O1 a1 report-learning_framework

2021
Learning framework
O1/A1 TASK
JANUARY 2021

Table of contents
1 Background.......................................................................................................................................... 1
1.1 Portugal........................................................................................................................................ 1
1.2 Greece.......................................................................................................................................... 1
1.3 Estonia ......................................................................................................................................... 2
2 Current situation about entrepreneurship education in elementary schools (age 6-10)........................ 3
2.1 Portugal........................................................................................................................................ 3
2.2 Greece.......................................................................................................................................... 3
2.2.1 Entrepreneurship in Greek Curricula of the 1rst and 2nd grade (ages 6-8)............................. 3
2.2.2 Entrepreneurship in the Greek Curricula of the 3rd and 4th grade (ages 9-10) ...................... 4
2.2.3 Estonia.................................................................................................................................. 5
2.2.4 Slovenia................................................................................................................................ 6
3 Current situation about entrepreneurship education in elementary schools (age 11-14)...................... 6
3.1 Portugal........................................................................................................................................ 6
3.2 Greece.......................................................................................................................................... 6
3.3 Estonia ......................................................................................................................................... 7
3.4 Slovenia........................................................................................................................................ 8
4 Resources used to support entrepreneurship education in elementary schools.................................... 9
5 Competences that the existing entrepreneurship educational programs for 6-10 address...................15
5.1 Portugal.......................................................................................................................................15
5.2 Greece.........................................................................................................................................16
5.2.1 Skills and knowledge:...........................................................................................................16
5.2.2 Behaviour ............................................................................................................................16
5.2.3 Attitudes..............................................................................................................................17
5.3 Estonia ........................................................................................................................................17
5.3.2 Behaviour ............................................................................................................................17
5.3.3 Attitudes..............................................................................................................................17
5.4 Slovenia.......................................................................................................................................17
5.4.2 Behaviour ............................................................................................................................17
5.4.3 Attitudes..............................................................................................................................18
5.5 Entrepreneurial competences that need to be developed in 6-10- or 11-12-years old students ...18
5.6 Portugal.......................................................................................................................................18
5.7 Greece.........................................................................................................................................19
5.8 Estonia ........................................................................................................................................19
5.9 Slovenia.......................................................................................................................................20
6 Competences that elementary school teachers need to have to be able to encourage entrepreneurial
mind of students.........................................................................................................................................20
6.1 Portugal.......................................................................................................................................20
6.2 Greece.........................................................................................................................................21
6.3 Estonia ........................................................................................................................................21
6.4 Slovenia.......................................................................................................................................21
7 Computer Game learning requirements..............................................................................................21
7.1 Targeted competences ................................................................................................................21
7.2 The use of computer game..........................................................................................................24
7.3 Specific activities reinforcing the impact of computer game ........................................................25

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1 Background
1.1 Portugal
According to the Entrepreneurship Education at School in Europe (Eurydice Report, 2016), “there are no
relevant national strategies in nine countries/regions (Croatia, Italy, Cyprus, Luxembourg, the Netherlands,
Malta, Portugal, the United Kingdom (England) and Iceland). Cyprus has no existing strategy but has a specific
strategy in development, while Slovenia already has a broader strategy linked to entrepreneurship education
and is now developing a specific strategy.”
The same document states, in relation to Portugal that “Portugal has no current relevant strategy, although
the country was highlighted as having a strategy in development in the 2012 report. However, there is a well-
established network of government departments and external organisations that work collaboratively on this
policy area, as well as high profile European policy experimentations led by Portugal, such as 'Youth Start –
Entrepreneurial Challenges' coordinated by the Portugal Entrepreneurship Education Platform (PEEP) (83).
There is also a government-led action called the 'Strategic Programme for Entrepreneurship and Innovation'
(84), a support programme with a focus on business and start-ups rather than actions in the area of
education.”
Portugal had in fact a National Strategy for Entrepreneurship Education designated as “Projeto Nacional de
Educação para o Empreendedorismo (PNEE)” launched 2006 and developed between 2006 and 2009, being
implemented until 2010. The PNEE aimed the development at secondary education level, projects to enhance
entrepreneurship attitudes. The program wasn´t implemented in all the schools, but schools could implement
it resorting to the possibilities enclosed in the curricular flexibility rulings.
So, the overall picture in the country is that there are a number of schools that developed entrepreneurship
education (EACEA, 2012), mainly from the secondary level.
In addition, some municipalities developed local strategies to promote entrepreneurship next to youngsters –
in this case education levels involved were primary as well as secondary education, depending upon the
initiatives implemented. These initiatives included: campaigns in schools, contests, workshops, business
advisers, etc.
More recently, the Ministry of Education also launched a pilot initiative in a few schools to implement and
extra-curricular subject of entrepreneurship with the support of a private company with years of experience
in entrepreneurship education. The results of these pilot experiences are not yet known.
The general view, however, seems to be that entrepreneurship education is something transversal and thus
related to several subject matters in the curricula, maybe justifying the fact that it was not turned into a
separate subject in school education.
1.2 Greece
According to the European Commission (2012), the integration of Entrepreneurship Education into the
primary and secondary education curriculum follows two main types of general integration strategies,
combined with several separate country-wide initiatives. These two basic strategies refer to: a) specific
strategies and action plans that focus exclusively on the integration of business education and b) broader
educational or economic strategies, which incorporate the objectives of education in entrepreneurship
(European Commission, 2012a). Greece belongs to countries that include entrepreneurship as part of a
general strategy.

