Initiatives for Entrepreneurial Teachers and Students - Good Practices Book - PIETE
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Initiatives for Entrepreneurial
Teachers and Students
Good Practices Book
TABLE OF CONTENT
The PIETE Good Practices Book was conceptualised and produced with the contributions from the PIETE project
Introduction p.2
partners’ representatives: Welcome to the PIETE Good Practice Collection
Editors: Alexandra Zinovyeva (UIIN), Catherine Hayward (UIIN) Entrepreneurship Education for Initial p.4
Teacher Education
Case Contributors: Amit Sandhu (YELL Canada), Bartłomiej Gabryś (University of Economics in Katowice), David Baroni Entrepreneurship Culture and Education p.6
(Europass Teacher Academy), Dawid Szczepankiewicz (Jasło Business Association), Franziska Metzbaur, (JUGEND Entrepreneurship Education for Teachers p.10
GRÜNDET), Johannes Lindner (IFTE), Katja Visser (Klas4Klas), Mária Hercz (University of Szeged), Sarah Lubik (Simon EIPTE p.14
Fraser University).
Acknowledgements: Anita Zehrer (MCI - The Entrepreneurial School®), Anna Wieczorek (University of Bielsko-Biala),
Entrepreneurship Education for Practicing p.16
Christine Pirhofer (MCI - The Entrepreneurial School®), Desiree Wieser (MCI - The Entrepreneurial School®), Edit Teachers
Tóth (University of Szeged), Florian Bratzke (Univations GmbH), László Kinyó (University of Szeged), Maciej Mitrega Entrepreneurial Tools and Competencies for Teachers and their Students p.18
(University of Economics in Katowice), Mario Vötsch (Pedagogical University Tirol), Sandra Bier (Univations GmbH), IFTE Entrepreneurship Educator of the Year p.22
Szabolcs Prónay (University of Szeged). EntrecompEdu p.26
Designer: Elena Galán Muros (UIIN) Entrepreneurship Education for Practicing p.28
Teachers
Entrepreneurship Academy p.30
Klas4klas p.34
YELL Canada p.38
JUGEND GRÜNDET p.42
Fawaka Entrepreneurship School p. 46
Concluding remarks p.48
Characteristics of Selected Case Studies p.50
The information and views set out in this publication are those of the authors and do not necessarily reflect the official
opinion of the European Union. Neither the European Union institutions and bodies nor any person acting on their
behalf may be held responsible for the use which may be made of the information contained therein.
02 03
Welcome to the PIETE
in schools. Geographically, the collection is mainly focussed selection boasts a high level of diversity, with initiatives rang-
on European initiatives, however, the PIETE project recog- ing from competitions and PhD courses to professional devel-
nises the development of EE on the global scale, and thus the opment programmes. In terms of EE for ITE, the examples
Good Practices Book
search for outstanding initiatives was extended beyond the featured here aim to function as inspiration for ITE educa-
borders of Europe. tors and pre-service teachers, in particular. The topic of EE
for ITE is unique and novel, and thus the collection has been
All cases that were initially proposed by the PIETE consor- complemented by the wide variety of initiatives for practicing
tium underwent evaluation against the selection criteria and teachers and students. The collection of cases related to both
In the pursuit of economic stability and sustainable inno- work, which serves as a resource for those looking to foster a final score was designated. In addition, an open call for rel- “EE for practicing teachers” and “EE in schools”, can function
vation, Europe needs to further develop its human capital entrepreneurial capabilities. The framework lays out different evant initiatives was issued to complement the cases iden- as a resource and motivation for teachers and schools that
through the education of future entrepreneurs. In the 21st themes of capabilities that make up the basis of entrepre- tified by the PIETE consortium. After evaluation took place, are looking improve or start their own educationalentrepre-
century the competence of “entrepreneurship” is a key for neurship as a competence. Moreover, PIETE aims to foster data collection began. Using the first pro-active approach, neurial offerings. In all three instances, there is inspiration in
lifelong learning and continuous professional development. cross-department partnerships and the intellectual resources cases were identified by the PIETE consortium and, as with terms of content, resources, pedagogies, and structures to
Entrepreneurial skills should be recognised as having value produced by the project are developed to be adaptable. This the cases identified from the open call, information was gath- create one’s own teaching plan, as well as examples of poten-
beyond starting a business, as they are critical in finding solu- adaptability is important so that resources can be used by ered through interviews with relevant stakeholders. From tial barriers that may be faced along the way, and how they
tions to the social, economic and environmental challenges additional (academic) teacher training institutions in Europe. data obtained through these interviews, the reports were may be overcome.
facing the world today. Furthermore, entrepreneurial skills developed. For the second type of pro-active approach was
develop and build on one another over time, thus entrepre- With the inclusion of this Good Practices Book, PIETE has used, desk research was undertaken to determine relevant Despite the general lack of awareness about the benefits
neurship education (EE) should be encouraged at the earliest developed six valuable resources that provide inspiration, initiatives and reports were generated from the information entrepreneurship education brings, the PIETE consortium
stages of formal education. guidance, and information related to EE. The final resource gathered. believes that this Good Practice Collection will contribute to
produced by the project, the Good Practices Book aims to the conversation around the topic and serve as an inspiration
Despite the importance of entrepreneurial competences, the function as a source of inspiration for ITE educators, students, Due to the careful consideration of the criteria, the final case for new initiatives to break ground. ■
Global Entrepreneurship Monitor 2020/21 puts school-level curriculum developers and EE practitioners. The collection
EE as the most underdeveloped element in the entrepreneur- is a source for all who intend to design equal initiatives,
ship eco-system. Among other factors, this is due to the lack find training programmes, or identify potential partnership
of EE in initial teacher education (ITE) programmes at the uni- opportunities.
