EntreCompEdu - The Teacher Competence Framework EN

EntreCompEdu

The Educators’ Professional Competence Framework for Entrepreneurial Learning Supporting teachers and trainers to deliver EntreComp competences through their teaching

Russell Grigg With Jan Barnes, Caroline Usei, Lea Oksanen, and Elin McCallum

Table of Content

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Introducing EntreCompEdu.........................................................................................2 Background..................................................................................................................................4 Aims.............................................................................................................................................5 Design..........................................................................................................................................5 Intended audiences......................................................................................................................5 Introducing the EntreCompEdu teacher competences..................................................................7

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The structure of EntreCompEdu................................................................................10 Big questions..............................................................................................................................10 Stages of professional development in entrepreneurial education.............................................11 Proficiency levels........................................................................................................................13 Applications...............................................................................................................................13 Orientations...............................................................................................................................16

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A deeper understanding of the EntreCompEdu competences......................................0

1. Entrepreneurial knowledge and understanding.........................................................................................0 2. Planning and Organising Entrepreneurial learning Environments.............................................................0 3. Teaching and training..................................................................................................................................0 4. Assessment.................................................................................................................................................0 5. Professional Learning and Development....................................................................................................0

Conclusion....................................................................................................................................0 Appendix 1...................................................................................................................................0 EntreCompEdu Framework...........................................................................................................0 Appendix 2...................................................................................................................................0 Links to EntreComp: The Entrepreneurship Competence Framework...........................................0 Glossary.......................................................................................................................................3

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Introducing EntreCompEdu

What are schools, colleges and universities for? Over recent decades, rapid and deep-seated social, technological and environmental changes have prompted policy-makers and educators to reflect upon the purposes of education. There is a growing consensus that this goes beyond transmitting knowledge, towards preparing students for life as an active citizen and for the world of work. If education is to equip students with the kind of knowledge, skills and mindset they need to achieve their potential and flourish in a fast-changing world, then educators must embrace new ways of teaching, learning and assessment. This means building upon young children’s inclination to be inquisitive and creative, which lie at the heart of entrepreneurial education.

Entrepreneurial education has been defined as: ‘Content, methods and activities supporting the creation of knowledge, competences and experiences that make it possible for students to initiate and participate in entrepreneurial value creating processes.’ 1 What makes entrepreneurial education distinctive is its focus on generating ideas, products and services that have value for others. While this might suggest a narrow economic or commercial purpose, this value can take cultural and social forms. Recognising the social and cultural value of a business can enhance its economic value, for example, recognising the importance of heritage and telling stories associated with their products and services so that consumers know ‘who’, ‘where’ and ‘why’ as well as ‘what’ they are buying. To be entrepreneurial can mean to take an interest in regenerating communities, for example improving public spaces such as parks, beaches and woodlands. To be entrepreneurial might mean to put ideas into action to address social inequalities or combat environmental degradation. These cultural and social aspects illustrate the broader contexts, relevance and application of the skills and mindset (i.e. EntreComp competences) developed through entrepreneurial education.

1 Moberg, K., Stenberg, E. & Vestergaard, L. (2012). Impact of entrepreneurship education in Denmark - 2012. Odense, Denmark: The Danish Foundation for Entrepreneurship – Young Enterprise. p.14. For a discussion of different terms, such as enterprise education and entrepreneurship education, see Lackeus, M. (2015) Entrepreneurship in Education. What, Why, When, How, Paris: OECD.

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Against this policy background, EntreCompEdu has been devised as a framework which describes the development of competences educators need to demonstrate in entrepreneurial education to deliver entrepreneurial skills and mindset. It is inspired by and aligns closely to EntreComp, the European Entrepreneurship Key Competence Framework, which outlines the competences that citizens need to develop and enhance to be entrepreneurial in life and work. EntreCompEdu offers an exclusive focus on supporting educators to deliver the EntreComp competences through their own teaching practices.

Figure 1: The EntreComp Model EntreComp was launched in 2016 to build a shared understanding around the competences associated with being entrepreneurial, and how these translate into learning outcomes for life long learning. Elaborating the entrepreneurship key competence at European level, it is a comprehensive framework developed from research and pan-European consultation and is now being used around the world to support entrepreneurial learning across formal and non-formal learning, employment and enterprise settings.

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The entrepreneurship competence is increasingly recognized as a competence for life, relevant to personal development and fulfilment and finding and progressing in employment, as well as initiating new ventures ranging from community campaigns, social enterprises to new start-up businesses.

EntreComp into Action: be inspired, make it happen (2018) The potential of entrepreneurial education goes far beyond training for students in tertiary colleges on how to start up a business. Increasingly, educators recognise that fostering an entrepreneurial skills and mindset is not only a question of preparing students for the future within the complex economic environment. It is also a means of fostering personal and social development so that students2:        

gain skills in getting on with others express their creativity in suggesting solutions to problems learn to reflect on their own particular strengths, interests and aspirations adopt a can-do attitude and drive to turn ideas into action show resilience in handling setbacks apply their financial literacy and numeracy skills in real-world contexts communicate their ideas to a wide range of audience contribute to the community as active, responsible citizens.

Entrepreneurial education contributes to a more relevant curriculum, improved student motivation and increased opportunities to engage with the community. For these gains to be realised, however, an effective programme of professional development is needed to increase awareness of what entrepreneurial education has to offer and how to integrate across diverse curriculums.

2 European Commission (2015) Entrepreneurship Education – A Road to Success, available at: https://ec.europa.eu/growth/content/entrepreneurship-education-roadsuccess-0_en

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Background Over recent years, the importance of entrepreneurial education has attracted considerable attention among the world’s policy-makers. The European Commission, for one, has initiated many debates and published numerous policy documents on how to implement entrepreneurship education.3 The Commission views entrepreneurial learning as relevant to all levels of lifelong learning, from nursery schools to universities. It calls upon member states to ensure that ‘All young people should benefit from at least one practical entrepreneurial experience before leaving compulsory education.’4 This presupposes that educators have the necessary competences themselves to promote and foster students’ entrepreneurial learning.

Hence one of the prominent themes in the background literature is the need for teachers to benefit from continuing professional learning and development in entrepreneurial education.

Aims To: 

 

provide educators with a common reference point for progression in entrepreneurial education based on EntreComp – the European entrepreneurship key competence framework; enable educators to identify where they are in their own professional learning for entrepreneurial education and where gaps exist; and support the planning of further professional development in entrepreneurial education to meet the needs of individual educators, schools, colleges and other stakeholders.

Design EntreCompEdu’s design is based on the following principles: 3 For example, see European Commission (2006) The Oslo Agenda for Entrepreneurship Education, Brussels: European Commission; also South East European Centre (2015) Entrepreneurship Education in the European Union: an overview of policies and practice, Zagreb: South East European Centre, available at: http://ec.europa.eu/transparency/regexpert/index.cfm? do=groupDetail.groupDetailDoc&id=23932&no=3 4 European Commission (2014) Entrepreneurship Education: A Guide for Educators, Brussels: European Commission, p.7.

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Accessible: within reach of educators working in a wide range of contexts and from different backgrounds, qualifications, experiences, areas of expertise, beliefs and stages in their professional careers.

Developmental: building on prior learning and experience, educators are encouraged to take ownership (agency) of their own professional development through deliberate practice, self-evaluation, action research and ongoing reflection.

Evidence-informed: based on what is known about effective teaching and learning, professional learning and entrepreneurial education.

Intended audiences Entrepreneurial education should begin at an early age and educators should strive to embed opportunities to develop entrepreneurial ideas and skills across all year groups and subjects.5 Therefore, EntreCompEdu is not limited to business educators in secondary schools and colleges. Rather it is intended for a wider audience of educators, particularly:    

primary and secondary school teachers lecturers in technical and vocational education and training teachers in special needs education, and teacher educators

5 Morselli, D. (2018) ‘How do Italian vocational educators educate for a sense of initiative and entrepreneurship? Development and initial application of the SIE questionnaire’, Education and Training, Vol. 60 Issue: 7/8, pp.800-818.

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Introducing the EntreCompEdu framework

The concept of competence describes the application of knowledge, skills, attitudes and values to meet complex demands.6 Competence-based approaches to professional learning revolve around individuals demonstrating evidence for what they know, understand and can do.

Five EntreCompEdu competence areas EntreCompEdu comprises five competence areas, based on a literature review of entrepreneurial education and aligning more or less to the broad competences common to teacher education programmes throughout Europe: 1. Entrepreneurial knowledge and understanding 2. Planning and organisation 3. Teaching and training 4. Assessment 5. Professional Learning and Development

Seventeen EntreCompEdu competences These five competence areas break down into seventeen competences, underlying each of the competence areas. Table 1 outlines the five competence areas with the specific competences for each area, and describes what this means for educators’ professional learning and development.

Table 1. EntreCompEdu - Entrepreneurial Education Professional Competence Framework for Teachers and Trainers 5 Competence areas and 17 competences

What this means for my professional learning and development

1. Professional knowledge and understanding of entrepreneurial education 6 OECD (2018) The Future of education and skills 2030, Paris: OECD, p. 5.

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Continually developing my knowledge of entrepreneurial education, including the EntreComp framework.

Understanding the relevance and 1.2 Valuing entrepreneurial potential of entrepreneurial education in education my teaching and students’ learning.

Identifying my students’ needs, interests 1.3 Understanding how and starting-points and using this learners develop knowledge to inform how I approach entrepreneurial competences entrepreneurial education.

1.1 Knowing entrepreneurial education

2. Planning 2.1 Setting entrepreneurial learning goals that are ethical and sustainable

2.2 Making connections

2.3 Creating an empowering entrepreneurial learning environment

Ensuring that my planning has a strong social and moral purpose in seeking to add value to students’ lives and the environment.

Exploring appropriate connections within and beyond my subject so that entrepreneurial learning is fully integrated in my planning.

Planning and monitoring the use of space, time, classroom layout and appropriate resources (including technologies), to encourage and support entrepreneurial learning opportunities.

3. Teaching and training

3.1 Instructing to enthuse and engage

3.2 Creating value for others 3.3 Teaching through realworld contexts

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Interacting with students through entrepreneurial teaching strategies so that they are keen to learn and sustain their efforts.

