3.3 Roots and branches of Entrepreneurial Education Mariona Masgrau - University of Girona | Margeret Sutherland - University of Glasgow | Montserrat Calbó - University of Girona | Sandra Masdevall - La Draga School
In September 2015 world leaders adopted the 17 Sustainable Development Goals of the 2030 Agenda for Sustainable Development. These goals followed on from the Millennium Development Goals that sought to end poverty and that applied predominately to developing countries. One difference between the Millennium Development Goals and the Sustainable Development Goals is that the latter apply universally. All countries are called to take steps towards ending all forms of poverty, fighting inequalities and tackling climate change. Sustainable Development Goal 4 focuses on education and calls for countries to ensure inclusive and quality education for all, and promote lifelong learning for all by 2030. It is argued that obtaining a quality education is the foundation to improving people’s lives and sustainable development. Sustainable Development Goal 4 follows in the footsteps of The UN Convention on the Rights of the Child (1989) and The UN Convention on the Rights of People with Disabilities (2006). These widely recognised international conventions challenge the traditional charitable approaches that regard children, and in particular children with disabilities, as passive recipients of care and protection. The focus of these conventions is the recognition of each child as a full member of her or his family, community and society. This different way of thinking about groups of learners has prompted many countries to reappraise the way they construct learning and learning opportunities. The State of the World’s Children Report (2013: 3) argues that this shift in understanding requires “a focus not on traditional notions of ‘rescuing’ the child, but on investment in removing the physical, cultural, economic, communication, mobility and attitudinal barriers that impede the realisation of the child’s rights –including the right to active involvement in making decisions that affect children’s daily lives.” This international agenda sets the scene for many of the drivers that will change education and education systems in the 21st century. These changes are far-reaching and stretch beyond the school gate. For example, the change in the relationship between school and economy is perhaps acknowledged by the fact that Governments in many developed countries are keen to support the notion of ‘life long learning’. No longer does learning stop when we leave school prepared to ‘take up a job for life’. Numbers participating in full time and part time education have increased greatly of recent. These fundamental changes will have and are having a profound effect on society and ultimately on education and as such, schools and teachers need to respond to these changes in ways that include, support and develop young people. The development of entrepreneurial education and skills offers one approach to education that will help countries to change they way they engage young people in learning. The call to include young people in “making decisions that affect children’s daily lives” (UN, 2013:3) dovetails well with many of the approaches discussed and implemented during the lifespan of this project. Teacher 2020 | Entrepreneurial Education
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