University). It should be noted that
in Finland, individuals with experience in entrepreneurship can be recruited as
educators/trainers under specific criteria. They are also eligible for teacher training in
entrepreneurship.
94
Continuing professional development
The majority of active teachers are already in the workforce. Relying only on actions in
initial teacher training would take time to have impact across the education system, and
training would soon be out of date. Established educators already have a wealth of
professional experience to draw on with an established style of teaching, which may be
either supportive of or resistant to change. The barriers faced may be higher with this
audience.
To encourage buy-in, CPD approaches should seek to recognise and build on existing
experiences, knowledge, skills and attitudes. This can be achieved through courses and
modules, but also through opportunities for reflection, observation or participation in
lessons and projects – for instance through team teaching.
National and international teacher networks are also available to complement centrally
provided CPD. At European level, e-twinning
95
provides a channel for schoolteachers to
connect, while transnational networks such as SEET
96
aim to provide a forum to
disseminate methods and tools for educators. Importantly, CPD should provide
opportunities for developing bridges between the school and the local (business)
community. This could be an integral part of each school action plan or comprehensive
programme, encouraging educators to go and observe work processes in businesses or
establish cooperation with local businesses. Business representatives, social
entrepreneurs and business entrepreneurs can be involved in active teaching in the
classroom, or participate as role models or speakers.
92
ibid
93
European Commission (2010) Towards Greater Cooperation and Coherence in Entrepreneurship
Education.
94
Ibid
95http://www.etwinning.net/en/pub/index.htm
96
SEET (Stimulating Entrepreneurial Education and Training) was a partnership project established
with European Commission funding – see www.seetnetwork.eu
52
In Ireland, Junior Achievement Ireland and city and county enterprise boards offer
teachers resources for entrepreneurship education as from ISCED 1. Support to teachers
is also offered by the Second Level Support Service. Regarding higher education, the
Irish Network of Teachers and Researchers of Entrepreneurship (INTRE), impacts
practices of entrepreneurship education. The engagement of higher education educators
is also the focus of the UK’s National Council for Entrepreneurship Education that
supports INTRE and promotes the International Entrepreneurship Educators' Programme,
with financial assistance from Enterprise Ireland.
The cycle of educator development
There is a need for continuity in educator and leader development. One-off actions
should be avoided, and the process should be seen as a continuum that builds on each
previous step. This is a process of development that is designed to work with the
educator and enhancing their personal experiences and existing skills, to develop their
current and future practice.
Figure 3.5.1 – the cycle of educator development in entrepreneurship education
Actions to support change
The Commission publication, Entrepreneurship Education: a Guide for Educators,
provides an outline of successful educator education in entrepreneurship education, along
with a rich and varied selection of case studies.
97
Building on the actions in this
document, further steps to support change could include:
1. Introducing specific training for entrepreneurship education into initial teacher
training and continuing professional development at all levels, or include explicitly
within existing training provision
European Commission 2013http://ec.europa.eu/enterprise/policies/sme/promoting-
entrepreneurship/files/education/entredu-manual-fv_en.pdf
53
97
For higher education professionals from across Europe, the European Entrepreneurship
Colloquium is a one-week programme specifically designed for and aiming at professors
and faculty staff.
98
The programme runs on annual basis and its goal is to improve the
way entrepreneurship is taught, through the adoption of more effective and interactive
teaching approaches. This is run by the European Forum for Entrepreneurship Research
(EFER) and supported through the CIP programme of the European Commission.
2. Initiate approaches to test and develop improved educator development
approaches in entrepreneurship education, and disseminate through networks
including schools, teacher education institutions and lead organisations/policy-
makers.
In Croatia, SEECEL, an entrepreneurship education centre leading policy and practice
actions in eight EU pre-accession countries, has recognised the pre-service and in-service
educator training on entrepreneurship education as one of the milestones of its overall
approach. The development of educators in entrepreneurial learning is the focus of a
trans-national laboratory, working with schools, VET and higher education. Pre-service
training is ensured thorough the collaboration of SEECEL with one university/teacher
college from each of the eight participant countries. The training focuses on
entrepreneurship as a key competence. Optionally, student educators can take a course
on the entrepreneurial school and the development of entrepreneurial characteristics in
students. In-service training is a responsibility of the education agencies of each country.
Those that have been trained in entrepreneurship test the taught methods in pilot
schools. In the school year 2011/2012, 32 schools were included in all eight participant
countries.
99
3. Facilitate peer learning through support of educator networks and channels to
disseminate good practice
In Hungary, the Young Enterprise Organisation promotes teachers’ networking and
exchange of experiences and good practices through a teachers' club.
100
In Finland, the Virtual Learning Environment for entrepreneurship education was
developed by the University of Turku.
101
In Poland, the Centre for Citizenship Education runs various activities to inform, train
and bring together educators to promote the use of formative assessment.
In Denmark, the Foundation for Entrepreneurship – Young Enterprise has established a
“network for primary and secondary educators in entrepreneurship education” (NEIS).
The network offers educators with a virtual platform, where knowledge and experience
can be exchanged. The platform also offers the possibility to find collaborators. NEIS
hosts annual conferences. An additional entrepreneurship portal exists for VET, created
by the Danish Institute for Educational Training of Vocational Teachers (DEL).
102
98http://www.efer.eu/pro/pro01_02.htm
99http://www.seecel.hr/default.aspx?id=4860
100
CEDEFOP (2011) Guidance supporting Europe’s aspiring entrepreneurs Policy and practice to
harness future potential
101
European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical
Success Factor.
102
CEDEFOP (2011) ibid
54
In Malta, networking opportunities are offered to teachers along with relevant training,
company visits and entrepreneurship teaching material.
103
In Slovenia, a network of teachers is to be developed aiming at supporting
entrepreneurship educators and promoting their communication and exchange of
experience.
104
4. Raise awareness of entrepreneurship education and provide clear understanding
of the aims, working methods and intended learner outcomes of these approaches
In Austria, the national strategy for teacher training was developed in 2010 and it
recognises pre-service and in-service training for secondary level entrepreneurship
education. Raising awareness of the rationale for entrepreneurship education is an
important part of the training embedded in initial teacher education. This work is
supported by the Entrepreneurship Education for School-based Innovation (EESI)
organisation, which provides assistance and materials to teachers, as well as works with
them to enhance their collaboration with businesses.
5. Embed entrepreneurial pedagogies and methodologies into all training for
educators at every level. This will develop entrepreneurial skills and mind-set as
well as understanding of how to include these approaches in their own teaching
and learning. There should be a focus on developing the expertise and capacity of
the individual teacher to deliver entrepreneurship education in their teaching,
rather than a uniform approach to training.
In Norway, the Sogn Og Fjordane University runs the REAL project, aimed at student
teachers. The project is deeply rooted in the Norwegian strategy on entrepreneurship
education. Student teachers are invited to set up entrepreneurial projects. The project
also tries to set up relations with the local business community and aims at creating new
ventures and jobs. At the end of 2012, about two thirds of teachers had been trained.
6. Equip educators with the knowledge of and access to the tools they need to
develop entrepreneurial skills, attitude and knowledge in the learners they work
with
Competento offers teachers a large database of materials on entrepreneurship education,
while functioning as an exchange platform between pedagogical supervisors, educators,
coaches in specific courses and business representatives. The platform “Knowledge
Sharing - Higher Education” is also available for higher education institutions in the
Flemish region. Participants can exchange experience, share knowledge and collaborate
through brainstorming initiatives. The platform is an initiative of the Flemish Ministry of
Education and Training, the Flemish Ministry of Work and Social Economy and of
Enterprise Flanders, which also oversees the platform management.
105
7. Develop courses to train education leaders and managers at all levels
103
EACEA (2012) Entrepreneurship education at school in Europe
104
European Commission (2010) Towards Greater Cooperation and Coherence in Entrepreneurship
Education
105http://www.competento.be/
55
The UK National Council for Entrepreneurship Education leads a consortium of partners
to provide the Enrepreneurial University Leaders Programme, a programme for senior
higher education leaders to develop their own entrepreneurial leadership skills and drive
forward an entrepreneurial ecosystem approach for their institutions. Participants come
from both Europe and globally.