Country Initiative name Description
versity level. The project PIETE (Partnership for (Partnership
A PhD course with the main goal of helping the participants to under-
for Initial Entrepreneurship Teacher Education) has the goal To ensure the collection featured relevant, impactful, and
ENTREPRENEURSHIP
Hungary Entrepreneurship Culture and Education stand the relationship between entrepreneurial competence, sustain-
INITIAL TEACHER
EDUCATION FOR
of contibuting to a new generation of entrepreneurial teach- diverse initiatives, each case had to meet certain selection ability, and civic education.
EDUCATION
ers in Europe. It addresses deficiencies in the development of criteria based on the following: A postgraduate course which prepares participants to teach entrepre-
entrepreneurial competences for a new generation of teach- • Related to one of the foci of the collection. Poland Entrepreneurship Education for Teachers neurship education in a practical way and allow them to show their
students how to become a proactive member of society.
ers at universities on the basis of five fundamental objectives: • Indicates unique and innovative elements in either deliver-
An Erasmus+ Project that provides tools to improve and aid in the
• Generating awareness for the importance of EE and the ing EE or in the involvement of target groups. Entrepreneurship on Initial Primary
Europe-wide implementation of entrepreneurship education in initial primary
Teacher Education (EIPTE) teacher education at various levels.
merits of entrepreneurial competence development for • Observable impact on target group.
pupils at secondary school among ITE educators and pre- • Replicable structure and approach within different A week-long course for practicing teachers to develop their entre-
Entrepreneurial Tools and Competencies
Europe-wide preneurial skills and equipping teachers with knowledge and tools to
PRACTICING
service teachers. contexts. for Teachers and their Students
TEACHERS
develop their students’ entrepreneurial skills.
EE FOR
• Providing a knowledge base that allows better access Annual award for teachers committed to entrepreneurship education
Austria IFTE Entrepreneurship Educator of the Year and developing the relevant skills in their students.
and understanding of EE concepts and tools and, facilitat- Certain diversity criteria were also applied, including:
An Erasmus+ Project that has produced training modules for teacher
ing ITE educators and the application of the latter in ITE • Geographic region. Europe-wide EntreCompEdu to develop their own entrepreneurship education skills.
programmes. • Stage of development of the good practice (from new- A programme that aids in the development of entrepreneurship-
Poland Entrepreneurship Academy
• Fostering the exchange between ITE centres to develop born to completed). related skills and competencies among secondary school students.
ENTREPRENEURSHIP
suitable EE resources and share experience in pre-service • Type of education and training (formal/non-formal). Klas4Klas provides curricula designed for students to acquire entre-
EDUCATION IN
The Netherlands Klas4Klas preneurship skills.
SCHOOLS
teacher development. • Embeddedness within the curriculum.
A practical entrepreneurship course for high school students that is
• Empirically assessing the EE conception of ITE educators. • Format of presentation. Canada YELL Canada eligible for university credit.
• Stimulating entrepreneurial teaching and learning efforts A competition for ideas, business plans and business games for pupils
at school level through proficient entrepreneurial teachers. The Good Practices Book has three main foci: a primary focus Germany JUGEND GRÜNDET and trainees.
on EE initiatives for initial teacher education students at the An organisation that hosts a number of programmes that aim to help
The Netherlands Fawaka Entrepreneurship School students develop a socially-aware entrepreneurial mindset.
The approach of PIETE is based on the European Commis- university level and a secondary focus on entrepreneurship
sion’s Entrepreneurship Competence (EntreComp) Frame- education initiatives for practicing teachers and EE initiatives
Entrepreneurship
Education for Initial
Teacher Education
Already in 2012, the European Commission expressed that provide initial teacher education must recognise the
before educators can teach their students skills and com- importance of innovative teaching methods, integrat-
petences, they need to develop these themselves1. This ing entrepreneurship across subjects and non-traditional
is especially true in the case of entrepreneurship, where learning settings. This means that during their training
these skills and competences are about more than just pre-service teachers should be taught in the same ways
Poland theoretical concepts and learning how to start a busi- that they will teach their future students.
Entrepreneurship Education ness. Therefore, pre-service teachers must receive their
for Teachers own entrepreneurial training when undergoing their initial Yet, despite the increasing awareness of the value of entre-
teacher education. This will equip them with an under- preneurship education for pre-service teachers, there is
standing of entrepreneurship, and only then will they still much work to be done. In this section of the Good
be able to give their students a holistic education that is Practice Collection, we will showcase three initiatives that
relevant and stands them in good stead for entering the focus on entrepreneurship education in initial teacher
Europe-wide modern world. education. These cases stand as proof that, although still
a novel concept, there are programmes dedicated to the
EIPTE Considering true entrepreneurial skills can only be learned education of future teachers to provide them with entre-
through experiential and active learning, institutions that preneurial skills.
Hungary
Entrepreneurship Culture and Education
1
European Commission (2012) Rethinking Education: Investing in Skills for Better Socio-economic Outcomes, Strasbourg:
European Centre for the Development of Vocational Training.
Authored by: László Kinyó and Edit Tóth Entrepreneurship Education for Initial Teacher Education
06 07
Entrepreneurship Culture and EE for ITE
Elective
Education Cyclical
A PhD course at the University of Szeged
of Education (3x5 hours) in the Autumn 2020/2021 the problems and possibilities for others. A flexible and
Country Hungary semester. In the Doctoral School the students select transferable interdisciplinary learning programme with
the preferred courses from the elective courses list wide methodological tools is discussed for successful
Main target group International PhD students in the field of Education Sciences first, then sign up for the planned courses. There are implementation of entrepreneurship competence at
between 8-12 participants in each cycle and individual primary and secondary levels of education. Finding a
Format of initiative Course module and group work are frequently used work forms. Its suitable methodology and adapting it into the school
realisation is based on analogue (face-to-face) methods practice and teacher-training programme of a given
Mode of delivery In-person
but the course is adaptable to a digital environment as country is also an important part of the course.
well.
