Presentation of current status with el strategies in eu

Presentation of current status with
EL strategies in Europe
Prof. Dr. Radmil Polenakovik
18 April 2013
Ministry of Education
and Science
Workshop on “Development of the entrepreneurial learning
strategy for the Republic of Macedonia, Skopje, 18 April 2013

За претприемачкото учење
„Конкурентноста на една земја не
започнува во фабриката или пак во
инженерската лабораторија.
Таа започнува во училиницата“.
- Henry Ford -
and Science

About entrepreneurial learning
• Terminology:
– Entrepreneurial learning
– Entrepreneurship education
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About entrepreneurial education
• Education is key to shaping young people’s
attitudes, skills and culture. Therefore it is vital
that entrepreneurship education is addressed
from an early age.
• Entrepreneurship education is essential not only
to shape the mindsets of young people but also
to provide the skills and knowledge that are
central to developing an entrepreneurial culture.
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• Entrepreneurship key competence refers to an
individual’s ability to turn ideas into action. It
includes creativity, innovation and risk taking, as
well as the ability to plan and manage projects in
order to achieve objectives.
• Developing mindsets, generic attributes and skills
that are the foundations of entrepreneurship can
be complemented by imparting more specific
knowledge about business according to the level
and type of education.
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Launch of national entrepreneurship education strategies for
general education (ISCED 1-3)

Types of strategies
• Specific strategies/action plans focused
exclusively on the integration of entrepreneurship
education;
• Broader educational or economic strategies
which incorporate objectives for
entrepreneurship education;
• Individual or multiple initiatives related to
entrepreneurship education.
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National/regional strategies and initiatives
to the implementation of
entrepreneurship education into general
education (ISCED 1-3), 2011/12

Specific strategies/action plans for
entrepreneurship education
• Flemish Community of Belgium - Action Plan for
Entrepreneurship Education 2011-2014 (shared initiative
between the Prime Minister, Minister for Economy and
Agriculture)
• Denmark - strategy for education and training in
entrepreneurship (2009) was developed in a partnership
between the Ministry for Science, Technology and
Innovation, the Ministry of Culture, the Ministry of
Education and the Ministry of Economic and Business
Affairs
and Science

• Estonia (2010) a program for promoting
entrepreneurship education in partnership with Ministry
of Education and Research, Ministry of Economic Affairs
and Communications, Estonian Chamber of Commerce
and Industry, National Examinations and Qualifications
Centre and Enterprise Estonia Foundation
• Lithuania - two specific strategies 'Economic Literacy and
Entrepreneurship Education' (2004) and the 'National
Program of Youth Entrepreneurship Education and
Encouragement for 2008-2012'
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• In United Kingdom (Wales) the Youth Entrepreneurship
Strategy (YES) was launched in 2004
• Norway’s first strategic plan for entrepreneurship in
education and training 'See the Opportunities and Make
them Work!' ran from 2004 to 2008. In September 2009,
an action plan followed – Entrepreneurship in Education
and Training – from compulsory school to higher
education 2009-2014.
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• Dutch ministries of Economic Affairs, Education, Culture
and Science, and Agriculture, Nature and Food Quality
have been promoting entrepreneurship and enterprise in
education since 2000.
• Sweden (2009) the Government presented its strategy for
entrepreneurship in the field of education
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Broader strategies which incorporate
objectives for entrepreneurship education
• After 2006 several countries have created national
strategies for lifelong learning that include objectives for
the implementation of entrepreneurship education
(Bulgaria, Czech Republic, Hungary, Austria, Poland and
Turkey)
• Other countries (after 2009) in their education and youth
strategies have also encouraged the development of key
competences, including entrepreneurship (French
Community in Belgium, Bulgaria, Greece, Finland,
Liechtenstein)
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Broader strategies which incorporate
objectives for entrepreneurship education
• The implementation of entrepreneurship education is
sometimes part of a growth strategy intended to
promote entrepreneurship and innovation to create a
dynamic economy [Spain (2011), Slovenia (2005),
Slovak Republic (2008), Iceland]
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General lower secondary education
ISCED 2
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Subjects integrating entrepreneurship education

General upper secondary education
ISCED 3
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Subjects integrating entrepreneurship education

Student learning outcomes
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Attitudes
• Category 1. Self-awareness and self-confidence are the
entrepreneurial attitudes which constitute the basis for all
other aspects of entrepreneurship. They entail discovering and
trusting in one's own abilities which then allow individuals to
turn their creative ideas into action. In many countries, these
attitudes might be pursued as general education goals.
• Category 2. Taking the initiative and risk taking, critical
thinking, creativity and problem solving are also fundamental,
but they are also specific attributes of an ‘enterprising self’.

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Knowledge
• Category 1. Knowledge of career opportunities and the world of work
are learning outcomes that are not exclusively related to
entrepreneurship, but usually form part of students’ general preparation
for their future career choices. However, a sound knowledge of the
nature of work and different types of work involve an understanding of
what it is to be an entrepreneur. This knowledge also allows students to
define and prepare their place in the world of work with a well developed
awareness of opportunities and constraints.
• Category 2. Economic and financial literacy including knowledge of
concepts and processes that can be applied to entrepreneurship.
• Category 3. Knowledge of business organisation and processes is specific
knowledge of the environment in which entrepreneurship is often
applied.

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Skills
• Category 1. Communication, presentation and planning skills
as well as team work are transversal skills essential to
entrepreneurs.
• Category 2. Practical exploration of entrepreneurial
opportunities includes the various stages of the business set
up process, including designing and implementing a business
plan.

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Compulsory learning outcomes related
to entrepreneurial attitudes, knowledge
and skills in secondary education

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Specific learning outcomes for
entrepreneurship education in primary
education (ISCED 1)

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Specific learning outcomes for
entrepreneurship education in general
secondary education (ISCED 2 and ISCED 3)

Universities and
entrepreneurship education Ministry of Education
and Science
Why is important to have entrepreneurship
learning in higher education?
• Improvement of the entrepreneurship mindset of young
people to enable them to be more creative and self-
confident in whatever they undertake and to improve
their attractiveness for employers
• Encourage innovative business start-ups
• Improvement of their role in society and the economy

Universities and
and Science
Attitude Skills
• Sense of initiative
• Risk Propensity
• Self-efficacy
• Need for achievement
• Structural behaviour
• Creativity
• Analysis
• Motivation
• Networking
• Adaptability
Knowledge
• Understanding role entrepreneurs
• Knowledge of entrepreneurship
Key Entrepreneurship Competence

Universities and
and Science
Policy recommendations (March 2012):
• The policy should support entrepreneurship
programmes
• Providing entrepreneurship education should become
obligatory and should be extended to all disciplines
• Learning by doing should be an important part of
training
• Specific attention to female students
• Measure impact in more than one period

Thank you very much !
radmil.polenakovik@mf.edu.mk
radmil.polenakovik@ncdiel.mk
and Science

Presentation of current status with el strategies in eu

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