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It is worth noting the current effort of the Ministry of Education for the pilot implementation of the Skills
Laboratories with a structured program, explicit references to the meaning and training of teachers.
Also, there is a specially designed platform of the IEP, entitled "Platform form 21+", which includes
educational material and/or educational guide, audio-visual educational material and/or worksheets,
suggested school actions for the laboratory and experiential approach to the subject, sheets assessment and
self-assessment and, in some cases, information material for parents, appropriately graded by class.
(http://iep.edu.gr/el/psifiako-apothetirio/skill-labs/913-dimiourgo-kai-kainotomo)
Entrepreneurship education is a challenge that many countries around the world are trying to meet in order
to meet the growing demands of the labour market. It is important to see how it is reflected in the Greek
educational system and especially in the Curriculum in Primary Education, whether entrepreneurship is
envisaged as a learning object in Primary School and how teachers include it in their teaching. A few Greek
research have been carried out in this field (Papagiannis, 2013, Dinaki, 2015), while the report of the Eurydice
Network (2016) is also important, where the following are mentioned:
“The sense of initiative and entrepreneurship refers to a person's ability to turn his ideas into action. It includes
creativity, innovation and risk-taking, as well as the ability to design to achieve specific goals. It supports
people, not only in their daily lives, both at home and in society, but also in the workplace, especially in terms
of understanding the context of their work and seizing opportunities. It is the foundation for the specific skills
and knowledge needed by those who are active or contribute to social or commercial activities. "
Entrepreneurship is one of the eight key skills that a person needs to develop."
A bibliographic review of the official institutional texts of Greek education system, especially in primary
education, revealed the following:
 Entrepreneurship education is presented as
 interdisciplinary approach, where the objectives of Entrepreneurship education are expressed as
transverse and horizontal in various courses.
 Entrepreneurship education is not taught as a compulsory separate course or elective course, or
as part of one or more compulsory course (s).
 Research by the Eurydice Network reveals that:
 In Greece, case studies are mainly used in secondary education in order to better understand the
concepts of unemployment, inflation, the laws of supply and demand and so on. In particular, when
the teaching of Entrepreneurship education is 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, which
highlights the lack of a Curriculum to provide a unified and coordinated strategy in this regard,
covering the training needs of teachers who are called to implement it in the classroom.
Entrepreneurship is part of a more general strategy.
1.3 Estonia
According to Estonian basic school curriculum one of the main aims is to raise students' creativity, adaptivity
and ability to succeed in different roles – in family, work, and public life. Also, it lists entrepreneurship skills
as a key competence that should be developed through all of the subjects in Estonian schools. In basic
education in Estonia, we have a possibility to add entrepreneurship education as a special subject or to
integrate it to be part of mandatory subjects (languages, math, music, art, etc.). To help the schools our
national education competence centre Innove has created a national program for “The systematic

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development of entrepreneurial spirit and entrepreneurship education at all levels of education,” or in short
– Edu ja Tegu (Deed of Success).
As the leading partner in the program, Innove supports the development of an entrepreneurial attitude in
general education and vocational schools, explaining why it is good to be entrepreneurial, what the benefits
of entrepreneurship are and what has to be learned. We support the linking of entrepreneurship education
with real life and the implementation of the best projects. We organize cooperation project competitions for
schools, the community, and businesses.
The leading partners of the program are Innove Foundation and University of Tartu, the partners are Tallinn
University, Tallinn University of Technology, Estonian University of Life Sciences, Estonian Academy of Arts,
Estonian Academy of Music and Theatre, Estonian Business School, Estonian Entrepreneurship University of
Applied Sciences Mainor, Junior Achievement Estonia, and Ida-Viru Entrepreneurship Centre.
(https://www.innove.ee/en/education-projects/entrepreneurship-education/ )
Edu ja Tegu (Deed and Success) also promotes active schools and kindergartens all over Estonia and annually
chooses and rewards the best practices.
They have developed a special Enterprising Schools program, that trains educators to incorporate
entrepreneurship values to their lessons.
A particularly good help for teachers is Entrepreneurship Village games for ages from 5. They support kids to
learn about saving money, having a business, paying taxes etc. (www.ettevotluskyla.ee). They also sell their
games with a course for teachers. So, students do not have to drive to Tartu or Tallinn play these games, but
teachers can also use the materials at schools or kindergartens.
2 Current situation about entrepreneurship education in elementary schools (age 6-
10)
2.1 Portugal
In this age group there is no formal curricula in entrepreneurship. It depends on the initiative of the
school/teachers to implement activities related to entrepreneurship. Other initiatives related to
entrepreneurship are promoted by other sectors in society but that do not specifically involve schools.
2.2 Greece
2.2.1 Entrepreneurship in Greek Curricula of the 1rst and 2nd grade (ages 6-8)
In the Field of Environmental Studies and in the interdisciplinary projects, indirect reference is made to two
sections: the needs of man and the professions. Some relevant goals are mentioned below:
 To recognize that many goods are offered directly by nature, while others must be produced by
humans.
 To mention their needs and link them to the goods that satisfy them.
 To connect some professions with the coverage of specific needs.
 To get to know traditional ways of producing various goods. Goods and consumption Goods and need
Work and occupations. Children may collect photos of goods, use them aesthetically and discuss what
they consider necessary for their lives. (goals of a project in man’s need). They discuss their parents'
professions and are concerned about the need for different professions. They visit business premises
with modern or traditional facilities. They observe and describe the goods produced, discuss the needs