Funding type Public & Private
Students are encouraged to make a connection
To achieve these aims, the main content elements cov- between the acquired knowledge and the educational
ered in the course include: traditions of their home country; assess the presented
• Entrepreneurial culture and their interdisciplinary
connections.
History of the initiative The main target group of the initiative is the interna-
• Social entrepreneurship.
The objective of the Doctoral School of Education at the tional PhD students in the field of Education Sciences.
• Developing social entrepreneurship competences as People behind the initiative
University of Szeged is to prepare students for engag- At the PhD level students/participants are highly moti-
a part of social-emotional education (SEL). Dr. Mária Hercz is an associate professor at Eötvös
ing in a wide spectrum of research activities related vated to learn and the range of the students’ future
• Teaching and learning with student-orientated strat- Loránd University (ELTE), Budapest, Hungary. She
to learning and instruction, for applying a plethora of workplaces is wide and may vary from higher education
egy, project-oriented- and challenge-based learning. is a lecturer of pedagogy in higher education and a
research methods, and for studying the social, eco- institutes, universities, research centres, to primary and
• Educational models and frameworks of develop- specialist of educational assessment. Her PhD field
nomic and historical conditions of schooling. The course secondary schools.
ing entrepreneurial competencies for all kinds of is Educational Sciences (teachers' thinking) and
has no previous educational traditions, and the first
schools, teaching-learning forms and in different the theme of her habilitation thesis is the student-
time it was organised was in 2020. The PhD course took Aims and objectives
subjects. centred assessment in higher education. Mária
place in a total of 15 hours duration, on three occasions The main goal of the course is to help the students to
• Planning and managing learning projects and situ- also manages groups of researchers and student-
in November and December 2020. understand the relationship between entrepreneur-
ations at different level of education based on the researchers. Mária’s research areas include: (a)
ial competence, sustainability, and civic education.
Youth Start/UKids framework. developing teaching methodology in higher educa-
The direct antecedents of the course go back to a Euro- By thinking in this framework, they can embed this
tion, (b) assessment in public and higher education,
pean Union funded project carried out in co-opera- approach into any further developmental programme
The course is based on a usable pedagogical innova- (c) teachers', parents’, and students' thinking, (d)
tion with selected primary schools in six countries. It (i.e. into their everyday teaching practice, subject-
tion in everyday school practice applying the challenge- education in schools (children's voice), (e) teach-
is important to extend the general approach and the related activities). An additional aim is forming attitudes
based methodology with existing materials and tools to ers' wellbeing, and (f) entrepreneurship education.
results achieved in a broader context, too. The interna- based on students' own experiences, prior knowledge
develop children’s social-emotional skills. Mária also works on innovation of teacher training
tional students who are learning at the Doctoral School in the field of entrepreneurship education and educa-
and practice as a leader of international and local
are properly fit to this purpose. The organiser of the tion for sustainability.
The students examine the theoretical and practical research groups and is a supervisor of PhD students
background project underlines that the general meth-
basis of entrepreneurship education from different sci- in the Doctorate School of Education at the Univer-
odology was developed at the Eötvös Loránd University Activities and learning outcomes
entific viewpoints. International students analyse the sity of Szeged.
(ELTE) after which the PhD course was organised by The programme is an elective seminar course in English
curriculum of this area in their home country, explain
University of Szeged (USz). for international PhD students at the Doctoral School
Entrepreneurship Education for Initial Teacher Education
08 09
teaching tools and create usable materials on their teaching area
by adapting the pedagogical materials (class books, student activity
books, animated videos, mindfulness exercises and non-violent com-
munication exercises).
The main learning outputs produced in the PhD course are:
• Course diaries from each student (documentations and reflections).
• Challenge-based project plan (pair- or group work).
• Short essay and presentation about the problems and (hypotheti-
cal) opportunities of entrepreneurship education at schools in their
home country.
Students also receive credits and grades for completing the course.
The grade includes a seminar activity, a power-point presentation and
a compilation of a project plan.
Breaking barriers for impact
On a policy and systematic level, the educators’ methodological and
conceptual freedom allows for the successful implementation of the
initiative. On the other hand, a supportive atmosphere and hosting of
a professional community, as well as a commitment to the topic and
the building a supportive network or community support success on
an organisational and individual level, respectively.
Finally, one of the most important results of the most important
results of the course is sensitisation: the elements of entrepreneurial
competence are incorporated into students’ everyday thinking, they
can apply them in their everyday lives, or they can transfer and extend
them to another project. An interesting observation from the course
was that international students have more positive view of entrepre-
neurship. It was also a fantastic that they think women today should
also do business and be an entrepreneur. This bodes well for the future
of entrepreneurship education, and entrepreneurship in general. ■
Co-ordinator of project/initiative Dr. Mária Hercz
Websites UKids Project
More information on UKids project
University of Szeged - Doctoral School of Education
Social media or other relevant
YouTube
online channels
Publications, resources, Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., Sim, J. B.-Y. (eds.). Taking action
course material for change: Educating for youth civic engagement and activism. York: University of York.
Authored by: Maciej Mitręga Entrepreneurship Education for Initial Teacher Education
10 11
Entrepreneurship Education EE for ITE
Curricular
for Teachers Cyclical
Teachers as students
other initiatives he participated in. Apart from aware- practical skills which could later help them become bet-
Country Poland ness raising, Professor Dyduch was able to source ter entrepreneurship education teachers. At the end
additional financing, thus, teachers paid only around of the programme participants defended their theses
Main target group Teachers in postgraduate studies one-sixth of the typical tuition fee that postgraduate and took the final examination during which they were
students pay for the programme. Classes were also asked to discuss entrepreneurship-related questions
Format of initiative Course
organised over weekends so that it did not interfere concerning the classes they participated in, their teach-
with teachers’ school activities. ing internship and their theses. Also, after each class,
Mode of delivery In-person
the participants had a task to do, which was often a
Funding type Public and private Aims and objectives practical task.
