This document discusses entrepreneurial learning frameworks in Portugal, Greece, Estonia, and Slovenia. For Portugal, it notes a lack of strategy but some collaborative networks and European pilot programs. Greece includes entrepreneurship in education strategies and pilot programs. Estonia has national guidelines and programs integrated across subjects. Slovenia has annual student business fairs and virtual business projects. It concludes with tables outlining competencies and computer game requirements to develop entrepreneurial skills in 6-10 and 11-12 year olds.

1. Learning
Framework
O1/A1 TASK

2. Entrepreneurial
learning in
Portugal
• no current relevant strategy
• network of government departments and external organisations that work
collaboratively on this policy area
• European policy experimentations such as 'Youth Start – Entrepreneurial Challenges'
coordinated by Portugal Entrepreneurship Education Platform (PEEP)
• government-led action called the 'Strategic Programme for Entrepreneurship and
Innovation‘ - focus on business and start-ups
• National Strategy for Entrepreneurship Education (PNEE) launched in 2006 –
secondary education level, projects to enhance entrepreneurship attitudes
• a number of schools developed entrepreneurship education (EACEA, 2012) mainly
from the secondary level
• some municipalities developed local strategies to promote entrepreneurship among
youngsters - campaigns in schools, contests, workshops, business advisers, etc.
• contest »INNOVATE! Young Creative People, Entrepreneurs for the 21st Century«
contributes to promotion of an entrepreneurial school culture at educational and
training institutions
• more recently, Ministry of Education launched a pilot initiative in a few schools to
implement and extra-curricular subject of entrepreneurship
• entrepreneurship education is something transversal and thus related to several
subject matters in the curricula

3. Entrepreneurial
learning in
Greece
• Greece belongs to countries that include entrepreneurship as part of a general
strategy
• Ministry of Education - pilot implementation of Skills Laboratories with a structured
program and training of teachers
• specially designed platform "Platform form 21+„ with educational material and
guides, audio-visual educational material, worksheets, school actions for the
laboratory and experiential approach to subjects
• Entrepreneurship education expressed as transverse and horizontal action over
various courses, not as compulsory or elective courses
• taught in the course called "project", students learn how to transfer a business idea
from thought to reality
• In primary education, there is no explicit reference to the concept of
entrepreneurship
• environmental studies and interdisciplinary projects, indirect reference to the needs
of a man and to professions, students work collaboratively, financial concepts are
mainly included in environmental studies course
• indirect references to entrepreneurship education, development, and creativity
through interdisciplinary work plans, such as the course of Social and Political
Citizenship Education
• business education is more common in general non-compulsory secondary
education - active learning and extracurricular activities are the most common
teaching methods

4. Entrepreneurial
learning in
Estonia
• national program »Entrepreneurship school« that has guidelines for schools how to
evaluate and promote entrepreneurship skills in school
• one of the main aims of basic school curriculum is to raise students' creativity, adaptivity
and ability to succeed in different roles – in family, work, and public life
• basic school curriculum lists entrepreneurship skills as a key competence that should be
developed through all of the subjects
• In basic education in Estonia, possibility to add entrepreneurship education as a special
subject or to integrate it into mandatory subjects (languages, math, music, art, etc)
• national education competence centre Innove has created a national program for “The
systematic development of entrepreneurial spirit and entrepreneurship education at all
levels of education
• active schools and kindergartens all over Estonia and annuall rewards for best practices.
• linking of entrepreneursip education with real life and the implementation of the best
projects
• cooperation project competitions for schools, the community, and businesses
• Enterprising Schools program, that trains educators to incorporate entrepreneurship values
to their lessons
• Entrepreneurship Village games for ages from 5. They support kids to learn about saving
money, having a business, paying taxes etc. (www.ettevotluskyla.ee)
• Junior Achievement program 11–14-year-old students can find their own mini-companies
and compete in national level.