Empowering students to regularly ask questions, consider alternative solutions, follow their own enquiries and create value for others through their learning Ensuring that my teaching of entrepreneurial competences occurs in

3.4 Encouraging selfawareness and selfconfidence to support learning 3.5 Promoting productive working with others

relevant, engaging and increasingly challenging contexts.

Building self-awareness and selfconfidence so that students take responsibility, handle setbacks and resolve difficulties in mature ways to achieve valuable outcomes.

Organising regular opportunities for students to work with others, within and beyond the school, in purposeful ways.

4. Assessment Monitoring and reporting on what students know, understand and can do in their entrepreneurial learning.

Ensuring that students know what and how they need to improve their 4.2 Sharing feedback entrepreneurial learning and are becoming increasingly involved and engaged in assessing their own progress.

Providing opportunities for students to share the evidence of their 4.3 Recognising progress and entrepreneurial learning journey through achievement two-way communication with a range of audiences in and beyond the school.

4.1 Checking and reporting on progress

5. Professional Learning and Development 5.1 Evaluating impact

5.2 Researching practice

5.3 Building and sustaining networks

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Reflecting critically on my teaching and other factors that influence students’ entrepreneurial learning.

Exploring what works well and why in entrepreneurial education across different contexts, drawing on research and other evidence to inform my practice.

Working with other teachers and external stakeholders to sharpen my practice and enrich students’ entrepreneurial learning experiences.

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The structure of EntreCompEdu

For each competence area in EntreCompEdu, there is an explanatory table comprising six inter-related elements: 1. Entrepreneurial education competences: describe what educators should know, understand and do to promote and foster effective entrepreneurial education 2. Big questions: frame educators’ learning around key questions 3. Stages of development: signify three broad stages in educators’ professional learning and development 4. Proficiency levels: describe progression at the end of the stages in the development of entrepreneurial education competences 5. Applications: provides examples of how educators can demonstrate their entrepreneurial education competences 6. Orientations: prompt educators to reflect upon the attitudes, beliefs and values which underpin their pedagogy and practice supporting entrepreneurial education.

Big questions For each area of competence, a big question is posed for educators to reflect upon as individuals or collectively:

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Table 4. Big questions linked to entrepreneurial competences Professional knowledge and understanding

What do I need to know about… entrepreneurial learning, how this relates to my subject and what it means from the students’ viewpoints?

Planning

How can I create a stimulating and purposeful entrepreneurial learning environment?

Teaching and training

How can I motivate and inspire students through entrepreneurial learning?

Assessment

How can I support and challenge students, so they make good progress in their entrepreneurial learning?

Professional Learning

How can I improve my practice in entrepreneurial education?

Stages of professional development in entrepreneurial education EntreCompEdu refers to three stages in the development of educators’ entrepreneurial competences.

Engaging stage This stage represents the beginning of educators’ awareness and engagement with entrepreneurial concepts, skills and approaches. Such educators typically use didactic methods of instruction, such as lecturing and talking to the whole class, to convey knowledge. While their environments may feature displays, tasks and resources linked to skills such as problem-solving, these are very much teacher-led. A start has been made on referencing entrepreneurial ideas, skills and attitudes in planning and teaching, for example within subject contexts. By the end of this stage, educators demonstrate a general awareness of entrepreneurial concepts and skills in their context. Assessment practices focus on finding out what students know, understand and can do by the end of sessions or units of work to plan for the next. Educators’ reflection on lessons tends to be descriptive rather than analytical, focusing on ‘what’ happened rather

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than ‘why’ and ‘what if…?’7 Commitment to professional development is largely reactionary, for example attending to prescribed tasks.

Deepening stage At this stage, the aim for educators is to deepen their awareness and engagement in entrepreneurial education. Educators are more confident in trying out a broad range of strategies informed by a deeper knowledge of what entrepreneurial education means in practice. They may have gained such knowledge from observing others, building understanding of EntreComp and working with colleagues across the school or college. Such educators make firm connections between their subjects and the building blocks of entrepreneurial learning. Their focus is on assessment for entrepreneurial learning with their feedback directed to addressing misconceptions, gaps in learning and identifying next steps.

Expansive stage This is the most mature stage of development when educators act as a key reference point for colleagues, while still continually learning about new ideas and developments. They may undertake their own classroom research, make presentations at local or national conferences, or write papers. They have strong self-efficacy, believing that they will achieve successful outcomes in entrepreneurial education if they act in certain ways in specific contexts. Such educators take every opportunity to foster an entrepreneurial mindset among students across and beyond the curriculum. For example, in a class project on ‘China’ a geography teacher might refer to the story of how authorities in Beijing allow customers to pay for their subway journeys using plastic bottles. A design and technology teacher might use everyday observations in the classroom to prompt students to research and develop criteria to inform the design of a chair that holds a purse or bag. A health science teacher might set students the challenge of preparing a nutritious meal for 500 calories to a set cost. An arts teacher might ask students to create a musical jingle for a TV or radio advertisement. Expansive educators are well versed in planning and delivering these kinds of practical activities and projects to convey entrepreneurial ideas and skills. Assessment is integrated into the learning experiences with an emphasis on students taking ownership of their learning by setting and monitoring goals, reviewing progress, 7 Grigg, R. (2016) Big Ideas in Education. What Every Teacher Should Know. Crown House, p. 202.

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seeking and responding to feedback and challenging norms. At this stage, educators are expansive in their view of professional learning by networking with a range of external partners, such as experts from industry and business.

It is important to note that the stages of professional learning and development are informed by different theories. Hence at the engaging stage, teaching practices might typically reflect a behaviourist views of learning where there is an emphasis on modifying student behaviour to achieve intended learning outcomes. At the deepening stage, educators shift towards seeing learning more as a process of individual students making sense of experiences. They are likely to encourage self-reflection, asking students to ‘explain to themselves’ or put in their own words what they are learning. This stage most closely relates to cognitivist views of learning. At the expansive stage, educators are more likely to see learning as a social process8, in which students create things of value and where creating things of value is less the outcome of a sole individual but a collaborative process.9 Hence at this most mature stage, expansive educators adopt a value-creating pedagogy,10 and stress the merits of networking, cultivating strong self-efficacy and student agency.

EntreCompEdu acknowledges the danger of implying a hierarchy of teaching approaches and learning theories. It is anticipated that expansive educators will build up a repertoire of strategies and be informed by a range of theories. At times, they are likely to tell students what to do, but their general orientation leans towards students learning through enquiry, and encouraging creativity, autonomy and innovation.

Proficiency levels At the end of each stage, a general statement is provided to support educators in their self-assessment. These summative statements indicate proficiency levels for each of the five broad areas of competence. They are 8 Bandura, A. (1977) Social learning theory. New Jersey: Prentice Hall. Royo, M.A. et al (2015) ‘Entrepreneurship traits and social learning process: an overview and research agenda’ in Procedia - Social and Behavioral Sciences 171 (2015) 745 – 753.

9 Lave, J., & Wenger, E. (1991) Situated learning: Legitimate peripheral participation.

Cambridge: Cambridge University Press. Clapp, E. (2017) Participatory Creativity, Abingdon: Routledge.

10 Lackeus, M. (2016) Value Creation as Educational Practice, available at: http://publications.lib.chalmers.se/records/fulltext/236812/236812.pdf

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supported by more detailed descriptors for each of the seventeen competences, which form the basis for self-assessment purposes.

Applications This element of the Framework focuses on how educators apply their knowledge and understanding in practice. It is about what they do. The words in bold denote these key actions. As educators move towards a more expansive pedagogy, they are likely to adopt the role of facilitator and coach rather than instructor. Their actions put an emphasis on encouraging individuality, creativity, growth in understanding and independence, rather than the acquisition of factual information and basic skills.

It is important for educators to reflect upon how entrepreneurial ideas can be applied in their varied classroom contexts, though the wider subject (or multi-disciplinary) learning objectives. This can include entrepreneurial project-based learning as an avenue to develop a range of entrepreneurial competences and learning outcomes for students, or smaller exercises more focused on 1-2 competences.

Subject context examples can be seen below, which can be expanded upon through professional development and practice case studies.

Areas of learning

Contextualising entrepreneurial learning

History



Choose a social history theme, identify historically relevant and appropriate opportunities for social-impact actions. Contrast with current-day realities.

Mathematics



Collect and analyse data on how students are using the school grounds and how this might be improved

Chemistry



Choose one of the elements from the periodic table to explore its most important value to global society.

Social studies



Provoke discussion over global issues e.g. Has anyone profited or anything ‘good’ resulted from a recent natural disaster?



Choose an invention from the Industrial Revolution and make a presentation to class on its value – social, cultural and economic



Observe the flow of traffic along a school corridor or local street and how congestion could be eased

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

Interview an older business person (e.g. shopkeeper, factory owner) from the local community and ask how their business changed over their lives and challenges they have overcome

Citizenship

 

Create a student-led council in the school or college Discuss approaches to increasing registration and participation in local or national elections. What actions can you design to target those under-represented demographic groups of voters?

Plumbing / engineering



Work with a local business to identify one operational or business challenge that they face. Students use their knowledge and skills to spot, define and present potential solutions back to the business.

Physical Education



Introduce peer coaching and learning on different skills or sports, where students work in pairs or small teams and alternate roles of student and coach.

Extra-curricular



Start up a school or college shop with a limited budget



Create a school garden and sell produce

Table 5. Examples of applications

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Orientations Educators hold different views about teaching and learning, shaped by their own experiences and values. Whereas some educators are more inclined to regard students as ‘active participants in the process of acquiring knowledge’ others see ‘the teacher’s main role as the transmission of information and demonstration of correct solutions.’ 11 Of course, many educators are not so fixed in their thinking or practices that they can be labelled one thing or another. Good teaching is more nuanced, inclusive and contextual than this, drawing on a range of approaches and strategies.12 Nonetheless, the extent to which educators orientate themselves to one view or another will influence how they teach, and students learn.

Research shows that how educators interpret and approach their work is a key factor in the quality of students’ learning experiences and outcomes.13 It is important therefore for educators to reflect on their own values and beliefs and how these might shape their teaching and students’ entrepreneurial learning experiences.