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they cover as well as the qualities and differences in the way the products are made in a modern and
traditional way (goals of a project concerning professions).
Students in the age of 6 years learn about Professions: They work collaboratively, select, and represent as a
group activity of a profession, which the other students are invited to comment on (DEPPS-APS, 2003).
Entrepreneurship education refers to the moto: I Create and Innovate - Creative Thinking and Initiative (Build
new ideas, give new solutions)
Programs are included in the following areas:
 I create, I innovate, I try
 STEM / STEAM
 Robotics
 Entrepreneurship
 New technology
 Acquaintance with professions
Keywords: creative process, creative thinking, organizational ability and programming, virtual business, youth
entrepreneurship, professions of the future, financial literacy, economics and ethics, tax awareness, social
responsibility, digital environments / open digital environments, digital skills, innovation, new professional
skills, personality, and professional identity).
2.2.2 Entrepreneurship in the Greek Curricula of the 3rd and 4th grade (ages 9-10)
Business Education is more common in general non-compulsory secondary education (Lyceum) than at lower
levels of education. Active learning and extracurricular activities are the most common teaching methods in
the Greek education system, for which there are general guidelines in the DEPPS.
In Greece, elementary school projects are implemented in the Field of "Flexible Zone", for students aged 6-
10 years). Some of these projects are related to aspects of entrepreneurship. In general, the approach of the
concept of entrepreneurship in the Greek educational system is done in the form of developing students'
capabilities through their participation in corresponding activities.
In primary school, where no economics courses are taught, financial concepts are mainly included in the
Environmental Studies course.
The Curriculum of the subject "Environmental Study" for the 3rd and 4th grade of primary school, include
two axes (one in each grade), related to the approach of aspects of entrepreneurship and its teaching to
students aged 8-10.
In the third grade, one of the axes of cognitive content is "Consumption". The general objectives of this Unit
are to distinguish the real value of products and their importance for their health, to realize that blind
imitation of consumer patterns is one of the main causes of overconsumption, to distinguish products from
Greece and from other countries of the European Union. The concepts of interdisciplinary approach of the
unit are: System, Dimension, Communication.
In the 4th grade, one of the axes of cognitive content is "Economic Activities in our place". The general
objectives of the Unit are to connect the professions with the products of their place and to know the
contribution of all the professions to the economy and to the way of life of the local community and to get
acquainted with the basic functions of the market (supply-demand). The concepts of interdisciplinary
approach of the unit are: Interaction, System, Quality - Difference.

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In the Supplementary Greek Curricula for the subject "Environment and Education for Sustainable
Development" in primary school (ages 6-10), one of the main objectives is to propose the formation of a new
pedagogical framework in which various activities are developed that contribute to information, awareness,
and awareness of students in decision-making and participation, in the prevention or resolution of
environmental issues and problems. In this context, one of the axes of study is the economic systems, which
are shaped but also shape the production processes and determine the standards of securing resources to
people.
The utilization of the supplementary APS is optional by the teachers.
Exemplary axis of the Supplementary Curriculum for the 3rd Primary School related to the teaching of
entrepreneurship:
Expected learning outcomes:
Level 1: Basic knowledge
 Students to identify the evolution of clothing and footwear over time in relation to the materials
from which they are made. They interpret the symbols on the labels of the clothing-footwear
they buy.
Level 2: Identify an issue / problem
 Students to record the materials of the clothes-shoes of the children of the class and their
family environment, to wonder what natural resources were consumed in order to make their
clothes and shoes, to connect the traditional clothes-shoes with the weather conditions, the
health and local production of raw materials, to distinguish differences between clothing-
footwear based on the material, the way and the country of manufacture, to explain why
clothing-footwear made from natural materials at least burden their individual health and
appreciate the role of advertising in their choice of clothing and footwear.
Level 3: Issue / problem investigation
 Students to define criteria for the selection of clothing-footwear that do not create problems in
the environment and their health and to predict whether changes in consumer behaviour in
clothing-footwear help the sustainable development of the environment and health.
4th Level: Actions
 Students to make decisions about the criteria by which they will choose their clothing and
footwear and to suggest solutions for the repair, reuse or recycling of clothing and footwear.
Basic study topics: Environment and Health, Clothing-Footwear, Advertising, Overconsumption,
Repair, Reuse, Recycling.
Activities: Research, Role play, Brainstorming, Take action
2.2.3 Estonia
For kids age 6-10 years the national Entrepreneurship program has developed guidelines how to incorporate
entrepreneurship skills in all the subjects (languages, math, science, art, music etc.).

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Junior Achievement program has a preparation course for younger students where kids are introduced the
basics of economics, how we all are connected with economics.
2.2.4 Slovenia
Every year we have a bazaar (one for Christmas and one in the spring), where pupils all ages make different
products and then sell themin the bazaar. The students are encouraged to attract the costumers by describing
what the product is, why is it useful, how they made it. The students do everything by themselves, the
teachers are only their mentors and guide them.
Pupils also have to decide for themselves and set the price of the product they want to sell. They must
consider what price will be appropriate, how they will be able to make the most for the school fund and at
the same time sell as many of their creative products as possible.
In the curriculum we can connect the following goals with the skills needed for entrepreneurship for example
in the Mat course:
 knows the unit of measurement for money.
 identify and solve life problems in the case of individual steps in the form of problems,
 systematic problem solving (reading the text, formulating questions, data analysis, mathematical
notation of the solution process, graphical presentation, critical evaluation of the solution
 analyse and restore the problem in his own words and justify the solution,
From the objectives of the subject knowledge of the environment we can take:
 knows and distinguishes between the basic values of money.
 knows and understands the traps of consumerism.
 knows the need for cooperation between people and countries.
3 Current situation about entrepreneurship education in elementary schools (age 11-
14)
3.1 Portugal
In this age group there is no formal curricula in entrepreneurship. It depends on the initiative of the
school/teachers to implement activities related to entrepreneurship. Other initiatives related to
entrepreneurship are promoted by other sectors in society but that do not specifically involve schools.
One exception is the contest »INNOVATE! Young Creative People, Entrepreneurs for the 21st Century«. This
contest aims to contribute to the promotion of an entrepreneurial school culture at educational and training
institutions, with the aim of stimulating young people to develop creative ideas, which constitute solutions
to any needs or problems and can be translated into innovative projects in the most varied areas - scientific
and technological, business, social, environmental. This contest was promoted every year between 2012 and
2015, and there is no register that has been implemented ever since.
3.2 Greece
This section describes situation of Greek Curricula of the 3rd and 4th grade (ages 11-12).