106
106http://eulp.co.uk/
56
2.6 Pathways for Aspiring Entrepreneurs
State of play
? In many countries in Europe, business start-up (of any type such as social
entrepreneurship and business for personal profit) is not recognised as a career
pathway and there is little support for aspiring entrepreneurs in education.
Key Conclusions
? Education, in conjunction with other policy areas, can provide a crucial factor in
supporting aspiring entrepreneurs.
The Way Forward
? Use policy tools to reinforce the relevance of start-up as a career path, such as
including start-up within career destination surveys and using targeted campaigns
to raise awareness.
? Include business or social enterprise start-up as a career pathway in career
guidance at all levels of education and training. Support this with additional
training for career guidance professionals.
? Clusters of education and training institutions can maximise resources by
developing joint provision and signposting to external sources of support for
aspiring entrepreneurs seeking to start-up.
? Ask publicly funded education and training providers to provide information on
provision for aspiring entrepreneurs as part of their annual plan or application for
public funding.
? Build close ties between education and local economic development bodies, to
ensure that curriculum and start-up provision is linked to local labour market
needs and wider strategies.
? Promote entrepreneurship education to non-formal education, building on its role in
mentoring young people to achieve their potential in life.
Whilst the primary purpose of entrepreneurship in education is not just to encourage
start-ups or persuade every young person to be an entrepreneur, it is a critical factor in
supporting young entrepreneurs. It can contribute to and accelerate the development of
entrepreneurial potential, in conjunction with other key policy actions.
Closer collaboration between education, academia, business and community, can enable
a shared approach to exploiting entrepreneurial potential. Employment and enterprise
policy provide the next step in an individual's entrepreneurial journey through practical
support programmes, mentoring and access to finance for nascent entrepreneurs and
start-ups; collaboration across policy areas is necessary to ensure effective joint
approaches.
Young entrepreneurs in Europe
It is clear that starting a business is not a career choice for all learners. However, Europe
still has capacity to increase the numbers of learners who consider this as a serious
option. Positive trends in early-stage business start-up across Europe, and the wide gap
between start-up rates for this age group between Europe and other global regions,
57
demonstrate that there is capacity in the population for more young people to take this
career pathway.
107
Where structured support is provided and framework conditions have
been simplified, then start-up rates among targeted age groups can increase.
UK-Wales has focused heavily on supporting the next steps for aspiring and nascent
entrepreneurs in education. The Youth Entrepreneurship Strategy has been in place since
2004, and outlines specific actions being taken to equip young people with the knowledge
and support needed to take business ideas forward while still in education or as
graduates. There is a focus on
developing links between vocational
and higher and nationally available
business support, as well as providing
support within the institution to
nurture those with ideas. Workshops
tailored to young people are held
across the country led by
entrepreneurs themselves, designed
to inform young people to make an
informed decisions about starting a
business. European Structural Funds
have been used to support this work,
and results show early stage entrepreneurial activity rising from just over 3% in 2002, to
10.2% of all 18-29 year olds by 2011. The diagram above shows the variance in the
trend in Wales compared to the rest of the UK. In 2011, more young people in Wales
wanted to start a business of their own, and the percentage actually doing so was
significantly ahead of the EU average.
Guidance as part of the learner experience
One important role of education is to develop entrepreneurial young people who have the
skills and experience to turn ideas into action and an awareness of the economic and
business environment, then the logical next step must be to showcase business start-up
as a career option. This is not yet widespread across Europe. In many countries, business
start-up (of any type such as social entrepreneurship and business for personal profit) is
not recognised as a career pathway. Career guidance does not provide advice on what
next steps an aspiring entrepreneur should take, support mechanisms are not in place to
support business formation, and even career destination surveys in many countries do
not record starting a business as a valid or valued job. This is in contradiction to the
economic growth priorities of all Member States, where business start-up is encouraged
as a road to job creation, and entrepreneurs are seen as the lifeblood of an economy.
Guidance can occur in any area of the education or training environment, either directly
or indirectly.
107
For example seehttp://www.gemconsortium.org/docs/download/3106 p. 37.
58
Fig 2.7.1. Education and training support for Aspiring Entrepreneurs
108
1. Indirect - Learning Exposure
? Practical teaching methods, including assignments for companies or entrepreneurs
? Mini and virtual companies
? Engagement with entrepreneurs through workshops or meetings with successful
business owners
? Awareness raising activities, including dedicated days, meetings, weeks and
festivals on entrepreneurship, or enterprise awards and competitions
? Entrepreneurship ambassadors and entrepreneur role models
? Private sector interventions
? Community based holistic interventions for hard to reach groups and to promote
social inclusion
2. Direct - Formal Guidance
? Formal guidance offered or developed by trained guidance professionals working in
or for education
? Work placements, company visits and shadowing opportunities
? Involvement in embedding guidance into design of entrepreneurship education
3. Direct – Pre-Start Support
? Student or institution led entrepreneur clubs and networks
? Entrepreneurship centres
? Business start-up workshops
? Mentoring and business coaching
? Access to finance such as micro-finance loans, grants, spin-off funding
? Business incubators
? Virtual entrepreneur communities
1. Learning Exposure
Section 2.3 expands on entrepreneurship education pedagogies and teaching methods,
many of which can include a strong business focus. This embeds a more informal
guidance element into the learning experience itself – an indirect approach. It can take
place in both formal and non-formal education.
However, it is important to emphasise that through the learning environment, students
should be exposed to new venture creation (including the full range of venture creation,
not just traditional personal-profit businesses) or self-employment as a valid career
route. Such a learning experience should be accompanied by a process of reflection and
the recognition of the relevance or context of the learning.
Awareness raising is a crucial part of this indirect guidance. It is about promoting the
opportunities of starting a business and the valued place that an entrepreneur holds
Adapted from table Fig 2 P.33, Guidance supporting Europe’s aspiring entrepreneurs (CEDEFOP
2011)
59
108
within society. At national level, weeklong celebrations such as Global Entrepreneurship
Week or European SME Week, often led by stakeholder organisations, can provide a
platform on which to build awareness and engage education and training institutions.
National and regional governments can use these large-scale international events as a
means of working with partners to deliver efficient and effective promotion of common
messages, and encourage meaningful engagement from education. It can leverage
educational involvement by including campaigns targeting young people or institutions at
any level, while for the institution it can demonstrate levels of interest and be a catalyst
for further activity throughout the year.
2. Formal Guidance
Despite an increasing emphasis on entrepreneurship education, learners are not
sufficiently aware of business start-up as a career pathway.
109
For business creation in
particular, of any type, the role of formal guidance is not as strong as informal guidance.
In fact, role of formal career guidance should be used to normalise this option.
In research and analysis undertaken for this document, little evidence has been found of
strategic approaches to embrace entrepreneurship as a recognised career choice for
learners, and to ensure that guidance professionals have the skills and understanding to
include business creation in their guidance delivery. Training in this area needs to be
systematic, to develop the untapped potential amongst learners. There should also be
more effective links between guidance professionals and the local economic development
and start-up community, to increase knowledge of local labour market needs and make
links to support available for aspiring entrepreneurs.
At the simplest level, business start-up should be included within the menu of options
that are open to young people when they access formal sources of career advice.
National life-long guidance websites should provide easy to access information about
being an entrepreneur, case studies relevant to regional and sector-specific contexts, as
well as signposting to next steps support such as tailored websites, mentoring,
workshops or access to finance.
Involving entrepreneurs directly can bring a more realistic view of both the positives and
negatives of running a business. Available mechanisms include work placements in new
start-ups or entrepreneur-led businesses. Alternatively, there could be placements in
local businesses or NGOs, with a specific focus on gaining a holistic view of how the
organisation is run and spotting opportunities for development, measured through an
end-of-placement report. Shadowing entrepreneurs in their place of work can be a very
effective tool for extending understanding, though tailored work experience placements.
Workshops from entrepreneurs, discussing their own stories and analysing the skills or
support they have used, can provide useful insight for learners into what this career
really entails.
