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History of the initiative
Founded in 2013, YELL is a charitable organisation which equips young people with the knowledge, skills and networks that are needed for after-school success. YELL operates within the public school system in Canada and thus aids in building capacity within these schools. YELL works with teachers and these teachers help strengthen and update the curriculum, along with universities. YELL’s programmes look to foster participants’ entrepreneurial mindsets and expose them to a community of entrepreneurial thinkers.
The design of the YELL programmes was sparked after a survey in the province of British Columbia (Canada) found that a very low percentage of high school leavers felt prepared for their next step after graduation. The programmes were developed to prepare students in a way that their traditional schools were not able to.
The YELL Entrepreneurship 12 course in particular, was given a valuable opportunity after a unique partnership between YELL and Simon Fraser University (SFU) was built. This partnership was specifically facilitated through Amit Sandu, Managing Director of YELL and an SFU alumnus, and Dr Sarah Lubik from SFU’s Chang Institute. Sarah had seen that there was a lack of consistency across the entrepreneurship classes being taught in high schools and a lack of understanding of what entrepreneurship education was about. Sarah felt there was a need for a platform where students could express and apply their individual entrepreneurial mindsets and also receive external benefits for this. The desire for consistency across programmes in schools and building that capacity to deliver these programmes brought YELL and SFU together.
Sarah joined YELL’s Board of Directors in 2017. In collaboration with SFU, YELL is now able to provide university credit for its Entrepreneurship 12 course, and participants are automatically included in the Chang Certificate in Innovation and Entrepreneurship. This makes it Canada’s first high school entrepreneurship course to be eligible for university credit.

Aims and objectives
The YELL Entrepreneurship 12 course is a year-long programme that aims to remove barriers to involvement in entrepreneurship for participants. This elective high school course provides consistency across entrepreneurial courses in schools so that they can be recognised as being valuable, and eventually be accredited.

Activities and learning outcomes
The YELL Entrepreneurship 12 course develops participants’ understanding in the following:
• core concepts of lean entrepreneurship
• design thinking
• financial projections
• Business Model Canvas
• self-efficacy
• resiliency
• marketing
• problem solving
• effective communication.

The YELL Entrepreneurship 12 course is taught using a number of innovative teaching methods including differentiated learning (videos, booklets, reading materials), inquiry-based learning, experiential-based learning and problem-based learning. Suggestions for assessment include various formative and summative tasks such as tests, reflections, feedback on speakers, surveys, think-pair-share, and other curriculum markers to identify the ability towards the competences. Clearly, there is substantial room for flexibility.
The course focusses on numerous facets of entrepreneurship education and includes guest speakers, mentors and community participation. The different facets of the course include:

Accelerated Learning
The course starts with students learning about lean entrepreneurship, covering topics such as design thinking, resilience, marketing, financial projections, and Business Model Canvas. Entrepreneurs and business leaders also share their stories and advice with students.

Industry Exploration
In this part of the course, local companies and labs interact with students, allowing the students to explore different career options. Here they learn about new technologies, tour office spaces and hear from industry professionals.
Business Incubator
In the Business Incubator phase of the project, students form groups where they create a business venture together and ultimately validate their concepts. Students must problem-solve and communicate effectively. Mentors act as a liaison between teams and the broader entrepreneurship community.
Venture Challenge
Finally, participating teams compete in the Venture Challenge series hosted at SFU. Student teams present their business ventures to a panel of community members, entrepreneurs and investors.

Breaking barriers for impact
Common barriers for such projects are usually related to schools not having sufficient funding and teachers not having the capacity to implement the curriculum. Lack of support for teachers from their districts makes it more difficult for them to implement the curriculum. Parents also have a negative view of what entrepreneurship means and this can often be a barrier for students that want to take the elective. The students themselves are also looking for electives that meet university requirements and if the course does not count for university admission, then they are less likely to take part.
To overcome such barriers, YELL builds capacity within schools and collaborates with teachers and helps them adopt the curriculum. Teachers receive administrative support from schools to implement the YELL Entrepreneurship 12 course in their classrooms and the partnership between SFU and YELL can provide teachers with peer-support, course curricula, lesson plans, slide decks and workbooks. The course also has no cost for schools nor students. Institutional support is provided to YELL by SFU.
In terms of impact on educators, teachers have been seen to pick up the tools to develop their own entrepreneurial mindsets through teaching the curriculum to their students. Those that teach YELL courses also pass their skills and knowledge onto other teachers when attending professional development conferences. On the other hand, on completion of the course, participants have developed 21st century life skills and a broader understanding of what entrepreneurial thinking requires. Participants are more resilient, self-reliant, are able to spot opportunities, and build a strong network. After completing the course, 85% of students reported feeling prepared for the next step in their education or career and many alumni of the course begin their university education at SFU. Receiving recognition in the form of university credit is a motivator for students to take the course and around 330 participants are predicted to take part this year in British Columbia.
Going forward, in order to further develop the field of entrepreneurship education in general, young people should be given the tools to develop entrepreneurial skills from an early age. Entrepreneurship needs to break out from its traditional perception as being something very specific to business and economics. It needs to be understood by everyone as a mindset, a set of interdisciplinary skills that can be used to create social change. Entrepreneurship should be seen as an avenue to a more self-customised education.

History of the initiative
JUGEND GRÜNDET is organised by the Steinbeis Innovation Centre for Corporate Development at Pforzheim University (SIZ). The SIZ is a non-profit organisation with many years of wide-ranging experience in publicly funded business and vocational training educational projects. The centre sees itself as a partner of schools with the intention of anchoring the subjects of entrepreneurship education and economics in the classroom.
The idea of JUGEND GRÜNDET was based on the experiences with Jugend forscht, a well-known competition for students and young adults, where participants research and develop new inventions. It was found that there is a need to sensitise participants to the necessity to not only develop inventions but to also market them. Thus, the idea for JUGEND GRÜNDET was born. In 2003 this competition was set up nationwide by the Federal Ministry for Education and Research in co-operation with the SIZ, as an online offer to build knowledge around how to start a company and how to lead it to success.
The goal of the initiative is to promote entrepreneurial thinking, as defined by the European Union: “an individual’s ability to turn ideas into action”. As well, to bring up the topic of founding a company (often for the first time), and to sensitise teenagers and young adults to the opportunities that starting a company has to offer them.
Numerous stakeholders are involved in JUGEND GRÜNDET, including: The Federal Ministry for Education and Research, which provides funding and content-wise advancement in consultation with the SIZ; the ministries of the federal states who raise awareness amongst teachers and facilitate the reduction of work hours for a teacher to adopt the role of a programme state representative; teachers that use the programme in class, refer interested students to the programme and give input for programme content; and alumni who can get support from the programme to stay connected to the topic of entrepreneurship. Alumni also function as role models and mentors for the participants. They may also be (potential) sponsors and supporters in the long run. There are also programme sponsors who support in the form of hosting events, price sponsoring, additional funding, and public relations work.
The main target group of the JUGEND GRÜNDET are students and trainees, aged between 15 and 21-years-old. The programme tries to motivate students by building an interesting and appealing e-learning platform which focusses on questions around the topic at hand. Participants are recruited directly through social media, online advertisement, and search engine optimisation, as well as indirectly through their teachers. Information concerning the programme is in part sent directly to schools nationwide (mail and e-mail) and, more promisingly, indirectly via the state ministries of education, school boards and regional chambers of industry and commerce or business developers.

Aims and objectives
The main goal of JUGEND GRÜNDET is to show the participants that there are opportunities to shape the future and that their ideas are in demand. During the project, participants are provided with tools and structures so that ideas could be turned into reality. Ideally participants get a better sense of the mission and responsibility of a company. In addition, the project hopes to impart knowledge on how to start a company and what must be considered, as well as an understanding of the complex dependencies of the various stakeholders. Participants are hopefully inspired and equipped to take matters into their own hands and to create change, instead of waiting for someone else to fix it. The goal is that this filters through into their everyday lives.

Activities and learning outcomes
The initiative is offered online with a vast number of materials in different forms to support the teacher on the one hand, but on the other hand to support the participant taking part completely unsupported by a school or other educational institution. It is possible to take part as a team of up to five persons or as a single person.
The programme offers a free and extensive e-learning-platform, specifically designed to support the participants and the text and videos. Support is also available digitally by phone and e-mail year-round. Additionally, the programme offers web-seminars, tutorials, and video consulting hours, as well as connecting the participants with mentors (alumni).
The learning outcomes that are pursued with this initiative are the understanding of the complexities, dependencies and necessities when starting and leading a company. The main activities are idea development, business planning and playing the business simulation game.
The programme mirrors a typical start-up process: having an idea, planning its realisation, and then finally doing it. At the centre stands the conviction that every economic offer that shows long term success is adding value in some form or another. The programme tries to inspire the students to think about what could be better in their personal lives or globally, and plays to the will to improve the world, which is innate in most young people. The programme guides them every step of the way, using interesting examples and role models which talk about their own experiences and advise based on that.
The project starts every year on the first of September with the business plan phase. The participants then submit their business plans shortly after the Christmas holidays. All submitted ideas are evaluated by a jury and the best teams are selected, which then take part in national pitch events and receive the first awards. At the federal finale, the competition entry is a mix between a short pitch, a live and in-person jury talk and the equipping of an exhibition booth.
The second phase of the competition is activated with the simulation game. Here, the virtual companies of the teams are guided through the ups and downs of the simulated economy to economic success over eight periods and can thus collect points. Each team has five attempts, but only the last attempt counts. Help is provided, among other things, by a digital manual that answers all the students’ questions, as well as video tutorials and the Business Academy.
Following the simulation game, the best ten teams of the competition are invited to the national finals at the end of June and fight for the first places. The winning team, along with the supervising teacher, will set off on a guided trip through the start-up mecca of Silicon Valley, USA for personal exchange to connect with start-ups and founders. There are also other attractive prizes.

Breaking barriers for impact
A big challenge is that the topic of entrepreneurship education does not make up a big enough part of the school curriculum for the teachers to justify spending that much time on the programme. This challenge is being faced through keeping the initial entrance barrier as low as possible. The participants definitely have to spend quite some time on working on their ideas, the business plan and the simulation to win. But as a student you can equally learn by only doing a little. So, there is an attempt to motivate teachers and students alike, so they simply give the competition a try.
Furthermore, the programme is very adaptable to the different teachers and schools as well as curricula, especially timewise. By only setting a deadline for the final exercises the participants are free to choose when to work on their business plans. Also, through imparting that entrepreneurial education should not be confined to economics but is a valuable part of every component of education, interest in entrepreneurship education is sparked.
Support for JUGEND GRÜNDET, on a policy level, is provided through financial support from the Federal Ministry of Education and Research; co-operation with the Ministries for Education; exchange with other national competitions for young students. Furthermore, the individual commitment of teachers acting as motivators and coaches, as well as their willingness to enter into exchange and learn from other teachers and collaborate with experts support the programme.

Through this initiative young people can acquire knowledge on entrepreneurship and how to start a business, but also skills in areas such as self-management, time management, teamwork and creativity. The project inspires its participants and displays how they could shape their own future. Thus, after the participation in the initiative, young people can apply their gained knowledge in different circumstances and adapt their competences.
Alumni often report that participating in JUGEND GRÜNDET changed their view on the world in so far as they actively try to change what bothers them, instead of looking for others to improve the situation. Teachers report that many students show great growth over the course of the competition, developing greater independence in thinking and judgement and willingness to learn far beyond the initial goal of their project. Interesting student ideas so far have included:
1. A more sustainable way to feed fish in aquaculture by using lupins instead of other fish.
2. A robot that could substitute a seeing-eye-dog, which would lead to enormous cost reduction for health insurance companies and could be widely accessible.
3. A plug-in that allows for the visually impaired to play Mario-Kart without restrictions.
4. A charging system for e-mobility using streetlamps complete with a concept for billing and accounting.
A testament to the fact that the project always achieves its goal can be seen in the teams that continue to work on their ideas after participating or have even already founded them. The programme has also won numerous awards and has been recognised and recommended by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany.
In terms of future developments, young people can be inspired by their involvement in JUGEND GRÜNDET and shown that there are opportunities to help shape their development; and that one does not have to wait and see what happens.

Image credits: Jugend Grúndet

History of the initiative
Fawaka Entrepreneurship School is a social enterprise offering entrepreneurship education programmes for school children. Fawaka focuses particularly on involving vulnerable children and children who have difficulty accessing innovative educational programmes. The initiative encourages the participation of all children, regardless of socio-economic status, background, or learning abilities. The programmes developed by Fawaka vary in how they are presented and can be offered as an after-school or in-school activity, or as a summer school. Children learn entrepreneurial skills in a playful and positive way, with an emphasis on sustainability. The educational programmes are themed, and previous offerings have included: chocolate, fashion, robotics, health and nutrition, and upcycling.
Fawaka aims to introduce all children in the Netherlands to the concept and learnings of sustainable entrepreneurship. The core values of Fawaka are reflected in all its programmes which have an entrepreneurship education as a basis. These core values are as follows:
• Diversity and inclusion
• Durability
• Talent development
• Actions speaking louder than words.
With the core value of “diversity and inclusion”, for example, Fawaka considers how children can positively identify with its teaching materials. Additionally, Fawaka also aims to have all contributors to the programmes represent the full diversity that the Netherlands has to offer, so that children can encounter a recognisable and relatable role model for themselves. These contributors include teachers, creators, bankers and entrepreneurs that participate in the creation and presentation of Fawaka’s activities.

Activities and learning outcomes
Through Fawaka’s current programme offerings children receive classes on marketing, pitching and budgeting and design. In most programmes, children will develop their own products such as clothing, in the “Fashion Entrepreneurs” programme, or a song, in “Beat Entrepreneurs”. In each of the programmes, entrepreneurship is integrated through the different themes, whether it be learning about programming, the chocolate production process, or recycling. Through the programmes, children also learn 21st century skills such as perseverance, decision-making skills and flexibility, as well as how to contribute to a sustainable society through taking action. Other competences that are highlighted in the programmes are collaboration and solution-oriented thinking.
A specific example of one of Fawaka’s programme offerings is the BuurtBizKids programme, which is focussed on social entrepreneurship in different neighbourhoods. The BuurtBizKids programme consists of a modular series of ten lessons where children explore their own neighbourhoods and find potential for improvement. Children interact with each other and converse with local residents about the challenges in their neighbourhood, under the guidance of citizenship professionals. Thereafter the children seek solutions to these challenges with the help of industry professionals. Ultimately, the children present their improvement plans to the municipality and the neighbourhood itself. Through the programme children learn about, and contribute to achieving, the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 10 and SDG 11, which are about combating inequality and creating sustainable cities.
Fawaka Entrepreneurship School aims to reach children with diverse backgrounds and leaning abilities to make entrepreneurial skills accessible to all. This, while maintaining a focus on social and sustainable practices that have benefits beyond the individual.

Image credits: Fawaka Entrepreneurship School

History of the initiative
Katja Visser’s travels led her to be exposed to different educational settings around the world. However, one particular experience convinced Katja that something needed to change in terms of what children learn at school. While volunteering in Peru, Katja saw the state of the education that many young, less privileged children were receiving. Katja felt that the children were missing out on important topics in their education that would help them develop the life skills they would need for the 21st century.
Thus, the StartUp4Kids Foundation was founded, with the Klas4Klas curriculum being one of the initiatives based in the Netherlands. StartUp4Kids is supported by volunteers that make up the team members as well as members of the board. StartUp4Kids looks to facilitate children’s journeys to discovering their own talents and skills to shape their own futures. In co-operating with partners and schools in disadvantaged areas, StartUp4Kids aims to deliver social and financial education programmes based on methods developed by Aflatoun, a Dutch NGO which offers social and financial education to children and young people worldwide. With this, StartUp4Kids strives to improve the quality of education in general and bring entrepreneurial skills into the classroom, using its specific curricula. Specifically, the Klas4klas curriculum was created to help children increase their self-confidence, discover their talents, see problems as opportunities and manage their own resources responsibly. Through taking a broad view of entrepreneurship, Klas4Klas was developed to create self-sufficient individuals.

Aims and objectives
The aim of Klas4Klas is to turn students into citizens of the world, and the interactive teaching methods within the Klas4klas curriculum help children learn skills such as self-reliance, critical and creative thinking, communication, collaboration and social and cultural skills. Within the rapidly changing world of today, Klas4Klas looks to give participants confidence to make their own choices and take all opportunities available, as well as prepare them for the careers of the future. Klas4Klas is aimed, in particular, at teaching children how to deal with finances and develop socially responsible entrepreneurship. Young people are very open-minded and creative, especially in primary school, and Klas4Klas encourages children to develop interesting ideas for their projects. Children also learn about the two different partner countries, the Netherlands and Ethiopia, and gain a global perspective.
Activities and learning outcomes
Klas4Klas provides a curriculum that teachers can follow and implement in their classrooms. The curriculum was developed for students in the Netherlands and Ethiopia and the belief that children should learn from one another, through sharing experiences and knowledge, resulted in Klas4Klas creating partners, where one class in the Netherlands partners and interacts with another class in Ethiopia. StartUp4Kids hires and educates professional facilitators to carry out the Klas4klas programme. The foundation also trains other teachers that will implement the Klas4Klas curriculum, so that the reach of the methodology can be spread.
The curriculum is based on the Aflatoun programme which incorporates group work and activity-based learning approaches such as project-based learning, and also learning through songs, worksheets, games and activities. Using the content and framework of Aflatoun, the Klas4Klas curriculum gets children to work in teams to set up business clubs and learn to save, manage their money, plan and budget. The activities to be undertaken by each business club is ideated by the teams themselves and proceeds from the business activities go to their Ethiopian partners. This brings the children into direct contact with the running and starting of a social entrepreneurship.
The partner schools in the Netherlands and Ethiopia may meet each other online, and in the case of students in secondary school, students from each country may meet in person when Dutch students travel to Ethiopia as part of the curriculum. These trips are completely financed by their own entrepreneurial activities, such as organising fundraising events, crowdfunding and saving.

Breaking barriers for impact
The years 2020/21 have brought the challenge of COVID-19, thus few children have been able to attend school where the Klas4Klas curriculum would be applied. Furthermore, being an organisation that relies on volunteers and donations means that procuring funding can be a challenge. The competences of current teachers is a further challenge, as they themselves often lack the skills that they need to teach students entrepreneurship. Practicing teachers often do not have time to be able to learn these skills and implement extra activities during class times. StartUp4Kids sees a real need for teachers to be trained in entrepreneurship education and how to teach children through experiential and active learning. Teachers having the ability to use flexible teaching methods so that all students can learn effectively, regardless of ability, is also emphasised.
Regardless of the challenges, schools are very willing to work with the Klas4Klas curriculum and educators are aware of the need for entrepreneurship education in schools. StartUp4Kids also approaches its “warm” leads at schools and schools that have previously implemented the programme and are very likely to start again with a new group of students in the new school year. Thus, ensuring that the Klas4Klas curriculum continues to be taught. StartUp4Kids is also in contact with a specialist in funding for schools to find schools where the programme can be implemented. In the meantime, StartUp4Kids has funding to bring the Klas4Klas programme to vulnerable children and teenagers, in particular refugees, in Vlaardingen and Schiedam in the Netherlands.
The long-term impact of the project, in terms of the small businesses that participants create, cannot be measured yet. However, certain outcomes are clear: after the completion of the course participants find the confidence to speak out, give their opinions, talk to an audience, and have pride in the work that they have done throughout the programme. Increased self-esteem is evident especially in those participants that face challenges – be that physical or otherwise. It can also be seen that following the Klas4Klas curriculum improves the children’s results in class.
One of the most important outcomes to be seen are a snowball effect where participants influence their teachers and parents. Through the completion of the curriculum, it has been seen that teachers have increased their entrepreneurial competences and oftentimes parents are more aware of saving money. In the Ethiopian classrooms, participants have even been inspired by Klas4Klas to open their own bank accounts, which would otherwise not have happened. Klas4Klas has a large and lifelong social impact that affects all stakeholders.
It is clear to others that the motivation of those working with Klas4Klas is driven by the social impact that they create, thus there has been much support for the programme from individuals and organisations that see the value in what Klas4Klas is trying to achieve. Support for the programme grows when people see the effect that the programme has on the students and the dedication of the Klas4Klas facilitators to their work.
Looking to the future, StartUp4Kids is working to find funding for schools in the Netherlands to implement the Klas4Klas curriculum, as well as looking to created tailored curricula for schools. StartUp4Kids aims to continue improving education systems in schools and bring the competences of entrepreneurship and other 21st century skills to its participants. Moreover, StartUp4Kids hopes to further involve parents and teachers in this goal.

Co-ordinator of project/initiative:
Katja Visser
Website:

Homepage

Homepage


Social media / relevant online channels:
https://www.facebook.com/StartUp4kids

Image credits: Klas4Klas

History of the initiative
The Initiative for Teaching Entrepreneurship (IFTE) is a network, which is mainly active in the sector of initial teacher education. It supports entrepreneurship education on the level of teacher training by organising events, workshops, seminars and summer schools. The programme and the people of IFTE are closely connected to e.e.si., which is the leading network for entrepreneurship education in Austria.
The idea for the Entrepreneurship Educator of the Year award was born out of the “Next Generation Competition”, a yearly competition for business ideas among pupils between 15 to 19 years. It was the idea to promote not only pupils, but also the teachers in the background. The initial idea came from Johannes Lindner and was then realised in co-ordination with the e.e.si. network and the Ministry of Education. In the meantime, further stakeholders could have been gained to serve as sponsors. Nominations for the award are given by e.e.si. co-ordinators, who are representing their federal states. The idea is that people from all nine federal states should have the potential of being nominated. The regional e.e.si. co-ordinators, who have been installed by the Ministry of Education, are responsible for co-ordinating the entrepreneurship education activities in their federal state (mainly at the secondary level in vocational education) and thus have a very good overview of what happens in their region.
The award is presented at two occasions, depending on availability of the winners, that is at the Festival of Ideas or at the Entrepreneurship Summit. Usually, the Minister of Education presents the award. The presentation by the Minister of Education emphasises its significance. The awards should raise awareness on the school level and beyond. Thus, regional and national media coverage is critical.
Main target groups for nominations are teachers at the primary and secondary level. Another group of stakeholders in the Entrepreneurship Educator of the Year award are those who are engaged in entrepreneurship education, such as business coaches.