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In Greek language and math lessons the objectives are general. The term entrepreneurship is not explicitly or
specifically targeted. However, the target group of the last two classes is considered to be the most
appropriate due to developmental maturity to deal with this issue.
There are indirect references to Entrepreneurship education, development, and creativity through
interdisciplinary work plans. Examples include:
The Objectives and Activities of the course of Social and Political Citizenship Education, (DEPPS/APS) which
are mentioned among others: ‘’to recognize the roles of individuals in the various groups and institutions and
the person-group interaction, to develop a positive attitude to all their European citizens and a willingness
to cooperate and show solidarity, to take part in European events, to take a responsible stance both in the
exercise of their rights and in the fulfilment of their obligations, to undertake their obligations as citizens, to
adopt positive attitudes towards the different peoples and the different groups living in our country, to be
encouraged to take initiatives to promote understanding and cooperation among organized groups located
in Greece; the efforts of individuals and states for cooperation, peace, etc. progress, to recognize the
contribution of Europe (and Greece) to world culture, to respect and value the traditions, beliefs, ideas of
others.’’
The objectives of History course: to appreciate the contribution of Europe to world culture and the value of
international peace and cooperation, to respect traditions, beliefs, the ideas of others, to appreciate the
importance of peace, security, and cooperation.
The Objectives and Activities of the course Exploring the Natural World refer to: energy and its proper
consumption but emphasizing the issue of environmental protection.
In the Curricula of teaching Technology, it is mentioned the necessary for the modern student to get
acquainted with the artificial technological environment in which he lives independently of future
professional choices. Technological education can help to bridge the gap between technology dependence
on the one hand and all aspects of modern life and the lack of skills and knowledge on the other. In the
context of the new "Post-Industrial" era, when general education acquires a new form, the integration of
technological education in general education as a necessary element becomes more urgent than ever.
Technological education also includes the utilization of the modern tool that is computers and the global
internet network, for the collection and processing of information that are the basis for the solution of any
technological problem.
As we can see in Greek’s primary school’s entrepreneurship education is indirectly mention on projects with
relevant thematic following an interdisciplinary approach.
3.3 Estonia
For 11–14-year-olds there is a national curriculum for entrepreneurship course. Also, there are guidelines how
to incorporate entrepreneurship skills in all the other subjects. We have a national program
»Entrepreneurship school« that has guidelines for schools how to evaluate and promote entrepreneurship
skills in school.
With Junior Achievement program 11–14-year-old students can find their own mini-companies and compete
in national level. They can also take partof studentcompany fairs around Estonia. Junior AchievementEstonia
also provides teachers with constant courses to help them be mentors for mini companies.

8
3.4 Slovenia
When teaching homeland and civic culture and ethics where the pupils are learning about forms of
ownership, work, type of business, etc.
It can be found in the curriculum (Learning set - Finance - work economy).
Pupils are working in project tasks, where themselves look for ideas.
Planning entrepreneurship in food preparation and serving is one of the options where pupils can learn about
entrepreneurship.
Teachers believe that they develop certain entrepreneurial competencies in class. They believe that
responsibility, perseverance, consistency, creativity, the importance of education, positive communication,
teamwork are competencies that are so important in entrepreneurship.
One school subject with the topic of entrepreneurship was being prepared years ago, the material was
prepared, unfortunately was not realized. So, we can say that this area in primary school is still pretty much
new and unexplored.

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4 Resources used to support entrepreneurship education in elementary schools.
Title Author Year Country Location (e.g.., URL)
Aim, target group,
content
Comment (e.g.., quality,
usefulness)
Projeto Nacional de Educação para
o Empreendedorismo (PNEE)
(national plan for entrepreneurship
education)
Ministry of
Education
2008 PT
https://www.dge.mec.pt/sites/default/
files/ficheiros/apresentacao_pnee.pdf
School education, all levels General plan
Guião «Promoção do
Empreendedorismo na Escola»
(Guide for promoting
entrepreneurship at school)
Ministry of
Education
2007 PT
files/ficheiros/guiao_pdf.pdf
Primary, secondary (6yo to
17yo)
Not possible to obtain information
from people that have actually used
it.
Educação para o
Empreendedorismo – Guia para
educadores (Entrepreneurship
Education – Guide for Educators)
European
Commision
2014 PT
files/ECidadania/educacao_Empreende
dorismo/documentos/guia_educacao_
para_empreendedorismo_2014_pt.pdf
N.A.
it.
Educação para a Cidadania: Guião
de Educação para o
Empreendedorismo
Ministry of
Education
2006 PT
files/ficheiros/guiao_educ_empreend_
2006.pdf
Primary, lower secondary
(6yo to 14yo)
it.
Video tutorial – Implementing
Projects for Education for
Entrepreneurship at schools
Consortium of
universities
and
associations
2011 GR
https://www.youtube.com/watch?v=nI
WhEtPs2es
Secondary school (age 13-
17)
it.
''Training for Entrepreneurship’’.
Conference Junior Achievement
Greece/Youth Entrepreneurship
Association
Ministry of
Education
(Statements it
made)
2019 GR
www.infokids.gr/i-epixeirimatikotita-
ginetai-
mathima/?fbclid=IwAR1znvlbakFpzS7X
XU2_42Krvz7-eOH5SkPOaE-
WjgGG29_DedZ0VyYQdUk
Immediate integration of
the entrepreneurship
courses in all schools of the
country.
School education, all levels
Variety of activities
These programs should cultivate all
of these skills and condense all of
these values that we strive for and
that we seek to instil in our students:
Innovation, experiential, Knowledge,
collaboration, noble rivalry,
excellence, entrepreneurial mind,
creativity

