Developing entrepreneurial education in national school curricula: lessons from North Macedonia and Wales

Penaluna, Andy; Penaluna, Kathryn; Polenakovikj, Radnmil

doi:10.1007/s41959-020-00038-0

Cited by 9 publications

(12 citation statements)

References 9 publications

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“…The autonomy of higher education means it is not always easy to influence initial teacher education in many countries, although there are case studies where this is happening successfully (e.g. David et al , 2017; Penaluna et al , 2020).…”

Section: Introductionmentioning

confidence: 99%

EntreCompEdu, a professional development framework for entrepreneurial education

Grigg¹

2020

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PurposeThe purpose of this paper is to present a new professional development framework (EntreCompEdu) that identifies the competencies educators need to promote entrepreneurial education in primary, secondary and vocational settings.Design/methodology/approachThis conceptual paper explores the relationships between the framework's various constructs to articulate its rationale and value. Its design was informed by literature review and critical feedback from an advisory group of European and national policymakers, university staff, teachers and education consultants. It is currently in a pilot stage.FindingsThe paper proposes a new model in the field resting on six pedagogical principles. These are translated into five areas of competence: entrepreneurial knowledge and understanding, planning and organization, teaching and training, assessment, and professional learning.Research limitations/implicationsThis paper only describes the conceptual thinking and contents of EntreCompEdu based on a limited literature review. Empirical research is necessary to assess the impact of EntreCompEdu on teaching. There are implications for building a network to support educators' professional development.Practical implicationsEntreCompEdu and its training materials offer educators structure and guidance to develop their competences. These are available in open access format, via https://www.entrecompedu.eu. Participants will have access to a bank of effective teaching practices and support network across Europe.Social implicationsCollaboration is essential to effective entrepreneurial education, with EntreCompEdu facilitating a support network across Europe.Originality/valueEntreCompEdu is an original response to a policy problem, namely the need for a professional development framework to support the implementation of EntreComp. It is timely given calls to pay further attention to teachers' professional development and widen the appeal of entrepreneurial education.

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Section: Introductionmentioning

confidence: 99%

EntreCompEdu, a professional development framework for entrepreneurial education

Grigg¹

2020

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“…Conclusions show the real effectiveness of entrepreneurial programs for this purpose and suggest a number of implications for practice including the necessity to change entrepreneurial subject taught in classroom from optional to compulsory. In this regard, Penaluna et al (2020) stressed the pioneering work of North Macedonia and Wales in introducing a compulsory Entrepreneurship and Innovation curriculum in their school system. Authors define North Macedonian and Welsh educationalist as the European “frontiersmen in entrepreneurial education” (p. 259).…”

Section: Discussionmentioning

confidence: 99%

Exploring Teachers’ Satisfaction and Students’ Entrepreneurial Competencies in Four Entrepreneurial Programs Carried Out in Extremadura (Spain) Schools

et al. 2021

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The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught (Timmons, 2003). Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and has its origin in the business culture (Peña Calvo et al., 2015). There are two current models, American and European (Erkkilä, 2000). The one that develops in the Extremadura region (Spain), based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It’s a round trip. It is a “do ut des.” In our research, we evaluated four entrepreneurial culture programs in the classroom: “Junioremprende,” “Teenemprende,” “Experemprende,” and “Youthemprende.” The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is “general teacher satisfaction,” with 17 common questions for all the programs. An essential question posed is: “I am satisfied with the achievements obtained by my students to participate in the program” The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers’ satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students’ entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education.

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“…Moreover, as Grigg [11] states, the autonomy that enjoys some higher education institutions means that it is not always easy to influence initial teacher education, although studies show that this is possible in some countries [37]. In this sense, the different decrees establishing primary education degrees in the Spanish communities with competencies in education, as in the case of the communities in which the universities whose cases are studied in this research are located, also include the EC, as can be seen in Table 1.…”

Section: Spanish Context: Pre-service or Initial Teacher Education In Higher Educationmentioning

confidence: 99%

Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu

Arruti¹,

Morales²,

Benitez³

2021

Sustainability

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Entrepreneurship competence is one of the eight key competences for promoting lifelong learning, employability, and ensuring success in the knowledge society. The main objective of this study is to analyse to what extent entrepreneurship competence, as contemplated in the main European reference frameworks (EntreComp and EntreCompEdu), is incorporated into the competences that make up pre-service teachers training degrees offered by Spanish Jesuit universities. A content analysis of 631 competences was carried out by means of an expert judgement. The results of the study allow us to conclude, among others, that: with the exception of Assessment (EntreCompEdu), the remaining areas of both frameworks are covered by 30% of the competences proposed by the universities; none of the universities incorporate the competences Motivation and perseverance, Financial and economic literacy and Coping with uncertainty, ambiguity and risk of EntreComp, nor Checking and reporting on progress, Share feedback and Recognising progress and achievement of EntreCompEdu; the EntreComp competences Mobilising others, Planning and managing, and Working with others, and the EntreCompEdu Creating an empowering entrepreneurial learning environment are recognised the most; it is in the specific and general competences of the University of Deusto and Ramon LLull University that the above-mentioned competences are most frequently recognised. In conclusion, although there is still much to be done, entrepreneurship competence is included in initial teacher training at Jesuit universities in Spain.

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Developing entrepreneurial education in national school curricula: lessons from North Macedonia and Wales

Cited by 9 publications

References 9 publications

EntreCompEdu, a professional development framework for entrepreneurial education

EntreCompEdu, a professional development framework for entrepreneurial education

Exploring Teachers’ Satisfaction and Students’ Entrepreneurial Competencies in Four Entrepreneurial Programs Carried Out in Extremadura (Spain) Schools

Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu

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