Activities
Teachers are key multipliers, if it is to strengthen the initiative and entrepreneurial spirit of children and young people in the school environment. Since there are already a number of initiatives, competitions and awards for pupils, teachers should be appreciated as well. Thus, the award honours their commitment and at the same time presents their ideas and projects to the public. The areas in which the awarded persons are active are as follows:
• Learning occasions: The first areas are learning activities and learning processes with children and young people. Here there might be “fix-starters”; teachers whose classes and pupils achieve a gold medal at the Next Generation Competition or at Euro-Skills, a competition in vocational education involving an entrepreneurship-category, and automatically receive the award in recognition of their mentoring.
• Organisational work: Doing organisational work at the school level and developing a school concept in the area of entrepreneurship. Here it is not enough that one promotes the already existing e.e.si. school concept, but that one creates innovative priorities. For example, one school received an award for organising a one-day-per-week free time, in which pupils can choose specific areas of learning in order to further develop certain strengths and potentials. For this purpose, the normal regular lessons were shortened by 5 minutes, which created an additional day per week. Besides, stakeholders could also become recognised in this area, if they develop innovative offerings which have been integrated into the school system or organise festivals.
• Teachers as multipliers: The third area is teacher training and continuing development, in which teachers are inspired and innovative offerings are set. Also included here are the committed and engaged activities of stakeholders.
Most of the awarded activities are in secondary education because entrepreneurship education has systematically been implemented there from the beginning. Meanwhile, there are also a number of awards in primary education, mostly running under categories like “self-efficacy” or “empowering every child” and following the tradition of emancipatory entrepreneurship education approaches. There are also extracurricular activities, such as an evaluation approach in which models of self-assessment and peer-assessment were developed for the evaluation of key competencies of lifelong learning, including entrepreneurship competences. This was done by a group of teachers on their own initiative, without being linked to any teaching subject.
The award is mainly a symbolic certification and it includes no money. Winners normally receive a voucher for a breakfast for two, which symbolically should stress the significance of close relationships, partnerships or friendships, who often suffer from the intense workload of the awarded persons in terms of less quality time together.

Breaking barriers for impact
In terms of challenges, they are related two main themes, awareness and attention. One challenge lies in the overarching awareness of the topic, which should be sharpened by the award. In Austria, not all federal states are committed to the same extent to entrepreneurship education, some are still relatively “far away”. Entrepreneurship education can be promoted, among others, by school boards (in Austria “education directorates”). In Vienna, for example, there is currently an education director who has taught entrepreneurship himself and thus promotes the topic. The other challenge is media attention. It would be beneficial if teachers, pupils, parents, principals and other stakeholders could read about the award or other entrepreneurship education-activities in the newspaper, but unfortunately there are reservations on the part of most media representatives for competitions and festivals from the education sector. “I know some editors-in-chief really well,” says Lindner, “and when I say to them, ‘Well, wouldn’t that be a nice story for you?’ they say, ‘Education issues are politics – and we only do critical reporting here. Anything that is positive reporting in that area is paid for. And if you can pay for it, I will be happy to put you in touch with the marketing department, and then we will do it.’” So, education has a tough standing in that regard and gets less media attention thanother topics such as sports, also receive “positive coverage”.
In overcoming challenges, next to school boards which can promote the award, an important supporting factor is the directors at the school. They are usually present at the ceremony and thus show the awarded teachers their support. In addition, most of them proudly communicate the award to the outside world, for example in the directors’ association. Furthermore, more ambivalent than in the case of the directors might be the situation when it comes to the colleges of the awarded teachers. There is sometimes a peculiar form of jealousy among teachers. “At some schools not at all, but at others very much so,” says Lindner. “I can imagine that some teachers do not want to make a big deal about it at their own school, because they are afraid that they won’t get good feedback.” At other sites, however, the whole school throws a party. One can only wish that something like this happens more often in the spirit of celebration culture. After all, Lindner says, among teachers in particular, the celebration culture “certainly still has room for improvement.”
In terms of immediate impacts, schools whose teachers win an award can consider it as an important confirmation of their activities and orientation. Another rather general impact is the image of teachers. Positive examples of activities and personalities are opposed to the conventional stereotypes and thus can positively change the public teacher image. Nevertheless, the award remains the easiest to communicate to the target group of teachers and is well known – “at least among those teachers who are open to the field of entrepreneurship.”
Among the awards that have made a particularly lasting impression, Lindner cites two examples: One is a teacher who, when presented the award, openly admitted how sceptical she was in the very beginning, and thus said: “Well, when it started at our school with entrepreneurship, I didn’t know what to do with it at all. I just thought, another new thing, and anyway, do we really need this?” But over time she saw how the pupils grew and suddenly teaching became much easier.
Another example, a teacher who had made it clear from the beginning that she was “unionised through and through”, but gradually learned how in the entrepreneurship education, both sides, employer and employee, “go together” really well. What is more, for this particular teacher, it was four years before her retirement and thus it was a real push that allowed her to experience something new and exciting.
According to Lindner, the award is a symbol for the need of more celebration culture in education, especially among teachers. The role model for this can be sports, where it is always honoured when someone works continuously on something and then achieves success. Even if this should fail to materialise. Since this is about appreciation and recognition, the development of our personality depends on it. Moreover, it also has something to do with a locomotive function, because the next generation of pupils (and teachers) may then say, “Well, what they can do, we can do too!”

Coordinator of project/initiative:
Johannes Lindner
Website
https://www.ifte.at/educatoroftheyear

Image credit: IFTE

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History of the initiative
The initiative was at first launched in school year 2019-20 and one full cycle of workshops was organised. The idea for Entrepreneurship Academy emerged from previous initiatives co-ordinated by Mr Dawid Szczepankiewicz and Jasło Business Association and co-financed by the National Bank of Poland. These include the Youngsters and Entrepreneurship initiative (Młodzież i Przedsiębiorczość), which was first established in 2017 as a response to the exodus of young people from the area of Jasło to bigger cities in Poland or abroad. Local entrepreneurs realised there was a drain of young people who could potentially work at local businesses or factories, but they preferred to leave the city instead. Although the entrepreneurs were aware of the process, they had no idea how to stop it and they were not able to establish effective collaboration with local schools who had different visions concerning future of the young people.
For that reason, and as a response to those needs presented, Jasło Business Association launched the Youngsters and Entrepreneurship initiative for primary school students, with special engagement of Dawid, and financial help from the National Bank of Poland (as part of their Economic Education programme) and the City of Jasło. The initiative comprised entrepreneurship-related workshops (elements of public relations and economics, legal aspects of managing companies, entrepreneurship education), visits at local companies and factories, visits to the National Bank of Poland, to the Kopernik Science Centre in Warsaw and to Polish parliament (Sejm RP). What is more, a competition concerning interesting business ideas was organised and students were involved in Oxford debates during which they discussed current situation of young people in the local business market. When the youngsters were graduating from local primary schools they were asking for the continuation of the initiative and that gave rise to Entrepreneurship Academy which targets secondary school students.
Organisers of the Entrepreneurship Academy were also organisers of previous entrepreneurship-oriented initiatives whose participants wanted to further develop entrepreneurship-related skills. Previous initiatives were aimed at primary school students; when those students graduated and started secondary school, they would ask about similar initiatives and they willingly enrolled to Entrepreneurship Academy. Furthermore, the school that organisers of the initiative co-operated with made other students aware of the possibility of enrolment.
Entrepreneurship Academy actively seeks out synergies with local administration and local companies to discuss aspects that need to be elaborated on during workshops, they identify current gaps in the job market and opportunities for development in general. Local entrepreneurs, teachers, local administration and the local community in general are stakeholders in the initiative, as they strongly benefit from the economic development of young inhabitants. Even at the level of secondary school, many students tend to move to bigger cities, even though Jasło offers nice opportunities for secondary education and therefore it is extremely important to encourage students to stay there.
Entrepreneurship Academy operates in a local environment that is favourable for the implementation of activities fostering entrepreneurship-related development of young people. Local entrepreneurs, schools and local authorities see a need for educating students in order to meet the challenges of the contemporary job market, especially in the area (district) of Jasło in order to show young people that it is possible to stay there for life and still find a business niche to fill.

Aims and objectives
The goals of the Entrepreneurship Academy are connected with development of entrepreneurship-related skills and competencies among secondary school students. Students are given chance to develop entrepreneurship-related skills and to learn how to set up one’s own business. Activities involve group and individual work in person.

Activities and learning outcomes
Participants are given opportunity to talk to various businesspeople and they can design individual development pathway. They talk to the consultants about business ideas, career development, etc. There were also workshops offered in order to show participants how business works, how to be entrepreneurial and what possibilities of development they had in their local area. Methods of learning include discussions, brainstorming, workshops, case studies, individual meetings and consultancy. These are delivered through the following activities:
• Workshops in the area of entrepreneurship (on the personal and professional level), public relations, economics and finances and legal aspects of business that helped students understand basic economy-related mechanisms.
• Visits at local companies in order to understand how work is organised at given sectors, what the needs of local businesses are and which areas of expertise are being looked for. This, in turn, gave them the chance to choose their future profession in accordance with the needs of the local job market and this way strengthen their chances of getting a good job after graduating from school or, later, from university.
• Visits at National Bank of Poland where students learn about the history of money and Polish monetary system, the functioning of the Central Bank and they were instructed on how to check the authenticity of banknotes in general circulation.
• Meetings with local entrepreneurs once a month, where students have an opportunity to meet a local entrepreneur who told them about the specificity of his/her work, the specificity of a given business sector and challenges and opportunities associated with it. Students could ask questions and they had the opportunity to learn more about local businesses and find niches which they could fill in the future, after graduation. They also could get feedback concerning their business ideas and their future professional development plans.
• Visits at universities in Rzeszów, which is the closest university city and the most popular target of inhabitants of Jasło and its area who want to study at university: students visited two universities located in Rzeszów (University of Rzeszów and Technical University of Rzeszów) to see the potential of local higher education institutions, to visit their career offices and to learn about current educational offers of those universities.
• Open Space Debate, an open debate of students, teachers, school management, local government and entrepreneurs concerning the local business and labour market from the perspective of the youth. Students participating in the project will moderate the debate. Due to the COVID-19 pandemic the debate could not be organised, but it will be organised after the pandemic.
Breaking barriers for impact
The barriers that initially made the collaboration difficult were the lack of understanding and communication between teachers and entrepreneurs as they blamed each other for the brain drain in the city. As well as the lack of ideas of what to do to get young people stay to in their hometown and boost its economy.
Initially some teachers showed resistance to make it possible for business trainers to use their lesson time to carry out workshops and organise meetings with entrepreneurs. The problem was solved in such a way that some workshops were offered as part of certain school subjects and others during students’ free time (e.g. Saturdays).
Other barriers included too many extra-curricular activities available for students and, as a result, students and their parents were at a loss which activity is really valuable and competence-building. At times of widespread digitalisation and mobility of information and data, contemporary students who do not know any other reality, think that all opportunities surrounding them will be available forever. This meant extra effort of the Entrepreneurship Academy organisers to recruit students at the initial stage. The initiative was also co-financed by the National Bank of Poland when it started, but now Entrepreneurship Academy is currently not receiving any funding as it was financed only for one year (2019-20). The initiative is suspended for now (also because of the pandemic), but there are plans to launch it once again.
These barriers were overcome by the determination of the initiator of the project and by consensus reached by school and business environments. The engagement of the organisers (Jasło Business Association) and especially Dawid, who came up with the idea of the project, found schools and teachers open for such co-operation and the quality of workshops made students motivated and interested. The openness of some school authorities and local entrepreneurs who integrated their knowledge and efforts made it possible to create the idea of Entrepreneurship Academy. Furthermore, the joint vision of local entrepreneurs, organisers and school authorities that was a result of long talks and great efforts of the initiators and trainers (Mr Dawid Szczepankiewicz and Ms Magdalena Walczyk-Szczepankiewicz) and Jasło Business Association enabled the launch and development of the activities of Entrepreneurship Academy.
Other supporting factors include the commitment of the National Bank of Poland, and the motivation of participating students. The National Bank of Poland, due to its recognisability, encouraged students to enrol and businesspeople to actively contribute. The professional attitudes and engagement of organisers to offer interesting content of workshops and the general vision of the initiative and great efforts and creativity of trainers to offer interesting workshops for students.
In terms of impact, Entrepreneurship Academy supported local community of people living in Jasło city or in neighbouring towns by offering development opportunities of young people who may find future employment in the area of their residence and this way do not need to move and build their life from scratch somewhere else, in a bigger city in Poland or abroad. At the same time, it helped the local business environment as it developed young people in areas that local entrepreneurs find crucial and necessary for their businesses to flourish. The activities of the Academy brought entrepreneurs, schoolteachers and authorities, local administration and citizens closer together and helped them set common goals aimed at improving their daily life quality.

Co-ordinator
Dawid Szczepankiewicz
dszczepankiewicz@onet.eu

Website:
http://jsp.org.pl/

Social media / relevant online channels:
https://www.youtube.com/channel/UCeJoWCx-1XpeBGSbxc2PPgw

https://www.facebook.com/jasielskie.stowarzyszenie.przedsiebiorcow

Image credit: Entrepreneurship Academy

History of the initiative
Founded in 1937, the University of Economics in Katowice is public university based in Katowice, Poland. The university is the biggest and oldest business school in the region and considered one of the top universities in Poland. The university hosts studies at Bachelor, Master, Doctoral and Post-diploma levels in four of studies field: Finance, Economics, Informatics and Communication and Management.
As a local activist, University of Economics in Katowice’s Bartłomiej Gabryś often visits schools where he organises entrepreneurship education-related workshops for students and teachers. Through this, Bartłomiej realised that many entrepreneurship education teachers only offer very theoretical knowledge to their students about entrepreneurship, such as how to set up one’s own company. However, they did not teach the process of developing a business idea, identifying market niches or how to look for information in today’s volatile business environment. These led Bartłomiej to try to meet the needs of teachers who wanted to teach entrepreneurship education in a modern way.
Bartłomiej and Professor Wojciech Dyduch, the former vice-Rector of the university, who also saw a need to treat entrepreneurship as a broader concept than just narrowly viewing it as regulations for managing a company. Professor Dyduch had the idea of preparing a cutting-edge postgraduate studies programme that would treat entrepreneurship education teaching in a complex way. Professor Dyduch also invited other four universities from various regions of Poland to build a consortium, and the project became big and attractive enough for National Bank of Poland to co-finance it.
Thus, the Entrepreneurship Education for Teachers programme was developed, with the studies co-financed by the National Bank of Poland. The main target group included in-service teachers and passive teachers who were not working at that time, provided they have master’s degrees in any subject. The was an enormous effort to make teachers aware of the studies, through personalised invitation letters which were sent to all schools in the Silesian voivodeship and the heads of those schools. Bartłomiej also made people aware of the initiative during various conference speeches and other initiatives he participated in. Apart from awareness raising, Professor Dyduch was able to source additional financing, thus, teachers paid only around one-sixth of the typical tuition fee that postgraduate students pay for the programme. Classes were also organised over weekends so that it did not interfere with teachers’ school activities.

Aims and objectives
The main goal of the initiative was to prepare participating teachers to teach entrepreneurship education in a practical way and allow them to show their students how to become a proactive member of society. The aim was also to equip teachers with the tools to teach students how to actively look for information and resources, organise their time effectively, come up with interesting business ideas, and make those ideas work in practice. Activities were performed in person and included group and individual work.
Activities and learning outcomes
Teachers were given chance to understand what entrepreneurship is, to develop entrepreneurship-related skills and ways of fostering these skills among their students. The teachers were not only offered interesting courses and meetings with experts on the subject, but were also able to download all the presentations, which were made freely available to be used as teaching aids.
The main content elements covered were entrepreneurship-related content and teaching methodology-related content. All the different types of classes had defined practical teaching efforts and learning outcomes which had to be met; for instance, after a class related to preparing business plans, participants had to prepare a business plan. Thus, participants learnt practical skills which could later help them become better entrepreneurship education teachers. At the end of the programme participants defended their theses and took the final examination during which they were asked to discuss entrepreneurship-related questions concerning the classes they participated in, their teaching internship and their theses. Also, after each class, the participants had a task to do, which was often a practical task.
The courses proposed as part of Entrepreneurship Education for Teachers postgraduate studies are presented below:
• Classes which were conducted in an interactive way and the issues addressed were carefully selected on the basis of a needs analysis.
• Workshops which made it possible for students to see how certain mechanisms or teaching techniques work in practice.
• Lectures in their classic form were kept to a minimum, but those lectures that were delivered, were done so by individuals who were able to share know-how with the students in the mechanisms of economy, the needs of young people with relation to entrepreneurship-related knowledge and modern methods of entrepreneurship education teaching.
• A diploma seminar where participants were given the opportunity to do their own research in entrepreneurship education-related areas. Their diploma works were double reviewed, so high quality documents could be shared amongst the participants and thus interesting material that could be used during their own teaching was developed.
• Teaching internships where students had to practice teaching entrepreneurship education at schools and the aim was not only to practice teaching, but also to see if their newly-gained knowledge could be used to teach entrepreneurship education in an improved, more practical way.

Breaking barriers for impact
There were three main challenges that the organisers had to face before launching the studies. The first barrier related to financing – the organisers were aware that target students may not have been able to pay the tuition fee as teachers in Poland often are underpaid and even paying the fee for cheapest postgraduate studies may be a challenge for them. Thus, external financial sources had to be located. This challenge was overcome after securing funding from the National Bank of Poland.
The next barrier concerned getting to the right target group. The organisers assumed that many teachers may not even look for postgraduate education opportunities due to their financial condition. What is more, in order to participate in the programme of the National Bank of Poland, organisers had to recruit around 50 students. Therefore, the study offer was presented during various conferences for teachers and, personalised invitations were sent to all public schools and their heads in Silesian voivodeship.
Lastly, only one cycle of the programme was co-financed, as the regulations concerning support for such initiatives by the National Bank of Poland changed and the studies were offered a higher price. Thus, the programme could not be afforded by teachers and further iterations of the programme were not undertaken. The organisers hope to continue the programme in the future.
The determination and vision of the main organiser who came up with the study idea, prepared programme and selected the best teachers were the main supporting factors that helped overcome many obstacles. The help of Professor Dyduch in finding external financial support and in building consortium with other Polish universities, was a large supporting factor. The commitment of National Bank of Poland which not only co-financed the initiative, but also, due to its recognisability, encouraged students to enrol and businesspeople to contribute as presenters of the course. In the organisation of the programme, the huge financial support of the National Bank of Poland and the expertise of University of Economics in Katowice in managing such initiatives, gave students many additional incentives. For instance, administrative support during and after classes.
The graduated participants still work as teachers and despite the recent crisis they did not lose their jobs. Some graduated participants became social activists inspiring other teachers, students and other underpaid groups to develop themselves. Many Polish teachers need to teach more than one subject at more than one school to support themselves financially. Taking into consideration the economic situation of some teachers in Poland it was great opportunity for the teachers participating. The Entrepreneurship Education for Teachers postgraduate programme created opportunities for extra sources of income and better job security as participants could teach entrepreneurship education as another subject. Students also benefit from the emphasis on practical entrepreneurial skills in the classroom. As for the University of Economics in Katowice, the co-operation with National Bank of Poland and the success of the programme added to its prestige.

Featured image by Bartłomiej Gabryś

History of the initiative
The objective of the Doctoral School of Education at the University of Szeged is to prepare students for engaging in a wide spectrum of research activities related to learning and instruction, for applying a plethora of research methods, and for studying the social, economic and historical conditions of schooling. The course has no previous educational traditions, and the first time it was organised was in 2020. The PhD course took place in a total of 15 hours duration, on three occasions in November and December 2020.
The direct antecedents of the course go back to a European Union funded project carried out in co-operation with selected primary schools in six countries. It is important to extend the general approach and the results achieved in a broader context, too. The international students who are learning at the Doctoral School are properly fit to this purpose. The organiser of the background project underlines that the general methodology was developed at the Eötvös Loránd University (ELTE) after which the PhD course was organised by University of Szeged (USz).
The main target group of the initiative is the international PhD students in the field of Education Sciences. At the PhD level students/participants are highly motivated to learn and the range of the students’ future workplaces is wide and may vary from higher education institutes, universities, research centres, to primary and secondary schools.

Aims and objectives
The main goal of the course is to help the students to understand the relationship between entrepreneurial competence, sustainability, and civic education. By thinking in this framework, they can embed this approach into any further developmental programme (i.e. into their everyday teaching practice, subject-related activities). An additional aim is forming attitudes based on students’ own experiences, prior knowledge in the field of entrepreneurship education and education for sustainability.
Activities and learning outcomes
The programme is an elective seminar course in English for international PhD students at the Doctoral School of Education (3×5 hours) in the Autumn 2020/2021 semester. In the Doctoral School the students select the preferred courses from the elective courses list first, then sign up for the planned courses. There are between 8-12 participants in each cycle and individual and group work are frequently used work forms. Its realisation is based on analogue (face-to-face) methods but the course is adaptable to a digital environment as well.
To achieve these aims, the main content elements covered in the course include:
• Entrepreneurial culture and their interdisciplinary connections.
• Social entrepreneurship.
• Developing social entrepreneurship competences as a part of social-emotional education (SEL).
• Teaching and learning with student-orientated strategy, project-oriented- and challenge-based learning.
• Educational models and frameworks of developing entrepreneurial competencies for all kinds of schools, teaching-learning forms and in different subjects.
• Planning and managing learning projects and situations at different level of education based on the Youth Start/UKids framework.
The course is based on a usable pedagogical innovation in everyday school practice applying the challenge-based methodology with existing materials and tools to develop children’s social-emotional skills.
The students examine the theoretical and practical basis of entrepreneurship education from different scientific viewpoints. International students analyse the curriculum of this area in their home country, explain the problems and possibilities for others. A flexible and transferable interdisciplinary learning programme with wide methodological tools is discussed for successful implementation of entrepreneurship competence at primary and secondary levels of education. Finding a suitable methodology and adapting it into the school practice and teacher-training programme of a given country is also an important part of the course.
Students are encouraged to make a connection between the acquired knowledge and the educational traditions of their home country; assess the presented teaching tools and create usable materials on their teaching area by adapting the pedagogical materials (class books, student activity books, animated videos, mindfulness exercises and non-violent communication exercises).
The main learning outputs produced in the PhD course are:
• course diaries from each student (documentations and reflections)
• challenge-based project plan (pair- or group work)
• short essay and presentation about the problems and (hypothetical) opportunities of entrepreneurship education at schools in their home country.
Students also receive credits and grades for completing the course. The grade includes a seminar activity, a power-point presentation and a compilation of a project plan.