10
Aim, target group,
content
usefulness)
Implementation of the pilot action
"Laboratories
Skills ”in Primary and Secondary
Education.
Ministry of
Education 2020 GR
https://blogs.sch.gr/dimgramm/files/2
020/10/ΔΕΙΤΕ-ΕΔΩ-ΤΟ-ΦΕΚ.pdf
Skills Workshops are an
innovative teaching and
educational activity, which
is recommended in the
pilot addition of new
thematic circles in
Kindergarten and the
compulsory schedule of
Elementary and High
School, utilizing methods of
exploratory - exploratory
learning
The aim is to enhance the cultivation
of soft skills, life skills (and
entrepreneurship) and technology
and science skills to students, in
conjunction with configuration of a
modern program framework with a
structure of Open, Live Curricula and
Procedures.
JA More than Money
Junior
Achievement
Greece/Youth
Entrepreneurs
hip Association
Yearly
from
2017
GR
http://senja.gr/programmes/public-
schools/1849-ja-more-than-
money.html
The "JA More than Money"
program is aimed at 11-12
years old students and
aims to make children
socially responsible and
smart consumers, as well as
to acquaint them with
concepts and practices of
money management.
Through some activities,
students explore their
interests by connecting
them with possible future
professions of different
directions and different
types of business,
understand the role of
money in everyday life and
realize the importance of
effective revenue
management at the
individual level and within a
business.
Students explore their interests by
connecting them with possible
future professions of different
directions and different types of
business, understand the role of
money in daily life and realize the
importance of effective revenue
management at the individual level
and within a business.
"I Dream Wisely" Online Program
Junior
Achievement
Greece/Youth
Entrepreneurs
hip Association
It started
in 2010
and
continues
every
year
GR
http://senja.gr/programmes/public-
schools/2426-2019-12-02-10-19-
32.html
Its aim is for students to
become familiar with the
concepts of foresight and
responsibility.
The innovative program is
implemented entirely
In addition, through examples of
everyday life, to understand the
importance of risk prevention, an
important business capability.

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Aim, target group,
content
usefulness)
online and is addressed to
students of 11-12 years
old and 1st grade of high
school.
On the platform
dreamwisely.gr, students:
Will navigate the
interactive whiteboard on
the left, learning about
entrepreneurship, security,
and foresight.
- answer closed-ended self-
assessment questions
- they will play games
utilizing the knowledge
they have acquired but also
to have fun
- finally, they will receive a
certificate of completion of
the program
Valikaine ettevõtlusõpetus
põhikoolis
National
education
competence
centre Innove
2018 EE
https://www.innove.ee/oppevara-ja-
metoodikad/ettevotlusope/ettevotluso
pe-uldhariduskoolis/valikaine-
ettevotlusopetus-pohikooli-3-astmele/
Course for kids age 13-16
National Entrepreneurship course
curriculum
Junior Achievement courses
(including founding a company)
JA Estonia EE http://oldwww.ja.ee/opilasfirma/en Kids from age 13 and up
Guidelines for creating student
companies, minicompanies or
miniminicompanies
Põhikooli riiklik õppekava
Estonian
Government
2020 EE
https://www.riigiteataja.ee/akt/12908
2014020?leiaKehtiv
Schools National basic school curriculum

12
Aim, target group,
content
usefulness)
Põhikooli- ja gümnaasiumiseadus
Estonian
Parliament
2010 EE
https://www.riigiteataja.ee/akt/13332
410
Basic school National basic- and high school law
Programm Ettevõtlik Kool Ettevõtlik Kool 2006 EE
https://evkool.ee/en/enterprising-
school-2/
Kindergartens and schools Program Deed and Success
JA student company guidelines JA Estonia EE http://oldwww.ja.ee/opilasfirma/en Ages 12-19
Junior Achievement guidelines for
student, mini and minimini
companies
Ükssarviku haridusprojekt Tallifornia 2020 EE
https://www.chasingunicornsmovie.co
m/kool?fbclid=IwAR2SFfWyg4SSgZxstqI
jdS5NLjRUVhnApJFzFHYMt52hj9U-t-
K7TTKll0A
Economics teachers,
economics lessons
Short movie program about creating
a start-up
Ettevõtlikkuse edendamiseks
Estonian
Chamber of
Commerce and
Industry
EE http://www.ettevotlikkus.ee/
For all students and
teachers to incorporate
entrepreneurs in subject
teaching
Network of organisations and
companies, who support the
development of entrepreneurship
skills in schools
SEB Rahatarkuse kursus Bank SEB EE
https://e-
oppekeskus.ee/videokursused/rahatar
kuse-
kursus/?fbclid=IwAR24rxwcnCjKaIp2RV
USl09ehuDODiOt6CrwJd0TEi5iFESawgz
MWj_pEeI
All interested parties
Bank SEB course about financial
knowledge

