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Thematic Working Group on Entrepreneurship Education

Entrepreneurship Education and the Future of Learning

Thematic Report Vienna: 17-19 April 2013

May 2013

Entrepreneurial teaching and learning in the curriculum

Contents

1 Introduction .........................................................................................................1 1.1 Purpose and agenda of the meeting ........................................................................................ 1 1.2 Working methods ..................................................................................................................... 1 1.3 Aims of the thematic report ...................................................................................................... 2

2 Entrepreneurship Education and the Future of Learning ........................................3 2.1 Why should entrepreneurship education be taught? ............................................................... 3 2.2 How can students develop entrepreneurial competences and attitudes? ............................... 3 2.3 The Austrian approach to entrepreneurship education ............................................................ 5 2.4 The examples presented.......................................................................................................... 5 2.5 Key learning points emerging from group work sessions ........................................................ 6

3 Curriculum innovation and entrepreneurial learning methods ..............................7 3.2 Challenges and solutions ......................................................................................................... 9

4 Next steps ............................................................................................................9 4.1 Working tasks for next meeting ................................................................................................ 9

Annex 1 Examples of methods and projects submitted ahead of the meeting ........ 12

The Future of Learning and Curriculum development - Draft Thematic Report

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1 Introduction

The meeting on ‘The Future of Learning and Curriculum Development’ took place in April

2013 in Vienna (AT) and was hosted by the Austrian Federal Ministry for Education, the Arts

and Culture and the Austrian Economic Chamber. The Thematic Working Group on

Entrepreneurship Education - made up of policy makers and EU experts – is developing

policy guidance for entrepreneurship education. This meeting focused on a specific theme of

this policy guidance, exploring how Member States can stimulate the development of

entrepreneurial skills through the learning experience, how entrepreneurship education is

implemented in curricula, and the potential of innovative pedagogies. The Vienna meeting

was planned and coordinated by the Future of Learning subgroup of the TWG.

Supported by several guest speakers and presenters as well a detailed overview of the

Austrian approach, participants explored the role of the entrepreneurial teacher, innovative

pedagogies and their use in the classroom was discussed. The meeting went on to identify

why and how entrepreneurship education, innovative pedagogies and ‘the future of learning’

are linked. The TWG examined challenges and solutions policy makers are facing, and

examples of inspiring practice. The group members then discussed which key messages

can be identified that important for all European countries – including messages for all

countries regardless of the stage of implementation they are in, or messages targeted at

specific countries.

This report gives an overview on the topics discussed during the meeting and presents the

key messages and learning points emerged.

1.1 Purpose and agenda of the meeting

The meeting aimed at giving insights into two themes:

■ Strategies / policy reforms to implement entrepreneurship education in education and

training systems; and

■ Curriculum and pedagogical approaches to entrepreneurship education.

The desired outcome of the meeting was taking a first step towards the development of

recommendations and advice for policy-makers as to:

■ What does an ‘entrepreneurial curriculum’ look like;

■ How can curriculum innovation be stimulated?

■ What type of support is needed from policy makers?

It was stated that the policy recommendations should be applicable to a diversity of

preconditions and conditions in Member States i.e. some recommendations will be relevant

to very advanced countries and others to countries which are only in the beginner’s phase in

this policy area.

1.2 Working methods

During the Vienna meeting, several speakers presented the educational theories and

philosophical principles underlying their concepts of entrepreneurship education; together

with a set of methodical approaches to policy reform aimed at ensuring curriculum reform

and innovation. Through a data collection undertaken in advance, it was possible to look at a

range of practical examples from a broad diversity of countries – both in the advanced stage

and in the beginners’ stage - with a diversity of framework conditions in place. During the

meeting, room for several intensive group work phases was made to grant participants time

to discuss and reflect on possible policy recommendations.

The participants worked towards their general objective of developing recommendations and

advice for policy makers by:

■ Collecting and sharing information via presentations by leading academics and leading

examples of good practice;

■ Collecting a broad range of methods for entrepreneurial teaching and learning;


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■ Analysing the presented examples and a broad range of additional examples collected in

advance - with a focus on identifying different types of successful policy reform and

curriculum innovation – to support policy guidance aimed at;

■ Discussing challenges and solutions for policy makers – what difficulties they encounter

and what recommendations can be made to overcome these.