Breaking barriers for impact
On a policy and systematic level, the educators’ methodological and conceptual freedom allows for the successful implementation of the initiative. On the other hand, a supportive atmosphere and hosting of a professional community, as well as a commitment to the topic and the building a supportive network or community support success on an organisational and individual level, respectively.
Finally, one of the most important results of the most important results of the course is sensitisation: the elements of entrepreneurial competence are incorporated into students’ everyday thinking, they can apply them in their everyday lives, or they can transfer and extend them to another project. An interesting observation from the course was that international students have more positive view of entrepreneurship. It was also a fantastic that they think women today should also do business and be an entrepreneur. This bodes well for the future of entrepreneurship education, and entrepreneurship in general.

Co-ordinator of project/initiative:
Dr M. Hercz
https://pak.elte.hu/Ukids
http://www.youthstart.eu/en/terms/
https://u-szeged.hu/doctoral/education-phd?folderID=20702&folderID=20702&objectParentFolderId=20702
Social media / relevant online channels:
https://www.youtube.com/channel/UChLwMCmS6WBrUKnnenY4uHA
Publications, resources, course material
• Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., Sim, J. B.-Y. (eds.). Taking action for change: Educating for youth civic engagement and activism. York: University of York
• Hercz, M., Pozsonyi, F. & Takács, N. 2020. Supporting a Sustainable Way of Life-long Learning in the Frame of Challenge-based Learning. Discourse and Communication for Sustainable Education
• Lindner, J. (2018). Entrepreneurship education for a sustainable future. Discourse and Communication for Sustainable Education, 9(1), 115–127.

Featured image by University of Szeged

Disclosure: EntreCompEdu is a European Union-wide projects, with its coordinator residing in Wales, United Kingdom.

History of the initiative
The EntreCompEdu project is facilitated by a consortium of non-profit associations, schools networks, higher education institutions, businesses and an EU business network. Partners in the consortium include the University of Wales Trinity Saint David, Bantani Education, Go Antwerpen, Innogate to Europe, LUT University, MateraHub, Me Analytics, NCDIEL, and European Business Summit. A partnership with the University of Valparaiso in Chile has seen the programme already expanded to more countries across South America and the Caribbean. EntreCompEdu is co-funded by the Erasmus+ Programme of the European Union. The project was developed as a complement to the European Commission’s Entrepreneurship Competence Framework, EntreComp.
EntreCompEdu aims to support teachers to develop the knowledge, skills and confidence to develop the EntreComp competences through their own teaching. The project targets practicing teachers in its aim to “inform and transform teaching in the field of entrepreneurial education.” The consortium saw the need to reduce the discrepancies between the skills that education systems were delivering in schools and the requirements of society. Furthermore, certain important skills, such as those obtained through entrepreneurial learning are oftentimes considered less important than other subjects, despite fostering engagement, citizenship, social cohesion and employability.
To support teachers in their endeavours, EntreCompEdu provides a collection of training modules. Through its educational offerings, EntreCompEdu aspires to offer all primary and secondary school teachers, as well as vocational teachers, a valuable resource for fostering an entrepreneurial mindset. EntreCompEdu aims to empower teachers to use their skills in new ways and take advantage of their strengths to improve the school curriculum to the benefit of students. The consortium looks to influence policy and practice with regards to the professionalisation of teachers and school management and develop the capacity of teachers to deliver entrepreneurial competences through their teaching. EntreCompEdu was created based around six broad areas of competence, with reference to best pedagogical practices both in general and in entrepreneurship:
• Professional knowledge and understanding of entrepreneurial education.
• Planning and organising entrepreneurial education.
• Teaching and training for entrepreneurial education.
• Assessment for entrepreneurial education.
• Professional learning and development.

Activities and learning outcomes
EntreCompEdu’s training modules include practical ideas and suggestions for teachers. The modules are free to be accessed online, so that teachers can have accessible resources to develop their entrepreneurial education skills. The modules are currently available in English, Spanish, Macedonian, Welsh, Italian, Dutch and Finnish. Teachers will learn through practical teaching activities in real-life situations, creating an empowering learning environment, and encouraging self-awareness. The course is tailored to each participating teacher, as the self-assessment tool determines the teacher’s current entrepreneurship teaching skills and identifies areas for improvement. At the end of the course participating teachers are awarded a certificate and a digital badge which recognises them as an EntreCompEdu Teacher Pioneer.
The six pedagogical principles underpin the EntreCompEdu programme and guide teachers in their practice and encouraging learners to:
1. Think creatively through asking questions, being adaptable to different ideas and solutions and using observational techniques, such as “slow looking”, which can help learners spot opportunities.
2. Look to the real-world for inspiration through seeking out opportunities to add value and to develop and apply entrepreneurial competences. When learners explore authentic problems, they are likely to work harder and engage in deeper thinking.
3. Promote collaboration with a clear purpose both in and beyond the classroom.
4. Create something of value for others, where the value does not have to be financial.
5. Stimulate ongoing reflection about success and lack thereof, as well as flexible thinking and learning from experience. Teachers can also model reflection by thinking aloud and being open about their own learning experiences.
6. Make entrepreneurial learning visible through developing clear learning goals, but also being open to the unexpected.
Further outputs of EntreCompEdu include the Professional Skills Framework which details how teachers can make their teaching more entrepreneurial and innovative. The framework touches on teachers’ professional knowledge and understanding of entrepreneurial education, planning, teaching and training, assessment and professional learning. This framework underpins the design of the training modules.

Disclosure: this course is European Union-wide initiative with its coordinator residing in Florence, Italy.

History of the initiative
The Europass Teacher Academy is the largest provider of Erasmus+ KA1 Teacher Training courses in Europe. The Academy currently has a number of permanent locations across Europe, including Cluj-Napoca, Berlin, Tenerife and Florence, and roughly 50 collaborators and over 25 courses starting each month. More than 20 000 teachers, administrators and support staff have been trained by the Academy over the last 10 years. Throughout the courses, participants are able to expand their networks and potentially start up new projects. Courses provided by the academy are geared toward innovation, well-being and the arts, with a focus on 21st century skills.
The Academy originally worked with teachers as a means of disseminating European partnership project results, and exchanging creative and innovative teaching methods. Hereafter, the idea of offering the results of their projects as courses for teachers was taken up. Today, many teachers with Erasmus grants, especially primary and secondary teachers, take part in the courses that are offered.
Focussed on continued professional development, the Academy looks to support modern teachers, as they face unprecedented challenges, but also opportunities. The courses that the Academy provides aims to help keep teachers up-to-date, adaptable, and motivated. Entrepreneurial skills are more relevant today than ever before, and thus these skills are essential for teachers to have themselves before they can teach them to their students. Initially it was difficult to find teachers that were interested in a course with entrepreneurship as the focus, so it was offered as a course related to technology for entrepreneurship. This course was later amended and a course on entrepreneurship itself was created: Entrepreneurial Tools and Competencies for Teachers and their Students.
The main target group of the course is teachers and school staff at varying levels. However, it is mostly primary and secondary school teachers, as well as teacher trainers, headteachers, principals and school managers.

Aims and objectives
The main foci of the Entrepreneurial Tools and Competencies for Teachers and their Students course are the development of entrepreneurial skills for teachers, as well as equipping teachers with knowledge and tools to develop their students’ entrepreneurial skills. With these skills that teachers will learn and impart, students will be better prepared for the future. The course puts emphasis on developing teachers’ entrepreneurial skills and empowers them with methods and tools to give this knowledge further to their students.

Activities and learning outcomes
Participants attend a one-week intensive course which is made up of lectures, workshops and project presentations. The course is organised monthly and can be given both online and in person and currently a blended learning approach is being implemented and tested. It is possible for schools to have the Academy provide courses to their staff members on the topic of entrepreneurship, and tailor-made courses can be arranged. Learning methods include project-based learning and cross-curricular activities.
The course is very practical and when held in person, participants travel to one of the cities hosting the course and meet with other participants. The creation of networks amongst the participants is encouraged. At the end of the course, to gauge the progress of the participants, feedback and discussion is facilitated. A flipped classroom approach is also being taken, where participants study the course material before class so that class time can be used for practical work and meaningful discussion. The course aims to inform participants in:
• The characteristics of successful entrepreneurs.
• Techniques, tips and methods to increase the entrepreneurial skills of their students.
• Project-based learning and how to apply it to their classes to develop the entrepreneurial skills of students.
• Creating a basic business plan.
• Different tools to build a brand and promote a project.
• Budgeting for a business/project and ways of starting it up and attract funds to boost it.
Participants leave the course with a certificate of attendance, and new materials and methods that can be implemented in their classrooms. Students that are taught by the teachers participating in the course will benefit from the increased knowledge and skills that the teachers will gain. After completion of the course, it is hoped that the teachers encourage and influence their students to adopt an entrepreneurial mindset and outlook.

Breaking barriers for impact
The main barrier to participation in the course is that teachers may not see the value in entrepreneurship education and not be able to fit it into their strict curricula. Therefore, they do not take part in the course.
However, to overcome this barrier, school management personnel that are proactive in entrepreneurship education often support teachers in their professional development around the subject. These schools also give teachers the space to enhance their curricula with entrepreneurial subjects. On a political level, when entrepreneurship education is given priority, this encourages teachers to learn these entrepreneurial skills themselves and teach them in the classroom as well. When entrepreneurship education is prioritised, anywhere from regional to international levels, teachers may receive grants from institutions, like the European Commission for example, to take part in such courses, which support the further development of initiatives that teach these skills.
Looking to the future, it is important that entrepreneurship be given more priority at a political level so that teachers will include it in their skillsets. More funding for schools and teachers would be beneficial to encourage the uptake of entrepreneurial skills.



Disclosure: EIPTE is an European Union-wide project, with its project coordinator residing in Antwerpen, Belgium.

History of the initiative
Entrepreneurship in Initial Primary Teacher Education (EIPTE), is a strategic partnership between eight European institutions: six higher education institutions, one science centre and a
foundation. The project is funded as part of the Erasmus+ Programme of the European Union and carried out in co-operation with the German Academic Exchange Service (DAAD). The overall objective of EIPTE is to encourage higher education institutions to implement entrepreneurship education and/or enhance the quality of entrepreneurship education in their initial primary teacher education.
EIPTE is based on the following definition of entrepreneurship education: “Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social”. Therefore, the main outcome of the project is a toolbox for initial primary teacher education within higher education institutions. The
toolbox has been translated into a number of languages and consists of both national and European learning resources. The toolbox is complemented by the new materials developed during the project lifetime. Further intellectual outputs, consisting of nine additional 14 resources, aim to improve or implement entrepreneurship education in initial primary teacher education at
various levels.

Activities and learning outcomes
Numerous outputs were produced and made freely available on the EIPTE website. These outputs included the Toolbox for Entrepreneurship in Initial Primary Teacher Education, consisting of
earning activities that can be applied and adapted for different institutional requirements. The toolbox addresses background analysis, programme development and evaluation, followed by entrepreneurship education management and learning activities. Tools are categorised as methodology, educators’ book, workbook, resources platform, sets of activities, training courses and research papers. Furthermore, within the toolbox there are: a self-evaluation tool which allows in-service primary school teachers to evaluate their entrepreneurship competences, profiles of universities which are experienced in entrepreneurship education in ITE and useful multimedia materials. Guidelines for the use of the toolbox are provided to aid in the adaptation of tools to
the individual context.

Taking a practical approach, each partner country arranged one Intensive Programme week for ITE students. Each partner’s event had a different theme. An example of such a theme, the learning outcomes of the event in Roskilde, Denmark were as follows:
• Having theoretical knowledge on entrepreneurship in a pedagogical context.
• Be able to develop, design, practise and evaluate cycles of lessons that involve entrepreneurship.
• Be able to support and integrate entrepreneurial competences in their daily teaching practise enabling a dual focus (curriculum and entrepreneurship education) through didactical thinking and reflected methodology.
• Will be able to think critically and reflect on teaching practise in regard to entrepreneurship.

While at the event in Vilnius, Lithuania students learned about creativity, innovation, financial literacy, sustainable development and social responsibility, communication. Another output of EIPTE is an entrepreneurship education framework for higher education institutions with initial primary teacher education. The framework looks into existing entrepreneurship education practices and what is required for their implementation in primary school ITE. The framework further defines what entrepreneurship education knowledge and skills are required for education students.

In closing, the EIPTE project has produced a number of useful resources for both teacher trainers and preservice teachers at higher education institutions.

The European Union (EU), through its Higher Education Agenda, has identified entrepreneurship education as a top priority for the years to come (EC 2017; 2019). Entrepreneurial competencies, such as curiosity, creativity and many more, are believed to be ‘decisive for lifelong learning’ and for the survival of our prosperous economy (EC 2017). If taught from a very young age, entrepreneurial skills will enable our future leaders to be more innovative and productive in the social, private, and public sectors. Nonetheless, the understanding of entrepreneurship education (EE) remains limited even amongst teachers themselves and several EU governments have failed to promote policy that favours the teaching of EE in Initial Teacher Education (ITE).
With this premise, the Erasmus+ funded project Young Entrepreneurial Teachers Initiative (YETI) is launched to tackle these issues and to empower the first cohort of ITE students to teach entrepreneurial skills to their (future) pupils. YETI is a follow-up project of the Partnership for Initial Entrepreneurship Teacher Education (PIETE) that has the goal to raise awareness about EE amongst ITE educators.

YETI partners have set several objectives within the project:
• To empirically assess the terminological and conceptual understanding of EE among ITE students.
• To raise awareness for the educational benefits of EE among ITE students.
• To acquaint ITE students with entrepreneurial intervention methods, profile their entrepreneurial competence portfolio and enable them to integrate elements of EE into their practical teaching.
• To help teacher candidates to translate gained EE knowledge from rather simulative university contexts into actual classroom environments at an early stage of their teaching career.
• To showcase actual EE interventions of students to inspire other European ITE stakeholder.
• To enhance the level of entrepreneurial learning interventions at the school level by embracing a new generation of well proficient entrepreneurial teachers.

As mentioned, YETI will primarily target ITE students. More specifically, the programme focusses on students that are going through their first teaching experience either through internships – “practicum” – or the in-service “induction” phase. The goal is to help them develop entrepreneurial intervention methods, as well as enabling them to integrate elements of EE in their teaching. In addition, the programme will also impact ITE educators that will prepare and supervise the (aspiring) teachers, and Higher Education Institutions (HEIs) and schools, with special regard to school leaders as they will be the ones evaluating and supervising the future teachers. Finally, throughout the YETI journey, we will produce a total of six outputs to support the target groups in the achievement of the goals and objectives abovementioned.

These include:
• A Teacher Pathway Report, which serves as a map of the different educational pathways undergone by aspiring teachers, from ITE to autonomous teaching.
• A Conceptual Screening Report that assesses the ITE students’ terminological and conceptual understanding of EE
• A Personal Entrepreneurial Canvas Model, aiming to raise awareness about the educational benefits of EE.
• A School Transfer Strategy Handbook that translates EE knowledge from a simulative university context into an actual classroom environment, pointing out the challenges of knowledge transfer from ITE to a classroom setting.
• An Entrepreneurial Education Hub to collect material, such as tools, activity ideas, lesson plans and more, and make them available globally to stimulate entrepreneurial teaching interventions.
• Lastly, an Intervention Showcase Collection that gathers 15+ successful cases of entrepreneurial learning interventions, that are part of curricular teaching in ITE (senior) students.

To conclude, the YETI project will have a lifelong impact on generations to come by teaching fundamental skills that will enable our future leaders to be more innovative and productive in their day-to-day life.

Authored by Mario Ceccarelli, UIIN.
YETI website can be accessed here: https://yetiproject.eu/

University of Bielsko-Biala (UBB)

Workshop 1 – Set-Up and Context

University of Bielsko-Biala first organized a short preliminary workshop whose purpose was to diagnose areas to be more thoroughly discussed during workshop 2. The workshop was organized according to the Workshop Type II. It was organized at UBB and employees of UEK were invited. The purpose of the workshops was to provide a platform for discussion concerning the understanding and role of entrepreneurship in ITE. Two workshops took place and their results are described below.
During this first workshop we checked if participants from ITE area were aware of the existence of EntreComp and of the broad definition of entrepreneurship.

Main Results – Workshop 1

The different understanding of entrepreneurship.
All participants from ITE area thought of the narrow definition of the entrepreneurship that related to business issues (such as setting up your own business, taxation issues, etc.)

Already existing entrepreneurial elements in ITE
Some competencies were present in teaching methodology courses and interpersonal communication courses. We were discussing how this presence was manifested, how it could be made more present. Participants stated that
students were “overloaded” (with too many lectures) and it would be difficult to fit more content into the courses. Next problem signalled was the lack of knowledge of ITE instructors with relation to EE area.

Workshop 2 – Set-Up and Context
The workshop was organised at University of Bielsko Biala , 7 academic teachers articipated (6 from University of Bielsko Biala and 1 from University of Economics in Katowice; the participants of workshop 2 were not the same as workshop 1 participants). All the participants from University of Bielsko-Biala teach pre-service teachers. They teach subjects directly related to teaching methodology or other subjects to teachers’ groups. The participants are dedicated educators who are motivated to make their teaching better every year and to prepare their students to become competent teachers after graduation. The workshop followed the structure of Worksho Type II (see above):
• Welcoming participants and warm-up exercises
• Introducing EntreComp
• Elaborating EE in ITE
• Introducing EE into ITE

Main Results – Workshop 2
Under this chapter the main results and opinions are introduced concerning the workshop. As a vivid discussion many of the followings were mentioned in different parts of the workshop but are now collected under the main topics for a better understanding.

Understanding of entrepreneurship
• Think what comes to your mind when you hear/see the word „Entrepreneurship” – write down the first association and compare with the answer of the person sitting to your left. Discuss.
o Most common answers: business-related knowledge, qualities of a smart person, ability to organise things, PIETE project
• What does it mean to be entrepreneurial nowadays? Think about three signs – discuss with a person sitting to your right.
o Most common answers: to live well-balanced life, not to waste your chance when it emerges, ability to earn money, ability to work with your resources (money, time, etc.), being able to manage your business.
• How entrepreneurial are you? (Group discussion)
o Participants came to a conclusion that Polish people are quite entrepreneurial and it might be their post-communist heritage – in the past, during communist times, people had to be very resourceful in order to organise things for themselves and they stayed like that although they probably wouldn’t call it entrepreneurship, but rather resourcefulness.
• Is there a common definition/understanding of entrepreneurship in the group?
o The participants agreed that entrepreneurship is something more than businessrelated knowledge although they are aware that many people including our ITE students associate it mainly with business. We tried to translate it into Polish to give its full, broad meaning and not only literal translation of the word „entrepreneurship”. We came up with a term „resourcefulness”. In the Polish language it contains the broadly understood entrepreneurship-related skills.

Introducing EntreComp
• 4 people just heard about the term (because of the PIETE project).
• The EE Teaching Toolkit was introduced briefly
• The EntreComp Wheel was introduced regarding all the 15 competences

Elaborating EE in ITE
Group work methodology was used (similar to the Workshop Type I): There were 5 sheets of paper with a different sentence beginning on each one. Participants should choose one (blindly) and write as many endings as possible then present their ideas to other pairs. The most common answers are introduced below:

• EE should be implemented into ITE because…
o it should be integrated into all programmes to make people more entrepreneurial.
o a teacher needs to be entrepreneurial nowadays (organise resources, have good communication skills, be a good negotiator, manage time, etc.).
o it is one of the priorities of European Union and teachers should be globally oriented and have broad perspectives.

• It would be hard to implement EE into ITE because…
o course programmes are overloaded (to become a teacher of a given subject students need to study the subject itself and methodology and pedagogy of teaching it).
o students are not very motivated nowadays (as compared to 5 years ago).
o teachers are overloaded.
o teachers lack knowledge with relation to EE or EntreComp.
o teachers are not motivated to introduce additional element to their overloaded programmes.

• EE is already part of ITE curriculum, because…
o some of its components are implemented into the curriculum, for instance ethical and sustainable thinking (ethics in the work of a teacher – elaborated on at methodology classes by some teachers), creativity (methodology classes), motivation, mobilising resources.

• A good way of involving EE into ITE programmes would be…
o making ITE teachers aware of the broad sense of entrepreneurship, its importance, EntreComp components.
o motivating teachers to introduce EE into their ITE programmes (for instance offering some incentives).
o providing ITE teachers with some ready-made resources to be used during their teaching.

Introducing EE into ITE
Participants agreed that they will be more sensitive towards EE and components of EntreComp and will try to consciously spot which ones are already present in their courses. They will then try to implement more components if the time allows it. All agreed that the greatest challenge will probably be to make other ITE teachers (outside organisations which are PIETE partners) motivated enough to implement EE education elements into their teaching. The next step would be to think about some incentives for them. And, of course, they should be informed about the importance of EE education.

Implementation and further steps:

Entrepreneurship Education Capacity Building Compilation was put together as an essential asset of the PIETE project with the aim of helping fellow educators and HEI managers to foster the spread of entrepreneurship competences in initial teacher education. Based on 6 workshops and in-depth discussions with numerous pedagogic educators our main conclusion was that the intention exists, but the ignition is missing. Almost all of the educators who are dedicated towards raising the quality of ITE also acknowledged the importance of entrepreneurship competences and were willing to take further steps towards it. However, the main barriers were the lack of clear understanding of entrepreneurship competences and moreover the lack of practical tools how to foster it.
These conclusions underlined the basis of the PIETE project in general and the aim of this document. We are dedicated to providing this tool to all of those initial teacher educators who only need a spark to start real actions. This Compilation was put together with the clear intention of being practical, real-life based and easily implementable. However, even the best motivations can only have results if they meet with the intentions of their target group. Therefore, the fate of this document lies in your hands – if you are willing to take the next step.