At the start of each module, educators are invited to reflect on how they view the areas of competences (Table 6). They are then encouraged to revisit these at regular self-assessment and reflection points for each module (see module maps in Professional Learning and Development materials). Educators can visualize how their views develop (Figures 1-2) over the course of each module. For example, in Module 1: Entrepreneurial Knowledge and Understanding, an educator might begin by viewing entrepreneurial learning as something which belongs to subjects and contexts such as Business Studies. But through the course of completing module activities and reflecting on the material, the broader appeal of entrepreneurial learning becomes apparent.

11 OECD (2009) ‘Teaching Practices, Educators’ Beliefs and Attitudes’, in Creating Effective Teaching and Learning Environments, Paris: OECD, p.88.

12 Grigg, R. (2016) op cit., p.7.

13 The literature uses several related but not synonymous terms such as ‘habits of mind’, ‘dispositions’ and ‘patterns of behaviour’. For orientations, see Pedder, D. and Opfer, V.D. (2013) ‘Professional learning orientations: patterns of dissonance and alignment between educators’ values and practices’, Research Papers in Education, Vol. 28, No. 5, 539–570.

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Pla nn ing & lea org rn ani ing zin en ge vir nt on rep me re nts neu ria l

& ge ed l w no l k ding a i r eu stan ren der p n e u tr En

ent lopm deve

Teac hing and train ing

g& rnin l lea ona essi Prof

Assessment

Figure 1. Diagrammatic representation of orientations

Engaging

Deepening

Expansive

Figure 2. As educators work through the modules, they should move from engaging to deepening and expansive stages of development

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Orientation questions

Engaging

Deepening

Expansive

Professional knowledge & understanding

As confined to business subjects and contexts and something ‘out there’ to be learned. My role is to transfer such knowledge to students.

As integrated across subjects and acquired by individual students. My role is to encourage students to make connections and learn ways of knowing e.g. imagining

As open to interpretation and created through collaborative inquiry. My role is to facilitate students in creating their own ideas, working with others.

Planning amounts to prescribed lesson

Planning is a more flexible process, and takes into account learning occurring through a range of contexts

Students are involved in planning their entrepreneurial learning which goes beyond the school, happening anywhere and everywhere.

Teaching is a process of instruction where teachers impart knowledge which students absorb and apply.

Teaching is concerned with developing opportunities for students to make sense of their world.

Teaching is about facilitating learning through approaches which seek to support student agency, create value through learning and which focus on entrepreneurial thinking.

As a means of assessing what students

As a means of enabling students to know what they have achieved, what they are ready to achieve and how to go about this

As a means of supporting students to take responsibility for setting their own goals, determining risk, reflecting on their progress and making necessary adjustments (Assessment AS or through entrepreneurial learning).



How do I view entrepreneurial knowledge & understanding?

Planning



How do I view planning & organising creative learning environments?

Teaching & training



How do I view teaching & training?

Assessment



How do I view assessing entrepreneurial learning?

plans and units setting out learning objectives and content, to be delivered through formal, teacherled and classroom-based environments.

know and have achieved (Assessment OF entrepreneurial learning).

(Assessment FOR entrepreneurial learning.)

Professional learning



How do I view professional learning and development?

As desirable to update my skills and share ideas about entrepreneurial education. I usually respond positively when the opportunity for professional learning arises.

Table 6. Orientation statements

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As important to ensure my practice is evidence-based and evaluated. I usually seek out opportunities for professional learning and development.

As empowering, a way of developing professionally through collaboration, my own research and sharing practices I am motivated and excited about.

3 A deeper understanding of the EntreCompEdu competences This section describes the five areas of competence educators should demonstrate to support entrepreneurial learning in schools and colleges, as well as informal settings. Although educators work in different educational systems throughout Europe, there are broad similarities in the professional competences expected of them in terms of subject knowledge, planning and organisation, teaching, assessment and professional learning and development.

To promote productive entrepreneurial learning, educators need to understand its distinctive nature, what it means to be entrepreneurial and why this is important to students of all ages and society at large. They need to plan sessions in which students have opportunities to be entrepreneurial in their thinking and actions. This means building on children’s natural curiosity by exploring everyday life from different angles, spotting opportunities to enrich their understanding and add value. For example, a teacher might arrange a competition with a local shop owner in which students have opportunities to design new seasonal window displays. The most attractive designs might be chosen, and students might collect data on whether more customers entered the shop or showed interest in other ways. Alternatively, a class may explore the social history of medieval Europe by identifying the environmental health challenges of the time and designing medieval-era solutions to overcoming them. Entrepreneurial education calls upon educators to have the courage to try out ideas and strategies that move them beyond triedand-tested approaches.

1. Entrepreneurial knowledge and understanding This competence describes what educators need to know about: entrepreneurial education, how they can demonstrate that they value its importance; and the relevant theories that underpin how students develop entrepreneurial competences.14 1.1 Knowing entrepreneurial education There are different ‘ways of knowing’ entrepreneurial education. One way is to highlight through storytelling the entrepreneurial traits demonstrated by the most successful entrepreneurs – from business creators to community activists to social change-makers. This might include selfconfidence, initiative and an orientation towards results. Any definition based on traits, however, skews our understanding towards individual heroes, ignores the collective or team contributions behind many success stories and may ignore the entrepreneurial achievements of nonCaucasians, non-westerners and females. Another approach is to focus on developing opportunities for students to create things or services of value to others (see 3.2).15 A third way emphasises that entrepreneurial education is a process of acquiring entrepreneurial competences (i.e. knowledge, skills and dispositions) so that ideas can be transformed into action. EntreCompEdu is based largely on this competency-based model.

Entrepreneurial education has several characteristics, including:    

Experiential – learning through first-hand experience Value creating - creating something or service of value to others in real-life contexts.

Collaborative - sharing and developing ideas with others to achieve a common goal Multidisciplinary - drawing on the knowledge and skills of those who work in different disciplines

14 This aligns with the notion of ‘pedagogical content knowledge’ where both educators’ knowledge of what (content) and how (pedagogy) merge. Shulman, L. (1986) ‘Those Who Understand: Knowledge Growth in Teaching’, Educational Researcher, Vol. 15: 2 (February), 4-14. For an introduction to learning theories, see Watkins, C. Learning. A sense-maker’s guide, London: ATL. Available at: https://www.atl.org.uk/Images/Learning %20a%20sense%20makers%20guide%20-%202011.pdf 15 For further discussion of these definitions, see Lackeus, M. (2018) ‘Classifying entrepreneurial education into five basic types through four questions grounded in definitions of entrepreneurship’, 3E 2018 in Enschede

For their own professional integrity and credibility, it is important for educators to be able to explain what entrepreneurial education has to offer and justify why it should have a prominent place in the curriculum.

The research literature suggests that entrepreneurial education is essential for economic growth and job creation.16 It provides opportunities to create products and services of social value for the public good. But it also matters on an individual level in motivating students to engage in real-world learning and fostering their communication skills, collaboration, creative and critical thinking.

1.2 Valuing entrepreneurial education for all Educators can demonstrate that they value entrepreneurial education by championing its integral place in the curriculum. They can act as role models for colleagues and students in the collaborative way they approach tasks, how they respond to difficulties and their openmindedness in considering alternatives. By adopting what Costa and Kallick call ‘habits of mind’ (e.g. questioning, problem-solving, striving for accuracy and perseverance), educators can demonstrate the kind of dispositions and skills which are central to entrepreneurial education.17 The extent to which educators value entrepreneurial education will be reflected in all aspects of their practice - planning, teaching, assessment, the learning environment and commitment to professional learning.

Valuing entrepreneurial education in special needs education

Educators can also demonstrate inclusivity in recognizing the value of entrepreneurial education for all students, including those with special education needs (SEN). As the European Commission project SENPOWER-Empowering young adult learners with Special Educational Needs shows, SEN should not be a barrier to entrepreneurial learning.

Indeed, academics at a Spanish university have recently argued for a new 16 In India it is suggested that one entrepreneur creates on average 30 jobs. See Panigrahi, A. (2016) ‘Entrepreneurship Education and Economic Development: An Indian Perspective’, Indian Journal of Rural and Urban Development, 5(1), 1-14. See also: Smith, D. (2010) ‘The Role of Entrepreneurship in Economic Growth,’ Undergraduate Economic Review, 6(1), Article 7. Available at: http://digitalcommons.iwu.edu/uer/vol6/iss1/7.

17 Costa, A. and Kallick, B. (2000). Activating and Engaging Habits of Mind, Alexandria, VA: ASCD. Grigg, R. and Lewis, H. (2018) ‘Moving the andragogy of teacher educators forward: the potential and challenges of Problem-based Learning in Teacher Education’, Journal of Problem-Based Learning, 5(1), 4-18.

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research domain of ‘disabled entrepreneurship’, reflecting on the achievements of their disabled students and their positive entrepreneurial attitude - which was no different to their non-disabled students.18 There are many examples of successful entrepreneurs who have some form of SEN, as well as entrepreneurial activities inspired by those with disabilities. Table 2 features a few examples of entrepreneurial individuals leading social causes, businesses or creative careers:

Individual

Area of entrepreneurship

SEN

Steve Jobs

Computing (Apple)

attention deficit disorder

Bill Gates

Computing (Microsoft)

attention deficit disorder

Ingvar Kamprad

Business/furniture (IKEA)

Dyslexia

Richard Branson

Business/communication (Virgin)Dyslexia

Thomas Edison

Services/electricity

Deaf

Ralph Braun

Business/mobility-assistance devices

muscular dystrophy

Christy Brown

Art (Creativity)

Cerebral palsy

Marlee Matlin

Art

Physical (deaf)

Frida Kahlo

Art

Physical (polio)

Helen Keller

Writing and political activism

Physical (deaf)

Lenin Moreno

Political activism

Physical

Sudha Chandran

Indian dance

Physical

Nick Vujicic

Business/communication

Physical

Andrea Boccelli

Music

Physical (partial blindness)

Aaron Fotheringham

Sport (skating)

Physical

Table 2. Examples of successful entrepreneurs with SEN

18 Munoz, R.M. et al (2019) ‘Entrepreneurship Education and Disability: An Experience at a Spanish University’, Administrative Sciences, 9(34), 1-11.