5. Entrepreneurial
learning in
Slovenia
• yearly bazaars (one for Christmas and one in the spring),
where pupils all ages make different products and then sell
them in the bazaar
• virtual businesses project at national level; annual
international fair
• business, economics, financial concepts and soft-skills
implicitly taught in basic subjects (e.g., mathematics)
• Pupils are working in project tasks looking for new ideas
• One school subject with the topic of entrepreneurship was
being prepared years ago, the material was prepared,
unfortunately was not realized

6. Resources used to support entrepreneurship education
in elementary schools
References (4 PT, 5 GR, 10 EE, 9 SI)
• Title
• Author
• Year
• Country
• Location (e.g.., URL)
• Aim, target group, content
• Comment (e.g.., quality, usefulness)

7. Competences that the
existing
entrepreneurship
educational programs
for 6-10 address

8. Entrepreneurial
competences that
need to be developed
in 6-10- or 11-12-years
old students

9. Computer Game
learning
requirements

10. Computer Game learning
requirements
No. Competence Description of the competence Computer game learning requirement Country
1 Resilience Teach that things sometimes do not go according to plan, but
you must accept that and move on
Incorporate a non-linear structure allowing for surprise factors PT
2 Planning/managing
resources
Help realising that things need to be planned despite unknowns
may happen. Setting goals, prioritizing tasks, follow up on tasks
Incorporate some financial and/or operational planning.
Mechanisms to value money.
PT
3 Teamwork Allow the game to be played in groups in a cooperative
environment
Create a game narrative that enables the game to be played with
teamwork
PT
4 Creativity Allow students to be able to create new things and use their
imagination
Give margin in the game for players’ input / conjugate with off-
line activities that use arts-based activities for instance
PT
5 Decision making Process of understanding what at stake, be able to identify
different possible paths, define criteria for decision and access
those criteria to finally decide
Allow the player to have meaningful decisions during play that
have an impact on the game’s outcome.
PT
6 Knowing about business
functioning
Know what a business essentially is, how it fundamentally works
on a European economy
Have a narrative/storyboard that allows players to emerge and
learn more what a business is and how it works.
PT
7 Creativity To develop new methods instead of using some standard
procedures.
It should be designed to play in different ways that students will
discover, in order to enhance the creativity.
GR
8 Fluency The ability to produce a large number of different ideas. It should be designed to give students the opportunity to
produce a large number of different ideas.
GR
9 Flexibility The ability to change between approaches, to be tolerant. It should be designed to allow students to be flexible in their
activities.
GR
10 Innovation The ability to perceive and (re)define in an a typical manner. It should be designed to give students innovation. GR
11 Cooperation Cooperating is about working together and helping others. It should be designed to allow students to collaborate. GR
12 Achievement motivation This has been characterized as the tendency to set challenging
goals and strive after these goals through their own effort.
It should be designed to play with achievement motivation “is
reflected in a student’s seeking recognition for and overt
GR

11. Computer Game learning
requirements
No. Competence Description of the competence Computer game learning requirement Country
14 Risk taking To be able to not be afraid to take the risk for some of
their move, after first having to consider all the facts.
It should be designed to give students the opportunity
to take risks.
GR
15 Goal setting Learning to set goals (and go after them) helps
children gain independence and understand that they
can exert control over their lives.
It should be designed to support that
entrepreneurship is concerned with attaining goals
creatively and autonomously
GR
16 Self-awareness The child must can do an entrepreneurial
undertaking.
The game should promote the student's confidence. GR
17 Persistence Students should try to solve the issues that arise in
the game and not give up.
The environment of the game should be such as to
hold the student, even when he is frustrated.
GR
18 Creativity The ability to achieve something through someone
own activity.
The opportunity to create something of your own,
unique.
SI
19 Cooperation Each member contributes a fraction to the success. More players. SI
20 Leadership Leadership skills that ensure that every team member
is satisfied and motivated.
A guide how to be a good leader. SI
21 Communication Exchange, transmission of information. Communication tools. SI
22 Making important
decisions.
Weigh your options, think carefully about your
possibilities or choices.
Tools that allow different decisions. SI