To enrich the dialogue, gather more information and learn from interesting practice, several

presenters were invited to share interesting practice examples of curriculum innovation,

including representatives of the host country, leading academics and international experts,.

On Day 2, ‘speed networking sessions’ were held. Five very diverse Austrian examples of

innovative action were presented: A Business College, an example of a Public Employment

Service providing entrepreneurship education for the unemployed, an example supporting

innovation and entrepreneurship by cooperating nation-wide on city level, a concept of

methodical innovation offered to schools and a cultural education project.

Representatives of the projects and institutions hosted three consecutive Q&A sessions of

20 minutes; each session following the same principle (brief introduction, followed by

participants’ questions and discussions. Each participant got the chance to speak to all three

out of five hosts.

On the last day, the group reflected on the ideas and examples they were introduced to

during the meeting. Two main questions were posed:

1. Which ideas could I take back to my country and which good practices can be used?

2. Which challenges need to be addressed to implement the idea in my country and what

policy reforms are required for this?

1.3 Aims of the thematic report

This thematic report intends to summarise the outcomes of the meeting and draw initial

conclusions that will be used to formulate preliminary key messages.

More specifically, the report will

■ Highlight the key ideas of each presentation;

■ Summarise the key messages that were identified during the group work sessions;

■ Draw conclusions with regard to the how to facilitate curriculum innovation under diverse

conditions;

■ Outline open questions and the next steps towards the development of policy guidance.


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2 Entrepreneurship Education and the Future of Learning – Presentations and Insights

2.1 Why should entrepreneurship education be taught?

When thinking about the ‘future of learning’, it is obvious that the knowledge and skills

necessary for the next generation might be different from those needed today.

Entrepreneurship Education can help to develop transversal skills in a broad sense - it is

about how to develop a general set of competences applicable to life and work; not simply

about learning how to run a business. Being entrepreneurial may mean 1) being

'intrapreneurial' as an employee, 2) being socially entrepreneurial to create social change or

find solutions to social problems, or to be entrepreneurial in the sense of 3) starting a new

venture or business (for social aims or for personal profit). It is relevant to all forms of

learning, education and training to support the development of entrepreneurial attitudes,

knowledge and behaviours - with or without a commercial objective.

2.2 How can students develop entrepreneurial competences and attitudes?

2.2.1 Entrepreneurial Schools

Stephan Breidenbach, Dean Humboldt Viadrina School of Governance Frankfurt/Oder (DE)

and Member of Vision Entrepreneurs presented the model concept of ‘Schule im Aufbruch’1

(or Schools on the Rise) developed in Germany and currently practiced in circa 150 model

schools. It is based on the idea that – in order to educate the workforce of the 21st century -

schools should move away from the idea of transmission of knowledge; and should rather

pursue an approach of unfolding the potential of students. He advocated the use of practical

projects to challenge young people, working with schools to advise them how innovative

approaches could be implemented within current curriculum structures. He wanted young

people to have ‘magic moments’ where learning became relevant to their lives outside

education or helped them realise their own future potential, stating that these were very likely

to be based within environments where learners feel safe and the teacher-pupil relationship

was based on trust – since ‘fear is not a good companion for learning’.

Students that participate in the model concept that Breidenbach described, learn though

three types of projects/activities:

■ Challenge: For three weeks, students, 13-14 years old, freely choose a challenge that

they will undertake, having to live with a specific amount of money (€150). 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 pick a community work. For example, work as

“language ambassadors”, i.e. teaching German to unprivileged children that are usually

of immigrant background. This project lasts for 6 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, given that it has led students even to patents registration.

1 http://www.schule-im-aufbruch.de/

http://www.schule-im-aufbruch.de/


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2.2.2 Entrepreneurship Education for underprivileged students

In his presentation, Sven Ripsas, Professor for Entrepreneurship at the Berlin School of

Economics and Law (DE),2 emphasised that entrepreneurship education should be based on

new paradigms: it should target social entrepreneurship. In Ripsas’ understanding, social

entrepreneurs are ‘those people who bring to social problems the enterprise and imagination

that business entrepreneurs bring to wealth creation.’

Accepting failure is of great importance: big firms or even conglomerates make mistakes and

fail, why can’t a start-up? It must be accepted that student/nascent entrepreneurs cannot

necessarily write a business plan that will be fully realised in all its detail. For Ripsas, there

lies the difference between business plan development and entrepreneurial success -

entrepreneurship is not just about planning. Although university professors promote the idea

of the business plan as synonym to success, since a business plan can be easily assessed,

but it is just a tool for the allocation of resources.

