Learning framework presentation_at_meeting_12.2.2021
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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.
Learning framework presentation_at_meeting_12.2.2021
- 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
- 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