As a Chinese proverb states:

“A journey of a thousand miles begins with a single step”

Management Center Innsbruck (MCI)

Workshop 1 – Set-Up and Context
This initial workshop was organized according to the Workshop Type I (see page 21) to provide a platform for further discussion about EE. The colleagues of MCI invited colleagues from Pädagogische Hochschule Tirol (PHT). At the beginning colleagues from MCI welcomed the participants and gave an overview of the Tandem Workshop and introduced the PIETE project, its activities and intended outputs. Afterwards, colleague from PHT introduced EntreComp wheel, emphasising its importance for the PIETE project, then explained the Austrian education system and the levels of ITE.
In a next step, our colleague from PHT gave an overview of EE in the existing ITE curricula. Finally, he presented EE in Austria so far and the status quo of EE for teachers in Austria, emphasising that entrepreneurship is already present in some curricula and so called ‘exercise companies’ in business-oriented schools. In Austria there is also the possibility for schools to get certified as Entrepreneurial School, where entrepreneurship activities are implemented holistically and with a long-term perspective in the everyday school life (40 certified schools out of 117 schools in Austria).

Next to this, there are several initiatives in Austria fostering EE such as the Initiative for Teaching Entrepreneurship (IFTE), the Entrepreneurial Education for School Innovation (e.e.s.i.) or JA Junior Achievement Austria. Furthermore, there are special programmes and possibilities for schools and students on entrepreneurship such as the Youth Start Entrepreneurial Challenges, the Junior Company Initiative (students from 15 to 19 years old can found a real company), the Entrepreneur License (organised by the Austrian Chamber of Commerce, the Global Entrepreneurship Week and Entrepreneurship Summit). At university level, a university study programme called Business Education exists.
Finally, there are some programmes and events for teachers such as Teachers in Business, the Kitzbühler Summer University for Entrepreneurship or the Entrepreneurship Competence Passport for teachers. The participants of the PIETE Tandem Workshop split into three brainstorming groups and discussed the following questions:

Actors and structures:
1) Where do you see hurdles and problems for EE in the ITE?
2) What would have to be changed?

Content and visions:
1) What does it take to be able to offer and impart EE in ITE in a competent and applicationoriented manner?
2) Which EE content would be useful or desirable in ITE?
Participants presented their outputs with flipcharts or in a PPT format. A short discussion and summary of the main outcomes followed. At the end of the PIETE Tandem Workshop the participants were asked to have a look on the PIETE survey and to give feedback on it within the next days.

Main Results – Workshop 1

Many ideas and opinions were mentioned during the tandem workshop. Here we grouped them into categories.

Issues and challenges for the integration of EE in ITE:
• Absence of a mutual understanding of EE on the Initial Teacher Educators Level
− EE is not self-explanatory; many different perceptions and standpoints of EE exist, which vary among individuals.
− What is the point of reference for defining EE? Do we go with the definition inside EntreComp? The OECD Learning Compass? How do we decide what is most suitable and reasonable for what we want to achieve?
− Some teachers see it as important and already integrate it in their existing lectures; others again, are missing the understanding why it should be important to them at all, and why they should be affected in the first place
– they do not see the relevance of EE to be integrated in every discipline taught.
• Inflexible structures
− The whole system is characterized by little flexibility and political dependency (Governmental Department of Education, internal organizational structures, etc.).
• Referring to EntreComp, some competences might be more easily transmitted than others. Participants differentiate between implicit and explicit competences, whereas explicit competences might be easier to teach and to be obtained from students (e.g. planning), than implicit competences (e.g. creativity).
• We need to identify how an entrepreneurial teacher should be and what differentiates him from other teachers? The same applies to the level beneath: how should students who have got entrepreneurship education differ from those who have not? The answer to this question should be guiding for our forthcoming project outputs.

What should be changed?
• In general, more flexibility is needed when implementing EE in existing curricula
• A platform for EE awareness raising should be created
• Improve sensibilisation and communication about the importance of EE for ITE
• Furthermore, measuring the competency development through appropriate tools and indicators is also an important point to consider.
• Attitudes should change from “lone fighter” to team player.
• A mutual understanding of EE among ITE, but also entrepreneurship experts is key.
• Entrepreneurship Education should include critical thinking (out-of-the-box thinking) regarding consumption, economy and management, sustainability, innovation – no classical business studies!

What do we need to embed EE in ITE?
• Suitability (points of reference and connection), coaching sessions
• Awareness raising
• Persuasion
• Courage and openness (not only preaching but doing)
• The participants emphasised that ITEs need an entrepreneurial attitude to teach entrepreneurship and that communication is very important to convince ITEs of the importance and added value of EE for every teaching subject. It is important to make ITEs curious about EE and arouse interest.
• Choosing the “right” teacher who is competent to educate EE (reflection on the call and selection process of ITE Educators)
• The participants of the PIETE Tandem Workshop emphasised the need and the possibilities of entrepreneurial experience in real life situations (such as school projects) where appropriate skills can be practiced and applied by initial teacher educators.
• Best Practice Examples for ITE Educators (didactics, open source material), examples that
are directly applicable and refer to different EE competences

What EE contents would be reasonable and desired to be embedded in ITE?
• Introducing all aspects of EE in a subject-appropriate manner (e.g. subject music → creativity as competence).
• Explicit designation of disciplinary and interdisciplinary entrepreneurship competences in the curricula (accompanied with a transparent operationalisation and visualization of the single EE aspects).
• Working in the field of EE not only in a school context; making several and different experiences with entrepreneurship also outside the school context.
• Integration of EE among the postulated teaching principles (introducing a separate EE teaching principle, principles referring marginally to entrepreneurship do often not appear very appealing to be implemented in reality).
• Project-based approach in teaching.
• Creating space for entrepreneurship, e.g. fostering ideas that my students have and supporting them in their undertakings; recognizing and pursuing opportunities in the environment etc. and being able to integrate EE nto the day-to-day teaching.

Workshop 2 – Set-Up and Context
The second workshop was organized according to the Workshop Type II (see page 24). The workshop was attended by 13 participants, 7 from MCI (consisting of associate professor for Bachelor students, senior lecturer for Bachelor students, lecturer for Bachelor and Master students and Head R&D Unit Management & Society, research and teaching assistant for Bachelor and Master students of the study programme tourism and leisure business, research and teaching assistant at the department Research & Development for Bachelor and Master students, assistants from the department Learning Solutions and from the department Research & Development) and 6 from PHT (consisting of university professor for Bachelor and Master students, representative of the center for didactics, team leader for vocational training research, representative of the Institute for Digitization, Education for Sustainable Development and Quality Development, lecturer, eesi regional coordinator for Tyrol). Most of the participants took part in the first workshop. At the beginning, participants were welcomed and got an overview of the contents of the Tandem Workshop, also introducing the aims of PIETE briefly. Afterwards, the EntreComp was introduced in detail and an overview of the Austrian education system and the levels of ITE followed. In the first workshop round participants had to reflect on the competences they already address in their classes (already addressed competences are marked on the EntreComp Poster with post-its or stickers). Afterwards, those competences which are the least addressed, have been identified and served as a gateway for the second workshop round. Three groups worked on three different competences to reflect on how to foster these in the future by developing concrete module/teaching/learning suggestions for ITE programmes.

Main Results – Workshop 2
Many ideas and opinions were mentioned during the tandem workshop, here we grouped them into categories.

What was ITE teacher’s general assumption about Entrepreneurship competences?
Although, agreeing on a mutual understanding of what EE actually means was challenging during the first workshop, in the second workshop a general consensus about what EE means emerged and relevant opinions, perspectives and viewpoints seemed to be adapted along the way in which the workshops were held. During the first round of the workshop, participants were asked to describe “being entrepreneurial” in one word, and surprisingly, participants had a very homogenous understanding of what it means to them. Keywords included: becoming active, activity, acting, doing, openness, implementation, opportunity, creativity, action, courage,
responsibility.

What were the already existing entrepreneurship elements in ITE? What were the elements of Entrecomp that could be easily embedded into ITE?
The first workshop round was surprising and revealed that actually many of the competences in EntreComp are already present and fostered in ITE programmes and higher education programmes, such as working with others, planning & management, coping with ambiguity, uncertainty & risk, learning through experience, spotting opportunities, ethical & sustainable thinking, self-awareness & self-efficacy. This happens either directly through
specifically dedicated seminars and courses as e.g. „Entrepreneurship & Management “, „Business Administration“ and „Project Management“. Or indirectly, more implicitly, through the application of different didactical and learning methods (e.g. bachelor/master thesis, mentoring, idea competition etc.).

What methods/solutions were mentioned for embedding entrepreneurship education intoITE?
After marking the competences, which are already part of ITE and higher education, we were able to identify those competences, which are not – or only partly – addressed by now. In our case, we were able to sort out three main competences, which show a potential for further improvement, namely vision (spotting opportunities), motivation & perseverance (resources), and taking the initiative (into action). Starting with these competences, three solutions have been presented for how to embed EE into ITE.

• MODULE I: The Visionaries
− Learning and Teaching Methods future workshop; design-thinking workshop; prototyping (e.g. with Lego serious play, dough, things from nature, digital tools, etc.); gamification (e.g. augmented reality, The Sims video game, robots, escape room etc.); movement (e.g. walk the talk), visualization and the involvement of external places for learning is central
− Contents/Topics & Learning Goals
o Future with sense in the mirror of the challenges of the 21st century
o Creating value in the future for the self and for the society
o Change and transformation
o Basic learning goal: imagine the future, develop a vision to turn ideas into action, visualize future scenarios to help guide effort and action
o Immersion: realization & implementation of the vision
− Possibilities for Integration
o across institution & established standard; starts at the beginning of a study and ends with graduation; extra-curricular and over-curricular; at specific local/regional events e.g. Long Night of Research

• MODULE II: Motivation & Perseverance
− Learning and Teaching Methods
o Kick-Off Workshop: meeting venue outside traditional classroom, introduction of concept and tasks and input for students (discussion, training workshops)
o Elaboration on a project idea over one semester, self-paced learning, feedbackloops with educators & simulations (invitation of guest entrepreneurs, learning from mistakes, group discussions, problem-oriented learning, practical experience)
o Blended & online learning (e.g. webinars, TED talks etc.), excursions etc. (processoriented learning, self-paced learning)
o Presentation of results in a video format (includes direct, interactive, and practicaloperational teaching and learning methods)
o Extent: 5 ECTS (125 teaching units); max. 25 participants, groups á 5 maximum
− Contents/Topics & Learning Goals
o Active implementation of ideas and consequent pursuing
o Constructive handling of professional challenges
o Realization/implementation of the set individual and collective goals in the long term
o Productive handling of pressure and resistance and recognizing mistakes as chance to learn from
− Possibilities for Integration
o Elective mandatory-module – existing lecture “educational sciences” (5 ECTS)
o Extra/over-curricular module (Digital Badge Certificate)
o Winter/Summer School

• MODULE III: EE Taking the Initiative

− Learning and Teaching Methods
o Awareness raising
o Problem identification and definition in groups and solution finding
o Presentation & pitching
o Learning experience (success and failure)
o Individual learning and group-based learning (agreements, coordination, communication, motivation, compromise)
o Reflection
− Contents/Topics & Learning Goals
o Learning experience
o Self-efficacy
o EE competences
o Initiate processes that create value. Take up challenges. Act and work independently to achieve goals, stick to intentions and carry out planned tasks.

What are the anticipated problems and challenges?
Anticipated challenges have been evaluated in detail during the first workshop already. At the time, participants especially struggled to find a mutual understanding, which, as stated earlier, could be overcome during the workshops. A second challenge raised, referred to the inflexibility of structures (higher education system, policies, etc.). To counterbalance, participants emphasized the transmission of competences via extra-, over- curricular or elective courses, as well as through summer or winter schools and special event occasions.
Another challenge, which participants saw back then, is that some competences might be transmitted more easily than others. In the second workshop this has been exposed as misbelief. Indeed, it is more about preparation and an efficient teaching and learning design, which ensures that learning goals can be reached successfully. Also, a competence, which is supposedly easy to transmit may not enfold the wished spill-over effects if transmitted in the wrong way and by not being aligned to the right target group for example.
Finally, the differentiation of an entrepreneurial teacher and an entrepreneurial student from other teachers and students was a core concern. The EntreComp has been identified here as valuable source and reference base to support the formulation of suitable learning and teaching goals.

University of Szeged (SZTE) Workshop 1

Workshop 1 – Set-Up and Context

The general aim of this first workshop was to start the discussion between two institutions of the University: Institution of Business Studies (Faculty of Economics and Business Administration) and Institution of Education (Faculty of Arts and Humanities) therefore provided a platform for building up the context for further discussions about implementing EE in ITE. The workshop was organized following the structure of Workshop Type I (see above) in a relaxed bar outside of the university. This informal atmosphere provided an opportunity to frame the whole event as an inspiring get-together (instead of some formal workshop). As a result, around
10 colleagues from the Institution of Education participated with 3 colleagues (PIETE members) from the Institute of Business Studies. All the participants were educators (ISCED level 3-4) with an
average experience of 8 years in ITE. Their commitment towards fostering the ITE was clear from the beginning. The discussion went on for 90 minutes, following the above-mentioned Workshop Type I methodology. The participants were mostly active when asked about challenges in ITE. All in all, the workshop provided an excellent basis for further discussion about EE – the team was set-up, the topic was covered. So, the first step in the process was successful.

Main Results – Workshop 1

Many aspects of ITE were discussed, in the followings the main results are highlighted under general topics.

Problems of ITE in Hungary:
• The students are really overloaded, meaning that they must attend classes at their “mother faculty” according to their main programme (e.g. biology, math, history, etc.) and classes in ITE programme at Institution of Education.
• There are only 32+2 credits for pedagogy (all the others are according to their main programme) in their curriculum and it is not enough for an extended teaching curriculum.
• Recently: 15 courses in the BA+MA system, were reduced to 11 courses in the 4/5+1-year system.
• All courses are compulsory, there are no optional courses.
• All in all: It is hard to implement new courses (focused e.g. on entrepreneurial mindset development or something similar).

Challenges and opportunities for EE within ITE in Hungary:
• Entrepreneurship education is part of the „National Educational Regulations” → It should be covered in the ITE curriculum
• In the classroom the ITE students are from widely different fields →Soft skills orientation should be the key (instead of business hard skills)
• There is a special type of class in all levels, called “Head-of-class discussion”
→Entrepreneurship skills can be part of the course The EntreComp Wheel is almost the blueprint how a good teacher should look-like.
→ The connection with EntreComp and ITE is very much there
• Existing courses where entrepreneurship competences are discussed/involved:
− Identify and elaborate on them
• Dedicated (new) courses that are open for all the faculties (as done in the Erasmus+ EEE project)
− Offered by the mother faculty
• Launching a specialization
− You get a “certificate” added to your diploma if you do this.

Workshop 2 – Set-Up and Context

Workshop 2 can be considered as the following step of Workshop 1 – as most of the participants were the same and the whole discussion was built on the results of Workshop 1. The workshop was attended by 7 participants, 5 from the Institute of Education (with an average ITE experience of 9 years at ISCED level 3-4) and 2 from the Faculty of Economics and Business Administration (who were the moderators). The workshop was organized according to the Workshop Type II (see above) in a comfortable place to allow for an atmosphere that catalyses creative, non-formal discussion. The whole workshop was held in a vivid and active manner, all the participants were highly involved in the topic with several suggestions and opinions. The most relevant part of the workshop was the one-by-one analysis of all the 15 competences of EntreComp. It was discussed in detail how these competences can be identified in current ITE. Three solutions were suggested which can tackle the lack of entrepreneurship competences. However, it was decided that these solutions (“actual modules”) need to be developed in a follow-up workshop.

Main Results – Workshop 2

Many aspects of ITE were discussed, in the following the main results are highlighted under general topics.

General assumption about Entrepreneurship competences

The majority were familiar with entrepreneurship competences, as the Hungarian Education Act also provide a fair notion for adhered terminology. In addition, basic EE concepts – in the broad (EntreComp) and narrow entrepreneur) sense – were (re-)introduced as part of the prior workshop. However, there was no longer any consensus on the extent to which entrepreneurship competence is present in the current education. Nevertheless, the participants concluded and agreed that the competences inside EntreComp should be an integral part of the competence’s portfolio ITE students’ educational activities are based on. After all, these competences also very
much represent features of a good and modern teacher (“entrepreneurial teacher”).

Already existing entrepreneurship elements in ITE and elements of EntreComp that could be
embedded into ITE

During the workshop, we went through all 15 competencies of the EntreComp model. In each case, we discussed the extent to which it is present in the current teacher training. On this basis, we distinguished the following 3 categories (according to the Workshop Type II categorization):

(A) It is already present in teacher training (although often not under this name)
• Creativity – it is difficult for students to think creatively, as their previous study in schools was not based on it. But there are initiatives to do that in the current curriculum.
• Ethical & sustainable thinking –a “Ethics in pedagogy” course exists.
• Self-awareness & self-efficacy – this is strong in theory, part of several subjects.
• Motivation & perseverance –students learn, but they are not persistent enough.
• Working with others – students have several groupwork situations during their training.

(B) To some extent, they affect the teacher during training, but not sufficiently
• Spotting opportunities – no time for your own ideas in lectures.
• Valuing ideas – students are not used to getting ideas, evaluating.
• Mobilising resources – students learn about tools, but they have only basic digital knowledge.
• Mobilising others – students learn in theory, but they barely practice it.
• Taking the initiative – students are not brave or proactive enough.
• Planning &management – students can plan a class, but they cannot think in larger projects.
• Learning through experience – students learn academic material, they dare not deviate from it, they do not consider experience as something to learn from.

(C) Missing from the teacher training
• Vision –students have no idea who they are going to be or what the future holds for them after graduation.
• Financial & economic literacy – students have absolutely no sense of this, nor do they learn it.
• Coping with ambiguity – uncertainty & risk – in a precarious situation, students do not dare to act either as an initiator, nor as a teacher.

Methods/solutions for embedding entrepreneurship education into ITE

In general, the participants agreed that the word “entrepreneurial” was not suitable for addressing wider target audience – let it be students or educators. “Innovative” would be a much better term. Teach innovatively and develop innovative skills are more appealing. Or it could be a combination of these two words: entrepreneurial skills in education – become an innovative educator. Three actual teaching methods/modules were mentioned. They are described below.

Module 1: Self-awareness measurement in the acquisition of entrepreneurial mentality
Participants agreed that self-awareness can be key to developing students’ entrepreneurship competences. Since entrepreneurship competences may be misconceived, the students may not even know that they already have entrepreneurship competences. Hence self-awareness is important, participants proposed a continuous (annual) test whose results would allow students to see where they stand in terms of acquiring entrepreneurship
competences. This could be called “Journey to become an Entrepreneurial Teacher”.

Module 2: Teacher-student joint practices
In the Hungarian education system, teachers who are already in service must participate in compulsory training courses from time to time. Such trainings are also held by the University of Szeged. University students could also participate in these trainings, so that (e.g. on the basis of mixed teacher-student tandems) mutual learning spillovers are triggered. The material of these trainings could rely on EntreComp. In teacher & HEI-student tandems the students will be not only be able to learn the entrepreneurship competence, but also to identify how it is applied in practice by the practicing teacher counter-pair. These trainings are usually 30 hours
long and are mandatory for practicing teachers every 3-5 years, while HEI students could be motivated by ECTS credits obtained for participation.

• Module 3: Summer school
Since the students of teacher training programmes are very busy and have extremely high number of courses during the semester, it is not possible to insert a new (entrepreneurship) course into the normal curriculum. For interested students, competency development trainings could be held in the form of a summer school. This could even be combined with the solution indicated in Module 2

Education is a challenge for educators all over the world since it is questionable how learners can be educated to become responsible citizens in different areas, including in the field of social entrepreneurship. A special course called “Entrepreneurship Culture and Education” was introduced at the University of Szeged’s Doctoral School of Education in order to support international students in their understanding of the relationship between entrepreneurial competence, sustainability and civic education. This approach is in line with the aims of the PIETE Project, as the course intends to foster competences that can be further embedded into the educators’ everyday work lives, for example in their teaching practice, subject-related activities).

A flexible and transferable interdisciplinary learning programme with wide methodological tools were discussed. Finding a suitable methodology and adapting it into the school practice and teacher-training programme of a given country was also an integral part of the course. Forming attitudes based on students’ own experiences, mapping prior knowledge in the field of entrepreneurship education and education for sustainability were also the aims of the course. The course is based on a usable pedagogical innovation in everyday school practice applying the challenge-based methodology with existing materials and tools to develop children’s social-emotional skills.

The students examined the theoretical and practical basis of entrepreneurship education from different scientific viewpoints. International students analysed the curriculum of this area in their home country and explained the problems and possibilities for others. It was interesting to see that international students had much more positive image of entrepreneurs than Hungarians had. It was also an enlightening finding that most of the students highlighted the importance of female entrepreneurship.
One of the most important results is the sensitisation. The elements of entrepreneurial competence are incorporated into students’ everyday thinking, and they can apply them in their everyday life or they can transfer or extend them to another project.

Authored by Szabolcs Prónay, University of Szeged
Photo: Assorted Books on Shelf by Element5 Digital

Entrepreneurship skills are undeniably important for contemporary society, especially for teachers who shape new generations and have a great influence on their prospective career and quality of life. Although each year new entrepreneurship-related initiatives can be spotted in Poland, still not all teachers, teacher educators or students are lucky enough to participate in workshops or courses aiming at developing entrepreneurship-related skills. At a first glance one could think that such trainings are only for inhabitants of big cities and teacher educators from large, recognisable universities who seem to be more aware of their importance. It is, however, a misconception. We present you an example of an entrepreneurial municipialiy on a smaller size.
Wilamowice is a small municipiality of an urban-rural character around the area of Bielsko-Biała, where people mainly are employed at local factories, make their living from farming or work at Bielsko-Biała or other Silesian cities. The municipiality comprises the town Wilamowice and 5 villages: Pisarzowice, Dankowice, Hecznarowice, Stara Wieś i Zasole Bielańskie.
Local authorities and people organising the work of local teachers, thanks to European funds they skilfully apply for, create many opportunities for inhabitants of the municipality. Those opportunities revolve around the development of students and teachers and making the life of local people easier. Few examples of those initiatives are creation and participation in a project protecting people against digital exclusion thanks to which free Internet and hardware is delivered to some people. School in Hecznarowice, thanks to some teachers (including UBB graduates) and local authorities (especially the head of School and Kindergarten Management Association – Zakład Obsługi Szkół I Przedszkoli), created opportunities for kids from the municipiality participating in municipal assemblies, workshops connected with effective communication and public speaking. The workshop was carried out by a UBB employee who is the PIETE project partner and who made the participant aware of the importance of communication skills and other skills connected with Entrecomp. The young participants were very active during the workshop, they asked many questions with relation to public speaking issues and competencies important to become successful in professional life. It was apparent that young people want to develop and, if given a hand, they can be very determined and motivated to aim high and develop themselves. The meeting was fruitful enough to give rise to other plans connected with developing skills of the local people. In October 2020, a series of workshops for chosen teachers working in the area of the municipiality will be organised. Some of those workshops will again be carried out by UBB PIETE partner who will train the teachers with relation to public speaking, effective communication and stress management at work. At the same time the idea of PIETE project will be presented and key entrepreneurship competences will be elaborated on. This way teachers will become more aware of the importance of an entrepreneurial mindset and teach better and make young generations of municipiality students aware of competencies they need to develop.