Hence, entrepreneurship educators should encourage students to discover what their market

really is, to seek information and broaden their understanding. Entrepreneurship teaching

should be less about providing knowledge, but about enabling students to learn how to find,

discover and select the necessary information.

According to Ripsas, everybody can become an entrepreneur - this is not a matter of

financial background, university or school grades. Some basic competences are needed, like

enthusiasm, willingness to learn, things that make a person move- attitudes every person

has – or should have. For Ripsas, the future of entrepreneurship education will see an

increasing focus on social entrepreneurship, generated by young people.

In order to create an entrepreneurial society, four elements are of importance: Education,

businesses, a supporting political environment, and the engagement of the community

administration. The latter can enable entrepreneurship at a broader level, by helping local

schools and local entrepreneurs.

2.2.3 Entrepreneurship education as an existential challenge

Bengt Johannison, Senior Professor in Entrepreneurship at Linnaeus and Jönköping

Universities (SE)3 pointed out that he sees entrepreneurship as genuinely human faculty and

an existential challenge to enhance life. For him, it is mainly a social phenomenon,

embedding economic activities. He raised the concern that entrepreneurship education has

been overtaken by the concept of teaching management rather than entrepreneurship. He

also advocated that there is a strong social dimension.

Johannison emphasised that children are born entrepreneurs through their process of

experimenting, imagining and learning, and invited teachers to co-construct entrepreneurship

as a mode of creating new knowledge. He underlined that 'entrepreneuring' should be

viewed as social projecting.

According to Johannison, entrepreneurship is networking, since it is a socially oriented

learning. In this context, specific teaching methods can be implemented, such as narrative

learning, presentation of cases that illuminate a student’s ideas etc. Dialogue with experts

and peer learning should also be part of entrepreneurship education, since teachers have no

monopoly of knowledge.

Entrepreneurship and its education are challenged by significant changing forces:

■ The increase in social/societal entrepreneurship: These entrepreneurs create social

values;

■ The penetration of digital technology;

2 http://www.schule-im-aufbruch.de/

3 http://www.mastersportal.eu/studies/8658/strategic-entrepreneurship.html

http://www.schule-im-aufbruch.de/

http://www.mastersportal.eu/studies/8658/strategic-entrepreneurship.html


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■ The awareness of challenges that go beyond the local or even national level: There are a

number of global challenges that can have impact.

For Johannison, establishing a culture of appreciation and mindful relationships helps to

create an educational setting that supports children in maintaining their entrepreneurial

selves.

2.3 The Austrian approach to entrepreneurship education

The host country of the meeting, Austria, introduced their approach to entrepreneurship

education. When looking at their educational system, Austrian experts identified it as a

weakness that students and young graduates are not sufficiently prepared for self-

employment, business and social entrepreneurship. Instead, they are rather encouraged to

follow the tradition of job-seeking. This analysis formed the main driver in Austria to

implement entrepreneurship education on several levels of education. The rationale is that

entrepreneurial can-do attitude does not only develop in business life, but should be

encouraged early on – and education is in the position to trigger and support these

processes.

Dieter Wilcek from the Vienna Board of Education emphasised that in Austria,

entrepreneurship is seen as a broad concept. It aims at supporting

■ Self-employment (independence of own lifestyle)

■ An individuals’ sense of citizenship (independence of the mature, jointly responsible

citizen);

■ Vocational independence (independent thinking and acting as a professionally

competent employee), and

■ Entrepreneurial independence (independent entrepreneurial activity – facilitation of equal

opportunities).

Entrepreneurship Education is seen as an integral part of Austria’s lifelong learning strategy.

It tackles several levels of education and is supported by a variety of actions, a range of

which was introduced in a ‘speed-networking session’ on Day 2 of the meeting.

2.4 The examples presented

The table below gives an overview on the main points addressed by those speakers who

presented a concrete practice example, project or action.

Table 2.1 Key messages regarding practice examples

Presenter Affiliation Title of presentation Main points

Katarzyna

Bordziuk

Pwn.pl –

multimedia

software for

education,

Coordinator of the

Entrepreneurship

project (PL)

To be

entrepreneurial –

learning through

action. An

innovative

programme for

teaching

entrepreneurship

in secondary

schools

Passive way of learning is a hindering

factor. Active learning through the use of

technology can engage teachers and

learners and promote entrepreneurship

education.