The main goal of the initiative was to prepare partici- The courses proposed as part of Entrepreneurship Edu-
pating teachers to teach entrepreneurship education cation for Teachers postgraduate studies are presented
in a practical way and allow them to show their stu- below:
dents how to become a proactive member of society. • Classes which were conducted in an interactive way
History of the initiative Bartłomiej and Professor Wojciech Dyduch, the for- The aim was also to equip teachers with the tools to and the issues addressed were carefully selected on
Founded in 1937, the University of Economics in Kato- mer vice-Rector of the university, who also saw a need teach students how to actively look for information and the basis of a needs analysis.
wice is public university based in Katowice, Poland. The to treat entrepreneurship as a broader concept than resources, organise their time effectively, come up with • Workshops which made it possible for students to
university is the biggest and oldest business school in just narrowly viewing it as regulations for managing a interesting business ideas, and make those ideas work see how certain mechanisms or teaching techniques
the region and considered one of the top universities in company. Professor Dyduch had the idea of preparing in practice. Activities were performed in person and work in practice.
Poland. The university hosts studies at Bachelor, Mas- a cutting-edge postgraduate studies programme that included group and individual work. • Lectures in their classic form were kept to a mini-
ter, Doctoral and Post-diploma levels in four of studies would treat entrepreneurship education teaching in a mum, but those lectures that were delivered, were
field: Finance, Economics, Informatics and Communica- complex way. Professor Dyduch also invited other four Activities and learning outcomes done so by individuals who were able to share
tion and Management. universities from various regions of Poland to build a Teachers are given chance to understand what entre-
consortium, and the project became big and attractive preneurship is, to develop entrepreneurship-related
As a local activist, University of Economics in Katowice’s enough for National Bank of Poland to co-finance it. skills and ways of fostering these skills among their stu-
Bartłomiej Gabryś often visits schools where he organ- dents. The teachers were not only offered interesting People behind the initiative
ises entrepreneurship education-related workshops for Thus, the Entrepreneurship Education for Teachers pro- courses and meetings with experts on the subject, but Bartłomiej Gabryś is the head of the programme,
students and teachers. Through this, Bartłomiej real- gramme was developed, with the studies co-financed were also able to download all the presentations, which Entrepreneurship Education for Teachers, at the Uni-
ised that many entrepreneurship education teachers by the National Bank of Poland. The main target group were made freely available to be used as teaching aids. versity of Economics in Katowice. Bartłomiej is not
only offer very theoretical knowledge to their students included in-service teachers and passive teachers who only an academic teacher, but also a local commu-
about entrepreneurship, such as how to set up one’s were not working at that time, provided they have The main content elements covered were entrepre- nity activist who shares entrepreneurship-related
own company. However, they did not teach the process master’s degrees in any subject. The was an enormous neurship-related content and teaching methodology- knowledge with students and teachers in the Sile-
of developing a business idea, identifying market niches effort to make teachers aware of the studies, through related content. All the different types of classes had sian region. He identified the gaps in good educa-
or how to look for information in today’s volatile busi- personalised invitation letters which were sent to all defined practical teaching efforts and learning out- tional offers aiming at teachers who would like to
ness environment. These led Bartłomiej to try to meet schools in the Silesian voivodeship and the heads of comes which had to be met; for instance, after a class teach entrepreneurship education.
the needs of teachers who wanted to teach entrepre- those schools. Bartłomiej also made people aware of related to preparing business plans, participants had
neurship education in a modern way. the initiative during various conference speeches and to prepare a business plan. Thus, participants learnt
Entrepreneurship Education for Initial Teacher Education
12 13
know-how with the students in the mechanisms of programme could not be afforded by teachers and fur-
economy, the needs of young people with relation ther iterations of the programme were not undertaken.
to entrepreneurship-related knowledge and modern The organisers hope to continue the programme in the
methods of entrepreneurship education teaching. future.
• A diploma seminar where participants were given
the opportunity to do their own research in entre- The determination and vision of the main organiser
preneurship education-related areas. Their diploma who came up with the study idea, prepared programme
works were double reviewed, so high quality docu- and selected the best teachers were the main support-
ments could be shared amongst the participants and ing factors that helped overcome many obstacles. The
thus interesting material that could be used during help of Professor Dyduch in finding external financial
their own teaching was developed. support and in building consortium with other Polish
• Teaching internships where students had to prac- universities, was a large supporting factor. The com-
tice teaching entrepreneurship education at schools mitment of National Bank of Poland which not only
and the aim was not only to practice teaching, but co-financed the initiative, but also, due to its recognis-
also to see if their newly-gained knowledge could ability, encouraged students to enrol and businesspeo-
be used to teach entrepreneurship education in an ple to contribute as presenters of the course. In the
Image credits: Bartłomiej Gabryś
improved, more practical way. organisation of the programme, the huge financial sup-
port of the National Bank of Poland and the expertise of
Breaking barriers for impact University of Economics in Katowice in managing such
There were three main challenges that the organisers initiatives, gave students many additional incentives.
had to face before launching the studies. The first bar- For instance, administrative support during and after
rier related to financing – the organisers were aware classes.
that target students may not have been able to pay
the tuition fee as teachers in Poland often are under- The graduated participants still work as teachers and
paid and even paying the fee for cheapest postgradu- despite the recent crisis they did not lose their jobs.