13
Aim, target group,
content
usefulness)
Minu raha
Finantsinspekt
sioon
EE
https://www.minuraha.ee/index.php/e
t/kasulikud-
abivahendid/opetajale?fbclid=IwAR25f
R2EIfN7-eE4bsMARHsLfthhGJ-
NzULQcL_WX9XV0GooyXhBqQsC074
All interested parties
Estonian financial supervision and
crisis resolution authority
Finantsinspektsioon, has gathered
materials for teaching financial
knowledge
A Guide for Educators EC 2013 SI
Entrepreneurship Education: A Guide
for Educators (bethechange-project.eu)
TEACHERS In 21 languages
Podjetniško izobraževanje:
Priročnik za učitelje
EC 2014 SI
Guide Entrepreneurship
Education_2014_SL.pdf
TEACHERS
Strategy for introduction of
entrepreneur education in regular
education system (program 2007-
2013)
Slovenian
project group
2006 SI
Program uvajanja GLAS 2006.doc
(sio.si)
Educational institution,
policy level
Monograph publication: Mladi, šola
in izzivi prihodnosti – Razvoj
ustvarjalnosti in inovativnosti kot
sestavin podjetniške naravnanosti
in spretnosti v osnovni šoli/ Youth,
school, and the challenges of the
future - Development of creativity
and innovation as components of
entrepreneurship and skills in
primary school
(as an output of project on
encouraging entrepreneurship and
innovation among pupils in primary
schools, which was implemented in
2014/15 in all Slovenian primary
schools, grades 7 to 9)
Zavod RS za
šolstvo
2015 SI
On www only introduction with list of
content
https://www.zrss.si/zalozba/knjigarnic
a/podrobno?publikacija=673%20
(available in libraries)
Educational institution,
policy level

14
Aim, target group,
content
usefulness)
Entrepreneurship for kids
EFK program,
Israel
2009 SI
Entrepreneurship for Kids Program for
schools (tomorrowsuccess.com)
Pupils
On-line games
Various games
on
entrepreneurs
hip and
innovation
SI
Lemonade Stand
– http://www.coolmath-games.com/0-
lemonade-stand
Coffee Shop – http://www.coolmath-
games.com/0-coffee-shop
Building Rush – https://www.coolmath-
games.com/0-building-rush
Cookie Tycoon
– http://www.addictinggames.com/strat
egy-games/cookietycoon.jsp
The Uber Game
– https://ig.ft.com/uber-game/
Stock mania Entrepreneur Game online
free, play business strategy simulation
games for kids teaching
entrepreneurship (learn4good.com)
Pupils
Strategija in taktika uvajanja
programa podjetništva v osnovni
šoli
Erlih, Zlatko
(Author)
Radonjič,
Dušan
(Mentor)
2011
SI
https://dk.um.si/IzpisGradiva.php?id=1
8608
https://dk.um.si/Dokument.php?id=22
278
Describes a project for
primary school students,
which included an
entrepreneurial afterschool
activity.
It describes a specific
entrepreneurial activity and also
different approaches to
entrepreneurship in different
European countries.
Inovacijsko-podjetniška
pripravljenost učencev 8. razreda
osnovne šole
Jazbar, Špela 2019
SI
https://repozitorij.uni-
lj.si/IzpisGradiva.php?id=108396
http://pefprints.pef.uni-
lj.si/5799/1/Magistrsko_delo_Jazbar_%
C5%A0.pdf
The thesis researched the
innovation-entrepreneurial
readiness of eight graders
of elementary school. They
asked the students about
entrepreneurial activities
and they tested their
innovation.
They researched what students think
about entrepreneurship and if they
are willing to learn more about it.
Entrepreneurship Education: A
Panacea for Unemployment,
Poverty Reduction and National
Insecurity in Developing and
Underdeveloped Countries
Josif Efe, Anho 2014
SI
http://www.aijcrnet.com/journals/Vol_
4_No_3_March_2014/14.pdf
The paper describes how
different countries take
different approaches to
entrepreneurship.
Slovenia’s approach is
described as well.
It is possible to compare different
approaches and see which could
work better.

15
5 Competences that the existing entrepreneurship educational programs for 6-
10 address
5.1 Portugal
Non existing. The only official references are the ones enclosed to the document Guião «Promoção do
Empreendedorismo na Escola» (Guide for promoting entrepreneurship at school), referred above,
which generically include:
 Self-confidence
 Risk-taking
 Initiative
 Evaluation
 Energy
 Resilience
 Planning
 Organization
 Creativity
 innovation.
 Interpersonal Relations
 Communication
Based on the former national plan for entrepreneurship education. Below we also include the
competences for a programme implemented by one of the larger players in entrepreneurship
education in Portugal that also work with some schools (Junior Achievement Portugal -
http://www.japortugal.org/educacao/ensino-basico.html. The topics about enterprise are taught from
12 years old onwards in the programme.
Objectives Competences Concepts
TOPIC: The Family
 Identifying what a family is
 Recognize how a family lives
and works to buy what it
needs and wants
 Explain the difference
between need and desire
 Identify tasks inherent to
different jobs
 Identifying jobs
 Interpreting map symbols
 Recognizing how family
members depend on various
entities to meet their needs
and wishes
 Describe various jobs
 Recognize that families use
money to meet their needs
and desires
 Data collection
 Analyse information
 Taking decisions
 Differentiate
 Following a path
 Interactive listening
 Read a map
 Group
 Recognising and interpreting
symbols
 Teamwork
 Family
 Locality
 Employment
 Needs and desires
 Map
 Symbols
 Money

16
TOPIC: The Community
 Define entrepreneurship
 Identify four entrepreneurial
characteristics
 Recognising entrepreneurial
personal characteristics
 Describe how entrepreneurs
fill a market need
 Discuss the role of market
research in determining
market needs and gaining
competitive advantage
 Create effective advertising
for some types of business
 Recognize that being creative
and innovative are
entrepreneurial skills needed
to start a business
 Defending your choices orally
 Analyse how entrepreneurs
use their knowledge and
talents to create business
 Developing business plans
 Identify characteristics they
share with entrepreneurs
 Create a personal
entrepreneur profile
 Comparison
 Critical thinking
 Decision-making
 Following a path
 Identify choices
 Interactive listening
 Making remarks
 Problem solving
 Taking on a role
 Teamwork
 Choices
 Community
 Goods
 Government
 Interdependence
 Professions
 Cash and banking
 Production/productivity
 Quality
 Resources
 Services
 Specialisation and division of
labour
 Taxes
5.2 Greece
5.2.1 Skills and knowledge:
 Creativity
 Achievement motivation
 Knowledge
 Entrepreneurial mind
 Risk taking
 Cooperation
 Teamwork
5.2.2 Behaviour
 It is a unique opportunity for failure and for discussion about failure! Not all business ventures are
successful.
 Enhanced business thinking helps to facilitates our daily life, to broaden the way of thinking, affects
the ability to see opportunities in front of you and not just problems and enables the development of
social action.