Erika

Hammerl

Expert for Team-

Coaching at

Schumpeter

College (AT)

Schumpeter

College concept of

practice firms

The concept of practice firms as

implemented in several secondary

schools in Austria gives students the

opportunity to develop and pursue their

business ideas over four years duration.

Moreover, the school uses several cross-

curricular methods of entrepreneurship

education.


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Presenter Affiliation Title of presentation Main points

Clemens

Ragl

Head of Unit

Entrepreneurship,

Coordinator of the

Business (AT)

Start-up

Programme the

Public

Employment

Service in Vienna

The Start-up programme was very

successful in encouraging unemployed

persons to transit to self-employment. It is

very successful especially with older

persons (from 25 years on) and has high

survival rates 73% still in business after 5

years.

Stuart

Simpson

Coordinator of the

SMART seven-city

hubs for innovation

and

entrepreneurship

training

SMART seven-city

hubs

Austria has established hubs in 7 cities

which support entrepreneurship and the

development of ideas. The hubs work

together to implement best practice

training, to support development of new

trainers and to identify and mentor new

start-up business by young people.

Barbara

Wimmer

Centre for

Cooperative Open

Learning

The idea of COOL The centre is sponsored by the Federal

Austrian Ministry of Education and was

founded with the goal to spread the idea

of the Cooperative Open learning (COOL)

concept, which is based on three

principles: 1) Freedom to choose what is

learned and when – all within a student’s

own responsibility, 2) Co-operation with

other team-members, 3) Time – planning

and self-organisation. Teachers are

trained on the 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.

Monika Mott Head of

Department,

Educational

Cooperation

KulturKontakt

Austria (KKA)

KulturKontakt Austria (KKA) supports

developing creativity in the field of culture

It is a European centre of competence

and resources whose core areas of

activity are cultural education in Austrian

schools, international educational

cooperation, and international residency

programmes for artists from abroad.

KKA also has the ECONET project which

supports the introduction of virtual

companies in VET. KKA supports the

curriculum development and works with

head teachers and supports the

communication of schools with parents

and companies through the

“advertisement” of the implementation of

those virtual companies. The teachers

involved are trained to become a coach to

the virtual company.

2.5 Key discussion points emerging from group work sessions

In several group work sessions, the groups analysed the practice examples presented.

One main point of learning was here that the future of learning might require re-

discovering traditional values and qualities of education – like dedicating attention to the

individual needs of every child; and providing an educational setting that values a culture of

appreciation and mindful relationships. However, this should go together with using modern

teaching methods and ICT-based tools.


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Several speakers underlined that children are ‘born entrepreneurs’. Therefore, in primary

and /lower-secondary school entrepreneurship education is a lot about encouraging the

students’ playfulness and spontaneity, whilst in secondary and higher education, stimulating

entrepreneurship can be seen as an attempt to regain students’ lost identities as

entrepreneurs. This can be done by organising projects where the students work in teams

and cross boundaries. On the next level, in higher education, a supportive structure should

be provided that helps the students to launch commercial, social or cultural ventures,

building bridges between the academic and other communities in society.

Social entrepreneurship was seen as key to ’sell’ entrepreneurship to Teacher

Colleges, especially for teachers that don’t teach business.

Digital/ICT-based learning was also stressed as a way to promote entrepreneurial

learning. Methods such as digital story-telling can be used across subjects. Given that

younger learners belong to the digital generation, ICT has to be integrated into the learning

environment. Digital learning also allows for collaboration outside of the school. However,

the engagement of teachers may be a challenge: Teachers often do not feel comfortable

with “new” materials, or older teachers may be not familiar with technological learning tools.

Appropriate training of the teachers is therefore mandatory.

However, teachers interested in entrepreneurship education come from all

fields/subjects. Projects can also engage IT and foreign language teachers, since trading

with foreign virtual companies makes a proficient use of English necessary.

3 Entrepreneurial learning methods and Policy Messages

During the PLA entrepreneurial teaching and learning methods were collected, together with

policy actions that could drive and support entrepreneurship education.

