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?

1. ENTREPRENEURSHIP
EDUCATION

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. 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. 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. 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. 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-
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Specific Entrepreneurship Education strategy
Innovation strategy
LEFT
Identified topic
RIGHT
Strategy action
Economic development strategy
Education, training and/or youth strategy

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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