3. Pre-Start Support
Over the last decade, higher education in particular has started to develop tailored
support for aspiring entrepreneurs, identified within the current student pool or from
recent alumni. Universities have recognised the value of entrepreneurs to the social and
109http://ec.europa.eu/enterprise/policies/sme/facts-figures-analysis/eurobarometer/
60
economic fabric of their institutions, as they increasingly focus on exploiting student
innovation and creating real value for the university. There are numerous different
approaches being taken, between countries as well as between HEIs. Other education
sectors need to develop more tailored support, especially VET with its pool of sector-
focused aspiring entrepreneurs.
Bridging Education and Business Creation: Examples
In the Basque Country in Spain, all young people going through secondary level
vocational education are required to participate in a real enterprise project: they develop
a business idea around a concrete product or service to be commercialised, and they
create their own mini-company during the school year. Students are accompanied to the
creation of a real company by the end of their studies. Mentoring services and office
spaces for the new companies are provided. Thus, more than 40 new businesses every
year have been created in the Basque region since the inception of the programme in
2004, and the survival rate of these companies at September 2013 was 76%. The
ambition of the regional government is that between 100 and 200 new companies will be
started every year. Teachers in vocational schools are central to this initiative: as part of
their continuing education they are encouraged to work on entrepreneurial and
innovation projects, and they use the results of these projects to train their students.
Higher Education Institutions in Finland use mentoring as a form of enterprise start-up
support. More specifically, the Lahti University of Applied Sciences has created a
programme called ‘Business Succession School’, linking students with business owners
who are looking for a successor.
In Poland, the Polish Agency Enterprise Development launched capacity-building
programmes for two networks of financial engineering institutions operating in 2010:
non-banking loan funds and loan guarantee funds. Their purpose is to facilitate further
development and professionalisation of lending and guaranteeing services, especially in
the light of earlier capitalisation programmes that substantially strengthened the financial
capacity of the funds.
In Lithuania, Innovation Camps and Business Contests are organised for students. The
objective is to develop and promote entrepreneurship, creative ideas, teamwork, real-life
problem solving. The camps and business contests aim at encouraging students in
achieving their goals.
Student or institution led entrepreneur clubs and networks
Student-led clubs and networks provide a peer-led approach, directly engaging across
the learner population to bring together like-minded individuals. They aim to inspire their
members and support them to take the next step into business start-up, offering
signposting and sometimes direct access into support available either locally or within
their institution. Again, an important feature is the link to the local start-up community
to bring in entrepreneur role models and to signpost out to additional services such as
community incubator facilities or local grants provision.
61
Policy support is instrumental in driving up levels of activity. Financial resources can
support expansion, quality and effectiveness through adequate resourcing to overcome
the challenges of leader transition as learners graduate.
In two regions of the UK – Wales and Scotland - funding is provided for student-led
entrepreneurship networks in higher education, with VET also funded in Wales. This
supports a small salary or stipend for a student intern or champion to develop the club
and its membership, and ensure it links with wider institution and national activities
available for students and graduates interesting in developing entrepreneurial skills
and/or starting a business. In England, NACUE have now developed student-led
entrepreneurship societies in 80 of the 91 English HEIs. They have been given core
funding to provide central support for the development of societies across VET, with the
target of having student-led societies in 160 colleges in England by 2015. Peer to peer
promotion is an important tool at institutional level, to engage learners into business
start-up activities and increase the potential of start-ups both during and after
graduation.
JADE is an umbrella organisation of more than 280 student-run businesses (junior
enterprises) across 200 universities in 13 European countries. This network is run by the
students themselves with the objective of bridging the gap between academia and real
business world.
110
Entrepreneurship centres
Within education environments, entrepreneurship centres can form a focus for related
activity across institutions and a central point for developing links across the local
economic and start-up community. They can be based in different areas of the
institutions, such as business faculty, guidance section or student support/liaison.
Centres are more widespread in higher education, however this practice is spreading
across the VET environment. Non-formal education providers can make valuable links to
formal education-based centres, to promote the activity and support through these
channels. Alternatively, they can work with community-based centres where these exist.
Business start-up workshops, mentoring and coaching
Learning entrepreneurial skills within the curriculum is often a good baseline for aspiring
entrepreneurs, but more specialized workshops can offer detailed knowledge to support
the aspiring entrepreneur.
Access to finance such as micro-finance loans, grants, spin-off funding
Financing a new start-up can be hard for younger aspiring entrepreneurs who have no
financial resources of their own, particularly in countries with higher start-up costs. An
Ernst and Young survey of entrepreneurs
111
found that half emphasised the importance
of access to finance as the most effective way to accelerate entrepreneurial activity. This
provides a policy impetus for the entrepreneurship education effort to be more directly
110
JADE Net -http://www.jadenet.org/
111
Ernst & Young - EY G20 Entrepreneurship Barometer 2013
62
dovetailed with access to finance.
112
From a learning perspective, this builds on the early
inclusion of financial literacy.
Business incubators and accelerators
Dedicated environments for either hot-desking or more intensive incubation of new
businesses are springing up across Europe. These play a vital role in nurturing new start-
ups, and often provide a holistic environment where a number of different support
mechanisms can come together.
The Technical University of Munich (UnternehmerTUM) in Germany inspires and
empowers students, academics and professionals by providing practically oriented
training in entrepreneurship education, combined with innovation and start-up projects.
UnternehmerTUM identifies and evaluates promising technologies in science and industry.
In collaboration with start-ups and established companies, it develops and realizes
projects to successful new business creation. A systematic approach was developed for
the rapid establishment of start-ups, spin-offs and new business concepts.
UnternehmerTUM analyses the ideal financing alternatives for start-ups and corporate
innovations, and helps clients to acquire subsidies and venture capital.
112
Loughran, D. (2014). Empowering a next generation of young entrepreneurs. Inform Policy
Briefing. Issue 19. European Training Foundation. Turin, July 2014.
63
2.7 Measuring Progress and Impact in Entrepreneurship
Education
State of play
? There are significant challenges to our ability to measure progress and impact of
entrepreneurship education due to a lack of robust data and indicators at an EU
level and in most Member States.
Key conclusions
? In order to ensure sustainable engagement in entrepreneurship education with
substantial and measureable impact, there must be robust monitoring and
evaluation of the impact of strategies and actions at a Member State and EU level.
The Way Forward
? Establish new EU-level data and monitoring to broaden the evidence base beyond
existing reliance on start-up data and provide robust indicators on key areas of
entrepreneurship education.
? Create built-in monitoring frameworks as part of national action plans or strategies
for entrepreneurship education, linked to developments at EU level and agreed by
all relevant Ministries and stakeholders.
The importance of evaluation and monitoring – the work of the Expert Group on
Indicators for Entrepreneurial Learning and Competence
To ensure sustainable engagement in entrepreneurship education, there must be robust
monitoring and evaluation of the impact of strategies and actions at a Member State and
EU level. Monitoring can help assess what is (or is not) working regarding the
achievement of goals. This allows for an assessment of outcomes and impact of
measures. Based on such data, authorities can better forecast expected outcomes of
entrepreneurship education programmes and initiatives. In that way, resources can be
invested in policies/programmes that are actually effective, and demonstrate areas for
improvement, allowing for:
? Effective policy planning, programme/initiatives design and implementation;
? Efficient choice of suitable tools (for example, teaching methods);
? Understanding of reasons of “underperformance” and act correctively;
? Understanding of what is feasible to achieve and accordingly accommodate
planning, programme designing etc.
Systematic monitoring of entrepreneurship education also provides the possibility to
compare between different programmes in the long term, allowing for the identification
of trends and areas for improvement.
Consequently, monitoring can positively affect all stages of the policy cycle, since it
provides specific data on all the above aspects of decision, planning, implementing and
reviewing.
113
Thus, by allowing for evidence-based policy making, monitoring can
support the development of suitable policies and initiatives, engage government
Evalsed (2012) The Resource for the Evaluation of Socio-Economic Development; available athttp://ec.europa.eu/regional_policy/sources/docgener/evaluation/guide/guide2012_evalsed.pdf.
64
113
authorities as well as all relevant stakeholders, and facilitate the attraction of
funding.
Collaboration between various Ministries and/or governmental agencies can be found in
Croatia, Denmark, Finland, the Netherlands, Sweden and UK-Wales.
A broad range of policy authorities, besides the Ministry of Education, is involved in
monitoring practices in Member States. For example in Croatia, entrepreneurship
education strategy and its monitoring is under the responsibility of various Ministries
(Entrepreneurship and Crafts, Science, Education and Sports, Agriculture etc.) and other
bodies, such as Chambers of Economy, Commerce, Crafts etc.