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These individuals were successful in different walks of life because they looked at the world in a different way, showing remarkable resilience and positivity. Sir Richard Branson, for example, regarded his dyslexia as ‘his greatest strength’19 while many individuals have turned disabilities around from an entrepreneurial perspective. The clothes designer Tommy Hilfiger, for example, has developed innovative clothing (Tommy Adaptive) for those with disabilities. Similarly, Megan Bomgaars, is a young American entrepreneur with Down Syndrome who has created her own fashion design business.20 By introducing students to such role models21 and holding high expectations for all students, educators present a positive and inclusive view of entrepreneurial education which is in keeping with vision of an inclusive Europe.22 In several of the accompanying professional learning and development modules [insert hyperlinks when available], educators are introduced to ideas and teaching strategies to ensure that entrepreneurial education is inclusive 1.3 Understanding how students develop entrepreneurial competences Students develop entrepreneurial competences through first-hand experiences of solving problems in real-world projects, teamwork, learning to manage available resources and by creating things or services of value.

These reflect theories known as experiential learning and situated learning, social constructivism and project-based learning, which are discussed further in Module 1: Entrepreneurial knowledge and understanding. [Insert hyperlink to module] Through entrepreneurial education, students typically work on projects for extended periods of time to create something of value. In so doing, they experience the risk of failure, but develop the resilience to cope with setbacks on a routine basis.

Educators should not assume that students will respond positively to entrepreneurial experiences. Risk, for example, is a behaviour that is essential to entrepreneurial learning and, indeed, is part of everyday life.

19 Branson, R. (2009) Losing My Virginity, London: Virgin Books.

20 See https://megology.com/about-me/ 21 To challenge stereotypes, educators should highlight role models from different part of the world, as well as different ethnic backgrounds and genders. Examples of female entrepreneurs can be viewed at: https://www.womenonbusiness.com/disabled-womensucceeding-as-entrepreneurs/, while for, say, African entrepreneurs, see https://www.entrepreneur.com/article/283272 22 European Union (2014) Policy Brief Entrepreneurship for People with Disabilities, Paris: OECD.

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However, it is not necessarily something that all students embrace. They may see risk as a likely path to failure and potential ridicule. Developing a team spirt through groupwork is another example of a desirable entrepreneurial behaviour. And yet many students find it difficult to sustain concentration when working with others, or they may feel anxious about group assessment where their individual efforts are not duly recognized. These examples illustrate the importance of educators knowing both the challenging nature of the subject and the needs of their students.

Student’s lack of confidence and/or misconceptions can be overcome by exposing them to regular experiences in which they learn to collaborate, resolve difficulties, manage resources and engage with real-life problems which present risks. Students also need tailored feedback so that they are clear about what and how they should improve (see 4.2).

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1. Entrepreneurial knowledge and understanding Questions

Stages of development Engaging

Deepening

Expansive

What is the big question I need to reflect upon?

What do I need to know about entrepreneurial learning, how this relates to my teaching and subject area, and what it means for students?

How well am I doing?

I have a basic knowledge of entrepreneurial learning and recognise its potential in my subject and value to students

I am developing a broader knowledge of entrepreneurial learning and its potential across and beyond the curriculum

I now have extensive, in-depth knowledge of how students develop entrepreneurial competences in a wide range of contexts in everyday life.

(Applications)

- Shares knowledge through traditional teacher-led approaches e.g. by telling a story of a famous invention or inventor

- Plans opportunities for students to raise questions and actively make sense of entrepreneurial concepts e.g. students use the Internet to independently research the market for a particular product or service

- Facilitates learning by ensuring that students engage and lead in value-creating projects e.g. they act as hired school management consultants, working with a range of people, to suggest three changes that they would recommend achieving a cleaner school environment

What does this mean for my students?

- Students listen carefully to teacher instructions and guidance

- Students are active in processing knowledge for themselves, making individual meaning of the world around them

- Students often work with others to acquire, evaluate and create their own knowledge and solutions to problems

How do I see entrepreneurial knowledge & understanding?

- As confined to business subjects and contexts and something ‘out there’ to be learned. My role is to transfer

- As integrated across subjects and acquired by individual students. My role is to encourage students to make connections

- As open to interpretation and created through collaborative inquiry. My role is to facilitate students in creating their own

(Proficiency levels) What does this mean in practice?

(Orientations)

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knowledge to students.

and learn ways of knowing e.g. research.

ideas, working with others.

2. Planning and Organising Entrepreneurial learning Environments This second area of competence describes how educators plan and organize the environment for effective entrepreneurial learning to occur.

The skillful educator ensures that planning provides sufficient purpose and direction but without hindering students’ creativity through overprescription.

2.1 Setting entrepreneurial learning objectives that are ethical and sustainable When planning for entrepreneurial learning, as in any other area of the curriculum, educators should keep in mind the knowledge, skills and attitudes that they seek to foster. These elements of learning are often expressed in goals, learning objectives or intended learning outcomes, depending upon the stage of planning and degree of specificity.

However, as Bacigalupo et al. (2016: 17) point out in relation to EntreComp, Entrepreneurial learning can hardly be reduced to fixed pre-specified statements of learning outcomes since it deals with the creation of value that does not exist prior to the entrepreneurial learning process and cannot be foreseen in abstraction.

EntreComp sees learning outcomes as reference points, useful for mapping learning, curriculum design and guiding teaching and learning experiences. In a similar vein, EntreCompEdu recognises the importance of educators knowing how to set appropriate entrepreneurial learning objectives. This recognises the challenges of designing learning objectives and learning outcomes in entrepreneurial contexts and how these might be addressed. For example, the educator might need to consider space for unintended learning outcomes, which inevitably occur with creativity.

Entrepreneurial learning objectives should be framed with due regard to ethics and sustainability. Being ethical goes beyond merely complying with laws and regulations, to consider the possible consequences of decisions.

When individuals set entrepreneurial targets or objectives, they should reflect upon the ethical implications on the people and world around them, from local communities to the global environment, from colleagues to shareholders. Social activists display strong ethical stances, while companies such as Triodos Bank (www.triodos.com) adopt a strong ethical

policy when making decisions which forms part of their unique selling point.

Similarly, educators should also plan with what Michael Fullan calls ‘moral purpose’. This describes principled behaviour in which teachers, trainers and leaders go beyond instructional improvements. They look to make life better for children by tackling issues such as educational disadvantage, social injustice and gender inequality..23 Through entrepreneurial education, schools and colleges can make such a difference. For example, teachers might have the goal of building the entrepreneurial confidence and skills of female students (in particular), so that in the future more of them are equipped with the competences needed to address the current disparity between men and women in leadership roles. Such planning begins in the primary school so that young girls and boys grow up with positive role models, a can-do attitude and equal opportunities to pursue ethical and sustainable entrepreneurial activities.

Entrepreneurial learning objectives should also be framed with environmental and sustainability considerations in mind. For example, when planning value-creating projects with students, educators need to highlight the importance of keeping environmental impact to a minimum or ensuring financial sustainability. They should encourage students to consider how resources are best deployed, which objectives and practices would not be sustainable in the longer term and how they can anticipate risks and avoid potential harm to themselves and others.

2.2 Making connections Entrepreneurial education involves making connections between subjects and ideas. It is interdisciplinary by nature.24 In other words, students should draw upon knowledge from different disciplines and subject areas to gain deeper understanding of the problem or to see it in a different light. This might help them find a viable solution or to make adaptions to improve a product or service. For example, students might run a radio station transmitted at breaktime where they broadcast news, music and 23 Fullan, M. (2001) Leading in a Culture of Change, San Francisco: Jossey-Bass. See also Fullan, M. (2002) ‘Moral Purpose Writ Large.’ The School Administrator Web Edition.

Available at: https://michaelfullan.ca/wp-content/uploads/2016/06/13396048660.pdf 24 Studies show the value of integrating entrepreneurial competences across the curriculum. For example, see: Palmer, H. and Johansson, M. (2018) ‘Combining entrepreneurship and mathematics in primary school – what happens?’, Journal Educational Enquiry, 9(4) 331-346.

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interviews. To increase engagement, educators should also make connections between students’ prior knowledge and the new content they intent to teach.

It is also essential for educators to connect classroom learning with what happens in the real world. In entrepreneurial contexts, this might include:     

drawing upon news stories about breakthroughs in science and technology building on home-school links e.g. parents who may run a sports club, community activity or business engaging in local civic events e.g. design competitions, planning for an anniversary, celebrations, environmental clean-ups partnering with another school, college or university on a particular entrepreneurial project working with charities to improve the lives of vulnerable people

2.3 Creating an empowering entrepreneurial learning environment Educators should plan carefully the use of space, time, classroom layout and resources (including technologies), to encourage and support entrepreneurial learning opportunities. They should make appropriate use of resources, such as pictures, artefacts and texts, to stimulate learning.

School and college displays could feature current stories to stimulate students’ entrepreneurial thinking, as well as celebrating their work. Such displays might, for example, feature:    

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‘failures’ i.e. entrepreneurial individuals (business, social and cultural change-makers) who failed before succeeding an inspirational quote wall e.g. ‘You can’t pick the hand you are dealt, but you can choose how to play your cards’ question prompts e.g. ‘What can be marketed?’ (individuals, people, places, events, ideas, products, services) ‘I wonder…’

Basic factors such as light, temperature and space are also important when planning and organizing an environment conducive to entrepreneurial learning. While learning should always occur in an emotionally and physically safe environment, students should also be encouraged by the learning environment itself to be creative, be adventurous and manage ambiguity or risk which are central themes to entrepreneurial education.

Many educators and students are relatively risk averse.25 Such attitudes are manifest when, for example, educators are reluctant to deviate from the textbook or a lesson plan or while students might choose not to ask questions for fear of getting things wrong in front of their peers. Risk is seen as something to be feared and avoided. Entrepreneurial education, however, calls for a different view of risk. It means seeing risk as an intrinsic part of teaching and learning where mistakes are inevitable and ‘brilliant failures’ embraced.26 It requires educators to create an environment in which students are confident enough to try things out, respectively challenge each other’s’ ideas and cope with uncertainties.