As it can be seen, not only larger cities and largest universities can change the mindset of people and make their world better; also small villages, municipialities and smaller universities can inspire people to develop themselves and broaden their horizons. Thanks to the combination of opportunities created by local authorities, staff at HEIs and teachers and students willing to leave their comfort zone and plunge deep into lifelong learning the development is to be observed, no matter how big or small a given village, town or city is. So, answering the question asked in the title of the post, we must say that a person from a small town doesn’t have fewer opportunities if people involved in their education are open-minded and willing to develop and if that person is motivated enough. With the help of a good, open-minded teacher who is aware of many important competencies that should be trained by young people, one can achieve much, no matter where they live.

Authored by: Anna Wieczorek, University of Bielsko-Biala

The future needs smart solutions – and who could develop them better than the generation of digital natives?! To support them during the implementation stage of their digital ideas, the Univations GmbH and Martin Luther University Halle-Wittenberg (MLU) jointly offer a new initiative, the “Digital Talent Accelerator” (DTA). The project was established in 2019 based on a call for new digital initiatives l by the Ministry of Economics, Science and Digitalisation of the State of Saxony-Anhalt.

David Köhler, a studied cultural scientist and one of the three project officers that are responsible for DTA, has agreed to provide some insights into the initiative for this PIETE E-Zine:
“The main aim of the project is to raise awareness for the possibility of founding a digital start-up and to enable pupils to do so” David Köhler says. “Whether it is an app, a website, a VR application or a digital substitution plan for their own school, the participants are supported by coaches from the IT start-up scene in developing and working out their digital projects. They learn how to transform their ideas into a business plan and what steps it takes to put it into practice” he continues. DTA curriculum consists of four different “sections”. Two of them focus on IT (web-coding and app-coding), the other two concentrate on business management (business/finances and marketing/design). The pupils are entirely free to choose the section which they want to pursue.

The project addresses pupils in schools of Saxony-Anhalt, who are in 8th to 12th grade (age: 14-19 years). To add, the DTA project schedule runs in parallel to the overall school year plan of the participating pupils. The main motivation for pupils to take part in DTA is the possibility to implement their own project from an idea to a fully working prototype. “Also learning how to write a software program, to set up a marketing campaign or to create a corporate identity can be the motivation for a participation“ David Köhler adds.
In addition, the initiative offers a series of workshops for teachers: The main topics of these advanced trainings are digitization of education, the use of digital media, and the integration of digital topics and methods in the classroom. Teachers are informed about the chances of the digitalization and related business topics, so they can discuss these with their pupils.
In November 2019, the project started with its first round, which is divided into three interconnected phases: First, interdisciplinary teams develop and substantiate their start-up ideas from the digital environment at a boot camp (Phase 1). However, pupils without a start-up idea are also motivated to participate. In fact, DTA facilitates the forming of new teams and enables them to jointly design and specify new ideas on the spot. Further, all teams receive support from coaches and founders from the IT scene. Once completed, the specific idea sketch of each teams is submitted.

In the second phase, the submitted ideas are reviewed by mentors that prepare constructive feedback the teams may exploit to improve their concepts. Based on these evaluations an individual workshop program is designed for each team. Coaches and founders from the IT scene support the pupils in deepening their skills and competences, developing a prototype, and imparting the necessary knowledge.
The third phase is all about presenting the ideas, including prototypes, at the final pitch-event to an expert audience of representatives from regional IT and start-up companies. Finally, the best ideas are honoured and rewarded. In fact, the first full DTA round was successfully completed with such a closing pitch-event in July 2020. However, other than planned, the event had to be implemented virtually due to the COVID-19 crisis that evolved in the middle of the first DTA round.
When asked how the piloting of the project went during the times of COVID-19, David Köhler replied: “The first year was a big challenge. The kick-off event was held in the planned way, but all workshops and the final pitch-event were held online. This was foreseen differently. Despite these sudden changes, we were very impressed and relieved, that the motivation of the pupils was not harmed. They worked hard, had a lot of questions to the mentors and developed very detailed and promising business concepts and products”.

The digital pitch-event of DTA. Credits: Ulf Büschleb

The mentors, who support the participants with detailed feedback on their ideas and (business) plans, are specialised in various fields. There are founders of local start-up companies (e.g. 3DQR GmbH and DIE FRISCHEMANUFAKTUR GmbH), IT specialists who carry out coding-workshops for girls (e.g. codegirls.de), founding consultants (e.g. MLU Transfer and Start-up service) as well as representatives from science (e.g. Institute of Computer Science of the MLU) and politics (Ministry of Economics, Science and Digitalisation of the State of Saxony-Anhalt).
A dedicated mentor network will also support participating pupils in the next DTA round, from November 2020 until July 2021. “At the moment we are organising the upcoming events and are very glad to bring in the experiences from the first period. The online workshops worked out well, so from now on we will implement both digital and analogue workshops. This will also simplify the participation of pupils from rural areas” he says with anticipation.

The Digital Talent Accelerator is an initial step into the world of entrepreneurship. Participants, who subsequently want to start-up based on their DTA experience may seek direct service and consultation of established stakeholders in the region, such as the MLU Transfer- and Start-up-service. After piloting DTA in 2019-2020, it is expected to become an integral part of the extra-curricular learning opportunities landscape for Saxony-Anhalt pupils in each of the upcoming years.
Digital Talent Accelerator is carried out as part of the ego. Business start-up offensive of the State of Saxony-Anhalt and funded by the Ministry of Economics, Science and Digitalisation of the State of Saxony-Anhalt and the European Social Fund (ESF).

Want to know more about the project? Visit Digital Talent Accelerator or get in touch with the DTA Team (hallo@digitalent-gesucht.de)

Authored by: Sandra Bier & Florian Bratzke, Univations, cover photo: Unrau Fotografie

The COVID-19 pandemic reaching Europe in the spring of 2020 has created new challenges for the population of developed democracies at various levels. None of the Western societies have an age group which have not been affected directly or indirectly by the pandemic. Looking back on the happenings in the spring and summer of 2020, we consider that one of the defining characteristics of the events is certainly manifested in a general sense of stress and high level of certainty.

How much stress does the COVID-19 pandemic entail and who can be the winners of the current situation?
Stress and uncertainty have always been an integral part of the existence of humanity, what is more, during history the survivors of traumatising and demanding events have always been those who could quickly adjust to changing circumstances. The source of external stress and uncertainty affecting societies shows great diversity and variety (e.g. wars, threat, limited resources), and there are many among the older members of today’s population in Europe who have experienced outstanding historical occurrences or experienced and survived traumatising events. However, the population of today’s Europe does not include people who have direct experiential knowledge on the adequate management of a worldwide epidemic. In this respect, we can only rely on collective knowledge and historical experience, which definitely raises concerns.

We did not follow to what extent the pandemic dominated the media and mass communication channels in other countries during spring and summer, however, the messages communicated in the Hungarian media and the measurements implemented in spring (e.g. announcing the state of emergency, the television speeches of the Prime Minister, dedicated timeframes for shopping for the elderly, closure of borders, hospital visit ban, closure of kindergartens, schools and higher education institutions) clearly indicated for the citizens that times were difficult. We can establish without any exaggeration that in the spring period of 2020 the Hungarian mass communications and political discourse, deliberately or not, were strongly permeated by fear appeal.
At the same time, the degree of fear cannot be objectively assessed at an overall social level, as individuals are highly diverse; it is defined by habitus and stimulus threshold what a person considers as a source of stress. In the situation that has developed – today and in the near future – presumably the problem-solving strategies of the individuals who intend to be objective and assess risks rationally can be efficient. The “winners” will probably be those who can tolerate stress and uncertainty and who can maximise the “really important few” and let go of the “unimportant many” among their everyday tasks. If we think about it, it is actually about the efficient mobilisation of the skills of entrepreneurship competence. In this situation, those who already have an entrepreneurial approach and consciously make use of the application of this approach can have a step forward, i.e. as the Chinese saying goes, “Victory comes from finding opportunities in problems”.

How have higher education and teacher education changed and can change during and after the pandemic?
The discontinuation of the education based on personal presence took the institutions of Hungarian public education (primary and secondary schools) by surprise and most of them were unprepared. The schools responded to the switch to so-called digital education in quite a heterogonous manner. The teachers of certain institutions kept contact with the students in an asynchronous way, with the help of an intermediary platform for teaching materials, where the students were forced to solve the assigned exercises offline relying on themselves (and the support of their parents) and “upload” them within a deadline. The teachers of other institutions held real-time lessons in a virtual classroom in the framework of synchronous education, mostly through applying Zoom or Jit.si.
Similar solutions were used in the Hungarian higher education, including initial teacher education. Besides exploiting the possibilities provided by ICT, much depended on the attitude of the educators. The teachers considering humane aspects recognised it from the beginning that the students could not be expected to fulfil the requirements and tasks defined at the start of the university semester, while other teachers who were able to completely ignore the environmental effects argued that the students can actually be demanded more of because they did not have to concentrate on anything else but learning.
The above described examples are mostly extreme cases, in reality, actions are affected by a variety of external and internal factors (competences, personal values, beliefs), and the nature of the situation. Whichever approach educators and higher educational teachers apply in their work, we can claim that the pandemic considerably contributed to the enrichment and innovation of the methodological repertoire. It forced the teachers and educators less open to changes to make methodological modifications, while it enabled creative teachers and educators with an entrepreneurial approach to try new opportunities: the conscious application of this approach allowed solving unexpected situations more efficiently.
It can be concluded that COVID has posed new challenges for teachers and educators in teacher training. The challenges have emerged in an extremely complex way, which have entailed forming an unconventional way of life and applying new coping strategies. It can be generally established about the happenings of the past period that the individuals have tried to find a solution to the emerging situation alone or in professional communities. However, based on the interpretation of Bacigalupo et al. (2016), we know that an entrepreneurial approach means that the individual adapts to opportunities and transforms them to value for others as well, as it is easier to find good solutions to any kind problems collectively than individually. Presumably, the great challenge of the next period will be to prepare for that the virus will stay with us for an unpredictable period, thus professional communities, including the educators of teacher training, have to try to develop a new and safe framework for the (co)operation collectively.

Authored by: László Kinyó, Edit Tóth & Szabolcs Prónay, University of Szeged

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Nowadays, people become more and more aware of the importance of certain skills in their professional and private life, such as the ability to manage one’s own time, communicate effectively, or have proactive life attitudes. It is not enough to merely teach young people about tangible topics, such as history, grammar of a given language, etc., but rather help them become proficient users of that language, reflect on history and to reflect and come to certain conclusions for the future and many more. Entrepreneurship education in its broad sense refers to many abilities and skills that are worth developing. There are some initiatives in the area, but still not enough; it is worth, however, to look at some good examples of entrepreneurship education aimed at youngsters in Poland.

Jasielskie Stowarzyszenie Przedsiębiorców (Jasło Business Association), thanks to the European Funds grant, made it possible for secondary school students from their area (School complex no 4 in Jasło) to get entrepreneurship-related skills. The initiative is a part of “Podkarpacki Ośrodek Wsparcia Ekonomii Społecznej” (The Podkarpacie Social Economy Support Association) which supports and coordinates a project with the same name. The objective of the project is to organize workshops for secondary school students in the following domains: planning skills (including professional planning software), setting up and managing one’s own business, forms of business ownership in Poland, typical mistakes connected with sole entrepreneurship. Each one of 60 afore mentioned participants will undergo a 12-hour workshop dedicated to the relevant skills development. Eventually, Jasło Business Association will launch an offer of a comprehensive workshop comprising three modules with the hope to boost economisation in the region in the long run. The financial contribution to the project is only 9000 PLN (around 2 093 euro), yet it gives a chance for a better professional life for 60 young people. Project partners are Hetman Tarnowski Fundation and the Tarnobrzeg Academy of Regional development.
Previously, Jasło Business Association offered other relevant workshops devoted to social insurance, labour law, data processing and storing, free workshops concerning fund-acquisition skills, etc.

The Association, in cooperation with School complex no 4 in Jasło, also piloted Entrepreneurship Academy aimed at creating a free, extracurricular educational offer connected with entrepreneurship education and vocational education among secondary school students who are at the threshold of life decisions concerning their future profession, establishing their own companies or looking for their first job. 100 secondary school students from school complex no 4 in Jasło participated in the project between January – June 2019. Local entrepreneurs and a professional trainer volunteered to carry out panel discussions revolving around the following topics: “sole entrepreneurship vs a company”, “what sole entrepreneurship entails”, “is sole entrepreneurship better than being employed?”, “is it possible to combine sole entrepreneurship with being employed?”, “the potential of Jasło and its area for new entrepreneurships and employees”, “phases of establishing and developing companies”, “typical mistakes made by young entrepreneurs”, etc.. There were also workshops organized as a part of the pilot study. During the workshops 3 areas were tackled: setting objectives and planning based on value matrix, SMART planning, planning based on Walt Disney.

The pilot study was successful: the participants and their teachers were of the opinion that it was very developmental and necessary. For that reason Jasło Business Association applied for a grant to make it possible for students of other schools to develop their entrepreneurship skills and help them get ready to enter the job market. The work of Jasło Business Association and their partners is an excellent example of entrepreneurship-related initiative for young people in Poland and can be treated by other cities and their authorities and local entrepreneurs as a benchmark.

Authored by: Maciej Mitręga, University of Economics in Katowice

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The PIETE project will produce a number of outputs which will be of use to those working in initial teacher education, specifically with regards to entrepreneurship education. These resources are open for all to use. In 2020, despite the challenges that were faced during times of COVID-19, PIETE made great progress and produced quality outputs. Here we will outline the achievements of 2020,

Magazines
In April and September 2020 two magazines were released highlighting entrepreneurship education initiatives across Europe. In these issues you can find a summary of the PIETE workshop that took place in Innsbruck, Austria; recommended books for school children related to entrepreneurship skills, and information on how to become an entrepreneurial school in Austria. These are just a few examples of the contents of our most recent biannual magazines

Initial Teacher Education Framework Report
The framework provides a basis to understand the functionality of Teacher Training Center (TTCs) in terms of institutional circumstances, curricular focus, and responsibilities of educators involved in ISCED 3-4 teacher development. It also allows the identification of areas in which elements of Entrepreneurship Education (EE) – as understood under the European Entrepreneurship Competence Framework (EntreComp) – can be most efficiently and suitably integrated.

Entrepreneurship Education Capacity Building Compilation
This document seeks to provide practical guidance to institutions that also interested in “opening the doors” for entrepreneurship education within ITE. A practical and hands-on guidebook, it provides support to initial teacher education (ITE) institutions which consider the fostering of entrepreneurship competences development as an important educational asset. The European Commission’s EntreComp Framework is described; concepts that may serve as hands-on tools for organising awareness-raising workshops are outlined; and examples of workshops that were implemented by the PIETE consortium in Hungary, Austria, and Poland are summarised.

PIETE Teaching Compendium
By now, only a few teaching resources from the field of EE are explicitly designated for use within ITE programmes within the European higher education institution landscape. Thus, the PIETE Teaching Compendium presents a rather novel form of support for educators in ITE programmes. This output develops, tests and compares innovative teaching methodologies (i.e. multidisciplinary curricula, learner-centered, real problem based, etc.) that can be used to enhance entrepreneurial competence and mind-set development within higher education pre-service teacher development programs.

PIETE Videos
Six of our partners give insights into the PIETE project itself, its outcomes and its relevance and importance for teachers and students. The videos can be found on the PIETE website homepage. After watching these videos you will have a greater understanding of the project and why it is important.You will also get to see some of the partners and learn more about their roles in the project.

Since 2011 it is possible for schools in Austria to be certified as an Entrepreneurship School. What is the general idea behind it and how does the process work?

Based on the priorities set by the European Union, both the Austrian Ministry of Education and the Education Directorates see Entrepreneurship Education (EE) as a particularly important component of good school education. This priority is highlighted in a certificate, which aims to make the certified school more attractive, confirms its holistic approach of Entrepreneurship activities as well as their goal-oriented and long-term implementation in everyday school life. Currently 61 schools are certified, 23 schools are in the process of being certified.

The certification serves as a measure to ensure and increase the quality of EE, which is already anchored as a general educational goal in the curricula of all vocational schools. It confirms that in the school concerned, entrepreneurship activities are implemented systematically on all levels from students to teachers to parents to companies, from classroom management to school leadership. If EE is to be sustainable, it must be integrated in the school development process and be supported and lived by all those involved. Young people should be supported in becoming innovative, sustainable and critical entrepreneurs as well as intrapreneurs. Consequently, measures to promote entrepreneurial thinking are as much an integral part of the everyday life of an Entrepreneurship School as the steady drive for personality development and education to become a responsible citizen.

Before a school decides on certification, a survey of the status quo (e.g. school culture, attitudes, authenticity) must be conducted. It is essential for a successful implementation and certification that the majority of the teachers and the school management are behind the certification. Appropriate training events should ensure that the teachers are familiarized with the principles of EE. Finally, the school formulates the goals of the certification, specifies concrete implementation measures and defines responsibilities. An entrepreneurship steering group will be set up, consisting of teachers from the various departments and actively involving the school management. The team must include a business teacher and a general educator.

The certification of an entire school usually takes a year or more and includes criteria from the following areas:

A. Activities at the school
B. Basics for teachers
C. Organizational framework
D. Additional freely selectable optional criteria

Mandatory criteria from area A – Basic Level:
– Organization of an Entrepreneurship Day
– Exploration of a company or organization
– Participation in an external competition for business ideas
– Extracurricular study groups (initiated by teachers)
– Presentation of EE measures at the open-door day
– Training Firm/Junior Company
– Commitment to sustainability, based on the Sustainable Development Goals (SDGs)
– Use of challenges from the YouthStart program (www.youthstart.eu)
– Working with digital tools

Mandatory criteria from area A – Advanced Level:
– Activities with reference to the Global Entrepreneurship Week (in November)
– Extracurricular study groups (initiated by students)
– Debating Club
– External additional qualifications of the students

Mandatory criteria from area B – Basic level:
– Basic training on the topic of EE
– Attendance of relevant seminars on the subject of EE
– Program for directors
– Internal school cooperation of those responsible for EE

Mandatory criteria from area B – Advanced Level:
– Teamwork of teachers
– Advanced training on the topic of EE
– Working with entrepreneurs

Mandatory criteria from area C – Basic Level:
– school mission statement
– website
– Documentation of entrepreneurship activities and successes
– Social media presence
– Involvement of student representatives

Mandatory criteria from area C – Advanced Level:
– Involvement of parents
– Public Relations
– Networking with graduates of the school

A complete list with detailed description of the criteria, their objectives and evidence is available from the responsible bodies (www.eesi-impulszentrum.at).

Authored by: Mario Vötsch, University College of Teacher Education Tyrol

Even though education in general is seen as one of the major catalysers of regional entrepreneurial potential, entrepreneurship education is largely undertaken in the selected programs and institutions associated with management and business development. Many Initial Teacher Education (ITE) programs in Europe, however, lack entrepreneurial competence development.
What if ITE decisionmakers open up their minds, looking a little bit more outside the box, and start to transfer what has proven to be successful in other higher educational contexts? The MCI – The Entrepreneurial School® – can serve as a prime example.

As the Entrepreneurial School ®, MCI is the first point of contact for numerous entrepreneurs and company founders for all questions concerning entrepreneurship. MCI supports students, graduates, employees, and partner organizations in their entrepreneurial activities and promotes the development of the skills required by successful entrepreneurs. Thereby it aims to provide comprehensive teaching of entrepreneurial skills.
At MCI, all study programs include a differentiated number of theoretical and practical courses in the field of entrepreneurship in their curricula, with two Master’s programs that are explicitly devoted to entrepreneurship. Curricula are supplemented with practical projects, international study trips, company excursions, symposia, workshops, and boot camps to foster entrepreneurship competence development.

Next to this, MCI offers extra-curricular education in the field of Entrepreneurship & Start-up. Within MCI’s executive education, courses and seminars are offered to sharpen the entrepreneurial spirit regularly. Moreover, with the digital badge program, the MCI starts off as a pioneer by awarding digital badges in the field of Entrepreneurship and Start-up Management. Digital badges are digital certificates for skills acquired outside the regular studies. During this program, students go through a series of interesting seminars, workshops, courses, and learning experiences within one year (e.g. identification of hidden entrepreneurs, collecting practical experience in a start-up, participation in a business plan competition, pitch training, etc.).

Furthermore, MCI regularly organizes lecture and discussion events that facilitate entrepreneurship topics and sensitize students to specific entrepreneurial issues (e.g. female entrepreneurship, etc.). Of particular relevance is the annual MCI Creativity Award, where students from all study programs (including incoming students) have the chance to demonstrate their entrepreneurial ideas. A jury of independent experts from various fields evaluates all ideas and the best ideas are awarded prizes.
Individual consulting and coaching sessions can be arranged with internal or external experts when students, employees, graduates but also partner organizations and companies need advice in entrepreneurship. Doing so, in cooperation with the major players in the Tyrolean entrepreneurship ecosystem, the MCI has successfully contributed to the establishment of numerous start-ups and spin-offs in recent years.