Besides monitoring on a country-level, acquiring a view on the state of play on a
European level can add significant value.
114
Given the focus on entrepreneurship education at European policy level, there exists a
key requirement to understand and develop the state of play of
entrepreneurship education across Europe. A monitoring framework and relevant
indicators on an EU level are a precondition to assess progress against strategic
objectives and targets (in this context, progress towards realisation of the EU2020
objectives). Based on the information regarding progress and effectiveness, monitoring
indicators can support evidence-based decisions on policy changes.
In December 2012, as a result of the interim conclusions of the Thematic Working Group
on Entrepreneurship Education, the European Commission created an Expert Group on
Data and Indicators for Entrepreneurial Learning and Competence. This expert group has
developed a set of main and sub-indicators for monitoring entrepreneurial learning and
competences at EU level, and identified how to deliver the data needed for these new
indicators. It also has provided recommendations of how data and monitoring can be
improved at national level, how it can be aligned to support work at EU level and
provided supporting case studies to demonstrate current approaches within at Member
States. This group has now made its final recommendations, which have been presented
to the European Standing Group on Indicators and Benchmarks, and pilots are now
planned to establish new data sources for entrepreneurship education. A summary of
relevant content is presented in this chapter, and more detailed information can be found
in the group's final report
115
.
State of Play: Few developed or advanced approaches
At Member State level:
Although interest in entrepreneurship education has grown significantly within the policy
agendas of Member States, there is room for improvement regarding measuring
progress, performance and the impact of relevant education policies, projects and
initiatives: for example, only about half of EU Member States monitor entrepreneurship
education at all. In countries that do, monitoring takes place either through an
114
European Commission (2012) Effects and impact of entrepreneurship programmes in higher
education
115http://ec.europa.eu/education/library/reports/2014/entrepreneurial-expert-report_en.pdf
65
established monitoring framework that promotes systematic evaluation or through the
collation of indicators from national or regional statistics offices (e.g. Regional Statistical
Bureaus in Germany), national/regional surveys, and international surveys (such as the
Global Economic Monitor (GEM) and Flash Eurobarometer). Overall, however, monitoring
and evaluation frameworks and associated indicators in Member States are, at best, “in
their infancy”.
116
Monitoring frameworks can be found in countries/regions that have a targeted strategy
on entrepreneurship education. More specifically:
117
? From the 11 EU countries that have such a strategy in place, about one third
(Belgium-NL, Croatia, Denmark and UK-Wales) monitor entrepreneurship
education in a systematic way. The methodology, focus and breadth of these
frameworks varies considerably;
? Another third of those countries collect relevant indicators on an annual basis.
This is the case, for example, in Finland and Sweden;
? The rest of the countries that have a strategy in place do not monitor
entrepreneurship education through any tool or framework;
? Approximately half of the EU countries that do not have an entrepreneurship
strategy in place collect indicators and/or run ad hoc evaluations and surveys on
specific education programmes and initiatives (for example, in Austria, England,
Poland and Slovenia).
? Most indicators used at national level focus on impact, with many linking
entrepreneurship education with new business creation outcomes using data from
the annual GEM survey
118
.
At EU level:
At EU level, key data gaps and monitoring challenges exist:
? Lack of coverage of the full set of entrepreneurship education activities taking
place – at all educational levels and in all learning environments;
? Current inability to report against a single individual or cohort of individuals
through the progression model of entrepreneurship education i.e. from education
through learning outcomes and assessment through to entrepreneurial activity;
? A key weakness that learning outcomes are self-reported though this provides
insight into perceived self-efficacy; and
? That no robust and credible impact indicator exists for entrepreneurship education
at the level of the population (although it exists at project level). International
data sources to support EU level indicators of entrepreneurship education were
identified:
o Eurydice Q&A on Entrepreneurship Education at School in Europe;
o Flash Eurobarometer;
o Global Entrepreneurship Monitor (GEM): Annual Population Survey;
o Global Entrepreneurship Monitor (GEM): Special Topic, 2008;
o OECD Programme for International Student Assessment (PISA).
116
GHK (2011)
117
The analysis for existing frameworks and indicators is from DG EAC country reports and GHK
study (2011).
118http://www.gemconsortium.org/docs/download/3106
66
Moving Forward at EU level – developing priority indicators for
entrepreneurship education
Aligning with the DG EAC Joint Assessment Framework methodology for regular
monitoring of indicators and benchmarks, the group identified a set of priority Main and
Sub-Indicators for EU-level entrepreneurship education (see Table below).
To achieve the Priority Indicators, the following developments in data sources are
required:
? An indicator on collaborative problem solving using results of OECD Programme
for International Student Assessment (PISA, 2015) to be published in 2016;
? A small expansion in the range of qualitative policy input indicators collected in
Eurydice (2012) and which is due to be repeated in 2015;
? A new indicator on educator development – to be explored through discussion
with OECD Teaching and Learning International Survey (TALIS) about the
potential to insert questions to teachers on entrepreneurship education training
for 2018;
? New indicators on entrepreneurial learning activity, entrepreneurial self-efficacy
and gain from entrepreneurial learning using data collected through a small
survey module for inclusion in an existing international survey vehicle.
Figure 3.6.1: A set of priority indicators for monitoring entrepreneurship education at EU level
Priority Indicators for Entrepreneurship Education for EU-level Monitoring
Main Indicator
% of population age 18-29 who have taken part in a practical entrepreneurial learning
activity (defined as turning ideas into action and/or developing your own project to
achieve a goal) as part of their primary/secondary/tertiary education
Data Source: New survey module that builds on existing international survey activity
(results expected 2015)
Qualitative Sub-Indicator Quantitative Sub-Indicator
There is a specific national (regional) strategy
for the implementation of entrepreneurship
education and/or objectives related to
entrepreneurship education as part of a
broader education strategy
Data Source: Eurydice analysis of
Entrepreneurship Education in Europe
(2014/15)
% of population age 18-29 who have
taken part in a practical entrepreneurial
learning activity (defined as turning ideas
into action and/or developing your own
project to achieve a goal) outside of their
primary/secondary/tertiary education
Data Source: New survey module that
builds on existing international survey
activity (pilot results expected 2015)
Learning outcomes (attitudes, skills, Educators’ training in entrepreneurship
knowledge) related to entrepreneurship education
education are explicitly stated in the national Data Source: OECD Teaching and
(regional) curriculum Learning International Survey (TALIS,
Data Source: Eurydice analysis of 2018)
Entrepreneurship Education in Europe (2015)
67
There is a policy and/or framework for
educator education in entrepreneurship
education
Data Source: Eurydice analysis of
Entrepreneurship Education in Europe (2015)
% of 15 year-olds below intermediate
proficiency level in collaborative problem
solving
Data Source: OECD Programme for
International Student Assessment (PISA)
assessment of “collaborative problem
solving” (2015)
Gain from entrepreneurial learning on
entrepreneurial activity of the population
age 18-29 years in the last 12 months
Data Source: New survey module that
builds on existing international survey
activity (pilot results expected 2015)
Supporting change at national level - key messages to Member States
Monitoring activity should be understood as a continuous development process
embedded in the education system. The lessons and recommendations put forward in
this document can hold relevance for countries at all stages of development in this area.
However, there is increased importance and relevance for those countries where this
work remains in its infancy.
Ideally, a monitoring framework should be forward-looking and recognise the long-term
nature of impacts within entrepreneurship education. This implies a long-term
developmental goal for countries/regions to include indicators/measures that cover all
stages of the logic model and a monitoring framework that can support a culture of long-
term improvement and increased efficiency and effectiveness of entrepreneurship
education policy and activity.
Countries/regions that do not have a existing monitoring framework should
firstly gather all relevant public authorities and stakeholders and agree on what will be
monitored i.e. an agreed definition of entrepreneurship education. This definition will
allow for the subsequent selection of meaningful indicators and measuring tools, which
should involve all levels and types of entrepreneurship education. This process can
highlight the links to policy areas beyond education.
In Spain, autonomous communities are responsible for implementing education policies.