ate studies may be a challenge for them. Thus, exter- Some graduated participants became social activists
nal financial sources had to be located. This challenge inspiring other teachers, students and other underpaid
was overcome after securing funding from the National groups to develop themselves. Many Polish teachers
Bank of Poland. need to teach more than one subject at more than one
school to support themselves financially. Taking into
The next barrier concerned getting to the right target consideration the economic situation of some teachers
group. The organisers assumed that many teachers may in Poland it was great opportunity for the teachers par-
not even look for postgraduate education opportunities ticipating. The Entrepreneurship Education for Teach-
due to their financial condition. What is more, in order ers postgraduate programme created opportunities
to participate in the programme of the National Bank of for extra sources of income and better job security as
Poland, organisers had to recruit around 50 students. participants could teach entrepreneurship education as
Therefore, the study offer was presented during various another subject. Students also benefit from the empha-
conferences for teachers and, personalised invitations sis on practical entrepreneurial skills in the classroom.
were sent to all public schools and their heads in Sile- As for the University of Economics in Katowice, the co-
sian voivodeship. operation with National Bank of Poland and the success
of the programme added to its prestige. ■
Lastly, only one cycle of the programme was co-
financed, as the regulations concerning support for Co-ordinator of project/initiative Dr. Bartłomiej Gabryś
such initiatives by the National Bank of Poland changed
Website Bartłomiej Gabryś @ Katowice University of Economics
and the studies were offered a higher price. Thus, the
Authored by: Catherine Hayward Entrepreneurship Education for Initial Teacher Education
14 15
EIPTE EE for ITE
Outside formal system
Entrepreneurship in initial primary Cyclical
teacher education Taking a practical approach, each partner country
Mini case
arranged one Intensive Programme week for ITE stu-
dents. Each partner’s event had a different theme. An
example of such a theme, the learning outcomes of the
event in Roskilde, Denmark were as follows:
• Having theoretical knowledge on entrepreneurship
Country Europe-wide in a pedagogical context.
Teacher trainers and pre-service teachers at Higher education • Be able to develop, design, practise and evaluate
Main target group cycles of lessons that involve entrepreneurship.
institutions
• Be able to support and integrate entrepreneurial
Format of initiative Erasmus+ project
competences in their daily teaching practise ena-
Mode of delivery Online and in-person bling a dual focus (curriculum and entrepreneurship
education) through didactical thinking and reflected
Funding type Public methodology.
• Will be able to think critically and reflect on teaching
practise in regard to entrepreneurship.
While at the event in Vilnius, Lithuania students
History of the initiative resources, aim to improve or implement entrepreneur- learned about creativity, innovation, financial literacy,
Entrepreneurship in Initial Primary Teacher Education ship education in initial primary teacher education at sustainable development and social responsibility,
(EIPTE), is a strategic partnership between eight Euro- various levels. communication.
pean institutions: six higher education institutions, one
science centre and a foundation. The project is funded Activities and learning outcomes Another output of EIPTE is an entrepreneurship educa-
as part of the Erasmus+ Programme of the European Numerous outputs were produced and made freely tion framework for higher education institutions with
Union and carried out in co-operation with the German available on the EIPTE website. These outputs included initial primary teacher education. The framework looks
Academic Exchange Service (DAAD). The overall objec- the Toolbox for Entrepreneurship in Initial Primary into existing entrepreneurship education practices
tive of EIPTE is to encourage higher education institu- Teacher Education, consisting of learning activities that and what is required for their implementation in pri-
tions to implement entrepreneurship education and/or can be applied and adapted for different institutional mary school ITE. The framework further defines what
enhance the quality of entrepreneurship education in requirements. The toolbox addresses background entrepreneurship education knowledge and skills are
their initial primary teacher education. analysis, programme development and evaluation, fol- required for education students.
Image credits: EIPTE
lowed by entrepreneurship education management
EIPTE is based on the following definition of entrepre- and learning activities. Tools are categorised as meth- In closing, the EIPTE project has produced a number
neurship education: “Entrepreneurship is when you act odology, educators’ book, workbook, resources plat- of useful resources for both teacher trainers and pre-
upon opportunities and ideas and transform them into form, sets of activities, training courses and research service teachers at higher education institutions. ■
value for others. The value that is created can be finan- papers. Furthermore, within the toolbox there are: a
cial, cultural, or social”. Therefore, the main outcome self-evaluation tool which allows in-service primary
of the project is a toolbox for initial primary teacher school teachers to evaluate their entrepreneurship
education within higher education institutions. The competences, profiles of universities which are expe-
toolbox has been translated into a number of languages rienced in entrepreneurship education in ITE and use-
Co-ordinator of project/initiative Anna Holstein and Arantza Arruti
and consists of both national and European learning ful multimedia materials. Guidelines for the use of the
resources. The toolbox is complemented by the new toolbox are provided to aid in the adaptation of tools to Website EIPTE
materials developed during the project lifetime. Fur- the individual context.
Publications, resources What can an Entrepreneurship Education Ecosystem for Initial Primary Teacher Education
ther intellectual outputs, consisting of nine additional
look like? - Access here
Entrepreneurship
Education for
Europe-wide
Entrepreneurial Tools and Competencies for
Practicing Teachers
Teachers and their Students
Europe-wide
EntreCompEdu
As awareness grows around the importance of entrepreneur- aging and rewarding the use of entrepreneurial teaching
ship education for young people and the benefits of being methods and learning plans can go a long way.
taught skills by educators that have those skills themselves,
practicing teachers have also looked to grow their own entre- In this section we highlight those initiatives dedicated to
preneurship skillsets. practicing teachers’ professional development of entre-
Entrepreneurship Educator of the Year preneurship skills. The initiatives vary from university-
IFTE For those that are already qualified teachers, professional designed courses for teachers to recognition through
Austria development offerings can build on the entrepreneurial awards. Considering the shortage of offerings for pre-ser-
knowledge and skills that they currently possess, as well as vice teachers, these are important initiatives that expose
provide them with new ideas, competences and understand- participants to new concepts, teaching methods and skills.
ing. School managers and leaders are often facilitators in Thus, practicing teachers will be able to effectively pass
Caribbean affording teachers the opportunities to develop their entre- their newfound entrepreneurial skills and knowledge onto
preneurship skills. Ensuring teachers are provided with time their students.