3.1.1 Teaching methods

These were divided into the following levels:

Micro level – methods that can be introduced easily and immediately

Meso level – methods that may need wider agreement/resources

Macro level – methods that require changes to the curriculum

3.1.1.1 Micro level

For teacher methods, micro level refers to relevant initiatives that can take place in a

classroom. Those methods do not necessarily require the engagement of the whole school

or regulatory reforms from local/regional/national authorities. Such short interventions that

can easily be included in existing lessons or subjects were suggested. For example:

■ Blending ICT with entrepreneurship: A more intensive use of ICT, e.g.

– digital story-telling;

– blogging;

■ Real practice examples;

■ Group puzzles

■ Action learning;

■ Self-oriented learning.

Their adoption from teachers depends on the age group, the type of subject and other

parameters.

3.1.1.2 Meso level

Going one scale up, meso level teaching methods are methods that could require (or be

more effective with) the involvement of the whole school, support from stakeholders or other

additional resources.


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Such approaches were identified by the TWG members and overall underlined the need to

promote students’ curiosity and eliminate fear. More specifically:

■ debate clubs,

■ exercises involving marketing and selling,

■ interviews with entrepreneurs

■ creative idea generation and development

■ plan games

■ run opinion surveys to develop students ownership about their learning

■ use simulation methods

■ promote voluntary work

For assessment, it was stated that it should be possible to use unusual methods – e.g. direct

observation of the teacher – but that it should be possible to assess against milestones and

objectives already set in the curriculum.

3.1.1.3 Macro level

Some of the ideas and methods suggested referred to the macro level. Their implementation

requires curriculum frameworks that allow for this to be made part of the curriculum on a

loca/regional/national policy level. The teaching methods identified included:

■ practice firms in schools

■ mini/junior companies

■ outdoor training

■ whole school approaches such as COOL (see case study section above)

■ project learning

■ introducing a “learning office” at school level to coordinate entrepreneurial activities

3.1.2 Policy messages

The implementation of entrepreneurial teaching and learning methods, particularly in schools

and VET, requires structural change in most countries. In higher education, where learning

approaches are not driven by national policy, introductionof entrepreneurial teaching and

learning depends on the institution making a cultural change.

The policy messages identified below highlight the links between the themes being

addressed by each sub-group i.e. teacher education, stakeholder engagement, learning

outcomes and the future of learning. These macro level messages underline overall

objectives that should be attained, to promote entrepreneurship education overall. Countries

may differ on the specific steps needed in their national context.

■ Make entrepreneurship compulsory for each student;

■ Develop a reference framework for entrepreneurship skills and attitudes [learning

outcomes];

■ Create an entrepreneurial ecosystem in educational institutions – to allow for a holistic

approach that includes cultural change across the institution and involves stakeholders

as well as teaching and learning;

■ Foster flexible curricula which can allow teachers to respond to the needs and interests

of their learners;

■ Introduce personalised learning approaches

– learning should be orientated at each students’ individual capabilities and previous

learning outcomes – but can still be implemented on a school basis.

■ Embed ICT and social media tools into teaching and learning. ICT is also recognised as

a tool to foster both personalised learning and team learning.

– Simultaneously, introducing ICT into teaching can be a challenge for some teachers.

Relevant teacher training should be introduced (if not there).

– Teachers can use students as “digital experts”: in this way, teacher training can be

enhanced and students will be actively engaged.

■ Entrepreneurship education has two sides: What to teach and how to teach; besides a

changed or open curriculum, teachers should be trained on entrepreneurial learning

methods


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■ Focus on entrepreneurship education that fosters social inclusion

■ There is a need to train teachers both during their initial training and in continuous

development programmes;

– Teacher training in entrepreneurship should include ICT

– Teacher training should also include placement in companies

■ ICT should be a core element in pan-European entrepreneurship projects

■ Students should be assessed on their entrepreneurial skills, attitudes and knowledge.

Include entrepreneurial assessment methods. The role of assessment should not be to

create fear to learners, but rather to create confidence.

■ Evaluation and monitoring should be built into projects, with qualitative and

quantitative metrics to understand impact and effectiveness. Relevant

policies/strategies should be assessed regularly, and have a feedback loop that will

ensure that relevant adjustments/improvements take place.

The primary policy message for those countries who are not yet developed in the area of

entrepreneurship education is that the implementation of teaching and learning

methods needs to be coupled with policy approaches that will promote

entrepreneurship education.