Despite the highly devolved governance system of the country, the main education law
(Organic Law 2/2006) that refers to all education levels and describes national curricula
introduces the concept of entrepreneurship. The Regional Ministries of Education put in
practice the law in the different autonomous communities and base entrepreneurship
education initiatives/programmes on the common definition.
Monitoring means continuous improvement. So, even countries/regions that already have
a monitoring framework in place may be minded to go back to these “early steps” and
re-affirm the definition of entrepreneurship education and the basis of measurement and
monitoring.
68
Countries that are about to launch an entrepreneurship education strategy have
the opportunity to simultaneously develop a monitoring framework. Existing monitoring
practices, even on an ad hoc basis, can help to shape a broader framework. Thus, a
qualitative audit of how entrepreneurship education is already monitored (through
studies, evaluation of isolated programmes etc.) can identify useful tools, which are the
stakeholders at what education levels, what capacity and expertise for monitoring exists,
etc.
In Denmark, the effect of entrepreneurship education is measured by the Foundation
for Entrepreneurship –Young Enterprise (FFE-YE) through longitudinal surveys. Selected
samples of students from different levels of education are followed for a number of years.
This allows for the collection of solid data that can be used for identification of trends,
and facilitate forecasting of training needs. Most of all, the Danish approach allows for
the evaluation of the long-term effect of learning outcomes of entrepreneurship
education- although learning outcomes are not per se embedded in the national
curricula.
A long-term view is also recognisable in the monitoring approaches in Finland, Norway,
Sweden and UK-Wales.
Countries with an existing entrepreneurship education strategy/action plan, but
no monitoring framework should use their strategy as a compass for the monitoring
framework. Both should be based on the same definition and address all stakeholders.
Since the monitoring framework should be embedded in the strategy, developing or
improving the framework can support improvements in the strategy and vice versa.
Countries with a monitoring framework already in place can review the lessons
and recommendations of this report to support continuous improvement and improved
understanding of what works. Actions could include:
a. Strengthening links between entrepreneurship education and other strategies
and goals such as innovation, competitiveness, employment and
economic/regional development;
b. Develop a more mature monitoring position with the inclusion of additional
tools and measures that have been proved efficient in delivering additional
intelligence on entrepreneurship education; and
c. Consider extending the use of the monitoring framework as a performance
management measure for stakeholders.
A strong monitoring framework set out from the beginning that includes performance
indicators and development tools provides a strong signal of intent.
UK-Wales provides an inspiring example of engaging policy-makers.
The Youth Entrepreneurship Strategy and Action Plan (YES) was a joint initiative of the
Welsh Government Department for Economy, Science and Transport and the Department
for Education and Skills. All programmes and initiatives of YES involve local communities
and entrepreneurs as key players.
69
YES is evaluated by two sets of measures. The first one includes inputs, outputs and
impact indicators and the second monitors the progress of YES against quantified impact
indicators. The impact indicators underline that the Strategy aims at promoting
employment goals, as well, through monitoring start-up rates.
Most importantly, countries/regions at any stage of developing a monitoring
framework should ensure that their framework is not inward looking. Including
indicators from already existing sources (national, European and international) will allow
for benchmarking between regions (where relevant), with other EU Members and with
global competitors. In this way, the monitoring framework can function as a bridge
between evidence-based policy on entrepreneurship education and improved outcomes
and impacts.
European Training Foundation (ETF)
The ETF has developed a set of policy indicators to track developments on
entrepreneurial learning in the EU’s neighbouring regions (pre-accession, Eastern
Partnership and Southern Neighbourhood). The battery of indicators has a double
function: a) the indicators support policy-based evidence progress reviews every 24
months within each country, and b) allow for benchmarking between countries, including
networking and exchange of good practices. The indicators and assessment process form
part of a wider assessment of each country’s performance on the Small Business Act
for Europe. ETF’s regional partner organisation, SEECEL, cooperates and supports the
policy assessment drive in the pre-accession region.
It should be noted that there is no “best approach or monitoring model” put
forward here: the framework and the tools used should fit the relevant
national/regional structure, needs and culture. Nevertheless, the development of lessons
and recommendations undertaken here does assume that the benefits of benchmarking,
cross-country collaboration and an outward-looking perspective are part and parcel of
defined national/regional needs.
In Belgium, the Entrepreneurship Education Action Plan for the Flemish community is
monitored through various ways that try to grasp different forms of entrepreneurship
education. Monitoring takes place through:
? Collection of indicators concerning the outcomes of entrepreneurship education
activities, work placements and “performance” of relevant websites
(Competento);
? Studies that evaluate specific educational projects and/or entrepreneurship
attitudes of students, such the Effecto report; and
? Self-assessment tools, such as the ENTRE-mirror.
Although each Member State should adjust its monitoring framework to national/regional
specificities, recommendations can be provided to support Member States as to what a
framework for monitoring entrepreneurship education could entail and what should be
considered when creating such a framework and its constituent indicators.
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3 Concluding Remarks
Embedding entrepreneurship into education is a challenging task, but one in which there
has been progress in the past few years. Member States are at different points on the
policy journey, and needs vary as a result. This report supports countries to identify
areas for further development, and provides examples of how they can take this work
forward.
As prominence of the policy area increases, so do the channels to support and drive
improvement. Working with Member States, social partners and wider stakeholders, the
ET2020 Working Group on Transversal Skills
119
is continuing to build on the work of the
previous TWG, exploring a European competence reference framework for
entrepreneurship, shaping Entrepreneurship360, disseminating HEInnovate and
considering how entrepreneurship can best learn from the successes of other transversal
skills.
Work will continue to develop robust data sources so that entrepreneurship education will
be more effectively monitored at both national and EU level, and results can be brought
to the centre of the political stage. Policy experimentations on the widespread
implementation of practical entrepreneurial experiences at regional and national level will
take place, yielding results that can act as European exemplars.
The Erasmus+ programme sees a significant emphasis on both increasing the quality and
efficacy of entrepreneurship education, as well as and ensuring that aspiring
entrepreneurs are nurtured within all fields of education, training and youth. This offers
clear opportunities for funding new and innovative approaches within teaching and
learning at all levels and in all fields:
Key Action One – This Action supports mobilities for learners and staff, to
undertake a learning and/or professional experience in another country, and
entrepreneurship education is relevant to the anticipated outcomes of these
mobilities.
Key Action Two – Cooperation for Innovation and the Exchange of Good Practices.
There are three areas of relevance in this Action including transnational Strategic
Partnerships, Knowledge Alliances and Sector Skills Alliances.
Key Action Three – Support for Policy Reforms includes opportunities for
Prospective Initiatives linked to entrepreneurship education, with Forward Looking
Cooperation Projects to try out new policy approaches or Policy Experimentations to
pilot up-scaled versions of proven methodologies
120
.
Bringing together this work at European and national level is vital for the development of
the entrepreneurship education ecosystem approach. It must be coordinated and
coherent, to create a fully embedded approach that maximises the outcomes for the
learners themselves. It is changing both policy and practice to drive the emergence of
119http://ec.europa.eu/education/policy/strategic-framework/expert-groups_en.htm
120
Such as the 2014 call for policy experimentations for Practical Entrepreneurial Experiences
71
truly entrepreneurial schools, VET and universities, embracing entrepreneurship across
culture, teaching, learning and community engagement.
There are positive signs that this progress will continue and will accelerate, as the
importance of entrepreneurship at a time of high youth unemployment and economic
crisis becomes all the more apparent. Efforts at European level need to be paired with
investment at national level, working in tandem to deliver tangible change in both policy
and practice. Only working together can we improve the quality and effectiveness of
entrepreneurship education, and ensure that this key competence becomes truly
European.
72
Annex 1: Learning Outcomes Tables
Framework Learning Outcomes - Financial Literacy
Rationale:
Financial literacy is considered important for ensuring the necessary knowledge and skills for managing personal finance. It also provides
the foundations for building finance skills for business operations. These learning outcomes work towards supporting an education
system in promoting financial literacy, particularly amongst young people, as they progressively move through the various levels of
education.
Level Knowledge Skills Competences
Learner understands The learner The learner
1 ? scarcity & choice in relation to money
? money as means of payment and
exchange
? the difference between saving,
sharing, spending and borrowing
? applies basic numerical and digital skills
in the use of money
? manages money with guidance
of others
2 ? the implications of the financial climate
for personal and career development
? the rewards of financial responsibility
and the risks of financial illiteracy
? an employment contract including
salary, remuneration, pension and
taxation.