17
5.2.3 Attitudes
 Forms a militant attitude to life. The so-called entrepreneurial spirit is a way of life and it is not
necessary to be transformed into a commercial-business activity.
5.3 Estonia
– Planning
– financial knowledge
– marketing
– basics in economics
– social skills
5.3.2 Behaviour
 Organize events
 teamwork
 being active in local community
 risk taking
 making plans and follow through
 critical thinking
 analysing own activities
5.3.3 Attitudes
– Open mindedness
– problem-solving
– adaptability
– resilience
5.4 Slovenia
 Creativity
 Product advertising – marketing.
5.4.2 Behaviour
 Cooperation
 Kindness
 Persuasiveness
 Determination

18
5.4.3 Attitudes
 New potentials in life will open up, new possibilities
Figure 1: Word cloud with competences taught in current programmes
5.5 Entrepreneurial competences that need to be developed in 6-10- or 11-12-years old
students
5.6 Portugal
 Critical thinking
 Creativity
 Teamwork
 Communication
 Goal setting
 Planning
 Decision making
 Risk taking
 Resilience
 Economic system fundamentals
 Political systems fundamentals
 Maths
 Finances
 Taxes

19
5.7 Greece
 Creativity
 Achievement motivation
 Need for autonomy
 Undertaking initiatives
 Risk taking
 Opportunity seeking or recognition
 Goal setting
 Self-awareness
 Internal locus of control
 Persistence
 Entrepreneurial mind
 Innovation
 Experiential
 Knowledge
 Cooperation
 Communication
 Noble rivalry
 Excellence
 Critical Thinking
 Making decision
 Collaboration
 Metacognitive skills
5.8 Estonia
 Self-motivation skills
 creativity
 problem solving
 planning
 critical thinking
 meta-cognition
 coping with emotion
 good values
 social skills
 teamwork,
 knowledge in economics and financing
 market knowledge
 cultural skills
 growth-thinking
 marketing skills
 risk taking

20
5.9 Slovenia
 Creativity
 Innovation
 Curiosity
 Cooperation
 Listening
 Development of ideas
 Sustainable thinking
Figure 2: Word cloud with competences taught in future programmes
6 Competences that elementary school teachers need to have to be able to
encourage entrepreneurial mind of students
6.1 Portugal
 Entrepreneurship – is more of/different from creating businesses
 Economic system fundamentals
 Political systems fundamentals
 Active citizenship and entrepreneurship
 Role of businesses
 Innovative teaching approaches to foster communication and teamwork competences of students
 Proactive mind-set

21
6.2 Greece
 Experiential approach to learning
 Training in entrepreneurship education
 Innovation
 The teacher does not simply transfer to the class the material he read in order for the students to
understand and solve the exercises.
 Above all, he teaches values.
 To use his personal experiences and to research with his students.
 Teachers do not provide answers to students but help them research and locate them correct
questions and find the best answers.
 Teachers must have a wide range of skills, creativity, and entrepreneurship,
 need to create a school environment in which creativity and risk-taking, and where mistakes are
considered a learning opportunity
6.3 Estonia
– Knowledge in economics and financing
– creativity
– teamwork,
– open-minded
– good social skill
– mentoring skills
– marketing skills
– being able to see context and “bigger picture”
– innovation
– empathy
6.4 Slovenia
 Open mindedness
 Proactivity
 Innovation
 Creativity
 Leadership
 Being able to recognize specific abilities in students
 Encourage specific abilities in students
 Teach and encourage students to recognize the competencies listed above.
7 Computer Game learning requirements
7.1 Targeted competences
No. Competence
Description of the
competence
Computer game learning
requirement
Country
1 Resilience Teach that things sometimes
do not go according to plan,
Incorporate a non-linear structure
allowing for surprise factors
PT

22
No. Competence
Description of the
competence
requirement
Country
but you must accept that and
move on
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.
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.
A high need for achievement
drives people to become
entrepreneurs.
It should be designed to play with
achievement motivation “is
reflected in a student’s seeking
recognition for and overt
exhibition of his / her
performance abilities and skills”.
.
GR
13 Need for autonomy They must have the desire to
be in control in order to
achieve the desired result.
students this control.
GR
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.
students the opportunity to take
risks.
GR
15 Goal setting Learning to set goals (and go
after them) helps
children gain
independence and
It should be designed to support
that entrepreneurship is
concerned with attaining goals
creatively and autonomously
GR

23
No. Competence
Description of the
competence
requirement
Country
understand that they can
exert control over their lives.
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.
Determination, confidence in
yourself and in success.
Tools that allow different
decisions.
SI
23 Creativity To come up with new things
while taking account of
existing situation, cultural
background etc.
Students should use problem
matrix or other techniques to
come up with their product
EE
24 Cooperation/communication
skills
Cooperating with others,
“selling” their ideas for
partners and investors
It should be designed to allow (or
even require) students to work
together with other players
EE
25 Risk taking To try new ideas and test
their abilities
It should also have a possibility of
failure. Most entrepreneurs have
said that courage to fail, analyse
and try again is one of the key
elements of success.
EE
26 Financial skills To know how to calculate
taxes, deposit, salaries, own
price and selling price etc.
The game should make student
entrepreneurs to pay taxes,
salaries etc.
EE
26 Marketing skills To calculate demand, market,
selling strategies and to
practice pitching.
Students should find investors and
cooperation’s in the game.
EE