EntreCompEdu and resources to take part in further learning and encour-
South America
EntreCompEduAuthored by: Catherine Hayward Entrepreneurship Education for Practicing Teachers
18 19
Entrepreneurial Tools and Competencies EE for practicing teachers
for Teachers and their Students
Outside formal system
Cyclical
Teaching the teacher
tencies for Teachers and their Students course are the • Project-based learning and how to apply it to their
Country Europe-wide
development of entrepreneurial skills for teachers, as classes to develop the entrepreneurial skills of
Main target group Practicing teachers well as equipping teachers with knowledge and tools students.
to develop their students’ entrepreneurial skills. With • Creating a basic business plan.
Format of initiative Course these skills that teachers will learn and impart, students • Different tools to build a brand and promote a
will be better prepared for the future. The course puts project.
Mode of delivery Online and in-person emphasis on developing teachers’ entrepreneurial skills • Budgeting for a business/project and ways of start-
and empowers them with methods and tools to give ing it up and attract funds to boost it.
Funding type Private
this knowledge further to their students.
Participants leave the course with a certificate of
Activities and learning outcomes attendance, and new materials and methods that can
Participants attend a one-week intensive course which be implemented in their classrooms. Students that are
is made up of lectures, workshops and project presen- taught by the teachers participating in the course will
History of the initiative Focussed on continued professional development, the tations. The course is organised monthly and can be benefit from the increased knowledge and skills that
The Europass Teacher Academy is the largest provider Academy looks to support modern teachers, as they given both online and in person and currently a blended the teachers will gain. After completion of the course,
of Erasmus+ KA1 Teacher Training courses in Europe. face unprecedented challenges, but also opportunities. learning approach is being implemented and tested. It it is hoped that the teachers encourage and influence
The Academy currently has a number of permanent The courses that the Academy provides aims to help is possible for schools to have the Academy provide their students to adopt an entrepreneurial mindset and
locations across Europe, including Cluj-Napoca, Ber- keep teachers up-to-date, adaptable, and motivated. courses to their staff members on the topic of entre- outlook.
lin, Tenerife and Florence, and roughly 50 collabora- Entrepreneurial skills are more relevant today than ever preneurship, and tailor-made courses can be arranged.
tors and over 25 courses starting each month. More before, and thus these skills are essential for teachers Learning methods include project-based learning and Breaking barriers for impact
than 20 000 teachers, administrators and support staff to have themselves before they can teach them to cross-curricular activities. The main barrier to participation in the course is that
have been trained by the Academy over the last 10 their students. Initially it was difficult to find teachers teachers may not see the value in entrepreneurship
years. Throughout the courses, participants are able that were interested in a course with entrepreneurship The course is very practical and when held in person, education and not be able to fit it into their strict cur-
to expand their networks and potentially start up new as the focus, so it was offered as a course related to participants travel to one of the cities hosting the ricula. Therefore, they do not take part in the course.
projects. Courses provided by the academy are geared technology for entrepreneurship. This course was later course and meet with other participants. The creation
toward innovation, well-being and the arts, with a focus amended and a course on entrepreneurship itself was of networks amongst the participants is encouraged.
on 21st century skills. created: Entrepreneurial Tools and Competencies for At the end of the course, to gauge the progress of the
Teachers and their Students. participants, feedback and discussion is facilitated. A People behind the initiative
The Academy originally worked with teachers as a flipped classroom approach is also being taken, where David Baroni is the European Project Manager and
means of disseminating European partnership project The main target group of the course is teachers and participants study the course material before class Managing Director of Europass Teacher Academy.
results, and exchanging creative and innovative teach- school staff at varying levels. However, it is mostly pri- so that class time can be used for practical work and David has worked both in American colleges and
ing methods. Hereafter, the idea of offering the results mary and secondary school teachers, as well as teacher meaningful discussion. The course aims to inform par- language schools in the past, and he is also a school
of their projects as courses for teachers was taken trainers, headteachers, principals and school managers. ticipants in: consultant for European projects and an expert in
up. Today, many teachers with Erasmus grants, espe- • The characteristics of successful entrepreneurs. Erasmus programmes.
cially primary and secondary teachers, take part in the Aims and objectives • Techniques, tips and methods to increase the
courses that are offered. The main foci of the Entrepreneurial Tools and Compe- entrepreneurial skills of their students.Entrepreneurship Education for Practicing Teachers
20 21
However, to overcome this barrier, school management person-
nel that are proactive in entrepreneurship education often support
teachers in their professional development around the subject. These
schools also give teachers the space to enhance their curricula with
entrepreneurial subjects. On a political level, when entrepreneurship
education is given priority, this encourages teachers to learn these
entrepreneurial skills themselves and teach them in the classroom
as well. When entrepreneurship education is prioritised, anywhere
from regional to international levels, teachers may receive grants from
institutions, like the European Commission for example, to take part
in such courses, which support the further development of initiatives
that teach these skills.
Looking to the future, it is important that entrepreneurship be given
more priority at a political level so that teachers will include it in their
skillsets. More funding for schools and teachers would be beneficial to
encourage the uptake of entrepreneurial skills. ■
Image credits: Europass Teacher Academy
Co-ordinator of project/initiative David Baroni
Course Information
Websites
Teacher Academy
Social media or other relevant Facebook
online channels LinkedInAuthored by: Mario Vötsch Entrepreneurship Education for Practicing Teachers
22 23
“And the winner is…”
EE for practicing teachers
Outside formal system
Entrepreneurship Cyclical
Educator of the Year
commitment, the award ceremony also presents their for the evaluation of key competencies of lifelong learn-
ideas and projects to the public. The areas in which the ing, including entrepreneurship competences (this case
Country Austria
winners are active are as follows: example was done by a group of teachers on their own
Main target group Practicing teachers • Learning occasions: The first area of activities are initiative, without being linked to any teaching subject).
learning activities and learning processes with chil- The award is mainly a symbolic certification and
Format of initiative Competition dren and young people. Here, especially those teach- includes no money. Winners normally receive a voucher
ers are awarded, whose classes and pupils achieve a for a breakfast for two, which symbolically should stress
Mode of delivery In-person gold medal at the Next Generation Competition or at the significance of close relationships, partnerships or
Euro-Skills (a competition in vocational education). friendships, who often suffer from the intense work-
Funding type Public and private • Organisational work: A second area of activities load of the awarded persons in terms of less quality
refers to organisational work at the school level and time together.
to developing a school concept in the area of EE.