3.2 Challenges and solutions

Based on the groups’ analysis of all practice examples (including those submitted earlier),

the following challenges were identified (NB not an exhaustive list):

■ How to get from good practice small scale/pilots to implementation on a broad scale;

■ Insufficient involvement of stakeholders (particularly business / community);

■ Monitoring of programmes and methods;

■ Lack of data for alumni/start-ups;

■ Impact assessment to guide policy makers;

■ Assessment not suitable to methods / outcomes; and

■ Lack of interest.

The following solutions were mentioned (NB not exhaustive and list does not respond to all

challenges mentioned above):

■ Start from a young age;

■ Communicate the broader definition of EE (steer away from business focus and broaden

perception);

■ The integration of ICT and EE can aid learning;

■ Provide a safe environment where students are allowed to make mistakes and fail;

■ Develop a national strategy linked to economic growth and integrated across wider

education policies.

4 Next steps

The ‘Future of Learning’ sub-group will continue working on refining their conclusions,

building on the challenges and solutions identified during the PLA. In their final form, these

will feed into a policy guidance document on entrepreneurship education published by the

European Commission, responding to the 2013 Annual Growth Survey which has highlighted

the particular importance of entrepreneurial skills for EU citizens.

4.1 Working tasks for next meeting

During the next meeting (13-15 May 2013), the group will continue to work on the task they

have set for themselves:

■ The analysis of the strategies / policy reforms to implement entrepreneurship education

in education and training systems; and


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■ The collection and analysis of curriculum and pedagogical approaches to

entrepreneurship education.

The desired outcome of the group work is to develop recommendations and advice for

policy-makers as to:

■ What does an ‘entrepreneurial curriculum’ look like;

■ Possible typology of entrepreneurial methodologies;

■ How can curriculum innovation be stimulated;

■ What type of support is needed from policy makers

The challenges and solutions identified above will provide a starting point for this.

In the box below, some guiding questions are listed which might stimulate the debate leading

to the aforementioned recommendations:

Guiding Questions for group work in May meeting

Curriculum innovation:

■ Which examples of curriculum innovation / implementation do we know?

■ What are their main characteristics?

The entrepreneurial curriculum:

■ Define: What is an entrepreneurial curriculum?

■ Can examples be grouped into different types .

■ What are the characteristics – as to content, learning outcomes and assessment

Entrepreneurship education in current curricula:

■ Where can we typically find EE in national curricula?


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ANNEXES


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Annex 1 Examples of methods and projects submitted ahead of the meeting

A1.1 Example from Northern Ireland/UK

Title Learning for Life and Work – (LLW )

Educational Sector Post Primary – KS 4 (14 – 16)

Objectives Area of Learning includes the contributory elements of

■ Employability,

■ Local and Global Citizenship and

■ Personal Development.

Policy Context Revised N.I. Curriculum

Teaching method/s Active, experiential learning

Description As a general concept, Learning for Life and Work is involved in all meaningful experiences

in education.

As a specific subject area, it provides practical tools to

■ think independently,

■ make informed choices and

■ act responsibly in today’s world.

Assessment Coursework:

■ Reports

■ Controlled assessment

■ Terminal examination GCSE

Outcomes Pupil should be enabled to: Sample 3 each only)

Re Employability,

■ explore self-employment and identify relevant sources of support;

■ examine the impact of globalisation on employment;

■ investigate the recruitment and selection process, taking into the rights and

responsibilities of employees and employers

Re Personal development

■ reflect on, and respond to, their developing concept of self, including managing

emotions and reactions to on-going life experiences;

■ recognise, assess and manage risk in a range of real-life contexts;

■ develop further their competence as discerning consumers in preparation for

independence;

Local and Global Citizenship

■ respond to the specific challenges and opportunities which diversity and inclusion

present in Northern Ireland and the wider world;

■ identify and exercise their rights and social responsibilities in relation to local, national

and global issues;

■ develop their understanding of the role of society and government in safeguarding

individual and collective rights in order to promote equality and to ensure that

everyone is treated fairly;

Scope/breadth of

participation

Open to all pupils - not compulsory

Timeframe Two Years (14 – 16)

Preparation Personal Development and Mutual Understanding PDMU KS 1 & 2 (7 &11)

Education for Employability KS 3 (14)

Sources/Links http://www.ccea.org.uk/llw/

Contact Name Ms Vivienne Bannon

http://www.ccea.org.uk/llw


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A1.2 Example from Lithuania

Title Economics and entrepreneurship education

Educational Sector Lower secondary / vocational/ upper secondary (15-19 years)

Objectives More students develop

■ entrepreneurship skills,

■ economic thinking mind set,

■ skills of economic literacy

To make the learning programme more practical

Policy Context The new General Curriculum Framework for primary and lower secondary education was

updated in 2008. For upper secondary education, it was updated in 2011.