24
Figure 3: Word cloud with competences expected in the computer game
7.2 The use of computer game
No. The approach Short description Country
1 Simulation/learning by doing The game can be used as an activity to spark discussion about
entrepreneurship topics. If the game can simulate a business,
then it would be possible to attribute roles, have a learning by-
doing approach, that would things more real and meaningful
when discussion more abstract concepts around
entrepreneurship.
The game could be complemented by an activity - e.g., a school
fair – that kids would organise together for the school
community.
A debriefing of these activities would be useful to consolidate and
evaluate the activities.
PT
2 Game as a motto or an
opportunity for consolidating
competences
For older students, the game can be an assignment prior or after
class discussions about entrepreneurship topics
PT
3 Alternative learning
environment / Computer game
could be used as a learning
method through the
interactivity it offers.
Students are encouraged to learn through electronic games as
well offer an alternative learning environment beyond pencil and
paper, as a result learning environments to be not only fun but
also effective. The computer game uses the action making the
student-player active and enhances the way of learning thanks to
its interactive content. As a result, the student is motivated to
play, and at the same time to learn, something that the
traditional way of teaching does not achieve in such a short
period of time. For example, games with digital quizzes about the
operation of a business.
GR
4 Computer game could be used
as a learning method if we use
multiplayer game and games
with a variety of scenarios.
These digital games support innovation and creativity,
entrepreneurship due to a mixture of different ideas and large
amounts of information that players have to deal with. For
example, students create and manage a simple online store and
they have to take lots of different decisions.
GR

25
No. The approach Short description Country
5 Virtual reality / Simulation
games: supporting
participative learning which
enhance entrepreneurship
The student is encouraged to take action, wandering in a virtual
environment, and guided by specific goals, creating personal
representations of the world in which he finds himself. Simulation
games require active participation and can be used in schools to
enhance children’s skills. These games have been useful in
encouraging attitude change, in supporting the development of
critical thinking, in problem solving and in developing decision-
making skills. They are particularly useful in supporting the
development of team, social, communication and resource
sharing skills. For example, the students have a factory
management and there are various problems that they have to
choose solutions.
GR
6 Augmented reality AR, in various ways, could grant students extra digital information
about any subject, and make complex information easier to
understand. Ability to connect reality and digital content has
been steadily improving, opening more options for teachers and
students. The learning process should be all about creativity and
interaction. They could access AR via smart phones. For example,
they could know better a company through augmented reality, if
we have the appropriate conditions.
GR
7 To play different parts of
founding and running a
company
Age appropriate levels (multiple difficulties in games for the same
age group). This way it can be used throughout the economics
course and not just as one-time event.
ES
8 Practicing theory in controlled
and safe environment
Students can use their new knowledge (learned in economy
course for example) in safe environment, where they can test
failure and analyse what they know and what else they need to
learn.
ES
9 Alternative way to incorporate
learning of entrepreneurship
skills in language lessons
The language used in the game should also vary by different age
and skill group so that language teachers could use it in their
lessons.
ES
7.3 Specific activities reinforcing the impact of computer game
No. The activity Short description Country
1 School Fair The game could be complemented by an activity -
e.g., a school fair – that kids would organise
together for the school community.
A debriefing of these activities would be useful to
consolidate and evaluate the activities.
PT
2 Arts-base group activities Arts based activities related to the game storyboard
– depending on the game itself. Try to bring the
game to group activities in class.
PT
3 Students learn financial management In this game will be made introduction of primary
school students to issues related to financial
management, such as bank deposits and use of
credit cards.
GR
4 Students become business manager This game allows players to adopt the role of a
manager enabling them to perform activities related
to shaping prices of products, assigning tasks to
employees, monitoring data regarding the business
status, and keeping customers satisfied.
GR
5 My company/shop In this game groups of students create and design
their own business and present it to others. In
addition, a competition can be held for the best
company created.
GR
6 The advertisement They choose and design the advertisement for a
product. They present their advertisements to the
class.
GR

26
No. The activity Short description Country
7 Fantastic products In this game students create design fantastic
products that they could sell, and they present their
advertisements to the class.
GR
8 Creation and management of an online
store
Students create and manage a simple online store
and they have to take lots of different decisions.
Maybe they could sell fantastic products among
themselves as users of the same game.
GR
9 Digital story telling Game with digital story-telling that deals with issues
related to entrepreneurship, for example the
creation and management of a business.
GR
10 Digital Quiz Game with digital quizzes, for examples with quizzes
about different jobs, so children meet the jobs.
GR
11 Painting games Painting games in which for example you design and
paint the label of a product and discuss about them.
GR
12 Animation Games in which to make an animation for any
subject related to entrepreneurship educational
programs. For example, about problems and how
they were solved in a company.
GR
13 A virtual tour of a factory Through virtual reality or even more in augmented
reality the students take a virtual tour of a factory
and know all its parts. Questions about this tour are
then asked by the teacher and students.
GR
14 Create and manage a town A game in which students create and design shops
that have a city from the beginning and talk about
the usefulness of each store. In addition, a
competition can be held for the best city created.
GR
15 Generating an idea (problem matrix) https://discoveryoursolutions.com/images/problem-
solving_matrix_objective_data.jpg
ES
16 Finding partners - communication The market of ideas – introducing the idea for
finding partners and funder
ES
17 Accounting Forming a price, staff expenses, taxes, company and
personal goals, marketing expenses
ES
18 Market Selling and introducing the product, analysing the
activities, promotion activities, staff motivating
activities (diagrams show how satisfied the different
need are)
ES

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