However, it is not enough to promote already exist- Breaking barriers for impact
ing school concepts, but to create innovative priori- There are two main challenges related to each other:
History of the initiative The idea is that people from all nine federal states ties. For example, one school received an award for awareness and attention. One challenge is to raise
The “Educator of the year”-award annually certifies the should have the potential of being nominated. organising a one-day-per-week free time, in which awareness for the topic, which should be sharpened
performance of teachers in the realm of Entrepreneur- pupils can choose specific areas of learning in order by the award. In Austria, not all federal states are com-
ship Education (EE). This internationally rather unique The award is presented at two occasions, that is at the to further develop certain strengths and potentials. mitted to the same extent to EE, some are still “far
award focuses on innovate teaching-arrangements, eli- Festival of Ideas and the Entrepreneurship Summit. For this purpose, the normal regular lessons were away”. Thus, EE could be much more promoted by
gible methods to promote EE as well as on the personal Usually, the Minister of Education presents the award, shortened by 5 minutes, which created an additional school boards (in Austria “education directorates”). In
engagement of the teacher. which again is a special honour and emphasises the day per week. Besides school actors, also other Vienna, for example, there is currently a school-board-
events significance. The awards should raise awareness stakeholders could be recognised in this area, if they leader who has taught EE himself and thus knows how
The idea for the award emerged at the “Next Genera- beyond the school level, thus regional and national organise festivals or develop innovative offerings
tion Competition”, a yearly competition of business media coverage is critical. which have been integrated into the school system.
ideas for pupils between 15 to 19 years, organized by • Teachers as multipliers: The third area is teacher
IFTE. Here, the question came up, why it should be only Main target groups for nominations are teachers at the training and continuing development. Nominees – People behind the initiative
the pupils being promoted – what about the teachers primary and secondary level. Another group of possible either teachers or stakeholders – are awarded for Johannes Lindner is Head of the Department and
in the background? Thus, the awards idea was born and winners are stakeholders who are generally engaged in inspiring contributions and innovative settings. Centre for Entrepreneurship Education and Value-
then became realised by Johannes Lindner in co-ordi- EE, such as business coaches. Based Business Didactics at KPH Vienna/Krems. He
nation with the Ministry of Education. In the meantime, Most of the awarded activities are in secondary educa- is the Founder and Director of the e.e.si. network
further stakeholders could have been gained to serve tion because in this level EE has already been systemati- and of the Initiative for Teaching Entrepreneurship
as sponsors. Activities cally implemented. Meanwhile, there are also a number (IFTE), which initiated the Entrepreneurship Educa-
The award honours the role of teachers as key multi- of awards in primary education, mostly running under tor of the Year award. IFTE is mainly active in initial
The nominations for the award are given by regional pliers for strengthening the entrepreneurial spirit of categories like "self-efficacy" or "empowering every teacher education and supports EE for teacher train-
e.e.si. co-ordinators, who are responsible for co-ordi- children and young people in the school environment. child" and following the tradition of emancipatory EE- ing by organising events, workshops, seminars and
nating the EE-activities in their federal state (mainly at Since there exist already a number of initiatives, com- approaches. There are also extracurricular activities summer schools.
the secondary level in vocational education) and have petitions and awards for pupils, teachers should be being honoured, such as an approach in which models
a very good overview of what happens in their region. acknowledged as well. Apart from appreciating their of self-assessment and peer-assessment are developedEntrepreneurship Education for Practicing Teachers
24 25
to promote it. The other challenge is media attention. It
would be beneficial if teachers, pupils, parents, princi- Among those awards that have made a particularly sus-
pals and other stakeholders could read about the award taining impression, Lindner cites two examples: One is
or other EE-activities in the newspaper. Unfortunately a teacher who, when presented the award, admitted
there are reservations on the part of most media repre- how sceptical she was in the very beginning, and thus
sentatives for competitions and festivals from the edu- said: "Well, when it started at our school with entrepre-
cation sector. "I know some editors-in-chief really well," neurship, I didn't know what to do with it at all. I just
says Lindner, "and when I say to them, 'Well, wouldn't thought, another new thing, and anyway – do we really
that be a nice story for you?' they say, 'Education issues need this?" But over time she saw how the pupils grew
are politics- and we only do critical reporting here. Any- and suddenly – teaching became much easier!
thing, that is positive reporting in that area, is paid for.