25 Bowen, D.H.., Buck S., Deck, C., Mills, J.N. and Shuls, J.V. (2015) ‘Risky business: an analysis of teacher risk preferences’, Education Economics, 23 (4), 470-480.

26 See https://www.briljantemislukkingen.nl/en/team/

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2. Planning & Organising Creative Learning Environments Questions

Stages of development Engaging

What is the big question I need to reflect upon?

How well am I doing?

(Proficiency levels)

What does this mean in practice?

(Applications)

How do I view planning & organising

Deepening

Expansive

How can I create a stimulating and purposeful entrepreneurial learning environment?

I plan appropriate entrepreneurial learning objectives and organise basic use of resources to support entrepreneurial learning in my subject.

I fully integrate entrepreneurial competences in my planning, making connections across and beyond the curriculum where appropriate.

My planning has a transformative purpose so that students fully engage with and lead value-creating projects, using resources in an ethical and sustainable way.

- Manages classroom routines which enable students to use resources in a structured manner to support their entrepreneurial learning e.g. the teacher decides upon and provides set resources for students.

- Students work through predesigned classroom tasks to develop entrepreneurial knowledge, skills and attitudes.

- Designs more adventurous learning spaces within the school that support the deeper exploration of entrepreneurial concepts and resources, e.g. the formation of a virtual business within the school.

- Students regularly explore entrepreneurial concepts and develop skills, mostly in schoolwide contexts.

- Empowers students to take ownership of their learning environments so that they collaborate with others in and beyond the school, e.g. peers from other classes, parents and community figures, to produce an exhibition showcasing the school’s achievements.

- Students have regular opportunities to collect and manage resources themselves. They develop entrepreneurial skills in a range of contexts through and beyond school.

- Planning amounts to prescribed lesson plans and

- Planning is a more flexible process, and takes into account

- Students are involved in planning their entrepreneurial learning which

creative learning environments?

(Orientations)

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units setting out learning objectives and content, to be delivered through formal, teacher-led and classroombased environments.

learning occurring through a range of contexts

goes beyond the school, happening anywhere and everywhere.

3. Teaching and training In education, teaching is the single most important factor in improving students’ learning. Mastering basic instructional skills is essential in developing competences in a stimulating and engaging way. However, EntreCompEdu encourages educators to move towards a more expansive view of pedagogy.27 The term ‘expansive’ conveys the idea of expanding both the repertoire of teaching strategies and the opportunities afforded to students to learn in various contexts in and beyond education.

3.1 Teaching to inspire and engage Ultimately, skilled educators choose approaches that best fit the context taking into account the intended learning outcomes, the environmental constraints and the needs of students. An entrepreneurial educator’s typical ‘toolbox’ includes a range of teaching and learning strategies including:      

student-led discussions real-world challenges and investigations extended projects problem-solving tasks games and simulations engagement with community events

This does not mean that there is no room for direct instruction (essentially ‘teaching by telling’) within entrepreneurial education. There is strong evidence that direct or teacher-led instruction can be highly effective in transmitting knowledge.28 Educators’ basic instructional skills such as questioning, explaining, modelling, presenting and illustrating provide the bedrock upon which more expansive methodologies rest. But if educators want to inspire students, which literally means moving students into action, then this represents a paradigm shift as students move from consumers to producers of knowledge. This involves students working on problems that haven’t been fully solved or questions that haven’t been fully answered. It requires students to share their work with audiences 27 The term ‘expansive’ is drawn from Lucas, B., Claxton, G., and Spencer, E. (2013) Expansive Education: Teaching learners for the real world, Maidenhead: Open University Press.

28 Stockard, J. and Wood, T.M. (2018) ‘The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research’, Review of Educational Research Month, Vol. XX, No. X, pp. 1–29. Available at: http://arthurreadingworkshop.com/wpcontent/uploads/2018/05/StockardDIMetaAnalysis2018.pdf

other than their teachers. And it calls for school administrators to create time and space on the timetable for students to engage in extended projects.

While student engagement has emotional and behavioural components, for example when students show interest and participate, the cognitive aspects of setting goals, asking questions and managing one’s own resources are critical to success in entrepreneurial education.

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3.2 Creating value for others At the heart of entrepreneurial education is creating value for others.

Students can become deeply motivated when they see that their companionship, ideas or actions are of value to their peers, educators, families or wider audiences. Creating this value can result from different pathways, to create many different types of value. This can be understood as social, cultural or economic value for others. It is not only about offering tangible products and services for customers and stakeholders. It can also celebrate culture and heritage or offer a route to better hear the voice of an under-represented group in our society. It can provide value beyond economic value, linking to people’s wellbeing and happiness, since the act of helping others generates feelings of self-worth, contentment and joy.

Examples might include: Creating social value for others: social entrepreneurship projects, generating innovative solutions to environmental challenges, generating ideas for campaigns on social issues, establishing a sports club or setting up a student parliament.

Creating cultural value for others: promoting intercultural awareness and learning, identifying and creating solutions to cultural challenges in the local community, youth perspectives and involvement in building design or designing new cultural activities supporting theatre, music or cultural heritage.

Creating financial value for others: a mini-company initiative, fundraising activities for local charities or generating ideas to solve specific challenges faced by local businesses.29 3.3 Teaching through real-world contexts Interacting with the world outside the classroom is essential to entrepreneurial education. Educators who adopt an expansive view of pedagogy regularly draw on opportunities for students to learn in the community and further afield. This goes beyond arranging visits where students are largely passive recipients of information, but towards 29 ‘Entrepreneurial Learning in a Digital Age’, 20 September 2018, slide 8, available at: https://www.schooleducationgateway.eu/downloads/webinars/Webinar2018_EntreDigitalA ge_McCallum_Troia.pdf

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activities such as community projects planned, developed and evaluated by students in collaboration with others.

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This could, for example, include working with students in other schools or colleges, parents, community and civic leaders, or representatives from business or industry. The trigger points for such a project might include a simple question that students ask about their community, an observation about their environment, a topical news story, a problem-based scenario presented by the teacher which has no clear answer, or an evolving problem as an investigation unfolds.

3.4 Encouraging self-awareness and self-confidence to support learning Self-awareness involves being mindful of one’s emotions and thoughts and how they affect actions. Self-confidence is a matter of trusting oneself to seize opportunities, respond to new challenges and handle setbacks. Both self-awareness and self-confidence are central to entrepreneurial learning.

They are likely to flourish in a classroom climate in which students are comfortable about taking risks and making mistakes and where they receive and give feedback on a routine basis. Educators promote students’ self-awareness and self-confidence through a range of strategies, including the use of active listening games, opportunities for regular dialogue, and regular time for reflection and evaluation. Students who are confident and demonstrate good self-awareness are well motivated and persist in the face of frustrations; they can control their immediate impulses, regulate their moods and listen with empathy.30 3.5 Promoting productive working with others Collaboration is recognised as an essential twenty-first century skill valued by employers and one of the characteristics of entrepreneurial learning.

Therefore, educators need to plan lessons in which students regularly work together to share resources and ideas, learn how to manage time, resolve difficulties and communicate effectively with others. The classroom layout and management should then facilitate such social learning. For example, by arranging small competitive teams to tackle a particular challenge, students learn to recognise the rewards of collaboration in reaching a common goal. This last point is particularly important in entrepreneurial learning because there has to be an outcome or end result. In other words, something of value has to arise from groupwork because the experience of working with others by itself is not sufficient to be considered as entrepreneurial in nature.

30 Goleman, D. (1995) Emotional intelligence. New York: Bantam Books.

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3. Teaching and training Questions

Stages of development Engaging

What is the big question I need to reflect upon?

How well am I doing?

(Proficiency levels)

What does this mean in practice?

(Applications)

Deepening

Expansive

How can I motivate and inspire students through entrepreneurial learning?

I mainly use traditional teaching strategies (e.g. textbook exercises or telling students what to do), that transmit subject knowledge and focus on basic skills

I am developing and trialling more flexible and creative teaching strategies (e.g. peer-topeer teaching) so that students are beginning to debate issues and ask and follow their own enquiries.

I use a rich range of teaching and learning methods, chosen to fit the context and ensure that students have autonomy to apply their learning to the real-world (e.g. problemsolving challenges, placebased learning, extended projects, community events, virtual studios).

- Transmits subject

- Plans opportunities for

- Facilitates learning by

knowledge and skills students need to understand the subject e.g. highlights the value of responsible risk-taking in Science, tell stories of persistence as inventors

students to engage actively with structured problemsolving strategies and discussions in the learning environment. E.g. in Mathematics, students develop financial literacy skills by

focusing on developing an entrepreneurial mindset and agency across subjects and contexts. This means building students’ selfawareness and selfconfidence, so that they take

overcame setbacks in the past and highlight the value of combining different materials in Art lessons.

- Students explore

knowledge in ways which are usually directed by the teacher

How do I view teaching & training?

(Orientations)

- Teaching is a process of

instruction where teachers impart knowledge which students absorb and apply

planning a school visit to a special event; in the Humanities, students research the feasibility of a restoration project in the community, in foreign languages, students collaborate in groups to develop cultural and language understanding by researching and developing ideas on towntwinning activities for young people; - Students have regular

opportunities to engage with real-world problems and explore solutions independently

- Teaching is concerned with

developing opportunities for students to make sense of their world.

the lead in developing flexible thinking habits such as spotting opportunities and self-reliance e.g. students work with others in projects to problem solve, model and improve systems / products, adding value in the process.31

- Students often initiate the

learning process and develop competences which will support them to become independent, productive citizens - Teaching is about facilitating

learning through a range of approaches which include an emphasis on fostering entrepreneurial thinking and

31 Lackeus M, (2015) Entrepreneurship in Education: What, Why, When, How, entrepreneurship 360 background paper, Paris: OECD.

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behaviours.

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4. Assessment This area of competence describes the kind of assessment practices that educators use to help students move forward in their entrepreneurial learning. In EntreCompEdu, the most expansive practices view assessment as a learning process where educators encourage students to set their own goals, self-monitor their progress towards achieving these and actively seek out feedback from different audiences. Educators also create space for unintended learning outcomes by providing open-ended tasks and are not tied to assessing students against predefined criteria.