In the sense of a sustainable exchange of knowledge, research in the field of entrepreneurship is strongly promoted at the MCI and includes 1) Entrepreneurship Education, 2) Family Businesses Management, and 3) Innovation, Entrepreneurship and Marketing.

Although the aim of ITE is not to develop company founders – of course, entrepreneurial skills might be equally important for future teachers. While typical entrepreneurial founders develop new or enhanced products or services, prospective teachers are even challenged to develop edu-cated humans. Let’s be true, if that is not entrepreneurial, then what is?

Now the question is what can we learn from MCI’s approach and what can be transferred to the initial teacher education (ITE) context?
First, higher education institutions that offer ITE programs should recognize the importance of entrepreneurial skills for future teachers. The embracement of an entrepreneurial mindset at the school and institutional level is a first step in the right direction.
Second, instead of providing stand-alone and encapsulated courses in entrepreneurship a multi-disciplinary and cross-curricular approach should be the preferred way to foster entrepreneurial competence development. This can be done either by enriching existing courses and lectures with some entrepreneurial elements or by offering elective over-curricular courses to raise awareness about specific entrepreneurial issues.

Furthermore, ITE institutions should engage within the regional and national entrepreneurship eco-system and build up a fruitful network for a steady exchange. Institutional and in particular cross-institutional events and workshops can be very efficient here. They can be organized to sensitize students for entrepreneurship education, helping them to overcome inhibitions and prejudices about the topic. Even a business plan competition might be great to do so. The business plan competition can easily be transformed into a curriculum competition (e.g. designing the best curriculum) or a didactics competition (e.g. best lecturer) for a better fit to the ITE context.

Thinking outside the box, spin-offs might also be an interesting option for institutions in the ITE context. Spin-offs are not only limited to technological innovations, even more so they might path the way for innovative ideas and novel educational concepts! Also, research in the field of entrepreneurship education might help to expand horizons and enrich the quality of teaching and learning substantially, therefore is should not be neglected either.

Ultimately, however, it is not a matter of working through this list and implementing everything on bend and break. The aim is rather to provide food for thought and inspiration. If we want the next generation to have more entrepreneurial qualities, then educational institutions in particular should set a good example. And if they try just one thing on this list, they too have put their entrepreneurial potential to the test, leading by example.

Authored by: Desiree Wieser, MCI

Finland has been topping multiple rankings for many years in a row. When it comes to school education, the country attracted a huge interest around its successful results in the Program for International Student Assessment (PISA) in 2000. It came first among 32 OECD countries in reading, third in science and fourth in maths, and has been hovering around the top countries since then. Here the success can be attributed to many things: timely policy shifts, teaching methodologies, etc. But one success ingredient of the recipe is undeniable – teachers with well-rounded skills and sound knowledge of their subject.

As the European Union sees entrepreneurial skills an integral factor contributing to the creation of welfare, the inclusion of entrepreneurship courses into the Finnish university curriculum for teachers doesn’t seem to be odd. University of Turku (further UT) is one of the first universities in Finland that made entrepreneurship training modules for pre-service teachers compulsory. Up till now, the entrepreneurship modules are offered to teacher students both as obligatory and elective courses. This year, UT offers a renewed 3-ECTS elective Enterprise Education in Basic Education that will allow students to embark on an exciting journey of entrepreneurial self-discovery.

Teaching + entrepreneurship: compatible?

According to Jaana Lepistö, Adjunct Professor at UT whose expertise revolves around Entrepreneurship and Craft Education, with the course Enterprise Education in Basic Education they are trying to achieve three main goals. First, students will unearth possibilities of applying operating methods based on entrepreneurship to teaching in basic education. They will see how entrepreneurial pedagogy can find its way and may be implemented in their teaching work in comprehensive schools. Second, teacher students will be structurally guided through the corpus of national and international research on entrepreneurial education so that they can form a pedagogical idea of how to put it into practice. And third, the elective course will allow students to explore entrepreneurship from different perspectives and see how they can engage in cooperation with various societal stakeholders and make use of them in their teaching.

What’s in the pack?

The elective course Enterprise Education in Basic Education has been modified several times during its existence to stay relevant to the demands of the modern school system as well as address its future challenges. Currently, the course comprises, but is not limited to, the following topics:
– entrepreneurial education terminology;
– basics of entrepreneurial pedagogy;
– methods of operation related to entrepreneurial pedagogy in comprehensive education;
– entrepreneurship as a social phenomenon;
– active participation and inclusion as part of the teaching work;
– school as a community and co-operation;
– development of the school organisation and school activities and societal challenges;
– contacts with parties outside of the school.

Modes of study

As many other courses, this elective includes a variety of lectures delivered by both the responsible course lecturer and external experts from the field. The course also suggests ten hours of group studies, six of which are school visits. During these visits, teacher students observe the implementation of entrepreneurship concepts in the classroom by their more experienced colleagues. However, a fair share of the course is required to be done individually. Like true entrepreneurs, UT teacher students submerge into the exploratory search of their own unique possible application of entrepreneurial skills. So far, this elective has been offered only in the Finnish language.

Though already being a highly prestigious professional field in Finland, teaching occupation keeps evolving into new phases what allows fully-fledged teacher graduates to safely experiment in classrooms with new methodologies.

Coming up with innovative ideas, solving problems creatively, acting independently, convincing others, working in teams, having fun in performance: developing entrepreneurial skills is important for young people and a pre-requisite to get along in todays’ as much as in the future world of work. However, how does one manage to integrate Entrepreneurship Education at schools? How can the power of developing an entrepreneurial mindset become accessible and tangible for pupils?

In fact, most schools in Saxony-Anhalt struggle to provide in-house learning opportunities that allow pupils to gather entrepreneurial experiences. To make up for the latter, a network of distinct entrepreneurship education initiatives in Saxony-Anhalt (namely Unternehmergeist macht Schule) offers schools professional support. Through their educational offers pupils get a chance and support for the development of business models, the production of prototypes as well as the practical implementation of business ideas by establishing real student companies (Schülerfirmen). Additionally, they act as intermediaries between schools and companies from the regional business eco-system to support early career orientation as much as to ensure practical relevance of early start-up efforts. Here is an overview of present initiatives and their operational focus within the state of Saxony-Anhalt:

futurego Sachsen-Anhalt

In the pupil competition futurego Sachsen-Anhalt, pupils develop a business idea right up to the finished business concept and illustrate it with the help of a prototype and video. In workshops and individual coaching the necessary knowledge is imparted. Each competition cycle lasts one school year and can be both – integrated into the lessons at school but also be carried out by pupils during their spare time.

Website: www.futurego.de
Contact: Sandra Bier / Univations GmbH

Junior

For more than 20 years IW JUNIOR gGmbH has been helping pupils to found their own companies. In addition, they offer student-friendly materials, comprehensive advice, supervision and assurance of pupil companies, organize national and international events and provide contacts to schools and companies throughout Europe.

Website: www.junior-programme.de
Contact: Corinna Brandt / IW JUNIOR gGmbH

Junggründerzentrum Sachsen-Anhalt 2.0

The student institute SITI e. V. (registered association) in Havelberg has many years of experience in promoting pupil companies with their own products. The Junggründerzentrum (youth founder centre) makes these experiences available to interested pupil companies in Saxony-Anhalt in central training courses or individual coaching sessions. Thus, the networking of pupil companies of different schools is to be made possible by common products.

Website: www.jgz.siti.de
Contact: Dr.-Ing. Hannes König /Schüler-Institut SITI e.V.

Jugend gründet

The aim of the nationwide online competition “Jugend gründet” (Youth founds) is to inspire pupils and apprentices for the topics of innovation and start-up. The task is to develop an innovative business idea, to complete an online business plan and to prove in a high-quality business simulation through sustainable entrepreneurial activity in the ups and downs of the economy.

Website: www.jugend-gruendet.de
Contact: Marius Kunkis / Steinbeis-Innovationszentrum Unternehmensentwicklung an der Hochschule Pforzheim (SIZUE)

Ego. Sommerakademie

The “ego.- on tour” initiative addresses secondary school pupils who want to learn more about starting a business and entrepreneurship in general. This is done through one-day workshops at schools. At the end of the workshop day, participants get the chance to qualify ego.- Summer Academy at Harz University of Applied Sciences where specific entrepreneurial knowledge is deepened through the co-creational workshop formats and planning games in 3 consecutive days.

Website: ego.hs-harz.de
Contact: Benedikt Kisser / Hochschule Harz

Gründerkids

The project GRÜNDERKIDS (founder kids) advises and qualifies pupils and teachers from Saxony-Anhalt on their way to launch a (pupil-)company. Also, the Gründerkids team supports running pupil-companies with (business) training, company meetings, individual guidance in corporate governance issues. Moreover, Gründerkids strengthens country-wide networking among pupil companies as well as with stakeholders from the regional economy.

Website: www.gründerkids.de
Contact: Claudia Köhler / Gemeinnützige Deutsche Kinder- und Jugendstiftung GmbH

By collaborating in the joint network “Unternehmergeist macht Schule”, the activity range and distinct features of each of the available entrepreneurship education initiatives in the state can be well coordinated. What is more, the catalogue of existing offers can be well assessed by teachers, principals and pupils, as the networks online presence presents fundamental information about each initiative. Operationally, the participating initiatives exploit the network to regularly discuss how entrepreneurship education offers, incl. continuous professional development for teachers, can be improved for schools. After all, the dynamic environment educational institutions are exposed to in today’s rapidly changing world also need to be considered in the entrepreneurship education offers of any external provider.

There are various action plans, strategies and initiatives in Austria which promote Entrepreneurship Education (EE) and encourage its integration on different levels. One highly engaged network is the Initiative for Teaching Entrepreneurship (IFTE) which is mainly active in the sector of Initial Teacher Education. It supports EE on the level of teacher training by organizing events, workshops, seminars and summer schools. Here is an overview of some IFTE activities.

Summer school in Kitzbühel

The goal of the summer school is to present tools for teachers to teach entrepreneurial competences. A focus is placed on learning through experience so that the course offers a lot of insights from entrepreneurs and professionals. The European Commission has awarded the summer school Best practice in the area of EE.

Teachers in Economy

It is a practical training for teachers (in-service as well as pre-service ones) who get an opportunity to visit corporations and firms for 3 days and thus become an active part. In the programme, the teachers focus on understanding economic issues by experiencing managerial and operational perspectives within business processes. The training involves several companies and is a valuable tool to develop mutual understanding between educators and business professionals. Finally, teachers can apply their insights by translating them into didactical methods.

Entrepreneurship Educator of the Year

This award annually certifies the performance of a single teacher in the area of EE. It focuses on innovative teaching arrangements, possible methods to promote EE as well as on personal engagement of a teacher.

Youth Start

This program is developed by the Federal Ministries of Education from Austria, Luxembourg, Portugal and Slovenia. The aim of the program is to develop an innovative, flexible, transferable and scalable entrepreneurship program. IFTE is the Austrian program partner and responsible for the methodological framework as well as teaching and learning materials.

Changemaker

The Changemaker program is developed by IFTE and aimed at students at upper secondary school. It supports committed young people in implementing innovative project ideas for the Sustainable Development Goals. They receive support in the development of their projects from mentors, via workshops and diverse forms of funding.

Global Entrepreneurship Week & Entrepreneurship Summit

Global Entrepreneurship Week promotes around 15,000 events worldwide each year. Seven million people from 115 countries participate in the event. In Austria, IFTE is one of the organizers and host. The Entrepreneurship Summit is a one-day conference and as such rounds up the Global Entrepreneurship Week.

In Poland, entrepreneurship education is part of secondary school syllabus. In many cases, due to the fact that there are not many hours devoted to it, this subject is taught by teachers who teach other subjects on a regular basis and who not always have sufficient knowledge concerning entrepreneurship-related issues. They, of course, need to attend some courses, but many of them feel it is not enough to make them understand what entrepreneurship competence is about and how to teach it. A few years ago, the National Bank of Poland in cooperation with four universities, undertook a curious initiative. Each of the four universities (University of Economics in Katowice, University of Economics in Poznań, SGH Warsaw School of Economics and the John Paul II Catholic University of Lublin) offered very cheap post-graduate studies for up to 50 in-service and pre-service teachers. At University of Economics 47 people enrolled and all of them graduated from the studies. The studies were in 88% financed by the National Bank of Poland (12% – by the students). The four higher education institutions formed a consortium and jointly prepared the study programme built on their experience with relation to general knowledge referring to entrepreneurship-related issues and methodology of teaching it. The nearly free opportunity and the study programme prepared by experts were obvious advantages over other programmes of similar studies. Thanks to the project, that was part of economic education programme, 180 teachers of other subject areas were given an opportunity to become entrepreneurship teachers as well.

About the studies

The studies comprised three semesters (300 contact hours) and the following topics were covered: company organisation, the role of state in the economy, planning one’s career and shaping pro-entrepreneurial attitudes of people, methodology of entrepreneurship teaching, etc. As it can be seen, the aspects elaborated during the studies concerned broad contemporary understanding of entrepreneurship competence. Furthermore, teaching methodology, the very subject of entrepreneurship education, was also taught and the students then had to test their newly gained knowledge in practice, during their internship.
After graduation, newly trained and re-trained teachers were eligible to teach a secondary school subject: basics of entrepreneurship. What is more, the mindset of many of them changed as they started understanding the notion of entrepreneurship in broader terms. This way, not only while entrepreneurship teaching, bit also while teaching their first subject, they transfer some pro-active attitudes to younger generations. After the free edition of studies finished, some of the involved universities decided to offer commercial studies based on the programme that still gives the same opportunity for new teachers.

Dr. Bartłomiej J. Gabryś as entrepreneurship education promoter

At University of Economics in Katowice, prof. Wojciech Dyduch and dr. Bartłomiej J. Gabryś were the initiators of the studies. Dr. Bartłomiej J. Gabryś was a co-author of the programme in the consortium. He works at Entrepreneurship Department, participated in domestic and global scientific projects (i.e. Global Entrepreneurship Monitor project) and presents his research at prestigious conferences in Europe, Asia and America. He supports business people with his knowledge, especially with relation to developing their own business, organising it and motivating employees. The most important area of his activities in view of the objectives of PIETE project is, however, spreading entrepreneurship-related knowledge among youngsters. He organises workshops for young people at university and he also visits schools in the Silesian region where he talks about entrepreneurship, entrepreneurial and pro-active life attitudes. He co-organises Entrepreneurship Education Contest that is a big event focusing attention of several thousands of young people every year and he is a member of the Association of Children’s Economic Universities where he encourages the economic development of children from early years. Dr. Gabryś is also a politician interested in developing the Silesian region and local business environment.

PIETE consortium is excited to share two new intellectual outputs of the project. These intellectual outputs are the first comers of the project, and in this light, we are thrilled to present you the results of the hard work accomplished by the project partners. These results include the PIETE Initial Teacher Education Methodological Framework and the PIETE Online Survey Instrument.

PIETE Initial Teacher Education Methodological Framework

PIETE Initial Teacher Education (ITE) methodological framework allows a coherent mapping of actors, artefacts and practices involved in the pre-service teacher training within education systems. Thus, the framework makes it possible to understand the functionality of Teacher Training Centers in terms of institutional circumstances, curricular focus and responsibilities of educators involved in ISCED 3-4 (Upper secondary education and post-secondary non-tertiary education) teacher development. It helps identifying areas in which elements of Entrepreneurship Education (EE) – as understood under the European Entrepreneurship Competence Framework (EntreComp) – can be most efficiently integrated.

This framework aims to be easily applicable to different national or regional contexts. Its functionality will be showcased by applying it into the educational contexts of PIETE partner institutions in Austria, Poland, and Hungary. The cases will be presented as separate reports in the respective national languages and English.

PIETE Online Survey Instrument – Understanding of Entrepreneurship Education in Initial Teacher Education

PIETE Awareness Test Center (survey) provides the means to assess conceptual and terminological EE understanding of ITE educators. This knowledge is considered crucial for the overall aim of PIETE – foster EE within ITE. The survey will also serve as the main data collection instrument for PIETE Discussion Paper. You can access the survey in 4 languages (English, German, Polish and Hungarian) online on our website. The offline version is possible to get via contacting the PIETE project leader as well as the coordinator of this project output, Florian Bratzke (bratzke@univations.de).

Are you an initial teacher educator? We would love to hear from you! We already started collecting the data for our discussion paper, and would like to invite you to participate in the survey! Your data will be used for statistical purposes only and will remain anonymous. Please find the survey at www.entrepreneurialteachers.eu

To successfully integrate Entrepreneurship Education (EE) and entrepreneurial approaches into the daily teaching lives of initial teacher educators, we need to raise awareness about the potential of EE outside of business faculties, better understand the influencing factors and barriers for integrating the EE methodologies in Initial Teacher Education (ITE) programmes in our PIETE partner countries, and facilitate closer interaction between EE and ITE educators for peer-learning. We realised that to achieve this multifaceted goal, we need to physically bring together the representatives of both academic communities and undertake “tandem” workshops in PIETE partner countries: Austria, Hungary and Poland. We are delighted to report on the first results and insights from initial tandem interventions within our consortium.

AUSTRIA

During the latest PIETE workshop in Innsbruck, Austria, experts discussed the status quo of EE in ITE and reflected about the chances to integrate it more efficiently in the future. At the university-level in Austria, initiatives in the ambit of initial teacher education are surprisingly far less numerous, compared to the initiatives existing at the secondary school level. By now, only a few initiatives target EE in ITE directly, and most are offered across different educational levels, e.g. IFTE (Initiative for Teaching Entrepreneurship) and e.e.s.i. (Entrepreneurial Education for School Innovation). During the tandem workshop, we identified main issues and challenges, that hinder the integration of EE into ITE, while also discussing potential solutions to mitigate them.

Creating mutual understanding and structured pathway to implement EE

In practice, we observed a discrepancy between educators who feel that EE is important and already integrate it (often implicitly) into their classes, and educators who have difficulties to recognize the relevance of EE in general, and regarding specific disciplines or subjects taught. Educators are often also confused as they are not sure, which EE model or framework can serve best as the point of reference (EntreComp, OECD Learning Compass, etc.) for them, and for what they want to transmit to the students. Both, educators and entrepreneurship experts perceive that a mutual understanding of EE on the ITE level is absent, which hinders the integration of EE into ITE. Indeed, EE is not self-explanatory as often assumed, but many different perceptions and standpoints exist, depending on discipline, educational level, and individual opinions.

Hence, more flexibility and freedom in teaching and curriculum design are definitely needed in the first place, to pave the way for further EE initiatives. Moreover, experts suggest accompanying them with an efficient communication strategy for awareness raising. A concrete idea, which can be realized even without greater efforts, is e.g. the establishment of a digital platform for exchange (knowledge, information, contacts, resources, expertise etc.). However, to change attitudes nothing will be more rewarding than persuasion, courage and openness. To enfold, they need to be fostered on a constant basis throughout different levels and among several stakeholders.

Supporting both educators and the students in the process

On the student side, more support in terms of coaching and mentoring is suggested. EE should involve critical thinking with out-of-the-box thinking, whereby topics such as sustainability and innovation should move to the centre of the debate, as argued by experts. Students should be granted enough freedom to be creative, to develop and realize ideas. Eventually, competence development among students should also be tracked and measured. This will serve as an important signpost for attainment and future activity direction but also is required for the establishment and introduction of appropriate tools and indicators.

On the educator side, experts suggest the training and practicing of skills by making real-life experiences with entrepreneurship that can be transferred to the classroom afterwards. The sharing of best practice examples, as well as learning and teaching materials, didactics, or other resources is regarded equally effective. Workshop participants emphasized the availability of open source material to be useful to prepare educators. Also, PIETE has recognized this need and pursues with the development of a teaching compendium (project output nr.4), which serves as source of inspiration for educators and can be downloaded free of charge. Furthermore, capable educators should have or should be able to develop a kind of entrepreneurial spirit to recognize opportunities and ideas themselves, and to properly support students in their undertakings. At the same time, institutions will also be challenged to recruit educators with EE competences. This implies a reflection on the call and selection process of ITE educators. From a structural point of view, experts plead for an explicit designation of disciplinary and interdisciplinary entrepreneurship competences in the curricula, accompanied with a transparent operationalisation and visualization.

Recognition of entrepreneurial skills and self-identification potential

Finally, the key will be to find a consensus for all parties involved on how an entrepreneurial teacher is defined and what differentiates him/her from other teachers. The same applies at the student level. We must agree on how students, who got an entrepreneurship education, differ from students without EE. If we are able to work this out, we will also be able to efficiently integrate EE into ITE in Austria in the future.

Provided by: Desiree Wieser, MCI The Entrepreneurial School ® Innsbruck, Austria


HUNGARY

The lecturers from the Institute of Education and the Faculty of Economics and Business Administration at the University of Szeged held tandem workshops in autumn 2019 to explore the lecturers’ experience and attitude about how their sense of initiative and entrepreneurship could be integrated into the teacher training programmes. The workshop was rounded up with the assessment and finalisation of the PIETE project’s questionnaire that will later be distributed among pre-service teachers in the Hungarian language. During the workshop, we were primarily interested in the questions on how Hungarian teacher training educators perceive entrepreneurship as a competence and whether some elements of Entrepreneurship Competence Framework (EntreComp) are being practiced within Initial teacher Education curricula unnoticed.

How do Hungarian teacher educators perceive “entrepreneurship competence”?

During the first workshop, the participants learned about the EntreComp and discussed how it is reflected in the Hungarian National Core Curriculum (HNCC). The HNCC features the term “sense of initiative and entrepreneurship” as a key competence, however, the name is slightly different from what is outlined in the EU recommendation on key competences for Lifelong Learning. A possible deviation can be reasoned with the fact that there is no direct translation of the term “entrepreneurship” to Hungarian. On top, at the beginning of the 1990s – in the period of the Hungarian regime change – the lay public attributed a negative meaning to entrepreneurship: it was associated with craft and tax avoidance.

The participants of the workshop got familiar with the elements of the EntreComp wheel. They pointed out that the entrepreneurship competence and its elements are naturally present in the personality of an efficient and responsible teacher. In their daily work, teachers directly and indirectly face situations and tasks which require activation of the entrepreneurship competence. For example, it is essential to set an objective and make plans. The review of the tasks, a teacher performs in their work, shows that they prepare a syllabus and thematic schemes at the beginning of an academic year and make lesson plans throughout the year. To advance their professional skills, they collaborate with the members of the faculty and the teachers’ staff committee, students, parents and colleagues teaching in partner institutions to fully develop students’ skills and competencies. Since each student has a unique set of these skills and competencies, teachers need a high degree of flexibility and creativity to motivate students and direct their attention what is not connected to the primary meaning of entrepreneurship but rather considered as soft skills of the EntreComp.

