According to the [European Union’s] Key Competence Framework, the entrepreneurship key competence refers to an individual’s ability to turn ideas into action. The European Commission supports and promotes the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all levels of education and training. The scope of this research is primary ([International Standard Classification
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According to the [European Union’s] Key Competence Framework, the entrepreneurship key competence refers to an individual’s ability to turn ideas into action. The European Commission supports and promotes the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all levels of education and training. The scope of this research is primary ([International Standard Classification of Education] ISCED level 1) and general secondary education (ISCED levels 2 and 3). The curricula for vocational, technical or commercial schools at secondary level are not included. In general, only the public education sector is taken into account. This comparative overview analyses the main information received from the Eurydice Network, representing 31 European countries. It is divided into four chapters covering: (1) national strategies and action plans to encourage the integration of entrepreneurship education; (2) how entrepreneurship education is currently being addressed in national educational steering documents in terms of general approaches and subject curricula; (3) specific learning outcomes defined for entrepreneurship education and any practical guidelines to support teachers; and (4) initiatives to promote entrepreneurship education and the current situation on educational reforms impacting on the subject. Examples of current practice from individual countries are given in the overview. However, in addition, a complete set of national descriptions is available in the second part of the report; these include references and links to all the relevant policy documents.
Excerpts from publication.
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