? uses simple numerical and digital skills
applied to a financial problem;
? understands and interprets
? recognises factors contributing to wealth
creation, poverty and income inequality
? interprets notions as salary,
remuneration, pension and taxation.
? takes simple financial decisions
independently, based on
information and advice
3 ? the financial and regulatory context for
self-employment, small business and
? identifies finance options to support self-
employment, small business and projects
? takes independent financial
decisions relating to self-
employment, business
73
projects
? how businesses source finance for
their operations
? proposes and negotiates financing
support for self-employment or small
business
operations or projects
? is responsible for and justifies
his/her financial decisions and
actions
4 ? financial planning for commercial
and/or non-commercial projects
? plans, budgets, controls and reports on
financial performance of a project
(commercial and non-profit enterprises)
? advises others on most
appropriate course of action in
relation to a project’s finance
5 ? financial implications for the feasibility
of a new venture or growth within
existing business
? justifies the most appropriate financing
options for a business start-up or
development opportunity for existing
business
? undertakes financial planning and
administration related to new venture or
growth business scenarios
? seeks out advice and decide on
most appropriate financial option
in relation to business start-up
or existing business
6-7 ? the financial feasibility of a commercial
or non-commercial project
? financial and societal implications of a
financial decision
? undertakes financial planning and
administration related to a project
? maximises value from available financial
resources
? provides critical advice to others
on financial interests
7 & 8 ? the implications of macro-economic
environment for commercial and
financial decisions;
? the comparative strengths and
weaknesses of different financial
management instruments and
methodologies
? use appropriate financial and digital tools
to address difficult or non routine
problems relating to a project;
? assess the financial risks in making
investment decisions
? effectively communicate the finance of a
project
? independently plan, develop and
evaluate projects with a specific
focus on the financial dimension
74
Framework Learning Outcomes – Pursuing Opportunity and Managing Risk
Rationale:
Spotting opportunities and managing risk are cognitive and behavioural traits typically associated with an entrepreneurial person. These
learning outcomes work towards supporting an education system in developing these traits particularly amongst young peopl e as they
progress through different levels of education.
Level Knowledge Skills Competences
In assessing opportunity and risk, the
learner uses
The learner The learner
1 ? concrete, context specific information
? experience of his/her successes and
failures
? acts on explicit opportunities and risks
available to him/her
? draws on personal and others’
experience of success and failure to find
opportunities available to him/her, others
or his environment
? seeks support from others on
opportunities and risks to
him/herself, others’ or
environment
2 ? concrete and abstract information,
? experience of his/her, others’
successes and failures
? acts on implicit and explicit opportunities
for him/herself, others or his
environment
? seeks out possible opportunities for
him/her
? takes decisions in relation to
opportunities available but seeks
opinion of others particularly
where she/he deems there are
risks.
? defines hypothetical (‘what if’) outcomes
of his/her or others’ decisions in relation
to opportunities in his/her environment.
3 ? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. careers guidance
services)
? justifies opportunity-driven decisions and
associated risks
? proactively seeks out opportunities for
him/her, others and his/her
environment, including resources
(financial, material, intellectual) to
? makes responsible, risk-taking
decisions independent of others
in respect of opportunities
available.
75
realise opportunities
? demonstrates risk avoidance or
minimisation in relation to opportunities
sought
4 ? ideas, knowledge and feedback from
peers, teachers and other vocational
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? creates opportunities and success from
experience of personal and others’ failure
? in respect of a self-employment or start-
up opportunity (commercial or non-
commercial) can elaborate a business
plan and promote and defend the plan in
presence of business people, financing
agents or potential sponsors
? makes responsible, risk-taking
decisions independent of others
in respect of competing
opportunities and varying
degrees of risk.
5 ? theoretical knowledge acquired
through curriculum
? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? information and knowledge (web-
based, curriculum and social networks)
for developing opportunities
? demonstrates risk avoidance or
minimisation in relation to opportunities
sought
? assesses resource challenges to
opportunities sought and acts on those
opportunities for him/herself, others or
his environment
? creates opportunities and success from
experience of failure (personal and
others’)
? makes responsible decisions
independent of others in respect
of competing opportunities and
varying degrees of risk.
? advises fellow students on most
appropriate decision set against
a student’s or team’s risk
assessment
6-7 ? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors, careers
guidance)
? theoretical knowledge and primary
research undertaken as part of studies
? experience of his/her, others’
successes and failures
? with fellow students commits to and co-
creates opportunities resulting in
material, financial or intellectual
advantage
? leverages opportunities from web-based
knowledge and social networks
? in pursuit of opportunity, merges
information from a range of sources and
reconciles conflicting information to
? makes responsible decisions
independent of others in
respect of competing
opportunities and varying
degrees of risk.
? demonstrates entrepreneurial
leadership through constructive
advice and feedback to fellow
students on options (and
associated risks) in relation to
76
support decision-making; individual and team
opportunities.
7 & 8 ? experience of his/her, others’
successes and failures
? ideas, knowledge and feedback from
peers, teachers and other education
support agents (e.g. financial/banking
advisors, business mentors)
? primary and secondary research
? creates and realises high-value
generating opportunities;
? reconciles and chooses opportunities as a
function of quality, advantage and
associated risk
? on the basis of research results,
produces at least two business plans to
exploit market opportunities
? can make responsible decisions
independent of others in respect
of competing opportunities and
varying degrees of risk
? responds constructively to
feedback (supervisor) and wider
coaching support (e.g. careers
guidance, entrepreneurs) to
maximise commercial potential
research
77
Framework Learning Outcomes - Creativity
Rationale:
Creativity is as an integral part of an entrepreneurial mind-set, and is a pre-requisite for entrepreneurial success. It involves generating
new ideas, approaches and techniques individually or as part of a team. These learning outcomes work towards supporting an education
system in promoting creativity, particularly amongst young people, as they progressively move through the various levels of education.
Level Knowledge Skills Competences
The learner The learner The learner
1 ? has experience and understanding of
idea generation at the individual and
group level;
? understands why ideas can generate
value to the individual and community;
? identifies creative solutions to real life
challenges for (a) his/herself, and (b)
community
? has the confidence and motivation to
express diverse and divergent ideas;
? approaches problems creatively with a
positive attitude and perseverance to
resolve them
? participates in creative activities
facilitated by others.
? responds constructively to
alternative ideas and feedback.
2 ? has experience of different techniques
for generating ideas
? has learnt over time to use creative
ways to resolve individual and group
problems
? identifies creative solutions or proposals
to ‘what if’ situations
? formulate questions designed to generate
creative responses from others
? demonstrates original
approaches to enhance his/her
future employability
3 ? understands one’s creative capacity is
important for sustainable and quality
employment
? understands why creativity is
important for commercial or non-
commercial developments
? understands the regulatory
environment for protection of
? employs creative techniques to generate
innovative ideas in the learning
environment
? plans, implement and evaluate a creative
project (commercial or non-commercial)
? to foster and challenge creative ideas as
part of a group dynamic
? applies original approaches to
each stage of the job search
cycle: a) identification of
vacancies, b) compiling a job
application or CV submission, c)
interview process
78
intellectual property.
4 ? knows why his/her creativity is
important for employability in fast-
changing labour markets
? understands intellectual property
procedures as a part of a creative
process
? employs creative techniques, including
digital sources, to generate innovative
ideas;
? develops a creative product and writes a
model intellectual property application to
protect it.
? applies original approaches to
each stage of the job search
cycle: a) identification of
vacancies, b) compiling a job
application or CV submission, c)
interview process
5 ? knows why his/her creativity is
important for employability in fast-
changing labour markets
? has specialised knowledge for
protection of intellectual property
? to write a model intellectual property
application
? to advise others in defending their
intellectual property
? as part of personal career
planning, employs creative
approaches specifically for self-
employment or business start-
up.
? seek advice on issues related to
individual or group intellectual
property
6 ? uses primary research to develop
knowledge for creative applications
? specialised knowledge for protection of
intellectual property
? uses a range of skills (academic inquiry,
inter-personal, digital) to complete an
assignment requiring creative planning
and implementation.