Such a view of student-led assessment goes beyond traditional practices where educators test students’ knowledge (assessment of learning) and provide feedback to help them move forward (assessment for learning).

Assessment of, for and as learning have a key role in entrepreneurial education.

The literature on assessment in entrepreneurial education suggests that there are challenges in ‘unpacking’ learning outcomes, allowing for unintended learning, assessing area such as initiative, and determining the thresholds when specific competence levels are considered attained.

Module 4 discusses how these issues might be addressed.32 The selected assessment practices should, where possible, reflect the nature of learning in the field. For example, in higher education interdisciplinary approaches should be considered where students from business studies and computing might team with those from the creative arts, offering different perspectives on the developing of an idea or service.33 The choice of assessment practices depends upon what educators are trying to achieve. If the purpose is to teach students about entrepreneurial knowledge, then strategies such as tests, quizzes and essays are appropriate. On the other hand, if the intention is to foster student reflection through entrepreneurial learning, then it makes more sense to use self-review strategies such as journals, self-audits and checklists. Given that entrepreneurial education requires practical activities, educators should design and deliver process-driven assessment which captures what students can do against demonstrated stages of learning. For example, teamwork is an essential element of 32 Morselli, D. (2019) The Change Laboratory for Teacher Training in Entrepreneurship Education A New Skills Agenda for Europe, Springer. Available at: https://link.springer.com/content/pdf/10.1007%2F978-3-030-02571-7.pdf 33 See QAA (2018) Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, London: QAA.

entrepreneurial learning and so peer review should feature strongly in any assessment.

4.1 Checking and reporting on progress in entrepreneurial learning At the end of a task, unit or scheme of work, educators typically assess student progress. This assessment of learning is designed to provide evidence of achievement to students, as well as other teachers, parents, school managers or education leaders. Assessment can also be used for learning as a means of addressing misconceptions and identifying next steps to move learning forward. Students’ progress in entrepreneurial learning should be checked regularly against assessment criteria linked to learning outcomes (a process which Biggs and Tang call ‘constructive alignment’34). Typically, educators use strategies such as strategic questioning (‘why’ and ‘how’) and encourage students to evaluate their own progress and that of their peers.

4.2 Sharing feedback on entrepreneurial learning If it is done right, feedback is one of the most important classroom practices in the improvement of learning. It is a two-way responsibility.

The sender (usually the teacher) needs to ensure that the feedback is specific, accurate, tailored to the needs of individual recipient and timely.

The receiver (usually the student) has responsibility to act on the feedback. Otherwise, feedback is of no value.

Feedback in lessons can take the form of prompts, gestures, questions and mini-plenaries. In entrepreneurial learning, where there is a strong emphasis on collaboration, educators should provide feedback on how well students work as a team in areas such as formulating agreed goals, sharing resources, managing time, listening to the views of others and resolving conflicts. Students need to know what and how to improve both individually and collectively. Feedback is a two-way process and educators should encourage students to provide feedback to themselves and to others through the use of self and peer review. This mirrors real-life where eliciting and acting upon feedback from others, such as community or client feedback, is critical to entrepreneurial success.

34 Biggs, J., & Tang, C. (2011) Teaching for quality learning at university. What the student does. New York: McGraw-Hill.

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4.3 Celebrating progress and achievement in entrepreneurial learning Celebrating students’ progress and achievements can help motivate them to learn more. Such celebration can be integrated within lessons or upon completion of extended projects over several weeks. In the context of entrepreneurial learning, students need regular opportunities to share their ideas and designs with a range of audiences in and beyond the school or college environment. By establishing regular contacts with external audiences (e.g. other education institutions, libraries, museums, businesses, industry, charities, colleges, universities and civic authorities), educators can open up opportunities to showcase students’ projects and gain entrepreneurial experiences in a range of contexts. Schools and colleges can also use the print media, websites and social media to publicize the efforts and achievements of their students.

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4. Assessment Questions

Stages of development Engaging

Deepening

Expansive

What is the big question I need to reflect upon?

How can I support and challenge students, so they make good progress in their entrepreneurial learning?

How well am I doing?

I monitor and report on student progress, mainly through tests designed to check what they are learning. I mark students’ work, but usually my feedback is often not specific to entrepreneurial competences.

I use a range of strategies to support assessment for entrepreneurial learning and I align assessment to the learning objectives and content.

My assessment practices empower students to monitor and critically reflect on their own progress, achievements and next steps.

- Uses assessment methods

- Develops opportunities for

-

(Proficiency levels)

What does this mean in practice?

(Applications)

and tools to check what students know and the extent to which they can apply their entrepreneurial learning - Focuses mainly on

assessing students’ propositional knowledge e.g. facts about the environment, what the law

students to become involved in their own assessment, using assessment FOR learning tools e.g. students take part in self and peer assessment activities.

- Focuses increasingly on

assessing procedural knowledge i.e. ‘how to’ do things in the real-world - Uses assessment methods and

Designs lessons in which assessment opportunities are integrated throughout e.g. students recap on prior learning (individually and collectively), pose questions or problems to investigate during the lesson, exchange and respond to feedback, and reflect on next steps for

says about opening hours, health and safety regulations

How do I view assessing entrepreneurial learning?

(Orientations)

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- As a means of assessing

what students know and have achieved (Assessment OF entrepreneurial learning).

tools that are forward looking and provide opportunities for students to improve on their work.

- As a means of enabling

students to know what they have achieved, what they are ready to achieve and how to go about this (Assessment FOR entrepreneurial learning.)

learning -

Students routinely set their own entrepreneurial goals, and accurately monitor their progress to achieving these.

- As a means of supporting

students to take responsibility for setting their own goals, determining risk, reflecting on their progress and making necessary adjustments (Assessment AS or through entrepreneurial learning).

5. Professional Learning and Development Professional learning is defined as ‘an active process of systematic inquiry into the effectiveness of practice for student engagement, learning and wellbeing’.35 This involves teachers actively setting their own goals, creating partnerships with expertise to ensure that their learning is focused on achieving those goals, reflecting on their progress and evaluating the impact on their classroom practices. Professional learning then puts teachers at the centre of reflective inquiry and collaboration. In contrast, professional development tends to take a one-size-fits-all approach in which educators are recipients of information rather than leading their own learning. They may attend a conference, lecture or workshop where they take a mainly passive role. The best evidence synthesis on professional learning and development shows that no particular activity or process was consistently associated with improved student learning outcomes.36 What matters most is the knowledge and skills educators develop and apply as a result of engaging in any such activities.

The most effective professional learning allows time for educators to learn new strategies, try these out with students and evaluate their effectiveness. This is underpinned by the concept of deliberate practice, which calls for focused attention on an aspect of practice over a sustained period of time, with the goal of improving this by responding to regular feedback.37 For example, over the course of a term or trimester educators may decide to focus on one competence within EntreCompEdu and seek feedback (e.g. from colleagues, students, leaders) on how well they demonstrate this, to inform their own critical reflection.

5.1 Evaluating impact Over recent years there has been considerable emphasis on educators evaluating the impact of their teaching on learning. John Hattie (2012), 35 Timperley, H. (2011) Realizing the Power of Professional Learning, Maidenhead: Open University Press, p.7.

36 See H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration, Wellington, New Zealand: Ministry of Education. Available at: http://educationcounts.edcentre.govt.nz/goto/BES. 37 Ericsson, A. and Pool, R. (2017) Peak: How all of us can achieve extraordinary things, Vintage.

for example, has examined the mind frames that underpin successful teaching and he suggests that the most important one is ‘know thy impact’.38 He calls upon educators to evaluate what they do on a regular basis. It means adopting an evidence-based approach and asking: ‘How do I know?’ (see 5.2). Being critically reflective means going beyond describing events by asking ‘why’ and ’so what’ questions and not taking things for granted. For example, groupwork does not necessarily contribute to entrepreneurial learning.39 It can be cosmetic and stifle individual ideas if not well managed. This is why educators need to critically reflect upon and evaluate their teaching based on evidence of genuine entrepreneurial learning.

Ultimately, the success of teaching is judged by its impact on learning. To this end, it is useful to consider lessons through the eyes and ears of students and seek their views on a regular basis. It can prove helpful to reflect upon such central questions as: 

What specific entrepreneurial knowledge, skills and attitudes have students gained by the end of the lesson/unit/scheme that they did not have before?



Is the work suitably challenging?



Are the learning experiences motivating students to find out more themselves?

5.2 Research-informed and evidence-based practice The most effective educators should be research informed. This means that educators know how to conduct research through the various stages of planning, searching, critically evaluating sources and communicating findings. The research itself may be set in or around the school or college, following a close-to-practice research model or other traditions of practicebased research such as lesson study or action research.40 Over recent 38 Hattie, J. (2012) ‘Know Thy Impact’ Educational Leadership, 70:1, 18-23.

39 Some writers argue for greater use of solitude and individual reflection to contribute to creative ideas. See Welham, H. (2014) ‘Group work is overused in schools, and in my experience, it stifles good ideas’, The Guardian, 21 September.

40 Cooke (2005) defines close-to-practice research as focusing ‘on issues defined by practitioners as relevant to their practice and involves collaboration between people whose main expertise is research, practice, or both’. Lesson study is defined as

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decades, there has also been a growing emphasis in many countries on developing evidence-based education where educators draw on various forms of evidence to inform their decision-making.41 Such evidence might include external sources (e.g. research literature), internal data (e.g. students’ work) and social evidence (e.g. observations of interactions between students).

5.3 Building and sustaining networks Networks are essential to entrepreneurial activity which, by its nature, is a social process. Although new products and services can be generated by individuals working alone, creativity is often collaborative. Edward Clapp reframes creativity, which is at the heart of entrepreneurial learning, as a participatory and distributed process.42 He points out that for many young people, participating in creating something of value does not seem an option because they hear stories of ‘great’ individuals who don’t look like them. For Clapp and others, it is essential for young people to look beyond the sole genius and consider how individuals participate in socially distributed systems.