Within the General Curriculum Framework and with required confirmation, school has the

autonomy to design school and class level curriculum.

Lithuanian Junior Achievement (LJA) programs are taught in 40% of Lithuanian secondary

schools.

Teaching method/s ■ Experiential learning

■ Business mentoring

Description Active teaching and learning methods, which stimulates student self-sufficiency, critical

thinking and collaboration, tutorial, project work, student mini company, student mini

companies fairs, work presentations, young fellow-day hands-on training, forums,

contests, competitions, trips, lectures, discussions, excursions, games, business

simulations and workshops

Assessment Summative assessment for participation in various activities, criterion-referenced

assessment.

No nationally standardised test or examination in entrepreneurship

Outcomes Students

■ Fosters a creative, entrepreneurial, inquisitive, sophisticated, intelligent.

■ Learn what they need in real life.

■ Develop economic literacy.

■ Develops knowledge and understanding of economical processes in Lithuania and the

world.

■ Raises skills of personal financial sense, entrepreneurship competence.

■ Purposefully learns and plans professional and personal life.

■ Creates academic knowledge based on perception of changing economic conditions.

■ In addition to the theory gets practical things.

■ Some students at school by a business deal in learning because they understand the

importance.

■ Some students at school are developing their own business.

Scope/

Breadth of participation

A compulsory separate subject named 'Economics and entrepreneurship education'

subject for grade 9 or 10 (15-16/17 years).

An optional subject economics and entrepreneurship education for grade 11-12 (17/18-19

years)

Timeframe One hour every week for one year in 9 or 10 grade.

Two hours every week for one year in 11 and 12 grade.

11-12 grade students may choose a different number of hours.

Preparation Good preparation of the pedagogical and didactical aspects is very important.

Teachers on the Entrepreneurship module have experience, a good grounding in business

education.

A good supply of good quality teaching tools.

Challenges It is difficult to find business consultants for students the educational companies.

A lot of projects for teachers and students.

Hostile administration's approach.

Pupils' attitudes to the optional subject is flimsy, lack of motivation.

Milestones Preparation phase-idea generation-idea evaluation-idea realization-reflection

Sources/Links General Curriculum Framework

http://www.smm.lt/ugdymas/docs/programos/1_pradinio%20ugdymo%20bendroji%20prog

http://www.smm.lt/ugdymas/docs/programos/1_pradinio%20ugdymo%20bendroji%20programa.pdf


14

Title Economics and entrepreneurship education

rama.pdf (only LT)

http://www.smm.lt/ugdymas/docs/programos/6_Socialinis-ugdymas.pdf (only LT)

http://www.upc.smm.lt/suzinokime/bp/2011/Socialinis_ugdymas_5_priedas.pdf (only LT)

Lithuanian Junior Achievement programs www.lja.lt

Contact Name Marytė Skakauskienė

A1.3 Example from Austria

Title: Practice Firm (PF) – entrepreneurship, innovation and creativity

Level (depends on the specification) Attitude C2, Identifying opportunities B2, Organising B2,

Working together C2, Acting future oriented C1

Short description The practice firm is the model of a real company, enabling the operational procedures of

an actual company to be reproduced to varying degrees of complexity, with the aim of

making them transparent for learning processes. Just as real companies have business

contacts with other companies within the business world, practice firms have external

contacts, so that students get in touch with their partners’ business culture in their own

country and abroad. PF co-operates with other Practice Firms in a closed network - in

their own economic environment. Each Practice Firm purchases, produces and sells a

specific range of goods in a simulated market. PF workers (students) trade with other

practice firms, make contracts with local and foreign partners. The customers who are

buying the goods are the participants in the network.