If you can pay for it, I will be happy to put you in touch Another example is a teacher who had made it clear
with the marketing department, and then we will do from the beginning that she was "unionised through
Image credits: IFTE
it.’" So, education has a tough standing in that regard and through" (in terms of commitment to the labour
and gets less media attention than other topics such union), but gradually learned how in EE both sides,
as sports. employer and employee, "got together" really well. The
teacher in this case had only four more years until her
In overcoming these challenges, important support- retirement – thus it was a real push that allowed her
ing actors for promoting the award are (next to school to experience something completely new and exciting.
boards) the directors at the schools. They are usually
present at the ceremony, thus demonstrating their What, in the end, are the awards’ potentials for the
support. In addition, most of them proudly commu- future? According to Lindner, the award is a symbol
nicate the award to the outside world, for example in for the need of more celebration culture in education,
the directors' association. More ambivalent than in the especially among teachers. The role model therefor
case of the directors might be the commitment of the could be sports, where it is always honoured when a
colleges of the awarded teachers. There is sometimes person works continuously on something and then
a peculiar form of jealousy among teachers. "At some perhaps even achieves success. Although without suc-
schools not at all, but at others very much so," says cess, the engagement needs appraisal and recognition,
Lindner. "I can imagine that some teachers do not want because, in the end, the development of our person-
to make a big deal about it at their own school, because ality depends on it. Finally, the award also symbolizes
they are afraid that they won't get good feedback." At a locomotive function, because the next generation of
other sites, in turn, the whole school celebrates a party. pupils (and teachers) may then hopefully say, "Well,
One can only wish that something like this happens what they can do, we can do too!". ■
more often in the spirit of celebration culture. Because
it’s the celebration culture, as Lindner says, which "cer-
tainly still has room for improvement" – particularly
among teachers.
What are the main impacts of the award? One immedi-
ate impact concerns the schools whose teachers win
the award and thus can consider it as an important con-
firmation of their activities and orientation. Another –
rather general – impact refers to the image of teachers.
Positive examples of activities and personalities con- Co-ordinator of project/initiative Professor Johannes Lindner
quer the conventional stereotypes and thus can change
the often weak public image of teachers. Websites IFTEAuthored by: Catherine Hayward Entrepreneurship Education for Practicing Teachers
26 27
EntreCompEdu EE for practicing teachers
Outside formal system
Tools for teachers Singular
Mini case
Activities and learning outcomes • Promote collaboration with a clear purpose both in
Country Europe-wide EntreCompEdu’s training modules include practical and beyond the classroom.
ideas and suggestions for teachers. The modules are • Create something of value for others, where the
Main target group In-practice teachers free to be accessed online, so that teachers can have value does not have to be financial.
accessible resources to develop their entrepreneurial • Stimulate ongoing reflection about success and lack
Format of initiative Erasmus+ project
education skills. The modules are currently available in thereof, as well as flexible thinking and learning
Mode of delivery Online English, Spanish, Macedonian, Welsh, Italian, Dutch and from experience. Teachers can also model reflection
Finnish. Teachers will learn through practical teaching by thinking aloud and being open about their own
Funding type Public activities in real-life situations, creating an empowering learning experiences.
learning environment, and encouraging self-awareness. • Make entrepreneurial learning visible through devel-
The course is tailored to each participating teacher, as oping clear learning goals, but also being open to the
the self-assessment tool determines the teacher’s cur- unexpected.
rent entrepreneurship teaching skills and identifies
History of the initiative ing are oftentimes considered less important than areas for improvement. At the end of the course par- Further outputs of EntreCompEdu include the Profes-
The EntreCompEdu project is facilitated by a consor- other subjects, despite fostering engagement, citizen- ticipating teachers are awarded a certificate and a digi- sional Skills Framework which details how teachers can
tium of non-profit associations, schools networks, ship, social cohesion and employability. tal badge which recognises them as an EntreCompEdu make their teaching more entrepreneurial and innova-
higher education institutions, businesses and an EU Teacher Pioneer. tive. The framework touches on teachers’ professional
business network. Partners in the consortium include To support teachers in their endeavours, EntreCom- knowledge and understanding of entrepreneurial edu-
the University of Wales Trinity Saint David, Bantani Edu- pEdu provides a collection of training modules. Through The six pedagogical principles underpin the EntreCom- cation, planning, teaching and training, assessment and
cation, Go Antwerpen, Innogate to Europe, LUT Univer- its educational offerings, EntreCompEdu aspires to pEdu programme and guide teachers in their practice professional learning. ■
sity, MateraHub, Me Analytics, NCDIEL, and European offer all primary and secondary school teachers, as well and encouraging learners to:
Business Summit. A partnership with the University of as vocational teachers, a valuable resource for foster- • Think creatively through asking questions, being
Valparaiso in Chile has seen the programme already ing an entrepreneurial mindset. EntreCompEdu aims to adaptable to different ideas and solutions and using
expanded to more countries across South America and empower teachers to use their skills in new ways and observational techniques, such as “slow looking”,
the Caribbean. EntreCompEdu is co-funded by the Eras- take advantage of their strengths to improve the school which can help learners spot opportunities.
mus+ Programme of the European Union. The project curriculum to the benefit of students. The consortium • Look to the real-world for inspiration through seek-
was developed as a complement to the European Com- looks to influence policy and practice with regards to ing out opportunities to add value and to develop
mission’s Entrepreneurship Competence Framework, the professionalisation of teachers and school manage- and apply entrepreneurial competences. When
EntreComp. ment and develop the capacity of teachers to deliver learners explore authentic problems, they are likely
entrepreneurial competences through their teaching. to work harder and engage in deeper thinking.
EntreCompEdu aims to support teachers to develop EntreCompEdu was created based around six broad
the knowledge, skills and confidence to develop the areas of competence, with reference to best pedagogi-
EntreComp competences through their own teaching. cal practices both in general and in entrepreneurship:
The project targets practicing teachers in its aim to • Professional knowledge and understanding of entre-
“inform and transform teaching in the field of entre- preneurial education.
Co-ordinator of project/initiative Kathryn Penaluna, Elin McMallum
preneurial education.” The consortium saw the need to • Planning and organising entrepreneurial education.
reduce the discrepancies between the skills that educa- • Teaching and training for entrepreneurial education. Website EntreCompEdu
tion systems were delivering in schools and the require- Assessment for entrepreneurial education. Social media or other relevant YouTube
ments of society. Furthermore, certain important skills, • Professional learning and development. online channels Facebook
such as those obtained through entrepreneurial learn- TwitterYou can also read