Similarly, in his book Where Good Ideas Come From, Johnson uses the term ‘liquid networks’ to describe the many people who have a hand in the development of ideas from the coffee houses of the 1650s to Silicon Valley.43 The invention of the iPhone, for example, is usually credited to Steve Jobs but some of the most important contributors are ignored.

Harford points out that there are typically twelve key technologies (e.g. microprocessor, memory chips, liquid crystal displays, lithium-based batteries, solid state hard drives, touch screen) which make up the iPhone and other smartphones. 44 The history behind each of these components reveals a string of largely unknown figures as well as the American ‘teacher-led research in which a triad of teachers work together to target an identified area for development in their students’ learning’. See: https://tdtrust.org/what-is-lessonstudy 41 Davis, P. (1999) ‘What is Evidence-Based Education?’ British Journal of Education Studies, 47(2), 108-121. See Goldacre, B. (2013) Building Evidence into Education, London: DfE. Blumenthal, Y. et al. (2019) ‘The Role of Evidence-Based Practice in German Special Education—State of Research and Discussion’, Education Sciences, 9(106), 1-12.

42 Clapp, E. (2017) Participatory Creativity, Abingdon: Routledge.

43 Johnson, S. (2011) Where Good Ideas Come From, London: Penguin.

44 Harford, T. (2017) Fifty Things that Made the Modern Economy, London: Abacus.

2

government itself. The point of this story is to illustrate the importance of entrepreneurial educators establishing networks to share and build ideas.

Such networks might include educators in other departments, schools, colleges or universities, to foster an interdisciplinary approach to learning.

The networks should also extend to expertise within the wider community, for example involving parents, charities, professional bodies, businesses and government.

3

5. Professional Learning and Development Questions

Stages of development Engaging

Deepening

Expansive

What is the big question I need to reflect upon?

How can I improve my practice in entrepreneurial education?

How well am I doing?

I know which areas of entrepreneurial competence I need to develop and am willing to engage in professional learning opportunities that arise.

However, I rarely talk about research or evidence in entrepreneurial education.

While I describe my professional learning to others, I do not evaluate its impact or follow-up ideas.

I consistently reflect on and evaluate my practice and can explain how it is informed by a range of evidence. I am open to considering entrepreneurial ideas and strategies. I actively seek out professional learning and development opportunities in entrepreneurial education. Research sometimes features in my conversations.

I actively seek out what works well in entrepreneurial education and engage critically with the findings. While keeping an open mind, I am confident and capable of challenging what people say about entrepreneurial education. My practice is research-informed and evidence-based. I am proactive in reaching out to others within the entrepreneurial education field e.g. using social media and other channels.

- Participates in organised forms of professional learning, responding positively to invitations e.g. attendance at conferences.

- Routinely evaluates (rather than simply describes) what went well in lessons and what needs to improve

- Actively seeks opportunities to extend entrepreneurial competences, both individually and for others

(Proficiency levels)

What does this mean in practice?

(Applications)

- Carries out set tasks diligently e.g. noting opportunities in the curriculum to introduce entrepreneurial skills and attitudes - Practice tends to be based on previous experience or suggestions from colleagues, rather than broader evidence such as findings from European Commission projects.

- Discusses openly new entrepreneurial initiatives with colleagues.

- Engages in critical thinking and close to practice enquiry using action research methods

- Willing to try new techniques and teaching strategies, sometimes based on evidence from research

- In conversations and documentation, refers to trusted evidence and research e.g. European Commission publications, peer-reviewed articles

- Gaining confidence in critiquing entrepreneurial ideas or resources.

- However, always reads sources with a critical eye and awareness of context - Students’ experience innovative and creative learning experiences on a regular basis

How do I view Professional Learning and Development?

(Orientations)

1

- As desirable to update my skills and share ideas about entrepreneurial education. I usually respond positively when the opportunity for professional learning arises.

- As important to ensure my practice is evidence-based and evaluated. I usually seek out opportunities for professional learning and development.

- As empowering, a way of developing professionally through collaboration, my own research and sharing practices I am motivated and excited about.

2

Conclusion

The importance of cultivating the mindset and skills that are at the heart of entrepreneurial education should not be in doubt. According to the World Economic Forum’s (2018) Future of Jobs report, as technology and automation advances ‘human’ skills like originality, initiative and critical thinking are likely to increase in value.45 This is confirmed by a recent analysis of the jobs available on the networking site LinkedIn, where employers valued a combination of both hard and soft skills, with creativity head of the list of desired attributes.46 Educators are considered the ‘critical success factor’ in raising the bar. 47 This is why building staff confidence and skills is a priority and EntreCompEdu is designed to support this goal.

This does not require any major investment in resources. And in many cases, good educators should soon recognise how their practices support entrepreneurial learning. This is well illustrated in the story of Peter Tabichi, a science teacher in a poor Kenyan village. In 2019 Tabichi won the Global Teacher prize of $1million. He teaches a class of 58 students with only one computer and poor internet connectivity. On average, his students walk about 7 km to school each day. One in three of the children are orphans. Drug abuse, teenage pregnancies, young marriages and suicide are common in the community. Famine and drought are also regular occurrences.

When faced with these challenges, Tabichi thinks creatively and seizes opportunities. He overcomes poor wi-fi connectivity by visiting internet cafes to cache content to be used offline in class. He motivates students through community research projects where the quality of what they produce is of such a standard that six in every ten are showcased nationally. One student, for example, invented a device to allow blind and 45 World Economic Forum (2018) The Future of Jobs Report 2018, available at: http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf 46 Petrone, P. (2019) ‘The Skills Companies Need Most in 2019 – And How to Learn Them’, available at: https://learning.linkedin.com/blog/top-skills/the-skills-companiesneed-most-in-2019--and-how-to-learn-them 47 European Commission (2011) Entrepreneurship Education: Enabling Teachers as a Critical Success Factor”. A report on Teacher Education and Training to prepare teachers for the challenge of entrepreneurship education, Brussels: European Union.

deaf people to measure objects. Such expansive teaching is making a significance difference by all measures - attendance rates, examination results, student and parental satisfaction, employment prospects and university enrolment figures. Upon receiving the Global Teacher reward, Tabichi reflected: ‘Seeing my students grow in knowledge, skill, and confidence is my greatest joy in teaching.’ 48 Tabichi spotted opportunities to overcome barriers to learning. He had the vision and perseverance to turn his and their ideas into action. In short, good educators demonstrate many of the characteristics of are effective entrepreneurial education. They encourage students to look around their communities and spot opportunities to enrich lives. They value curiosity and the sharing of ideas. As Tabachi put it: ‘‘When they (students) become resilient, creative and productive in the society, I get a lot of satisfaction for I act as their greatest destiny enabler and key that unlocks their potential in the most exciting manner.’

Likewise, the success of entrepreneurial education depends on its impact on the learner, the institution, the immediate community, and wider economy and society.

48 https://www.globalteacherprize.org/winners/peter-tabichi (accessed 20 March 2019)

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Appendix 1 EntreCompEdu Framework

2. Entrepreneurial knowledge and understanding Questions

Stages of development Engaging

What is the big question I need to reflect upon?

How well am I doing?

Deepening

Expansive

What do I need to know about entrepreneurial learning, how this relates to my teaching and subject area, and what it means for students?

I have a basic knowledge of entrepreneurial learning and recognise its potential in my subject and value to students

I am developing a broader knowledge of entrepreneurial learning and its potential across and beyond the curriculum

I now have extensive, in-depth knowledge of how students develop entrepreneurial competences in a wide range of contexts in everyday life.

- Shares knowledge through traditional teacher-led approaches e.g. by telling a story of a famous invention or inventor

- Plans opportunities for students to raise questions and actively make sense of entrepreneurial concepts e.g. students use the Internet to independently research the market for a particular product or service

- Facilitates learning by ensuring that students engage and lead in value-creating projects e.g. they act as hired school management consultants, working with a range of people, to suggest three changes that they would recommend achieving a cleaner school environment

What does this mean for my students?

- Students listen carefully to teacher instructions and guidance

- Students are active in processing knowledge for themselves, making individual meaning of the world around them

- Students often work with others to acquire, evaluate and create their own knowledge and solutions to problems

How do I see

- As confined to business

- As integrated across subjects

- As open to interpretation and

(Proficiency levels)

What does this mean in practice?

(Applications)

1

entrepreneurial knowledge & understanding?

(Orientations)

subjects and contexts and something ‘out there’ to be learned. My role is to transfer knowledge to students.

and acquired by individual students. My role is to encourage students to make connections and learn ways of knowing e.g. research.

created through collaborative inquiry. My role is to facilitate students in creating their own ideas, working with others.

2. Planning & Organising Creative Learning Environments Questions

Stages of development Engaging

What is the big question I need to reflect upon?

How well am I doing?

(Proficiency levels)

What does this mean in practice?

(Applications)

2

Deepening

Expansive

How can I create a stimulating and purposeful entrepreneurial learning environment?

I plan appropriate entrepreneurial learning objectives and organise the basic use of resources to support entrepreneurial learning within my subject.

I fully integrate entrepreneurial competences in my planning, making connections across and beyond the curriculum where appropriate.

My planning has a transformative purpose so that students fully engage with and lead value-creating projects, using resources in an ethical and sustainable way.

- Manages classroom routines which enable students to use resources in a structured manner to support their entrepreneurial learning e.g. the teacher decides upon and provides set

- Designs more adventurous learning spaces within the school that support the deeper exploration of entrepreneurial concepts and resources, e.g. the formation of a virtual business within the school.

- Empowers students to take ownership of their learning environments so that they collaborate with others in and beyond the school, e.g. peers from other classes, parents and community figures, to produce an exhibition

How do I view planning & organising creative learning environments?

(Orientations)

resources for students to use.

- Students work through predesigned classroom tasks to develop entrepreneurial knowledge, skills and attitudes.

- Students regularly explore entrepreneurial concepts and develop skills, mostly in schoolwide contexts.

showcasing the school’s achievements.

- Students have regular opportunities to collect and manage resources themselves.

They develop entrepreneurial skills in a range of contexts through and beyond the school.

- Planning amounts to prescribed lesson plans and units setting out learning objectives and content, to be delivered through formal, teacher-led and classroom-based environments.