A PF imitates all business activities of a real enterprise, but there is no real transfer of

goods and money. All business situations relevant to specific sectors are covered by the

PF, from purchasing through output to sales. The associated business administrative

tasks must be carried out according to business usage and legal requirements. Like in real

life, each practice firm is organized in departments dealing with business management,

human resources, secretarial services, marketing, sales, controlling, auditing, accounts,

logistics, etc. Students rotate jobs in the various departments, where they carry out the

specific tasks.

All employees in the PF receive (virtual) salaries, which must be spent within the network

in order to make the economic circulation function. As contacts are established with other

practice firms all over the world, the employees also handle the export and import of

goods.

PF should cooperate with a real company – partner firm. This close partnership aims to

encourage experience exchanges to simulate company practice.

PF fair as a spectacular event in the PF network and a great opportunity to establish new

business contacts, share experiences, introduce new products, to create an image, to

demonstrate all achievements are organized yearly.

Authorities involved in trade (e.g. customs, freight, payment and taxes) are provided by a

national Central Office.

Objectives The objective of the practice in the PF is to develop entrepreneurship skills of students in

VET organisations. It is considered that PF itself is entrepreneurial education (role of PF)

and creates such skills as motivation, team work and projects as well as basic skills of

running a business, planning business activities, interpreting results and decision making.

Students have possibilities to gain practical professional, social and technical skills in the

imitable activity of the business enterprise.

Knowledge of the national legislation concerning registration of business – registrations in

the registers of the National Central Office. All procedures and documents follow the

requirements that are obligatory for the real business.

Participants 15 to 25 apprentices, aged from 16 to 18, practice firms are also implemented at

universities (especially such for business administration) and in adult educational systems

for vocational retraining.

In Austria practice firms are mandatory in the curricula of several types of VET schools for

business administration.

Time Practice firms should be – once founded - be permanently installed. The recommended

minimum participation duration for apprentices is 10 months, one year of training would be

http://www.smm.lt/ugdymas/docs/programos/1_pradinio%20ugdymo%20bendroji%20programa.pdf

http://www.smm.lt/ugdymas/docs/programos/6_Socialinis-ugdymas.pdf

http://www.upc.smm.lt/suzinokime/bp/2011/Socialinis_ugdymas_5_priedas.pdf

http://www.lja.lt/


15

Title: Practice Firm (PF) – entrepreneurship, innovation and creativity

optimal. The apprentices should work one day (3 – 6 hours) a week, but there also exist

practice firms working more than 30 hours a week.

Preparation Work in the PF is only possible, if it is part of a network of PFs, so that a market situation

can be simulated. Additionally it is imperative, that the most important authorities are

simulated and that a practice firm bank is introduced, so that money can be transferred

properly. In order to take part in the international practice firm market, bank clearing must

be offered – this is ensured by joining EUROPEN PEN International.

The trainer should have experience in real business and should also be pedagogically

qualified. Trainers, working in a PF, are often described as leaders, organizers, managers,

experts, consultants, etc. Qualifications in the pedagogical and managerial field play the

main role in preparing students for their practical activities.

Stumbling blocks Budget is needed :Establishment budget should be formed considering:

■ PF premises, furnishing and office equipment;

■ IT equipment and software;

■ Communication costs (telephone connection, internet, post services);

■ Stationery.

The practice firm usually operates in a room, equipped and furnished with adequate office

furniture and equipment for training in the PF. There should be ample room for the

different departments of the practice firm. It is recommended that the practice firm has at

least 12 computer workplaces and an Internet connection. PF establishing costs incur only

once as usually PFs are run for many years.

PF trainers’ preparedness and motivation for work at PF are a precondition.

PF trainees should have some business-knowledge. Preferably training in PF should be

implemented in the last year of students’ business-education.

To guarantee a high level of quality of PF, monitoring and controlling should be

implemented.

Steps Preparation phase, getting familiar with the system and with the most important (online)

services of the national service center – Formation and setup or (mostly) overtaking of the

practice firm by applying for a job in the practice firm, visiting partner firm – ongoing

business operation on the virtual market including all business activities of a real

enterprise and dealing with civil services (such as tax office and social insurance

institution) – handover to the next generation by job advertisement

Source ACT Austrian Center for training firms (practice firms), www.act.at

A1.4 Example from the US

Ice House Entrepreneurship Program TWG Application FINAL.pdf

Documents

Entrepreneurship Education and the Future of Learning ...ec.europa.eu/dgs/education_culture/repository/education/policy/... · 2 Entrepreneurship Education and the Future of ... The