Entrepreneurship Education

Course Organisation & Management in Entrepreneurship Education

Poorer courses provided insufficient opportunities for students to engage directly with businesses and employers thus providing opportunities for first-hand research or direct contact with businesses that could enhance the quality of learning, relevance of assessment and level of discussion. Source: Ofsted,2011

Common features amongst guidelines and teaching materials include building on active and participatory teaching methods with a practical, project-based approach, promoting practical experience through workshops, cooperation with different organisations and enterprises, including learning settings outside school, and centrally the hands-on approach of setting up and running student firms. These may involve a number of ministries as well as input from business and local and national organisations that promote business, 
Source: Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes

At the level of the school and education authority.

..Entrepreneurship education has tended not to be treated systematically in the curriculum. Instead, it is typically an extra-curricular activity, added at the margins of mainstream education, reliant on the enthusiasm of individual teachers and schools.
Source: Towards Greater Cooperation and Coherence in Entrepreneurship Education Report and Evaluation of the Pilot Action High Level Reflection Panels on Entrepreneurship Education

Obstacles lie with the reluctance of schools and teachers to become involved when programmes are not backed up, recognized or recommended by the educational authorities. These programmes often require additional time and effort from teachers that go beyond the classroom and the normal school day so that some teachers are reluctant to become involved if such work is not recognised by the school.

The inclusion of student company programmes as an option in framework curricula established at national or regional level has a positive effect on their dissemination and their success, for instance by raising the motivation of teachers.
Source: Best Procedure Project: Mini-Companies in Secondary Education

Develop development plans in schools that communicate a vision of E.E. and have clear objectives action plans that fully involve the potential contribution of students, alumni, businesses and the local community. Support the development of E.E. with leadership roles including the appointment of a coordinator for E.E.  EU wide initiatives should further E.E. developments in schools whilst school to school level co-operation should be facilitated.
Source: Budapest Agenda Item 4: Entrepreneurship Education: Enabling Teachers as a Critical Success Factor.