- Planning is a more flexible process, and takes into account learning occurring through a range of contexts

- Students are involved in planning their entrepreneurial learning which goes beyond the school, happening anywhere and everywhere.

3. Teaching and training Questions

Stages of development Engaging

3

Deepening

Expansive

What is the big question I need to reflect upon?

How well am I doing?

(Proficiency levels)

What does this mean in practice?

(Applications)

How can I motivate and inspire students through entrepreneurial learning?

I mainly use traditional teaching strategies (e.g. textbook exercises or telling students what to do), that transmit subject knowledge and focus on basic skills

I am developing and trialling more flexible and creative teaching strategies (e.g. peer-topeer teaching) so that students are beginning to debate issues and ask and follow their own enquiries.

I use a rich range of teaching and learning methods, chosen to fit the context and ensure that students have autonomy to apply their learning to the real-world (e.g. problem-solving challenges, place-based learning, extended projects, community events, virtual studios).

- Transmits subject

- Plans opportunities for

- Facilitates learning by

knowledge and skills students need to understand the subject e.g. highlights the value of responsible risk-taking in Science, tell stories of persistence as inventors overcame setbacks in the past and highlight the

students to engage actively with structured problemsolving strategies and discussions in the learning environment. E.g. in Mathematics, students develop financial literacy skills by planning a school visit to a special event; in the

49 Network for Teaching Entrepreneurship (NFTE) 2016 Alumni Survey Findings

4

focusing on developing an Entrepreneurial Mindset49 across subjects and contexts. This means building students’ selfawareness and selfconfidence, so that they take the lead in developing flexible thinking habits such

value of combining different materials in Art lessons.

- Students explore

knowledge in ways which are usually directed by the teacher

How do I view teaching & training?

(Orientations)

- Teaching is a process of

instruction where teachers impart knowledge which students absorb and apply

Humanities, students research the feasibility of a restoration project in the community, in foreign languages, students collaborate in groups to develop cultural and language understanding by researching and developing ideas on towntwinning activities for young people; - Students have regular

opportunities to engage with real-world problems and explore solutions independently

- Teaching is concerned with

developing opportunities for students to make sense of their world.

as spotting opportunities and self-reliance e.g. students work with others in projects to problem solve, model and improve systems / products, adding value in the process.50

- Students often initiate the

learning process and develop competences which will support them to become independent, productive citizens - Teaching is about facilitating

learning through a range of approaches which include an emphasis on fostering entrepreneurial thinking and behaviours.

50 Lackeus M, (2015) Entrepreneurship in Education: What, Why, When, How, entrepreneurship 360 background paper, Paris: OECD.

5

4. Assessment Questions

Stages of development Engaging

Deepening

Expansive

What is the big question I need to reflect upon?

How can I support and challenge students, so they make good progress in their entrepreneurial learning?

How well am I doing?

I monitor and report on student progress, mainly through tests designed to check what they are learning. I mark students’ work, but usually my feedback is often not specific to entrepreneurial competences.

(Proficiency levels)

6

I use a range of strategies to support assessment for entrepreneurial learning and I align assessment to the learning objectives and content.

My assessment practices empower students to monitor and critically reflect on their own progress, achievements and next steps.

What does this mean in practice?

(Applications)

How do I view assessing entrepreneurial learning?

(Orientations)

7

- Uses assessment methods

- Develops opportunities for

and tools to check what students know and the extent to which they can apply their entrepreneurial learning - Focuses mainly on assessing students’ propositional knowledge e.g. facts about the environment, what the law says about opening hours, health and safety regulations

students to become involved in their own assessment, using assessment FOR learning tools e.g. students take part in self and peer assessment activities.

- Focuses increasingly on assessing procedural knowledge i.e. ‘how to’ do things in the real-world - Uses assessment methods and tools that are forward looking and provide opportunities for students to improve on their work.

- As a means of assessing

- As a means of enabling

what students know and have achieved (Assessment OF entrepreneurial learning).

students to know what they have achieved, what they are ready to achieve and how to go about this (Assessment FOR entrepreneurial learning.)

-

-

Designs lessons in which assessment opportunities are integrated throughout e.g. students recap on prior learning (individually and collectively), pose questions or problems to investigate during the lesson, exchange and respond to feedback, and reflect on next steps for learning Students routinely set their own entrepreneurial goals, and accurately monitor their progress to achieving these.

- As a means of supporting

students to take responsibility for setting their own goals, determining risk, reflecting on their progress and making necessary adjustments (Assessment AS or through

entrepreneurial learning).

5. Professional Learning and Development Questions

Stages of development Engaging

Deepening

What is the big question I need to reflect upon?

How can I improve my practice in entrepreneurial education?

How well am I doing?

I know which areas of entrepreneurial competence I need to develop and am willing to engage in professional learning opportunities that arise.

(Proficiency levels)

8

I consistently reflect on and evaluate my practice and can explain how it is informed by a range of evidence. I am open to considering entrepreneurial ideas and strategies. I actively seek out

Expansive

I actively seek out what works well in entrepreneurial education and engage critically with the findings. While keeping an open mind, I am confident and capable of challenging what

What does this mean in practice?

(Applications)

9

However, I rarely talk about research or evidence in entrepreneurial education.

While I describe my professional learning to others, I do not evaluate its impact or follow-up ideas.

professional learning and development opportunities in entrepreneurial education. Research sometimes features in my conversations.

people say about entrepreneurial education. My practice is research-informed and evidence-based. I am proactive in reaching out to others within the entrepreneurial education field e.g. using social media and other channels.

- Participates in organised forms of professional learning, responding positively to invitations e.g. attendance at conferences.

- Carries out set tasks diligently e.g. noting opportunities in the curriculum to introduce entrepreneurial skills and attitudes - Practice tends to be based on previous experience or suggestions from

- Routinely evaluates (rather than simply describes) what went well in lessons and what needs to improve - Discusses openly new entrepreneurial initiatives with colleagues.

- Willing to try new techniques and teaching strategies, sometimes based on evidence from research - Gaining confidence in critiquing entrepreneurial ideas or resources.

- Actively seeks opportunities to extend entrepreneurial competences, both individually and for others - Engages in critical thinking and close to practice enquiry using action research methods - In conversations and documentation, refers to trusted evidence and research e.g. European Commission publications, peer-reviewed articles - However, always reads

colleagues, rather than broader evidence such as findings from European Commission projects.

How do I view Professional Learning and Development?

(Orientations)

- As desirable to update my skills and share ideas about entrepreneurial education. I usually respond positively when the opportunity for professional learning arises.

Table 7. EntreCompEdu Framework

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sources with a critical eye and awareness of context - Students’ experience innovative and creative learning experiences on a regular basis - As important to ensure my practice is evidence-based and evaluated. I usually seek out opportunities for professional learning and development.

- As empowering, a way of developing professionally through collaboration, my own research and sharing practices I am motivated and excited about.

Appendix 2 Links to EntreComp: The Entrepreneurship Competence Framework EntreComp was introduced in 2016 to act as a reference point in supporting ‘any initiative aiming to foster entrepreneurial capacity of European citizens’ and to ‘establish a bridge between the worlds of education and work.’51 EntreComp has three interrelated and interconnected competence areas:   

Ideas and opportunities Resources and Into action.

Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. While EntreComp focuses on the development of students’ competences, EntreCompEdu and the associated training materials are conceived as a means of supporting educators in developing their entrepreneurial teaching skills.

Where appropriate, clear links are made between the respective competences within the two frameworks (Table 4).

51 European Commission (2016) EntreComp: The Entrepreneurship Competence Framework, available at: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf

11

EntreCompEdu Competences

Links to EntreComp

1. Entrepreneurial knowledge and understanding 1.1 Knowing entrepreneurial education 1.2 Valuing entrepreneurial education 1.3 Understanding how learners develop entrepreneurial competences 2. Planning and organization creative learning environments 2.1 Setting entrepreneurial learning objectives that are ethical and sustainable 12

1.3 Vision 1.5 Ethical and sustainable thinking

3.2 Planning and management

2.2 Making connections

1.1. Spotting opportunities

2.3 Creating an empowering 2.3 Mobilizing resources entrepreneurial learning environment 3.1 Taking the initiative 3.3 Coping with uncertainty, ambiguity and risk 3. Teaching and training 3.1 Teaching to inspire and engage students

2.2 Motivation and perseverance

3.2 Creating value for others

1.2. Creativity

3.3 Teaching through real-world contexts

2.4 Financial and economic literacy

3.4 Encouraging self-awareness and self-confidence to support learning

2.1 Self- awareness and self- efficacy

13

3.3 Coping with uncertainty, ambiguity and risk

3.5 Promoting productive working with 3.4 Working with others others 4. Assessment 4.1 Checking and reporting on progress

3.5 Learning through experience

4.2 Providing feedback

2.1 Self- awareness and self- efficacy 3.5 Learning through experience

4.3 Celebrating progress and achievement

1.4 Valuing ideas 2.1 Self- awareness and self- efficacy

5. Professional Learning and Development 5.1 Evaluating impact

3.5 Learning through experience

5.2 Research-informed and evidencebased practice

3.5 Learning through experience

5.3 Building and sustaining entrepreneurial networks

3.4 Working with others

Table 8. Links between EntreCompEdu and EntreComp 14

15

Glossary – to be developed Assessment as Learning Assessment of learning Assessment for learning Attitudes Competence Competency Competences Creativity Deliberate Practice Dispositions Educator EntreCompEdu Enterprise education Entrepreneurs Entrepreneurship Entrepreneurial education Entrepreneurial learning Entrepreneurial learning environment Entrepreneurial learning outcomes Entrepreneurial mindset Entrepreneurial spirit EntreComp Ethics Expansive pedagogy 16

Experiential learning Evidence-based practice Goals Higher education Knowledge Impact interdisciplinary Innovation Learning objectives Learning outcomes Learning theories Metacognition Orientations Peer review Primary education Professional learning Proficiency level Project-based learning Research-informed practice Risk Secondary education 17

Self-awareness Self-review Self-confidence Situated learning Skills Social constructivism Special Educational Needs (SEN) Student Vocational educatio

18