Social Entrepreneurship Education in Primary School: Empowering Each Child with the You^thStart Entrepreneurial Challenges Programme

Abstract

This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.

Entrepreneurial Skills to Be Successful In the Global and Digital World: Proposal for a Frame of Reference for Entrepreneurial Education

“…For this reason, self-efficacy has a decisive influence on behaviors, thoughts, feelings, and intrinsic motivations, activating personal conviction in the ability to perform and enabling the understanding of eventual failures as limitations that can be improved. In this way, several studies converge by positively associating self-efficacy to undertake, and programs have been developed to activate this competence [98][99][100][101][102][103]. The self-efficacy perceived as a positive belief allows performing new or complex tasks to obtain the desired results.…”

Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs

“…These studies are focused on programs that specifically target the development of ES [62,63,65,66,87], the development of business plans and models [73,74,78,91], and the promotion of skills within the scope of social entrepreneurship and sustainability [64,81,82] in the scope of agriculture [77,88] and of technologies [63,87,90]. Some specific competences also stand out, such as teamwork [63,67,73,81,86,89], self-efficacy [64,70,72,74,78,84], leadership [86,88], self-confidence [64,73,81], proactivity and initiative [64,66,84], innovation [64,66,68,84], problem solving [66,72,86], empathy [64,81], self-esteem [8...…”

“…The pedagogical activities presented in the studies were quite diverse, with emphasis on classes, lectures, workshops, business simulations, group dynamics and games, visits to companies, and internship experiences in incubators, simulating the early stages of a startup. However, it was found that in the early stage of education, there were activities such as the creation of a market in the school [79], storytelling and mindfulness [64], and educational games [82]. In turn, in secondary and higher education, activities were carried out to create, develop and implement an entrepreneurial project, using business models [73,78,80], marketing studies [71,77,80,84], and finance [70,80].…”

The Development of a Sustainability-Oriented Creativity, Innovation, and Entrepreneurship Education Framework: A Perspective Study

“…To map out the content of the entrepreneurship education framework, we reviewed the literature ( Fiet, 2001 ; Blenker et al, 2013 ) on three topics: (a) SDGs and CIE education ( Storey et al, 2017 ; Rashid, 2019 ); (b) creativity and social innovation ( Bisanz et al, 2019 ); and (c) educational goals. To answer the central question “How do we bridge the gap between current CIE education and SDGs?” next, we present three key aspects of the framework.…”