







Strength of Evidence Transferability Editors' Comments |
System Wide
This includes political backing through inclusion of EE by establishing a common EU framework integrated into existing EU monitoring, the launch of national and regional strategies, ensuring coherent funding and recognising career structures. …Entrepreneurship education needed to become more commonly treated as a key competence across subjects rather than a business related and or separate subject. Individual teachers were seen as central key but the evidence shows that they also need external support. Develop national strategies based on a share vision of the teacher as facilitator and coach. Make E.E. a mandatory part of the curriculum with minimum standards in quality frameworks and labeled recognition for innovative practice. Put in place assessment measures that are sympathetic to the advocated teaching approaches for E.E. Ensure that there are incentives for entrepreneurial teachers including rewards, tool kits, resource centres and recognised centres of expertise. Develop communication channels between all stakeholders and establish communities of entrepreneurial teachers.
These recommendations include:
Source: Best Procedure Project: Mini-Companies in Secondary Education
These programmes can represent an important instrument within regional development policies. In fact, especially in less developed or more isolated regions, activities may have positive effects in increasing the number of school leavers to remain in the area by building direct links with the local community. Building links and opening education to the outside world This includes enhancing the contribution of intermediary organisations dedicated to the dissemination of entrepreneurship activities within schools and universities, and to building links between education and the business world, encouraging the contribution of private partners in E.E. as part of their corporate social responsibility and supporting research to improve the educational contribution of businesses within schools. This would include the development of pedagogical abilities of entrepreneurs and business partners. Centre of Educational Expertise in E.E. should be recognised. Large corporations for example may be willing participants in collaborations with schools, but though they may offer good experience of the private sector that is not the same as offering the opportunity to acquire entrepreneurial skills. Careful selection of partners is therefore required. |