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Entrepreneurship Education

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Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?

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Entrepreneurship Education

  1. 1. ENTREPRENEURSHIP EDUCATION
  2. 2. ENTREPRENEURSHIP EDUCATION IS ABOUT: 1. prevention early school leaving. 2. stimulate motivation of youngsters. 3. learners developing the skills and mind-set to be able to turn creative ideas into entrepreneurial action.
  3. 3. 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. 4. KEY OBJECTIVES OF AN ENTREPRENEURSHIP EDUCATION ARE TO: 1. provide the framework for learning environments and assignments in such a way that students can see the practical sides of school knowledge, illustrating ways in which students can develop from school knowledge and skills that can become tools for life as well business. 2. recognise the substantial impact which Entrepreneurship Education can have on students’ academic achievement and professional careers if it is conducted towards promoting the personal attributes of students, also when the students do not plan to start a business. 3. introduce Entrepreneurship Education progressively from an early student age on to stimulate the development of entrepreneurial attitudes, skills and knowledge.
  5. 5. MOST RELEVANT CENTRAL LEVEL STRATEGIES RELATED TO ENTREPRENEURSHIP EDUCATION, 2014/15 Source: Eurydice Specific Entrepreneurship Education strategy Broader strategy linked to Entrepreneurship Education No national strategy linked to Entrepreneurship Education Not available
  6. 6. STRATEGY TOPICS AND CORRESPONDING ACTIONS LINKED TO ENTREPRENEURSHIP EDUCATION, 2014/15 Source: Eurydice Curricula Learning outcomes Practical entrepreneurship experience Career guidance Teacher education Teaching methods School-networking and exchange of good practice BE BE BE UK- UK- UK- UK- fr de nl BG CZ DK DE EE IE EL ES FR HR IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE ENG WLS NIR SCT BA IS LI ME MK NO RS TR fr de nl BG CZ DK DE EE IE EL ES FR HR IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE ENG WLS NIR SCT BA IS LI ME MK NO RS TR BE BE BE UK- UK- UK- UK- Specific Entrepreneurship Education strategy Innovation strategy LEFT Identified topic RIGHT Strategy action Economic development strategy Education, training and/or youth strategy
  7. 7. Beyond the thematic content of strategies, there is also a wider range of factors affecting the success of strategies. As the key competence definition illustrates, Entrepreneurship Education offers an approach that cuts across normal policy divisions, and requires different areas of government and different types of stakeholders to work together to deliver and monitor actions that are both relevant to and important for different wider policy agendas.
  8. 8. EDUCATION (PRIMARY TILL HIGHER PROFESSIONAL EDUCATION), ENTREPRENEURS AND GOVERNMENT Real life experience/ case studies Ongoing learning pathway E-portfolio with open standard (European NEN)
  9. 9. STUDENTS ARE CENTRAL ACTORS IN ENTREPRENEURSHIP EDUCATION. They are encouraged to have influence on different aspects of the education and their own learning process. Their own learning processes are regularly investigated, discussed and improved. Students are co-designing, co-educating and co-assessing Entrepreneurship Education activities. In collaboration with the students different approaches and tools for formative assessment, including student peer assessment, are actively discussed and experimented. Student interest, motivation and achievement are regularly evaluated in relation to Entrepreneurship Education interventions.
  10. 10. TEACHERS ARE GENERALLY CONSIDERED TO BE THE MOST INFLUENTIAL ACTORS IN EDUCATION. Which role a teacher takes in the classroom and in shaping the students’ learning environment heavily depends on his/her views on knowledge and learning theories, which, in turn, are associated with his/her professionally related perceptions and attitudes. The learning environment and the role of the teacher in shaping it are crucial aspects in this.
  11. 11. Teachers may perceive Entrepreneurship Education also (partly) as an increased degree of collaboration with the surrounding world (Svedberg, 2007). This perception can also be found in the field of education research (Johannisson and Madsén, 1997; Røe Ødegård, 2000) as well as in policy (Falk-Lundqvist et al., 2012; Sagar, 2013). Collaborations with the surrounding world is regarded as a tool for providing an entrepreneurship learning environment in an integrated manner, a first step to a more explicit practice of Entrepreneurship Education (Falk-Lundqvist et al., 2012; Sagar, 2013). Teachers often express the need for support in establishing contacts with actors in the surrounding world. Some teachers may struggle with and find it too time- consuming to make contacts. As a result, these teachers may shape Entrepreneurship Education as single activities. Entrepreneurship learning environment is very demanding for the students. It is therefore reasonable to assume that for many teachers a balanced “mixed methods” approach is desirable.