? demonstrates capacity to facilitate others
in pursuing a creative process or creative
outcome.
? uses self-critical reflection to
complete individual assignments
requiring a creative process or
outcomes.
? maximises his/her creative
capacity through teamwork
7 & 8
? uses primary and secondary research
to creatively exploit his/her research
outputs
? has knowledge and experience to
protect the social and market value of
his/her intellectual property.
? exploits personal, professional and virtual
networks to source and integrate creative
capital within his/her research field.
? initiates, develops, manages and
completes a creative project
? completes a full-cycle patent application
(real or simulated) in respect of his/her
research objectives.
? demonstrates leadership in
advising and supporting others
resulting in a creative outcome.
79
Annex 2: Examples of Entrepreneurial Learning in
Member States
Primary education:
Entrepreneurial teaching through the use of technology – Belgium, Primary
education
“Dorp-op-School” (“Village at school”) is an advanced practical model, implemented in
the Flemish Community of Belgium.
121
According to the model, children study science and
technology in a realistic manner. It is based upon an open framework approach in which
it is important for children to take initiative, while also being supported and encouraged
by a teacher. During the project, children design a village, applying different
technological features, carrying out experiments, and consulting different information
sources. Children must be proactive: they have to decide themselves what to include,
how and where to place the various elements and, most importantly, they have to
manage the finances of the project themselves. To achieve this, children are provided
with 150 Euros, which should cover all expenses including the board on which the village
is placed. In order to work to this budget, pupils have to network and use negotiation
skills, find creative solutions, and utilise recovered or recycled materials.
Secondary education:
Entrepreneurial teaching through the use of technology – UK-Northern Ireland
In St Paul’s High School, in Bessbrook, Northern Ireland, learning experiences take place
through experimentation, supported by intensive use of ICT and social media. Group
work is encouraged, as well as the resourcefulness of students to use any source that will
facilitate their problem-solving exercises. Flipped classrooms are also used as learning
method: teaching takes place at home, through the school’s platform and internet
research and homework is developed during school classes. In this way, students take
ownership of their learning.
Schools on the Rise (‘Schule im Aufbruch’) - Germany
122
The model concept of ‘Schule im Aufbruch’ (Schools on the Rise) runs in around 150
model schools in Germany. It is based on the idea that in order to educate the workforce
21
st
of the century, schools should move away from the idea of transmission of
knowledge and should rather pursue an approach of unfolding the potential of students.
Students that participate in the model concept learn though three types of
projects/activities:
Challenge: For three weeks, students aged 13-14 years old, freely choose a challenge
that they will undertake, having to live with a specific amount of money (€150).
121http://www.dorpopschool.be/
122http://www.schule-im-aufbruch.de/; As presented during the meeting of the TWG in
Vienna, in 17-19/4/2013.
80
Accompanied by an adult they go sailing, hiking etc. Through this experience, students
are taught how to combine an activity with managing resources, and finding ways to
satisfy even their basic needs, such as accommodation;
Responsibility: Students are asked to choose community work. This may be for
example working as “language ambassadors”, i.e. teaching German to unprivileged
children that are usually of immigrant background. This project lasts for six months and
it develops a “can do” attitude to students, while developing a sense of community;
The sustainable classroom: In the participating schools, one week is completely
dedicated to a project on making each classroom sustainable, by using a small budget.
During that week, no basic subjects are taught. Through this project, students are taught
how to effectively use the specific budget, but also create links with research. Students
learn to use advanced science tools (3D printing, nano-experiments etc.) The results of
this project are encouraging - it has even led students to patents registration.
To Be Enterprising – Learning by Doing. Innovative programme for learning
entrepreneurship in senior secondary schools – Poland
123
The objective of the project is to shape and reinforce the entrepreneurial attitudes of
students in senior secondary schools by:
? Shaping their attitudes and characteristics, such as creativity, proper self-
assessment, openness, assertiveness, and self-improvement
? Developing planning and organisational skills – such as the ability to organise their
own work as well as the acquisition, collection and arrangement of data and
information
? Developing skills such as communication, teamwork, team building, negotiation
In the long run, it is anticipated that students participating in the project will be more
interested in studies in fields that are of key importance to a knowledge-based economy.
The project runs through an internet platform. Teachers take students through scenarios,
using an e-book. Teachers need to become familiar with the recommended set of
scenarios to be used during the classes, the set of proposed educational projects, and the
e-book. All the necessary resources can be found at the knowledge website
www.portal.bycprzedsiebiorczym.pl. The website contains a ‘self-learning’ section with
video tutorials on the use of the application and its resources, to include working with
students.
Classes are conducted in accordance with the curriculum, to include evaluation of
students’ work based on written assignments, verbal examinations, involvement of
students in the performance of projects and in the discussions, presentations of groups
and self-presentation, creation of professional portfolios, and participation in school
contests.
Various resources for teachers are available (lesson scenarios, presentations, interactive
exercises to be used during classes, descriptions of projects and supporting materials for
project, the e-book, the exercise book, business simulations, a module for work with
123
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
81
students and for checking students’ progress – their activity in the website) and for the
students (the e-book, exercises and games assigned by the teachers, exercises with a
knowledge self-testing module, and the communicator).
The project is co-financed by the European Union through the European Social Fund.
Upper-secondary / vocational:
Austria - Co-operative Open Learning (COOL)
124
Co-operative Open Learning (COOL) is a teaching concept developed in upper-secondary
vocational schools in Austria, sponsored by the Federal Austrian Ministry of Education. It
focuses on the promotion of self-organised learning strategies and the development of
personal qualifications for improving social skills.
Co-operative Open Learning is based on the principles of the Dalton Plan pedagogy:
freedom & responsibility, co-operation, budgeting time (self-organised working).
Teamwork among teachers as well as among students is one of the essential aspects of
the concept. The concept allows teachers to differentiate and individualise parts of their
lessons. Co-operative methods enable students to develop communicative and creative
skills while they are working on assignments. Regular class-meetings (chaired by
students) and regular teachers’ meetings are important elements of reflecting and
evaluating the process, as are seminars to support team development. Teachers are
trained on COOL training methods through on-the-job training. The centre involves
partners in networking-activities and continuously improves the concept. The centre
works with schools in Germany and Italy.
Business Plan Competition “Plan(k)gas”– Belgium
125
In the Flemish Community, Plan(k)gas competition students have to invent a good
business idea, and prove its feasibility through a realistic business plan (as if they want
to start tomorrow). A jury of experts will select the semi-finalists and finalists. Every
participant receives a document with feedback of the jury. Students are assessed based
on the originality of the idea, the logo and the business name, completeness and
feasibility of the plan (marketing plan, financial plan, and description of the idea) and
their communication skills. The competition lasts for one school year and students can
participate individually, in small groups of two to four students or with the whole class
(one business plan for the whole class). The competition promotes learning by doing, and
develops students’ creativity and research competences. Teachers act as coaches. They
are provided with relevant material and training, while they can be supported by experts
who visit schools on request.
124
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
125
www.plankgas.be; www.ondernemendonderwijs.be ; www.agentschapondernemen.be
82
Higher education - Under-graduate level:
Undergraduate level: Entrepreneurship Top-Up Degree Module – Malta
126
This undergraduate module is implemented in a VET/HE institution. The module is offered
as a compulsory core module to all students reading for a vocational top-up
undergraduate degree at the Malta College of Arts, Science and Technology (MCAST). It
is a hands-on entrepreneurship module offered across all Institutes including business
and commerce, electrical engineering, mechanical engineering, ICT, social care, art and
design and agribusiness.
Through mentoring, learners are guided into launching virtual mini-companies. Previous
business knowledge is not a prerequisite. The module is based on a self-directed
learning approach. Students are given a chance to create, innovate, take decisions and
learn from their mistakes in a controlled environment.
The module aims at instilling a spirit of enterprise, creativity and innovation in students
through the intra/entrepreneurial aspects of everyday life and of organisations and
businesses.
The following example displays the type of projects that students undertake, the teaching
methods and assessment used:
Step 1: Following 4-8 hours of idea generation, students are asked to shortlist their best
idea. Subsequently students need to prepare 3 PowerPoint slides. Slide 1: 5 keywords
related to the business idea; Slide 2: A brief description of the idea; Slide 3: Why is this
idea better than anything else in the market?