Is “entrepreneurship competence” being developed in Hungarian Initial Teacher Training programmes?

Considering the characteristics and specificities of the Hungarian initial teacher training, the workshop participants discussed several possibilities to implement the objectives of the PIETE project. They pointed out that several elements of entrepreneurship are already present in the Hungarian initial teacher training programs. For example, teacher students learn about the characteristics of the labour market, identify the fields where teachers can work (inside and outside the education system), and entrepreneurship as a way of life. Several courses include the analysis of pedagogical situations which also set the scene to assess self-efficacy. Students have a course called Educational Planning in which they learn about the general questions of planning, management, monitoring and evaluation. The courses include a module (Teachers’ roles and teaching as a profession) which covers the psychological questions of being a teacher and focuses on self-efficacy, as well as frustration related challenges. These courses are typically not about entrepreneurship de facto, however, they develop soft skills in close relation with the EntreComp. At the same time, there is also a possible way to get teacher candidates familiarised with entrepreneurship explicitly. For educators, who have been active for several years, shorter (5-8 lessons) or longer accredited (30-lesson), CPD programmes are the most suitable to put the elements of entrepreneurship competence into practice.

An online questionnaire, as part of the project, was drawn up and examined the teachers’ (1) attitude and (2) competences related to teaching entrepreneurship, as well as (3) the barriers of integrating entrepreneurship into teacher training. The participating teachers received a Hungarian version of the questionnaire to review it from a respondent’s perspective and indicate wherever the wording was accurate enough. The workshop revealed several differences between the terms of economics and educational science, however, the participants managed to achieve a final unanimous agreement.

Provided by: Szabolcs Pronay, University of Szeged

POLAND

The PIETE Tandem workshop was held at University of Bielsko-Biala on 29th October 2019. It was jointly organised by the University of Bielsko-Biala (UBB) and the University of Economics in Katowice (UEK). Total of 9 participants (4 from UB and 5 from UEK) gathered to discuss the term of entrepreneurship, EntreComp and set a foundation for future collaboration.

The term entrepreneurship was introduced and the participants were asked how they understand it and how to best translate it into Polish. Then EntreComp was briefly presented and the wheel was discussed. Some elements of the wheel were not directly associated by the participants with entrepreneurship/ entrepreneurship education. It was concluded that a discussion on the definition and role of entrepreneurship in professional life in general and especially in the teaching profession is absolutely necessary which indicates the relevance of the PIETE project.

The idea of the PIETE project was discussed and the main project-related issues were presented. The conclusion was that entrepreneurship and entrepreneurship education elements should be a part of teaching courses not only for the sake of „producing” better teachers, but for the whole society that would be affected in a positive way (more entrepreneurial in professional and private life) if taught by teachers that are entrepreneurial in the broad sense that is presented in EntreComp.

After the general idea of the PIETE project was discussed, the main part of the workshop began – the workshop participants from UBB thoroughly discussed and presented the specificity of their job to the UEK workshop participants. The qualities of a good teacher and the requirements to become a teacher in Poland were elaborated on. UBB employees explained how those requirements influence their teaching and how they prepare ITE students to become teachers. The specificity of ITE in Poland was generally discussed and compared to some other European countries. Further, recent changes in the ITE curriculum were debated. Also, the current situation of teachers (financial and social status), expectations towards teachers and attitudes towards them were presented and there was an ongoing discussion about it, especially in view of the fact that recently teachers in Poland went on strikes. Potential ways of introducing entrepreneurship education into ITE programmes and anticipated problems (e.g lack of time to implement it and potential lack of ITE educators’ motivation to do it) and solutions (e.g. some incentives for ITE educators connected with introducing entrepreneurship education elements into ITE programmes) were discussed. Everyone agreed that introducing elements of entrepreneurship education into ITE programmes would be of enormous benefit for ITE educators, students and for the whole society in general as young teachers would educate new generations how to live more entrepreneurial life.

Provided by: Anna Wieczorek, University of Bielsko-Biala

The PIETE consortium welcomes the beginning of spring 2020 with a brand-new issue of the PIETE magazine, dedicated to exploring the concepts of entrepreneurship education for (aspiring and practicing) school teachers. Since our last publication, substantial progress has been made on the development of the project’s outputs and resources – please, stay tuned for the updates!

In the meantime, open this issue and dive into the exploration of the skills necessary for teachers to succeed in their work; get a glimpse of the entrepreneurship education examples in the context of initial teacher training as well as initiatives instilling entrepreneurial values among young learners around Europe. In the first section of the magazine, we invite you to get familiar with our results of the PIETE workshop series held in Austria, Hungary and Poland. Also, we are happy to share two new resources with you – PIETE Online Survey Instrument and PIETE Initial Teacher Education Methodological Framework. Further, our selection of the blog articles from the partners feature the examples of entrepreneurship education in Finland and Poland. We also offer you to discover an ample variety of entrepreneurship initiatives for kids and their teachers launched in Austria and Germany. Additionally, in this issue we introduce you to two books written for kids to understand complex economic issues but in a simple and engaging manner. On top, we will offer you insightful cases on developing and honing entrepreneurial skills offered to university students of different study areas in Germany and UK. The final section of the magazine brings you the selection of upcoming events that will welcome teachers and entrepreneurs in 2020, as well as the selection of recently released books on entrepreneurship education.

We hope the insights you will get after reading the recent issue will not only ignite your interest but provide you with some inspiration to integrate entrepreneurial skills development in your (maybe future) classroom!

We wish you a pleasant reading!

Download PIETE Magazine Issue 3 here

We are delighted to welcome Technical University of Ostrava (Czech Republic) to enter our consortium of dedicated PIETE collegues and enthusiasts as an associated partner!

We have been contacted by officials of Technical University of Ostrava already at the end of 2019 leading to first successful talks between representatives of either sides shortly afterwards. The Technical University of Ostrava (VSB-TUO) is a public institution of higher education which provides tertiary education in technical and economic sciences. It has a long tradition in high quality engineering with around 12.000 students and 800 pedagogue and cooperates with educational and research institutions worldwide. In addition and with relevance to PIETE, VSB-TUO is involved in the training and education of children in secondary and elementary schools, and at kindergartens both in the Czech Republic and abroad.

Given VSB-TUO efforts in supporting talented pupils, the PIETE consortium was glad to propose associate partnership to PIETE. VSB-TUO officials have equally expressed their interest to exchange best-practice experiences and intellectual resources to foster entrepreneurial aspirations and efforts of teacher trainers and aspiring teachers (primary target groups of PIETE). The collaboration has been manifested through signed Letter of Support allowing a further strengthening of ties between involved institutions in the months ahead.

Mutual benefits

Given the obvious high potentials to positively contribute to the success of the project, the PIETE consortium is strongly convinced of the mutual benefits that will result from this collaboration. In fact, both sides also decided to intensify talks in the upcoming months to identify further areas of collaboration within the upcoming Erasmus+ application round. Thus, apart from jointly discussing and piloting PIETE project outputs as well as exchange best-practices experiences, the collaboration with VSB-TUO may as well be the impetus to initiate new projects in the field of practical driven school teaching with relevance to entrepreneurship education involving all PIETE partnering institutions soon.

PIETE Awareness Test Center (survey) provides means to assess EE conception of ITE educators, with the end goal of raising their awareness for the added-values of EntreComp for the teaching profession.

The survey will serve as the main data collection instrument for PIETE Discussion Paper. You can already access the survey in 4 languages (English, German, Polisn and Hungarian) online at:

PIETE Awareness Test Center

If you would like to recieve an offline version of the survey in the above-mentioned languages, please contact the leader of the PIETE consortium and this intellectual output – Florian Bratzke at bratzke[at]univations.de

PIETE Initial Teacher Education (ITE) methodological framework allows a coherent mapping of actors, artefacts and practices involved in the pre-service teacher training within education systems. Thus, the framework makes it possible to understand the functionality of Teacher Training Centers (TTCs) in terms of institutional circumstances, curricular focus and responsibilities of educators involved in ISCED 3-4 (Upper secondary education and post-secondary non-tertiary education) teacher development. It helps identifying areas in which elements of Entrepreneurship Education (EE) – as understood under the European Entrepreneurship Competence Framework (EntreComp) – can be most efficiently integrated.
The framework has two dimensions: On the one hand, it explains how Initial Teacher Education (ITE) work from a systemic perspective, on the other hand it asks where Entrepreneurship Education (EE) can be found within this perspective.

This framework aims to be easily applicable to different national or regional contexts. Its functionality will be showcased by applying it onto the educational contexts of PIETE partner institutions in Austria (PHT), Poland (UBB), and Hungary (USZ). The cases will be presented as separate reports in the respective national languages and English.

Access at the framework and the country case study reports here.

Does the concept of MBA, abbreviation for Master of Business Administration, pop in your head when you think about children education? Does this seem an impossible word clash between the adult and children’s worlds? Hardly so, as the widely-discussed need to introduce entrepreneurship education at an early age has sparked a genuine public interest in educating the future innovative thinkers and inspired a number of respective educational models, though branded with a generic label of “business education”. While it might appear that the “business education” concept for kids follows a narrow definition of entrepreneurship education – solely learning how to establish and run an enterprise – it is not quite so. Many business courses for young learners do not only teach them about the basics of economics and management, but address the development of a diverse range of soft skills needed to succeed in virtually any sphere of their lives, such as emotional intelligence, conflict resolution, creative thinking to name a few.

Momentarily, specialized entrepreneurial courses for children are rather scattered and in vast majority are extracurricular – while their popularity has reached some parents, it is yet to reach public school education curricula around the world. In this blog, we introduce you a number of privatized on-site and online schools and courses, which bring children of different ages a taste of entrepreneurship and attempt to popularize entrepreneurship education at schools with their tailored curricula.

Children Private Business Schools – MBAs for Kids around the world
“As a society we still rely on kids learning business stewardship through trial and error. It is hardly surprising that so many promising new businesses fail” – prof. Mark Warson-Gandy, Founder of KidsMBA School in the UK.
On a quest to uncovering the root causes of the high start-up fallacy rates among adults in the UK, Prof. Mark Warson-Gandy found himself among the early advocates of the need to imbue entrepreneurship within children’s natural learning curve. Through gamification and role playing divided in 3 tracks, the young future entrepreneurs learn business hard skills (e.g. business planning, financing, leadership, corporate responsibility, etc.) as well as transferable soft skills, leadership, communication, among others. The learning path offered by KidsMBA is rather flexible – from a Fast Track 2-days intensive course, to a semi-online course leading to a final exam and Star Performer Trophy – the formalized acknowledgement of completion of KidsMBA programme. Notably, KidsMBA offers a special entrepreneurship programme for schools, providing both the teacher and the students with the course curriculum and training materials.

The word play on “MBA” and “kids” has proven to be quite popular around the world, when a simple google keyword search will most probably return a number of seemingly similar programmes stemming from different initiatives. So much as to MBA Kids International, which is not to be confused with KidsMBA – similar learning goals encased in different modular systems. A large international franchise, currently running across 4 countries (Ukraine, Kazakhstan, Brazil, Azerbaijan) offers entrepreneurship education to children as early as 6 years old. This franchise’s educational provision and covered thematic areas are rather broad and comprehensive, generally divided according to levels (from beginner to advanced). Interestingly, the franchise’s programmes in different countries are somewhat contextualized to the local population’s needs and accessibility: for example, the Brazilian programmes introduce Entrepreneur 4.0 , shorter financial, time-management and leadership courses, while the schools in Ukraine and Azerbaijan have yearly courses of different levels tackling almost every skills from the entrepreneurship education textbooks. The school in Kazakhstan, however, shows its emphasis on communication and leadership skills development.

Another MBA Kids franchise example is based on the MatrixCareer business-education programme, originating from Russia, but spreading around Post-Soviet Union countries. With such modules as “Responsibility”, “Well, in the end, it does appear that “MBA Kid” concept has become a collective term for identifying corporate business schools for kids.
More examples of similar private schools and extracurricular centers that run on a global stage include MINIBOSS Business School and TeachingKidsBusiness. While serving as a useful extracurricular activity and a learning possibility for the students, those fee-based courses might not be fully accessible to some less-fortunate population groups. That is where the booming online education trends come to rescue.

Virtual Business Courses for Kids
Self-paced virtual business courses for kids allow parents, children and school teachers to access business school-like experiences and learning materials online from the comfort of their own home and on a reduced fee. While undeniably limited with a lack of the group work and interaction, the virtual children business education providers do tend to create an engaging learning environment for the kids through online mentors, online interactive audio group exercises, videos and games, etc.

FunFinanceAcademy is tailored for younger kids and offer introductory lessons not only into the world of business, but adulthood. While the name of the provider incorporates “finance academy”, the educational programmes do not only revolve around the talk about money. The online module “Business Basic”, for example, expands on the types and roles of businesses, highlights the stories from kidpreneurs (children entrepreneurs), and introduces social responsibility concepts and more. Another example, Kidpreneurs Academy – Entrepreneurship Course for Kids 7-12 by Udemy, the world’s largest online learning platform, incorporates the hand-on project approach to introduce the children to the world of entrepreneurship.

Unfortunately, the virtual business education for kids might, in many cases, be limited to basic introductions to the world of business and focus on gaining specific economic knowledge, rather than serve as a basis for developing transferable entrepreneurship skills. Without clear guidance from “real” mentor, lack of peer-learning and real-life experiences, the online learning paths can be a valuable addition to the child’s entrepreneurial learning path, but not the substitutes of a more structured and integrated hands-on approach at the educational institution.

What about the public schools?
While the above mentioned MBA for kids courses’ curricula are also offered to the schools, and the teachers can potentially incorporate the available online courses into their daily teaching, there are providers who tailor their courses exclusively for schools. Virtual Enterprises (VE) International, for example, “offers programmes that provide all students with authentic, collaborative, immersive business and entrepreneurial experiences”. In addition to creating the online (and offline) content for high schools, VE International collaborates with the businesses representatives to bring the real experiences on board. Another initiative in the US, Maker Kids Club, provides a set curriculum for teachers to run their own Kidpreneur club at their school.
To benefit from these initiatives, one will need to acquire the membership on an institutional or individual levels. Without a doubt, financial constraints as well as the lack of awareness of the practicing teachers about the advantages of early age entrepreneurship education limit the popularization of the courses at public schools. Our project aims to address the root of this issue by popularizing entrepreneurship education and creating the relevant open access resources for the aspiring teacher – hence the students in initial teacher education programme. We do hope that via addressing our future teachers, we can widen the access of the children to entrepreneurship education initiatives and help raise a new generation of entrepreneurs in Europe.
Learn more about the courses and initiatives mentioned in the blog:

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In this blog article, our Hungarian partners from the University of Szeged delve into an analysis of the Hungarian National Core Curriculum, attempting to find out more about the interpretation of the “entrepreneurship competence as a skill” and the approaches to its integration into a wide multi-subject school curricula.

Shortly after the European Union proposed the nine key competences for lifelong learning in 2000, the Hungarian Educational Bodies have responded to the recommendation by integrating those competences into the National Core Curriculum (NCC). At present, the nine key competences including the sense of initiative and entrepreneurship are among the general educational goals of the core curriculum. Besides introducing the key competences, the NCC s lists several areas of development related to entrepreneurship: critical thinking, creativity, initiative, problem solving, risk assessment, decision-making, and constructive management of feelings.

These areas have great significance in the development of sense of initiative and entrepreneurship as well. “Without content there is no knowledge, without knowledge there are no skills to use”. While commonly mentioned in relation to education, this statement is also appropriate in the case of entrepreneurship competences development. If entrepreneurship competence is viewed as a skill or an ability which helps children apply their knowledge in everyday life, then an important question arises. Is the school development of the competence achieved through everyday examples or lifelike situations? It is worth investigating the NCC and the framework curricula in view of the knowledge contents (e.g. lifelike topics are suggested to discussed) students should learn according to the documents. At what extents do the suggested knowledge contents and expected skills harmonize in the documents?

How does NCC define the terms?

The NCC defines entrepreneurship as the following:

“Sense of initiative and entrepreneurship helps an individual both in everyday life and at work to get to know his or her broader environment and to be able to grasp the opportunities that lie ahead. This competence comprises knowledge, creativity, propensity to induce changes and risk-taking as well as developing and implementing plans in order to achieve objectives. It serves as a basis for more specific knowledge and skills which are needed for the pursuit of economic activities.”

Necessary knowledge, on the one hand, involves recognizing and analyzing the opportunities and challenges for personal, professional and/or business activities, on the other hand, a broader understanding of how the economy and the world of money works. Individuals should also be conversant with the financial and legal conditions of businesses.

Skills and abilities such as planning, organizing, leading, managing, delegating, analyzing, communicating, evaluating experiences, as well as risk assessment and risk-taking, individual and team work are part of this competence.

A positive attitude is characterized by independence, creativity and innovation in personal and societal contexts, as much as at work. It is conditional upon motivation and determination to achieve goals, be they personal, shared or work-related goals or efforts.

The most salient aspect of the definition is that it considers the person being developed not as a child or a student. Rather, it regards him/her as an adult who already possesses the detailed knowledge, skills and attitudes based on the previously acquired knowledge. The necessary developmental steps to facilitate the skills development of the students are not detailed in the core curriculum (the necessary prior knowledge and the final requirements are absent).

Does NCC promote the integration of entrepreneurial skills development into all subject areas?

In the NCC the content related to entrepreneurship competence only appears in the case of two subject areas (f out of 11 subject areas): Way of life and practicing skills and Man and society. In the case of the former one the development of entrepreneurship competence appears as a general goal, while the latter one aims at teaching of entrepreneurial knowledge (where the document details this task only in two lines). Additionally, the analysis of the curriculum framework for secondary education reveals that entrepreneurship competence is not integrated into the subject areas. The need for the development of the entrepreneurship skills appears as a general educational goal along with the development of the other key competences. As an exception, the two school subjects’ curricula (ISCED 3), History and Geography, do mention the opics explicitly aiming at the development of entrepreneurship skills. However, those subjects are not well-developed in the grammar schools. The topics taught in grammar schools focus solely on macroeconomic processes. Transdisciplinary skills needed for the development of the entrepreneurial mindset are scarce. Only during the discussion of larger economic issues (e.g. financial and economic culture, global economic processes, place of Hungary in the Carpathian Basin and in Europe) students learn factual knowledge related to entrepreneurship and solely in factual fashion.

We can clearly see that the NCC and the curriculum framework consider the entrepreneurship competence and related skills development from the factual point of view. The curricula documents – especially the framework curriculum – only focus on rising the awareness of the students of the economic processes, and quite frankly, overlook the soft-skills development related to entrepreneurship. . The current curriculum documents do not provide enough information on how teachers can effectively enlist the attitudes needed for a successful entrepreneurial mindset development. There is still quite a way for a Hungarian formal education policy-making to interpret and promote the entrepreneurial skills development, specifically on the school level.

Provided by: University of Szeged

Today, we present you a new book from our partner institution – MCI Management Center Innsbruck edited by Andreas Altmann, Bernd Ebersberger, Claudia Mössenlechner and Desiree Wieser: “The Disruptive Power of Online Education. Challenges, Opportunities, Responses.

About the book

The higher education sector is being disrupted through the effect that technological innovations have on the educational market. As digital and mobile technologies are developing further, higher education institutions must embrace these developments to meet the needs of their learners and to not become irrelevant. In higher education, disruptive effects are mainly visible on a program/product level, with an increasing number of programs including some element of online education.
Disruptive effects also become evident on a pedagogical level, where student engagement, collaboration and social learning, gamification and serious games, competency-based learning, teacher training, and overcoming geosocial divides are high on the agenda. This book considers the effect of online elements and their design on university business models and internationalization, course design, massive open online courses (MOOCs), and the scalability of online programs. It also explores how higher education institutions across the globe respond and react to the challenges and opportunities evolving in online education.

Click here to find out more about the book, check its content, download sample chapter and purchase it.

Image credit: Emerald Publishing

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Today we host the opinion blog article by Anna Wieczorek, PhD, Assistant Professor at the Institute of Modern Languages and the Head of Academy of Corporate and Interpersonal Skills postgraduate studies at University of Bielsko-Biala. Anna shares her tips for the educators to help the graduates better prepare themselves for the arduous journey of starting their careers.

Diagnosis of the problem
The “job story” of many graduates and freshmen in the job market is usually a rise and fall story, with the advantage of downs at the initial stages. Sometimes it is even a big bang like, for instance, presenting a CV built on a lie and being caught red handed, or gossiping about your prospective employer while waiting for an interview and not being aware that he or she is in the room (a true story of one of my students!). If such a big bang gives rise to a more entrepreneurial professional life attitude, we may call it a success, in some cases, however, it is a wing-clipping experience and the youngsters are sorry that nobody told them what to do and not to do while taking first steps in professional life. The majority of study programmes don’t include courses that would help students to successfully apply for a job, there are, however, some ways of incorporating some “HR activities” into courses at the first glance unconnected with entrepreneurship. Here’s a bunch of my personal teacher tips that can serve as an inspiration for educators teaching various subjects.

Prevention of the problem:
1. While teaching a writing class, no matter, if it is an academic writing class, or a creative writing class, I try to incorporate cover letter writing where I also smuggle 🙂 CV writing, and I mainly focus on mistakes to avoid while preparing such documents and strategies to make it interesting and outstanding in a mass of other CVs. Then I’m looking for a few real job offers that they may find interesting and they are to prepare a CV and then, in a cover letter, stress only those abilities and skills (also soft skills) that they find relevant with relation to that given offer.
2. While teaching interpersonal or intercultural communication class, I don’t only focus on some theories of communication, Hofstede and his dimensions of culture, culture shock, etc, but try to role-play some real-life situations with the students, like, for instance, dealing with intercultural differences while applying for a job in a foreign country; answering difficult interview questions (at the same time we analyse the typical interview questions and try to come up with original answers which would make the recruitment officer remember them). We also discuss strategies of dealing with stress in interpersonal communication (for instance, while having an interview, or at work, in a team, etc.)
3. While teaching a public speaking class, we work with a camera, focus a lot on body language, dress codes, situational audience analysis and all these aspects are also crucial while the first encounter with your future boss. As an exam task, my students are asked to prepare a recording for a prospective employer – they are given a job offer and they are to analyse, who the employer might be and which qualifications and skills they may expect. Then they try to “sell” themselves – they are to present their real qualifications and personality traits and convince the employer that they are ideal candidates. Alternatively, they are asked to prepare a spot for prospective voters, assuming they candidate to a city council. Afterwards we watch the recording and they get feedback. At first they dislike the exercise, but later admit they find it really helpful.
These are mine most often used strategies to make my regular students more prepared for professional adulthood, what are your tips? We encourage you to share and think about your superpower in helping your students become more independent!

