Entrepreneurship Education

Author | View as single page | Feedback/Impact

Teacher Education

For Teacher Educators:

The report identifies a need to develop an environment that enables innovation in teacher education by overcoming negative notions of ‘entrepreneurship’ and recognising social entrepreneurship. This is supported by concrete and tangibly defined learning outcomes for entrepreneurial teaching with developed and quality assured assessment methods for entrepreneurship education pedagogy informed by student feedback. Networks dealing with this area help to share the practice of teacher educators and can lobby for the development of this area.
Source: Entrepreneurship Education - A Guide for Educators

For Teacher Training and Longer Term Professional Development

Teacher training in this area should be linked to national curriculum reforms and involve innovative methods that may include the world of work or mini companies. The extraordinary effort sometimes required by teachers in this area should be recognised at school level.  Support for teacher mobility to develop these skills may be supported by the Community Lifelong Learning Programme.
Source: Oslo Agenda

Entrepreneurial teacher training programmes should utilise entrepreneurial methods to address the teachers’ own potential for entrepreneurial capacity, not as an isolated skill, but as a concept that requires key competencies such as creativity, technological awareness and project management. Training programmes should show how, in every curriculum, there are starting points for entrepreneurial teaching and learning that can build on existing entrepreneurial activities of teachers, demonstrating how their existing methods already fit to the concept.

Courses should s focus on practical approaches and include active, participatory methods that create ownership and are assessed through clearly defined learning outcomes.
Source: Entrepreneurship Education - A Guide for Educators

Entrepreneurship modules should be compulsory for all student teachers. The curriculum should use the same pedagogy as that preferred for use with students that emphasises active learning, authentic tasks and practical tasks. There should be a continuity of experience between teacher education programmes and host schools with opportunities for internships, placements and shadowing built on sustainable and systematic business partnerships.
Take into account existing entrepreneurial skills among candidates and build on them in set tasks. Develops assessment methods for transversal entrepreneurial skills.

 In-service training provided needs to stimulate take-up and promote courses based on consultations with schools and teachers about their development needs. These courses can have a sustained impact when teachers and learners are encouraged to make plans based upon ongoing evaluations and exchanges about teaching and learning.
Source: Budapest Agenda Item 1 : Entrepreneurship Education: Enabling Teachers as a Critical Success Factor