Step 2: In class, learners present Slide 1 and invite peers to guess what the idea is all
about based on the 5 keywords displayed. This exercise ensures that students are able to
explain their idea in a simple way.
Step 3: Students proceed to present slides 2 and 3 and after peers are invited to provide
feedback/critique on the idea which has just been presented. Team members take note
of such feedback. However, at that stage they are not allowed to answer questions
raised or engage in a debate. Instead students are invited to reflect on the feedback and
to develop a way forward.
Step 4: Once the feedback session is over, peers cast a vote as to whether they believe
the business idea will work.
Higher education- Post-graduate level:
Introduction to “Entrepreneuring”– Person and Process – Sweden
127
This Masters course for one/two year programmes at Jönköping International Business
School (JIBS) provides an understanding of different contents, roles and contexts of
entrepreneurship, and helps students to find their ‘entrepreneurial selves’ through critical
126
TWG meeting in Vienna, in 17-19/4/2013.
127
As presented during the meeting of the TWG in Vienna, in 17-19/4/2013.
83
reflection and practical experimentation. The course covers various perspectives on the
following topics: entrepreneurship in new and existing organisations, entrepreneurial
creativity, business opportunities, feasibility of venture ideas, and preparing new venture
ideas.
Traditional lecturing is limited to create space for social interaction, both between peer
students and external stakeholders. Accordingly, group assignments dominate, whether
they concern pitching own venture ideas, where the students’ determination to enact a
venture or a game exercise, where their ability to deal with urgency and to improvise are
tested. Further learning offerings include conversations with experienced academics and
practitioners who visit the business school. More (inter)active encounters with external
stakeholders include short-term in-house projects with firms in the adjacent science park
or in the local business community. Further communities, such as the social and cultural,
are invited to create partnerships with students during the course.
Equally important as the different primary teaching tactics focusing on different subjects
is an intense blogging activity by the students in which these tactics are embedded and
which creates a foundation for advanced reflexivity.
A broad set of assessment procedures are adopted, associated with both the different
teaching tactics mentioned above. The overall blogging is, as many of the other
activities, based on the exchange in peer groups and evaluated accordingly.
Considering that several of the course components are co-constructed by the students
themselves, their competences, initiatives and interaction, only part of the teaching
efforts can be designed and prepared in advance. Instead the teachers have to be
prepared to deal with theoretical and practical problems as they arrive over the course
period. The staff accordingly must be both academically qualified and well acquainted
with different communities in the local/regional setting of the university.
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Annex 3: Membership and Involvement in the Thematic
Working Group
Members of the Thematic Working Group on Entrepreneurship Education (as at
end 2013)
Ania Bourgeois EU
EURYDICE – Education, Audiovisual and Culture
Executive Agency
Anna Gethings IE AG Education Services Ltd
Anthony Gribben EU European Training Foundation
Brian Cookson EU ETUCE
Charlotte
Romlund
Hansen DK
The Education Agency, Department of General
Education
Dana Redford PT Portugal Entrepreneurship Education Platform
Danuta Pusek PL Ministry of National Education
Darko Belovi? HR Ministry of Science, Education and Sports
Ekim Sincer NL Ministry of Economic Affairs
Elin McCallum EU DG Education & Culture
Ernesto Villalba-Garcia EU CEDEFOP
Frank Hennessey UK St Mary's University College, Belfast
Friederike Sözen EU UEAPME
Friedrich Janko DE Hessisches Kultusministerium
Gaby Gopie NL Ministry of Education
Hans Isaac BE Ministère de la Communauté française
Ilda Figueiredo PT Ministry of Education
Isabelle Goudeseune BE Flemish Ministry of Education and Training
Johannes Lindner AT
eesi - Impulscenter of the Ministry of Education,
Initiative for Teaching Entrepreneurship (IFTE),
Department for Entrepreneurship Education at the
University Teacher College Vienna/Krems
Katharina Kiss AT Ministry of Education
Lukáš Hula CZ
National Institution of Technical and Vocational
Education
Maria
Grazia
Biggiero IT Ministry of Education, University and Research
Maryte Skakauskiene LT Ministry of Education and Science
Nadine Nerguisian FR Ministry of National Education
Pavlina Chatzitheodoulou CY Pedagogical Institute Cyprus
Rachel Curmi MT Ministry of Education, Employment and the Family
Rosa
María
Molina Martínez-
Riesco
ES Ministry of Education
Simone Baldassarri EU DG Enterprise
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Tom Muller LU
Ministère de l'Education nationale et de la Formation
professionnelle
Zoica
Elena
Vl?du? RO Ministry of Education, Research, Youth and Sports
Speakers contributing to the work of the TWG through meetings and country-
based Peer Learning Activities (in order of involvement):
Hanna Dumont DE University of Tuebingen
Nick Henry UK GHK
Lene Vestergaard DK
Danish Foundation for Entrepreneurship - Young
Enterprise
Jonathan Levie UK University of Strathclyde
Paul Collard UK Creative Partnerships Programme
Ilse Boeykens BE Flemish Ministry of Economy
Efka Heder HR SEECEL
Inger
Karin Roe Odegaard NO Sogn OG Fjordane University
Paul Schram BE Flemish Ministry of Education & Training
Peter Coenen BE
Vlaamse Jonge Ondernemingen / Flemish Young
Enterprises
Petra Weininger DE
Ministry of Finance and Economics of Land Baden-
Württemberg
Andrew Penaluna UK University of Wales Trinity Saint David
Mihaela Ciuchi RO Colegiul Economic Ion Ghica Bacau
Ferre Laevers BE University of Leuven
Dáithí Murray UK St. Paul’s High School, Bessbrook
Caroline Jenner EU Junior Achievement Europe
Wim de Winter NL Jong Ondernehmen
Christian Vintergaard DK
Danish Foundation for Entrepreneurship – Young
Enterprise (FFE-YE)
Torben Laustsen DK NORDEA & Vice-Chairman of the Board for FFE-YE
Arnold Jullens DK YES! Delft
Jared Pennar NL Child and Youth Finance International
Christian Bason DK Mindlab
Sara
Green Brodersen DK Gate To Create
Lucia Velasco DK CSE Lab
Dorte Lange DK Danish Union of Teachers
Pernille Berg DK Copenhagen School of Design and Technology
David Rosendo ES Department for Entrepreneurship, Junta de Andalucía
Dieter Wicek AT Vienna Board of Education
Stephan Breidenbach DE Schule im Aufbruch
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Sven Ripsas DE Berlin School of Economics and Law
Katarzyna Bordziuk PL Ppwn.pl – multimedia software for education
Erika Hammerl AT Schumpeter College
Clemens Ragl AT
Business Start-up Programme of the Public
Employment Service
Stuart Simpson AT
SMART seven-city hubs for innovation and
entrepreneurship training
Barbara Wimmer AT Center for Cooperative, Open Learning Steyr (COOL)
Monika Mott AT KulturKontakt
Bengt Johannisson SE Linnaeus and Jönköping Universities
Inge Koch-Polagnoli AT Commercial College Vienna
Katharina Kiss AT Federal Ministry for Education, the Arts and Culture
Catherine
Danielopol-
Hofer AT Federal Ministry for Education, the Arts and Culture
Clara Weiss AT Student - Schumpeter College
Valentin Mayerhofer AT Student - Schumpeter College
Members of the Expert Group on Indicators on Entrepreneurial Learning and
Competence (see section 2.6)
Ania Bourgeois EACEA-Eurydice
Efka Heder SEECEL
Nick Henry
ICF GHK (and Coventry University since September
2013)
Caroline Jenner JA-YE Europe
Gavril Lasku ETF
Jonathan Levie GEM
Maja Ljubi? SEECEL
MariaRosa Lunati OECD Statistics
Martino
Rubal
Maseda ETF - alternate member
Jim Metcalfe Carnegie Trust
Guillermo Montt* OECD Education (*attended first meeting)
Anthony Gribben ETF - alternate member
Kjartan Steffensen DG EAC
Elin McCallum DG EAC
Georgi Dimitrov DG EAC
Simone Baldassarri DG Enterprise
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