Provided by: University of Bielsko-Biala
Image credit: Pixabay via www.pexels.com

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From the 7th to the 8th of May, the University of Bielsko-Biala (UBB), southern Poland, opened its doors to the second consortium meeting of the PIETE project, welcoming the colleagues from Germany, Hungary, Austria, The Netherlands and fellow Polish University of Economics in Katowice (UEK). The meeting set the platform for the project representatives to share progress in their work regarding the first set of the project’s intellectual outputs, and discuss the arrangements of the Initial Teacher Education – Entrepreneurial Education experts’ tandems in Poland, Hungary and Austria.

The two-day program provided the participants with the opportunity to present their progress on the major agenda topics, specifically PIETE Awareness Test Center (IO1), which goal is to assess the awareness and conceptual understanding of entrepreneurship and entrepreneurial education among initial teacher educators , and the Initial Teacher Education (ITE) Framework Report (IO2), which focusses on mapping the practices of the involved initial teacher education units. The presentations have led to productive discussions on the conceptual and practical design of the survey (IO1) and the report (IO2), their quality assessment methods and feedback.

PIETE Awareness Test Center (IO1)
The motivation for the creation of this output is rooted in the intention to better assess the prevailing understanding of entrepreneurial competences among ITE educators. In fact, ITE educators are mostly not aware of the wider scope of entrepreneurship education as laid out in EntreComp. As such, the purpose of entrepreneurship education (EE) is often still limited to activities that primarily aim to foster business creation. Consequently, ITE educators do not consider EE to be of much relevance for the teaching profession. However, this view disregards the wider scope of EE and results in an insufficient integration of the latter within ITE programmes. In the light of this, the PIETE Awareness Test Center provides means to:
– Assess EE conception of 10-15 ITE educators and level of EntreComp knowledgeability of each ITE partner within PIETE;
– Path the way for the creation of an empirical basis to better understand why EE does not play a prominent role in ITE yet;
– Implicitly sensitize pre-service teacher educators for the relevance of entrepreneurial competences and raise their awareness for the added-values of EntreComp for the teaching profession;
– Enable EE experts to better comprehend the rationale behind defined learning outcomes /competence assessment within ITE programmes;
– Adapt applied methods for assessment of competence conception to other relevant fields of higher education.
PIETE partners agree that the PIETE Awareness Test Center is a key preparatory element to unlock symbiotic potentials for the application of EntreComp within ITE at a later stage of the project. During the project meeting, the representatives of the lead partner of the PIETE project and the leader of this IO, Univations, presented the latest version of the survey, received feedback from the partners and discussed the survey internal and external pre-testing arrangements. Upon its finalization in upcoming months, the survey will be soon available as open resource.

ITE Framework Report (IO2)
To introduce methods, tools and concepts of EE to ITE requires a sound and comprehensive understanding of the professional environment ITE educators are involved in. With ITE Framework Report, the partners are developing a sound methodological framework that allows for a coherent mapping of the involved pre-service teacher training institution. To do so, it will also take into consideration the programmatic priorities of teacher training centers (TTCs) as not to disregard valuable input coming from the cultural and institutional diversity of the partners. As such the ITE Framework Report will be an innovative key instrument to:
– Create mutual understanding between ITE partners and EE partners within PIETE;
– Sensitise EE experts for ITE educator’s necessities and capacities;
– Activate ITE Educators as catalysts and advocates for EE inside TTCs;
– Identify relevant (institutional) barriers to the integration of EE content;
– Prepare a smooth integration of EntreComp based EE teaching modules into ITE;
– Exploit mutual learning potentials through exchange of experience between the TTCs of the partnership;
– Strengthen institutional back-up for PIETE objectives in the involved TTCs.

The representatives of the leader institution of this IO, University College of Teacher Education Tyrol, shared the approach to the report compilation, methodological framework and received valuable feedback for the implementation of the report framework within PIETE partner initial teacher education centers.

In addition to the talks about the IO1 and IO2, the partners have briefly discussed the future arrangements for the other outputs, workshops among the ITE and EE tandems in project countries, dissemination activities and administrative issues regarding the project implementation phase.

Overall, the meeting was a success in terms of its outcomes, supported by the generous hospitality of the host partners. The participants enjoyed the view of the region and Bielsko-Biala from above on a breathtaking observation platform after the first day of the meeting, followed by traditional Polish dishes and drinks during a dinner organized by the Polish project representatives.

The next partner meeting is planned to take place in Szeged, Hungary on 19-20 November, 2019.

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The so-called social capital (SC) builds the platform in every society for any innovative actions between people. Although the SC concept itself is rather a complex one when it comes to its multidimensionality and measurement (Fukuyama 1995; Scrivens and Smith 2013), this concept refers mainly to the level of trust between people in the society. Thus, the magnitude of social capital in a given society represents the extent to which people in this country treat themselves as reliable in their socio-economic roles, outside their family ties. In the absence of social capital, people do not expect other people would behave accordingly to the requirements they should fulfill as social actors. For example, when social capital is low, many people would not expect doctors of medicine to provide them with honest and high quality health advisory, but they would rather expect them to be driven by self-interest and opportunism in their interactions with patients. Similarly, in the educational context, students may have problems in relying on their teachers’ competencies, because they would again expect some other unethical and unprofessional motives driving their behaviour. One can easily imagine the difficulties created for entrepreneurs, while they try to launch and manage their businesses in such extreme context.

Unfortunately, the European Union is very diverse with regard to the level of social capital characterizing their member states. While Scandinavia is commonly known as the region with particularly high social capital, not only in EU but even in the worldwide context, there are also European regions, where social capital is low or even very low. Specifically, post-communist regions tend to exhibit low levels of SC, which concern Romania, Bulgaria, Hungary, Poland and other Visegrad Countries, but it also refers to some regions in Germany that were a part of East Germany until the end of 80ties in 20th century. Of course, it does not mean that these are regions, where entrepreneurial spirit is absent. Actually, some of these post-communist economies develop dynamically, which is connected with many new companies established in these countries and more effective management of existing companies. While low social capital is visibly disturbing entrepreneurship in these regions, there are also some leverages like relatively cheap labour, effective education system and strong intrinsic motivation among people for improving their life conditions.

Nevertheless, while these regions have progressed enormously since they have switched towards market economies, the economic growth cannot be powered by economic efficiencies only. Further development is largely dependent on moving towards more innovation-based economies. In turn, innovations (especially radical ones) demand collaborative actions which is very visible in international supply chains, where most successful new products are developed as a result of collaborative product design, development and joint commercialization. If the level of social capital is low, the flow of knowledge between social actors may be not enough for boosting innovations, i.e. resulting in new brands recognizable on international scale. Stimulating entrepreneurship in such context may demand special approaches, because some traditional methods may not provide adequate means to do so. This creates the major challenge especially for education and institutions in these regions.

References:
Fukuyama, Francis (1995), Trust: The social virtues and the creation of prosperity (Free Press Paperbacks).
Scrivens, Katherine and Smith, Conal (2013), ‘Four interpretations of social capital: An agenda for measurement’, (OECD Publishing).

Provided by: UEK
Image credit: Skitterphoto via www.pexels.com

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In Hungary, prior to the regime change of 1989, there were almost no possibilities to start a private venture beside solely public employment, thus the private business sector was virtually missing in the country. As a consequence, there was hardly any trace of transferring modern marketing and management knowledge in higher education. Instead, business knowledge was transferred in the framework of the subject called Business Economics. It was present only in economics training; furthermore, it contained theories almost exclusively on large enterprises. Based on this we can conclude that we could not see even a sign of either the concept of entrepreneurship or entrepreneurship education in Hungary when western authors had already been conducting extensive research in the topic.

After the regime change, if it is possible to say that, the situation got even worse. Although it was allowed to start a business, but it resulted in a large number of enterprises established by people without either qualifications or knowledge in business. They were adventurers, much rather than business experts. However, as adventurers would normally do, they tried to exploit the opportunities, which were in abundance, as the new rule of law had several legally unregulated areas. In Hungary, the entrepreneurs of the 90s were characterised by rapidly making vast fortunes while circumventing legal frameworks. It meant that the social perception of “entrepreneur” was on the level of “maverick” and “mountebank”. At that time children used to say “My father does not have a job, he is just an entrepreneur”.

It all clearly shows that the education of entrepreneurship was an indefinable category in Hungary, since it was like wanting to teach “how to be the bad boy”. The first educational initiatives at university level can be found within the Faculties of Economics. However, it still was not called “entrepreneurship education”, but much rather “business development” (these two expressions sound similar in Hungarian, but have a slightly different meaning). In 2006, we can already find “Business Development” specialisations within economics courses. It is important to note that the education of Business Studies and Economics Studies are not separated in Hungary, the two areas are combined within the same training courses, and all of them equally give an “economist degree”.

Regarding the perception of the concept of entrepreneurship, the start-up ecosystem was the first to bring a substantially positive change in Hungary. By the 2010s, some globally successful Hungarian start-ups (e.g. Prezi.com) put the concept of entrepreneurship into a new perspective. Now it was no longer the dubious practices of “mavericks” but the creative activity of young, ambitious people. As the popularity of the start-up world grew rapidly, so did the interest increase among young people in related courses and knowledge. Entrepreneurship appeared first in the private sector, and then in tertiary education. Initially it was present only in Economics Faculties, and it has also gained ground in other fields – primarily in Engineering and Informatics – in the past years.

The PIETE project opens a gate to the next level of development in such environment. At this level we not only present the skills required for entrepreneurial life for today’s youth but we also provide the teachers of the future generation with such knowledge. The emergence of entrepreneurship in the Hungarian initial teacher education is a new chapter in the turbulently changing entrepreneurial history of the past 30 years. We hope that this chapter will be the first part of the success story of entrepreneurship.

Provided by: University of Szeged
Image credit: UIIN

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In schools, the topics entrepreneurial thinking and acting often receive little attention and are usually dealt with in a rather theoretical than practical manner. External support offered to schools can make up for this “gap” by allowing pupils to pursue action-based approaches that go beyond typical classroom settings of learning. This rational underlies the project futurego which addresses all schools located in the state of Saxony-Anhalt, Germany. It focusses on entrepreneurial mindset development among pupils from 8th to 12th grade by allowing them to employ relevant skills in the basis of self-initiated, venture driven endeavours. In the school context, this is usually realized by establishing so called “mini-companies”. Hence, futurego operationally integrates entrepreneurship education into schools – a fusion also articulated in the project’s leitmotif “school your idea”. The project is realized within a state-wide competition for the best ideas, creating an additional incentive for participation among young learners. However, pupils need professional guidance on their way to establish their own company. This is also why futurego offers a variety of training formats along three inter-dependent project stages that are offered free of charge over the course of an entire school year.

During the first stage, participating teams develop their own business ideas and narrow it down in a two-page idea paper. They fundamentals allowing them to do so are taught within 90-minute workshops based on the “Business Model Canvas” tool.

The second stage deals with the extension of the idea to a thorough concept paper which also includes a three-minute video and the creation of a first prototype. During individual coaching sessions the teams receive helpful tips and advice from tutors. In addition, the practical day “Heute Schüler morgen Chef ” (Pupil today, boss tomorrow) offers the opportunity to gain exciting insights into regional companies experiencing actual business routines. As a matter of fact, participants accompany founders or business leaders during a work day. Through this first-hand impression, they gain valuable insights for their own business idea as well as additional motivation for the final spurt of their concept papers.

In the third and final stage, the best business ideas are awarded (material and cash prizes up to 1.000 €) on a prominent closing event with over 350 guests. Moreover, the five best teams get the opportunity to pitch their business idea in front of an independent jury which also selects the winners of the competition. In addition, the best 20 teams (selected prior to the final event) are given chance to present their business ideas, also showcasing respective prototypes and promotion videos on the events’ idea exhibition.

futurego Sachsen-Anhalt is realised within the context of the “start-up offensive ego. Saxony-Anhalt” and coordinated by Univations GmbH – Institute for Knowledge and Technology Transfer at Martin-Luther-University Halle-Wittenberg. The project is funded by the Ministry of Economy, Science and Digitalisation of the State of Saxony-Anhalt and the European Social Fund (ESF).

Want to know more about the project? Follow futurego on Facebook and Instagram.

Image credit: Belle Co via www.pexels.com

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Over the past decade, the need to ‘mobilise the brainpower’ and entrepreneurship education into school programs as early as possible has become a ground for a lively discussion in Europe. To recognize and empower the European entrepreneurial talent from the early age, we primarily need teachers who, apart from knowing their subject enclave inside out, can instill the idea of entrepreneurism into the classroom routine. For current and future teachers, developing entrepreneurial mindset and gaining deeper understanding of the basic tenets of entrepreneurship stretches beyond the ability to transmit this specific knowledge to their students. This training can have a favorable impact on their entire life.

 

Making a difference

Who are the people who choose teaching as their profession for life? The ones who want to create an impact in this world via helping younger generations discover their numerous talents and make the best out of them. When embedding entrepreneurial elements into school programs, no doubt, that the main lever to do so is by hiring a suitable teacher. The one who has nuanced understanding of what entrepreneurship is, who can maintain kids’ natural curiosity and foster their ability to face and solve problems.

The current state of affairs was aptly framed by Pasi Sahlberg, a well-known Finnish educator, who stated that ‘we still educate children with the mindset that there is a job for you; another option is to think create a job for yourself.’ In this light, future teachers are expected to infuse kids with solid awareness that future is uncertain, risks are something to live with, and failure is not a life sentence. It will rest in teacher’s hands to develop kids’ drive to innovate and think outside the box. To do so, they should be ‘live’ representations of what they actually convey in their classrooms.

 

Raising the level of employability

Training future teachers to think and act entrepreneurially does not only entail the transaction benefits gained from sharing knowledge with students, but also acquiring important transversal skills, e.g. exercising initiative, creative thinking, decision-making, spotting and implementing opportunities, etc. These skills are highly sought-after by employers in different areas these days, and can be of good use in our rapidly changing world. What is more, entrepreneurial philosophy, once properly understood and grasped, set one on the pathway of lifelong learning to constantly check their professional flair and hone relevant skills.

 

Nurturing personal growth

An important reason why cultivating entrepreneurial mindset among future teachers is beneficial for them personally refers to the acquisition and full understanding of their inner core. They need to gain the sense of confidence in their own capabilities even when turbulent times are on the doorstep. Since stability is believed to be relative, the new generation of teachers will have to have an ability to generate unconventional solutions both in their teaching practices and beyond. Having put constant vigilance on the autopilot mode will make them seize opportunities even in the most inopportune times.

All in all, introducing entrepreneurship education in teacher training programs will enable to grow a generation of doers, makers and creative thinkers who can maneuver in the unstable and fragile environment. Creating innovative classroom environment where their students can feel safe to experiment in a try-fail-persist mode, the teachers will expand their socio-economic contribution to their nations and worldwide and raise economically self-reliant and socially responsible citizens.

 

Written by: Alina Meloyan, UIIN

Image credit: pixabay.com via www.pexels.com

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Our new Erasmus+ KA2 project has just started in fall 2018 and involves 7 institutions coming from Germany, Poland, Austria, Hungary and the Netherlands. Its aim is to improve entrepreneurial competence deliverance in higher education pre-service teacher training programmes (ISCED 3-4 level). In brief, we…

…with the dedicated efforts of our core consortium partners:

Univations GmbH

Established in 2006 as an associated institute of Martin-Luther-University Halle-Wittenberg (MLU) and with the University as the largest and determining shareholder, Univations GmbH and its 12 full time employees are responsible for all strategic entrepreneurship and knowledge transfer activities of the University. Doing so, Univations pursues a holistic approach to innovation and start-up support – from entrepreneurship awareness raising and competence development activities at school- and HEI-level to management consulting in young as well as experienced SMEs. It supports young entrepreneurs and HEI spinoffs in all phases of the start-up life cycle as well as innovate enterprises in their efforts to develop new technologies and services. The essential motivation for this systematic support lies in the creation of premium jobs and a top-skilled workforce within the entrepreneurial eco-system of a structurally catching up region.

 

Management center Innsbruck – MCI

As the Entrepreneurial School®, MCI is positioned to provide a meaningful connection between university, grande école, business school, university of applied sciences, and the world of business. It represents a strong international brand that successfully combines: – teaching and advanced training; – research & development; – knowledge transfer; – innovative start-ups. The MCI links together the best out of science, economy and consulting to the unique concept of an international Entrepreneurial School®. It stands for internationality, academic quality, practice orientation, innovation, close cooperation with industry, solution-oriented research and development, first-class infrastructure, a high level of customer and service orientation, and international renown.

 

University of Szeged (USZ)

The University of Szeged (USZ) is one of the most popular universities of Hungary, occupying high places in all the international rankings. Its foreign connections extend to more than 500 universities worldwide and 432 Erasmus+ partner universities. It has been considered for years as one of the world’s best 500 universities and it is known as a green institution. The University of Szeged is a leading workshop of education, science, research, innovation and it has a crucial role in the region’s cultural, social and economic activities. The expertise of USZ will be essential in leading IO3 i.e. PIETE Capacity Building Compilation.

 

The Pedagogical University of Tyrol (PHT)

The Pedagogical University of Tyrol is the centre of teacher education in the county with a special and longstanding expertise in this field. The PHT has also been involved in numerous EU projects on a range of themes ranging from research, Short term Mobility and Mentoring to Citizenship Education, Leadership and Quality and Language Learning. ERASMUS+ mobility is central to the internationalization process at the Pedagogical University. PHT will lead the production of IO2 i.e. ITE Framework Report.

 

University Industry Innovation Network (UIIN)

University Industry Innovation Network (UIIN) is the lead partner responsible for the dissemination and exploitation of the project and its results. As a leading network in the area of university-industry interaction, UIIN has a unique competence to understand and bring together both, science and business. Moreover, UIIN will lead the production of IO6 i.e. PIETE European Good Practice Collection.

 

University of Economics in Katowice (UEK)

University of Economics in Katowice (“UNIWERSYTET EKONOMICZNY W KATOWICACH”) is the largest and oldest business school in the region (80 years of academic tradition), one of the top universities in Poland. Due to the balance between academic strength and soft skills in offered courses as well as professional career services the employability of graduates is very high. University of Economics cherishes relations with its local and international alumni engaging them in many activities on campus and in social media. UEK will lead IO5 i.e. IO5: PIETE Discussion Paper.

 

The University of Bielsko-Biala (UBB)

The University of Bielsko-Biala (UBB), the only public university in its area (the Podbeskidzie south region of Poland). The university is constantly growing and currently there work about 400 employees, with 200 professors and doctors. The University cooperates with institutions from all over the world. Currently UBB has agreements with about 100 institutions in more than 25 countries. UBB also a solid experience in EU funded projects, such as Erasmus+, Scholarship and Training Fund, 7th Framework Programme. UBB will substantially contribute to the creation of all IOs (workload depending on thematic focus and aligned tasks). Furthermore, UBB will team up with UEK to form a regional, inter-institutional tandem that secures an efficient implementation of PIETE resources as well as the achievement of all project objectives within the scope of the Silesian region, Poland. UBB will also host one partner meeting in Bielsko-Biala and support UEK in the realisation of a high-level multiplier event.

 

 

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On the way towards becoming a more competitive knowledge-society, the European and national governments need to encourage entrepreneurial spirit across the boards through their knowledge producers. Even though education in general is seen as one of the major catalyser of regional entrepreneurial potential, entrepreneurship and entrepreneurial training is largely undertaken only at the university level in the selected programmes associated with business development. For a more comprehensive and rounded development of the entrepreneurial mindset regionally and nationally, it is vital to start embed the elements of entrepreneurial education in wider variety of courses and especially in those that educate our new generations – initial teacher education programmes. To address this need, a new Erasmus + project “Partnership for Initial Entrepreneurship Teacher Education – PIETE” is established to increase entrepreneurial competence deliverance in higher education pre-service teacher training programmes (ISCED 3-4 level).

To do so, the project relies on regional tandem constellations between experts from initial teacher education (ITE) institutions and higher education staff responsible for entrepreneurship education (EE) in Austria, Hungary and Poland. Operationally, PIETE is carried out as Strategic Partnership between Univations GmbH (Coordinator), University of Bielsko-BiałaUniversity of Economics in KatowiceUniversity of SzegedManagement Center InnsbruckPedagogical University Tyrol, and University Industry Innovation Network.

  1. As a first step, a mutual understanding of either side’s needs will be created through joint workshops and awareness creation sessions.
  2. In the next step, partners will create a novel teaching compendium for entrepreneurial competence development inside ITEs institutions. It will be based on EntreComp and, among others, provide indications for ETCS-Credit attributions.
  3. PIETE will also develop a cross-country comparison study on how pre-service teacher educators understand EE terminology and assess entrepreneurial competence deliverance. This study will be complemented by a good practice report on European initiatives that have successfully enriched ITE programmes with EE contents.

PIETE will largely impact educators and students of the involved and other institutions by raising their awareness and capacities for entrepreneurial competence development as understood under EntreComp. Consequently, PIETE`s reach may ultimately extend to the school-level once impacted pre-service teachers enter the professional service.

PIETE has been selected for a 3-year funding period by DAAD (German Academic Exchange Service) as one of only 19 German led Erasmus+ Strategic Partnership initiatives launched in 2018.

Stay tuned for the news about the project and in meantime, follow PIETE on:

Twitter: @piete_project or follow the link 

LinkedIn: PIETE – Partnership for Initial Entrepreneurship Teacher Education or follow the link

Facebook: @PIETEproject or follow the link 

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