  12. 12. Entrepreneurship Education is related to many other non-conventional educational concepts which have as a common aim to initiate and increase the schools’ collaboration with the surrounding world. This is based on the need for schools to create more authentic learning environments in which the learning objectives are more aligned with the requirements of today’s societies. In general, schools’ collaboration with the surrounding world can be a source of additional resources such as costly engineering tools apart from the expertise knowledge and openings to authentic contexts for the school assignments.
  13. 13. IT IS USEFUL TO DIFFERENTIATE BETWEEN THE PHYSICAL ROOM AND THE MENTAL ROOM OF A LEARNING ENVIRONMENT. The physical room can have many representations both inside and outside school premises. Whereas, the teacher has a low degree of influence on the characteristics of the physical room, he/she has a large degree of influence on the different forms of physical rooms which are transformed into learning environments. Physical room spans in many ways beyond the ordinary classroom. Some of the most commonly utilized rooms include premises all over the school as well as in close geographical proximity, such as a near-by forest or park, a farm, a factory, businesses, museums, the public library and a cinema. Often, these physical rooms are used not only for Entrepreneurship Education but in the broader framework of flipped classrooms. Less often used are Skype and other virtual communication rooms, trade fairs, shopping malls, sports clubs, the church and students’ homes. Finally, collaboration across different age groups and generations bring yet another dimension to the physical rooms, such as, for example, a community centre for the elderly, and the classrooms and course activities of both younger and older students.
  14. 14. The mental room is represented by the content, methods, approaches and contexts utilised by the teacher. This includes the type of assignments and whether they allow for and encourage students’ own initiatives, creativity and responsibility, are based on student inquiry, relate to the student and the society, and are open to different solutions. Additionally, the mental room includes the settings of the learning process, for example, design and development of a process or a product, team work, group discussions, self- and peer assessment as well as the settings for how students present their knowledge and skills in written tests and oral presentations in class or to external audiences.
  15. 15. PARTNERSHIPS AND STAKEHOLDER ENGAGEMENT ARE REGARDED AS A PRE-REQUISITE FOR ENTREPRENEURSHIP EDUCATION STRATEGY because of the link to real life that Entrepreneurship Education aims to achieve and the priority it places on experiential learning.
  16. 16. For vocational education and training schools, a key driver is the enhanced contacts with employers, which result from activities that develop entrepreneurship skills, as it was reported by the vice-head of a school from Austria: “Students are more independent, assertive and mature. Fewer drop-outs. Better chances for employment and good feedback from internship mentors and employers. Contacts with new and real world are exciting. Presentations of achievements to big audiences. Motivated teachers from motivated students – it works both ways”.
  17. 17. All European Commission Entrepreneurship Education studies since 2006 have emphasized the importance of addressing all levels of education. Recent research supports this focus, demonstrating the significant impact of including Entrepreneurship Education from the earliest level, i.e. primary school.
  18. 18. ENTREPRENEURSHIP EDUCATION FOR AN ENTREPRENEURIAL SOCIETY. Quality education is interactive education. Is meaningful, social and strategic learning. Industry Environmental Issues Society / Community LIFE LONG LEARNING EDUCATION E-PORTFOLIO Prim-Ed SecEd-VocEd High-Ed Labourmarket Enga ged Thinker Entrepreneurial Spirit Ethical C itizen Subject / Discipline Areas Communication Collaboration and Leadership Critical Thinking and Problem Solving Digital Literacy Creativity and Innovation Lifelong Learning Self-Direction and Personal Management Social Responsability and Cultural, Global and Environmental Awareness 21° CENTURY LEARNER Nu m eracy & Liter acy

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